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This online collection contains 167 items from the larger National
American Woman Suffrage Association Collection. The selected items
include many important texts from the beginning of the movement for
women's right to vote through 1920, when the Nineteenth Amendment was
passed. The collection shows a wide variety of opinions and strategies
that helped win voting rights for women.
Gentlemen will see it is no new claim that women are making. They only ask for the practical application of admitted, self-evident truths. If "all political power is inherent in the people," why have women, who are more than half the entire population of this State, no political existence? Is it because they are not people?... Women are even held to be citizens without the full rights of citizenship, but to bear the burden of "taxation without representation," which is "tyranny."
According to the latest report of the Department of Education, the per cent of our population enrolled in the public schools had diminished during the past five years. The cotton fields of the South call for the black children, the cotton mills, wherever found, summon the white children. In the middle states, the sweat-shops of the great cities, the glassworks, and the Pennsylvania mines absorb the boys and girls.From "Persuasion or Responsibility," by Florence Kelley, Political Equality Series, Vol II. No. 8, Published Monthly by the National American Woman Suffrage Association. [c 1900]
The object of this Association is to "secure Equal Rights to all American citizens, especially the Right of Suffrage, irrespective of race, color or sex." American Democracy has interpreted the Declaration of Independence in the interest of slavery, restricting suffrage and citizenship to a white male minority.From "Proceedings of the First Anniversary of the American Equal Rights Association, held at the Church of the Puritans, New York, May 9 and 10, 1867."
Lots of good men who have no intellectual objection to women's voting nurse at heart a timidity whenever they visualize the horrible results. You can see it in many a polite, genteel citizen's eye, the moment suffrage talk starts, as if he were wondering just what his own women folks would act like around the house if they knew they were as good as he was and could prove it legally. From "How it Feels to be the Husband of a Suffragette, by him." [c1915]
But every female common-school teacher in the United States finds the enjoyment of her four hundred dollars a year to be secretly embittered by the knowledge that the young college stripling in the next schoolroom is paid twice that sum for work no harder or more responsible than her own, and that, too, after the whole pathway of education has been obstructed for her, and smoothed for him.From, "Women and the Alphabet; a Series of Essays," by Thomas Wentworth Higginson. 1900. |
1) Chronological Thinking The collection is useful for tracing chronological development of the woman suffrage movement. Students can find materials about events leading to the ratification of the Nineteenth Amendment in 1920, originally proposed as the Sixteenth Amendment in 1878. Students can relate the collection contents to a timeline of women's rights. Select Timeline: One Hundred Years Toward Suffrage on the collection home page, for a listing of events in the fight for woman suffrage. These events range from Abigail Adams's letter to her husband in 1776 asking the writers of the Declaration of Independence to "remember the ladies," to 1923, when the Equal Rights Amendment was first proposed. Students can find examples from the collection that illustrate events on the timeline. 2) Historical Comprehension These documents can help students comprehend content in terms of target audience and purpose for persuasive arguments. Many of the documents are quite long, so it will be a challenge to pull out information. Students will need to make good use of the tables of contents that appear in many of the documents. For example, students can search for "Women and the Alphabet" [1900], a series of essays on women's educational rights and opportunities. Using the table of contents for "Women and the Alphabet," students can select essays to read, and then identify the purpose and target audience for the persuasive essays. 3) Historical Analysis and Interpretation This collection provides a clear chronicle of the life of a political cause, that of woman suffrage. The collection offers both pro- and anti-suffrage points of view. For example; Search on Ralph Waldo Emerson for "A Reasonable Reform" [1881], which contains Emerson's arguments aimed at debunking anti-vote arguments.
Search on voting to find Carrie Chapman Catt's introduction to "The Woman Voter's Manual" [1918]. In the introduction, Catt relates benefits such as shorter workdays, minimum wage, and equal guardianship to whether states have woman suffrage. 5) Historical Issue Analysis For experience in issue analysis, students might reconstruct opposing positions for debates. Suffragists also prepared for debate by reviewing arguments of both pro- and anti-vote activists. For example; Search on woman suffrage or debate to find the debate handbook section of "Selected Articles on Woman Suffrage" [1912]. Some students can take the position of an affirmative argument in the handbook, such as "Woman suffrage is logical and just." Other students can take the position of a negative argument in the handbook, such as "[Suffrage] is not a natural or inherent right." |
1) Argument and Persuasion Students can use the collection to practice persuasive writing on
topics related to some of the documents. Ideas for topics might include:
In order to prepare their arguments, students might search the collection for topics such as socialism and politics. For example, students might review opposing opinions in the documents: "Socialism, Feminism, and Suffragism, the Terrible Triplets. . .," [c1915], and "From Pinafores to Politics," [1923]. 2) Literary Forms Students can study a variety of literary forms through this collection. Have students consider why a particular literary form was used to present a topic, and then comment on the effectiveness of using that form. Search the collection for examples of literary forms such as:
3) Performance Using the list of literary forms above, students can print out the poetry and/or drama selection, then select portions to perform as readers' theater. Emerson's essay, in its entirety, can also serve as a dramatic reading. 4) Creative Writing Students can search on heroism to find items in the collection that highlight themes such as heroism and personal strength. Then, using their search results and personal experiences, students can write their own essays, poems, or short dramas. For example, in "The Ballot and the Bullet," stories are told of brave women who disguised themselves as men in order to fight in the Civil War. One account says, The Brooklyn, N. Y. "Times" of October, 1863, soon after the battle of Chattanooga, gave an account of a young woman who joined the army of the Cumberland, and endured many hardships and showed great courage and heroism . During one of the severest engagements she was terribly wounded in the left side by a mine ball, and was borne from the bloody field to the surgeon's tent, where her sex was discovered. The brave girl was told that her wound was mortal, and she was urged and finally consented to reveal her true name and the home of her parents who had mourned for her as one dead. From "The Ballot and the Bullet," compiled by Carrie Chapman Catt [1897] 5) Use of Irony Students might study the writers in the collection to examine how irony was used to make a point. Encourage students to use documents in the collection as models for their own writing. For example, irony appears in "Campaign Material (For Both Sides)" which includes a list entitled "Why We Oppose Votes for Men:"
From, "Are Women People? A Book of Rhymes for Suffrage Times," Alice Duer Miller [c1915] |
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Last updated 02/25/2004 |