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CP US History Unit 2: Roots of American Character How can individuals have an impact on the nation’s problems? Activity Card Activity: Women’s Rights Movement

 Read the Context Setting Car. Then use the information on your Resource Cards to talk about the discussion questions.  Examine the TASK and complete the project to meet all of the Task Evaluation Criteria

Discussion Questions:

1. What type of women organized or worked for this reform? Who were the main leaders? 2. Was there a specific convention or event where women met to discuss this issue? Describe the event(s). 3. What rights did women want? Be SPECIFIC. 4. What were the main arguments (by men and other women) against giving women their equal

rights? 5. Did women achieve any success at this time (1830-1850s)? 6. How can individuals have an impact on the nation’s problems?

Task

Create a propaganda campaign that represents the point of view of one side of the women’s rights issue. Your propaganda campaign must be designed for a specific audience.

Task Evaluation Criteria

Your completed assignment must meet all of the following criteria:

. Propaganda poster clearly expresses the point of view of one of the sides

represented in the handout. . Propaganda poster is designed for a specific audience; audience can be clearly identified by looking at the propaganda poster. . Propaganda poster demonstrates an understanding of the who, what, when, where, and why of the information in the handout.

. Propaganda poster uses two or more of the following four propaganda

techniques: 1) presents half-truths, 2) engages in name-calling, 3) identifies a cause with a famous person or noble idea, and 4) shows the other side in the worst possible light. . Propaganda poster makes use of three or more of the following: color, texture, symbols, slogans, caricature, scale, and/or perspective.

CP US History Unit 2: Roots of American Character Women’s Rights Resource Card One Women’s Rights The position of American women in the early 1800s was legally and socially inferior to men. Women could not vote and, if married, could not own property or retain their own earnings. The reform movements of the 1830s, specifically abolition and temperance, gave women a chance to get involved in the public arena. Women reformers soon began to agitate not just for temperance and abolition, but also for women’s rights. Activists such as Angelina and Sarah Grimké, , and argued that men and women are created equal and should be treated as such under the law. These advocates allied with abolitionist , also an ardent feminist, merging the powers of the abolition and the women’s rights movements. Other advocates of both causes include and .

A Tea Launches a Revolution The Women's Rights Movement marks July 13, 1848 as its beginning. On that sweltering summer day in upstate New York, a young housewife and mother, Elizabeth Cady Stanton, was invited to tea with four women friends. When the course of their conversation turned to the situation of women, Stanton poured out her discontent with the limitations placed on her own situation under America's new democracy. Hadn't the American Revolution had been fought just 70 years earlier to win the patriots freedom from tyranny? But women had not gained freedom even though they'd taken equally tremendous risks through those dangerous years. Surely the new republic would benefit from having its women play more active roles throughout society. Stanton's friends agreed with her, passionately. This was definitely not the first small group of women to have such a conversation, but it was the first to plan and carry out a specific, large-scale program.

Bartholomew, Charles Lewis. "Cartoon Showing President Grover Cleveland, Carrying Book 'What I Know About Women's Clubs,' Being Chased with an Umbrella by Susan B. Anthony, as Uncle Sam Laughs in Background." Between 1892 and 1896. Prints and Photographs Division, Cartoon Drawings, Library of Congress.

CP US History Unit 2: Roots of American Character Women’s Rights Resource Card Three

“The Apotheosis of Suffrage," a cartoon mocking Stanton and Anthony

CREDIT: Coffin, George Yost, artist. "The Apotheosis of Suffrage." 1896

THE ARGUMENTS OF THE ANTI-SUFFRAGISTS The arguments of the "antis," of suffrage were divided into two categories. Their arguments were based on the conception of the unique nature of women or "from their interpretation of the special role played by the family in sustaining civilization." (Mayor, 64) THE FIRST PREMISE FOR THE ANTI'S ARGUMENT The antis based their assumption on the difference between men and women. When they discussed physical differences, the biological differences were not stressed because they did not consider this appropriate for public discussion. Instead the emphasized the "frailty" of women claiming that this is what made her "unsuited" for the vote. Her physical weakness was considered potentially dangerous (just getting to the poll was fatiguing). "Once a woman arrived she would have to mingle, 'among the crowds of men who gather around the polls...and to press her way through them to the ballot box. Assuming she reached the polling place, she might get caught in a brawl and given women's natural fragility, she would be the one to get hurt. (Mayor, 64) THEIR ARGUMENTS WHICH WERE LINKED TO THE ONES ABOVE Beyond these reasons existed the belief that allowing women to vote would jeopardize the nation's security and lead ultimately to war. "Allowing women to vote would lead to foreign aggression and war." (Mayor, 65) THE SECOND "AREAS OF DIFFERENCE BETWEEN MEN AND WOMEN The second areas of difference between men and women which the antis argued was the issue of morality. "An anti who spoke at a hearing in Connecticut on woman suffrage observed that "The most convincing reason I have heard given was the one offered by Miss Pearson 'We want the ballot, and we ant it when we want it.' "That is the old story-of woman-Eve she got it and we've had trouble ever since." (Mayor, 65) WHAT THE ANTI'S PREDICTED IF WOMEN GOT THE VOTE The antis predicted that if women were given the vote disastrous results would occur. The antis believed that political involvement would place them in situations where there vulnerability would be exploited. The antis also worried that women would vote more than once. They said that women could hide extra ballots in their "voluminous sleeves, " and slip them quickly into the ballot at once."

CP US History Unit 2: Roots of American Character Women’s Rights RESOURCE CARD TWO - 2 Library of Congress, Prints and Photographs Division “We hold these truths to be self-evident: that all men and women are created equal...” —Elizabeth Cady Stanton, Declaration of Sentiments

In 1848, Mott and Stanton organized a women’s rights convention in Seneca Falls, New York. The issued a Declaration of Sentiments, modeled on the Declaration of Independence that stated that all men and women are created equal. The Declaration and other reformist strategies, however, effected little change. While some states passed Married Women’s Property Acts to allow married women to retain their property, women would have to wait until 1920 to gain the vote.

Mrs. Elizabeth Cady Stanton (1815-1902) 1

In July 1848 more than 300 men and women assembled in Seneca Falls, New York, for the nation's first women's rights convention. Elizabeth Cady Stanton documented the historic 1848 meeting by compiling this scrapbook of contemporary newspaper clippings. Years later Stanton's daughter Harriot enhanced the scrapbook with several additions, including this photograph of a clipping depicting her mother in the controversial bloomer outfit. Stanton's cousin Elizabeth Smith Miller introduced the outfit and editor publicized its healthful and liberating benefits in her newspaper The Lily.

CP US History Unit 2: Roots of American Character Women’s Rights Resource Card Four A "Declaration of Sentiments" is Drafted These were patriotic women, sharing the ideal of improving the new republic. They saw their mission as helping the republic keep its promise of better, more egalitarian lives for its citizens. As the women set about preparing for the event, Elizabeth Cady Stanton used the Declaration of Independence as the framework for writing what she titled a "Declaration of Sentiments." In what proved to be a brilliant move, Stanton connected the nascent campaign for women's rights directly to that powerful American symbol of liberty. The same familiar words framed their arguments: "We hold these truths to be self-evident; that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness." In this Declaration of Sentiments, Stanton carefully enumerated areas of life where women were treated unjustly. Eighteen was precisely the number of grievances America's revolutionary forefathers had listed in their Declaration of Independence from England. Stanton's version read, "The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world." Then it went into specifics: Married women were legally dead in the eyes of the law Women were not allowed to vote Women had to submit to laws when they had no voice in their formation Married women had no property rights Husbands had legal power over and responsibility for their wives to the extent that they could imprison or beat them with impunity Divorce and child custody laws favored men, giving no rights to women Women had to pay property taxes although they had no representation in the levying of these taxes Most occupations were closed to women and when women did work they were paid only a fraction of what men earned Women were not allowed to enter professions such as medicine or law Women had no means to gain an education since no college or university would accept women students With only a few exceptions, women were not allowed to participate in the affairs of the church Women were robbed of their self-confidence and self-respect, and were made totally dependent on men

Strong words... Large grievances... And remember: This was just seventy years after the Revolutionary War. Doesn't it seem surprising to you that this unfair treatment of women was the norm in this new, very idealistic democracy? But this Declaration of Sentiments spelled out what was the status quo for European-American women in 1848 America, while it was even worse for enslaved Black women.

CP US History Unit 2: Roots of American Character Women’s Rights Resource Card Five The Women’s Rights Movement and Changing Roles While women were taking more responsibility and gaining freedom in the 1800’s, their dominant role was still seen as in the home. Women worked in factories, settled the Western territories, were involved in the abolition and women’s rights movements, and crusaded to improve health and social conditions. During this time, women were barred from voting, could not own property, control their own wages, or seek many educational and professional opportunities.

Political Women’s Limited Rights: Because the Constitution did not specifically include women, their legal rights were left to the states to decide. For example, in parts of New Jersey women voted from 1790 until 1807, and in some Western states, some women were permitted to vote. IN most states, however, women were denied the right to vote. IN Mississippi after 1837 and in New York after 1845, women were allowed to own property. IN other states women could only own property held in trust by a make guardian. Married women had few tights and seldom gained child custody or settlements after divorce even if they brought property or assets with them into marriage.

Women’s Rights Movements: and Thomas Paine both wrote of the need for women’s rights during the Colonial period but it wasn’t until after 1848 that the women’s suffrage movement was formally organized at the Seneca Falls Convention in New York state. Women’s rights efforts had gained some support as part of the abolitionist movement because women played a prominent role in the antislavery campaigns. But Seneca Falls marked the beginning of an organized feminist movement as such. The Declaration of Sentiments written there put forward demands for women’s rights similar to those contained in the Declaration of Independence written some fifty years earlier that demanded rights of the colonists. Prominent leaders of the women’s rights movements were Susan B Anthony, Elizabeth Cady Stanton, Lucretia Mott, and .

Social Social Reform Efforts: Many women were outspoken in their demand for changes. Women had been significantly involved in efforts to abolish slavery, improve conditions for women, and establish public education and health care as social priorities. , for example worked to improve prisons and mental institutions.

Education: Educational opportunities for girls were limited. They were taught sewing, household management, music, fine arts, and manners, rather than traditional academic subjects, such as mathematics and English. Women were barred from professional schools and law and medical colleges. They were permitted, in some cases, to pursue professions such as elementary school teaching and nursing.

Economic Industry: Women’s economic roles changed as America began to industrialize. Textile mills were considered ideal work places for women because spinning and sewing were considered women’s work. During the 1800’s, women joined the work force in ever larger numbers despite low pay, poor working conditions, and exhausting labor. The early farm economy from which women were drawn to the factories had little use for cash, but money became more important as the century progressed.

Other Conditions: Toward the latter half of the 1800’s, many women were working as housekeepers and maids. Domestic service, which held the lowest status, was one of the largest single occupations for women. In the West, women worked the land and of course in the South, African American women held in slavery were an integral part of the plantation system.

CP US History Unit 2: Roots of American Character Women’s Rights Resource Card Six THE ARGUMENTS OF THE ANTI-SUFFRAGISTS

The arguments of the "antis," of suffrage were divided into two categories. Their arguments were based on the conception of the unique nature of women or "from their interpretation of the special role played by the family in sustaining civilization." (Mayor, 64) THE FIRST PREMISE FOR THE ANTI'S ARGUMENT The antis based their assumption on the difference between men and women. When they discussed physical differences, the biological differences were not stressed because they did not consider this appropriate for public discussion. Instead the emphasized the "frailty" of women claiming that this is what made her "unsuited" for the vote. Her physical weakness was considered potentially dangerous (just getting to the poll was fatiguing). "Once a woman arrived she would have to mingle, 'among the crowds of men who gather around the polls...and to press her way through them to the ballot box. Assuming she reached the polling place, she might get caught in a brawl and given women's natural fragility, she would be the one to get hurt. (Mayor, 64) THEIR ARGUMENTS WHICH WERE LINKED TO THE ONES ABOVE Beyond these reasons existed the belief that allowing women to vote would jeopardize the nation's security and lead ultimately to war. "Allowing women to vote would lead to foreign aggression and war." (Mayor, 65) THE SECOND "AREAS OF DIFFERENCE BETWEEN MEN AND WOMEN The second areas of difference between men and women which the antis argued was the issue of morality. "An anti who spoke at a hearing in Connecticut on woman suffrage observed that "The most convincing reason I have heard given was the one offered by Miss Pearson 'We want the ballot, and we ant it when we want it.' "That is the old story-of woman-Eve she got it and we've had trouble ever since." (Mayor, 65) WHAT THE ANTI'S PREDICTED IF WOMEN GOT THE VOTE The antis predicted that if women were given the vote disastrous results would occur. The antis believed that political involvement would place them in situations where there vulnerability would be exploited. The antis also worried that women would vote more than once. They said that women could hide extra ballots in their "voluminous sleeves, " and slip them quickly into the ballot at once."

THE THREE CONCLUSIONS THE ANTIS' AROSE AT DUE TO WOMEN'S "EMOTIONAL BEHAVIOR. 1. Since all women suffragists bordered on hysteria there was no need to take their arguments seriously. 2. There was a real danger if other women cane under the influence the suffragists. "As one Anti warned, "all woman are potentially hysterics." Men had an obligation to protects other women from contamination of the suffragists. 3. A women's emotional instability would make her a dangerous voter. She would let her feelings rather than her intellectual concerns be her primary reason for voting. "Since women obviously could not be trusted to behave rationally, they would be extremely dangerous in a political setting." (Mayor, 67)

CP US History Unit 2: Roots of American Character Women’s Rights Resource Card Seven Biographies of Influential Suffragists SUSAN B. ANTHONY (1820-1906) For over 50 years, Susan B. Anthony was the leader of the American woman suffrage movement. Born in Adams, Massachusetts on February 15, 1820, Anthony lived for many years in Rochester. In 1872 Anthony was arrested for voting. When she died in 1906, only four states allowed women to vote, but Anthony's single- minded dedication to the cause of suffrage was largely responsible for the passage of the nineteenth amendment to the United States Constitution in 1920, giving women the vote. AMELIA BLOOMER (1818-1894) In 1849 Amelia Bloomer began publishing a temperance newspaper, The Lily, in Seneca Falls, New York. Presently, the paper began to publish articles on women's rights as well as temperance. In the winter of 1850- 51 Bloomer wrote an article defending the pantaloons and short skirt worn by the dress reformer Elizabeth Smith Miller against the fashionable, constricting clothes worn by women. Several feminists, including Susan B. Anthony, Elizabeth Cady Stanton, and Lucy Stone, wore what became known as the "bloomer" until ridicule forced them to return to more traditional garb. LUCRETIA COFFIN MOTT (1793-1880) Lucretia Mott was a Quaker minister, abolitionist, and pioneer in the women's rights movement. In 1840 she traveled to London with her husband James Mott as a delegate to the World's Anti-Slavery Convention. At the convention, the women delegates were refused recognition and not allowed to participate in the proceedings. Grieved by this treatment, Mott and Elizabeth Cady Stanton, who was also attending the anti-slavery convention, determined to hold a meeting to discuss the rights of women. Mott, Stanton, and Mott's sister, Martha Coffin Wright, organized and called together the first women's rights convention in Seneca Falls, New York in July of 1848. Throughout her long life Mott continued to work for the rights of women and of freed blacks after the Civil War.

LUCY STONE (1818-1893) In 1843 Lucy Stone graduated from Oberlin College, which had been established ten years earlier as the first co-educational college. Stone became a lecturer for the American Anti-Slavery Society and an eloquent speaker on behalf of women's rights. In 1855 she married fellow abolitionist Henry Browne Blackwell in 1855 on condition that she would retain her maiden name. After the Civil War, the suffrage movement split over tactical and policy differences, with Susan B. Anthony and Elizabeth Cady Stanton founding the National Woman Suffrage Association and Stone the American Woman Suffrage Association. Beginning in 1872, Stone, Henry Blackwell, and later their daughter Alice Stone Blackwell, published the most influential women's rights newspaper, The Woman's Journal, for forty-seven years. In 1890 the two suffrage organizations merged, and Stone became chairman of the executive committee.

SOJOURNER TRUTH (1797-1883) In 1843, Isabella, a former slave, changed her name to Sojourner Truth and began traveling through the eastern United States preaching the word of God. In Northampton, Massachusetts, she encountered the abolitionist movement and began traveling and lecturing on behalf of that cause. She maintained herself by selling copies of the Narrative of Sojourner Truth, which had been written by Olive Gilbert and published in 1850. After attending a women's rights convention in 1850, Truth also became a speaker on women's rights issues. During the Civil War she solicited gifts of food for regiments of black volunteers, and after the war she worked to find homes and employment for recently freed slaves. Adapted from biographies prepared by Mary M. Huth, Department of Rare Books and Special Collections, University of Rochester Libraries, February 1995