Considerations in Historical Research: NWP Strategies – a Case Study Demery Little Augsburg University

Total Page:16

File Type:pdf, Size:1020Kb

Considerations in Historical Research: NWP Strategies – a Case Study Demery Little Augsburg University Augsburg Honors Review Volume 12 Article 3 2019 Considerations in Historical Research: NWP Strategies – A Case Study Demery Little Augsburg University Follow this and additional works at: https://idun.augsburg.edu/honors_review Part of the United States History Commons Recommended Citation Little, Demery (2019) "Considerations in Historical Research: NWP Strategies – A Case Study," Augsburg Honors Review: Vol. 12 , Article 3. Available at: https://idun.augsburg.edu/honors_review/vol12/iss1/3 This Article is brought to you for free and open access by the Undergraduate at Idun. It has been accepted for inclusion in Augsburg Honors Review by an authorized editor of Idun. For more information, please contact [email protected]. Demery Little Considerations in Historical Research: NWP Strategies – A Case Study Deey Lite, Augbug Univesty Abstract Te American women’s sufrage istorical research is most often movement is marked by many focused on deconstructing complicated systems all working H stories from the past in order together to fght for and against the to better understand our current enfranchisement of women in the United situation. In this way, proper historical States. Groups such as the National research is vital to the continuing Women’s Party (NWP) and the National improvement of any part of society; American Woman Sufrage Association whether that is through understanding (NAWSA), among other smaller groups, systems of government or religion, took diferent approaches to achieve or through understanding cultural the enfranchisement of women. While and societal norms in the context in NAWSA focused on state-by-state which they came to be. Because of legislation, the NWP focused their the impact historical research can eforts on the creation of a federal bill have on our society, it is important to for sufrage. Because of this diference consider biases in both sources and in focus, the two groups also had a in the researcher themselves when diference in strategies; NAWSA focused evaluating historical research. Te on legislation and lobbying individual American women’s sufrage movement, state congressmen while the NWP used and more specifcally, the National larger-scale approaches such as large Women’s Party, provide a perfect case parades through Washington D.C. on study for examining the way in which Inauguration Day or picketing in front researcher and source bias can afect of the White House using signs featuring the presentation and understanding of direct quotes from the president about historical events. Tis paper seeks to the importance of full democracy. answer the question of just how much Because of the stark diferences bias plays into our understanding of in approaches, there are interesting historical events using the lens of a comparisons to be made between the women’s history movement. diferent ways in which the strategies of the more large-scale NWP are analyzed and described in diferent types of sources. Tere are many diferent mediums used to tell history, and each medium has its own specifc goals and 19 Augsburg Honors Review limitations. Many popular newspapers made of the various interpretations from the time talked about the NWP’s seen in diferent kinds of historical strategies in a negative light, sometimes sources of the strategies of the NWP, a comparing their tactics to the more brief overview of the American women’s militant sufragettes in Britain. Primary sufrage movement must frst be put source newspaper articles seek to forth. It is important to understand inform the general population at the the basics of the movement and the time, but often refect the personal main diferences between the two main biases of the reporters and editors who groups fghting for sufrage: the NWP write the articles and the audience and NAWSA. As stated previously, they are writing for. Audience bias is NAWSA focused their eforts for an important factor to consider when sufrage on securing legislation on a approaching any type of source. For state-by-state basis, believing that the example, museums and archives are only way a federal sufrage amendment also seeking to inform the general could be passed was if the minimum population, but their audience is a more number of states required to ratify such modern one, and their approach will a bill already had sufrage amendments often put more modern values onto in their own state constitutions. the historical events and will also often Tis approach focused on lobbying provide shorter bits of information in individual state legislators and on a order to better engage their modern nationwide movement of small-scale audience. Professional historians are parades, speeches, fundraisers, and often seeking to add something to the committees. Te NWP, on the other academic debate, which is both their hand, focused their time on the passing goal and their limitation as they often of a federal amendment, believing end up writing for a small audience. that a federal amendment would be Films seek to entertain a larger audience a more immediate solution and that and often sacrifce historical accuracy the state-by-state approach taken on for the storyline. Each of these types of by NAWSA would only prolong the sources approach the NWP diferently. passage of a sufrage bill and further Tis paper will seek to better understand delay the enfranchisement of women. the limitations associated with writing Teir approach focused on large-scale in history and some of the important strategies such as parades involving considerations that must be made when thousands of women, major public analyzing any source on a historical event speeches, picketing in front of the by analyzing the way in which diferent White House, mass meetings, civil sources discuss the strategies of the NWP, disobedience, nonviolent confrontation, specifcally their 1913 parade through hunger strikes, and relentless lobbying Washington D.C. and their White House of federal legislators.1 Tese approaches picketing campaign. were often derived from the British sufragettes’ militant tactics in England, Te Sufrage Movement in Whole which the leader of the NWP, Alice Paul, experienced during her time supporting Before any analysis can be the sufrage movement in England. It 20 Demery Little was because of these more militant- Te 1913 Sufrage Parade esque tactics that the NWP was sometimes referred to as “sufragettes,” Many historical publications a term used to describe militants focus on specifc events or tactics as a rather than the more politically focused means of securing the constitutional “sufragists.” amendment. Examples include Te NWP started in 1912 as a the parades that the NWP held in smaller organization within NAWSA, cities across the nation including in the Congressional Committee, formed Washington, D.C. Te frst parade that by Alice Paul and Lucy Burns in an Alice Paul held as the leader of NAWSA’s efort to get NAWSA to focus more on Congressional Committee occurred a federal amendment. In 1913, Paul and on March 3, 1913, in Washington, D.C., Burns along with the Congressional the day before Woodrow Wilson’s Committee organized the 1913 sufrage inauguration.3 Te march consisted of parade in Washington D.C. In February more than 5,000 marchers, nine bands, of 1914, Paul and Burns separated from three heralds, four mounted brigades, NAWSA completely to become an and twenty-four foats.4 Te march was independent organization fghting for organized by Alice Paul, and it drew large women’s sufrage. In June of 1916 they crowds of spectators who were in town became the National Woman’s Party. for Wilson’s inauguration. Te parade Te combined efort of the NWP and started as planned but, as the march NAWSA led to the eventual passing wore on, the crowds began to push and ratifcation of the Nineteenth onto the street and block the marchers Amendment to the Constitution, which from proceeding. Some marchers were states that “the right of citizens of pushed, grabbed, tripped, and jeered at the United States to vote shall not be by the crowds. Tis march was the frst denied or abridged by the United States event organized by Alice Paul in the or by any State on account of sex.”2 United States, and it reinvigorated the Te amendment passed Congress in movement on a national level. 1918 and was ratifed by the minimum Newspaper coverage of the three-fourths of the states and 1913 parade in mainstream newspapers ofcially became an amendment to the was minimal compared to later parades Constitution in 1919. organized by Alice Paul. Many of the 1 “Tactics and Techniques of the National Woman’s Party Sufrage Campaign.” Library of Congress-American Memory Collection, Accessed 8 Dec. 2018. https://www.loc.gov/collec- tions/static/women-of-protest/images/tactics.pdf. 2 Nineteenth Amendment to the U.S. Const. amend. XIX. 3 Matthew Costello, “Picketing the White House: Te Sufragist Movement During the Great War,” Te White House Historical Association, Accessed 11 Dec. 2018, https://www.whitehouse- history.org/picketing-the-white-house. 4 Sheridan Harvey, “Marching for the Vote: Remembering the Woman Sufrage Parade of 1913,” Library of Congress: American Memory, Accessed 1 Dec. 2017, memory.loc.gov/ammem/awh- html/aw01e/aw01e.html. 21 Augsburg Honors Review articles written about the day focus Carrie Chapman Catt as organizers and on Woodrow Wilson’s inauguration important fgures in the parade and while treating the parade as a footnote the movement. Tis article also focuses despite the fact that it was a major event on the fashion and decorative aspect that took place during the inauguration of the parade, traditional feminine festivities. For example, an article ideals, and therefore doesn’t give the written for the New York Times on parade the weight that it deserved in Wilson’s inauguration mentioned the the movement.6 Te Evening Star, a women’s march very briefy.
Recommended publications
  • Long-Form Teacher's Guide for Fight of the Century: Alice Paul
    Long-Form Teacher’s Guide for Fight of the Century: Alice Paul Battles Woodrow Wilson for the Vote by Barb Rosenstock and illustrated by Sarah Green Book Synopsis When Woodrow Wilson was elected President, he didn't know that he would be participating in one of the greatest fights of the century: the battle for women's right to vote. The formidable Alice Paul was a leader in the women's suffrage movement and saw President Wilson's election as an opportunity to win the vote for women. She battered her opponent with endless strategic arguments and carefully coordinated protests, calling for a new amendment granting women the right to vote. With a spirit and determination that never quit--even when peaceful protests were met with violence and even when many women were thrown in jail--Paul eventually convinced President Wilson to support her cause, changing the country forever. Cleverly framed as a boxing match, this book provides a fascinating and compelling look at an important moment in American history. Historical Background Alice Paul was born on January 11, 1885 to Tracie and William Paul in New Jersey. Raised as a Quaker, she and her siblings learned the importance of equality and education, believing that women and men were equal and deserved equal rights in society. In the early 1900s, Alice attended the Universities of London and Birmingham and while there she joined the Women's Social and Political Union, a suffragette organization founded by Emmeline Pankhurst in 1903. (It is important to note that the term “suffragette” was only used in relation to the suffrage movement in England, while the term “suffragist” was used in relation to the movement in the United States).
    [Show full text]
  • 19Th Amendment Conference | CLE Materials
    The 19th Amendment at 100: From the Vote to Gender Equality Center for Constitutional Law at The University of Akron School of Law Friday, Sept. 20, 2019 CONTINUING EDUCATION MATERIALS More information about the Center for Con Law at Akron available on the Center website, https://www.uakron.edu/law/ccl/ and on Twitter @conlawcenter 001 Table of Contents Page Conference Program Schedule 3 Awakening and Advocacy for Women’s Suffrage Tracy Thomas, More Than the Vote: The 19th Amendment as Proxy for Gender Equality 5 Richard H. Chused, The Temperance Movement’s Impact on Adoption of Women’s Suffrage 28 Nicole B. Godfrey, Suffragist Prisoners and the Importance of Protecting Prisoner Protests 53 Amending the Constitution Ann D. Gordon, Many Pathways to Suffrage, Other Than the 19th Amendment 74 Paula A. Monopoli, The Legal and Constitutional Development of the Nineteenth Amendment in the Decade Following Ratification 87 Keynote: Ellen Carol DuBois, The Afterstory of the Nineteth Amendment, Outline 96 Extensions and Applications of the Nineteenth Amendment Cornelia Weiss The 19th Amendment and the U.S. “Women’s Emancipation” Policy in Post-World War II Occupied Japan: Going Beyond Suffrage 97 Constitutional Meaning of the Nineteenth Amendment Jill Elaine Hasday, Fights for Rights: How Forgetting and Denying Women’s Struggles for Equality Perpetuates Inequality 131 Michael Gentithes, Felony Disenfranchisement & the Nineteenth Amendment 196 Mae C. Quinn, Caridad Dominguez, Chelsea Omega, Abrafi Osei-Kofi & Carlye Owens, Youth Suffrage in the United States: Modern Movement Intersections, Connections, and the Constitution 205 002 THE CENTER FOR CONSTITUTIONAL LAW AT AKRON th The 19 Amendment at 100: From the Vote to Gender Equality Friday, September 20, 2019 (8am to 5pm) The University of Akron School of Law (Brennan Courtroom 180) The focus of the 2019 conference is the 100th anniversary of the 19th Amendment.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • Woodrow Wilson's Conversion Experience: the President and the Federal Woman Suffrage Amendment Beth Behn University of Massachusetts Amherst, [email protected]
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 2-2012 Woodrow Wilson's Conversion Experience: The President and the Federal Woman Suffrage Amendment Beth Behn University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the History Commons Recommended Citation Behn, Beth, "Woodrow Wilson's Conversion Experience: The rP esident and the Federal Woman Suffrage Amendment" (2012). Open Access Dissertations. 511. https://doi.org/10.7275/e43w-h021 https://scholarworks.umass.edu/open_access_dissertations/511 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. WOODROW WILSON’S CONVERSION EXPERIENCE: THE PRESIDENT AND THE FEDERAL WOMAN SUFFRAGE AMENDMENT A Dissertation Presented by BETH A. BEHN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY February 2012 Department of History © Copyright by Beth A. Behn 2012 All Rights Reserved WOODROW WILSON’S CONVERSION EXPERIENCE: THE PRESIDENT AND THE FEDERAL WOMAN SUFFRAGE AMENDMENT A Dissertation Presented by BETH A. BEHN Approved as to style and content by: _________________________________ Joyce Avrech Berkman, Chair _________________________________ Gerald Friedman, Member _________________________________ David Glassberg, Member _________________________________ Gerald McFarland, Member ________________________________________ Joye Bowman, Department Head Department of History ACKNOWLEDGMENTS I would never have completed this dissertation without the generous support of a number of people. It is a privilege to finally be able to express my gratitude to many of them.
    [Show full text]
  • The National Woman's Party and the Occoquan Workhouse Lesson
    The National Woman’s Party and the Occoquan Workhouse Lesson Written and arranged by Erica W. Benson M.A. North American History, M.A. Secondary Education: Teaching, B.A. History, B.S. Journalism Essential Historical Question - Was the justice system fair and Constitutional in its treatment of the National Woman’s Party picketers? - What role did the Occoquan Workhouse play in the women’s suffrage movement? Recommended Time Frame: - At least one 45/50-minute class period, if you plan it for a longer class period you have the opportunity to show clips of the HBO film Iron Jawed Angels. - Question 13 can be assigned for homework and submitted online or written by hand. Pre-requisites: It is helpful if students have studied WWI so they can understand the context of the final push for suffrage and the messaging and strategy used by the NWP to pressure President Wilson. Materials: ● Primary Source Document sets for pair groupings (upload online if students have computers or print) ● Phased guided questions/position questions – one copy for each student ● A projector to play film clips (you can typically find Iron Jawed Angels for free online, or you can purchase the DVD – you won’t regret it!) Procedures: Step-by-step plan of instruction: 1. Open the class with a 3-minute quick write: “What free speech rights do Americans have? Is it ever limited, if so, when? ” After a few minutes post/reveal the 1st Amendment: “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” Students will have a variety of responses and examples to draw from; ask students to share what they wrote with a neighboring student.
    [Show full text]
  • Women's Suffrage Movement
    Women’s Suffrage Movement 15th Amendment Things to think about… The right of citizens . Did this law help women of the United States achieve their goal? to vote shall not be denied or abridged . How would you feel if by the United States you were a woman at or by any state on this time? account of race, . Were the methods the color, or previous women were using condition of effective? servitude. Alice Paul (1885-1977) . Very well educated Quaker . Influenced by Pankhursts – Leaders of the British suffrage movement . Engaged in direct action-disrupting male meetings and breaking windows. Alice joined their struggle . 1912- returns to US and joins forces with Lucy Burns . Dramatic Woman Suffrage Procession the day before the inauguration of Woodrow Wilson- 1913 . 1916 – National Woman’s Party – more radical group . 1917-Picket the White House-”Silent Sentinels” Silent Sentinels Lucy Burns in prison .1918- Wilson came out in support of the amendment- .Took more than 2 years for the measure to pass Congress .19th amendment was finally approved in 1920 .http://www.youtube.com/watch?v=Gj YtacfcgPU Carrie Chapman Catt . 1880 – she was the only woman among 18 graduates . Became a paid suffrage organizer . She would write, speak, lobby, organize, campaign and get support through persuasion . Anthony’s hand picked successor . 1916- winning plan to press for the vote and the local, state, and federal levels . Supervised the campaign that won the vote for women in NYS . 1918- Wilson came out in support of the suffrage amendment 1920- 19th amendment is passed. Tennessee was the final state to approve the amendment- by 1 vote .
    [Show full text]
  • Carol Inskeep's Book List on Woman's Suffrage
    Women’s Lives & the Struggle for Equality: Resources from Local Libraries Carol Inskeep / Urbana Free Library / [email protected] Cartoon from the Champaign News Gazette on September 29, 1920 (above); Members of the Chicago Teachers’ Federation participate in a Suffrage Parade (right); Five thousand women march down Michigan Avenue in the rain to the Republican Party Convention hall in 1916 to demand a Woman Suffrage plank in the party platform (below). General History of Women’s Suffrage Failure is Impossible: The History of American Women’s Rights by Martha E. Kendall. 2001. EMJ From Booklist - This volume in the People's History series reviews the history of the women's rights movement in America, beginning with a discussion of women's legal status among the Puritans of Boston, then highlighting developments to the present. Kendall describes women's efforts to secure the right to own property, hold jobs, and gain equal protection under the law, and takes a look at the suffrage movement and legal actions that have helped women gain control of their reproductive rights. She also compares the lifestyles of female Native Americans and slaves with those of other American women at the time. Numerous sepia photographs and illustrations show significant events and give face to important contributors to the movement. The appended list of remarkable women, a time line, and bibliographies will further assist report writers. Seneca Falls and the Origins of the Women’s Rights Movement by Sally G. McMillen. 2008. S A very readable and engaging account that combines excellent scholarship with accessible and engaging writing.
    [Show full text]
  • 2010 Women's Committee Report
    Report of the CWANational Women's Committee to the 72nd Annual Convention Communications Workers of America July 26-28, 2010 Washington, D.C. Introduction The National Women's Committee is deviating from our usual reporting format this year to celebrate and acknowledge two historic anniversaries in the women's suffrage movement. First, this year marks the 90th anniversary of the passage of the 19th Amendment to the Constitution, granting women full voting rights. The committee members are wearing gold, white and purple sashes like the ones worn by the suffragettes in parades and demonstrations. The color gold signifies coming out of darkness into light, white stands for purity and purple is a royal color which represents victory. The committee members will now introduce you to six courageous women who fought to obtain equal rights and one which continues that fight today. 1 Shirley Anita St. Hill Chisholm I November 30, 1924 - January 1, 2005 Shirley Anita St. Hill Chisholm was born Novem- several campus and community groups where she ber 30, 1924, in Brooklyn, New York, to Barbadi- developed a keen interest in politics. an parents. Chisholm was raised in an atmosphere that was both political and religious. Chisholm After graduating cum laude from Brooklyn received much of her primary education in her College in 1946, Chisholm began to work as a parents' homeland, Barbados, under the strict nursery school teacher and later as a director of eye of her maternal grandmother. Chisholm, who schools for early childhood education. In 1949 returned to New York when she was ten years she married Conrad Chisholm, a Jamaican who old, credits her educational successes to the well- worked as a private investigator.
    [Show full text]
  • Iron Jawed Angels
    Voting Rights Under Attack: An NCJW Toolkit to Protect the Vote Film Screening and Discussion: Iron Jawed Angels Films can offer a good basis for discussion and further understanding of important subjects. A film program that includes a screening, facilitated discussion, and perhaps even a speaker, can be an excellent way for NCJW members and supporters to learn more about and get involved in an issue. Iron Jawed Angels, film by Katja von Garnier: In the early twentieth century, the American women’s suffrage movement mobilized and fought to grant women the right to vote. Watch Alice Paul (Hilary Swank) and Lucy Burns (Frances O’Connor) as they fight for women’s suffrage and revolutionize the American feminist movement. Preparation for the Film Screening: Ñ Remind participants to be prepared to discuss how the film relates to NCJW’s mission. Ñ Encourage participants to bring statistics and information about voter rights in your community. Ñ Confirm location and decide who is bringing snacks and beverages. Ñ Ensure a facilitator is prepared to ask questions and guide discussion. Ñ Download and print copies of NCJW’s Promote the Vote. Protect the Vote Resource Guide. Discussion Questions to Consider: Ñ Alice Paul, Lucy Burns, and the National Women’s Party conducted marches, picketed the White House, and held rallies. What ways can you mobilize and influence your local, state, and federal elected officials? Ñ Lucy Burns discusses the “dos and don’ts” of lobbying, which include knowing the background of the member, being a good listener, and not losing your temper. Do you think these www.ncjw.org June 2016 4 Voting Rights Under Attack: An NCJW Toolkit to Protect the Vote rules have changed in the past 100 years? If so, how? What other “dos and don’ts” can you think of? Ñ How did the film portray racism within the women’s suffrage movement? How did racism linger in the feminist movement? Ñ In the film, the methods of the National Women’s Party and the National American Women’s Suffrage Association are contrasted.
    [Show full text]
  • “Mr. President, How Long Must Women Wait for Liberty?”1
    “Mr. President, How Long Must Women Wait for Liberty?”1 Mallory Durlauf Junior Division Individual Historical Paper Women, it rests with us. We have got to bring to the President, individually, day by day, week in and week out, the idea that great numbers of women want to be free, will be free, and want to know what he is going to do about it. - Harriot Stanton Blatch, 19172 An important chapter in American history is the climax of the battle for woman suffrage. In 1917, members of the National Woman’s Party escalated their efforts from lobbying to civil disobedience. These brave women aimed their protests at President Woodrow Wilson, picketing the White House as “Silent Sentinels” and displaying statements from Wilson’s speeches to show his hypocrisy in not supporting suffrage. The public’s attention was aroused by the arrest and detention of these women. This reaction was strengthened by the mistreatment of the women in jail, particularly their force-feeding. In 1917, when confronted by the tragedy of the jailed suffragists, prominent political figures and the broader public recognized Wilson’s untenable position that democracy could exist without national suffrage. The suffragists triumphed when Wilson changed his stance and announced his support for the federal suffrage amendment. The struggle for American woman suffrage began in 1848 when the first women’s rights convention was held in Seneca Falls, New York. The movement succeeded in securing suffrage for four states, but slipped into the so-called “doldrums” period (1896-1910) during which no states adopted suffrage.3 After the Civil War, the earlier suffrage groups merged into the National American Woman’s Suffrage Association (NAWSA), but their original aggressiveness waned.4 Meanwhile, in Britain, militant feminism had appeared.
    [Show full text]
  • Women's Suffrage Lesson and Materials
    Teaching American History Lesson USING PRIMARY SOURCES TO LEARN ABOUT WOMEN’S SUFFRAGE From Lorraine Dooley Image from Library of Congress(www.loc.gov) Grade 11 Length of class period: 65 minutes Objectives: Students will analyze the primary sources about women’s suffrage and demonstrate critical thinking skills as they complete the class activities. Materials: US History Textbook, handouts provided Activities: Start with a class discussion calling on prior knowledge about the role of women in American history before the 20th century. Arrange students in small groups and pass out all 5 documents to the students. Students should complete the organizational chart at the end of the sources. Each group should be called on to explain at least one of the documents in the whole class discussion at the end of class. Follow up with textbook readings from appropriate chapter. Students should complete the questions on the worksheet (individually or in groups, at the teacher’s discretion). It could also be completed for homework. Possible extension activities: 1. Show the movie “Iron Jawed Angels”. 2. Have students research people who played a role in the suffragist movement (complete a visual aid, research paper, hold a panel discussion in class). 3. Research other issues related to women’s rights in the United States (Equal rights amendment, Title Nineteen, economic disparities, etc.) Assessment: Group work in class, completion of handouts, material on test. Connecticut Grade Level Expectations: Standard 1.8 (Analyze laws that have been modified to meet society’s changing values and needs.) Standard 3.1 Use evidence to develop an interpretation of an event.
    [Show full text]