Ms. Jihan Women’s Role in 19th Century Reform Research Project name:US History (time period: 1820-1890) date:

Circle the topic you’re assigned Women’s Right Movement, Temperance, Hospitals and Prisons, Public School Movement, Abolition Movement. You may work with a group of no more than 3 people: _____________________________________________

Your POSTER must include the following 4 components: o Broadside (a small poster ad, created by students)o Journal entry (account of the reform effort, created by students)o Map (representing where the reform took place, created by students or from LOC citation!!)o 2 images (that represent your topic, can be printed from LOC – citation needed!)

The following 5 questions must be answered in your poster components:1. What were the motivations for implementing this reform? (what was the problem)2. How did the problems being faced influence the decisions about reform? (tactics, etc)3. What were the conflicts they encountered? (with other people, with organizations, etc)4. What was the response of the public to these reform efforts?5. How did policies of the government influence the outcome of the reform efforts?

Each student in a group must complete the following for full points: Completed Primary Source Analysis Tool of sources (at least 4 sources + notes) Daily points given for: participation, completion of daily assignments, rating group members Completion of poster by due date, Friday, 1/19/18 Participation in final evaluation/reflection via Gallery Walk

Rubric: 100 pointsExcellent 45-50 Well Done (40-44) Decent (35-39) Improve!! (30-34

Research: Grades given by group members, too!

-Remained on task each day, made progress each night-Used the internet sources effectively

-Remained mostly on task each day, made progress each night-Used the internet sources well

-Was off task some each day, caught up by the end-Used internet sources

-Was off task some each day, did not work well at home-Sources weak

Excellent 45-50 Well Done (40-44) Decent (35-39) Improve!! (30-34Presentation -All 4 components of

exhibition included on poster board-All 5 questions are answered concisely & thoroughly on the poster-Outstanding presentation (legible, correct formatting, names of group members, etc)

-All 4 components of exhibition included on poster board-All 5 questions are answered correctly, but inadequately, on the poster; 4 questions answered completely-Good presentation (legible, minor errors, names of group members, etc)

-3 components of exhibition included on poster board-4 questions answered-Good presentation (mostly legible, formatting issues that do not detract from info, names of group members, etc)

-2 components of exhibition included on poster board-fewer than 4 questions answered correctly-Presentation is not legible, formatting issues detract from info, etc)

Using the chart below, rate how your teammates participated using the following scale: 5 – on top of it all!, 4 – good day’s work, 3 – could have been better, 2 – s/he let us down some, 1 – s/he did nothing!!

Think about these things when you rate:-listened well -had input/ideas -completed assigned tasks -knows the materialGroup member: Group member: Group member: Group member:

1/121/161/171/181/19total

Days 1-2: Classroom Research-Textbooks and initial documents

Days 3-4: Computer Lab 239Each group gets 1 computer. Below are directions for 2 ways to search the Library of Congress:A. LOC general searchStep 1, Go to:Library of Congress: www.loc.gov

Step 2: Change “all formats” to “photos, prints, and drawings”Step 3: type in your topic/search words

B. LOC CollectionsStep 1, Go to:American Memory collection: http://memory.loc.gov/ammem/index.html

Step 2: Choose a “collection” to browseStep 3: Type in your key words in the “search selected collections” bar, or go to a specific collection by clicking on the bold title, then search within the collection itself.

(Both)Step 4: Cite your sources – if you take notes, write down the bibliography of your sourceStep 5:Take notes on what you read and see! Keep in mind that your research is answering the 5 questions above!

Key Words to get your search started. Add to this list with your own words! 1800-1899Women’s Right Movement, Seneca Falls Convention, Elizabeth Cady Stanton; Temperance Movement, American Temperance Society, Women’s Christian Temperance Union, Frances Willard; Hospitals Asylums, Prisons, Dorothea Dix; Public Schools, Women Teachers US; Abolition Movement, Abolitionists, Harriet Tubman, Sojourner Truth

Also Use These Other Collections in the LOC:1. Maps – pay attention to the topography and distance, and how the land impacted travel and settlementhttp://memory.loc.gov/ammem/gmdhtml/gmdhome.html

2. Printed broadsides, pamphlets, and leaflets – think about WHY people chose to migratehttp://memory.loc.gov/ammem/rbpehtml/

Days 1-2: Classroom, all group members share documentsPrimary Source Analysis Tool: (Original Documents and Textbook)

Document citation: (A-F) Observe: what do you see in the image? What does the text say (give one quote that stood out to you)?

Reflect: what is the meaning of the image, or the bigger purpose? What is the purpose of writing this text?

Question: what else do you want to know about this image or passage?

Document citation: (Narrative) Observe: what do you see in the image? What does the text say (give one quote that stood out to you)?

Reflect: what is the meaning of the image, or the bigger purpose? What is the purpose of writing this text?

Question: what else do you want to know about this image or passage?

Document citation: (1-5) Observe: what do you see in the image? What does the text say (give one quote that stood out to you)?

Reflect: what is the meaning of the image, or the bigger purpose? What is the purpose of writing this text?

Question: what else do you want to know about this image or passage?

Days 3-4: Computer Lab, each group member with OWN documentPrimary Source Analysis Tool: (LOC)

Document citation: Observe: what do you see in the image? What does the text say (give one quote that stood out to you)?

Reflect: what is the meaning of the image, or the bigger purpose? What is the purpose of writing this text?

Question: what else do you want to know about this image or passage?

Document citation: Observe: what do you see in the image? What does the text say (give one quote that stood out to you)?

Reflect: what is the meaning of the image, or the bigger purpose? What is the purpose of writing this text?

Question: what else do you want to know about this image or passage?

Notes on documents and in answer to 5 questions:

Image A

Image B

Image C

Image D

Image E

Narrative 1

Excerpted from “The National prison association: its origin, objects, and work. Addressed to the citizens of the United States.” [New York 1871.]

“AN ACT To incorporate the National Prison Association of the United States of America. The People of the State of New York, represented in the Senate and Assembly, do enact as follows: Sec. 1. Horatio Seymour, [et al], and their associates and successors in office, are hereby constituted a body corporate and politic by the name of “The National Prison Association of the United States of America,” whose duty it shall be to consider and recommend plans for the promotion of the objects following, that is to say: The National prison association

“1. The amelioration of the laws in relation to public offences and offenders, and the modes of procedure by which such laws are enforced.

“2. The improvement of the penal, correctional, and reformatory institutions throughout the country, and the government, management, and discipline thereof, including the appointment of boards of control, and of other officers.

“3. The care of, and providing suitable and remunerative employment for, discharged prisoners, and especially such as may or shall have given evidence of a reformation of life.…

“The draft of a constitution was submitted, amended, and adopted, and is as follows:— “Art. I.—This Association shall be called the National Prison Association of the United States of

America, and its objects shall be— “1. The amelioration of the laws in relation to public offences and offenders, and the modes of

procedure by which such laws are enforced. “2. The improvement of the penal, correctional, and reformatory institutions throughout the country, and

of the government, management, and discipline thereof, including the appointment of boards of control, and of other officers.

“3. The care of, and providing suitable and remunerative employment for, discharged prisoners, and especially such as may or shall have given evidence of a reformation of life.”

Narrative 2Excerpted from Olin, Stephen H. The Journal, New York, NY. May 25, 1896

“A CRITICAL WEEK FORMES! “New York Parents Should Watch the Board of I Education. Gilman's Refusal Must Not Excuse the

Naming of an Incompetent Man, The New Board Has an Opportunity to Correct Many Long-Standing Evils. $5,000,000 for New Buildings Scarcely Enough to Meet the City's Urgent Needs. MANY CHANGES DEMANDED AT ONCE. Basement Playgrounds, Bad Ventilation, Wicked Overcrowding and Politics All Must Go.

“Every father and every mother of children of the school age in New York City ought to watch the events of the next few days with the deepest Interest and the closest scrutiny. Through a system which placed the schools of New York at the mercy of ward politicians, …who have not hesitated to waste millions of dollars on matters far less important. New York has been burdened with what is probably the worst public school system existing in America. This disgrace has not been hidden. Constantly the attention of the public has been called to it by broad-minded citizens and the newspapers, but not until this year has anything of importance been accomplished toward correcting it. It has handicapped the rising generation in this town as the rising generation has been handicapped nowhere else in any large American city. It has robbed the children of the opportunities for education which justly have belonged to them; it has forced them to spend their days amid surroundings which vitiated their physical strength, while, through stupid methods and incompetent and corrupt supervision, their mental development has been retarded rather than advanced. It has furnished 220,000 sittings for a total school-age population of more than 350,000.

“But at last a movement, forwarded by many of the most intelligent minds in the city and State, has resulted in laws, enthusiastically indorsed by the Governor and the Mayor, abolishing the worst of the political features of the old system and appropriating $5,000,000 for the construction of new buildings and the improvement of the old ones. Moreover, and it is this which is of the very greatest immediate interest to New York City parents, before this week is out the Board of Education will choose a Superintendent of Schools who will be, presumably, as progressive and able as his position will be important”

Narrative 3

Excerpted from Stanton, Elizabeth Cady. “Declaration of Rights and Sentiments”, Seneca Falls Convention, 1848.

“When, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.

“We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness; that to secure these rights governments are instituted, deriving their powers from the consent of the governed. Whenever any form of government becomes destructive of these rights, it is the right of those who suffer from it to refuse allegiance to it, and to insist upon the institution of a new government, laying its foundation on such principles, and organizing its powers in such form, as to them shall seem most likely to effect their safety and happiness.

“Prudence, indeed, will dictate that governments long established should not be changed for light and transient causes; and accordingly all experience hath shown that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed, but when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them under absolute despotism, it is their duty to throw off such government, and to provide new guards for their future security. Such has been the patient sufferance of the women under this government, and such is now the necessity which constrains them to demand the equal station to which they are entitled.

“The history of mankind is a history of repeated injuries and usurpation on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.”

Narrative 4

Excerpted from Evans, Geo. T. Compiled by M. Gray, San Francisco, 1874.

“…Alice heard a quick step coming over the moor,And a merry voice which she had oft heard before;And ere she could speak a strong arm held her fast,And a manly voice whispered, "I've come, love, at last.I'm sorry that I've kept you waiting like this,But I know you'll forgive me, then give me a kiss."

But she shook the bright curls on her beautiful head,And she drew herself up while quite proudly she said,"Now, William, I'll prove if you really are true,For you say that you love me -- I don't think you do;If really you love me you must give up the wine,For the lips that touch liquor shall never touch mine."

He looked quite amazed, "Why, Alice, 'tis clearYou really are getting quite jealous, my dear.""In that you are right," she replied; "for, you see,You'll soon love the liquor far better than me.I'm jealous, I own, of the poisonous wine,For the lips that touch liquor shall never touch mine."

He turned, then, quite angry. "Confound it!" he said,"What nonsense you've got in your dear little head;But I'll see if I cannot remove it from hence."She said, "'Tis not nonsense, 'tis plain common-sense:And I mean what I say, and this you will find,I don't often change when I've made up my mind."

He stood all irresolute, angry, perplexed:She never before saw him look half so vexed;But she said, "If he talks all his life I won't flinch";And he talked, but he never could move her an inch.He then bitterly cried, with a look and a groad,"O Alice, your heart is as hard as a stone."

But though her heart beat in his favour quite loud,She still firmly kept to the vow she had vowed;And at last, without even a tear or sigh,She said, "I am going, so, William, goodbye.""Nay stay," he then said, "I'll choose one of the two --I'll give up the liquor in favour of you."

Narrative 5Excerpted from Speech given by Susan B. Anthony, ca. 1859. Manuscript Division. Library of Congress, Washington, D.C.

“…Let us, my friends, for the passing hour, make the slave’s case our own. As much as in us lies, let us feel that it is ourselves, and our kith and our kin who are despoiled of our inalienable rights to life, liberty and the pursuit of happiness, that it is our own backs that are bared to the slave driver’s lash. That it is our own flesh that is lacerated and torn. That it is our own life blood that is poured out. Let us feel that it is our own children, that are ruthlessly torn from our yearning mother hearts, and driven into the “coffle gang,” through burning suns, and drenching rains, to be sold on the auction block to the highest bidder, and worked up, body and soul, on the cotton, sugar and rice plantations of the more remote south. That it is our own loved sister and daughter, who are shamelessly exposed to the public market, and whose beauty of face, delicacy of complexion, symmetry of form, and grace of motion, do but enhance their monied value, and the more surely victimize them to the unbridled passions and lusts of their proud purchasers.

Could we, my friends, but make the slave’s case our own—could we but feel for the slave, as bound with him (Heb 13:3)— could we but make the slave our neighbor, and “love him as ourself” (Mt 22:39), and do unto him as we would that he should do unto us (Lk 6:31)— how very easy would be the task of converting us all to Abolitionism. If, by some magic power, the color of our skins could be instantly changed and the slave’s fate made really our own, then would there by no farther need of argument or persuasion, or rhetoric or eloquence. Then would we, everyone, with heart and soul, and tone and action, respond to the truth and the justice of the glorious doctrine of “immediate and unconditional emancipation,” as the right of the slave and the duty of the master.

Were we, ourselves, the victims of this vilest oppression the sun ever shone upon–no appeal to the Bible or Constitution, no regard for peace and harmony in our religious or political associations, no blind reverence for “Union” either in church or state, could for a moment quiet our consciences, silence our voices, or stay our action. Priests, Presidents, Bishops and Statesmen, laymen and voters, synods, general assemblies and conferences, congresses, supreme courts and legislatures, if standing between us and liberty, would all be swept away, without one thought or care of consequences. What to us would then be the venerated Books, idolized parchments, time worn creeds and musty statutes of the Fathers? All, all of them would sink into utter insignificance.

Freedom, God’s priceless boon to man, outweighs them all…”

Image 1Weller, F.G. “Women's Rights: The rehearsal.” 1871.

Image 2An Operation, Brooklyn Navy Yard Hospital, 1890.

Image 3Abolition Church, 8 Smith Court, Boston, Suffolk County, MA. Organized in 1805 as the First African Baptist Church, also used by abolitionist William Lloyd Garrison to organize the New England Anti-Slavery Society in 1832.

Image 4Nast, Thomas. Harper Weekly, 1870. Captions read: (top) “Common School: free to all, all hands round, no sectarianism, no casts”. (middle) “Union is Strength, death to us (public school), fun for them (politicians)”. (bottom) “Distribution of the sectarian fund, sectarian (sectional) bitterness.”

Image 5

“Coming to the Wrong Shop”. Opper, Frederick Burr. Puck, 1883 March 28. Captions read: "Petition for the Reduction of the Grog Shops in New York – (Reverend) Dr. Crosby"; he is standing in the "Council-Chamber of the New York Board of Aldermen", facing a group of anthropomorphized liquor barrels, bottles, and jugs, some labeled "Rum Seller, Liquor Dealer, [and] Gin-Mill Keeper".