Abolition and Women's Rights
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Elizabeth Cady Stanton
Founding Mother The Seneca Falls Convention began a six decade career of women’s rights activism by Elizabeth Cady Stanton. “It has been said that I forged the thunderbolts and she fired them.” Elizabeth Cady Stanton on her partnership with Susan B. Anthony Young Susan B. Anthony Elizabeth Cady sometimes helped in the Stanton and Stanton household. “Susan daughter Harriot, stirs the pudding, Elizabeth 1856. Harriot stirs up Susan, and Susan would also become stirs up the world,” explained a leading advocate Elizabeth’s husband of women’s rights. Henry Stanton. Elizabeth Cady Stanton grew up in a home Project Gutenberg with twelve servants. Early in her marriage Cady Stanton had a more modest lifestyle in A Unique Partnership Seneca Falls, New York. Kenneth C. Zirkel When her children were older Cady Stanton toured eight months She has been called the “outstanding philosopher” of the each year as a paid lecturer. One winter she traveled forty to fifty women’s movement. Even in childhood Elizabeth Cady miles a day by sleigh, often in sub-zero temperatures, when west- Stanton had a passion for equality. In order to compete ern railroads were not running. with boys she studied the “books they read and the games they played,” beginning a lifelong habit of intellectual cu- riosity. Later, as the mother of seven children, she some- times felt like a “caged lioness.” Elizabeth wrote speeches and prepared arguments for her friend Susan B. Anthony Boston to deliver on the lecture circuit. As a young couple Elizabeth Cady Stanton and husband On the Road Henry lived for a time in Massa- chusetts, a center of nineteenth Cady Stanton took to the century reform. -
Darwin and the Women
COMMENT BOOKS & ARTS division of the “eight-hour husband” work- ing outside the home and the “fourteen-hour wife” within it. Feminist intellectual Charlotte Perkins Gilman drew on Darwin’s sexual- TTMANN/CORBIS selection theory to argue that women’s eco- BE nomic dependence on men was unnaturally skewing evolution to promote “excessive sex- ual distinctions”. She proposed that economic and reproductive freedom for women would restore female autonomy in choice of mate — which Darwin posited was universal in nature, except in humans — and put human evolutionary progress back on track. L LIB. OF CONGRESS; R: TIME LIFE PICTURES/GETTY; Darwin himself opposed birth control and Women’s advocates (left to right) Elizabeth Cady Stanton, Antoinette Brown Blackwell and Maria Mitchell. asserted the natural inferiority of human females. The adult female, he wrote in The EVOLUTIONARY BIOLOGY Descent of Man (1871), is the “intermediate between the child and the man”. Neverthe- less, appeals to Darwinist ideas by birth-con- trol advocates such as Margaret Sanger led Darwin and one critic to bemoan in 1917 that “Darwin was the originator of modern feminism”. Feminism in the late nineteenth century was marked by the racial and class politics the women of the era’s reform movements. Blackwell’s and Gilman’s views that women should work outside the home, for example, depended on Sarah S. Richardson relishes a study of how nineteenth- the subjugated labour of lower-class minor- century US feminists used the biologist’s ideas. ity women to perform household tasks. And Sanger’s birth-control politics appealed to contemporary fears of race and class ‘sui- wo misplaced narratives dominate physician Edward cide’. -
Women's History Is Everywhere: 10 Ideas for Celebrating in Communities
Women’s History is Everywhere: 10 Ideas for Celebrating In Communities A How-To Community Handbook Prepared by The President’s Commission on the Celebration of Women in American History “Just think of the ideas, the inventions, the social movements that have so dramatically altered our society. Now, many of those movements and ideas we can trace to our own founding, our founding documents: the Constitution and the Bill of Rights. And we can then follow those ideas as they move toward Seneca Falls, where 150 years ago, women struggled to articulate what their rights should be. From women’s struggle to gain the right to vote to gaining the access that we needed in the halls of academia, to pursuing the jobs and business opportunities we were qualified for, to competing on the field of sports, we have seen many breathtaking changes. Whether we know the names of the women who have done these acts because they stand in history, or we see them in the television or the newspaper coverage, we know that for everyone whose name we know there are countless women who are engaged every day in the ordinary, but remarkable, acts of citizenship.” —- Hillary Rodham Clinton, March 15, 1999 Women’s History is Everywhere: 10 Ideas for Celebrating In Communities A How-To Community Handbook prepared by the President’s Commission on the Celebration of Women in American History Commission Co-Chairs: Ann Lewis and Beth Newburger Commission Members: Dr. Johnnetta B. Cole, J. Michael Cook, Dr. Barbara Goldsmith, LaDonna Harris, Gloria Johnson, Dr. Elaine Kim, Dr. -
Historical Figures in Social Studies Teks Draft – October 17, 2009
HISTORICAL FIGURES IN SOCIAL STUDIES TEKS DRAFT – OCTOBER 17, 2009 FOLLOW THE WORD FOLLOW THE WORDS “SUCH GRADE OR INTRODUCTION “INCLUDING” (REQUIRED TO BE AS” (EXAMPLES OF WHAT MAY COURSE TAUGHT) BE TAUGHT) Kindergarten George Washington Stephen F. Austin No additional historical figures are George Washington listed. Grade 1 Abraham Lincoln Sam Houston Clara Harlow Barton (moved to Gr. 3) Martin Luther King, Jr. Alexander Graham Bell Abraham Lincoln Thomas Edison George Washington Nathan Hale (moved to Gr. 5) Sam Houston (moved to including) Frances Scott Key Martin Luther King, Jr.(to including) Abraham Lincoln (moved to including) Benjamin Franklin Garrett Morgan Eleanor Roosevelt Grade 2 No historical figures are listed. No specific historical figures are Abigail Adams required. George Washington Carver Amelia Earhart Robert Fulton Henrietta C. King (deleted) Thurgood Marshall Florence Nightingale (deleted) Irma Rangel Paul Revere (deleted) Theodore Roosevelt Sojourner Truth Women Airforce Service Pilots (WASP) of World War II Black = In Current TEKS and 10/17/09 Draft; Green = Recommended Additions; Red = Recommended Deletions 1 Historical figures listed alphabetically by last name HISTORICAL FIGURES IN SOCIAL STUDIES TEKS DRAFT – OCTOBER 17, 2009 FOLLOW THE WORD FOLLOW THE WORDS “SUCH GRADE OR INTRODUCTION “INCLUDING” (REQUIRED TO BE AS” (EXAMPLES OF WHAT MAY COURSE TAUGHT) BE TAUGHT) Grade 3 Paul Bunyan Benjamin Banneker Wallace Amos Clara Barton Mary Kay Ash Todd Beamer Jane Addams (moved to Gr. 5) Christopher Columbus Pecos Bill (deleted) Founding Fathers Daniel Boone (deleted) Henry Ford Paul Bunyan (deleted) Benjamin Franklin William Clark (moved to Gr. 5) Dr. Hector P. Garcia Christopher Columbus (to including) Dolores Huerta David Crockett (moved to Gr. -
When Rosa Parks Died in 2005, She Lay in Honor in the Rotunda of the Capitol, the First Woman and Only the Second Person of Color to Receive That Honor
>> When Rosa Parks died in 2005, she lay in honor in the Rotunda of the Capitol, the first woman and only the second person of color to receive that honor. When Congress commissioned a statue of her, it became the first full-length statue of an African American in the Capitol. It was unveiled on what would have been her 100th birthday. I sat down with some of my colleagues to talk about their personal memories of these events at the Capitol and the stories that they like to tell about Rosa Parks to visitors on tour. [ Music ] You're listening to "Shaping History: Women in Capitol Art" produced by the Capitol Visitor Center. Our mission is to inform, involve, and inspire every visitor to the United States Capitol. I'm your host, Janet Clemens. [ Music ] I'm here with my colleagues, and fellow visitor guides, Douglas Ike, Ronn Jackson, and Adriane Norman. Everyone, welcome to the podcast. >> Thank you. >> Thank you. >> Great to be here. >> Nice to be here. >> There are four of us around this table. I did some quick math, and this is representing 76 years of combined touring experience at the Capitol. And I'm the newbie here with only a decade [laughter]. Before we begin, I'm going to give my colleagues the opportunity to introduce themselves. >> I'm Douglas Ike, visitor guide here at the U.S. Capitol Building. I am approaching 17 years as a tour guide here at the Capitol. >> Adriane Norman, visitor guide, October 11, 1988, 32 years. >> Ronn Jackson, approaching 18 years. -
Maria Mitchell's Legacy to Vassar College: Then And
Library and Information Services in Astronomy IV July 2-5, 2002, Prague, Czech Republic B. Corbin, E. Bryson, and M. Wolf (eds) Maria Mitchell's Legacy to Vassar College: Then and Now Flora Grabowska Vassar College Libraries, Poughkeepsie, NY 12604, USA fl[email protected] Abstract. Maria Mitchell became Vassar's first Astronomy Professor and Observatory Director in 1865. Her teaching emphasis on students learning by direct observation and analysis is continued today at Vassar College. Several of her students went on to prominence in astronomy, two of them succeeding her at Vassar. Astronomy majors today, both male and female, consistently achieve success after Vassar, in astronomy as well as in other fields. She encouraged her students to present their findings at scientific meetings and in scientific journals, also encouraged today as undergraduates co-author research papers with faculty members. She insisted on excellent facilities and built up the library collection, maintained today to a standard remarkable for a college of just under 2,500 undergraduate students. 1. Great Beginnings Matthew Vassar was keen to have female teachers at Vassar College (Haight 1916). Maria Mitchell had achieved world fame with her 1847 telescopic discov- ery of a comet and was an excellent choice, becoming Vassar's first astronomy professor in 1865. In a eulogy at her funeral in 1889, Vassar College President Taylor concluded, \She has been an impressive figure in our time, and one whose influence lives." (Taylor 1889) Henry Albers, Vassar's fifth Observatory director (the first male!), referring to our fine facilities today, wrote, \In keeping with the legacy of Maria Mitchell, these facilities enable today's students to learn and apply the most modern astronomical techniques." (Albers 2001, 329) This presentation aims to confirm that the legacy has been self-perpetuating and lives on. -
5Th Grade Learning Guide ELA
5th Grade Learning Guide ELA Note to Parents: The learning guides can be translated using your phone! How to Translate the Learning Guides: 1. Download the Google Translate app 2. Tap "Camera" 3. Point your camera at the text you want to translate 4. Tap "Scan" 5. Tap “Select all” ________________________________________________________________________________________ How to Use This Learning Guide: There are 3 core parts to this learning guide. First: Parents/students are provided with the text/story that can be read. ● In grades levels K-2, the text is found at the end of the learning guide. ● In grades levels 3 -5, the texts are found at the start of each lesson. Next: Parents/students are provided with an overview of what will be learned and are provided supports to help with learning (vocabulary, questions, videos, websites). ● Vocabulary words in bold are the most important for understanding the text. Finally: Parents/students are provided with the activities that can be completed using the text/story. ● Directions for the activities are provided and the directions for the choice board activities tell students how many tasks to complete. ● For choice boards, students should pick activities that interest them and that allow them to demonstrate what they have learned from the text/story. ● The Answer Key and Modifications Page are at the end of the Learning Guide to support your child. ● The Modifications Page includes Language Development resources for Newcomers. 1 Grade: 5 Subject: English Language Arts Topic: African American Suffragists by Margaret Gushue and Learning to Read by Francis Ellen Watkins Harper Access the text HERE and HERE or Embedded HERE What Your Student is Learning: Your student will read paired texts African American Suffragists and Learning to Read. -
Executive Order 13978 of January 18, 2021
6809 Federal Register Presidential Documents Vol. 86, No. 13 Friday, January 22, 2021 Title 3— Executive Order 13978 of January 18, 2021 The President Building the National Garden of American Heroes By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered as follows: Section 1. Background. In Executive Order 13934 of July 3, 2020 (Building and Rebuilding Monuments to American Heroes), I made it the policy of the United States to establish a statuary park named the National Garden of American Heroes (National Garden). To begin the process of building this new monument to our country’s greatness, I established the Interagency Task Force for Building and Rebuilding Monuments to American Heroes (Task Force) and directed its members to plan for construction of the National Garden. The Task Force has advised me it has completed the first phase of its work and is prepared to move forward. This order revises Executive Order 13934 and provides additional direction for the Task Force. Sec. 2. Purpose. The chronicles of our history show that America is a land of heroes. As I announced during my address at Mount Rushmore, the gates of a beautiful new garden will soon open to the public where the legends of America’s past will be remembered. The National Garden will be built to reflect the awesome splendor of our country’s timeless exceptionalism. It will be a place where citizens, young and old, can renew their vision of greatness and take up the challenge that I gave every American in my first address to Congress, to ‘‘[b]elieve in yourselves, believe in your future, and believe, once more, in America.’’ Across this Nation, belief in the greatness and goodness of America has come under attack in recent months and years by a dangerous anti-American extremism that seeks to dismantle our country’s history, institutions, and very identity. -
Women's History Month, 2007
Proc. 8109 Title 3—The President We are grateful for the tireless work of the volunteers and staff of the American Red Cross. During this month, we pay tribute to this remarkable organization and all those who have answered the call to serve a cause greater than self and offered support and healing in times of need. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America and Honorary Chairman of the American Red Cross, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim March 2007 as American Red Cross Month. I commend the good work of the American Red Cross, and I encourage all Americans to help make our world a better place by volunteering their time, energy, and talents for others. IN WITNESS WHEREOF, I have hereunto set my hand this twenty-seventh day of February, in the year of our Lord two thousand seven, and of the Independence of the United States of America the two hundred and thirty- first. GEORGE W. BUSH Proclamation 8109 of February 27, 2007 Women’s History Month, 2007 By the President of the United States of America A Proclamation Throughout our history, the vision and determination of women have strengthened and transformed America. As we celebrate Women’s History Month, we recognize the vital contributions women have made to our country. The strong leadership of extraordinary women has altered our Nation’s his- tory. Sojourner Truth, Alice Stone Blackwell, and Julia Ward Howe opened doors for future generations of women by advancing the cause of women’s voting rights and helping make America a more equitable place. -
Teacher Copy
Name________________________________ Pre-reading Directions: Answer the question below: 1. Today, we’re going to learn about voting. Who do you think should have the right to vote in elections in the United States? Explain. Students should feel free to share their opinion._____________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ 2. Now, we are going to watch a short video about the history of voting in America. Complete the True or False questions below by circling the correct answer: Question Statement True or False 1 When George Washington was elected president, all men had the right True or False to vote. 2 President Andrew Jackson worked hard to make sure that women would True or False have the right to vote. 3 The 15th Amendment stated that a person could not be prevented from True or False voting based on their race or skin color. 4 Once the 15th Amendment was passed, it was easy for African- True or False Americans to vote. 5 The 19th Amendment technically gave all women the right to vote, but it True or False was still hard for many African American women to actually vote. 6 The Voting Rights Act in 1965 made it easier for African-American men True or False and women to vote. 7 The 26th Amendment gave people aged 18-20 the right to vote. True or False 1 2 3. Based on the video we just watched, how would you describe the history of voting in America? What groups of Americans have had to consistently fight for their right to vote? Answers will vary. -
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 -
Louisville Women and the Suffrage Movement 100 Years of the 19Th Amendment on the COVER: Kentucky Governor Edwin P
Louisville Women and the Suffrage Movement 100 Years of the 19th Amendment ON THE COVER: Kentucky Governor Edwin P. Morrow signing the 19th Amendment. Kentucky became the 23rd state to ratify the amendment. Library of Congress, Lot 5543 Credits: ©2020 Produced by Cave Hill Heritage Foundation in partnership with the Louisville Metro Office for Women, the League of Women Voters, Frazier History Museum, and Filson Historical Society Funding has been provided by Kentucky Humanities and the National Endowment for the Humanities. Any views, findings, conclusions, or recommendations expressed in this program do not necessarily represent those of the National Endowment for the Humanities or Kentucky Humanities. Writing/Editing: Writing for You (Soni Castleberry, Gayle Collins, Eva Stimson) Contributing Writers and Researchers: Carol Mattingly, Professor Emerita, University of Louisville Ann Taylor Allen, Professor Emerita, University of Louisville Alexandra A. Luken, Executive Assistant, Cave Hill Heritage Foundation Colleen M. Dietz, Bellarmine University, Cave Hill Cemetery research intern Design/Layout: Anne Walker Studio Drawings: ©2020 Jeremy Miller Note about the artwork: The pen-and-ink drawings are based on photos which varied in quality. Included are portraits of all the women whose photos we were able to locate. Suff•rage, sŭf’•rĭj, noun: the right or privilege of voting; franchise; the exercise of such a right; a vote given in deciding a controverted question or electing a person for an office or trust The Long Road to Voting Rights for Women In the mid-1800s, women and men came together to advocate for women’s rights, with voting or suffrage rights leading the list.