In Class

#304 Public Women

11/5/2016

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Elizabeth Cady Stanton and Susan B. Anthony. Photo credit: Library of Congress.

Preparation:

Watch “Crash Course U.S. History #16: Women in the 19th Century” (13:10) (embedded video to right).
Read Foner, 356-59 (The Rise of the Public Woman, Women and Free Speech, Women’s Rights, Feminism and Freedom, Women and Work, and The Slavery of Sex)
Please bring Foner to class.

Opener:

Why do we study the history of women’s rights? Is it about an attempt to expand coverage to her-story? Or is it something broader?

Key terms: Women’s Rights

For each term identified in Foner provide a definition that explains how the term relates to the early women’s movement and – if you’d like – your own comment:

Cult of Domesticity (p. 275)
Temperance (p. 345)
Suffrage (p. 357)

Similarly, we will examine three terms that are often used when discussing the women’s movement. For these, please provide a definition, an example (from any context or time period), and – if you’d like – your own comment.

Patriarchy
Misogyny
Feminism

Discussion:

We will use the key terms exercise as a launching point to a discussion. Some additional questions to consider might be:
- Why might have women entered the public sphere as social reformers as opposed to businesswomen or some other role?
- Why do you think the idea of women’s rights was so controversial in the middle of the nineteenth century? In what ways does it remain so today?
- Identify common expressions of misogyny today.
- Is the fundamental task of feminism complete?

Applying key terms: Declaration of Sentiments

Once you have these items complete, see which of these terms you can find reflected in The Declaration of Sentiments and Rights (external link) from the Women’s Rights Convention at Seneca Falls, 19-20 July 1848.

Homework:

Sections HH250-09 and HH250-10 should review the Cemetery Project page and meet next class at the Cemetery.
Sections HH250-01 and HH250-15 have already completed the Cemetery Project and should proceed to homework #305.

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#303 "Mill Girls": The Bixby Letters

11/3/2016

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Preparation:

Read and annotate Bixby letters in the Course Reader, 35-38. Full assignment description: #303.

Document analysis:

Taking notes in your journal or a fresh Google Doc, work individually to identify each of the following.

Double-underline five words or phrases you would not commonly use in your own writing. For each word provide a brief contextual translation to words or phrases that you would actually use. Here are two examples showing different ways of going about this:
- “Comfort you in your afflictions” = make you feel better
- “Villain” = a person with evil actions or motives
Identify four physical objects mentioned in the letters that you would find difficulty finding in New England today.
Identify three names of people in the letter that do not belong to any of your family members, friends, or other acquaintances.
Identify two connections to “Secret Life of a Developing Country (Ours)”
Identify one religious reference.

Brief discussion on the letters:

Review some of our responses from the document analysis exercise.
What struck/stood out for you in these letters? Why?
What can we learn about the life of “mill girls” from these letters? How are the values and concerns of the two voices similar to your own? How are they different?
How are these young women both empowered and threatened by the factory system?
What else can we learn about the particular mills in which these young women work?

If time allows, write a short reply from either the brother (the first letter) or the mother (the second letter).

Homework: #304.

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#302 Secret Life of a Developing Country (Ours)

11/3/2016

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"Barroom Dancing" by John Lewis Krimmel (1786-1821). Wikimedia Commons.

Preparation:

Read selections from “The Secret Life of a Developing Country (Ours)”
Bring a copy of the reading (Foner and the Course Reader are not needed).

Discussion. We might explore a number of issues related to the selection we pulled out, including, but not limited to:

The author himself appeared surprised at some of his findings. Was there any points raised that altered your view of nineteenth-century American life?
What are some of the patterns you see emerging in this text? Do any themes tie together the various aspects explored by the author?
How does this article compare to some of our readings from units 1 and 2? How is this a different type of history? If history is not just about wars, constitutions, and great men, what is the purpose of history?
How do various social categories (gender, social class, or other identities) play out in this text?
What facts from this document appear most useful for use in constructing a historical-fictional account of the period? Why?

Historical fiction exercise:

With a partner, students select a nineteenth century identity. Spend about 5-6 minutes gathering and discussing relevant information from the reading related to the character you have chosen. Then, take 10 minutes to write a short description of that individual and her/his life (go ahead and be creative!). Please post in your shared folder.
- New England Farmer
- Tavern keeper
- Protestant minister
- British traveler
- American traveler

Homework:

Homework for sections HH250-09 and HH250-10: #303.
Homework for sections HH250-01 and HH250-15: preview the Cemetery Project page.

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#304 Public Women

#303 "Mill Girls": The Bixby Letters

#302 Secret Life of a Developing Country (Ours)

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