Dedication Planned for New National Suffrage Memorial
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A Guide to Help Voters Make Informed Choices in the General Election the League of Women Voters of the San Antonio Area Is a Strictly Nonpartisan Organization
2020 Voters Guide Early Voting: October 13-30 Election Day: November 3 A Guide to help voters make informed choices in the General Election The League of Women Voters of the San Antonio Area is a strictly nonpartisan organization. The League does not support or oppose any political party or candidate. Table of Contents A Letter to Voters ......................................................................3 About This Guide .....................................................................3 How the League Gathered the Data ......................................3 Registration Deadline Ballot Tracking ..........................................................................3 To vote in the November 3 election, you MUST have registered Other races on the ballot ...........................................................3 by October 5. Voting Information ...................................................................4 Vote safely ...............................................................................4 Vote Centers for Election Day ................................................4 District Judge Criminal .......................................................... 28 The Voting Process ..................................................................4 District Judge Criminal, 175th Judicial District .................. 28 Voting Machines .....................................................................4 District Judge Criminal, 379th Judicial District .................. 28 Other Important instructions: ................................................4 -
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. -
The Women's Committee and Their High Street Exhibit at the Philadelphia Sesquicentennial Exposition of 1926
University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 1988 The omeW n's Committee and Their iH gh Street Exhibit at the Philadelphia Sesquicentennial Exposition of 1926 Ellen Freedman University of Pennsylvania Follow this and additional works at: http://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Freedman, Ellen, "The omeW n's Committee and Their iH gh Street Exhibit at the Philadelphia Sesquicentennial Exposition of 1926" (1988). Theses (Historic Preservation). 248. http://repository.upenn.edu/hp_theses/248 Copyright note: Penn School of Design permits distribution and display of this student work by University of Pennsylvania Libraries. Suggested Citation: Freedman, Ellen (1988). The Women's Committee and Their High Street Exhibit at the Philadelphia Sesquicentennial Exposition of 1926. (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. http://repository.upenn.edu/hp_theses/248 For more information, please contact [email protected]. The omeW n's Committee and Their iH gh Street Exhibit at the Philadelphia Sesquicentennial Exposition of 1926 Disciplines Historic Preservation and Conservation Comments Copyright note: Penn School of Design permits distribution and display of this student work by University of Pennsylvania Libraries. Suggested Citation: Freedman, Ellen (1988). The Women's Committee and Their High Street Exhibit at the Philadelphia Sesquicentennial -
The Woman-Slave Analogy: Rhetorical Foundations in American
The Woman-Slave Analogy: Rhetorical Foundations in American Culture, 1830-1900 Ana Lucette Stevenson BComm (dist.), BA (HonsI) A thesis submitted for the degree of Doctor of Philosophy at The University of Queensland in 2014 School of History, Philosophy, Religion and Classics I Abstract During the 1830s, Sarah Grimké, the abolitionist and women’s rights reformer from South Carolina, stated: “It was when my soul was deeply moved at the wrongs of the slave that I first perceived distinctly the subject condition of women.” This rhetorical comparison between women and slaves – the woman-slave analogy – emerged in Europe during the seventeenth century, but gained peculiar significance in the United States during the nineteenth century. This rhetoric was inspired by the Revolutionary Era language of liberty versus tyranny, and discourses of slavery gained prominence in the reform culture that was dominated by the American antislavery movement and shared among the sisterhood of reforms. The woman-slave analogy functioned on the idea that the position of women was no better – nor any freer – than slaves. It was used to critique the exclusion of women from a national body politic based on the concept that “all men are created equal.” From the 1830s onwards, this analogy came to permeate the rhetorical practices of social reformers, especially those involved in the antislavery, women’s rights, dress reform, suffrage and labour movements. Sarah’s sister, Angelina, asked: “Can you not see that women could do, and would do a hundred times more for the slave if she were not fettered?” My thesis explores manifestations of the woman-slave analogy through the themes of marriage, fashion, politics, labour, and sex. -
Harriet Beecher Stowe Papers in the HBSC Collection
Harriet Beecher Stowe Papers in the Harriet Beecher Stowe Center’s Collections Finding Aid To schedule a research appointment, please call the Collections Manager at 860.522.9258 ext. 313 or email [email protected] Harriet Beecher Stowe Papers in the Stowe Center's Collection Note: See end of document for manuscript type definitions. Manuscript type & Recipient Title Date Place length Collection Summary Other Information [Stowe's first known letter] Ten year-old Harriet Beecher writes to her older brother Edward attending Yale. She would like to see "my little sister Isabella". Foote family news. Talks of spending the Nutplains summer at Nutplains. Asks him to write back. Loose signatures of Beecher, Edward (1803-1895) 1822 March 14 [Guilford, CT] ALS, 1 pp. Acquisitions Lyman Beecher and HBS. Album which belonged to HBS; marbelized paper with red leather spine. First written page inscribed: Your Affectionate Father Lyman At end, 1 1/2-page mss of a 28 verse, seven Beecher Sufficient to the day is the evil thereof. Hartford Aug 24, stanza poem, composed by Mrs. Stowe, 1840". Pages 2 and 3 include a poem. There follow 65 mss entitled " Who shall not fear thee oh Lord". poems, original and quotes, and prose from relatives and friends, This poem seems never to have been Katharine S. including HBS's teacher at Miss Pierece's school in Litchfield, CT, published. [Pub. in The Hartford Courant Autograph Bound mss, 74 Day, Bound John Brace. Also two poems of Mrs. Hemans, copied in HBS's Sunday Magazine, Sept., 1960].Several album 1824-1844 Hartford, CT pp. -
Harriet Beecher Stowe's Multifaceted Response to the Nineteenth
Harriet Beecher Stowe’s Multifaceted Response to the Nineteenth-Century Woman Question amy easton-flake Downloaded from http://direct.mit.edu/tneq/article-pdf/86/1/29/1793865/tneq_a_00256.pdf by guest on 28 September 2021 N the decade following the American Civil War, the I renowned children of Lyman Beecher each took his or her own position along the broad spectrum of debate con- cerning woman suffrage. Henry Ward Beecher served as the first president of the American Woman Suffrage Association (estab. 1869); Isabella Beecher Hooker worked closely with Elizabeth Cady Stanton and Susan B. Anthony in the National Woman Suffrage Association (estab. 1869); Catharine Beecher helped found the first female-led antisuffrage association, the Anti-Sixteenth Amendment Society (estab. 1870); and Harriet Beecher Stowe, despite pressure from her siblings and other movement leaders and an obvious interest in the issue, re- mained aloof from all organized groups. In the absence of any definitive statement from her, each faction claimed her as an advocate. Between 1870 and 1871, for example, each organi- zation’s journal either listed Stowe as a contributor or quoted from her writings.1 In recent years, literary critics Josephine Donovan and Bar- bara A. White have investigated Stowe’s relation to suffrage 1Stanton listed both Isabella Beecher Hooker and Harriet Beecher Stowe as “prin- cipal contributors” (p. 397)inthe23 December 1869 Revolution, organ of the National Woman Suffrage Association, although Stowe never contributed a single piece of writ- ing to it. Stowe did contribute numerous pieces to the Woman’s Journal. For instance, she praised the Woman’s Journal for its “conservative religious tone” and for not fol- lowing George Sand and the French Woman’s movement (3 September 1870,p.273). -
CAMBRIDGE SUFFRAGE HISTORY CAMBRIDGE SUFFRAGE HISTORY a Long March for Suffrage
CAMBRIDGE SUFFRAGE HISTORY CAMBRIDGE SUFFRAGE HISTORY A long march for suffrage. Margaret Fuller was born in Cambridge in1810. By her late teens, she was considered a prodigy and equal or superior in intelligence to her male friends. As an adult she hosted “Conversations” for men and women on topics that ranged from women’s rights to philosophy. She joined Ralph Waldo Emerson in editing and writing for the Transcendentalist journal, The Dial from 1840-1842. It was in this publication that she wrote an article about women’s rights titled, “The Great Lawsuit,” which she would go on to expand into a book a few years later. In 1844, she moved to NYC to write for the New York Tribune. Her book, Woman in the Nineteenth Century was published in1845. She traveled to Europe as the Tribune’s foreign correspondent, the first woman to hold such a role. She died in a shipwreck off the coast of NY in July 1850 just as she was returning to life in the U.S. Her husband and infant also perished. It was hoped that she would be a leader in the equal rights and suffrage movements but her life was tragically cut short. 02 SARAH BURKS, CAMBRIDGE HISTORICAL COMMISSION December 2019 CAMBRIDGE SUFFRAGE HISTORY A long march for suffrage. Harriet A. Jacobs (1813-1897) was born into slavery in Edenton, NC. She escaped her sexually abusive owner in 1835 and lived in hiding for seven years. In 1842 she escaped to the north. She eventually was able to secure freedom for her children and herself. -
Exemplary Online Information Literacy Courses at Selected Four-Year Colleges and Universities
Exemplary online information literacy courses at selected four-year colleges and universities by Gloria Creed-Dikeogu B.Bibl., University of Cape Town, South Africa, 1986 H.D.E: PG (Sec.), University of Cape Town, South Africa, 1988 M.L.S., Emporia State University, 1999 MAHR, Ottawa University, Kansas City, 2006 M.B.A., Ottawa University, Kansas City, 2008 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2017 Abstract Twenty three in-depth qualitative telephone interviews were conducted in this multiple case study with instruction librarians at eight four-year colleges and universities. Snowball sampling was used to select instruction librarian, information literacy department head and administration participants employed at institutions recognized by Association of College and Research Libraries for exemplary information literacy best practices: information programs. The questions researched in this dissertation were: How are selected four-year colleges implementing exemplary information literacy courses? How do exemplary four-year college library information literacy courses implement the Association of College and Research Libraries Framework for Information Literacy in Higher Education (2016)? How do exemplary four-year colleges and universities implement digital literacy and the six frames of the Association of College and Research Libraries Framework for Information Literacy for Higher Education (2016)? The Association of College and Research Libraries Standards (2000) and the Framework for information literacy for higher education (2016) were used as a foundation for this study. A conceptual framework was built in this study around information literacy historical underpinnings and five major national educational reports that were submitted to Congress between 1983 and 1989. -
View of the Many Ways in Which the Ohio Move Ment Paralled the National Movement in Each of the Phases
INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While tf.; most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or "target” for pages apparently lacking from the document photographed is "Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated with a round black mark it is an indication that the film inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. If copyrighted materials were deleted you will find a target note listing the pages in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo graphed the photographer has followed a definite method in "sectioning” the material. It is customary to begin filming at the upper left hand corner of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. -
The 19Th Amendment
National Park Service U.S. Department of the Interior Women Making History: The 19th Amendment Women The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation. —19th Amendment to the United States Constitution In 1920, after decades of tireless activism by countless determined suffragists, American women were finally guaranteed the right to vote. The year 2020 marks the 100th anniversary of the 19th Amendment. It was ratified by the states on August 18, 1920 and certified as an amendment to the US Constitution on August 26, 1920. Developed in partnership with the National Park Service, this publication weaves together multiple stories about the quest for women’s suffrage across the country, including those who opposed it, the role of allies and other civil rights movements, who was left behind, and how the battle differed in communities across the United States. Explore the complex history and pivotal moments that led to ratification of the 19th Amendment as well as the places where that history happened and its continued impact today. 0-31857-0 Cover Barcode-Arial.pdf 1 2/17/20 1:58 PM $14.95 ISBN 978-1-68184-267-7 51495 9 781681 842677 The National Park Service is a bureau within the Department Front cover: League of Women Voters poster, 1920. of the Interior. It preserves unimpaired the natural and Back cover: Mary B. Talbert, ca. 1901. cultural resources and values of the National Park System for the enjoyment, education, and inspiration of this and All rights reserved, including the right to reproduce this work future generations. -
Inez Milholland “Gave Her Life to the Fight for Suffrage” August 6, 1886 – November 25, 1916
Inez Milholland “Gave her life to the fight for suffrage” August 6, 1886 – November 25, 1916 Inez Milholland was born on August 6, 1886 in Brooklyn, New York to wealthy parents. Milholland grew up in New York City and London. She met militant suffragist Emmeline Pankhurst in England, who converted Milholland into a political radical, a transfor- mation that would define her life. Milholland attended Vassar College, where she continued to be politically active. The school had a rule that banned discussion of suffrage on campus, so Milholland organized meetings in a local cemetery. Milholland was also very active in extracurriculars at school, performing as Romeo in Romeo and Juliet, as well as numerous roles in other productions. She was also a member of the Current Topics Club, the German Club, the debate team, and the unrecognized but very present Socialist Club. Additionally, Milholland played basketball, tennis, golf, and field hockey. She broke Vassar’s shot-put record in her sophomore year and won the college cup for best all-around athlete as a junior. After her graduation from Vassar in 1909, Milholland began to work as a suffrage orator in New York City, also advocating for women’s labor rights and was arrested for picketing alongside female workers during strikes in 1909 and 1910. During these strikes, Milholland used her status and resources as a mem- ber of the upper-class to pay bail for strikers and organize fundraisers. As a woman, she was rejected from several law schools but earned a law degree from New York University in 1912. -
Alice Paul: “I Was Arrested, of Course…”
Trusted Writing on History, Travel, Food and Culture Since 1949 BEFORE THE COLORS FADE Alice Paul: “I Was Arrested, Of Course…” An interview with the famed suffragette, Alice Paul Robert S. Gallagher February 1974, Volume 25, Issue 2 American women won the right to vote in 1920 largely through the controversial efforts of a young Quaker named Alice Paul. She was born in Moorestown, New Jersey, on January 11, 1885, seven years after the woman-suffrage amendment was first introduced in Congress. Over the years the so-called Susan B. Anthony amendment had received sporadic attention from the national legislators, but from 1896 until Miss Paul’s dramatic arrival in Washington in 1912 the amendment had never been reported out of committee and was considered moribund. As the Congressional Committee chairman of the National American Woman Suffrage Association, Miss Paul greeted incoming President Woodrow Wilson with a spectacular parade down Pennsylvania Avenue. Congress soon began debating the suffrage amendment again. For the next seven years— a tumultuous period of demonstrations, picketing, politicking, street violence, beatings, jailings, and hunger strikes—Miss Paul led a determined band of suffragists in the confrontation tactics she had learned from the militant British feminist Mrs. Emmeline Pankhurst. This unrelenting pressure on the Wilson administration finally paid off in 1918, when an embattled President Wilson reversed his position and declared that woman suffrage was an urgently needed “war measure.” The woman who, despite her modest disclaimers, is accorded major credit for adding the Nineteenth Amendment to the Constitution is a 1905 graduate of Swarthmore College. She received her master’s degree (1907) and her Ph.D.