Making Her Mark: Philadelphia Women Fight for the Vote
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Georgia Douglas Johnson and Eulalie Spence As Figures Who Fostered Community in the Midst of Debate
Art versus Propaganda?: Georgia Douglas Johnson and Eulalie Spence as Figures who Fostered Community in the Midst of Debate Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of The Ohio State University By Caroline Roberta Hill, B.A. Graduate Program in Theatre The Ohio State University 2019 Thesis Committee: Jennifer Schlueter, Adviser Beth Kattelman Copyright by Caroline Roberta Hill 2019 Abstract The Harlem Renaissance and New Negro Movement is a well-documented period in which artistic output by the black community in Harlem, New York, and beyond, surged. On the heels of Reconstruction, a generation of black artists and intellectuals—often the first in their families born after the thirteenth amendment—spearheaded the movement. Using art as a means by which to comprehend and to reclaim aspects of their identity which had been stolen during the Middle Passage, these artists were also living in a time marked by the resurgence of the Ku Klux Klan and segregation. It stands to reason, then, that the work that has survived from this period is often rife with political and personal motivations. Male figureheads of the movement are often remembered for their divisive debate as to whether or not black art should be politically charged. The public debates between men like W. E. B. Du Bois and Alain Locke often overshadow the actual artistic outputs, many of which are relegated to relative obscurity. Black female artists in particular are overshadowed by their male peers despite their significant interventions. Two pioneers of this period, Georgia Douglas Johnson (1880-1966) and Eulalie Spence (1894-1981), will be the subject of my thesis. -
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. -
Caroline Katzenstein Papers
Am .8996 Caroline Katzenstein Papers ca. 1850-1965 (bulk 1909-1965) 3 boxes, 1 vol., 0.9 lin. feet Contact: The Historical Society of Pennsylvania 1300 Locust Street, Philadelphia, PA 19107 Phone: (215) 732-6200 FAX: (215) 732-2680 http://www.hsp.org Processed by: Heather Willever-Farr Processing Completed: November 2008 Sponsor: Processing made possible by a generous donation from Dorothy Del Bueno Restrictions: None Related Collections at None HSP: © 2008 The Historical Society of Pennsylvania. All rights reserved. Caroline Katzenstein Papers Am .8996 Caroline Katzenstein Papers, ca. 1850-1965 (bulk 1909-1965) 3 boxes, 1 vol., 0.9 lin. feet Am .8996 Abstract Caroline Katzenstein (1888-1968) was a leader in the Pennsylvania suffrage movement. She served in official positions for the Equal Franchise Society of Philadelphia, the National American Woman Suffrage Association, and the National Woman’s Party. After women won the vote in 1920, Katzenstein continued to fight for women’s rights and lobbied tirelessly for the passage of the Equal Rights Amendment for over twenty years. In 1919, Katzenstein used her expertise in publicity to aid the Women Teachers Organization of Philadelphia in their efforts to increase salary for women teachers. Additionally, Katzenstein was a successful insurance agent for the Equitable Life Insurance Society of New York, the Massachusetts Bonding and Insurance Company (Philadelphia Branch), and the Philadelphia Life Insurance Company. The Caroline Katzenstein papers document Katzenstein’s participation in the suffrage movement from 1909 to 1921, her efforts to help women obtain equal pay for equal work in the 1920s, her tireless promotion of the Equal Rights Amendment from 1923 to 1965, and her career as an insurance agent (1909-ca. -
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. -
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. -
Elizabeth Upham Yates, Missionary and Woman Suffragist
Maine History Volume 47 Number 2 Maine Biographies Article 3 7-1-2013 Glimpses into the Life of a Maine Reformer: Elizabeth Upham Yates, Missionary and Woman Suffragist Shannon M. Risk Niagara University Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the Cultural History Commons, History of Gender Commons, Social History Commons, United States History Commons, and the Women's History Commons Recommended Citation Risk, Shannon M.. "Glimpses into the Life of a Maine Reformer: Elizabeth Upham Yates, Missionary and Woman Suffragist." Maine History 47, 2 (2013): 190-215. https://digitalcommons.library.umaine.edu/ mainehistoryjournal/vol47/iss2/3 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. Elizabeth U. Yates was born in Bristol in the 1850s. After serving as a Christian missionary in China in the 1880s, she had a long career as a woman suffragist. From Frances E. Willard and Mary A. Livermore, A Woman of the Century: Four - teen Hundred Seventy Biographical Sketches Accompanied by Portraits of Leading Women in All Walks of Life (Buffalo: Charles Wells Moulton, 1893), p. 807. GLIMPSES INTO THE LIFE OF A MAINE REFORMER: ELIZABETH UPHAM YATES, MISSIONARY AND WOMAN SUFFRAGIST BY SHANNON M. R ISK Raised in a religious family in Bristol, Elizabeth Upham Yates spent much of her adult life as a reformer. While in her twenties, Yates spent six years in China serving as a Methodist missionary trying to spread the gospel and Western culture. -
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. -
The Harlem Renaissance: a Handbook
.1,::! THE HARLEM RENAISSANCE: A HANDBOOK A DISSERTATION SUBMITTED TO THE FACULTY OF ATLANTA UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF ARTS IN HUMANITIES BY ELLA 0. WILLIAMS DEPARTMENT OF AFRO-AMERICAN STUDIES ATLANTA, GEORGIA JULY 1987 3 ABSTRACT HUMANITIES WILLIAMS, ELLA 0. M.A. NEW YORK UNIVERSITY, 1957 THE HARLEM RENAISSANCE: A HANDBOOK Advisor: Professor Richard A. Long Dissertation dated July, 1987 The object of this study is to help instructors articulate and communicate the value of the arts created during the Harlem Renaissance. It focuses on earlier events such as W. E. B. Du Bois’ editorship of The Crisis and some follow-up of major discussions beyond the period. The handbook also investigates and compiles a large segment of scholarship devoted to the historical and cultural activities of the Harlem Renaissance (1910—1940). The study discusses the “New Negro” and the use of the term. The men who lived and wrote during the era identified themselves as intellectuals and called the rapid growth of literary talent the “Harlem Renaissance.” Alain Locke’s The New Negro (1925) and James Weldon Johnson’s Black Manhattan (1930) documented the activities of the intellectuals as they lived through the era and as they themselves were developing the history of Afro-American culture. Theatre, music and drama flourished, but in the fields of prose and poetry names such as Jean Toomer, Langston Hughes, Countee Cullen and Zora Neale Hurston typify the Harlem Renaissance movement. (C) 1987 Ella 0. Williams All Rights Reserved ACKNOWLEDGEMENTS Special recognition must be given to several individuals whose assistance was invaluable to the presentation of this study. -
How the Women's Rights Movement Began
How The Women’s Rights Movement Began As it was written in 1787, the Constitution said little about black slaves. It said nothing about women. At the time of the Constitutional Convention, women were treated like children. Adult females were barred from most occupations and professions. They could not make binding contracts or sue people in court. Even though women could be tried for crimes, they were excluded from juries. In most cases, any money or land a woman possessed became the property of her husband once she married. A married woman gave up all individual status; she kept no legal right to her own earnings or even personal belongings such as clothing or jewelry. Most states did not allow single women or widows sole control over their own property, either. Most men simply believed women were not capable of handling business affairs. When the Constitution was written, women could vote only in New Jersey, but by 1807, even this state had banned suffrage (the right of women to vote in governmental elections). The main argument against women voting assumed they would be too easily influenced by their fathers, brothers and husbands. According to this view, if women voted, a married man would control twice the voting power of a single male. From Abolition to Women’s Rights The lack of political clout did not discourage women from becoming deeply involved in public affairs. Lucretia Mott was raised by a MassachusettsLucretia Mott Quaker Wikimedia father Commons) who believed in equal education for girls. She became a teacher and married another Quaker teacher. -
INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo Graph and Reproduce This Manuscript from the Microfilm Master
INFORMATION TO USERS The most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ■UMIAccessing the Worlds Information since 1938 300 North Zeeb Road, Ann Arbor. Ml 48106-1346 USA Order Number 8726748 Black 'women abolitionists: A study of gender and race in the American antislavery movement, 1828-1800 Yee, Shirley Jo>ann, Ph.D. The Ohio State University, 1987 Copyright ©1987 by Yee, Shirley Jo-ann. All rights reserved. UMI 300N. ZeebRd. Ann Aibor, MI 48106 BLACK WOMEN ABOLITIONISTS: A STUDY OF GENDER AND RACE IN THE AMERICAN ANTISLAVERY MOVEMENT, 1828-1860 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Shirley Jo-ann Yee, A.B., M.A * * * * * The Ohio State University 1987 Dissertation Committee: Approved by Dr. -
No, My Son, Criminals, Lunatics and Women Are Not People Alice Duer Miller, a Book of Rhymes for Suffrage Times1
Draft – Please do not cite or circulate Page 1 of 30 Are women people? No, my son, criminals, lunatics and women are not people Alice Duer Miller, A Book of Rhymes for Suffrage Times1 Outcasts from the Vote: Woman Suffrage and Disability in the Long 19th Century United States Rabia Belt, Stanford Law School In 1893, Kansas suffragist Henrietta Briggs-Wall commissioned a painting for the World’s Fair in Chicago entitled “American Woman and Her Peers.”2 One commentator described it as such: “In the center of the frame is the portrait of an intelligent-looking middle-aged American lady, whose mouth and chin are indicative of great firmness of purpose. The lady’s hair is nicely crimped and she wears glasses.”3 The female image depicted prominent suffragist Frances Willard. Surrounding her are an array of men, including an Indian, a convict, “a hopeless idiot with a low, retreating brow and exposing his fang-like teeth in an imbecile grin” and “a raving maniac….peering out from the picture with staring orbs and tousled hair.”4 What these images had in common was that they all depicted the disenfranchised. Though they pointedly did not share the same level of respectability, they were all outcasts from the vote. Briggs-Wall observed the next year that "[i]t strikes the women every time. They do not realize that we are classed with idiots, criminals, and the insane as they do when 1 Alice Duer Miller, Are Women People? A Book of Rhymes for Suffrage Times (New York: George H. Doran Company, 1915), 1. -
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