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Fighting for Equality a Life of May Wright Sewall by Ray E

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Fighting for Equality a Life of May Wright Sewall by Ray E TEACHER RESOURCE by Michele Brooks for the Indiana Historical Society Press publication: Fighting for Equality A Life of May Wright Sewall by Ray E. Boomhower Lesson Plan.indd 1 6/9/08 5:22:59 PM This is a publication of the Indiana Historical Society Eugene and Marilyn Glick Indiana History Center 450 West Ohio Street Indianapolis, IN 46202-3269 USA Teacher Resource available online: www.indianahistory.org Book orders (telephone): (800) 447-1830 Book orders (fax): (317) 234-0562 Copyright 2008 Indiana Historical Society All rights reserved Except for copying portions of the teacher resources by educators for classroom use, or for quoting of brief passages for reviews, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without written permission of the copyright owner. All inquiries should be addressed to the Public Programs Division, Indiana Historical Society. 2 TEACHER RESOURCE • Fighting for Equality: A Life of May Wright Sewall • Indiana Historical Society Lesson Plan.indd 2 6/9/08 5:23:00 PM Overview/Description Academic Standards for Social Studies May Wright Sewall (1844–1920) was a feminist, • Indiana Standards: USH.3.8, USH.9.1, educator, and lecturer. She was one of the key USH.9.2, S.6.1, S.6.3, S.8.6, USG.5.2, USG.5.4, leaders in the women’s suffrage movement in and USG.5.7 Indiana, nationally, and even abroad during the • National Standards (National Council for late nineteenth and early twentieth centuries. Social Studies): I Culture, II Time, Continuity, By the early 1900s, according to Harper’s Bazaar and Change, V Individuals, Groups, and magazine, Sewall had attracted five million women Institutions, X Civic Ideals and Practices to her cause in eleven countries. Viewed as a natural leader, she was a prominent ally of other Social Studies/Historical Concepts suffrage notables including Susan B. Anthony and Elizabeth Cady Stanton. In the introduction to change, culture, freedom, democracy, Sewall’s 1920 book Neither Dead nor Sleeping, author constitutional rights, equality, civic responsibility, Booth Tarkington wrote that the “three most and women’s rights prominent citizens” of Indianapolis in their day were Benjamin Harrison, James Whitcomb Riley, Learning/Instructional Objectives and Sewall. With her second husband, Theodore Students will: Sewall, she founded and then headed the Girls’ • read the book Fighting for Equality: A Life of May Classical School, for years one of the leading girls’ Wright Sewall schools in Indianapolis. She was elected president of the National Congress of Women in 1891 and • discuss and evaluate Sewall’s role in Indiana and of the International Congress of Women in 1899. American history, including her contributions She also became involved in peace campaigns and to the women’s rights movement that led to the in 1904 became chairman of the ICW standing ratification of the Nineteenth Amendment committee on peace and arbitration. In 1915 • understand how women’s social and political Sewall chaired an Organized Conference of activism in the nineteenth and early twentieth Women Workers to Promote Peace. As a member centuries led to an expansion of their roles and of Henry Ford’s Peace Expedition, she sailed on rights the Oscar II in an effort to stop the bloodshed of World War I. One of the organizations Sewall • debate and support their point of view in helped found, the Indianapolis Propylaeum, arguments for and against voting rights for continues to this day to honor her memory. women Sewall also wrote The Higher Education of Women, • create a bio-historical poem using information The Woman Suffrage Movement in Indiana, and Women, interpreted from their reading World War and Permanent Peace. In this lesson • complete a political cartoon analysis group students will read Sewall’s biography Fighting for activity involving cartoons commenting on Equality: A Life of May Wright Sewall by Ray E. the women’s movement of the late nineteenth Boomhower (Indianapolis: Indiana Historical century and early twentieth century Society Press, 2007), discuss and evaluate her role in the women’s suffrage movement, and complete • create a chronological time line of important multidisciplinary activities that provide cross- events in the women’s rights movement curricular connections in history, government, between 1848 and 1920 and sociology. • make a connection between the Fifteenth and the Nineteenth amendments 3 TEACHER RESOURCE • Fighting for Equality: A Life of May Wright Sewall • Indiana Historical Society Lesson Plan.indd 3 6/9/08 5:23:00 PM • write a biographical account about Sewall were limited opportunities for women in higher through the creation of an obituary education in the nineteenth century. Sewall moved to attend college at the Northwestern • locate and analyze primary and secondary Female College in Evanston, Illinois. (It later sources presenting differing perspectives of merged with Northwestern University.) In 1866, events and issues of the past along with six other women, Sewall graduated • locate and utilize sources found at archival from Northwestern. She moved to Indianapolis collections and electronic sites to accept a high school teaching job in 1874 and quickly won the loyalty of her Indianapolis Time Required students. In Indianapolis most opposed any Multiple class periods depending on the changes to a woman’s role as a homemaker. classroom needs and the activities selected. “The air was thick with prejudice against a Teachers may select from one or more of the woman escaping from her sphere,” stated Martha following activities described below. Nicholson McKay, an early organizer of the Indianapolis Woman’s Club. Materials Required With her second husband, Theodore Sewall, May • Copies of Fighting for Equality: A Life of May founded the influential Girls’ Classical School, Wright where hundreds of young women received the advanced education they needed to go on to • Student handouts: instructions for writing a bio- earn college degrees. One of May’s students, historical poem (attached), graphic organizer Charlotte Cathcart, noted that she and others for debate notes (attached), and an example of may have forgotten what they learned in the an obituary classroom, but they never forgot Sewall. She also • Whiteboard or projector improved the city through her efforts to form such organizations as the Indianapolis Woman’s • Paper and pencils or pens for taking notes Club, the Art Association of Indianapolis, and the • 8.5 x 14 inch white paper for creating time lines; Indianapolis Propylaeum. markers or colored pencils On July 11, 1848, the first women’s rights • 8.5 x 11 inch card stock for mounting political convention was staged in Seneca Falls, New York. cartoons Organized by such women’s rights activists as Elizabeth Cady Stanton and Lucretia Mott, the • Internet access convention attracted three hundred attendees • Ballots for voting activity who gathered to vote on a “Declaration of Sentiments” based on America’s Declaration of Background/Historical Context Independence. The convention also approved a May Wright Sewall was born in 1844. Raised in controversial resolution that it was “the duty of Wisconsin, her family encouraged her to better the women of the country to secure to themselves herself through education. Sewall said she their sacred rights to the elective franchise,” inherited from her family a “passion for human a right held at that time by no woman in the liberty in all its phases,” as well as the knowledge world. Many of the suffrage supporters were that men and women were not treated equally in also abolitionist sympathizers. These abolitionists America. Her father raised her with the belief that believed that granting voting rights to women she had the right to receive a quality education was a natural connection to granting voting rights and the ability to find work in a position for to African American men. Frederick Douglass, which her talents were suited. However, there the great African American abolitionist leader, 4 TEACHER RESOURCE • Fighting for Equality: A Life of May Wright Sewall • Indiana Historical Society Lesson Plan.indd 4 6/9/08 5:23:01 PM attended the convention. Douglass wrote that he Women. When World War I began in Europe in saw absolutely “no reason” to withhold the right 1914, Sewall contacted textbook publishers and to vote from women. These convention attendees requested that they eliminate patriotic language were the frontline soldiers in the movement that and to replace it with calls for brotherhood. She sought to change the way women were treated in also asked mothers to remove toys from their the United States. children’s rooms that might promote warfare. A reporter commented that Sewall had a unique At that time, women were treated as second-class ability to get people to work together for a citizens whose role was to be in the home obeying common cause. The reporter described her as their husbands and taking care of their children. a “sort of social clockmaker who gets human Life as a housewife in 1840 included hauling water machinery into shape, winds it up and sets it to from a well for household use; ironing clothes running.” Her friend and fellow women’s rights with heavy, metal irons; and washing dirty clothes activist Grace Julian Clarke paid tribute to Sewall on a washboard with lye soap. Additionally, every when she said, “I never left Mrs. Sewall’s presence meal had to be made from scratch as there were without resolving to be more outspoken in good no prepackaged meals that one could pick up at causes, more constant in their service, without the grocery. “The power of a husband legally a fresh resolve to let trivial concerns go and extended even to the right to prescribe the emphasize only really vital interests.” medicine his family must take and the amount and kind of food they ate,” stated women’s historian Sadly, on July 22, 1920, a month before the Aileen S.
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