Remember the Ladies—But Not Just in March

Date Published
Image
Library of Congress, Suffrage parade,   (b&w film copy neg.)
Article Body

Shirley Chisolm, the first African American woman elected to Congress and the first woman to run for president of the United States in 1972, once stated, "Of my two 'handicaps,' being female put more obstacles in my path than being black."

It's perhaps a surprising point of view—but in light of the recent presidential election, perhaps not. The election brought both race and gender to the forefront, often on waves of euphoria pushed by hope that the nation has moved a long way beyond a culture of discrimination. But how far have we actually come, and how much farther do we need to go? Women's History Month in March, following on the heels of Black History Month, is a chance to examine the trajectory and distance of that progress. One question for teachers is how integrate this narrative into the curriculum.

Educators and historians question the value of isolating women's history—and African American history—by focusing on "firsts" or on prominent individuals—and by limiting this focus to one month a year. "Women's history exists always within the context of universal history," wrote historian Gilda Lerner. "[It] takes place within the context of the political and social life shared by men and women."

The resources below, while focusing on women, demonstrate that integration into the greater narrative of American and global history. They represent only a sample of available materials.

Solid preparation in women's history is now critical for history teachers . . . to enable them to present an accurate and inclusive version of American history.

A new book, Clio in the Classroom: A Guide to Teaching U.S. Women's History, edited by Carol Berkin, Margaret S. Crocco, and Barbara Winslow, (Oxford University Press, 2009) is central to the discussion of the place of women's history in the curriculum. Their goal, the editors explain, is to consider how to integrate women's history "into the traditional American history narrative." Clio in the Classroom approaches their goal in three categories: up-to-date overviews of American women's history divided into eras from colonial to the present; conceptualization of the issues in women's history; and approaches and materials for incorporating women's voices into the curriculum. An essay on applying the historical thinking process to women's history and a rich compendium of resources are part of the volume.

Women's History: a Quick Cyberguide, by Arnold Pulda on AP Central on the College Board website, addresses how to include women's history in the AP U.S. history course. "We may not have, say, two weeks to focus exclusively on women's history," Pulda writes, "but we do have 40 weeks to make sure that students take notice of the threads that make up the entire strand as we progress along its length, and to pay attention when that thread is more or less prominent in the whole, and why."

Websites

Links below lead to a few of the reviews and websites on women's history included in the Clearinghouse database of website reviews.

Women and Social Movements in the United States, 1600-2000
Jewish Women's Archives
Emma Goldman Papers
Kate and Sue McBeth: Missionary Teachers to the Nez Perce
Do History: Martha Ballard's Diary Online
Votes for Women: Selections from the National American Woman Suffrage Association Collection, 1848–1921
Urban Experience in Chicago: Hull-House and Its Neighborhoods, 1889–1963

Museums and Historic Sites

Teaching with images? The National Portrait Gallery of the Smithsonian hosts an online Flash exhibit, Women Of Our Time. The exhibit includes three sections: Gallery, Biographical Moments, and Styles Gallery summarizes women's advances and looks at notable women of achievement in business, politics, social movements, and entertainment. Biographical Moments includes a curator's explanation of the role of portraiture in documenting a life, providing insights into interpreting portrait photographs. Styles explores the work of individual photographers, including Edward Steichen and Louise Dahl Wolfe and places their work within the photographic conventions of their times.

The Organization of American Historians hosts the National Collaborative for Women's History Sites, and the National Park Service itemizes lesson plans related to teaching women's history through historic sites through models diversified by race, geography, and time period.

Women's History Teaching Resources from the Smithsonian categorizes resources on women's history by race and ethnicity, professions, and events.

Multimedia

A YouTube series, Facts on Congress, includes a one-minute quick quiz on Women in Congress.

A search on the History Channel under video using the search term women yields audio and video files lasting 30 seconds to four minutes. Some are commentary: Maya Angelou tackles gender and race through comments about the Women's Movement and her memories of Eleanor Roosevelt and Rosa Parks. Some are historic footage: a newsclip from 1943 celebrates the first birthday of the Women's Auxiliary Army Corps, the predecessor of the Women's Army Corps. This video is both a primary and secondary source—it reveals multiple perspectives on contemporary attitudes toward women. (Brief commercial messages accompany many History Channel videos.)

A search through the P.O.V Blog (Point of View) on PBS provides lists of documentaries, including Chisholm '72: Unbought and Unbossed. The film is available through Netflix. The PBS site includes lesson plans and additional resources.

Also on PBS, the American Experience series offers a film on Woodrow Wilson. A full transcript of the program is available online, and the accompanying teachers guide offers a lesson on Women's Suffrage for grades 7–12. The lesson begins by pointing out that Wilson's first wife did not have the right to vote for her husband and branches from there into a look at phases of the women's suffrage movement, obstacles, and the Wilson administration's stance on women's suffrage.

Libraries and Archives

American Women's History: A Research Guide, a resource from the Middle Tennessee State University Library, is an extensive gateway to collections of women's history resources—print, media, and digitized primary sources—grouped under 75 alphabetized topics ranging from abolitionists to writers to Hispanic Americans, philanthropists, sports, and work.

The Library of Congress window on materials about women's history, Women's History Month, leads to a wealth of materials recognizing "the creativity, imagination, and vitality of women throughout U.S. history." Materials still available from 2008 emphasized the theme Women's Art, Women's Vision.

At the Library of Congress, see also "Votes for Women" Suffrage Pictures, 1850–1920

Pathfinder for Women's History at the National Archives systematizes the hunt for resources through defined categories of Primary Documents, Monographs and Anthologies, and Reference Works.

For primary source documents, see Teaching With Documents: Woman Suffrage and the Nineteenth Amendment on the National Archives site.

Miscellany

A 12th-grade curriculum module from Annenberg Media, titled Gender-based Distinctions, analyzes the question, "When does the government have the right to treat men and women differently?" Students debate gender discrimination laws. Title IX, the Civil Rights Act of 1964 and the 1972 Amendments, and court cases are among examined materials. A video demonstrates classroom implementation of the lesson plan. Annenberg requires a login; online materials are free of charge.

Also from Annenberg: The Lowell System: Women in a New Industrial Society, Workshop Three of Primary Sources: Workshops in American History, illustrates through primary source documents just how much industrialization changed the lives of women. Documents, activities, videos, and lecture transcripts are available on the website.

And Annenberg recommends Remember the Ladies, correspondence between Abigail Adams and her husband, John Adams, in 1776, and speeches by Sojourner Truth, on the website for America's History in the Making. Also see the program Industrializing America to trace the developments leading to women's entry into the workforce en masse.

The Women In World History website includes a resource page, Teaching Women's Rights from Past to Present. Resources include lesson plans, links to primary source documents and analysis, and an emphasis on law and policy demonstrating a formal extension of women's rights.

In 2007, Scholastic Magazine asked filmmaker Anne Aghion about Women's History Month. Her response: it made her sad that Women's History Month was even needed, but, "The truth is, women still have to work harder than men do to succeed in certain professions." Scholastic's activities for students grades 5–8 include Women's Suffrage, a unit including interactive maps and quizzes and the stories of one woman who remembered casting her first vote in 1920.

PBS Kids offers a contextualized essay on Alice Paul and the National Women's Party.

Women In Congress a rich website of the Office of the Clerk, U.S. Capitol, includes historical essays, artifacts, fast facts, and educational resources—including seven lesson plans.

Making Barrels

Description

Ramona Vogel, an apprentice cooper at Colonial Williamsburg, talks about the coopering trade as practiced in the colonial era and modern misperceptions about women and work at the time.

To listen to this podcast, select "All 2006 podcasts," and scroll to the March 27th program.

The Women's Museum [TX]

Description

"The Women's Museum: An Institute for the Future™, the nation's only comprehensive women's history museum, celebrates the lives, accomplishments, and achievements of American women." -The Women's Museum

The Museum offers a range of programs for adolescent girls focusing on leadership. The site also gives school tours and tries work with you to meet educational standards for your students. Lesson plans and teacher resources are also provided.

Alice Austen House Museum [NY]

Description

The Museum focuses on the life and times of the photographer Alice Austen. The house features views of New York Harbor, and displays a collection of negatives that depict turn-of-the-century American life.

The museum offers tours, educational programs, and recreational and educational events, and is open to the public throughout the year, with the exception of January and February. The website offers a brief history of the location along with basic visitor information.

Mary McLeod Bethune Council House National Historic Site [DC]

Description

Mary McLeod Bethune achieved her greatest national and international recognition at the Washington, D.C. townhouse that is now this Historic Site. It was the first headquarters of the National Council of Negro Women (NCNW) and was her last home in Washington, D.C. From here, Bethune and the Council spearheaded strategies and developed programs that advanced the interests of African American women and the Black community.

The site offers tours and educational programs.

Kingston Woman's History Club and Museums (GA)

Description

Kingston, rich in antebellum history, displays its pride through artifacts, scrapbooks, and photographs in two museums maintained by the Kingston Woman's History Club. The newest museum, the Martha Mulinix Annex, opened in April 1998 and displays material about Kingston and the surrounding area. The Civil War museum portrays Kingston's role in the Civil War along with memorabilia from past Kingston Confederate Memorial Day Observances (the oldest such ceremony in the nation).

The museums offer exhibits.

Voting Rights and the 14th Amendment

field_image
Elizabeth Cady Stanton
Question

How much impact did woman suffragists have on the 14th Amendment? How was it that its provisions did not give women the right to vote? What did the 15th Amendment add that wasn't in the 14th?

Answer

History is messy. And so are politics. A good historian resists the urge to reduce the many causes or meanings of an event to a single one. One of the most persistent urges of students of American history is to try to decide whether the Civil War was "really" about slavery or about states' rights. Another contender for the "real" cause of the war has been the regional tensions between an agrarian and an industrial economy, and another contender, the unequal unfolding in various segments of society of the universal implications of the Enlightenment's principle of individual freedom.

History is messy. And so are politics.

The "real" cause was all of these and more. Those on each side of the conflict acted with a variety of goals, and individuals were commonly motivated by more than one reason.

The 13th Amendment Abolishes Slavery

The complexity of interests, goals, and motivations continued throughout the Reconstruction period after the war. The radical Republicans, who dominated Congress, were determined to complete the task of eliminating slavery. But this meant more than simply abolishing slavery itself, which occurred through the adoption of the 13th Amendment at the end of 1865. (The 13th Amendment wrote the abolition of slavery into the deepest level of American law, making it permanent. Northern abolitionists had worried that the Emancipation Proclamation of 1863 would be attacked after the end of the war as merely a temporary emergency measure.)

freed slaves' legal status was undefined and unclear.

The passage of the 13th Amendment did not end the problem, however, because the freed slaves' legal status was undefined and unclear. From the freed slaves' point of view, this left them without legal protection against attempts in the South to coerce them into a permanent underclass status.

The 14th Amendment Makes Ex-Slaves Citizens

The problem was constitutionally complicated because the pre-war Supreme Court Dred Scott decision had declared black slaves to be non-persons. A 14th Amendment was necessary, therefore, to explicitly establish the status of blacks as persons and citizens through a natural right, inhering simply in having been born in the country and in recognizing their allegiance to it.

This was a philosophical expansion of who was included in the "We the People" phrase in the preamble to the Constitution, but the plight of the still-disenfranchised freed slaves in the South increased the urgency of passing the Amendment. Because the southern states were still occupied federal territory, the freed slaves—for the time being—could be given direct federal protection. However, the states were agitating for readmission to the Union, and their legislative representation had to be calculated. The Constitution had calculated it by counting slaves as three-fifths of a person. That language obviously now had to be amended. In addition, it was urgent that blacks be given full legislative representation to thwart Southern efforts to turn them into a permanent underclass without the full rights of citizens.

Problematic Language in the 14th Amendment

For the advocates of women's rights, this is where it got messy, and where some of the various motivations and goals of those who had previously been working together began to unravel. The radical Republicans who drafted the language of the 14th Amendment realized that by making a "natural rights" case for including blacks as full citizens, with all the rights and obligations, they would be making the same case for women. Had the amendment contained only the language of Section 1, women's rights advocates would have been thrilled because it would have strengthened their argument for female suffrage, even though it had to do with establishing citizenship rather than the right to vote per se:

"Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws."

But this wording would have made the amendment impossible to pass. There was wide political support for protecting the freed slaves, but not for giving women the right to vote.

This political dilemma was "solved" through the language of Section 2, which was needed to specify how the inhabitants of states would be counted for the purpose of legislative representation. It amended the Constitution's "three-fifths" clause.

There was wide political support for protecting the freed slaves, but not for giving women the right to vote.

And a penalty would be exacted from a recalcitrant state for any effort to deny blacks their votes. For each black denied the vote, the state's basis for representation would be reduced by one:

"Section 2. Representatives shall be apportioned among the several States according to their respective numbers, counting the whole number of persons in each State, excluding Indians not taxed. But when the right to vote… is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States … the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such State."

Before the war, a slave state was able to count each slave as three-fifths of a person for the purposes of its apportion representation in Congress. Now, for each black who was denied the vote, the state would be forced to deduct a whole person from its basis for apportioned representation. This would apply strong pressure on the state not to disenfranchise blacks. Simultaneously, however, the language of this section of the amendment, in precisely specifying the calculation to be used, qualified the words "inhabitants" and "citizens" with the word "male."

This section, therefore, both enraged women's rights advocates while also allowing the amendment's proponents enough cover to find the votes for passage because it appeared to limit its effects to expanding the male population eligible to vote. The words "male" and "female" had not appeared in the Constitution before this. And women had been making their strongest Constitutional argument for the right to vote based on the "natural rights" reasoning upon which the Constitution relied. They argued that women already had the right to vote (and had always had it), at least implicitly, in the Constitution, but that mere outmoded convention had prevented that right from being recognized. They had been arguing for woman suffrage, in other words, based on the universal human rights they saw as affirmed by implication in the Constitution.

The Reformers' Coalition Unravels

Most of those who had argued for women's rights before and during the war had also allied themselves strongly with the movement to abolish slavery, linking the two causes on the basis of natural rights. But now, by the insertion of the word "male" into the amendment, the Constitution would no longer be technically gender-blind, but would actively "disfranchise" women. Women's rights advocates were particularly stung by the fact that the amendment was written and was being pushed by the very same reformers, such as Senator Charles Sumner, with whom they had stood shoulder to shoulder in the agitation against slavery.

by the insertion of the word "male" into the amendment, the Constitution would no longer be technically gender-blind

As Elizabeth Cady Stanton remarked on the Republican Congress's determination to extend voting rights to blacks: "to demand his enfranchisement on the broad principle of natural rights, was hedged about with difficulties, as the logical result of such action must be the enfranchisement of all ostracized classes; not only the white women of the entire country, but the slave women of the South … the only way they could open the constitutional door just wide enough to let the black man pass in, was to introduce the word 'male' into the national Constitution."

Wendell Phillips, in 1865, as the new head of the American Anti-Slavery Society, turned the society's sights on ensuring black Americans' civil and political rights, especially suffrage. The old-line anti-slavery agitators understood that trying to extend suffrage to African-Americans would require a huge political battle. Trying to extend suffrage to women, too, at the same time, would be impossible. So now he told the society's annual convention, "I hope in time to be as bold as [British reformer John] Stuart Mill and add to that last clause 'sex'!! But this hour belongs to the negro. As Abraham Lincoln said, 'One War at a time'; so I say, One question at a time. This hour belongs to the negro." Elizabeth Cady Stanton and Susan B. Anthony both understood immediately that this meant that their erstwhile supporters among the abolitionists—many of whom were now in the councils of legislative influence in the Republican Party—were putting the "woman's cause … in deep water."

Congress proposed the 14th Amendment on June 13, 1866. It was ratified and became law on July 9, 1868. Its adoption caused a deep rift among those who, until then, had made common cause. Many of the supporters of the amendment hoped that the issues of black suffrage and woman suffrage could be separated out and treated sequentially, one after the other. And many of them were acting on the pressing need to deal with the issue of black citizenship and suffrage separate from the issue of woman suffrage out of the necessity to cope with the unfolding events in the aftermath of the war.

"This hour belongs to the negro."

Nevertheless, many women's rights activists felt that their cause had been betrayed by their former friends in reform, and that the cause of blacks and women had not just been separated, out of a temporary necessity, but that the cause of women had been set back. Historian Ellen DuBois has noted that this was a watershed event in that women's rights activists, after this, began focusing their organizing efforts specifically on gaining for women the right to vote, rather than relying on broader reforms. They organized both the National Woman's Suffrage Association and the American Woman Suffrage Association in 1869, and began petitioning for a constitutional amendment that would guarantee women the right to vote.

The 15th Amendment Makes Ex-Slaves Voters

As events unfolded in the South, blacks were often excluded from voting by local restrictions of one kind or another, and Congress recognized that constitutionally defining blacks as citizens, through the 14th Amendment, did not absolutely guarantee their right to vote. Consequently, Congress proposed the 15th Amendment on February 26, 1869. It was ratified and became law on February 3, 1870:

"Section 1. 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 race, color, or previous condition of servitude."

For women's rights advocates, this amendment added nothing new to their struggle for suffrage. Especially frustrating for them was the fact that antebellum reformers had often railed against legal limits to freedom based on "race, color, or sex," and the language of this new amendment seemed to them to be a kind of parody of that, in which "sex" was deliberately replaced by "previous condition of servitude," that is, slavery.

It was a painful irony for many women's rights activists, therefore, that they found themselves actively opposing the passage of the amendment (as some of them had opposed the 14th Amendment). The amendment that would guarantee them the right to vote—the 19th—would not become law until 1920.

For more information

"Petition of E. Cady Stanton, Susan B. Anthony, Lucy Stone, and others asking for an amendment of the Constitution that shall prohibit the several States from disfranchising any of their citizens on the ground of sex, ca. 1865," Records of the U.S. House of Representatives, National Archives and Records Administration, Washington, DC. ARC Identifier 306684.

"Form letter from E. Cady Stanton, Susan B. Anthony, and Lucy Stone asking friends to send petitions for women's suffrage to their representatives in Congress, 12/26/1865," Records of the U.S. House of Representatives, National Archives and Records Administration, Washington, DC. ARC Identifier 306686.

National Women's History Project website.

HerStory Scrapbook website.

Bibliography

Elizabeth Cady Stanton, Susan B. Anthony, Matilda Joslyn Gage, eds., History of Woman Suffrage, Volume 2: 1861-1876. Rochester, NY: Privately Printed, 1881, pp. 90-106, 333-362, 407-416.

Ellen Carol DuBois, Feminism and Suffrage: The Emergence of an Independent Women's Movement in America, 1848-1869. Ithaca: Cornell University Press, 1978, pp. 53-72.

Eleanor Flexner and Ellen Fitzpatrick, Century of Struggle: The Woman's Rights Movement in the United States, rev. ed. Cambridge, MA: Harvard University Press, 1996, pp. 136-148.

North American Women's Letters and Diaries: Colonial Times to 1950

Image
Logo, North American Women's Letters and Diaries: Colonial Times to 1950
Annotation

This extensive archive offers approximately 150,000 pages of letters and diaries from colonial times to 1950, including 7,000 pages of previously unpublished manuscripts. Highlighted material includes extracts from the Journal of Mrs. Ann Manigault (1754-1781), the Life of Harriet Beecher Stowe, letters of Phyllis Wheatley, letters of Ellen Louisa Tucker to Ralph Waldo Emerson, letters of Margaret Fuller, and the memoirs and letters of Dolley Madison, wife of James Madison.

Search the database by keyword or use the advanced search to find material by such fields as author, race, religion, age, occupation, date of writing, document type, historical event, or subject. More than 80 fields have been indexed. This website is available either through one-time purchase of perpetual rights or through annual subscription (your library or institution may have a subscription). This collection is a useful archive of material for teaching about the history of women as well as for research in women's studies, social history, and cultural history.