Woman's Temple, Women's Fountains
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
HISTORY 263: U.S. Women's History
HISTORY 263: U.S. Women’s History This is a preliminary syllabus ------------------------------------------------------------------------------------------------- Summer 2012 HISTORY 263: U.S. Women’s History Instructor: Dr. Mara Dodge Tel. 413-572-5620 Use PLATO e-mail only Office: Bates 104 Course Description: This course explores all of American women’s history from the colonial period to the present and is open to students from any major. However, there is a daunting amount of material to cover in just 6 weeks so be prepared for a heavy reading load and a fast pace (and remember it is a 200 level course!) The course provides an excellent overview/ review of all of U.S. history with a special emphasis on women’s experiences and contributions. The course emphasizes the diversity of women’s experiences. We explore the unique experiences of specific European ethnic/ immigrant groups (ex. Irish, Italian, etc.) as well as the experiences of African-American, Native American, Asian-American, Latina, Jewish, Muslim, and lesbian women. The course makes extensive use of primary source materials. 1 Major themes include: changing ideas about women’s “proper place” in society; the history of the women’s rights movement; women’s role in social reform; changing ideas about sexuality, family, and reproduction; images of beauty and the “feminine ideal”; women and work; and movements for civil and legal rights. Note: Westfield State University assumes that a student will need to spend 16-20 hours a week to complete a 3 credit, on-line course in 6 weeks. These hours include all weekly course work and may include such activities as: textbook readings and assignments, watching videos, viewing Powerpoints, listening to podcasts, taking quizzes and exams, conducting research, writing essays/papers, posting to class discussion boards, and completing any other assigned weekly activities. -
How the Women's Rights Movement Began
How The Women’s Rights Movement Began As it was written in 1787, the Constitution said little about black slaves. It said nothing about women. At the time of the Constitutional Convention, women were treated like children. Adult females were barred from most occupations and professions. They could not make binding contracts or sue people in court. Even though women could be tried for crimes, they were excluded from juries. In most cases, any money or land a woman possessed became the property of her husband once she married. A married woman gave up all individual status; she kept no legal right to her own earnings or even personal belongings such as clothing or jewelry. Most states did not allow single women or widows sole control over their own property, either. Most men simply believed women were not capable of handling business affairs. When the Constitution was written, women could vote only in New Jersey, but by 1807, even this state had banned suffrage (the right of women to vote in governmental elections). The main argument against women voting assumed they would be too easily influenced by their fathers, brothers and husbands. According to this view, if women voted, a married man would control twice the voting power of a single male. From Abolition to Women’s Rights The lack of political clout did not discourage women from becoming deeply involved in public affairs. Lucretia Mott was raised by a MassachusettsLucretia Mott Quaker Wikimedia father Commons) who believed in equal education for girls. She became a teacher and married another Quaker teacher. -
The Women's Suffrage Movement
Name _________________________________________ Date __________________ The Women’s Suffrage Movement Part 1 The Women’s Suffrage Movement began with the Seneca Falls Convention of 1848. The idea for the Convention came from two women: Elizabeth Cady Stanton and Lucretia Mott. Both were concerned about women’s issues of the time, specifically the fact that women did not have the right to vote. Stanton felt that this was unfair. She insisted that women needed the power to make laws, in order to secure other rights that were important to women. The Convention was designed around a document that Stanton wrote, called the “Declaration of Sentiments”. Using the Declaration of Independence as her guide, she listed eighteen usurpations, or misuses of power, on the part of men, against women. Stanton also wrote eleven resolutions, or opinions, put forth to be voted on by the attendees of the Convention. About three hundred people came to the Convention, including forty men. All of the resolutions were eventually passed, including the 9th one, which called for women’s suffrage, or the right for women to vote. Elizabeth Cady Stanton and Lucretia Mott signed the Seneca Falls Declaration and started the Suffrage Movement that would last until 1920, when women were finally granted the right to vote by the 19th Amendment to the Constitution. 1. What event triggered the Women’s Suffrage Movement? ___________________________________________________________________ ___________________________________________________________________ 2. Who were the two women -
A Female Factor April 12, 2021
William Reese Company AMERICANA • RARE BOOKS • LITERATURE AMERICAN ART • PHOTOGRAPHY ______________________________ 409 TEMPLE STREET NEW HAVEN, CONNECTICUT 06511 (203) 789-8081 FAX (203) 865-7653 [email protected] A Female Factor April 12, 2021 Celebrating a Pioneering Day Care Program for Children of Color 1. [African Americana]: [Miller Day Nursery and Home]: MILLER DAY NURSERY AND HOME...THIRTY-FIFTH ANNIVERSARY PROGRAM... EBENEZER BAPTIST CHURCH [wrapper title]. [Portsmouth, Va. 1945]. [4]pp. plus text on inner front wrapper and both sides of rear wrapper. Quarto. Original printed wrappers, stapled. Minor edge wear, text a bit tanned. Very good. An apparently unrecorded program of activities planned to celebrate the thirty- fifth anniversary of the founding of the Miller Day Nursery and Home, the first day care center for children of color in Portsmouth, Virginia. The center and school were established by Ida Barbour, the first African-American woman to establish such a school in Portsmouth. It is still in operation today, and is now known as the Ida Barbour Early Learning Center. The celebration, which took place on November 11, 1945, included music, devotionals, a history of the center, collection of donations, prayers, and speeches. The work is also supplemented with advertisements for local businesses on the remaining three pages and the inside rear cover of the wrappers. In all, these advertisements cover over forty local businesses, the majority of which were likely African-American-owned es- tablishments. No copies in OCLC. $400. Early American Sex Manual 2. Aristotle [pseudonym]: THE WORKS OF ARISTOTLE, THE FAMOUS PHILOSOPHER. IN FOUR PARTS. CONTAINING I. -
Unit 5- an Age of Reform
Unit 5- An Age of Reform Important People, Terms, and Places (know what it is and its significance) Civil service Gilded Age Primary Recall Initiative Referendum Muckraker Theodore Roosevelt Susan B Anthony Conservation William Howard Taft Jane Addams Woodrow Wilson Carrie Chapman Catt Suffragist Ida Tarbell Frances Willard Upton Sinclair Prohibition Temperance Lucretia Mott Carrie Nation Jacob Riis Booker T Washington W.E.B Dubois Robert LaFollette The Progressive Party 16th Amendment Spoils System Thomas Nast You should be able to write an essay discussing the following: 1. What were political reforms of the period that increased “direct” democracy? 2. The progressive policies of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. How did they expand the power of the federal government? 3. The role of the Muckrakers in creating change in America 4. Summarize the other reform movements of the Progressive era. 5. What was the impact of the Progressive Movement on women and blacks? 6. Compare and contrast the beliefs of Booker T. Washington and W.E.B Dubois Important Dates to Remember 1848 – Declaration of Sentiments written by Elizabeth Cady Stanton 1874 – Woman’s Christian Temperance Union formed. 1889 – Jane Addams founds Hull House 1890 – Jacob Riis publishes “How the Other Half Lives” 1895 – Anti Saloon League founded 1904 – Ida Tarbell publishes “The History of Standard Oil” 1906 – Upton Sinclair publishes “The Jungle” 1906 – Meat Inspection Act and Pure Food and Drug Act passed 1909 – National Association for the Advancement of Colored People founded. (NAACP) 1913 – 16th Amendment passed 1914 – Clayton Anti-Trust Act passed 1919 – 18th Amendment passed (prohibition) 1920 – 19th Amendment passed (women’s suffrage) . -
CKR Dissertation for Proquest
NORTHWESTERN UNIVERSITY The Awakening: Rhetoric and the Rise of New Women in the New Northwest, 1868-1912 A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS for the degree DOCTOR OF PHILOSOPHY Field of Communication Studies By Cindy Koenig Richards EVANSTON, ILLINOIS June 2008 2 © Copyright 2008 by Cindy Koenig Richards All Rights Reserved 3 ABSTRACT The Awakening: Rhetoric and the Rise of New Women in the New Northwest, 1868-1912 Cindy Koenig Richards This study examines rhetorical practices through which disenfranchised women developed tenable political identities and integrated themselves into the public realm in the Pacific Northwest between 1868 and 1912. Through close analysis of rhetorical activities in which thousands of women participated—including club discourse, public commemoration, legal advocacy, petition work, and publication—it illuminates how these activities reconciled femininity and political involvement in an era and place that categorically denied women the right to self-government. Specifically, this dissertation argues that collective rhetorical practices made available rather than merely expressed new identities and skills among women in Oregon and Washington. As they engaged in symbolic action, together, women bridged the divide between their conventional roles in the private realm and leadership in public life, thereby changing themselves and their communities. In addition to expanding interdisciplinary understanding of woman’s rights and suffrage activism in the nineteenth- and twentieth-century United States, this study provides insight into modes of communication that construct public identities, cultivate new ways of thinking and acting politically, and create grounds for public reform. 4 Acknowledgments I am grateful to The Graduate School and the Department of Communication Studies at Northwestern University as well as the Alumnae of Northwestern University for providing the money and time that enabled me to complete this dissertation. -
Woman Suffrage
LOCAL HISTORY & GENEALOGY 115 South Avenue, Rochester, NY 14604 ● 585-428-8370 ● Fax 585-428-8353 Women’s Suffrage Research Guide SCOPE This guide is intended to assist patrons in researching information available at the Rochester Public Library about the women’s suffrage movement. A good place to start your research is by searching the Ready Reference card file by appropriate subject heading. For clarification of any entry, please ask at the reference desk. For a more comprehensive review of the library’s holdings on the women’s suffrage movement, please check with other divisions. INTRODUCTION In the United States of America, the first large-scale organized effort to enfranchise women took place at the Seneca Falls Convention, which was convened by Elizabeth Cady Stanton and Lucretia Mott in 1848. The Civil War interrupted the momentum of the movement; however, upon its end, agitation by women for the ballot became increasingly determined. A few years after the war, a split developed among feminists over the proposed 15th Amendment, which gave the vote to black men. Susan B. Anthony, Elizabeth Cady Stanton, and others refused to endorse the amendment because it did not give women the ballot. Other suffragists, including Lucy Stone and Julia Ward Howe, argued that passage of the amendment could be a stepping stone towards the vote for women. As a result, two distinct organizations emerged. Stanton and Anthony formed the National Woman Suffrage Association to work for suffrage on the federal level and to press for more extensive institutional changes, such as the granting of property rights to married women. -
Truth-Telling: Frances Willard and Ida B. Wells Project Statement - November 12, 2018
Truth-Telling: Frances Willard and Ida B. Wells Project Statement - November 12, 2018 Historical Background In 1894 and 1895, Woman’s Christian Temperance Union (WCTU) President Frances Willard (1839-1898) and journalist and anti- lynching activist Ida B. Wells (1862-1931) fought a war of words in the international press. Wells’ anti-lynching campaign was well underway, but she was frustrated by the reluctance of influential white reformers like Willard to support her work. While on a speaking tour of England in 1894, Wells called Willard’s moral leadership into question by re-publishing a newspaper interview from 1890 in which Willard had made racially charged statements. In the interview, Willard had invoked what Wells described as “the old threadbare lie that negro men rape white women” and had used statements such as “The colored race multiplies like the locusts of Egypt,” and “The grog [liquor] shop is its centre of power.” Wells charged that Willard’s position as an internationally known Christian reformer, and the leader of an organization with many African-American women members, entailed a special duty to speak out against the violence of lynching, rather than perpetuate the stereotype that drunken black men threatened “the safety of woman, of childhood, of the home.”1 Black women were strong supporters of temperance and many were WCTU members. However, white leaders of temperance and suffrage organizations, including Willard, often used stereotypes of black drunkenness and violence in order to build support for their causes among white women in the South. When Wells confronted Willard with the evidence of such moral compromises, Willard and her defenders insisted that she was not a racist, citing Willard’s family’s involvement in the abolition movement. -
The First Woman's Rights Claims Concerning Wives' Household Labor, 1850-1880
Articles Home As Work: The First Woman's Rights Claims Concerning Wives' Household Labor, 1850-1880 Reva B. Siegelt CONTENTS INTRODUCnION .............................................. 1075 I. GENESIS OF A RIGHTS DISCOURSE .............................. 1081 A. The Law of MaritalProperty in the Antebellum Era .............. 1082 B. Women's Household Labor in the Antebellum Era ................ 1086 C. Ideological Sources of Joint Property Advocacy ................. 1091 1. Utopian Communitarianism ............................ 1094 2. Abolitionism and PoliticalAntislavery .................... 1098 t Acting Professor of Law, University of California at Berkeley; Visiting Professor of Law, Yale Law School, 1993-94. B.A., 1978, M.Phil. 1982, J.D. 1986, Yale University. This Article is dedicated to Hannah, Anna, and Eve, as well as to "Pen-Holder" and all the rest of "my ladies," whose voices I have tried to make audible in these pages. I owe deep thanks to the many friends and colleagues who helped me with the manuscript along the way: Hugh Baxter, Mary Becker, Nancy Cott, Ira Ellman, Thomas Ferraro, William Fletcher, Gillian Hadfield, Hendrick Hartog, Herma Hill Kay, Christine Littleton, Kristin Luker, Martha Minow, Andrea Peterson, Robert Post, Derick Schilling, Harry Scheiber, Maijorie Shultz, Joan Williams, and workshop participants at the Yale Law School and the University of Chicago Law School. Special thanks go to Ann Lucas, Rebecca Schleifer, Laura Schlichtmann, and Peggie Smith for their research assistance, to my editor, Jonathan Weissglass, to Kristin Largent-Moyes for all kinds of help with "HAW," and to Boalt Hall and the Center for the Study of Law and Society for financial support so generously provided. 1073 1074 The Yale Law Journal [Vol. -
The Worcester Womens Rights Convention
THE WORCESTER WOMENS RIGHTS CONVENTION OF 1850: A SOCIAL ANALYSIS OF THE RANK AND FILE MEMBERSHIP By HOLLY N. BROWN Bachelor of Arts University of Kentucky Lexington, Kentucky 1994 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTERS OF ARTS May, 1997 THE WORCESTER WOMENS RIGHTS CONVENTION OF 1850: A SOCIAL ANALYSIS OF THE RANK AND FILE MEMBERSHIP Thesis Approved: . ~ 1t1'J~ cd ~~ Dean of the Graduate College 11 PREFACE This study analyzed the membership of the Worcester Women's Rights Convention of 1850, to compare the major characteristics of this group to the general population of Worcester, Massachusetts in 1850. The members of the convention were urban, white, Protestant and different from the general population. The city of Worcester's population was much more diverse. Within the membership group it was found that they were not all of the same socio-economic background. By dividing the one group into three categories--antislavery organizers, women, and men--the study found that there were working class as well as upper and middle class individuals at the convention. The class diversity occurred almost wholly among women. The bulk of the research of this study was conducted at the American Antiquarian Society in Worcester, Massachusetts. Sources were also located at the Worcester Historical Museum and the Worcester Room at the Worcester Public Library. 111 ACKNOWLEDGEMENTS I wish to express my sincere appreciation to my major advisor, Dr. James Huston for his intelligent supervision, constructive guidance, and for his time and effort in my education on quantification. -
Additional Ideas/Aspects of Historical Significance
Additional Ideas/Aspects of Historical Significance Aspects of historical significance: a) Resulting in change (The event/person/development had deep consequences, for many people, over a long period of time.) Examples: Edison inventing the light bulb, Alexander Graham Bell creating the telephone; Susan B. Anthony, Lucretia Mott, and Elizabeth Cady Stanton leading women’s rights; Samuel F. B. Morse creating a code for the telegraph; Eli Whitney inventing the cotton gin; Robert Fulton building the steamboat; Florence Nightingale improving the profession of nursing; Secession of 11 southern states and the Civil War causing the deaths of around 600,000 people. b) Revealing (The event/person/development sheds light on enduring or emerging issues in history and contemporary life or was important at some stage in history within the collective memory of a group or groups.) Women’s Rights Leaders: Susan B. Anthony, Lucretia Mott, Elizabeth Cady Stanton. Benjamin Franklin: statesman, inventor, scientist, publisher, diplomat. Thomas Jefferson: author of the Declaration of Independence The Beatles, Elvis Presley, The Rolling Stones: music and cultural shifts Inventions of radio, television, personal computers, iPhones Note: for either of these, students can establish the historical significance of an event or person by linking it to other events in a historical narrative or argument. “It is significant because it is in the history book,” and “It is significant because I am interested in it,” are both inadequate explanations of historical significance At the most sophisticated level, students will be able to: a) Demonstrate how an event, person or development is significant either by showing how it is embedded in a larger, meaningful narrative OR by showing how it sheds light on an enduring or emerging issue. -
Frances Willard and Ida B. Wells
University of Texas at El Paso DigitalCommons@UTEP Open Access Theses & Dissertations 2009-01-01 Rival Radical Feminists--Frances Willard and Ida B. Wells: The Rhetorical Slugfest of Two Nineteenth- Century Queen Bees Over Lynching Anita August University of Texas at El Paso, [email protected] Follow this and additional works at: https://digitalcommons.utep.edu/open_etd Part of the Rhetoric Commons, United States History Commons, and the Women's Studies Commons Recommended Citation August, Anita, "Rival Radical Feminists--Frances Willard and Ida B. Wells: The Rhetorical Slugfest of Two Nineteenth-Century Queen Bees Over Lynching" (2009). Open Access Theses & Dissertations. 205. https://digitalcommons.utep.edu/open_etd/205 This is brought to you for free and open access by DigitalCommons@UTEP. It has been accepted for inclusion in Open Access Theses & Dissertations by an authorized administrator of DigitalCommons@UTEP. For more information, please contact [email protected]. RIVAL RADICAL FEMINISTS— FRANCES WILLARD AND IDA B. WELLS: THE RHETORICAL SLUG FEST OF TWO NINETEENTH-CENTURY QUEEN BEES OVER LYNCHING ANITA AUGUST Department of English APPROVED: ____________________________________ Elaine Fredericksen, Ph.D., Chair ____________________________________ Beth Brunk-Chavez, Ph.D. ____________________________________ Irasema Coronado, Ph.D. ________________________________ Patricia D. Witherspoon, Ph.D. Dean of the Graduate School Copyright© By Anita August 2009 RIVAL RADICAL FEMINISTS— FRANCES WILLARD AND IDA B. WELLS: THE RHETORICAL SLUGFEST OF TWO NINETEENTH-CENTURY QUEEN BEES OVER LYNCHING By ANITA AUGUST DISSERTATION Presented to the faculty of the Graduate School of The University of Texas at El Paso in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department of English THE UNIVERSITY OF TEXAS AT EL PASO AUGUST 2009 ACKNOWLEDGEMENTS This project would not have evolved without the guidance, care, and mentoring of Dr.