Southern Women and the Civil War

Description

From the National Humanities Center:

The Civil War destroyed the institution from which slaveholding women derived their status. It sent working class women into the streets to riot for bread, and the general deprivation it caused brought suffering to free and enslaved women alike. But, as all wars do, it thrust women into new roles and transformed their sense of themselves. They became victims, to be sure, but also managers and active partisans, some to advance the Confederate cause, others to sabotage it. How did Southern women, enslaved and free, experience the Civil War? How did it change their lives and their perspectives on themselves and on the South?

Registration Deadline
Sponsoring Organization
National Humanities Center
Phone number
9195490661
Start Date
Cost
$35
Course Credit
"The National Humanities Center programs are eligible for recertification credit. Each seminar will include ninety minutes of instruction plus approximately two hours of preparation. Because the seminars are conducted online, they may qualify for technology credit in districts that award it. The Center will supply documentation of participation."
Duration
One and a half hours

Potent Quotables: Every Vote Counts

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Teaser

After more than two centuries of citizenship, much has been said about voting. Can you tell who said what?

quiz_instructions

Since the founding of the U.S., writers and speakers have stressed individual agency and the importance of the vote. Match the quotations on voting rights with the appropriate speakers.

Quiz Answer

1. "This Government is menaced with great danger, and that danger cannot be averted by the triumph of the party of protection, nor by that of free trade, nor by the triumph of single tax or of free silver. That danger lies in the votes possessed by the males in the slums of the cities, and the ignorant foreign vote which was sought to be bought up by each party, to make political success."

Carrie Chapman Catt, 1894: Some white women suffrage leaders were willing to use class, ethnic, and racial arguments to bolster the case for granting white women the vote. In 1894 (a year of extraordinary class conflict that included the national Pullman and coal strikes), Catt addressed an Iowa suffrage gathering and maintained that women’s suffrage was necessary to counter "the ignorant foreign vote" in American cities and protect the life and property of native-born Americans. See text here.

2. "Nothing strengthens the judgment and quickens the conscience like individual responsibility. Nothing adds such dignity to character as the recognition of one’s self-sovereignty; the right to an equal place, everywhere conceded—a place earned by personal merit, not an artificial attainment by inheritance, wealth, family and position."

Elizabeth Cady Stanton, 1892: Speaking to fellow suffragists on the occasion of her retirement as president of the National American Woman Suffrage Association, Stanton repeated this speech before a U.S. House Committee on the Judiciary and a U.S. Senate Committee on Woman Suffrage. The speech was published in the Woman's Journal and 10,000 copies of the text from the Congressional Record were reprinted and distributed throughout the country.

3. "I am not . . . in favor of making voters or jurors of negroes, nor of qualifying them . . . to intermarry with white people."

Abraham Lincoln, 1858: During his debates with Stephen Douglas, Lincoln referenced his concerns with race, reflecting prevalent nineteenth-century attitudes. At one point he even advocated black settlements in Haiti, Central America, or Africa. While his primary purpose was to preserve the Union, he issued the 1863 Emancipation Proclamation to free slaves, forever changing the construct of race in the United States. See the special edition of the Organization of American Historians' Magazine of History, vol. 21:4 (October 2007) for more information on Lincoln, race, and slavery.

4. "It is true that a strong plea for equal suffrage might be addressed to the national sense of honor."

Frederick Douglass, 1867: In January 1867, Douglass appealed to Congress for impartial suffrage. He believed that restrictions of rights for blacks restricted rights for all people, and that the nation needed the great potential strength located in African Americans, to share the burdens of society. Here is the full text of his speech.

5. "The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men."

Lyndon B. Johnson, 1965: When the Voting Rights Bill was signed on August 6, 1965, Johnson addressed the nation from the Capitol Rotunda, calling the historic day a triumphal victory. He then charged the Attorney General to file a lawsuit against the constitutionality of poll taxes, and the Department of Justice to work to register voters who were previously denied the right. "I pledge you that we will not delay, or we will not hesitate, or we will not turn aside until Americans of every race and color and origin in this country have the same right as all others to share in the process of democracy." See full text here.

6. "Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost."

John Quincy Adams: In 1824 the presidential race included five candidates: Speaker of the House Henry Clay, Secretary of Treasury William H. Crawford, Secretary of War John C. Calhoun, Andrew Jackson, and John Quincy Adams. After Crawford suffered a stroke, there was no clear favorite. No candidate had a majority of the electoral votes. According to the 12th Amendment, the election went to the House of Representatives to vote on the top three candidates: Jackson, Adams, and Crawford. As Speaker of the House, Clay voiced his support of Adams, who shared a similar platform. The House elected Adams, who became the only U.S. president who did not win the popular vote or the electoral vote.

7. "Voting is the most precious right of every citizen, and we have a moral obligation to ensure the integrity of our voting process."

Hillary Clinton, 2005: On February 17, 2005, U.S. Senators Hillary Clinton (D-NY) and Barbara Boxer (D-CA) presented comprehensive voting reform legislation to make sure that every American is able to vote and every vote is counted. The Count Every Vote Act was introduced but did not pass.

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As American as Mom…

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Teaser

Mother's Day becomes a way for children to shower their mothers with added love, appreciation and affection. While every mother enjoys a card or their children cooking them breakfast, this also becomes a day to just thank mom.

quiz_instructions

In 1914, President Wilson declared May 9th the first national Mother's Day. Select the correct answer from the following choices.

Quiz Answer

1. Which reasons for supporting Mother’s Day did not appear in U.S. newspapers from 1908 to 1915?

d. It would encourage women to cherish motherhood at a time when women were beginning to enter the workforce in larger numbers.

All of the other reasons often appeared in print at the time. The idea that "the florists invented Mother's Day," although incorrect, was often expressed then, as it is now.

2. Which criticism of Mother’s Day did not appear between 1908 and 1915?

d. In the decades before the first White House Conference on Child Health and Protection, Progressives concerned with the rights of children feared this holiday would overshadow the needs of Americans with the fewest protections, children.

The argument about creating an imbalance between mothers and fathers was compelling enough that attempts were made to change Mother's Day to Parents' Day, but when that proved impossible, to propose, as early as 1911, to establish the third week in June as Father's Day.

3. Who said the following: "All that I am or hope to be, I owe to my angel mother"?

c. President Abraham Lincoln

For more information

whistlerstamp-web-DC.jpg Mother's Day—as celebrated now in America and in many places abroad—is largely the result of the efforts of a West Virginia woman named Anna Jarvis. In 1908, Jarvis wanted to commemorate her recently deceased mother's own attempt to establish a day in which to honor women.

Jarvis conceived of the day as a quasi-"holy day." She enlisted, by mail, national religious organizations to promote the second Sunday of each May as a day for sermonizing and holding simple services to honor mothers. She encouraged individuals to express their devotion to their mothers by wearing white carnations or by visiting them or writing them letters.

In just a few years, Americans across the country celebrated Mother's Day with massive, organized, civic gatherings. In May 1914, President Wilson proclaimed May 9th as the first national Mother's Day.

Public reaction was overwhelmingly positive. Judging by the letters, reports, editorials, and newspaper columns, the holiday crystallized a variety of sentiments about mothers that ran deep in the culture.

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Textbook Twisters: Salem Witch Trials

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Teaser

You're a witch. With accusations flying about women being witches, the communities of Salem Town and Village were in an uproar.

quiz_instructions

How has U.S. history changed in the telling? Examine each history textbook passage on the Salem Witch Trials and connect it to the year of publication.

Quiz Answer

1. The severely religious trend of thought, the barrenness of life, and the dangers from Indian attacks that impended about the year 1691, account for the occurrence in Massachusetts of the witchcraft troubles. The theory of Satanic manifestations was commonly held in European countries, and there claimed its thousands of victims. In Salem and surrounding towns, two or three hundred persons, some of them being of the highest character, were accused of having allowed themselves to become possessed by the devil. Of these, nineteen were judicially condemned and were put to death. The comparative brevity and mildness of this outburst of religious fanaticism testifies to the real sadness of the Puritan mind. Nowhere in the world at this time was life more pure or thought more elevated.

1912

2. Early in the year [1692], two children of the family of a clergyman in Salem village, the one eleven, the other nine years of age, having been for some time indisposed, and no relief being obtained from medical aid, the attending physician suggested the probability of their being bewitched. The children, informed of their supposed situation, complained of an Indian woman, and declared they were "pinched, pricked, and, tormented" by her. Other persons, soon after, afflicted with various complaints, attributed their sickness to the same cause; and several of the imagined witches were put in prison. In the month of June eleven persons were tried, condemned, and executed. The awful mania increased. In September, nine more received sentence of death. Each became suspicious of his neighbor. The charges of witchcraft, commencing with the lower part of society, extended to all ranks; even a clergyman, among others, having been executed. A confession of guilt became the only security for life; such not being condemned. In October, the number of persons accused was so great, and their standing in society so respectable, that by general consent, all persons were released, and all prosecutions dropped.

1823

3. The most plausible explanation may lie in the uncertainty of life in late seventeenth-century New England. Salem Village, a farming town on the edge of a commercial center, was torn between old and new styles of life. Some families were abandoning agriculture for trade, while others were struggling to maintain traditional ways. The villagers who exploited the new economic opportunities were improving their status relative to their neighbors. Most people were uncertain about their destiny, but none more so than adolescent girls. As children their fate lay in the hands of their parents, yet their ultimate destiny would depend on their husbands. But would their husbands be farmers or artisans or merchants? What would their future lives be like? No one knew. By lashing out and in effect seizing command of the entire town, the girls gave their lives a certainty previously lacking. At the same time, they afforded their fellow townspeople an opportunity to vent their frustrations at the unsettling changes in their lives. The accused witches were scapegoats for the shattered dream of an isolated Bible Commonwealth.

1982

4. In 1692, the supposed witchcraft broke out in Salem and Danvers. Here the first subjects of it were children. The disorder, whatever its character may have been, … [at first] affected the lower classes only; but at length it pervaded all ranks and conditions. Two daughters of a minister, in Salem, were strangely affected. Before this they had been quiet, happy children but now they began to look wild, shriek, tell strange stories, sit barefoot among the ashes, or go abroad with their clothes and hair in great disorder, looking like insane people. Sometimes they were dumb; at others they would complain of being pricked severely with pins. The madness continuing to spread… Those who confessed the crime of witchcraft, however, were not executed. It was indeed a fearful time. Multitudes were suspected and accused, and at one period no less than one hundred and fifty were in prison for witchcraft…. The excitement at length passed away; and the more rapidly in proportion as the criminals were treated with clemency. Multitudes owned, at length, that they confessed their guilt to save their lives! For a century past little has been said of witchcraft in the United States, and few believe in its existence. The events we have narrated are supposed to have been the result of delusion.

1866

Sources
  • Kyle Ward, History in the Making: An Absorbing Look at How American History Has Changed in the Telling over the Last 200 Years (New York: The New Press, 2006), 64-69.
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Women in North Carolina History

Description

From the North Carolina Museum of History website:

"Discover how women have influenced North Carolina's history. Learn how to integrate women's history into your curriculum using stories, primary documents, the Internet, and other resources."

Sponsoring Organization
North Carolina Museum of History
Phone number
9198077971
Target Audience
K-12
Start Date
Cost
$40; $35 for North Carolina Museum of History Associates
Course Credit
"Earn continuing education credits (up to forty contact hours), including reading and technology CEUs"
End Date

The Sixties in Historical Perspective

Description

From the Gilder Lehrman Institute of American History:

"This seminar will explore a controversial era shrouded in myths and memories. Among the topics it will examine are the presidencies of John Kennedy, Lyndon Johnson, and Richard Nixon; the civil rights movement; the Vietnam War; the New Left; the counterculture; the women's movement; the gay movement; the conservative movement; the international dimension of youth protest; and the legacies of the 1960s. The aim of the seminar is to provide a balanced history of a turbulent time that continues to influence American politics, society, and culture.

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
6463669666
Target Audience
K-12
Start Date
Cost
Free, $400 stipend
Course Credit
"The Gilder Lehrman Institute of American History is proud to announce its agreement with Adams State College to offer three hours of graduate credit in American history to participating seminar teachers. Teachers are required to submit a reflection paper and a copy of one primary source activity completed during or immediately after the seminar."
Duration
One week
End Date

Women's Rights in the United States

Description

No details yet available.

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
6463669666
Target Audience
K-12
Start Date
Cost
Free, $400 stipend
Course Credit
"The Gilder Lehrman Institute of American History is proud to announce its agreement with Adams State College to offer three hours of graduate credit in American history to participating seminar teachers. Teachers are required to submit a reflection paper and a copy of one primary source activity completed during or immediately after the seminar."
Duration
Four days
End Date

Social Movements in Modern America: Labor, Civil Rights, and Feminism

Description

From Indiana University's website:

"Our NEH summer institute will enhance your teaching curriculum with respect to modern American social movements in a number of ways. Most fundamentally, the institute will help you understand the pivotal role that social movements have played in changing public policy in the United States over the last century. Moreover, the institute will acquaint you with the latest scholarship on these three social movements—labor, civil rights, and feminism—which you are unlikely to have encountered in your teacher training. Recent historical scholarship reveals at least three general ways to enhance these topics for your secondary school students. First, historians now emphasize the diversity and complexity of each of these movements. In each case, a variety of sometimes conflicting organizations, perspectives, and leaders made up each movement. And yet teaching tends to focus only on the dominant current within each movement. Second, the interconnections between these three movements have received renewed attention. Historians are finding more and more ways in which these movements cross-fertilized each other, but the connections are often missed by teachers. For instance, recent scholarship on Betty Friedan, the central founder of the National Organization for Women has found that her work for CIO unions like the United Electrical Workers during the 1940s was a formative experience for the development of her feminist ideas. Third, social movement scholarship has taken note of the extent to which each of these movements faced organized resistance. It is easy for young people today to forget that as reasonable as Martin Luther King, Jr. may seem to us today, in his own day he was viewed as a dangerous agitator."

Contact name
Dr. Barbara Truesdell
Contact email
Registration Deadline
Sponsoring Organization
National Endowment for the Arts, Indiana University
Phone number
8128552856
Target Audience
9-12
Start Date
Cost
Free; $2,700 stipend
Course Credit
"Upon successful completion of the summer institute “Social Movements in Modern America: Labor, Civil Rights, and Feminism,” you will earn professional development points (PDPs or CEUs) according to the guidelines of your own school districts."
Duration
Three weeks
End Date

John and Abigail Adams

Description

From the Gilder Lehrman Institute of American History website:

"This seminar will focus on the personal and political partnership between Abigail and John Adams during the American Revolution and the creation of the infant republic. Readings will include My Dearest Friend: Letters of Abigail and John Adams, edited by Margaret Hogan and James Taylor, and John Adams by David McCullough. Joseph Ellis will share draft chapters from his forthcoming book on Abigail and John for comments and criticism. Participants will visit the Adams Homestead at Quincy. Students will also create a packet of teaching materials for classroom use on the question: was Abigail a feminist?"

Registration Deadline
Sponsoring Organization
Gilder Lehrman Institute of American History
Phone number
6463669666
Target Audience
K-12
Start Date
Cost
Free, $400 travel stipend
Course Credit
"The Gilder Lehrman Institute of American History is proud to announce its agreement with Adams State College to offer three hours of graduate credit in American history to participating seminar teachers. Teachers are required to submit a reflection paper and a copy of one primary source activity completed during or immediately after the seminar."
Duration
One week
End Date

Dirt on Their Skirts

Description

This Electronic Field Trip looks at pioneering women baseball players, owners, umpires, and teams from as early as 1866, all the way up to present day women playing and working in baseball. The common thread running through the stories examined is the efforts of women and girls to be a part of America's national pastime: baseball.

Many Americans are surprised to learn that women once played professional baseball in the All-American Girls Professional Baseball League (AAGPBL), from 1943–1954. Founded by Chicago Cubs owner Phil Wrigley as a method to entertain Americans and keep ball parks full during World War II, the league provided an unprecedented opportunity for young women to play professional baseball, see the country, and aspire to careers beyond the traditional female roles of teacher, secretary, nurse, librarian, or housewife.

This entry is a repeat of node #19119.