...Biography: Elizabeth Stanton, M.D. How did Elizabeth Stanton’s political ideologies influence the suffrage movement? Elizabeth Cady Stanton was a pioneering force in the women’s suffrage movement. Stanton’s contributions spanned several decades, with her political ideologies playing a crucial role in shaping the strategies and directions of this historical struggle. Stanton was born on November 12th, 1815, in Johnstown, New York, the eighth of eleven children. Her mother, Margaret Livingston, was a wealthy daughter of a revolutionary hero and her father Daniel Cady, a prominent lawyer and judge. Elizabeth’s early life, education and relationships were instrumental in influencing the development of her strong beliefs on social justice and equality. Following...
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...Elizabeth Cady Stanton Biography: Where did Elizabeth Cady Stanton grow up? Elizabeth Cady was born in Johnstown, New York on November 12, 1815. She had 10 brothers and sisters, however, many of them died during childhood. Only Elizabeth and four of her sisters lived well into adulthood. Her last brother, Eleazar, died when he was 20 years old leaving her mother depressed and her father wishing that Elizabeth was a boy. Elizabeth (sitting) with Susan B. Anthony Not Fair for Women Growing up Elizabeth was exposed to the law through her father Daniel. He was a lawyer who also served as a judge and a U.S. Congressman. She learned that the law was not the same for men and women. She learned that only men could vote and that women had few rights under the law. She didn't think this was fair. She thought she was as good as any boy and should be given the same opportunities. Going to School When Elizabeth reached school age she wanted to go to school to learn. Not many women went to school in those days, but her father agreed to send her to school. At school Elizabeth was an excellent student. She won awards and proved that she could do as well or better than most of the boys. After high school, Elizabeth wanted to go to college. She quickly learned that girls were not allowed into the major universities. She ended up going to a college for girls where she was able to continue her studies. Abolitionist and Human Rights Elizabeth began to believe...
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...On a summer morning in 1848, Elizabeth Cady Stanton pushed her nephew through a window so that he could unlock the church that would be the site of the first Women’s Rights Convention. With that simple preparation, on the morning of July 19, the roads to the church were jammed with carriages and carts. A crowd was milling around outside when Stanton arrived to find the church inadvertently locked and the key missing. The first day of the meeting was to be for women only, but Stanton and the others did not know how to ask the men who were present to leave. The convention had strong support from some men. In fact, the women asked a man to preside at the convention. For Stanton, then thirty-two, it was only her second public appearance. In the convention’s first order of business, she read the declaration of Sentiments. The document detailed the ways in which women were denied property rights, rights in marriage and divorce, and the vote. The Declaration of Sentiments was...
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...The women’s right movement is an ongoing campaign to abolish inequality between the sexes on a multitude of platforms. The movement has been a prevalent part of history around the world, with origins as early as the 1500s with literature sprinkled with the mention of women having mind, reason and a voice that is equal to that of a man. This fight for women to be placed on the same level as men has seen much struggle and oppression that is still prevalent in today’s world. However, the fight for women in today’s world is labeled as feminism, which quite literally means the social, political, and economic rights of the sexes. Rebecca Lewin depicts feminism as a “model for a social state – an ideal, or a desired standard of perfection not yet attained in the world”. Lewin expressed this in 1983, and still today’s society has failed to reach this goal. Feminism has transformed into the second “F” word, where society labels feminism as a harmful, extremist movement. The feminist movement has become synonymous with man – hating, bra – burning, lesbians who engage in radical protests to ultimately eliminate men from society and become a female dominated world. Which, is why this world needs a continued women’s rights movement to eradicate the ideology that fighting for the equality of women is obscene or unnatural. Feminism eventually inspired the term “Herstory”, which emerged in the 1960s, a very exciting time in American history full of social change. Herstory aims to look at history...
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...class we have read a variety of pieces some that critique one another; Beauvoir critiques Freud, Stanton critiques or revises the Declaration of Independence and in return Davis critiques Stanton’s work, the Declaration of Sentiments. Although there are many critiques it’s important that all of these documents exist because they have all...
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...“The Story of An Hour”, depicts the life of a woman who feels free and empowered after receiving the news of her husband’s death. Elizabeth Cady Stanton’s “Declaration of Sentiments and Resolutions” was presented to change the discrimination women were constantly faced with. Women have persistently fought for equality, specifically in education, job status, and voting rights. Kate Chopin’s “The Story of An Hour” is a anecdote about a married woman, Louise Mallard, who discovers her husband has died in a railroad accident. Louise Mallard begins to mourn her husband’s death in the bathroom, then suddenly feels a sense of freedom and empowerment. “‘Free! Body...
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...The myth of Seneca Falls was a book about the memory of the women’s suffrage campaign. This book revealed the founding mothers’ of the American feminism such as Elizabeth Cady Stanton, Susan B. Anthony, and Lucretia Mott. It also informed us about other men and women who struggled for women’s rights as well. The story as we know it women was not given equal rights as men; they were treated unfairly because they were females. Throughout the book there were American women who rented a stand for themselves and other women in America. Women were finally ready to face the men and state their belief about how men and women should be created equal. The Seneca Falls Convention in 1848 was the first women’s rights convention in history. This convention lead and created by the founding mothers’ and their peers popularized this myth during the second half...
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...Question 1: This political cartoon was made in 1800, the artist is unknown. During 1800, America had recently declared independence. The people of America were struggling to form a strong central government and often found themselves in a dispute about disagreements regarding the decisions made on taxes, slavery, and innovations in America. The political cartoon shows two scenarios of the same white man with an African American woman. In one of the scenarios, the white man is about to beat the African American women with what looks like a lash. The other scenario with the African American women, the white man is kissing the women. At the bottom of the political cartoon, it reads, “Virginian Luxuries.” These type of events were occurring in Virginia. During 1800 in the United States, Virginia was a slave state, the white man that appears on both of these scenarios is the master and African American women, the slave. The author of this cartoon printed the words “Virginia Luxuries” to make a statement about the masters and the way they could be cruel to their slaves and other days take advantage of them to please their needs. The author called it luxuries because the masters were living the best of both worlds. They could treat the slave with astonishing cruelty one day and the next make love to them. During this time period, this kind of actions with masters and their slave women was no surprise. The power that the master had over the slaves, which were simply seen as property...
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...From 1815 to 1860, the position of women in the United States changed drastically. They, of course, did not receive voting rights until the 19th amendment in 1920. This was about a century after they began their mighty fight for their rights. The “Second Great Awakening” opened many distinct doors for different people, and some of those were women. Women were seen as much more superior than men because they taught the people in their household about religion and educated them, they also began working in mills and fighting hard for others rights, and, most important of all, the found the strength to fight for their own rights. During this time, women had gained roles in churches. They were now able to be a part of the church. Women had to teach their children, especially their sons since they were the future of the country, religion and morals. Although women had been appointed by God to be the “first...
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...calculate ‘tain’t of much account to have a woman if she ain’t of no use.” (Doc G), proving that many men had the mentality that women had to be of some use at home, otherwise known as the Cult of Domesticity. Not only does this mentality force women to work at home, but it prevents them from taking many jobs outside the home. At the National Women’s Rights Convention in 1885, Lucy Stone said in her speech, “…the same society that drives forth the young man, keeps the woman at home… but if she goes heartily and bravely to give herself to some worthy purpose, she is out of her sphere and she loses caste.” (Doc H) explaining how men looked down upon women who ventured outside of the private sphere. At the Seneca Falls Convention, where seventy women and thirty men came together to use the ideology of the Declaration of Independence to form the Declaration of Sentiments (T 371), a young girl who worked at a glove factory stated, “…all society was built on the theory that men, not women, earned money and that men alone supported the family…. I wanted to work, but I wanted to choose my task and I wanted to collect my wages.” (Doc E), revealing that society expected men to provide for the family, so it was socially unacceptable for a woman to receive an income. In 1853 Jane Swisshelm, who favored women’s rights, wrote, “But let one presume to use her mental powers—let her aspire to turn editor, public speaker, doctor, lawyer—take up any profession or avocation which is deemed honorable and...
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...to lobby parliament with petitions and hold public meetings. In contrast, the Women's Social and Political Union (WSPU), formed in 1903, took a more militant view. Almost immediately, it characterised its campaign with violent and disruptive actions and events. Together, these two organisations dominated the campaign for women's suffrage and were run by key figures such as the Pankhurstsand Millicent Fawcett. However, there were other organisations prominent in the campaign, including the Women's Freedom League (WFL). These groups were often splinter groups of the two main organisations. ------------------------------------------------- What did they campaign for? Before the first of a series of suffrage reforms in 1832, only 3% of the adult male population were qualified to vote. For the most part, the right to vote depended on how much you earned and the value of your property. For this reason, the majority of people who...
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...Assignment 1 How was the south changed? The chief accomplishment of the new south was the expansion of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...Dissent is a feeling or philosophy of non-agreement or opposition to a prevailing idea or institution. It is older than the United States, serving as a privilege and obligation to its citizens. The history of the United States is an ideal example of how dissent ultimately changes society by offering new ideas and perspective. Important issues that dissenters advocated such as taxation, slavery, women’s rights, civil rights, and anti-war sentiments define America. In order for a society to be successful, it must encourage dissent and protect the rights of its dissenters. Dissenters fought to create change and gain rights they believed were denied to them and others. Religious dissent forced European groups such as the Quakers and Puritans, who were persecuted for their beliefs, to seek life in the colonies. During the Pre-Revolutionary Age, Christianity affected all aspects of an individual’s life. Christianity was the basis of decision making in politics and society. Governments often ruled over their subjects, with the notion that they had approval from God and would therefore be granted his mercy for slaughtering innocent individuals, whether it was through crusades or witch hunts. At the time of the seventeenth century, kings and queens final decisions ruled which branch of Christianity to follow; with the constant upheaval in rulers, and exile towards Protestants during the Catholic era and Calvinists during the Church of England era, radical religious ideals began...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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