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TABLE OF CONTENTS

FORWARD 2

INTRODUCTION: WOMEN’S HISTORY IS HISTORY 3

WHAT IS NATIONAL HISTORY DAY

? 7

LESSON PLANS 8

ANNE MARBURY HUTCHINSON 8

MERCY OTIS WARREN 12

SOJOURNER TRUTH 17

DOROTHEA LYNDE DIX 20

HARRIET BEECHER STOWE 24

CLARA BARTON 28

ANNIE OAKLEY 32

JULIETTE GORDON LOW 36

IDA B. WELLS-BARNETT 41

MARY MCLEOD BETHUNE 45

FRANCES PERKINS 50

JEANETTE RANKIN 56

ALICE PAUL 60

MARIAN ANDERSON 64

FANNIE LOU HAMER 69

SHIRLEY CHISHOLM 73

MARIA TALLCHIEF 78

PATSY TAKEMOTO MINK 81

DOLORES HUERTA 85

SALLY RIDE 89

FORWARD

What if everything you knew about

the world came only from one of the

history books I used in school?

It’s safe to say there would be substantial gaps in your

knowledge. There’s also a pretty good chance that you would

conclude that most everyone on earth—at least most everyone

worth remembering—was both white and male. Even at my

all-girls school, the stories we learned about our past almost

always centered on the accomplishments of men much older

than us. It wasn’t until later that I started to question whose

stories were being left out.

One of the most important lessons a history student should

learn is that our history books are not an objective collection of

facts and shouldn’t be treated that way. Historians are human

beings, which means that, like the rest of us, they’re capable of

making mistakes and allowing their interpretation of events to

be colored by their own biases.

Our understanding of the past is also constrained by the reality

that people who occupy positions of privilege in society often

leave behind more source material than the people who don’t.

For example, a historian studying Thomas Jeerson has a wide

range of sources to draw from—his writings, his home, the

many objects that survived him. Meanwhile, a historian studying

the life of a woman who lived her life as a slave probably has

less to go on. People who aren’t allowed to learn to read and

write don’t leave behind letters. People who aren’t allowed to

own things don’t leave behind homes full of objects.

For these reasons and many more, the same story repeats

itself again and again: The people who have the least power

and status get written out of history. The people who felt

invisible in their lifetimes remain invisible to future generations,

too—unless we decide to be the ones to shine a light on them.

That’s why National History Day is so important. As we

celebrate the 100th anniversary of women in the U.S. gaining

the legal right to vote, let’s inspire young historians to commit to

telling all of the stories that need to be told.

Let’s empower them to challenge old narratives and read

between the lines of primary documents. Let’s encourage them

to ask what—and who—is missing from the record. Let’s train

them to engage with the past in a more deeply thoughtful way.

This kind of examination of history is much harder than simply

accepting the version we were always told. But it’s absolutely

essential to understand the world we live in today—and to

shape a better future for all of us.

When there is no one who looks like you in your textbook, it

can send a student a harmful message. It tells them there are

people who make history—and there are people like you, who

just learn about it.

Every student deserves to know that they are capable of doing

things worth remembering. Every student needs to know that

they, too, can shape history.

Let’s make sure they learn that lesson, too.

MELINDA FRENCH GATES

Co-Chair

Bill & Melinda Gates Foundation

INTRODUCTION:

WOMEN’S HISTORY IS HISTORY

By Kate Clarke Lemay, Historian, Smithsonian’s National Portrait Gallery

Today the word “surage” is unfamiliar to many students.

Citizens of the United States nd it inconceivable that during

most of the nineteenth century, women could not marry, travel,

own property, or petition for a divorce without the permission

of a male household member. For years, women gained little

in their economic rights. Each state created a dierent set

of laws specic to property and earnings, and this meant

women agitated state by state for their rights—and had slow

success. For example, in 1861, women in New York state were

legally permitted to keep their wages. Not until the turn of the

twentieth century did most states grant women that right.

Although history books often cite 1848 as the birth of the

women’s surage movement, its origins far precede the

Seneca Falls Convention. Women’s activism grew in abolitionist

societies. By studying the plight of enslaved Americans,

abolitionist women became aware that their own citizenship

rights were severely limited. Through their experiences as

radical antislavery reformers, women rst gained experience in

activism, organizing, writing reforms, and advocating through

public speaking, which empowered them in all women’s

issues—including surage. Beginning in the 1840s, abolitionists

turned suragists such as Susan B. Anthony (1820-1906),

Sojourner Truth (1797-1883), Lucy Stone (1818-1893), Lucretia

Con Mott (1793-1880), and Elizabeth Cady Stanton (1815-1902)

staged a bloodless revolution for woman’s right to vote.

PORTRAITS AS ACTIVIST RECRUITMENT

Suragists presented themselves on an equal plane to men in

lecturing, writing, and portraiture. For example, the portraits

of Elizabeth Cady Stanton rival and even surpass the best

portrait of the intellectual man of the time. The idea of Stanton

as an exemplary model certainly was not lost on her female

peers. She inspired other women to have their portraits made.

Formal portraits made in photographic form became a crucial

element of women’s activism in the late nineteenth and early

twentieth centuries. Portraiture served as a recruiting method,

demonstrating that suragists were intelligent, attractive, and

respectable women. The published portrait helped convince

other women to join the struggle.

Lucretia Con Mott, Wenderoth, Taylor & Brown, c. 1860

(printed later), Albumen silver print, National Portrait Gallery,

Smithsonian Institution

Elizabeth Cady Stanton, Napoleon Sarony, c. 1870, Albumen

silver print, National Portrait Gallery, Smithsonian Institution

Perhaps the most eective African American leader in the

early stages of the women’s movement, Sojourner Truth—

middle aged, illiterate, and utterly radical—achieved her power

precisely because she was a paradox. Formerly enslaved, she

spoke with a Dutch-American accent, which made her stand

out. In 1851, during the Ohio Women’s Convention, Truth claimed

women’s rights were grounded in the premise that they were

equal to men in their labor, that the then-accepted dierences

in intellect did not justify the curtailing of equal rights, and that

men should follow the example of Jesus Christ and regard

women with respect. As Truth established her reputation, she

also presented herself as a gure of respectability through

portraiture. Dressed in distinguished clothing similar to that of

her contemporaries, including Lucretia Con Mott, there is little

in her portraits that would alienate other black activists.

THE FOURTEENTH AND

FIFTEENTH AMENDMENTS

In 1868, American women knew they faced a searing loss

when Section 2 of the Fourteenth Amendment specied “male”

in its language. This was the rst time in the Constitution

that gender was specied. In 1870, the Fifteenth Amendment

guaranteed that the right to vote could not be denied based

on race, color, or previous condition of servitude—eectively

enfranchising millions of formerly enslaved men. White

suragists especially felt outraged by the Fourteenth and

Fifteenth Amendments—which were ratied within two years

of each other. The Amendments created hierarchy of power

among American citizens, with women being last in line.

Elizabeth Cady Stanton wrote, “If that word ‘male’ be inserted,

it will take us a century at least to get it out.” Suragists split

amongst themselves in opinion about action steps forward.

Almost immediately, white women became hyperconscious

that black men’s citizenship rights were guaranteed over theirs.

As a result, the abolitionist roots of the women’s movement

unraveled. Its many associated concerns, all which had knit

together the radical women—north and south, black and white,

freed or formerly enslaved—broke into factions.

In the wake of debates over race and citizenship rights

regarding the Fourteenth and Fifteenth Amendments, two

points of view divided the group. On the one side, Lucy Stone

held that women needed to remain in solidarity with African

Americans and continue to work on equal rights for everyone.

She created the American Woman Surage Association in

1869. On the other side, Elizabeth Cady Stanton and Susan B.

Anthony felt that in order to progress, women’s surage had to

be exclusive—only considering white women—and they formed

the National Woman Surage Association. Eventually in 1890,

Alice Stone Blackwell (1857-1950), daughter of Lucy Stone and

Henry Blackwell, led the reunication of the two groups to form

the National American Woman Surage Association (NAWSA)

in 1892.

Sojourner Truth, Randall Studio, c. 1870, Albumen silver print,

National Portrait Gallery, Smithsonian Institution

Lucy Stone, Sumner Bradley Heald, c. 1866, Albumen silver print,

National Portrait Gallery, Smithsonian Institution

The contributions of African American women to the surage

movement are often overlooked. However, published writings

of African American women, including Frances Ellen Watkins

Harper (1825-1911), demonstrate how black women became

autonomous and seized power for themselves. Because white

women excluded African Americans from their organizations,

black women advocated separately for their citizenship rights

(including enfranchisement) by publishing their ideas, creating

groups, and founding national organizations. For example,

in 1892, Anna Julia Haywood Cooper (1858-1964) published

her rst book, A Voice from the South by a Black Woman of the

South, in which she gave testimony to radical ideas of inclusion

and equality. Cooper believed that black women would be

responsible for the transition of the black race from slavery into

American society; she felt that white women would be of little

help in that they resisted working with black women.

Other women created activist groups. In 1895, African

American women converged in Boston. Delegates from African

American women’s clubs in 25 states and the District of

Columbia gathered, 73 in total, for the First National Conference

of the Colored Women of America. Josephine St. Pierre Run

(1842-1924) organized the meeting. A vibrant member of the

American Woman Surage Association and the Massachusetts

School Surage Association, she edited a monthly magazine,

the Woman’s Era, the rst national newspaper published by and

for African American women.

African American women did not have the privilege of a single-

issue focus for their rights. Leaders such as Ida B. Wells (1862-

1931) and Mary Church Terrell (1863-1954), while concerned

with women’s rights, advocated against lynching. Additionally, Ida

Gibbs Hunt (1862-1957) and Margaret Murray Washington (1865-

1925) focused their attention to education rights for African

American women. Nation-wide organizations like the National

Association for Colored Women were the next step; Wells and

Terrell founded it in 1896.1 Later, in 1910, Wells founded a club

dedicated to surage, the Women’s Second Ward Republican

Club, in Chicago. African American women found their way into

public culture through a number of reform movements, including

antislavery, women’s rights, and temperance.

COMPELLING TACTICS

Surage strategy during the 1910s courted the media through

compelling tactics like highly organized lobbying, marches,

protests, pageantry, and acts of civil disobedience. The surage

movement through the leadership of Carrie Chapman Catt

(1859-1947) of NAWSA and Alice Paul (1885-1977) of the

National Woman’s Party, placed visible pressure on the federal

government. Catt viewed winning elections in individual states

as a means of achieving an amendment to the Constitution.

Paul saw civil disobedience in the form of processions,

protests, and picketing as a more eective way to enact

change for a woman surage amendment. Suragists faced

a vehement anti-surage machine. The “antis” were a group

1 The other founders included Margaret Murray Washington, Fanny Jackson Coppin, Frances Ellen Watkins Harper, Charlotte Forten

Grimké,and Harriet Tubman.

that enacted violence in order to suppress suragists, most

famously against women participants of the 1913 Women’s

Surage Parade in Washington, D.C. Only when the National

Guard arrived were the women marchers safe from physical

assault and verbal antagonism.

Ida B. Wells-Barnett, Sallie E. Garrity, c. 1893, Albumen silver

print, National Portrait Gallery, Smithsonian Institution

Like all national stories, the ght for

women’s surage included women

active at the national, state, and local

level. Consider choosing a National

History Day topic, which connects

this national story with women who

have become elected ocials serving

your state or local community. State

and local historical societies often

contain remarkable resources. How

have women’s political voice changed?

Has there been an increase in

representation of women in politics?

If yes, when?

In the early twentieth century, suragists continued to work

on 31 state campaigns. Although they were active nationally,

suragists always connected their political lobbying back

to the nation’s capital. After an intense drive for ratication

accompanied by a perceptive media campaign, the Nineteenth

Amendment passed in August 1920. With Tennessee casting

the deciding vote at the last minute, women barely won the

right to vote.

For nearly a century, women in the young nation fought for

their right to vote. Their crusade involved many tireless women

activists, and there are countless stories and hidden gures in

this history. In collective memory, the drama of the movement

has only surfaced recently in books and movies such as Iron

Jawed Angels (2004) and Suragette (2015) about the related

British surage movement. The popularity of such lms

demonstrates how much people are interested in this chapter

of women’s history.

The right of citizens of the United States to vote shall not be denied or

abridged by the United States or any State on account of sex.

The important question to ask about the Nineteenth

Amendment was how successful was it in guaranteeing

citizenship rights to women. American collective memory today

must work hard to recall the complex ght for the Nineteenth

Amendment, but it was the longest reform movement in

American history—and unfortunately, it did not resolve

inequality. The activism of Felisa Rincón de Gautier (1897-1944),

Fannie Lou Hamer (1917-1977), Patsy Mink (1927-2002), and

other activists sparked a national discussion on voting rights in

the 1960s. The nation’s increasing awareness of discriminatory

voting laws led the federal government to intervene. Finally,

President Lyndon B. Johnson signed the Voting Rights Act into

law in 1965, prohibiting racial discrimination. What realities do

American women continue to face, politically, and socially, that

their right to vote might inuence?

Teachers or students interested in

learning more about the history of

the women’s surage movement can

check out these books:

• Adele Logan Alexander, Princess of the Hither Isles:

Race, Family, and the Quest for Surage in the Jim

Crow South

• Jean H. Baker, Sisters: The Lives of America’s

Suragists and Votes for Women: The Struggle for

Surage Revisited

• Nikki Brown, Private Politics and Public Voices:

Black Women’s Activism from World War I to the

New Deal

• Eleanor Clift, Founding Sisters and the

Nineteenth Amendment

• Kenneth Florey, American Woman Surage

Postcards: A Study and Catalog and Women’s

Surage Memorabilia: An Illustrated Historical Study

• J. Gallman, America’s Joan of Arc:

The Life of Anna Elizabeth Dickinson

• Elna C. Green, Southern Strategies: Southern

Women and the Woman Surage Question

• Joyce Ann Hanson, Mary McLeod Bethune and

Black Women’s Political Activism

• Fannie Lou Hamer, The Speeches of Fannie Lou

Hamer: To Tell It Like It Is

• Kate Clark Lemay, Votes for Women: A Portrait

of Persistence

• Rebecca J. Mead, How the Vote Was Won: Woman

Surage in the Western United States, 1868–1914

• Lisa Tetrault, The Myth of Seneca Falls: Memory

and the Women’s Surage Movement, 1848–1898

• Margaret Washington, Sojourner Truth’s America

• Ida B. Wells, Southern Horrors: Lynch Law in All

Its Phases

• Ida B. Wells-Barnett and Michelle Duster,

Ida: In Her Own Words; The Timeless Writings

of Ida B. Wells from 1893

• Marjorie Spruill Wheeler, Votes for Women!

The Woman Surage Movement in Tennessee,

the South, and the Nation

WHAT IS NATIONAL

HISTORY DAY

National History Day

(NHD) is a nonprot organization that

creates opportunities for teachers and students to engage in

historical research. NHD is not a predetermined, by-the-book

program but rather an innovative curriculum framework in

which students learn history by selecting topics of interest and

launching into year-long research projects. The mission of NHD

is to improve the teaching and learning of history in middle and

high school. The most visible vehicle is the NHD Contest.

When studying history through historical research, students

and teachers practice critical inquiry, asking questions

of signicance, time, and place. History students become

immersed in a detective story. Beginning in the fall, students

choose a topic related to the annual theme and conduct

extensive primary and secondary research. After analyzing

and interpreting their sources and drawing conclusions about

their topics’ signicance in history, students present their

work in original papers, exhibits, performances, websites, or

documentaries. These projects are entered into competitions

in the spring at local, aliate, and national levels, where they

are evaluated by professional historians and educators. The

program culminates at the national competition held each June

at the University of Maryland at College Park.

Each year National History Day uses a theme to provide a

lens through which students can examine history. The annual

theme frames the research for both students and teachers. It

is intentionally broad enough that students can select topics

from any place (local, national, or world) and any time period

in history. Once students choose their topics, they investigate

historical context, historical signicance, and the topic’s

relationship to the theme by conducting research in libraries,

archives, and museums; through oral history interviews; and by

visiting historic sites.

NHD benets both teachers and students. For the student, NHD

allows control of his or her own learning. Students select topics

that match their interests. Program expectations and guidelines

are explicitly provided for students, but the research journey is

driven by the process and is unique to the historical research.

Throughout the year, students develop essential life skills by

fostering intellectual curiosity and academic achievement. In

addition, students develop critical-thinking and problem-solving

skills that will help them manage and use information now and

in the future.

Students’ greatest ally in the research process is the classroom

teacher. NHD supports teachers by providing instructional

materials and through workshops at local, aliate, and national

levels. Many teachers nd that incorporating the NHD theme

into their regular classroom curriculum encourages students to

watch for examples of the theme and to identify connections in

their study of history across time.

NHD’s work with teachers and students extends beyond the

contest and includes institutes and training programs, which

provide teachers with opportunities to study history and develop

lessons and materials they can share with their students. In

addition, NHD oers continuing education courses for teachers

(for graduate credit or professional development hours) to

improve classroom practice (nhd.org/onlineeducation). NHD

also oers teaching resources to help teachers integrate

primary sources and critical thinking into the classroom. These

resources are free and accessible to all teachers. Visit nhd.org

to learn more.

This publication combines the work of outstanding NHD

educators from across the nation to create a set of bell-ringer

activities to engage students with primary sources from

remarkable women in American history.

NHD is grateful to HISTORY

for its generous sponsorship

of this publication. NHD would also like to thank the following

organizations for digitizing and/or for sharing permission

for many of the images and primary sources that appear in

this book:

Bualo Bill Center of the West

Clara Barton National Historic Site, National Park Service

Evans Early American Imprint Collection, University of Michigan

Franklin D. Roosevelt Presidential Library and Museum

Library of Congress

Massachusetts Historical Society

Rotch Visual Collections, Massachusetts Institute of Technology

Modern History Sourcebook, Fordham University

Oklahoma Historical Society

NASA

National Archives and Records Administration

Project Gutenberg

Smithsonian Institution, National Air and Space Museum

Smithsonian Institution, National Portrait Gallery

Social Security Administration

Special Collections Research Center, University of Chicago Library

University of Pittsburgh Library System

University of Washington Libraries, Special Collections

University of Virginia

U.S. Government Printing Oce

U.S. National Library of Medicine, National Institutes of Health

Wisconsin Historical Society

BASIC BIOGRAPHY

Anne Marbury Hutchinson (1591–1643) was a Puritan

immigrant to the Massachusetts Bay Colony from England. Her

family, including her husband and 11 children, left their home

in 1634 in support of their minister, John Cotton, who had

assumed a position in the Church of Boston. Upon arriving,

Hutchinson quickly gained a reputation as “a woman of

haughty and erce carriage, of a nimble wit and active spirit,

and a very voluble tongue, more bold than a man.” In the next

three years, Hutchinson challenged two Puritan precepts.

First, she was concerned with local ministers’ emphasis on a

“covenant of works” opposed to a “covenant of grace” in their

sermons. Secondly, she challenged the Puritan mores for

women in attracting both men and women to her local religious

gatherings in which she was critical of these ministers. By 1637,

the Antinomian Controversy, sometimes called the Free Grace

Controversy, erupted. Hutchinson was tried in civil and religious

courts, banished from Boston, and excommunicated from

the Puritan church. She relocated her family to Portsmouth

(modern-day Rhode Island). In 1643, her family was massacred

in an attack by the Siwanoy natives in New Netherland.

KEY EVENTS

Antinomian Controversy (1636–1638),

Portsmouth Compact (March 7, 1638)

KEY PEOPLE

John Winthrop, Anne Hutchinson, John Cotton,

William Hutchinson, Jr., John Wheelwright

HISTORICAL CONTEXT

Established in 1628, the government of the Massachusetts

Bay Colony was theocratic and became increasingly so as

thousands emigrated from England. Puritanism, rooted in

Calvinist beliefs, emphasized the concept of predestination, the

belief that one’s eternal salvation is determined by God alone.

In the 1630s, a controversy erupted over the Puritan concepts

of the “covenant of works” and the “covenant of grace.” Under

the “covenant of works,” one’s salvation was not earned by

demonstrating moral behaviors, but one’s predestination could

be revealed by adhering to religious laws. In contrast, a belief in

the “covenant of grace” was to understand that salvation could

be granted only as a gift from a higher power. Anne Hutchinson

grew concerned that many ministers in the Massachusetts

Bay Colony were preaching that salvation was earned by good

works alone, with the exception of Thomas Cotton. Moreover,

she shared this belief with her followers and claimed that God

has spoken to her directly. In Puritan society, women were

not permitted to preach to men and it was blasphemous to

ANNE MARBURY HUTCHINSON

Written by: Christopher Stewart | North Lakes Academy Charter School | Forest Lake, Minnesota

DOCUMENT ANALYSIS

• Make one copy of the primary source trial

transcript excerpt for each student.

• Discuss the inset on the document explaining the

“long s” and its usage in the source.

• Ask the students to highlight/underline specic

evidence to answer the three questions.

LEARNING ACTIVITY

• Divide students into pairs after their close reading

of the primary source to view the image.

• Ask, What emotions were felt in the room while

Hutchinson spoke?

• Ask pairs to predict the outcome of the trial based

on the historical evidence.

• Direct one student to dramatically read Governor

Winthrop’s sentence to Anne Hutchinson.

Teacher Tip: If time permits, students could stage a

dramatic reading of the full opening statement with the

same characters.

c. 1901, Library of Congress (2005696249)

https://www.loc.gov/item/2005696249/

challenge the authority of ministers. These acts, her spiritual

leadership, and her unwillingness to accede to the accusations

by local leaders led to her exile. Many religious groups that

challenged Puritan beliefs (Antinomians, Quakers, Anabaptists)

spread to other communities along the eastern seaboard.

FUN FACT

The bronze statue of Anne Hutchinson located at the

Massachusetts State House in Boston was commissioned

in 1920 by women’s groups energized by the Nineteenth

Amendment. It was not ocially dedicated until 2005 on

Boston’s 375

anniversary. Read the Boston Globe article on

the dedication here http://archive.boston.com/news/globe/

editorial_opinion/oped/articles/2005/09/07/a_heretics_

overdue_honor/.

LOCAL CONNECTION

The bronze statue of Anne Marbury Hutchinson is located

outside of the Massachusetts State House and is a key element

of the walking tour of the grounds. For more information,

visit: https://www.sec.state.ma.us/trs/trsbok/trstour.htm.

A plaque dedicating the foundation of Portsmouth, Rhode

Island via the 1638 Portsmouth Compact is located in that

city’s town hall. The city was founded during Hutchinson’s

imprisonment by her followers including her husband,

William Hutchinson, Jr. The original document is retained by

Rhode Island state archives and digitized here: http://www.

portsmouthhistorycenterarchive.org/items/show/155.

LEARN MORE

PRIMARY SOURCES

Thomas Hutchinson, The History of the

Province of Massachusets Bay [sic], 1828

University of Pittsburgh Library System

https://archive.org/stream/historyofprovinc02hutc#page/

n3/mode/2up

SECONDARY SOURCES

Anne Hutchinson

Elizabeth A. Sackler Center for Feminist Art, Brooklyn Museum

https://www.brooklynmuseum.org/eascfa/dinner_party/

place_settings/anne_hutchinson

Anne Hutchinson

National Women’s History Museum

https://www.womenshistory.org/education-resources/

biographies/anne-hutchinson

“A Clash of Cultures: Anne Hutchinson’s Brief

Life near St. Paul’s Church,” March 31, 2012

Saint Paul’s Church National Historic Site, National Park Service

https://www.nps.gov/sapa/planyourvisit/

a-clash-of-cultures.htm

David D. Hall, The Antinomian Controversy, 1636–1638 :

A Documentary History, 1990

Nishan Bichajian, Statue of Anne Hutchinson with

Descriptive Plaque, East Wing of Massachusetts State

House, c. 1954–1959, Rotch Visual Collections, Massachusetts

Institute of Technology (KL_001094) http://dome.mit.edu/

handle/1721.3/34676

ANNE MARBURY HUTCHINSON

U.S. Bill of Rights. Library of Congress. 1791.

“The Examination of Mrs. Anne Hutchinson…” November 1637, p. 482

• What is Governor Winthrop

accusing Hutchinson of doing?

• To what degree are her

“crimes” related to her being a

woman?

• What role is religion playing in

this court and its charges?

WHY DOES THE “S” LOOK THE WAY IT DOES?

The “Long s” or “∫” symbol was

common in documents in the 1600s and

1700s to replace the soft “s” sound in

many words, especially when it started

a word or came before two s’s in a row.

JOHN WINTHROP: lawyer, governor,

and one of the co-founders of the

Massachusetts Bay Colony.

JOHN WHEELWRIGHT: Puritan minister

and ally of Anne Hutchinson who was

banished just days prior to this case.

Anne Hutchinson Preaching in Her House in Boston, Library of Congress.

“The Examination of Mrs. Anne Hutchinson…” November 1637, p. 520.

What emotions are being felt

in the room while Hutchinson

speaks? Choose at least three

gures, circle them, and explain

what they are thinking and why

you believe that is their reaction to

her role.

• After the dramatic reading by

your classmate, what exactly

happened to Anne Hutchinson?

• What would you say is the

primary reason why she was

treated the way she was in the

Massachusetts Bay Colony?

Justify your answer.

BASIC BIOGRAPHY

Mercy Otis Warren (1728–1814) was not formally educated,

but studied alongside her brother as he prepared to attend

Harvard, an opportunity to denied to most women of her era.

Living in Massachusetts during the Revolutionary period, her

family regularly discussed politics, and she slowly became

impassioned by the patriot cause. Her rst notable work

was a poem about the Boston Tea Party. Her male relatives

encouraged her literary pursuits, and she was known for

comedic plays that mocked Loyalists. Her intellectual prowess

earned her the respect of many founding fathers, who hoped

her writing would propagate the patriot cause. Warren felt torn

between her passions and what society considered proper for

a lady. In many ways she conformed to the gender roles of her

time, although she advocated for formal education of women.

She was portrayed in paintings as highly feminine. Throughout

the war, she managed her family’s aairs and followed her

husband’s militia, developing deep friendships with both Abigail

Adams and Martha Washington. After the war, she wrote a

controversial, three volume, History of the Rise, Progress and

Termination of the American Revolution.

KEY EVENTS

Boston Tea Party, Stamp Act, American Revolution,

Federalist Debates, U.S. Constitution

KEY PEOPLE

Abigail Adams, John Adams, Thomas Jeerson,

James Warren, Martha Washington

HISTORICAL CONTEXT

After the U.S. Constitution was drafted in September 1787, states

began the process of debating and ratifying the document. Over

several years, commentators from all backgrounds discussed

the strengths and weaknesses of the document. Mercy Otis

Warren, a prominent writer with connections to many of the men

who drafted the Constitution, opposed many facets of the new

proposed government. Her anti-federalist leanings eventually

prompted her and her husband to distance themselves from their

Revolutionary compatriots. Writing in 1788, under the pseudonym

“Columbian Patriot,” Warren outlined the aws she saw in the

new Constitution.

MERCY OTIS WARREN

Written by: Kelsie Brook Eckert | Moultonborough Academy | Moultonborough, New Hampshire

DOCUMENT ANALYSIS

• Prior to analysis, students should be familiar

with the structure and content of the Constitution

and it would be helpful if they had a hard or digital

copy of the Constitution for reference. See

https://www.archives.gov/founding-docs/

constitution-transcript.

• Make one copy of the document handout and

organizer for each student.

• Divide students into pairs to discuss and each

complete the organizer.

• After completion, discuss as a class, Were Warren’s

critiques valid?

LEARNING ACTIVITY

• Turn the room into a Four-Corner Debate by using

paper to label the corners each the classroom:

» In favor of the U.S. Constitution as written;

» In favor of Warren’s critique;

» In favor of some of Warren’s critique; and

» Opposed to both.

• Direct students move to the area of the room that

they feel best represents their opinion. Remind

students that as discussion ensues, they may move

if their opinion changes.

• Facilitate student discussion. Ask students to

reference specic ideas or quotations to support

their point of view.

Teacher Tip: If one corner of the room is empty, the

teacher should assume that position and try to persuade

students to that idea.

Mercy Otis Warren, line engraving by unidentied artist, after

the portrait by John Singleton Copley, 1763, Massachusetts

Historical Society, https://www.masshist.org/database/1759

LOCAL CONNECTION

Mercy Otis Warren lived most of her life in Plymouth,

Massachusetts. She lived in the Winslow Warren House on

the corner of North and Main Streets and is buried in the

Burial Hill Cemetery. Learn more about these sites from the

Massachusetts Historical Society, visit: https://www.masshist.

org/blog/612.

LEARN MORE

PRIMARY SOURCES

Correspondence of Mercy Otis Warren and

Hannah Winthrop, 1752–1789

Massachusetts Historical Society

http://www.masshist.org/features/warren-winthrop

Letters Between Catharine Macaulay and Mercy Warren

Digital History Project, University of Houston

http://www.digitalhistory.uh.edu/exhibits/dearmadam/

index.html

Mercy Otis Warren Papers

Massachusetts Historical Society

http://www.masshist.org/collection-guides/view/fa0235

SECONDARY SOURCES

“Abigail Adams Vents to Mercy Otis Warren About John”

New England Historical Society

http://www.newenglandhistoricalsociety.com/abigail-adams-

vents-to-mercy-otis-warren-about-john/

Mercy Otis Warren

National Women’s History Museum

https://www.womenshistory.org/education-resources/

biographies/mercy-otis-warren

Erick Trickey, “The Woman Whose Words Inamed

the American Revolution,” June 20, 2017

Smithsonian Magazine

https://www.smithsonianmag.com/history/woman-whose-

words-inamed-american-revolution-180963765/

MERCY OTIS WARREN

Mercy Otis Warren, Observations on the New Constitution, and on the Foederal [sic] and State Conventions, 1788 (excerpts)

Evans Early American Imprint Collection, University of Michigan

NOTE TO STUDENTS

When a historical document is transcribed, sometimes it includes spelling or

grammar that seems incorrect today. Sometimes documents contain true

errors, and sometimes it was a proper or accepted convention at the time the

document was written. The notation [sic] shows that there is a recognized

issue, but that is how the source was originally written. Other words in

brackets are designed to help improve your understanding of the primary

source, but were not included in the original document.

Warren’s Comments So far, why is she

writing?

What words does

she use to describe

the Constitution as

written?

“Animated with the rmest zeal

[enthusiasm] for the interest

of this country, the peace and

union of the American States,

and the freedom and happiness

of a people who have made

the most costly sacrices in

the cause of liberty [died in the

Revolution]—who have braved

the power of Britain, weathered

the convulsions [spasm] of war,

and waded through the blood of

friends and foes to establish their

independence, and to support

the freedom of the human mind,

I cannot silently witness this

degradation [humiliation] without

calling on them…”

Warren’s Comments What virtues does she

admire?

What does she say has

happened to them?

“An heroic love for the public

good, a profound reverence

[admiration] for the laws, a

contempt [hatred] of riches, and a

noble haughtiness [arrogance] of

soul, are the only foundations of a

free government…”

“Do not these dignied principles

still exist among us? Or are they

extinguished in the breasts of

Americans, whose elds have

been so recently crimsoned to

repel the potent arm of a foreign

Monarch, who had planted his

ensigns of slavery in every city,

with design to erase the vestiges

of freedom in this his

last asylum…”

Warren wrote a list of aws she saw with the U.S. Constitution. To complete

the organizer, identify the article of the U.S. Constitution with which she takes

issue, explain why, and decide if you agree.

Warren’s Comments Article Why? Do you agree?

“2. There is no security in the

profered [sic] system, either

for the rights of conscience,

or the liberty of the press:—

Despotism [absolute rule] ... will

suer men to… the most unjust

restrictions may take place…”

Warren’s Comments Article Why? Do you agree?

“7. ...the most discerning eye

could discover ...Every source

of revenue is in the monopoly

of Congress…”

“8. ...the new Congress are

impowered [sic] to determine

their own salaries...”

“11. One representative to

thirty thousand inhabitants

is a very inadequate

representation…”

12. If the sovereignty of

America is designed to be

elective, the circumscribing

the votes to only ten electors

in this state… is nearly

tantamount to the exclusion of

the voice of the people…

13. A senate chosen for six

years, will in most instances,

be an appointment for life, as

the inuence of such a body

over the minds of the people,

will be coeval to the extensive

powers with which they are

vested…

14. There is no provision

by a bill of rights to guard

gainst [sic] the dangerous

encroachments of power

in too many instances to be

named…

BASIC BIOGRAPHY

Sojourner Truth (1797–1883) was born Isabella Van Wageren

into slavery in New York. Truth escaped slavery in 1826 and

moved to New York City until 1843 when she adopted the name

“Sojourner Truth” in anticipation of her new career: traveling

to preach what she saw as God’s truth about the status of

women and slavery. Although illiterate and uneducated, Truth

was a skilled public speaker and best known for her impromptu

speeches delivered on the abolition of slavery, women’s

surage, and other social issues of the day. Resourceful and

devoted to her cause, Truth supported herself through sales

of her dictated 1850 biography, The Narrative of Sojourner Truth,

A Northern Slave, as well as portraits of herself known as

carte vistas, which resemble modern baseball cards. Just one

year after her biography was published, Truth delivered her

most well-known speech, “Ain’t I A Woman,” to a Women’s

Rights Convention in Ohio, arguing against the injustice of the

overlooked subordinate status of women in American life.

During the Civil War, Truth collected food and supplies for

U.S. Colored Troop Regiments and continued to ght for racial

equality during Reconstruction when she fought for freedmen’s

rights. During this time, she never stopped advocating for

women’s equality.

KEY EVENTS

“Ain’t I A Woman?” Speech (1851), Civil War,

Freedmen’s Bureau (1865–1872)

KEY PEOPLE

William Lloyd Garrison, Frederick Douglass, Abraham Lincoln,

Lucretia Mott, Susan B. Anthony, Harriet Beecher Stowe,

Elizabeth Cady Stanton

HISTORICAL CONTEXT

Abolitionist leaders in the 1840s, fueled by the religious fervor

of the Second Great Awakening, included those on the forefront

of women’s surage such as Lucretia Mott and Elizabeth

Cady Stanton. Mott and Stanton both experienced gender

discrimination at the 1840 World Anti-Slavery Convention in

London and organized the 1848 Seneca Falls Convention in

response. Abolitionists advocated the immediate end to slavery

on moral grounds, but split over the issue of extending equal

rights to women. It was in the context of this moment that Truth

delivered her “Ain’t I A Woman?” speech to forcefully remind

abolitionists and suragists alike that America faced challenges

of both racism and gender discrimination.

SOJOURNER TRUTH

Written by: Joseph Landgraf | North County High School | Glen Burnie, Maryland

DOCUMENT ANALYSIS

• Make and distribute one copy of the speech to

each student.

• Preview the speech, clarifying dicult vocabulary

as needed for students.

• Divide students into pairs and give each partner a

dierent color highlighter.

• Ask one student to read and annotate the

document for Truth’s religious arguments against

gender inequality.

• Ask the other student to read and annotate the

document for Truth’s arguments against gender

inequality that cite her life experience.

• Make students trade papers and annotate their

partner’s paper for the reasons they found in a

dierent color.

• Ask partners to use their annotations to ll out the

t-chart on the document together.

Sojourner Truth, Library of Congress (JK1881.N357),

http://hdl.loc.gov/loc.rbc/rbcmil.scrp1000203

FUN FACT

Truth’s “Ain’t I A Woman?” speech was delivered o-the-cu

and thus was only recorded in newspapers of the time. To

promote Truth’s status as a former slave, Frances Dana Gage

rewrote and published the speech in the style of someone

with a southern dialect from that period. To read Gage’s 1863

version of the speech, visit http://www.sojournertruth.org/

Library/Speeches/AintIAWoman.htm.

LOCAL CONNECTION

You can visit the site of Truth’s speech in Akron, Ohio, at

the Sojourner Truth Building (https://www.theclio.com/

web/entry?id=52523) as well as a monument dedicated to

Sojourner Truth in her longtime home of Battle Creek, Michigan,

at the Kimball House Historical Museum. To learn more visit:

https://www.michigan.gov/documents/dnr/mhc_mitten_

sojourner-truth_308425_7.pdf.

LEARN MORE

PRIMARY SOURCES

Sojourner Truth: Online Resources

Library of Congress

https://www.loc.gov/rr/program/bib/truth/

SECONDARY SOURCES

Heritage Battle Creek Research Center

Sojourner Truth Institute

http://www.sojournertruth.org/

Sojourner Truth

National Women’s History Museum

https://www.womenshistory.org/education-resources/

biographies/sojourner-truth

LEARNING ACTIVITY

• Ask each student to think of an issue of importance

to their identity today (race, gender, sexuality,

class, ethnicity, nationality, etc.).

» Teacher Tip: Students could also choose a

political issue not related to their identity, such as

taking the perspective of an iceberg for a poem

about global warming.

• Instruct students to write a poem arguing in favor

of the improvement of their status using reasons

for why they deserve recognition just as Truth did

in her speech.

• Ask students to include a question that they repeat

after each reason where they ask, “Ain’t I A …?”

• Invite students to share their poems with their

partners and then select a few students to share

out with the class.

A. Lincoln showing Sojourner Truth the Bible presented

by colored people of Baltimore, Executive Mansion,

Washington, D.C., Oct. 29, 1864, c. 1893, Library of Congress

(LC-USZ62-16225), http://www.loc.gov/pictures/resource/

cph.3a18453/

SOJOURNER TRUTH, “AIN’T I A WOMAN?”

“Well, children, where there is so much racket there must be something out of kilter. I think that ‘twixt

the negroes of the South and the women at the North, all talking about rights, the white men will be

in a x pretty soon. But what’s all this here talking about?

That man over there says that women need to be helped into carriages, and lifted over ditches, and

to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or

gives me any best place! And ain’t I a woman? Look at me! Look at my arm! I have ploughed and

planted, and gathered into barns, and no man could head me! And ain’t I a woman? I could work

as much and eat as much as a man—when I could get it—and bear the lash as well! And ain’t I a

woman? I have borne thirteen children, and seen most all sold o to slavery, and when I cried out

with my mother’s grief, none but Jesus heard me! And ain’t I a woman?

Then they talk about this thing in the head; what’s this they call it? [member of audience whispers,

“intellect”] That’s it, honey. What’s that got to do with women’s rights or negroes’ rights? If my cup

won’t hold but a pint, and yours holds a quart, wouldn’t you be mean not to let me have my little half

measure full?

Then that little man in black there, he says women can’t have as much rights as men, ‘cause Christ

wasn’t a woman! Where did your Christ come from? Where did your Christ come from? From God

and a woman! Man had nothing to do with Him.

If the rst woman God ever made was strong enough to turn the world upside down all alone, these

women together ought to be able to turn it back , and get it right side up again! And now they is

asking to do it, the men better let them.

Obliged to you for hearing me, and now old Sojourner ain’t got nothing more to say.”

Sojourner Truth, “Ain’t I A Woman?,” 1851, Modern History Sourcebook, Fordham University, https://sourcebooks.fordham.edu/mod/sojtruth-woman.asp

RELIGIOUS REASONS LIFE EXPERIENCE REASONS

BASIC BIOGRAPHY

Dorothea Lynde Dix (1802–1887) was born in Hampden,

Maine, to a poor family. At age 12 she went to live with her

grandmother in Boston. When she was only 14, Dix founded

a school in Worcester, Massachusetts. After a 20-year

career as a teacher and writer, in 1841 Dix visited a jail in

East Cambridge, Massachusetts, and was appalled by the

conditions. Many of the prisoners were mentally ill, and they

were treated terribly by being ill-fed and abused. Dix took it

upon herself to report these condition to the Massachusetts

Legislature in 1843, documenting the poor conditions faced by

hundreds of mentally ill men and women. Her action led to the

successful passage of a bill to reform the way the state treated

prisoners and people with mental illness. Dix canvassed the

country working for prison reform and improved conditions for

the mentally ill. Eventually her crusade became international.

She even lobbied the pope in person about conditions in Italy.

During the Civil War Dix served without pay as superintendent

of nurses for the Union Army in the U.S. Sanitary Commission.

She died on July 17, 1887, in a Trenton, New Jersey, hospital

that she had founded.

KEY EVENTS

Memorial, To The Legislature of Massachusetts (1843),

Massachusetts Legislature appropriates money to reform

and expand a hospital for the insane in Worcester (1845),

Bill for the Benet of the Indigent Insane (1854), Civil War

KEY PEOPLE

Franklin Pierce, Abraham Lincoln, Clara Barton,

Samuel Gridley Howe

HISTORICAL CONTEXT

The Second Great Awakening was a religious revival movement

that swept across the country in the early nineteenth century.

New religions and new ways of thinking about religion led to

the rise of various reform movements. Reformers believed

that if people could improve their souls, then they could also

improve their society. Many of the leading revivalists and

clergymen became leaders and advocates for a variety of reform

movements including temperance, abolition, women’s rights,

and prison reform. This document is an excerpt of what was

compiled by Dorothea Dix and presented to the Massachusetts

State Legislature in 1843.

FUN FACT

The Bangor Mental Health Institute was renamed the Dorothea

Dix Psychiatric Center in her honor in 2005. Dix grew up

DOROTHEA LYNDE DIX

Written by: Shane Gower | Maranacook Community High School | Readeld, Maine

DOCUMENT ANALYSIS

• Make one copy of Memorial, To The Massachusetts

Legislature for each pair of students.

• Divide students into pairs.

• Distribute one copy of Memorial, To The

Massachusetts Legislature to each pair of students.

• Ask students to read the document and answer the

prompt questions together.

LEARNING ACTIVITY

• Ask each student, What one issue today would you be

willing to ask the state legislature to pass a law to help

with (like Dorothea Dix did) and why?

• Discuss answers with partner, and be ready to

share with the class.

Teacher Tip: Depending on the grade level, students may

nd it helpful to rst brainstorm some of the issues or

problems our society faces today in order to have a bank

from which to choose.

Dorothea Lynde Dix, Library of Congress (2004671913),

https://www.loc.gov/item/2004671913/

nearby in Hampden, Maine. In 1843, there were 13 mental

hospitals in the country; by 1880 there were 123, and Dorothea

Dix played a direct role in founding 32 of them. Learn more

at http://www.maine.gov/dhhs/DDPC/ and https://www.

massmoments.org/moment-details/dorothea-dix-begins-her-

crusade.html.

LOCAL CONNECTION

You can visit the grave of Dorothea Dix at Mount Auburn

Cemetery in Cambridge, Massachusetts. To learn more,

go to http://mountauburn.org/dorothea-dix-1802-1887/.

You can visit the Dorothea Dix Exhibit at the Museum of

Disability History in Bualo, New York. To learn more, go to

http://museumofdisability.org/information/about-us/.

LEARN MORE

PRIMARY SOURCES

Correspondence, Dorothea Lynde Dix to

Abraham Lincoln, June 17, 1861

Abraham Lincoln Papers, Library of Congress

https://www.loc.gov/item/mal1032100/

Dorothea Dix Correspondence

Menninger Historic Psychiatry Collection,

Kansas Historical Society (223255)

http://www.kansasmemory.org/item/223255

Dorothea Lynde Dix Papers

Houghton Library, Harvard Library, Harvard University

Remarks on Prisons and Prison Discipline in the United States, 1845

HathiTrust Digital Library

https://catalog.hathitrust.org/Record/003457033

SECONDARY SOURCES

Chai Woodham, “Eastern State Penitentiary:

A Prison with a Past,” September 30, 2008

Smithsonian

https://www.smithsonianmag.com/history/eastern-state-

penitentiary-a-prison-with-a-past-14274660/

Dorothea Dix

National Women’s History Museum

https://www.nwhm.org/education-resources/biographies/

dorothea-dix

Dorothea Dix Begins Her Crusade

MassMoments, Massachusetts Humanities Council

https://www.massmoments.org/moment-details/dorothea-

dix-begins-her-crusade.html

Parallels in Time: A History of Developmental Disabilities, 2017

Minnesota Governor’s Council on Developmental Disabilities

http://mn.gov/mnddc/parallels/four/4b/1.html

St. Elizabeths was a hospital founded by Dix. This building housed oces for hospital administrators and wards for patients,

1900, National Archives and Records Administration / National Building Museum, https://www.nbm.org/national-building-museum-present-

architecture-asylum/

DOROTHEA LYNDE DIX

MEMORIAL, TO THE LEGISLATURE OF MASSACHUSETTS

(EXCERPT)

Note: In 1843, Dorothea Dix delivered a petition to the Massachusetts Legislature describing what she

had witnessed at various asylums for the mentally ill in her travels around the state.

“If I inict pain upon you, and move you to horror, it is to acquaint you with the suerings which you

have the power to alleviate, and make you hasten to the relief of the victims of legalized barbarity...

LINCOLN (MASSACHUSETTS). A woman in a cage.

MEDFORD. One mentally ill person chained, and one in a closed stall for seventeen years.

PEPPERELL. One often doubly chained hand and foot; another violent; several peaceable now.

GRANVILLE. One often closely conned; now losing the use of his limbs from want of exercise.

CHARLEMONT. One man caged.

SAVOY. One man caged.

LENOX. Two in the jail, against whose unt condition there the jailer protests.

DEDHAM. The insane disadvantageously placed in the jail. In the [charity ward], two females in

stalls, situated in the main building; lie in wooden bunks lled with straw: always shut up. One of

these subjects is supposed curable. The overseers of the poor have declined giving her a trial at the

hospital, as I was informed, on account of expense.”

Memorial, To The Legislature of Massachusetts (excerpt), U.S. National Library of Medicine, National Institutes of Health, https://www.ncbi.nlm.nih.gov/pmc/

articles/PMC1470564/

Respond to each prompt or question below based on the document.

1. What questions do you have? Write down three questions that come to mind

after reading this document.

2. How would you describe the treatment of the mentally ill as witnessed by

Dorothea Dix?

3. What is the point of view of Dorothea Dix? Does she think the mentally ill

are being treated appropriately? How do you know?

4. Why do you think the mentally ill were treated this way?

5. Are the mentally ill treated dierently today? Why or why not?

BASIC BIOGRAPHY

Harriet Beecher Stowe (1811–1896) was born in Litcheld,

Connecticut, the daughter of Lyman and Roxanna Beecher.

Harriet grew up in a household that held equality and service

to others in the highest regard. Her father and all seven of

her brothers became ministers, while her sisters, Catherine

and Isabella, were champions of women’s education and,

for Isabella, surage. Harriet received a formal education at

Sarah Pierce’s Academy, one of the rst institutions focused

on educating young women. There she discovered her talent

for writing. Harriet became a teacher and author, proving to

be an outspoken woman in a time when female voices often

went unheard. Following in her family’s tradition of service,

she became a passionate abolitionist. She published more than

30 works in her lifetime, the most famous of which was Uncle

Tom’s Cabin, a novel that exposed the evils of slavery. Through

her writings and speaking engagements, Harriet Beecher

Stowe eectively helped to open the eyes of the world to the

urgent problem of slavery in the United States.

KEY EVENTS

Fugitive Slave Act of 1850, Election of 1856, Election of 1860,

Uncle Tom’s Cabin (1851)

KEY PEOPLE

William Lloyd Garrison, Frederick Douglass, Henry Clay, Millard

Fillmore, Abraham Lincoln, Harriet Tubman

HISTORICAL CONTEXT

In the nineteenth century, the abolitionist movement, which

argued slavery was morally wrong, grew. Led by William Lloyd

Garrison and Frederick Douglass, the movement sought to

ght politically for the immediate emancipation of enslaved

peoples. During a time when the territory of the United States

was expanding, the tumultuous question of whether states

would be added as “free” or “slave” sparked contentious, and

even sometimes violent, debate. These political and ideological

dierences contributed to the fracture of the Union and

ultimately ignited the Civil War.

FUN FACT

Stowe wrote several early abolitionist articles for the anti-

slavery paper The National Era. Following the popularity of

her article “The Freeman’s Dream: A Parable,” the editor

sent her $100 and encouraged her to write more pieces for

his publication. Around the same time, Congress passed the

Fugitive Slave Act of 1850. Stowe, seeking to write more for

The National Era, found fuel in the heated sectional debate that

HARRIET BEECHER STOWE

Written by: Lisa Lauck | Notre Dame de Sion | Kansas City, Missouri

DOCUMENT ANALYSIS

• Print or project one copy of the New York Times

article for each student.

• Ask students to divide a piece of scratch paper

down the center, labeling one side as “thoughts”

and the other side as “questions.”

• Give students time to read the article.

• Arrange students in a large circle so that they can

make eye contact when engaging in discussion.

LEARNING ACTIVITY

• Engage students in a Socratic Seminar focused on

the primary document.

• Encourage students to respond using evidence

from the primary source as well as their

background knowledge of the abolitionist

movement, slavery, and Uncle Tom’s Cabin.

• Remind students to respond and then nish their

statement by posing the next question to the group.

• Allow for a variety of questions to grow organically

and encourage students to to answer any question

that they feel they have a thoughtful response.

• Encourage students to reference textual material,

dates, or events they have knowledge of to support

their responses.

Teacher Tip: One possible opening question, How does

the author believe Mrs. Stowe had misrepresented the

institution of slavery in the South?

Harriet Beecher Stowe, c. 1880, Library of Congress

(2004672776), https://www.loc.gov/item/2004672776/

ultimately led to her writing Uncle Tom’s Cabin. Learn more

about her life and the impact of her writings at: https://www.

biography.com/people/harriet-beecher-stowe-9496479.

LOCAL CONNECTION

You can visit the Harriet Beecher Stowe Center, featuring her

home and a dedicated museum, in Hartford, Connecticut, to

learn more about this fascinating woman and the tumultuous

era in which she lived. To learn more, go to: https://www.

harrietbeecherstowecenter.org/.

LEARN MORE

PRIMARY SOURCES

Harriet Beecher Stowe at Project Gutenberg

Project Gutenberg Literary Archive

http://www.gutenberg.org/browse/authors/s#a115

Uncle Tom’s Cabin & American Culture, A Multimedia Archive

University of Virginia

http://utc.iath.virginia.edu/reviews/rere05ct.html

Author and abolitionist Harriet Beecher Stowe, c. 1840–1860, Liljenquist Family Collection of Civil War Photographs,

Library of Congress (LC-DIG-ppmsca-49807), http://www.loc.gov/pictures/item/2016652288/

SOUTHERN SLAVERY. A GLANCE AT UNCLE TOM’S CABIN.

SECOND PAPER.

BY A SOUTHERNER.

“...The success of the sketches of ‘Life among the Lowly,’ satises us, too, that the world can

be moved by a tale of wrong and oppression; and we will not complain of the world, or of Mrs.

STOWE,—although we see that there is a misunderstanding on both sides; the world being in tears

over a work of the imagination, and Mrs. STOWE glowing with the thought that she is accomplishing a

great moral revolution.

“We have said that we think the book must produce great results, and we certainly hope so.

“Its aim is to exhibit the evils of Slavery; and the two great pictures which it presents are, the slave

sold to a trader and placed under his unchecked and mercenary will, and the slave toiling for a harsh,

avaricious and merciless master, upon a Southern plantation. Let us look at these pictures,—they

deserve to be studied; and above all men, the people of the South should study them. For whatever

is to be done for the slave, must be done by his master; the abolitionist can do nothing for him—his

misguided eorts only retard the amelioration of the condition of the enslaved race, by making it

necessary to observe a stricter police system in the plantation States, and by putting it out of the

power of the enlightened and humane men in the South to undertake any modication of the system.

We have seen the shadow actually go back upon the dial under a Southern sun. It is again advancing.

Since the adjustment of the great controversy by the passage of the Compromise measures, a much

better sentiment has been manifested in regard to the slave question, in the Southern States, than

existed for some years previous to that time.

“Mrs. Stowe undertakes the expose the abuses of Slavery, and her rst object is to show how the

internal slave trac works. She selects some incidents to illustrate this. In every case the same

exaggerated style prevails; and every case appeals to our sensibilities in the most painful way. We are

not in the least degree disposed to nd fault with this; for no one can exceed us in that detestation

of the Slave trac which is so powerfully exhibited both at the North and the South. It is often

attended with the most revolting circumstances. It is proper that its abuses should be exposed; and it

is to be hoped that the vivid sketches of the results of this inhuman trac which are found in Uncle

Tom’s Cabin, will contribute a powerful momentum to Southern opinion in regard to it. That opinion

is already advancing, and we hope to see it reach a point of such high and commanding power, as

will enable it to control and shape Legislation, until a thorough reformation can be eected, and the

true principles of Christian statesmanship nd a place in the code of every Southern State. Slavery

is one thing, the Slave trade is quite another thing. To regard the slave as a mere chattel, to overlook

or treat with contempt his moral nature, to trie with his sensibility or do violence to his aections, to

regard him mainly as a being who is to be bought or sold whenever the state of the market will make

the speculation pay, without any reference to his volition, without consulting his relations to his home,

his wife, his children, is so utterly and eternally at war with the spirit of Christianity, that we look with

indignation upon every such instance which meets the eye. Fetters and the slave-pen we loathe…

“The chains, the fetters, and all the instruments of cruelty have disappeared. Such scenes as Mrs.

STOWE describes: the putting irons on Uncle Tom, the sale of an infant from its mother’s arms,

the cruel disregard of the entreaties of a mother, not to be separated from her daughter in the

one instance, and her boy in the other; the whole Mississippi steamboat picture, the slave mart in

New-Orleans, we do not believe are to be witnessed. They are powerful sketches, but we do not

think them truthful. Yet we hope that they will result in good. Let the imagination have fair play in

describing the slave trade; dip the pencil which traces the forms of the victims in the darkest colors;

spread the canvas before the eyes of the whole world; bring down upon the trac the thunders

of human indignation, and you will yet not oend the sentiment of the Southern people. Scorn and

loathing would nowhere in all the world look out from human countenances more witheringly upon

such men as Haly, Tom Loker and Marks, than in the Southern States of the Union. Nor would a

prompt sympathy be excited in behalf of the slave suering from cruel treatment, from hunger,

disease or nakedness, or from the disruption of natural ties, anywhere so soon as under the skies

where the cotton-plant grows, and where the songs of cheerful labor greet the ear of the traveler, as

he pursues his journey amid the almost tropical verdure of Southern plantations.”

WALPOLE.

Walpole, “Southern Slavery. A Glance at Uncle Tom’s Cabin,” New York Times, June 28, 1853 (excerpt), Uncle Tom’s Cabin & American Culture, A Multimedia

Archive, University of Virginia, http://utc.iath.virginia.edu/reviews/rere05ct.html

BASIC BIOGRAPHY

Clara Barton (1821–1912) grew up in North Oxford,

Massachusetts. She began her career as a teacher at age 15.

She moved to Washington, D.C. to work as a clerk at the U.S.

Patent Oce. As the Civil War broke out, she collected supplies

for soldiers. In 1862, the U.S. Army granted her permission

to bring food and medical supplies to eld hospitals on the

front without government support, earning her the nickname,

“Angel of the Battleeld.” In 1864, General Benjamin Butler

appointed her superintendent of the nurses. Following the

war, she established the Bureau of Records of Missing Men of

the Armies of the United States, locating over 22,000 missing

men and reuniting them with families. In 1869 she traveled

to Geneva, Switzerland as member of the the International

Committee of the Red Cross. She returned to the United States

and founded the American Red Cross in 1881. She remained

president of the organization until 1904.

KEY EVENTS

U.S. Civil War, Bureau of Records of Missing Men of the Armies

of the United States (1865), American Red Cross (1881)

KEY PEOPLE

Abraham Lincoln, Frederick Douglass, Susan B. Anthony

HISTORICAL CONTEXT

After the Civil War, the U.S. faced unprecedented numbers

of men killed, wounded, and disabled. Many organizations

developed to help raise money to honor the memory of those

killed and support men who survived. Clara Barton wrote the

following poem as a toast to women who served in the Civil

War. It was rst presented at a gala dinner held in 1892 by the

Women’s Relief Corps (the ocial auxiliary organization for the

Grand Army of the Republic) and was later printed in many

newspapers and magazines. The goal of the members of the

Women’s Relief Corps, many of whose husbands had served

in the Civil War, was to ensure that all Civil War veterans were

honored and remembered. They helped maintain battleelds

and cemeteries and erected many monuments to Union troops.

FUN FACT

The original intent of the Red Cross was to serve as a neutral

aid provider during armed conicts. However, Clara Barton

believed the American Red Cross should also provide aid to

natural disaster victims. In 1884, at the Third International Red

Cross Conference, the Geneva Treaty was amended to allow

the Red Cross to provide aid to natural disaster victims. This

amendment became known as the “American Amendment.”

CLARA BARTON

Written by: Kevin Wagner | Carlisle Area School District | Carlisle, Pennsylvania

DOCUMENT ANALYSIS

• Make and distribute one copy of the poem to

each student.

• Ask each student to read the poem silently. As

they read, ask them to highlight ve examples of

perseverance by women described in the poem.

• Share ndings/responses with a partner prior to a

whole-class discussion.

LEARNING ACTIVITY

• Ask each student to assume the role of a

woman in the audience at the time of Barton’s

reading the poem.

• Engage the class in a deep-dive of the document

using the noted sections as a guide with the

following questions:

» What were the common assumptions about

women and battle during war (lines 1–23)?

» How did the Civil War change these

assumptions (lines 24–29)?

» What actually became the role of women in

battle (lines 30–69)?

» How should we view the women of the Civil

War (lines 70–81)?

» How did Barton connect women’s courage to

the Red Cross Movement (lines 82–91)?

• Ask students, The role of women in the U.S. military

has changed substantially since the Civil War. How do

you think men and women serving in today’s armed

forces would react to Barton’s poem?

Clara Barton, head-and-shoulders portrait, facing left,

c. 1870, Library of Congress (93513632), https://www.loc.gov/

item/93513632/

Learn more about the Geneva Treaty and Clara Barton’s

role here: https://prologue.blogs.archives.gov/2014/12/17/

remembering-the-geneva-convention-through-the-words-of-

clara-barton/.

LOCAL CONNECTION

You can visit Clara Barton’s home, Glen Echo, in Maryland,

where she spent the last 15 years of her life. Her home served

as the rst headquarters for the American Red Cross. To learn

more, go to https://www.nps.gov/clba/index.htm.

You can also visit the Missing Soldiers Oce Museum in

Washington, D.C. where Clara Barton set up headquarters after

the Civil War to help soldiers reunite with their families. To learn

more go to http://www.clarabartonmuseum.org/.

LEARN MORE

PRIMARY SOURCES

Clara Barton Papers

Library of Congress

https://www.loc.gov/collections/clara-barton-papers/

about-this-collection/

Clara Barton Papers

Special Collections, University of Maryland Libraries

https://digital.lib.umd.edu/archivesum/actions.

DisplayEADDoc.do?source=MdU.ead.histms.0015.xml

SECONDARY SOURCES

Clara Barton

American Red Cross

http://www.redcross.org/about-us/who-we-are/

history/clara-barton

Clara Barton

National Women’s History Museum

https://www.womenshistory.org/education-resources/

biographies/clara-barton

Miss Clara Barton (named after the Red Cross founder) was a nurse from Grand Rapids, Michigan who cared for wounded World War I

American soldiers at American Military Hospital #5 in Auteuil, France. Photograph by Lewis Wickes Hine, September 1918, Library of Congress

(LC-DIG-anrc-17328), http://www.loc.gov/pictures/item/2017682327/

CLARA BARTON, “THE WOMEN WHO WENT TO THE FIELD,”

NOVEMBER 18, 1892

The women who went to the eld, you say,

The women who went to the eld; and pray

What did they go for? just to be in the way!-

They’d not know the dierence betwixt work and play,

What did they know about war anyway? 5

What could they do? - of what use could they be?

They would scream at the sight of a gun, don’t you see?

Just fancy them round where the bugle notes play,

And the long roll is bidding us on to the fray.

Imagine their skirts ‘mong artillery wheels, 10

And watch for their utter as they ee ‘cross the elds

When the charge is rammed home and the re belches hot;-

They never will wait for the answering shot.

They would faint at the rst drop of blood, in their sight.

What fun for us boys,-(ere we enter the ght;) 15

They might pick some lint, and tear up some sheets,

And make us some jellies, and send on their sweets,

And knit some soft socks for Uncle Sam’s shoes,

And write us some letters, and tell us the news.

And thus it was settled by common consent, 20

That husbands, or brothers, or whoever went,

That the place for the women was in their own homes,

There to patiently wait until victory comes.

But later, it chanced, just how no one knew,

That the lines slipped a bit, and some ‘gan to crowd through; 25

And they went, - where did they go? - Ah; where did they not?

Show us the battle, - the eld, - or the spot

Where the groans of the wounded rang out on the air

That her ear caught it not, and her hand was not there,

Who wiped the death sweat from the cold, clammy brow, 30

And sent home the message; - “’T is well with him now”?

Who watched in the tents, whilst the fever res burned,

And the pain-tossing limbs in agony turned,

And wet the parched tongue, calmed delirium’s strife

Till the dying lips murmured, “ My Mother,” “ My Wife”! 35

And who were they all? - They were many, my men:

Their record was kept by no tabular pen:

They exist in traditions from father to son.

Who recalls, in dim memory, now here and there one.-

A few names where writ, and by chance live to-day; 40

But’s a perishing record fast fading away.

Of those we recall, there are scarcely a score,

Dix, Dame, Bickerdyke, - Edson, Harvey and Moore,

Fales, Wittenmeyer, Gilson, Saord and Lee,

And poor Cutter dead in the sands of the sea; 45

And Frances D. Gage, our “Aunt Fanny” of old,

Whose voice rang for freedom when freedom was sold.

And Husband, and Etheridge, and Harlan and Case,

Livermore, Alcott, Hancock and Chase,

And Turner, and Hawley, and Potter and Hall, 50

Ah! the list grows apace, as they come at the call:

Did these women quail at the sight of a gun?

Will some soldier tell us of one he saw run?

Will he glance at the boats on the great western ood,

At Pittsburgh and Shiloh, did they faint at the blood? 55

And the brave wife of Grant stood there with them then,

And her calm, stately presence gave strength to his men.

And Marie of Logan; she went with them too;

A bride, scarcely more than a sweetheart, ‘tis true.

Her young cheek grows pale when the bold troopers ride. 60

Where the “Black Eagle” soars, she is close at his side,

She staunches his blood, cools the fever-burnt breath,

And the wave of her hand stays the Angle of Death;

She nurses him back, and restores once again

To both army and state the brave leader of men. 65

She has smoothed his black plumes and laid them to sleep,

Whilst the angels above them their high vigils keep:

And she sits here alone, with the snow on her brow -

Your cheers for her comrades! Three cheers for her now.

And these were the women who went to the war: 70

The women of question; what did they go for?

Because in their hearts God had planted the seed

Of pity for woe, and help for its need;

They saw, in high purpose, a duty to do,

And the armor of right broke the barriers through. 75

Uninvited, unaided, unsanctioned ofttimes,

With pass, or without it, they pressed on the lines;

They pressed, they implored, till they ran the lines through,

And this was the “running” the men saw them do.

‘T was a hampered work, its worth largely lost; 80

‘T was hindrance, and pain, and eort, and cost:

But through these came knowledge, - knowledge is power.-

And never again in the deadliest hour

Of war or of peace shall we be so beset

To accomplish the purpose our spirits have met. 85

And what would they do if war came again?

The scarlet cross oats where all was blank then.

They would bind on their “brassards” and march to the fray,

And the man liveth not who could say to them nay;

They would stand with you now, as they stood with you then, 90

The nurses, consolers, and saviours of men.

Clara Barton, “The Women Who Went to the Field,” November 18, 1892, Clara Barton National Historic Site, National Park Service

BASIC BIOGRAPHY

Annie Oakley (1860–1926) was born Phoebe Ann Moses in

Ohio. After her father died, Annie was sent to work for a family

as their servant but was treated cruelly and ran away. She

reunited with her mother and soon became the breadwinner

of the family by shooting game and selling it to the grocery

store. Annie paid o her mother’s mortgage and began entering

shooting contests. At age 15, she defeated marksman Frank

Butler in a contest. Butler made a living performing in a circus

and convinced Oakley to join him. The two married one year

later and Annie gained fame on the vaudeville circuit. In 1885,

she joined “Bualo Bill” Cody’s Wild West Show and performed

with them for the next 17 years. In her act, she shot playing

cards from thirty paces, corks o bottles, dimes thrown into

the air, and she even shot cigarettes out of her husband’s

mouth. On a European tour, she performed for Queen Victoria

and Crown Prince Wilhelm. A train accident in 1901 left Oakley

partially paralyzed but she returned to the show circuit after

she recovered. Annie retired in 1913 and died on November 3,

1926. Her husband of 50 years died 18 days later.

KEY EVENTS

Bualo Bill’s Wild West Show (1883–1913), American Exhibition

(1887), Spanish-American War (1898)

KEY PEOPLE

Frank Butler, William Frederick “Bualo Bill” Cody, Sitting Bull

HISTORICAL CONTEXT

William “Bualo Bill” Cody opened his show in 1883 in

Nebraska. Cody and his partner traveled around the country

presenting a circus-like show helping to dene the popular

image of the West. Annie Oakley became a famous act on the

tour. The show also featured Native Americans such as Sitting

Bull. To celebrate Queen Victoria’s Golden Jubilee, a world’s fair

was held in London in 1887. Bualo Bill’s Wild West Show was

one the main attractions at the American Exhibition.

FUN FACT

In 1903, William Randolph Hearst’s newspaper in Chicago ran

a story claiming Annie Oakley had been arrested for stealing

in order to pay for her drug addiction. It turns out it was a

woman impersonating Oakley but the story had already been

published by over 50 newspapers across the country. Oakley

spent six years bringing libel suits against the papers who ran

the story, winning or settling 54, including one against Hearst.

Learn more at https://chroniclingamerica.loc.gov/lccn/

sn92053934/1904-02-13/ed-1/seq-6/.

ANNIE OAKLEY

Written by: Mary Bezbatchenko | Licking Heights High School | Pataskala, Ohio

DOCUMENT ANALYSIS

• Make one copy of the Court Circular for each

pair of students.

• Divide students into pairs.

• Distribute one copy of the Court Circular

to each pair of students.

• Ask students to read the document and answer

the questions.

LEARNING ACTIVITY

• Ask each pair of students to share their responses

with the class.

• Brainstorm as a class, “If there were an American

Exhibition today, what would they include to best

demonstrate the United States?”.

• Create an advertisement poster for a modern day

American Exhibition.

Teacher Tip: Student pairs may each create a poster

for a specic part/act of the Exhibition from the ideas

or you could have students create a poster depicting

multiple elements they would include in an Exhibition.

c. 1899, Library of Congress (2009631997),

https://www.loc.gov/item/2009631997/

LOCAL CONNECTION

You can visit the Annie Oakley Center at the Garst Museum

located in Greenville, Ohio. A part of the Darke County

Historical Society, the museum contains an exhibit on Oakley as

well as the Crossroads of Destiny, which explores The Treaty

of Greenville, Tecumseh, Lewis & Clark, and more. For more

information visit https://www.garstmuseum.org/.

LEARN MORE

PRIMARY SOURCES

Annie Oakley: Topic Guide for Chronicling America

Ohio History Connection

http://www.ohiohistoryhost.org/ohiomemory/wp-content/

uploads/2016/01/AnnieOakley.pdf

Topics in Chronicling America –

William F. Cody “Bualo Bill” (1846–1917)

Library of Congress

https://www.loc.gov/rr/news/topics/bill.html

William F. Cody Scrapbooks

Bualo Bill Center of the West

http://library.centerofthewest.org/cdm/landingpage/

collection/p17097coll39

SECONDARY SOURCES

The Annie Oakley Center Foundation, Inc.

https://www.annieoakleycenterfoundation.com/index.html

Biography: Annie Oakley

PBS American Experience

http://www.pbs.org/wgbh/americanexperience/features/

oakley-annie/

Caroline Kim-Brown, “ ‘Little Sure Shot’:

The Saga of Annie Oakley,” May / June 2006

Humanities: The Magazine of the National Endowment

for the Humanities

https://www.neh.gov/humanities/2006/mayjune/

feature/%E2%80%9Clittle-sure-shot%E2%80%9D-the-saga-

annie-oakley

Bualo Bill’s Wild West and Congress of Rough Riders of the World, c. 1899, Library of Congress (LC-USZ62-1161)

http://www.loc.gov/pictures/item/97503242/

Courtesy of the McCracken Research Library, Bualo Bill Center of the West, Cody, WY; MS6.3829.035.

• What do the images on the Court Circular depict? What do they tell you

about the show?

• Who attended the show with the queen? Why do you think this show was

popular at the American Exhibition in 1887?

• Look at the Program of Exhibition that lists the acts of the show. What do

you think they would have conveyed about America to Queen Victoria and

the other guests?

• If there was going to be an American Exhibition today, what acts do you

think would represent or exemplify our country?

BASIC BIOGRAPHY

Juliette Gordon Low (1860–1927) was nicknamed “Daisy” as

an infant and the moniker stuck; her friends and family used

it her whole life. Low’s childhood was marred by the outbreak

of the Civil War; her mother’s family fought for the Union

while her father served as a Confederate soldier. She enjoyed

adventures in the Georgia countryside and her love of nature,

wildlife, and sports shaped the organization she founded. A

series of childhood ear infections and a botched operation left

her with signicant hearing loss. She married William Low in

1886 and set up homes in Georgia and England. Searching

for purpose after her husband’s 1905 death, a chance 1911

meeting with Sir Robert Baden-Powell in London changed her

life. Baden-Powell, the founder of Boy Scouts, recommended

that Low become involved with the Girl Guides, the female

equivalent of his organization. After working with female troops

in England and Scotland, Low returned to Georgia to replicate

the organization in America. On March 12, 1912, Low hosted

the inaugural meeting of Girl Scouts USA. Low spent the

rest of her life leading the organization, stressing leadership,

community involvement, and outdoor activities. The Girl Scouts

thrive today, boasting 2.6 million participants in 92 countries

and an alumnae network of over 50 million women.

KEY EVENTS

Founding of the Girl Scouts (1912), World War I, Progressive

Movement, Surage Movement

KEY PEOPLE

Lou Hoover, Sir Robert Baden-Powell, Edith Wilson

HISTORICAL CONTEXT

The Girl Scouts was founded in 1912 in the midst of the

Progressive Era, a period of time marked by reformers’

attempts to address issues created by urbanization, economic

and demographic change, business monopolies, and

government corruption in political machines. The Girl Scouts

reected progressive impulses to organize communities to

foster social good. Juliette Gordon Low sought to welcome

a culturally and ethnically diverse group of young ladies into

her troops, ensuring opportunities for all girls, even those with

dierent abilities. In 1917, the United States became enmeshed

in World War I; Low and her Girl Scouts stepped up to assist

the war eort, earning accolades from Herbert Hoover for

assisting in the Food Administration food conservation eorts

as well as sewing on behalf of the Red Cross. The surage

movement also intensied around this time culminating with the

passage of the Nineteenth Amendment in 1920. Although Low

JULIETTE GORDON LOW

Written by: Amanda Reid-Cossentino | Garnet Valley High School | Glen Mills, Pennsylvania

DOCUMENT ANALYSIS

• Make one copy of the primary document for each

student.

• Divide students into groups of three or four

students each.

• Ask students to read the excerpt and answer the

prompt questions together.

• Lead the class in a discussion of Progressive Era

themes they detected in the reading.

Teacher Tip: Themes to consider for discussion include

the role of women, Americanism, eciency, morality,

and education.

LEARNING ACTIVITY

• Just as How Girls Can Help Their Country reected

Juliette Gordon Low’s concerns for young women

of the Progressive Era, ask your students to

identify issues that girls and young women must

be equipped to deal with today.

• Give students a few minutes to brainstorm their

ideas and then ask a few volunteers to share their

thoughts.

• The Girl Scouts organization awards merit badges to

members when they complete certain requirements

as outward manifestations of new skills developed

and new areas of interest explored. Ask students to

develop a new merit badge to oer to Girl Scouts in

2018. Students should identify an area of concern for

contemporary young women and then develop three

requirements for a young lady to earn the badge.

Harris & Ewing, Girl Scouts of the U.S., April 1923,

Library of Congress (2016892230), https://www.loc.gov/

item/2016892230/

Frances Benjamin Johnston, Low House, 325 Abercorn Street, Savannah, Chatham County, Georgia, c. 1939–1944,

Library of Congress (csas200800670), http://www.loc.gov/pictures/resource/csas.00668/

sought to keep the Girl Scouts neutral and out of the surage

debate, her eorts to cultivate strong, independent-thinking

women were indisputable.

FUN FACT

Juliette Gordon Low has received numerous posthumous

honors including the commissioning of a World War II Liberty

Ship in her name in 1944 and the release of a three cent

stamp with her likeness by the U.S. Postal Service in 1948.

President Barack Obama awarded her the Presidential Medal

of Freedom in 2012. Find a complete list of her honors here:

http://www.girlscouts.org/en/about-girl-scouts/our-

history/juliette-gordon-low.html.

LOCAL CONNECTION

You can visit the birthplace of Juliette Gordon Low in

Savannah, Georgia. In addition to touring the home (a National

Historic Landmark) and learning about Low’s life, visitors

may also be interested in an interactive exhibit oered in the

home’s library, Girls Writing the World. To learn more, go to

http://www.juliettegordonlowbirthplace.org/.

LEARN MORE

PRIMARY SOURCES

Juliette Gordon Low, How Girls Can

Help Their Country, 1917 (excerpts)

Project Gutenberg

http://www.gutenberg.org/ebooks/28983?msg=

welcome_stranger

Photograph, Harris & Ewing, Girl Scout Group with

Mrs. Nicholas Longworth, Selling Liberty Bonds, 1918

Library of Congress (2016869091)

https://www.loc.gov/item/2016869091/

Photograph, Harris & Ewing, Girl Scouts.

War Sewing with Red Cross, 1917

Library of Congress (hec2008006686)

https://www.loc.gov/item/2016868397/

SECONDARY SOURCES

Juliette Gordon Low Birthplace

http://www.juliettegordonlowbirthplace.org/

Juliette Gordon Low Curriculum Guide

Georgia Historical Society

http://georgiahistory.com/wp-content/uploads/2013/07/

Juliette-Gordon-Low-Teacher-Guide.pdf

Juliette Gordon Low Online Exhibit

Georgia Historical Society

http://georgiahistory.com/education-outreach/online-

exhibits/featured-historical-gures/juliette-gordon-low/

Our History

Girl Scouts of America

http://www.girlscouts.org/en/about-girl-scouts/

our-history.html

JULIETTE GORDON LOW, HOW GIRLS CAN

HELP THEIR COUNTRY, 1917 (EXCERPTS)

BE STRONG

Have you ever stopped to think that your most constant companion throughout life will be yourself…

in order to live well, in order to possess the joy of life, and to be helpful to others, a Scout needs to

apply her motto “Be prepared” to herself. Strength and beauty should be hers in body, mind, and

spirit…The body and mind are very closely related. Things that are good for one are good for the

other. A girl who develops a strong agile body, at the same time improves her brain. A girl with weak,

abby muscles cannot have the strength of character that goes with normal physical power.

BE HELPFUL

To make others happy is the Scout’s rst wish. When you come home from work or school turn your

thoughts to those you love at home and try to see what you can do to lighten their burdens or cheer

them…DO A GOOD TURN to some one every day. That is one of the Scout laws.

HABITS

…We tend to do the things we have already done. By selecting the right things to do and always doing

them, we actually are making our destiny. Each one of us has her character made by her habits…

MODESTY

Girl Scouts have often been complimented for their modest bearing. One does not hear them talk

about what they have done, or what they are going to do. They just do the thing and say nothing

about it…

READING

Wherever you go you will have the choice of good or bad reading, and as reading has such a lasting

eect on the mind, you should try to read only good things…

ECONOMY

More women are engaged in housekeeping than in all the other professions and employments

combined. This is a dicult profession and requires knowledge and training, if good results are to be

secured. Housekeepers need to have a plan, and especially a budget of expenses…The real orderly

Girl Scout has a place for everything and keeps everything in its place. She has a time for performing

each of her duties and does it at that time.

THRIFT

It seems easy to learn how to spend money, but it is an art to learn how best to spend…You will

remember that one of the Scout laws is to BE THRIFTY. The girl who begins making money young

will go on making it as she grows older. It may be dicult at rst, but it will come easier later on,

especially if you earn money by hard work…

EMPLOYMENT

…CHOOSE A CAREER: “Be prepared” for what is going to happen to you in the future. Try to master

one trade so that you will be independent. Being punctual is a most important thing. This counts for a

great deal in lling any kind of position.

BE OBSERVANT

…This is a very valuable kind of training which city people miss. This knowledge of the woods, of

animals and their habits, and of all the other phases of nature necessary for life in the open is called

“Wood-craft”… It is a part of the duty of Scouts to see and appreciate the beauties of nature, and not

be blind to them as so many people are…Try to see everything...

CAREERS

Well educated women can make a good income by taking up translating, library work, architecture,

and many professions which formerly have been open only to men…The medical profession oers a

great opportunity to women. Nursing is more easily learned, and is of the greatest advantage at the

same time, for every woman is a better wife and mother for having been a nurse rst…

STUDY

Each one of us has her own destiny in her control, and has her own personal problems in life to

settle. Thus, we all need all the knowledge and wisdom that we can secure. Each one of us should

be a student, ever growing in power of thought and in usefulness to others …

PATRIOTISM

You belong to the great United States of America, one of the great world powers for enlightenment

and liberty. It did not just grow as circumstances chanced to form it. It is the work of your forefathers

who spent brains and blood to complete it. Even when brothers fought they fought with the wrath

of conviction, and when menaced by a foreign foe they swung into line shoulder to shoulder with no

thought but for their country. In all that you do think of your country rst…

Juliette Gordon Low, How Girls Can Help Their Country, 1917 (excerpts), Project Gutenberg, http://www.gutenberg.org/ebooks/28983?msg=welcome_stranger

In your team, look through the document and nd evidence of the social and

cultural impulses that characterized the Progressive movement. Identify key

themes below and cite evidence from the text to substantiate your claim.

THEME EVIDENCE FROM TEXT

BASIC BIOGRAPHY

Ida B. Wells (1862–1931) was born to slave parents in Holly

Springs, Mississippi, on July 16, 1862, two months before

President Abraham Lincoln issued the Emancipation

Proclamation. As a young girl, Wells watched her parents work

as political activists during Reconstruction. In 1878, tragedy

struck as Wells lost both of her parents and a younger brother

in a yellow fever epidemic. To support her younger siblings,

Wells became a teacher, eventually moving to Memphis,

Tennessee. In 1884, Wells found herself in the middle of a

heated lawsuit. After purchasing a rst-class train ticket, Wells

was ordered to move to a segregated car. She refused to give

up her seat and was forcibly removed from the train. Wells led

suit against the railroad and won. This victory was short lived,

however, as the Tennessee Supreme Court overturned the

lower court ruling in 1887. In 1892, Wells became editor and co-

owner of The Memphis Free Speech and Headlight. Here, she used

her skills as a journalist to champion the causes for African

American and women’s rights. Among her most known works

were those on behalf of anti-lynching legislation. Until her death

in 1931, Ida B. Wells dedicated her life to what she referred to

as a “crusade for justice.”

KEY PEOPLE

Ida B. Wells, Mary Church Terrell, W. E. B. Dubois,

Frederick Douglass

HISTORICAL CONTEXT

In 1892, Jim Crow laws and segregation ourished in the South,

and lynchings, a form of vigilante justice, were prevalent. In

Memphis, Tennessee, three African American men, Thomas

Moss, Calvin McDowell, and Henry Stewart, opened the People’s

Grocery. Many members of the African American community

moved their business from a local grocery store owned by a

white businessman William Barrett to the new People’s Grocery.

As the new business ourished, tempers ared and racial

confrontations increased. In March, owners of the People’s

Grocery heard rumors of a raid against their business and

posted armed guards. On March 9, several white men were

injured in a scue and authorities arrested Moss, Stewart, and

McDowell, along with some supporters. Before the men could

be tried in court, a white mob entered the jail, removed the

owners, and murdered them. Infuriated, Ida B. Wells wrote an

editorial in the Free Speech and Headlight denouncing lynching

and the lack of police protection. Again tempers ared, and Wells

ed to New York for her safety. In the years that followed, she

led an extensive campaign for anti-lynching legislation, including

researching lynchings, speaking engagements, and publishing

numerous news articles and pamphlets.

IDA B. WELLS-BARNETT

Written by: Penny Heath | Canton High School | Canton, Oklahoma

DOCUMENT ANALYSIS

• Divide the class into groups of two or three

students each.

• Make and distribute one copy of the document

for each group of students.

• Ask students to read the excerpts and discuss

the prompts.

LEARNING ACTIVITY

• Ask each student to assume the role of a citizen of

Memphis in 1892.

• Write a letter to the editor of the Memphis Free

Speech and Headlight expressing your opinion about

recent events and Wells’ advice to save your money

and move west.

Mary Garrity, Ida B. Wells, Smithsonian Institution, National

Portrait Gallery (NPG.2009.36), http://npg.si.edu/media/

A9000072C.jpg

FUN FACT

Ida B. Wells was one of the founders of the NAACP, although

she later left the group because she grew skeptical of the

white leadership’s ability to enact change. Learn more

about her life: https://www.biography.com/people/ida-b-

wells-9527635.

LOCAL CONNECTION

The Ida B. Wells House in Chicago, Illinois has been listed as a

National Historic Landmark, but the home is privately owned

and not open for tours. The Ida B. Wells Museum is located

in Holly Springs, Mississippi, You can learn more at www.

ibwfoundation.org.

LEARN MORE

PRIMARY SOURCES

Ida B. Wells, Crusade for Justice:

The Autobiography of Ida B. Wells, 1992

Ida B. Wells Papers, 1884–1976

Special Collections Research Center,

University of Chicago Library

https://www.lib.uchicago.edu/e/scrc/ndingaids/view.

php?eadid=ICU.SPCL.IBWELLS#idp76827728

“The Mob’s Work,” The Appeal-Avalanche, March 10, 1892

https://lynchingsitesmem.org/archives/memphis-appeal-

avalanche-3101892

SECONDARY SOURCES

About Ida B. Wells

The Ida B. Wells Memorial Foundation

http://www.ibwfoundation.org/About_Ida_B.html

Ida B. Wells

Biography

https://www.biography.com/people/ida-b-wells-9527635

Memphis and the Lynching at the Curve

Lynching Sites Project Memphis

https://lynchingsitesmem.org/news/

memphis-and-lynching-curve

This Works Progress Administration (WPA) poster depicts the

opening of the Ida B. Wells Homes, a housing project from the

Chicago Housing Authority, 1940, Library of Congress (LC-

USZC2-5196), http://www.loc.gov/pictures/item/98509947/

IDA B. WELLS, CRUSADE FOR JUSTICE MANUSCRIPT,

1927–1931 (EXCERPTS)

“THE WAY TO RIGHT WRONGS IS TO SHINE THE LIGHT OF TRUTH ON

THEM.” –IDA B. WELLS, THE MEMPHIS FREE SPEECH AND HEADLIGHT

Ida B. Wells was extremely upset following the lynching of Thomas Moss, Calvin McDowell and Henry

Stewart. In The Memphis Free Speech and Headlight she denounced the murders and oered advice

for the African American community.

EXCERPT FROM CRUSADE FOR JUSTICE: THE AUTOBIOGRAPHY OF IDA

B. WELLS MANUSCRIPT IN REFERENCE TO HER EDITORIAL IN THE

MEMPHIS FREE SPEECH AND HEADLIGHT (CHAPTER 4)

“The city of Memphis has demonstrated that neither character nor standing availed the Negro if he

dared to protect himself against a white man or become his rival. There was nothing we could do

about it, as we were outnumbered and without arms. For while the white mob could help itself to

ammunition without pay, the order was rigidly enforced against the selling of guns to Negros. There

is therefore only one thing we can do. Let us save our money and leave a town which will not protect

our lives and property or give us a fair trial in the courts, but takes us out and murders us in cold

blood when accused by white persons.”

EXCERPT FROM CRUSADE FOR JUSTICE: THE AUTOBIOGRAPHY OF IDA B.

WELLS IN REFERENCE TO THOMAS MOSS (CHAPTER 5)

“A ner, cleaner man never walked the streets of Memphis. He was well-liked, a favorite with

everybody yet he was killed with no more consideration than if he had been a dog, because he as a

man defended his property from attack. The colored people feel that every white man in Memphis

who consented to his death is as guilty as those who red the guns which took their lives, and they

want to get away from this town. We told them the week after the lynching to save their nickels and

dimes so they could leave. I had no way of knowing that they were doing so before...All were intent

on going to the West. Oklahoma was about to be opened up and scores sold or gave away property

and shook Memphis dust o their feet.”

Ida B. Wells, Crusade for Justice Manuscript, 1927–1931 (excerpts), Box 1, Folder 4, Special Collections Research Center, University of Chicago Library

1. What reasons did Wells suggest for the lynching of Moss, McDowell,

and Stewart?

2. What advice did Ida Wells oer the African American community

in Memphis?

3. What was Wells surprised to learn when she suggested African

Americans save their money and move west?

4. Why was Oklahoma suggested as a potential home for African Americans?

5. Do you think Wells was taking a risk by publishing her editorial in the rst

excerpt? Why or why not?

6. Can you draw any parallels between events described by Ida B. Wells and

current news stories involving minority groups?

BASIC BIOGRAPHY

Mary McLeod Bethune (1875–1955) was born in South Carolina

to parents who were former slaves. From childhood Bethune

realized that education held the key for African American

advancement. In 1904, she founded the Daytona Literary and

Industrial Training School for Negro Girls. Her school grew

rapidly, and in the 1920s merged with the all-male Cookman

Institute; Mary McLeod Bethune served as the rst president of

the new Bethune-Cookman College. Bethune worked tirelessly

for civil rights, women’s rights, and social justice. She served

on commissions under Presidents Coolidge and Hoover, and

in 1936 Franklin D. Roosevelt appointed her the Director

of the Division of Negro Aairs, part of the National Youth

Administration, a New Deal program designed to help young

people nd jobs. Bethune became the rst African American

woman to serve as head of a federal agency and used her

position to persistently lobby for African American issues. She

founded the National Council for Negro Women in 1935, co-

founded the United Negro College Fund in 1944, and attended

the founding conference of the United Nations in 1949. Before

her death in 1955, Bethune wrote a last will and testament

that expressed her hope for a “world of Peace, Progress,

Brotherhood, and Love.”

KEY EVENTS

New Deal, National Youth Administration, “Black Cabinet,”

United Negro College Fund, National Council of Negro Women

KEY PEOPLE

Booker T. Washington, Eleanor Roosevelt, Franklin D. Roosevelt

HISTORICAL CONTEXT

By 1942, Mary McLeod Bethune established herself as an

important part of Franklin Roosevelt’s “Black Cabinet,” the

unocial group of high-ranking African Americans who

advised the president during the New Deal. During this time

she and Eleanor Roosevelt became close friends and allies,

and Bethune frequently corresponded with the rst lady about

a variety of civil rights and education initiatives. This letter,

written only nine weeks after the bombing at Pearl Harbor,

shows Bethune’s ongoing concern about funding for Bethune-

Cookman College as well as how she swiftly shifted from

nding work opportunities for black youth to addressing war

related needs for African American youth on the homefront.

FUN FACT

Mary McLeod Bethune started the Daytona Literary and

Industrial Training School for Negro Girls in 1904 with $1.50

MARY MCLEOD BETHUNE

Written by: Kristin Appert Camiolo | Koinonia Academy | Plaineld, New Jersey

DOCUMENT ANALYSIS

• Make one copy of the letter for each pair of

students.

• Divide students into pairs.

• Distribute one copy of Mary McLeod Bethune’s

letter to Eleanor Roosevelt from February 19, 1942,

to each of the pairs.

• Ask students to read the letter out loud as Mary

McLeod Bethune, taking turns reading each

paragraph, and answer the prompt questions

together.

LEARNING ACTIVITY

• Tell students, Imagine you are Eleanor Roosevelt, and

write a short note to answer Mary McLeod Bethune’s

letter. Would you address all of her concerns? If so how,

and if not, why?

• Allow students time to write. When complete, ask

students to read their letter to their partner, and

compare responses. Each partner should take one

minute to explain the choices they made in crafting

Eleanor’s response, and why they did or did not

address all of Mary’s requests.

January 1943, Library of Congress (2017843210)

https://www.loc.gov/item/2017843210/

Gordon Parks, Daytona Beach, Florida. Bethune-Cookman College. Dr. Mary McLeod Bethune, founder and former president,

walks to Sunday afternoon chapel, January 1943, Library of Congress (2017843188), http://www.loc.gov/pictures/resource/cph.3c28948/

and ve students. She made all the desks herself and students

used elderberry juice as ink. This little school grew to become

what is now Bethune-Cookman University. To learn more,

check out this video: https://www.biography.com/people/

mary-mcleod-bethune-9211266.

LOCAL CONNECTION

You can visit Mary McLeod Bethune’s home (a National Historic

Landmark) on the campus of Bethune-Cookman University

in Daytona Beach, Florida. Learn more here: http://www.

cookman.edu/foundation/plan_your_visit.html. In Washington,

D.C. you can visit the Mary McLeod Bethune Council House,

which served as Bethune’s home and the headquarters of the

National Council of Negro Women. To learn more about the

exhibits and archives preserved at this National Historic Site

visit: https://www.nps.gov/mamc/index.htm.

LEARN MORE

PRIMARY SOURCES

“Dr. Bethune’s Last Will and Testament”

Bethune-Cookman University

https://www.cookman.edu/about_bcu/history/

lastwill_testament.html

Mary McLeod Bethune, Selected Digitized Correspondence

of Eleanor Roosevelt 1933–1945

Franklin D. Roosevelt Presidential Library and Museum

http://www.fdrlibrary.marist.edu/archives/collections/

franklin/?p=collections/ndingaid&id=504

SECONDARY SOURCES

History

Bethune-Cookman University

https://www.cookman.edu/about_BCU/history/

our_founder.html

Mary McLeod Bethune

The Eleanor Roosevelt Papers Project,

George Washington University,

https://www2.gwu.edu/~erpapers/teachinger/

glossary/bethune-mary.cfm

Mary McLeod Bethune

National Women’s History Museum

https://www.nwhm.org/education-resources/

biographies/mary-mcleod-bethune

Mr. Baruch was a

philanthropist and

member of Roosevelt’s

“brain trust.”

Mr. Field was Marshall

Field, Jr., the son of

the entrepreneur and

founder of a very

successful chain of

stores. Field had

previously donated to

the college.

Letter from Mary McLeod Bethune to Eleanor Roosevelt, February 19, 1942, Franklin D. Roosevelt Presidential Library and Museum

http://www.fdrlibrary.marist.edu/_resources/images/ersel/ersel007.pdf

Why do you think Mary McLeod Bethune used formal letterhead for her

correspondence with Eleanor Roosevelt?

What specic requests does Bethune make?

Why would Bethune have asked Roosevelt to write to “Mr. Baruch and Mr.

Field” instead of just writing her own letter to them?

By this time Mary McLeod Bethune and Eleanor Roosevelt had been friends for

many years. Cite several quotes from the text that show their friendship.

Why would this friendship be so important for the African American

community in the 1940s?

BASIC BIOGRAPHY

Frances Perkins (1880–1965) was born in Boston and

graduated from Mount Holyoke College. After graduation,

Perkins accepted a teaching job in Lake Forest, Illinois. While

in Chicago, Perkins worked at Chicago Commons and Hull

House, two of the oldest settlement houses in the country.

Working with the poor and unemployed convinced Perkins

that she had found her vocation. In 1907, Perkins accepted

a position with the Philadelphia Research and Protective

Association where she worked to protect newly arriving

immigrant girls, as well as black women from the South, from

entering prostitution. She enrolled at Columbia University

in 1909 as a Master’s Degree candidate in sociology and

economics. In 1910, she worked directly with reformer

Florence Kelley, who founded the National Consumers League,

focusing on sanitary conditions of bakeries, child-labor laws,

and re protection in factories. Later she worked in New

York government positions for Al Smith, the rst woman to

be appointed to an administrative position in New York, and

for Franklin D. Roosevelt as New York’s state industrialist

commissioner. In 1932, as the newly elected president,

Roosevelt asked Perkins to serve in his cabinet as Secretary

of Labor, making her the rst woman to serve in a presidential

cabinet. Perkins was a forceful advocate in New Deal

legislation, promoting public works programs, Social Security,

and the Fair Labor Standards Act. Later, Perkins served on

the United States Civil Service Commission. She nished out

her career writing and teaching at Cornell University.

KEY EVENTS

Triangle Shirtwaist Factory Fire (1911), New Deal, Social

Security Act (1935), Fair Labor Standards Act (1938)

KEY PEOPLE

Franklin D. Roosevelt, Eleanor Roosevelt, Al Smith,

Florence Kelley

HISTORICAL CONTEXT

The Great Depression left 15 million Americans unemployed.

President Franklin D. Roosevelt’s New Deal legislation

addressed relief, recovery, and reform to put the American

people back to work and to ensure that an economic

depression with this magnitude would not happen again. The

Social Security Act, passed on August 14, 1945, established

a system of old-age benets, workers’ compensation,

unemployment insurance, maternal and child health-services,

and direct aid to the poor and disabled. The Social Security Act

became a landmark of the New Deal and remains active today.

FRANCES PERKINS

Written by: Erin Coggins | Sparkman High School | Harvest, Alabama

DOCUMENT ANALYSIS

• Make one copy of the document for each student.

• Before handing out the document, explain that

Frances Perkins was the “woman behind the New

Deal,” who was instrumental in the passage of the

1935 Social Security Act.

• Distribute or project the excerpts from the radio

address Frances Perkins delivered to the American

public, introducing Social Security.

• Ask students to read the radio address and answer

the questions following each excerpt.

LEARNING ACTIVITY

• Ask students to connect Perkins’ words describing

Social Security to the poster images by writing the

words of the speech in the space provided next to

the posters.

• Direct student to imagine that they are listening

to Perkins’ radio address on Social Security in

1935. Compose a letter to Perkins, depicting their

feelings for new Social Security program.

Teacher Tip: Oer students varying roles to help

understand varying perspectives on this issue (i.e.,

young worker, factory owner, new immigrant, etc.)

Harris & Ewing, Frances Perkins, c. 1938-1939,

Library of Congress (LC-DIG-hec-27059),

https://www.loc.gov/item/2016876015/

FUN FACT

When Baron von Trapp, a heroic Austrian navy captain and

father to the von Trapp family singers, refused to join the

naval forces of the Third Reich, the family found themselves in

danger. While entering the United States at Ellis Island in 1939,

the immigration authorities detained the family. Gertrude Ely,

a von Trapp family friend, sent a letter to her friend Frances

Perkins on behalf of the family. In three short days, Perkins

signed the pertinent documents to release the family for safe

passage. The family’s story is depicted in the musical,

The Sound of Music. Learn more at: https://prologue.blogs.

archives.gov/2015/07/18/frances-perkins-aided-the-von-

trapp-family-singers/.

LOCAL CONNECTION

You can visit the Frances Perkins Center and the Frances

Perkins Homestead National Landmark in Damariscotta, Maine.

To learn more, go to http://francesperkinscenter.org/.

LEARN MORE

PRIMARY SOURCES

The New Deal Primary Source Set

Digital Public Library of America

https://dp.la/primary-source-sets/sets/the-new-deal/

Resources

The Frances Perkins Center

http://francesperkinscenter.org/resources/

SECONDARY SOURCES

Bryce Covert, “Frances Perkins: The Force Behind Social

Security,” August 12, 2010

The Roosevelt Institute

http://rooseveltinstitute.org/frances-perkins-force-behind-

social-security/

Jessica Breitman, “Honoring the Achievements of FDR’s

Secretary of Labor”

Franklin D. Roosevelt Presidential Library and Museum

https://fdrlibrary.org/perkins

Harris & Ewing, Mme. Secretary, Washington, D.C., December 11, 1936, Library of Congress (LC-DIG-hec-21834),

http://www.loc.gov/pictures/item/2016870965/

FRANCES PERKINS, “SOCIAL INSURANCE FOR U.S.,” FEBRUARY 25, 1935

(EXCERPTS FROM RADIO ADDRESS)

“...It has taken the rapid industrialization of the last few decades, with its mass-production methods,

to teach us that a man might become a victim of circumstances far beyond his control, and nally it

“took a depression to dramatize for us the appalling insecurity of the great mass of the population,

and to stimulate interest in social insurance in the United States.” We have come to learn that the

large majority of our citizens must have protection against the loss of income due to unemployment,

old age, death of the breadwinners and disabling accident and illness, not only on humanitarian

grounds, but in the interest of our National welfare. If we are to maintain a healthy economy and

thriving production, we need to maintain the standard of living of the lower income groups in our

population who constitute 90 per cent [sic] of our purchasing power...”

1. What does Frances Perkins say stimulated interest in social insurance in the

United States?

2. Perkins states the “the large majority of our citizens must have protection

against the loss of income” due to what?

“...No one who is now employed can feel secure while so many of his fellows anxiously seek

work. Unemployment compensation, while it has distinct limitations which are not always clearly

understood, is particularly valuable for the ordinarily regularly employed industrial worker who is laid

o for short periods because of seasonal demands or other minor industrial disturbances. He can,

during this period when he has a reasonable expectation of returning to work within a short time,

receive compensation for his loss of income for a limited period as a denite, contractual right. His

standard of living need not be undermined, he is not forced on relief nor must he accept other work

unsuited to his skill and training.

“Unemployment insurance, wherever it has been tried, has demonstrated its value in maintaining

purchasing power and stabilizing business conditions. It is very valuable at the onset of a depression,

and even in the later stages will serve to carry a part of the burden of providing for the unemployed.

For those who have exhausted their rights to unemployment benets and for those who, in any

case, must be excluded from its provisions, we suggest that they be given employment opportunities

on public work projects. In these two measures, employment assurance and unemployment

compensation, we have a rst and second line of defense which together should form a better

safeguard than either standing alone...”

1. What group of workers would benet most from unemployment

compensation?

2. When unemployment insurance has been tried, what has it demonstrated?

3. What is the second line of defense in ghting unemployment?

“...I come now to the other major phase of our program. The plan for providing against need

and dependency in old age is divided into three separate and distinct parts. We advocate, rst,

free Federally-aided pensions for those now old and in need; second, a system of compulsory

contributory old-age insurance for workers in the lower income brackets, and third, a voluntary

system of low-cost annuities purchasable by those who do not come under the compulsory system.

For those now young or even middle-aged, a system of compulsory old-age insurance will enable

them to build up, with matching contributions from their employers, an annuity from which they can

draw as a right upon reaching old age. These workers will be able to care for themselves in their old

age, not merely on a subsistence basis, which is all that gratuitous pensions have anywhere provided,

but with a modest comfort and security. Such a system will greatly lessen the hazards of old age

to the many workers who could not, unaided, provide for themselves and would greatly lessen the

enormous burden of caring for the aged of future generations from public funds. The voluntary

system of old-age annuities is designed to cover the same income groups as does the compulsory

system, but will aord those who for many reasons cannot be included in a compulsory system an

opportunity to provide for themselves...”

Frances Perkins, “Social Insurance for U.S.,” February 25, 1935 (excerpts from radio address), Social Security Administration

1. What is the major phase of the social insurance program?

2. What are the three parts of the old age pension program?

3. What are social security pensions supposed to lessen?

POSTER SERIES, MORE SECURITY FOR THE AMERICAN

PEOPLE, 1939

Poster Series, More Security for the American People, 1939, Social Security Administration

Response One:

Response Two:

Response Three:

BASIC BIOGRAPHY

Jeannette Rankin (1880–1973) was born and raised in Montana.

While studying social work at the University of Washington,

she joined the women’s surage movement. Soon after, she

became a eld secretary for the National American Woman

Surage Association (NAWSA). She traveled across the United

States, advocating for surage. In 1916, she was elected as

the rst woman in the U.S. House of Representatives. Just

three days after being sworn in, she cast one of two votes that

would dene public memory of her service—a vote against

the American declaration of war on Germany in World War I.

Rankin introduced a voting rights amendment that passed the

House in 1918, and was the only woman in Congress to cast

a vote for woman surage. She unsuccessfully ran for U.S.

Senate in 1918, and spent the next two decades advocating for

peace and social welfare. In 1940, she was again elected to the

House, and in 1941, cast the only vote against the declaration of

war on Japan. She left Congress in 1942, and remained active

in anti-war movements and the philosophy of nonviolent protest

for the rest of her life. She died in California in 1973.

KEY EVENTS

Election of 1916, Nineteenth Amendment, Election of 1940,

Declaration of War on the Empire of Japan (December 8, 1941)

KEY PEOPLE

Woodrow Wilson, Fiorello LaGuardia,

Franklin D. Roosevelt, Alice Paul

HISTORICAL CONTEXT

On the afternoon of January 10, 1918, Representative Jeannette

Rankin opened debate in the House of Representatives on

a Constitutional amendment granting women surage. The

historic weight of the moment was not lost; the rst woman

elected to a national legislature in any democracy, opening

the rst House oor debate on women’s surage. The House

greeted her with applause as Representative John Edward

Baker yielded his time to “permit the lady from Montana to

open the debate under the circumstances.” Her speech—given

as American participation in World War I dominated the political

landscape—tied together the war eort and the women’s

surage movement.

FUN FACT

Jeanette Rankin is the only person to have voted against

both world wars in Congress. At age 89, she led a Vietnam

War protest march in Washington, D.C. Learn more at:

https://blogs.weta.org/boundarystones/2016/08/24/

jeannette-rankin-brigade.

JEANETTE RANKIN

Written by: Joe Boyle | Morrison R. Waite High School | Toledo, Ohio

DOCUMENT ANALYSIS

• Make and distribute one copy of Rankin’s speech

and questions to each student.

• Ask students to read Rankin’s speech and answer

the questions.

LEARNING ACTIVITY

• Direct students to pair up to discuss their answers,

with particular emphasis on the nal question

regarding the expansion of rights in the wake of

American wars.

• Bring the class back together and ask each pair of

students what rights they think may be expanded

in the wake of the Global War on Terror. List these

on the board, and lead a discussion of which

options the class believes are most likely (or

unlikely) and why.

C.T. Chapman, Miss Jeannette Rankin, of Montana, speaking

from the balcony of the National American Woman Surage

Association, April 2, 1917, Library of Congress (mnwp.156007),

https://www.loc.gov/resource/mnwp.156007/

LOCAL CONNECTION

You can visit the recently-renovated Rankin Park in Missoula,

Montana. The park features a memorial to the congresswoman

and a “peace path.” Learn more at: http://www.ci.missoula.

mt.us/2060/Rankin-Park.

Jeannette Rankin owned a property called Shady Grove near

Athens, Georgia, from which she helped found the Georgia

Peace Society. A Georgia State Historical Marker is placed at

the property, two miles northwest of Watkinsville. Learn more

here: http://georgiainfo.galileo.usg.edu/topics/historical_

markers/county/oconee/jeannette-rankins-georgia-home.

LEARN MORE

PRIMARY SOURCES

Congressional Record, U.S. House of Representatives,

January 10, 1918

U.S. Government Printing Oce

https://www.gpo.gov/fdsys/pkg/GPO-CRECB-1918-pt1-v56/

pdf/GPO-CRECB-1918-pt1-v56.pdf

Jeanette Rankin Papers

Montana Historical Society

Jeanette Rankin Papers

Arthur and Elizabeth Schlesinger Library on the History of

Women in America, Radclie Institute for Advanced Study,

Harvard University

SECONDARY SOURCES

The 19th Amendment

Social Welfare History Project,

Virginia Commonwealth University

https://socialwelfare.library.vcu.edu/

woman-surage/the-19th-amendment/

Jeanette Rankin

Biographical Directory of the United States Congress

http://bioguide.congress.gov/scripts/biodisplay.

pl?index=r000055

Jeannette Rankin

National Association of Social Workers Foundation

http://www.naswfoundation.org/pioneers/r/rankin.html

“Jeannette Rankin: The Woman who Voted to Give

Women the Right to Vote,” January 26, 2017

Pieces of History Blog, National Archives and Records

Administration

https://prologue.blogs.archives.gov/2017/01/26/

jeannette-rankin-the-woman-who-voted-to-give-

women-the-right-to-vote/

Jeanette Rankin, c. 1917, Library of Congress

(LC-USZ62-66385), http://www.loc.gov/pictures/

item/2003688488/

REMARKS BY REPRESENTATIVE JEANNETTE RANKIN,

JANUARY 10, 1918 (EXCERPT)

“...To-day there are men and women in every eld of endeavor who are bending all their energies

toward a realization of this dream of universal justice. They believe that we are waging a war for

democracy. The farmer who knows the elements of a democracy becomes something of an idealist

when he contemplates the possibility of feeding the world during this crisis. The woman who knits

all day to keep from thinking of the sacrice she is making wonders what this democracy is which

denied and for which she is asked to give. The miner is dreaming his dreams of industrial democracy

as he goes 2,000 feet underground, bringing forth the rock precious metals to help in the prosecution

of this war.

“The girl who works in the Treasury no longer works until she is married. She knows now that she

will work on and on and on. The war has taken from her opportunities for the joys that young girls

look forward to. Cheerfully and willingly she makes her sacrice. And she will pay to the very end in

order that the future need not nd women paying again for the same cause.

“The boys at the front know something of the democracy for which they are ghting. These

courageous lads who are paying with their lives testied to the sincerity of their ght when they sent

home their ballots in the New York elections and voted two to one in favor of woman surage and

democracy at home. [Applause.]

“These are the people of the Nation. These are the ber and sinew of war—the mother, the farmer,

the miner, the industrial worker, the soldier. These are the people who are resting their faith in the

Congress of the United States because they believe that Congress knows what democracy means.

These people will not ght in vain.

“Can we aord to allow these men and women to doubt for a single instant the sincerity of our

protestations of democracy? How shall we answer their challenge, gentlemen; how shall we explain

to them the meaning of democracy if the same Congress that voted for war to make the world safe

for democracy refuses to give this small measure of democracy to the women of our country?

[Prolonged applause.]”

Remarks by Representative Jeannette Rankin, January 10, 1918 (excerpt), Congressional Record, U.S. House of Representatives, pp. 771–772 ,

U.S. Government Printing Oce

• How does Rankin tie the war eort together with the push for

women’s surage?

• Rankin uses the images of a farmer, a woman knitting, a miner, a Treasury

worker, and a soldier to represent her views of the “average American” of

1918. Why do you think she chose these occupations?

• In the wake of World War I—and by Rankin’s argument, because of World

War I—the right to vote was extended to women. Similarly, the right to vote

was extended to African American men after the Civil War, and to 18–20

year olds after the Vietnam War. Since 2001, the United States has been

engaged in the Global War on Terrorism. How do you think certain rights

might be expanded after this period of conict in American history?

BASIC BIOGRAPHY

Alice Paul (1885–1977) was raised by Quaker parents in New

Jersey. Following her 1905 graduation from Swarthmore College,

she traveled to England and engaged with a group of military

suragists led by Emmeline Pankhurst. Paul joined their group,

was arrested several times and participated in hunger strikes in

prison. She returned to study at the University of Pennsylvania

(where she eventually earned a Ph.D.) and joined the National

American Woman Surage Association (NAWSA). Along with

Lucy Burns, she organized the 1913 Women’s Surage March

that preceded President Woodrow Wilson’s inauguration. Later

she broke ties with NAWSA and formed the National Woman’s

Party (NWP) in 1916. She and other suragettes continued to be

arrested and engage in hunger strikes. In 1919, the Nineteenth

Amendment was passed by the U.S. Congress with the support

of President Wilson. It became law on August 18, 1920, when

ratied by the state of Tennessee. She spent the remainder of

her life working for the Equal Rights Amendment, often called the

Alice Paul Amendment.

KEY EVENTS

Election of 1912, Women’s Surage March (March 3, 1913),

Equal Rights Amendment

KEY PEOPLE

Alice Paul, Lucy Stone, Lucy Burns, Woodrow Wilson,

Emmeline Pankhurst, Carrie Chapman Catt

HISTORICAL CONTEXT

American women began actively campaigning for surage in

the 1840s. The 1848 Seneca Falls Declaration made the bold

proclamation that “all men and women were created equal.”

In the early twentieth century, the National American Woman

Surage Organization (NAWSA), led by Carrie Chapman Catt,

advocated a state-by-state approach to women’s surage. After

initially worked in NAWSA, Paul split from the organization,

organizing the National Woman’s Party (NWP) in 1916. The day

before Democrat Woodrow Wilson was to be inaugurated, Paul

and Lucy Burns led a massive surage parade in Washington,

D.C. featuring more than 7,000 marchers.

FUN FACT

In celebration of the one hundredth anniversary of women’s

surage, Alice Paul and other suragist leaders will be featured

on the new $10 bills that will be issued by the U.S. Treasury

Department in 2020. Learn more about this and other women

featured on currency here: http://americanhistory.si.edu/

blog/suragists-campaigns-currency.

ALICE PAUL

Written by: Lynne O’Hara | National History Day | College Park, Maryland

DOCUMENT ANALYSIS

• Make one copy of the Document for each

pair of students.

• Divide students into pairs.

• Distribute one copy of the newspaper cover

of Woman’s Journal and Surage News from

March 8, 1913, to each pair of students.

• Ask students to read the articles and answer

the prompt questions together.

LEARNING ACTIVITY

• Ask each student to assume the role either of

Woodrow Wilson or Alice Paul.

• Engage in a Twitter-style discussion of Paul’s

reactions to the march and Wilson’s response to

the march.

Teacher Tip: If students need to be in groups of three,

consider adding a third person to the mix. This could be

Lucy Stone, Carrie Chapman Catt, Theodore Roosevelt,

or another contemporary gure.

Alice Paul, full-length portrait, standing, facing left, raising

glass with right hand, September 3, 1920, Library of Congress

(97500088), https://www.loc.gov/item/97500088/

LOCAL CONNECTION

You can visit Alice Paul’s house, Paulsdale, along with

the Barbara Haney Irvine Library and Alice Paul Archives

in Mount Laurel, New Jersey. To learn more, go to

http://www.alicepaul.org.

LEARN MORE

PRIMARY SOURCES

The National American Woman Surage Association

Special Collections, Bryn Mawr College Library

http://www.brynmawr.edu/library/exhibits/

surage/nawsa.html

Topics in Chronicling America – Alice Paul

Library of Congress

https://www.loc.gov/rr/news/topics/alicePaul.html

SECONDARY SOURCES

Alice Paul

National Women’s History Museum

https://www.womenshistory.org/education-resources/

biographies/alice-paul

Suragists Organize: National Woman Surage Association

National Women’s History Museum

http://www.crusadeforthevote.org/nwsa-organize/

Bain News Service, Mrs. W.L. Prendergast, Mrs. W.L. Colt, Doris Stevens, Alice Paul, c. 1910–1915, Library of Congress (LC-DIG-

ggbain-19032), http://www.loc.gov/pictures/item/2014698963/

“Parade Struggles to Victory Despite Disgraceful Scenes,” Woman’s Journal and Surage News, March 8, 1913

Library of Congress (LC-DIG-ppmsca-02970)

1. Based on the title of the newspaper, what do you think was the point of

view of the author?

2. How does the article on the left demonstrate a new approach than the

articles on the right?

3. Why do you think that these pictures were selected? What messages do

they convey?

4. What role did the police play in this march?

5. Make a comparison between this event and another related event in

American history. Explain the similarities and dierences.

BASIC BIOGRAPHY

Marian Anderson (1897–1993) discovered the power of her

voice at a young age. The Philadelphia native possessed

a unique contralto range that helped her become an

internationally acclaimed talent. Despite being denied entry into

several conservatories because of her race, Anderson’s private

training with top vocal instructors led her to performances

from New York’s Carnegie Hall to Paris. She entertained

several European monarchs and was the rst African

American to sing at the White House when she accepted

an invitation from Franklin and Eleanor Roosevelt in 1936.

Throughout her career she dealt with segregation in America,

and in 1939 the Daughters of the American Revolution refused

to allow her to perform at Constitution Hall in Washington,

D.C. A national backlash to this decision, spearheaded by

Eleanor Roosevelt’s resignation from the DAR in protest, led to

Anderson singing for 75,000 people on the steps of the Lincoln

Memorial on Easter Sunday 1939. After this key moment for

civil rights, she continued her groundbreaking career, along

the way becoming the rst African American to perform at the

New York Metropolitan Opera in 1955. In 1963, she sang at the

March on Washington and received the Presidential Medal of

Freedom.

KEY EVENTS

Easter Sunday Concert (April 9, 1939), First Performance

at New York Metropolitan Opera (January 7, 1955), John

F. Kennedy’s Inauguration (January 20, 1961), Lyndon B.

Johnson’s Inauguration (March 20, 1965)

KEY PEOPLE

Eleanor Roosevelt, Harold Ickes, John F. Kennedy,

Lyndon B. Johnson

HISTORICAL CONTEXT

After the era of Reconstruction (1865–1877) African Americans

faced the rise of “Jim Crow” laws, which maintained

segregation while simultaneously disenfranchising African

Americans. By the early twentieth century, these ideas were

rmly entrenched. The Supreme Court conrmed the legality

of segregation in Plessy v. Ferguson (1896) so long as facilities

were equal for races. African Americans faced challenges

in both the North and the South. Organizations such as the

National Association for the Advancement of Colored People

(NAACP) with leaders such as W.E.B. Du Bois, formed to ght

for racial equality, but at the time of Marian Anderson’s concert

in 1939, the civil rights actions of Martin Luther King, Jr., and his

contemporaries were still over a decade away.

MARIAN ANDERSON

Written by: Brian Weaver | Central Bucks High School West | Doylestown, Pennsylvania

DOCUMENT ANALYSIS

• Divide students into pairs and distribute one copy

of the handout for each student.

• Cue audio recording or download the audio from

the National Archives.

» The Harold Ickes speech runs from 1:18–5:00.

» The rst Marian Anderson song, “America”,

runs from 5:25–7:20.

• Direct students read the background paragraph at

the top of the handout and answer the “Establish

Context” question with their partner.

• Project the image of the concert from the handout

onto the board.

• Students should answer the “Take a Look”

questions and share answers.

LEARNING ACTIVITY

• Play the clip of Harold Ickes (1:15–5:00). Students

should answer the rst “Have a Listen” question.

Share responses.

• Play Marian Anderson’s song, “America” (5:25–

7:00). Students should answer the second “Have a

Listen” question. Share responses.

• Direct students to individually answer the “Wrap It

Up” question and share responses.

Roger Smith, Marian Anderson mural dedicated..., January

1943, Library of Congress (LC-USE6- D-007911), http://www.loc.

gov/pictures/item/2017695476/

FUN FACT

No color photographs exist from the Easter Sunday concert.

However, Marian Anderson wore a stunning orange jacket. That

jacket is now in the Smithsonian Institution’s collection. You can

read more about it here: https://www.smithsonianmag.com/

smithsonian-institution/when-marian-anderson-sang-lincoln-

memorial-her-voice-stunned-the-crowds-her-gold-trimmed-

jacket-dazzled-180950454/.

LOCAL CONNECTION

Marian Anderson’s Philadelphia, Pennsylvania, residence is now

a museum, operated by the Marian Anderson Historical Society.

Visit http://marianandersonhistoricalsociety.weebly.com/ to

learn more or schedule a tour.

LEARN MORE

PRIMARY SOURCES

Letter from Eleanor Roosevelt to Mrs. Henry Roberts,

February 26, 1939

Franklin D. Roosevelt Presidential Library & Museum

https://www.archives.gov/historical-docs/

todays-doc/?dod-date=226

Marian Anderson Audio Recordings

Library of Congress

https://www.loc.gov/search/?fa=online-

format:audio&q=marian+anderson

Marian Anderson Papers

Kislak Center for Special Collections, Rare Books and

Manuscripts, University of Pennsylvania Library

http://dla.library.upenn.edu/dla/ead/detail.html?id=EAD_

upenn_rbml_MsColl200

SECONDARY SOURCES

American Originals: Eleanor Roosevelt

National Archives and Records Administration

https://www.archives.gov/exhibits/

american_originals/eleanor.html

“Marian Anderson: Musical Icon”

PBS American Experience

http://www.pbs.org/wgbh/americanexperience/

features/eleanor-anderson/

“This Day In History: Marian Anderson

Sings at Lincoln Memorial”

HISTORY

http://www.history.com/this-day-in-history/

marian-anderson-sings-at-lincoln-memorial

Harris & Ewing, Washington’s prominent gures listen to Marian Anderson’s singing..., April 9, 1939, Library of Congress (LC-DIG-hec-2645),

http://www.loc.gov/pictures/item/2016875409/

MARIAN ANDERSON: MORE THAN JUST MUSIC?

“In a dramatic and celebrated act of conscience, Eleanor Roosevelt resigned from the Daughters of the

American Revolution (DAR) when it barred the world-renowned singer Marian Anderson, an African

American, from performing at its Constitution Hall in Washington, DC. Following this well-publicized

controversy, the federal government invited Anderson to sing at a public recital on the steps of the

Lincoln Memorial. On Easter Sunday, April 9, 1939, some 75,000 people came to hear the free recital.

The incident put both the artist and the issue of racial discrimination in the national spotlight.”

“American Originals” Exhibit, National Archives and Records Administration

ESTABLISH CONTEXT

Why would some Americans view the actions of the DAR as normal during the

1930s? Can you name any other situations like the one outlined above?

First Impression: What is the rst thing you notice about this picture?

A Closer Look: What are two other things that stand out?

Think Like a Photographer: Why might the photographer have taken the

picture from this vantage point instead of a picture of Marian Anderson at the

microphone?

TAKE A LOOK

View of 75,000 people gathered to hear recital by Marian Anderson at the steps of the Lincoln

Memorial, Easter Sunday, April 9, 1939, National Archives, Still Picture Branch, 306-NT-965B-4

https://www.archives.gov/exhibits/american_originals/eleanor.html

HAVE A LISTEN

Listen to Harold Ickes’ introduction for Ms. Anderson, and then listen to the rst song

on Ms. Anderson’s program.

Audio, Marian Anderson Performs on the Steps of the Lincoln Memorial: With an Introduction by Harold Ickes, April 9, 1939

National Archives and Records Administration (1729137), https://catalog.archives.gov/id/1729137

WRAP IT UP

What are three phrases that Ickes used to demonstrate the concert’s

resistance to the prejudice of the times?

Marian Anderson was one of the world’s premiere opera singers. The program

contained many pieces in many languages. Why might she have chosen to

open with this simple, familiar song for this particular concert?

Some historians argue that the concert was a turning point in the Civil Rights

Movement. Based on what you just read, heard, and analyzed, why might they

make that argument?

BASIC BIOGRAPHY

Fannie Lou Hamer (1917–1977) was born Fannie Lou Townsend

on October 6, 1917, in Montgomery County, Mississippi.

She later moved to Sunower County where she began

sharecropping at the age of six. She married Perry Hamer in

1944 and moved to a plantation in Ruleville, Mississippi. Due to

her eighth grade education, she was asked by the plantation

owner to serve as the timekeeper, which she did for 18 years.

Hamer traveled, unsuccessfully, to Indianola to attempt to vote

in 1962. Upon returning to the plantation, she lost her job,

forcing her family to nd somewhere else to live and work.

In 1963, Hamer was named eld secretary of the Student

Non-violent Coordinating Committee (SNCC). That fall, while

traveling back from a training session, she was arrested and

brutally beaten in jail. Through her tireless eorts, Hamer was

appointed vice-chair of the Mississippi Freedom Democratic

Party (MFDP). The following year, the 1965 Voting Rights

Act was passed. This pivotal legislation would not have been

possible were it not for the eorts of the Mississippi Freedom

Democratic Party.

KEY EVENTS

1964 Democratic National Convention, Voting Rights Act (1965)

KEY PEOPLE

Ella Baker, Bob Moses, Lyndon B. Johnson

HISTORICAL CONTEXT

African Americans, despite Constitutional amendments were

often barred from voting by literacy tests and violence.

African Americans needed the vote because they were

denied basic rights in the courts, employment, and schools.

Since they were not allowed to vote, elected politicians did

not cater to the needs of African Americans or poor whites.

This lack of political representation and voter intimidation led

to the formation of the Mississippi Freedom Democratic Party

(MFDP). The mission of the MFDP was to gain political power

and have a voice in local and national decisions that aected

the daily lives of black people. Fannie Lou Hamer was elected

its chairperson in 1964. The group traveled to the 1964

Democratic National Convention in Atlantic City in August.

During the Credentials Committee hearing, Hamer stated “If

the Freedom Democratic Party is not seated now I question

America…Is this America, the land of the free and the home of

the brave, where we have to sleep with our telephones o the

hooks because our lives be threatened daily, because we want

to live as decent human beings, in America?”

FANNIE LOU HAMER

Written by: Julian Hipkins, III | Theodore Roosevelt High School | Washington, D.C.

DOCUMENT ANALYSIS

• Make and distribute one copy of the article, “ ‘Tired

of Being Sick and Tired,’ ” for each student.

• Ask students to read the article and engage in the

“Sentence, Phrase, Word” thinking routine:

» Record a sentence that was meaningful to you

and helped you gain a deeper understanding of

the text.

» Record a phrase that moved, engaged, or

provoked you.

» Record a word that captured your attention or

struck you as powerful.

Teacher Tip: Learn more about this reading strategy

here: http://www.rcsthinkfromthemiddle.com/

sentence-phrase-word.html.

LEARNING ACTIVITY

• Divide students into groups of three or four

students each.

• Ask students to create an artistic representation

that simulates the reading. Students may choose

to create a piece of art (drawing, cut outs, collage),

write a song, or perform a dramatic piece.

Warren K. Leer, Fannie Lou Hamer, Mississippi Freedom

Democratic Party delegate, at the Democratic National

Convention, Atlantic City, New Jersey, August 22, 1964, Library

of Congress (LC-U9- 12470B-17), http://www.loc.gov/pictures/

item/2003688126/

FUN FACT

El-Hajj Malik El Shabazz (Malcolm X) introduced Fannie Lou

Hamer at the Williams Institutional CME Church in Harlem,

New York on December 20, 1964. Even though Fannie Lou

Hamer was part of SNCC, which is often associated with Dr.

Martin Luther King, Jr., she was motivated to hear multiple

perspectives to solving the problem of racial injustice in the

United States. You can nd audio of Malcolm X’s speech in the

audio book Malcolm X Speaks, edited by George Breiman. Read

Fannie Lou Hamer’s speech here: http://www.crmvet.org/

docs/h64.htm.

LOCAL CONNECTION

You can visit the Fannie Lou Hamer Civil Rights

Museum in Belzoni, Mississippi. To learn more, go to:

https://www.thefannielouhamercivilrightsmuseum.com/.

LEARN MORE

PRIMARY SOURCES

Civil Rights Movement Veterans (CRMVet)

Tougaloo College

http://www.crmvet.org/

Civil Rights in Mississippi Digital Archive

Historical Manuscripts and Photographs Digital Collection,

University of Southern Mississippi

http://digilib.usm.edu/cdm/landingpage/collection/manu

Freedom Summer Digital Collection

Wisconsin Historical Society

http://content.wisconsinhistory.org/cdm/

landingpage/collection/p15932coll2

SECONDARY SOURCES

Fannie Lou Hamer

SNCC Digital Gateway

https://snccdigital.org/people/fannie-lou-hamer/

Julian Hipkins III and Deborah Menkart, “‘Is This America?’:

50 Years Ago Sharecroppers Challenged Mississippi Apartheid,

LBJ, and the Nation,” August 17, 2014

Zinn Education Project

https://zinnedproject.org/2014/08/sharecroppers-

challenged-mississippi-apartheid-lbj-and-the-nation/

Kay Mills, “Fannie Lou Hamer: Civil Rights Activist,” April 2007

Mississippi HistoryNow

http://mshistorynow.mdah.state.ms.us/

articles/51/fannie-lou-hamer-civil-rights-activist

Jerry DeMuth, “ ‘Tired of Being Sick and Tired,’ ” The Nation, June 1, 1964 (excerpt), Mississippi Freedom Democratic Party Papers,

Wisconsin Historical Society, http://content.wisconsinhistory.org/cdm/ref/collection/p15932coll2/id/37821

Record a sentence that was meaningful to you and helped you gain a deeper

understanding of the text.

Record a phrase that moved, engaged, or provoked you.

Record a word that captured your attention or struck you as powerful.

BASIC BIOGRAPHY

Shirley Chisholm (1924–2005) was born in New York City

to immigrant parents. After high school, Chisholm attended

Brooklyn College and began a career in education after

graduation. After nishing her masters in early childhood

education in 1952, she worked for the New York City Division

of Day Care before being elected to the New York State

Legislature in 1964. After a court-ordered redistricting changed

the congressional boundaries in Brooklyn, Chisholm ran for the

new seat and was elected to the U.S. House of Representatives

in 1968. She was the rst African American Congresswoman.

While in Congress Chisholm protested against the Vietnam War

and advocated for programs to help the poor, women, children

and minorities, causes that she would ght for throughout

her seven terms in the House. In 1971 Chisholm became a

founding member of the Congressional Black Caucus. In 1972,

she declared her candidacy for the Democratic nomination for

presidency. Although she received assassination threats and

ran a small campaign, Chisholm received 152 delegate votes

(10% of the total) but ultimately lost to George McGovern. In

1977 Chisholm helped establish the Congressional Women’s

Caucus. After leaving Congress in 1983, Chisholm taught at

Mount Holyoke and was nominated to serve as the ambassador

to Jamaica by President William J. Clinton, although she

declined due to poor health. Chisholm died in 2005 in Florida

and was posthumously awarded the Presidential Medal of

Freedom by President Barack Obama in 2015.

KEY EVENTS

Election of 1968, Congressional Black Caucus (1971),

Election of 1972, Congressional Women’s Caucus (1977)

KEY PEOPLE

Stanley Steingut, Barbara Lee, Jesse Jackson, William J. Clinton

HISTORICAL CONTEXT

In this document, Representative Chisholm delivered remarks

on the oor of the House of Representatives regarding the

status of women in America in 1969. As one of the few women

in the House, Chisholm argued that women had not been

aggressive about demanding their rights, although this was

changing. Chisholm supported an Equal Rights Amendment

and argued that laws that existed could not protect the rights

of women. Chisholm also argued that the adoption of an equal

rights amendment would be an asset to both women and men

by guaranteeing them the same rights. As Chisholm concluded,

“Women need no protection that men do not need. What we

SHIRLEY CHISHOLM

Written by: Bradley Liebrecht | West Valley Junior High School | Yakima, Washington

DOCUMENT ANALYSIS

• Make and distribute one copy of the document and

the reection questions for each student.

• Direct students to read the document individually

• Ask students to reect on the document and

answer the prompt questions.

LEARNING ACTIVITY

• Group students into groups of two or three

students each for reection and discussion.

• Engage all students in a whole-class discussion and

ask them how this document is still relevant today.

Teacher Tip: Complete this activity yourself beforehand

to prepare for possible discussion items and to create

your own interpretation of the document.

Thomas J. O’Halloran, Congresswoman Shirley Chisholm

announcing her candidacy for presidential nomination, January

25, 1972, Library of Congress (LC-U9- 25383-33), www.loc.gov/

pictures/resource/ds.07135/

need are laws to protect working people, to guarantee them fair

pay, safe working conditions, protection against sickness and

layos, and provision for dignied, comfortable retirement. Men

and women need these things equally.”

FUN FACT

After her election to Congress in 1968, Representative Chisholm

worked as a census worker in her Brooklyn neighborhood

in 1970. Learn more about Representative Chisholm during

the 1970s census at https://www.nytimes.com/interactive/

projects/cp/national/unpublished-black-history/shirley-

chisholm-becomesa-census-taker-1970.

LOCAL CONNECTION

You can visit the New York State Museum and see artifacts

belonging to Shirley Chisholm and other New York Women’s

Surage leaders in their Votes for Women: Celebrating New York’s

Surage Centennial at: http://www.nysm.nysed.gov/votes-for-

women/artifacts.

LEARN MORE

PRIMARY SOURCES

Shirley Chisholm Papers

Special Collections and University Archives, Rutgers University

https://catalog-libraries-rutgers-edu.proxy.libraries.rutgers.

edu/vund/Record/2275595?redirect

Video, Rep. Shirley Chisholm Presidential Campaign

Announcement, January 25, 1972

C-SPAN

https://www.c-span.org/video/?c4546804/1972-rep-shirley-

chisholm-presidential-campaign-announcement

SECONDARY SOURCES

Shirley Anita Chisholm

U.S. House of Representatives

http://history.house.gov/People/Listing/

C/CHISHOLM,-Shirley-Anita-(C000371)/

Shirley Chisholm

National Women’s History Museum

http://www.womenshistory.org/education-resources/

biographies/shirley-chisholm

Roger Higgins, Shirley Chisholm, head-and-shoulders portrait, facing left, standing with right arm raised, looking at list of numbers

posted on a wall, November 2, 1965, Library of Congress (LC-USZ62-135429), http://www.loc.gov/pictures/item/2005676944/

REMARKS BY REPRESENTATIVE SHIRLEY CHISHOLM,

MAY 21, 1969

“Mrs. CHISHOLM. Mr. Speaker, when a young woman graduates from college and starts looking for a

job, she is likely to have a frustrating and even demeaning experience ahead of her. If she walks into

an oce for an interview, the rst question she will be asked is, ‘Do you type?’

“There is a calculated system of prejudice that lies unspoken behind that question. Why is it

acceptable for women to be secretaries, librarians, and teachers, but totally unacceptable for them to

be managers, administrators, doctors, lawyers, and Members of Congress.

“The unspoken assumption is that women are dierent. They do not have executive ability, orderly

minds, stability, leadership skills, and they are too emotional. It has been observed before, that society

for a long time, discriminated against another minority, the blacks, on the same basis—that they were

dierent and inferior. The happy little homemaker and the contented "old darky" on the plantation

were both stereotypes produced by prejudice.

“As a black person, I am no stranger to race prejudice. But the truth is that in the political world I

have been far oftener discriminated against because I am a woman than because I am black.

“Prejudice against blacks is becoming unacceptable although it will take years to eliminate it. But it is

doomed because, slowly, white America is beginning to admit that it exists. Prejudice against women

is still acceptable. There is very little understanding yet of the immorality involved in double pay

scales and the classication of most of the better jobs as ‘for men only.’

“More than half of the population of the United States is female. But women occupy only 2 percent

of the managerial positions. They have not even reached the level of tokenism yet. No women sit on

the AFL-CIO council or Supreme Court. There have been only two women who have held Cabinet

rank, and at present there are none. Only two women now hold ambassadorial rank in the diplomatic

corps. In Congress, we are down to one Senator and 10 Representatives.

“Considering that there are about 3 ~ million more women in the United States than men, this

situation is outrageous.

“It is true that part of the problem has been that women have not been aggressive in demanding their

rights. This was also true of the black population for many years. They submitted to oppression and

even cooperated with it. Women have done the same thing. But now there is an awareness of this

situation particularly among the younger segment of the population.

“As in the eld of equal rights for blacks, Spanish-Americans, the Indians, and other groups, laws

will not change such deep-seated problems overnight. But they can be used to provide protection

for those who are most abused, and to begin the process of evolutionary change by compelling the

insensitive majority to reexamine its unconscious attitudes.

“It is for this reason that I wish to introduce today a proposal that has been before every Congress

for the last 40 years and that sooner or later must become part of the basic law of the land the equal

rights amendment.

“Let me note and try to refute two of the commonest arguments that are oered against this

amendment. One is that women are already protected under the law and do not need legislation.

Existing laws are not adequate to secure equal rights for women. Sucient proof of this is the

concentration of women in lower paying, menial, unrewarding jobs and their incredible scarcity in the

upper level jobs. If women are already equal, why is it such an event whenever one happens to be

elected to Congress?

“It is obvious that discrimination exists. Women do not have the opportunities that men do. And

women that do not conform to the system, who try to break with the accepted patterns, are

stigmatized as "odd" and "unfeminine." The fact is that a woman who aspires to be chairman of the

board, or a Member of the House, does so for exactly the same reasons as any man. Basically, these

are that she thinks she can do the job and she wants to try.

“A second argument often heard against the equal rights amendment is that it would eliminate

legislation that many States and the Federal Government have enacted giving special protection to

women and that it would throw the marriage and divorce laws into chaos.

“As for the marriage laws, they are due for a sweeping reform, and an excellent beginning would be

to wipe the existing ones o the books. Regarding special protection for working women, I cannot

understand why it should be needed. Women need no protection that men do not need. What

we need are laws to protect working people, to guarantee them fair pay, safe working conditions,

protection against sickness and layos, and provision for dignied, comfortable retirement. Men and

women need these things equally. That one sex needs protection more than the other is a male

supremacist myth as ridiculous and unworthy of respect as the white supremacist myths that society

is trying to cure itself of at this time.

Remarks by Representative Shirley Chisholm, May 21, 1969, Congressional Record, U.S. House of Representatives, pp. 13380–13381, U.S. Government Printing Oce

REFLECTION QUESTIONS

How has the status of women changed between 1969 and today?

Are the issues that Representative Chisholm wrote about still relevant today?

Please explain your answer using examples.

Do you believe that an equal rights amendment is needed today to protect the

rights of women? Why or why not?

BASIC BIOGRAPHY

Maria Tallchief (1925–2013) was born Elizabeth Marie Tall

Chief in Fairfax, Oklahoma. Tallchief’s dance career began

at age three in Oklahoma and continued when her mother

decided to move the family to Los Angeles to pursue careers in

Hollywood. Studying under Ernest Belcher and then Madame

Bronislava Nijinska, Tallchief performed her rst solo at the

Hollywood Bowl when she was 15 years old. After graduating

from Beverly Hills High School, Tallchief moved to New York

City and joined the Ballet Russe de Monte Carlo. Despite her

obvious talent Tallchief was initially treated poorly by Russian

members of the company, and it was suggested that she

change her name to Tallchieva to sound more European. Proud

of her heritage, Tallchief refused, though she did ocially

shorten it to one word. In 1948 Tallchief became the rst major

American prima ballerina, dancing for New York City Ballet

under the direction of George Balanchine. Keeping her title for

13 years, Tallchief danced lead roles in Firebird, Orpheus, The

Nutcracker, and Swan Lake, among others. After retiring from

dance in 1965, Tallchief became an instructor, and founded the

Chicago City Ballet in 1981.

KEY EVENTS

Ballet Russe de Monte Carlo (1942), Civil Rights Movement,

American Indian Movement

KEY PEOPLE

Maria Tallchief, New York City Ballet, Osage Nation,

George Balanchine

HISTORICAL CONTEXT

In 1953, Maria Tallchief was honored in her hometown and

inducted into the Osage Tribe with the title Princess Wa-Xthe-

Thonba, Princess Two Standards, representing both her role

as a ballerina and as a daughter of the tribe. She danced

professionally with the Ballet Russe de Monte Carlo since 1942,

and served as the prima (lead) ballerina at the New York City

Ballet since 1948. Throughout the 1960s and 70s Tallchief

became involved in various Native American organizations like

Americans for Indian Opportunity, and was invited to dance

for the television program One World. Fighting against Indian

stereotypes, she remained steadfast in her pride in her heritage

and the belief that it should be honored and preserved.

FUN FACT

Tallchief was a recipient of the Kennedy Center Honors in 1996

for her contributions to the arts. Watch a sample of her dancing

the lead in Firebird here: https://danceinteractive.jacobspillow.

org/maria-tallchief/rebird/.

MARIA TALLCHIEF

Written by: Katie Craven | Open World Learning Community | Saint Paul, Minnesota

DOCUMENT ANALYSIS

• Make one copy of the document for each student

(students will work individually.)

• Do not give any background or context for the

image or excerpt to the students.

• Distribute one copy of the image and excerpt to

each student.

• Allow students ve minutes to read the text and

look at the picture and note down their “notices

and wonders.” Sample responses could include:

» Notices: “I notice the picture is in black and

white, maybe it is really old, I notice she talks

about Oklahoma, so she’s American.”

» Wonders: “I wonder when this was?, I wonder

what a prima ballerina is?”

• Generate a class list of notices and wonders

and allow students to propose answers to

others’ questions.

• Use the biography and historical context about

Maria Tallchief to ll in the holes: who was she,

what did she do, when was this, where was this,

why is it signicant?

January 16, 1956, Oklahoma Historical Society (2012.201.

B1289.0033) https://gateway.okhistory.org/ark:/67531/

metadc582509/

LOCAL CONNECTION

You can visit the Five Moons statue, depicting Tallchief and four

other Native American ballerinas who rose to prominence in

the twentieth century, at the Tulsa Historical Society & Museum

in Oklahoma. Learn more: https://tulsahistory.org/visit/

vintage-garden-and-ve-moons-2/.

LEARN MORE

PRIMARY SOURCES

Maria Tallchief

The Digital Public Library of America

https://dp.la/search?utf8=%E2%9C%93&q=maria+tallchief

Maria Tallchief

The New York Public Library Digital Collections

https://digitalcollections.nypl.org/search/

index?&keywords=maria+tallchief#

SECONDARY SOURCES

Elizabeth Maria Tallchief

Oklahoma Historical Society

http://www.okhistory.org/publications/enc/entry.

php?entry=TA006

Maria Tallchief

National Women’s History Museum

https://www.nwhm.org/education-resources/

biographies/maria-tallchief

LEARNING ACTIVITY

• Direct students to this section: “Above all, I

wanted to be appreciated as a prima ballerina

who happened to be a Native American, never as

someone who was an American Indian ballerina.”

• Engage students in discussion about the

statement above.

» Why would Tallchief want to be seen as a

dancer rst, and then a Native American?

• Ask students to turn and talk with their partner and

discuss other gures from history who might have

felt the same as Maria Tallchief (because of their

race, gender, sexuality, etc).

» Examples: Jackie Robinson, Elizabeth

Blackwell, Harvey Milk, Lena Horne

• Write down answers under “Part Two” on

the worksheet.

• Call on students to generate a list of historical

gures they discussed.

Maria Tallchief in an advertisement for the Ballet Russe de

Monte Carlo, 1955, Wikimedia Commons

Maria Tallchief and Erik Bruhn from the front cover of Dance

Magazine, July 1961, Wikimedia Commons

Maria Tallchief, January 16, 1956, Oklahoma Historical Society

(2012.201.B1289.0033)

Maria Tallchief and Larry Kaplan, Maria Tallchief: America’s Prima

Ballerina, 1997 (excerpt)

“The Osage tribe and the state of Oklahoma,

in recognition of the distinction I’d achieved,

decided to honor me in a homecoming

ceremony…The day lled me with pride. I

had always acknowledged my heritage. But

I was living in a dierent world now, and it

was inspiring to be reminded of my Indian

roots. At the same time, proud as I was, it had

always been important for me to have people

understand that no concessions were ever

made for me as a ballerina because of my ethnic

background; the same rigorous standards that

were applied to every Russian, French, English,

or American dancer were equally applied to me.

Above all, I wanted to be appreciated as a

prima ballerina who happened to be a Native

American, never as someone who was an

American Indian ballerina.”

Look at the picture and read the text. Write down what you notice and what

you wonder. Keep in mind the 5 Ws as you are working (Who? What? Where?

When? Why?)

PART 1

NOTICES WONDERS

PART 2

BASIC BIOGRAPHY

Patsy Takemoto Mink (1927–2002) was born in Hawaii. She

studied in Pennsylvania and Nebraska before moving back

to Hawaii to earn her undergraduate degree and eventually

received her J.D. from the University of Chicago in 1951.

She moved back to Hawaii with her husband, John Francis

Mink, and founded the Oahu Young Democrats in 1954. In the

1950s, Mink served as both a member of the territorial house

of representatives and Hawaii Senate. After Hawaii achieved

statehood in 1959, Mink unsuccessfully ran for the U.S.

House of Representatives. Mink campaigned for the second

representative seat in 1964 and won, making her the rst

woman of color and rst Asian American woman to be elected

to Congress. Mink is best known for her support of President

Lyndon B. Johnson’s Great Society legislation, as well as her

advocacy for women’s issues and equal rights. Mink worked

tirelessly to earn support for the critical Title IX Amendment

from her comprehensive education bill called Women’s

Education Equity Act. Mink took a break from Congress after

an unsuccessful bid for the Senate, but returned to Congress in

1990 and served until her death in September 2002.

KEY EVENTS

Women’s Education Equity Act (1974),

Surface Mining Control and Reclamation (Strip Mining)

Act of 1975, Mineral Leasing Act of 1976

KEY PEOPLE

Daniel Inouye, Lyndon B. Johnson, John Francis Mink

HISTORICAL CONTEXT

Patsy Mink became the rst woman of color elected to

Congress in 1964 and was concerned with discrimination

against African Americans and women. In the same year,

there were concerns that the elections in the deep South

should be contested because of reports of widespread voter

discrimination and intimidation. Mink and other members of

Congress asked for the House Administration Committee to

launch an investigation into the elections and postpone the

swearing in of the all-white Congressional delegation from

Mississippi until the investigation was completed. Mink’s eorts

were unsuccessful and she wrote to Dr. Martin Luther King, Jr.

to inform him of what happened on the House oor. In 1965, the

Voting Rights Act to aid fair elections became law.

PATSY TAKEMOTO MINK

Written by: Eden McCauslin | Woodrow Wilson Senior High School | Washington, D.C.

DOCUMENT ANALYSIS

• Divide students into pairs.

• Make and distribute one copy of the letter for each

pair of students.

• Ask students to read the letter and answer the

prompt questions together.

LEARNING ACTIVITY

• Conduct a small lesson about the 1964 election.

Highlight the following:

» Lyndon B. Johnson was elected to the

presidency and Democrats did well overall;

» The Republican party saw a boost in the

South, even though the GOP did poorly

throughout the country.

• Ask students to assume the role of Dr. King and

respond back to Congresswoman Mink’s letter.

Patsy Mink, c. 1965, Library of Congress (LC-USZ62-122137),

http://www.loc.gov/rr/mss/images/mink_ppoc.jpg

FUN FACT

Patsy Mink received the highest civilian honor in 2014, the

Medal of Freedom, 12 years after her death: https://www.

nbcnews.com/news/asian-america/hawaiis-patsy-mink-

honored-presidential-medal-freedom-n248951.

LOCAL CONNECTION

The Patsy T. Mink Center for Business and Leadership

at the YWCA of Oahu oers courses to girls and women in

order to promote training, coaching, and leadership in the

areas of business and entrepreneurship. Learn more here:

https://www.ywcaoahu.org/patsy-t-mink-center-for-

business-leadership/.

LEARN MORE

PRIMARY SOURCES

Patsy T. Mink Papers

Library of Congress

http://www.loc.gov/rr/mss/mink/mink-about.html

SECONDARY SOURCES

Kristina Chan, “The Mother of Title IX: Patsy Mink,” April 24, 2012

Women’s Sports Foundation

https://www.womenssportsfoundation.org/education/

mother-title-ix-patsy-mink/

Patsy Takemoto Mink

National Women’s Hall of Fame

https://www.womenofthehall.org/

inductee/patsy-takemoto-mink/

Patsy Takemoto Mink

United States House of Representatives

http://history.house.gov/People/detail/18329

Laura Patterson, Representative Patsy Mink announces the formation of the Congressional Asian Pacic American Caucus at a

press conference with (left to right) Representatives Don Edwards and Norman Mineta, Guam Delegate Robert Underwood, and

Representatives Nancy Pelosi and Neil Abercrombie, May 20, 1994, Library of Congress (LC-RC15-1994-306), http://www.loc.gov/pictures/

item/2015645165/

Letter, Patsy T. Mink to Martin Luther King, Jr., January 7, 1965, Patsy T. Mink Papers, Library of Congress

January 7, 1965

Mr. Martin Luther King, Jr., President

Southern Christian Leadership Conference

334 Auburn Ave., N.E.

Atlanta, Georgia 30303

Dear Mr. King:

Thank you very much for your communication urging my support of the

eort to withhold recognition from the Mississippi congressmen who were

elected under the state’s unconstitutional election laws.

I was vastly encouraged, however, and I am sure that you are too, at the

support we received on the House oor. The original drive to withhold recog-

nition from the Mississippi congressmen was started by a mere 16 members

of the House, of which I was one. At caucuses before the opening day session,

only about 30 Representatives indicated a willingness to support the drive.

The fact that we were able to muster 149 votes on the oor, in the face

of a lack of support from the House leadership, is a sure indication that the

justice and the simple equity of the attempt is becoming widely known and ac-

cepted. Expectations were that we would have far fewer votes when we tried to

prevent the seating of the Mississippi delegation.

What happened on opening day was this: Our spokesman on the oor,

Rep. William F. Ryan of New York, objected to the seating of the Mississippi-

ans, as he is entitled to do. They, and others to whom objections were raised,

remained seated while the rest of us took our oaths of oce. We had expected

reprisal objections from the Southern group to the seating of the initial 16

members of the ght, but that move failed to materialize.

After the rest of us were sworn in, House Majority Leader Carl Albert

of Oklahoma moved that the Mississippians be sworn in. Then he “moved the

previous question,” a parliamentary maneuver that shuts o all debate and

prohibits amendments. Mr. Ryan asked for a roll call vote on the move for the

previous question and more than the 87 Members required for a roll call de-

mand stood up. However, on the roll call the motion for the previous question

passed, 276 to 149 and our cause was blocked.

When was this letter written? What is signicant about this year?

Who wrote the letter? Who is the recipient of the letter?

Why was Congresswoman Mink writing to Dr. King? Underline evidence from

the letter to support your answer.

Summarize Congresswoman Mink’s experience on the House oor:

BASIC BIOGRAPHY

Dolores Huerta (1930– ) began her career as a community

organizer while attending the University of Pacic’s Delta

College in Stockton, California, where she served in a

leadership position for the Stockton Community Service

Organization (CSO). In 1959, Huerta co-founded the Agricultural

Workers Association (AWA), comprised mostly of Filipino,

Chicano, and Black workers. This group became instrumental

during the 1965 grape strike in California. One year later,

Huerta and César Chávez joined forces to organize the United

Farm Workers (UFW). This group secured the Agricultural

Labor Relations Act of 1975, which provided farm workers

in California the right to collectively organize and bargain for

better working conditions and higher wages. Huerta continued

her work as the founder and president of the Dolores Huerta

Foundation ghting for issues gender equality and social

justice. In 2012, President Barack Obama awarded her the

Presidential Medal of Freedom, the highest civilian award in the

United States.

KEY EVENTS

Agricultural Workers Association (1959),

Delano Grape Strike (1965), United Farm Workers (1966),

Agricultural Labor Relations Act (1975)

KEY PEOPLE

Cesar Chavez, Robert Kennedy, Gloria Steinem

HISTORICAL CONTEXT

After the success of the 1965 Delano Grape Strike in California,

Dolores Huerta and the United Farm Workers coordinated

their eorts for other impoverished areas of the west coast. In

1969, the Active Mexicanos Economic Development Center was

established in Seattle, Washington, to provide job placement

and legal assistance. In January 1969, the organization

began picketing the Husky Union Building at the University of

Washington to persuade the university to stop selling non-

union grapes. One month later, the University of Washington

became the rst U.S. campus to eliminate grapes at their dining

facilities. In November 1969, Huerta helped lead more than

3,000 protestors at the Moratorium March in downtown Seattle

in an eort to further the cause.

FUN FACT

Before Barack Obama’s 2008 “Yes We Can” slogan, Huerta

originated the United Farm Workers’ rallying cry of “Si se

puede” in 1972. The union later trademarked the phrase. Learn

more about the rise of the United Farm Workers union here:

http://ufw.org/the-rise-of-the-ufw/.

DOLORES HUERTA

Written by: Dave Wheeler | North Central High School | Indianapolis, Indiana

DOCUMENT ANALYSIS

• Project the photograph or make one copy

for each student.

• Ask students to examine the photograph and

individually respond to the prompt questions.

• Encourage students to share their responses

when nished.

LEARNING ACTIVITY

• Divide students into pairs.

• Ask each pair to assume the role of a campaign

manager for Dolores Huerta today.

• Distribute drawing or poster paper to students.

• Direct each pair to create a campaign slogan with

a visual representation on a current issue that

Dolores Huerta could help lead.

Joseph Karpen, Dolores Huerta of the United Farm Workers

speaking at a Moratorium March in downtown Seattle,

November 1969, University of Washington Libraries, Special

Collections (UWC288), http://cdm16786.contentdm.oclc.org/cdm/

ref/collection/uwcampus/id/35159

LOCAL CONNECTION

Dolores Huerta and her family lived at 321 Austin Street in

Delano, California from 1963 until 1970. Huerta duplicated

leaets from her home before the United Farm Workers’ oce

was established at 102 Albany Street. To learn more, go to:

http://ufw.org/research/history/sampling-historical-sites-

forty-acres-delano/.

LEARN MORE

PRIMARY SOURCES

Farmworker Movement Documentation Project

University of California San Diego Library

https://libraries.ucsd.edu/farmworkermovement/gallery/

thumbnails.php?album=51

SECONDARY SOURCES

Dolores Huerta

Archives of Women’s Political Communication,

Iowa State University

https://awpc.cattcenter.iastate.edu/directory/dolores-huerta/

Dolores Huerta

National Women’s History Museum

https://www.womenshistory.org/education-resources/

biographies/dolores-huerta

United Farm Worker Research Guide

University of California Berkeley Library

http://guides.lib.berkeley.edu/c.php?g=4470&p=15926

Gage Skidmore, Dolores Huerta speaking at an event in

Phoenix, Arizona, March 20, 2016, Wikimedia Commons

Photograph, Joseph Karpen, Dolores Huerta of the United Farm Workers speaking at a Moratorium March in downtown Seattle, November 1969,

University of Washington Libraries, Special Collections (UWC288), http://cdm16786.contentdm.oclc.org/cdm/ref/collection/uwcampus/id/35159

1. Based on the photograph, what words would you use to describe

Dolores Huerta?

2. Why do you think the photographer chose to focus on a close-up image of

Huerta in the foreground of the photo?

3. What do you think the symbol on her scarf represents?

4. After examining the photo, list any modern issues that you think Dolores

Huerta could potentially be a spokesperson for today and explain why she

would support these causes.

BASIC BIOGRAPHY

Sally Ride (1951–2012) was born and raised in Los Angeles,

California. She attended Stanford University, double majoring

in physics and English literature. She earned a Master of

Science and Doctorate in Physics, and was selected into the

NASA astronaut program in 1978. In 1983, she became the rst

American woman to y on a space shuttle crew. She ew on

the space shuttle Challenger (mission STS-7 in 1983 and STS-

41G in 1984). A third mission was cancelled after the January

28, 1986 Challenger explosion. Ride served on the Presidential

Commission (known as the Rogers Commission), which

investigated the accident. In 1989, Dr. Ride began teaching

physics at University of California San Diego and served as the

Director of the California Space Institute. She founded Sally

Ride Science in 2001 to support girls in STEM studies and

careers; the organization targets elementary and middle school

students, parents, and teachers. Ride also wrote science-

themed children’s books. An inductee to the National Women’s

Hall of Fame and the Astronaut Hall of Fame, Sally Ride died

July 23, 2012 of pancreatic cancer.

KEY EVENTS

Challenger Disaster (January 28, 1986), Rogers Commission

(1986), Sally Ride Science (2001)

KEY PEOPLE

Valentina Tereshkova, Svetlana Savitskaya, Mae C. Jemison,

Ellen Ochoa, Peggy Whitson, Neil Armstrong

HISTORICAL CONTEXT

In 1958, the National Aeronautics and Space Administration

(NASA) was established in response to the Soviet launch of

Sputnik in October 1955. The Space Shuttle program began on

April 12, 1981 and ended in July 2011. Five shuttles have own

in space: Columbia, Challenger, Discovery, Endeavour, and Atlantis.

The Enterprise did not go to space but was designed to perform

atmospheric tests. Dr. Sally Ride was a participant in the early

years of the program ying on board the Challenger twice. On

its tenth mission, the Challenger exploded shortly after takeo

on January 28, 1986.

FUN FACT

Sally Ride founded Sally Ride Science, an organization

dedicated to the education of girls in science, technology,

engineering, and math, in 2001. Re-launched in 2015 at the

University of California San Diego, the organization promotes

STEM subject for girls, one of many legacies of Dr. Sally Ride.

Learn more at https://sallyridescience.ucsd.edu/.

SALLY RIDE

Written by: Judy F. Richonne | University High School | Irvine, California

DOCUMENT ANALYSIS

• Divide students into groups of two to four

students each.

• Display the images of the Space Shuttle

Challenger, with a focus on the successful

missions, a craft at work.

Teacher Tip: These images can be projected or printed

and shared, at teacher discretion.

• Display the images of the Space Shuttle Discovery,

a space shuttle in retirement.

• Ask students to discuss in small groups:

» Consider the amount of technology put to use

as can be seen in these images. What evidence

do you see in these images of the value of

space exploration?

» Why do you think that great expense in time

and money have been spent to display the

shuttles after they ‘retire’?

LEARNING ACTIVITY

• Based on the analysis of the images of the

Challenger and the Discovery, ask the students to

write a proposal to ask Congress to reinstate the

space shuttle exploration program. Ask students to

include three rationales in the proposal: political,

social, and scientic.

Sally Ride, June 18, 1983, NASA, https://www.nasa.gov/sites/

default/les/images/462928main_GPN-2000-001083_full.jpg

LOCAL CONNECTION

Visitors can see the four remaining space shuttles on

display at museums around the country. Endeavor is

located at the California Science Center in Los Angeles

(https://californiasciencecenter.org/). Atlantis is located

at the Kennedy Space Center in Florida (https://www.

kennedyspacecenter.com/). Enterprise is based at the Intrepid

Sea, Air & Space Museum in New York City (https://www.

intrepidmuseum.org/) and Discovery can be seen at the

Smithsonian’s National Air and Space Museum Steven F.

Udvar-Hazy Center in Chantilly, Virginia (https://airandspace.

si.edu/udvar-hazy-center).

LEARN MORE

PRIMARY SOURCES

Sally Ride, To Space and Back, 1989

History, National Aeronautics and Space Administration

https://www.nasa.gov/topics/history/index.html

SECONDARY SOURCES

Biographical Data, Sally K. Ride

National Aeronautics and Space Administration

https://www.jsc.nasa.gov/Bios/htmlbios/ride-sk.html

Dr. Sally Ride

Sally Ride Science

https://sallyridescience.ucsd.edu/about/

sallyride/about-sallyride/

Meredith Worthen, “Women in Space:

From Sally Ride to Peggy Whitson,” May 26, 2017

Biography

https://www.biography.com/news/

sally-ride-facts-female-astronauts

IMAGES OF CHALLENGER AND DISCOVERY

Space Shuttle Challenger, January 26, 1983. “In this In this

image, Space Shuttle Challenger waits on Launch Complex

39A at Kennedy Space Center before its rst mission, STS-6,

launched on April 4, 1983...It became the second operational

Shuttle, delivered to Kennedy Space Center in July 1982.” Image

courtesy of NASA (KSC-83PC-0028).

Challenger Ferry Flight Flyover, April 9, 1983. View of the

Shuttle Challenger atop the Shuttle Carrier Aircraft (SCA),

NASA-905, during it s return to Kennedy Space Center (KSC)

and yover of the Johnson Space Center (JSC) and the Houston

skyline. Image courtesy of NASA (S83-30236).

Ride on the Middeck, June 21, 1983. “On Shuttle Challenger’s

middeck, STS-7 Mission Specialist (MS) Sally Ride, wearing light

blue overalls and communications headset, oats alongside the

middeck airlock hatch.” Image courtesy of NASA (S07-02-020).

Diane A. Penland, Space Shuttle Discovery, September 13,

2012. Space Shuttle Discovery in the James S. McDonnell Space

Hangar at the Steven F. Udvar-Hazy Center. Image courtesy of

The Smithsonian National Air and Space Museum.

Five Project Categories

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Paper

Performance

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