1
10
38
-
https://shec.ashp.cuny.edu/files/original/6d3c31e7ce90eef5f7551d1a0f6eede8.jpg
b6880cf8adf8282d74a45f81526c1805
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8
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3
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1627
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2179
Photograph
Dublin Core
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Title
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Suffragists Demonstrate Against Woodrow Wilson
Description
An account of the resource
On October 20, 1916, the National Women's Party (NWP) organized a suffrage demonstration outside of an auditorium in Chicago where President Woodrow Wilson was giving a campaign speech. Wilson, a Democrat, was running for his second term as President. The NWP wanted to put pressure on political candidates to help push through a constitutional amendment guaranteeing women the right to vote. These demonstrators were attacked by a mob.
Creator
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Burke & Atwell, Chicago
Source
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Records of the National Woman's Party Records, Manuscript Division, Library of Congress; Digital ID: http://hdl.loc.gov/loc.mss/mnwp.276016
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1
Date
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1916
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Social Movements
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/85d51ccad7491138e7dc7d2572614d41.jpg
188489503680fba36afb769355eec6ee
Omeka Image File
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8
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3
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428
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303
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Dublin Core
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Title
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"Jailed for Freedom" Pin
Description
An account of the resource
In 1916, the National Women’s Party (NWP) began picketing the White House. NWP members criticized President Woodrow Wilson for going to war “to make the world safe for democracy†in World War I, while in the United States women were denied the right to vote. Police arrested the picketers for blocking traffic, and a judge sentenced them to seven months in prison. To recognize their sacrifice and heroism for the cause of suffrage, the NWP presented the women with small silver pins in the shape of a locked prison door.
Creator
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National Women's Party
Source
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"The Object of History, National Museum of American History, http://objectofhistory.org/objects/extendedtour/votingmachine/?order=10
Primary
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1
Date
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1917
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/aw_decsentiments_b10debbe61.pdf
2b132cd77c4f72eb8de59550cfe2eb62
Worksheet
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Title
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Analysis Worksheet: The Declaration of Sentiments
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This worksheet helps students analyze the 1848 Declaration of Sentiments.
Creator
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American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning
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Copyright American Social History Project/Center for Media and Learning <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Relation
A related resource
1155, 1690, 1691
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Antebellum America (1816-1860)
Subject
The topic of the resource
Gender and Sexuality
Reading Supports
Voting
-
https://shec.ashp.cuny.edu/files/original/john-adams-explain-why-the-poor-should-not-be-able-to-vote_d4c055ddab.pdf
bfe8c93ab57f063cec47a5a3baedd92a
Diary/Letter
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Language
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English
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American Social History Project / Center for Media and Learning
Title
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John Adams Explains Why Men Without Property Should Not Be Able to Vote (with text supports)
Description
An account of the resource
James Sullivan, a state court judge in Massachusetts and colleague of John Adams, was often sympathetic to those who thought women and non-elite men should have a voice in the new nation’s government. Adams disagreed, explaining to Sullivan why men without property and women should be excluded. Some spelling changes and edits have been made to improve clarity.
Creator
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John Adams
Source
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John Adams to James Sullivan, 26 May 1776; from Charles Francis Adams, ed.,<em> The Works of John Adams, Second President of the United States</em> (Boston: Little, Brown, and Company, 1854).
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1
Relation
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1673, 1645
Date
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1776
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Revolution and New Nation (1751-1815)
John Adams
Reading Supports
Voting
-
https://shec.ashp.cuny.edu/files/original/john-adams-explains-why-women-should-not-be-able-to-vote_ab0515e37b.pdf
faf14e6e0b1102941899b78cbd89d2dd
Diary/Letter
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Language
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English
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American Social History Project / Center for Media and Learning
Title
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John Adams Explains Why Women Should Not Be Able to Vote (with text supports)
Description
An account of the resource
James Sullivan, a state court judge in Massachusetts and colleague of John Adams, was often sympathetic to those who thought women and non-elite men should have a voice in the new nation’s government. Adams disagreed, explaining to Sullivan why women and the poor should be excluded. Some spelling changes and edits have been made to improve clarity.
Creator
An entity primarily responsible for making the resource
John Adams
Source
A related resource from which the described resource is derived
John Adams to James Sullivan, 26 May 1776; from Charles Francis Adams, ed., <em>The Works of John Adams, Second President of the United States </em>(Boston: Little, Brown, and Company, 1854).
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
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1673, 1646
Date
A point or period of time associated with an event in the lifecycle of the resource
1776
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Revolution and New Nation (1751-1815)
Subject
The topic of the resource
Gender and Sexuality
John Adams
Reading Supports
Voting
-
Government Document
Text
Any textual data included in the document.
<p><strong>14th Amendment </strong></p>
<p><em>Passed by Congress 13 June 1866; Ratified 9 July 1868 </em></p>
<p><strong>Section 1.</strong> All persons born or naturalized in the United States…are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the [rights] of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law…
</p>
<p><strong>Section 2.</strong> Representatives shall be apportioned among the several States according to…the whole number of persons in each State…But when the right to vote…is denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced…
</p>
<p><strong>Section 3.</strong> No person shall be a Senator or Representative in Congress, or elector of President and Vice-President, or hold any office, civil or military, under the United States, or under any State, who…shall have engaged in insurrection or rebellion against the same… But Congress may by a vote of two-thirds of each House, remove such disability.
</p>
<p><strong>Section 4.</strong> ...[n]either the United States nor any State shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.
</p>
<p><strong>15th Amendment </strong></p>
<p><em>Passed by Congress 26 February 1869; Ratified 3 February 1870 </em></p>
<p><strong>Section 1.</strong> The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude—</p>
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Title
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The 14th and 15th Amendments
Language
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English
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American Social History Project / Center for Media and Learning
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Following the Civil War and abolition of slavery, Republicans in Congress passed reconstruction laws meant to guarantee full citizenship and suffrage to African Americans. The 14th amendment required states to guarantee the rights of all citizens, including the right to vote for male inhabitants over the age of 21. The 14th amendment also contained provisions meant to prevent Confederate leaders from regaining political power or receiving economic benefits from the emancipation of slaves. The 15th amendment was passed to further protect African American enfranchisement. Despite the intent of northern lawmakers, the amendments––and the strong opposition to them by white southerners-- signified the beginning of a long struggle for black equality.
Creator
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U.S. Congress
Source
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National Archives
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Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
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1866 - 1870
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Civil War and Reconstruction (1861-1877)
Subject
The topic of the resource
Civil Rights and Citizenship
Constitution and Government
Voting
-
https://shec.ashp.cuny.edu/files/original/exit-tickets-answer-key_64df91271c.pdf
659ec1ea5bac31c02621b0eea75b60ff
https://shec.ashp.cuny.edu/files/original/exit-tickets_04e63a8273.pdf
a1db470aab594987b3231ec794c36262
Worksheet
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Title
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Analysis Worksheets: "Social Movements and Constitutional Change: Women's Suffrage"
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
These worksheets are designed to help students analyze nine primary sources in the activity "Social Movements and Constitutional Change: Women's Suffrage." Also included here are the answer keys for the worksheets.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2010.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/"></a><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1696
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Subject
The topic of the resource
Social Movements
Reading Supports
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/women-and-constitutional-change_10867bf744.notebook
818657dbb6afa23993ce9f14bea92518
Teaching Activity
Objectives
<ul><li>
<p>Students will construct a timeline of the women's suffrage movement.</p>
</li>
<li>
<p>Students will analyze primary sources in order to determine the significance of social movements in creating constitutional change. </p>
</li>
<li>
<p>Students will be able to describe the goals and tactics of the women's suffrage movement. Â </p>
</li>
</ul>
Materials
1697, 1694, 1693, 1691, 1689, 1687, 1685, 1684, 1682, 1677, 1698
Historical Context
<p>In the early republic, despite a few scattered pleas and a short period of suffrage in New Jersey, women were excluded from the franchise and from civic life generally. In the antebellum period, though, women significantly participated in many reform movements, testing the boundaries of socially and politically acceptable behavior for their gender. In 1848, a small group of women and men gathered in Seneca Falls, New York to call for full civic rights for women. After the Civil War, when the national discourse centered around constitutional change and expanding voting and civil rights to former slaves, suffragists were hopeful that their enfranchisement might also be accomplished. Republican leaders, as well as some suffrage activists who had previously been active in the abolition movement, however, worried that including "sex" as a provision of the 15th Amendment would weaken its chances of passage, scuttled the proposal. Although the first call for a women's suffrage amendment was introduced into Congress in 1878, it would not be until 1920 that the nation ratified the 19th Amendment, guaranteeing women's right to vote. </p>
<p>Throughout this long period, suffrage activists adopted many different tactics, including circulating petitions, holding parades, and acts of civil disobedience. They made their case in the courts, in newspapers and magazines, and in the public sphere. They organized supporters at the local and state levels to put pressure on politicians to enfranchise women locally and to ratify an amendment should the opportunity arise. They also maintained a headquarters in Washington, D.C. to pressure Congressional leaders, as well as to demonstrate in front of the White House for their basic civic rights. Â </p>
Lesson Plan Text
<p><strong>Note:</strong> This activity requires some preparation of materials ahead of time. The teacher should print out and cut apart the event cards and date cards, making enough sets for each group. The teacher should keep the date and event cards separate, so that the date cards can be passed out as "rewards" when the students finish analyzing each document. It is recommended to print cards on cardstock and laminate them, if possible, to improve sturdiness. In a professional development workshop for teachers, ASHP used sentence strips to create timelines and affixed the cards with velcro to the timelines.</p>
<p>The attached Smartboard Notebook file contains slides for each of the steps in the activity, as well as a completed timeline for reference. The Tic-Tac-Toe board numbered 1-9 allows students to pick at random a document to analyze, if the teacher wishes to introduce a more game-like element to the activity. </p>
<p><strong>Step 1:</strong> Divide students into small groups of 3-5. Ask students to put their desks together to create a table and to clear it completely. All students will need for the activity is a writing utensil, but they will need lots of space to arrange their timelines.</p>
<p><strong>Step 2: </strong>(Optional) Review the process for ratifying an amendment. Ask students to think about the role of activists and social movements in pressuring Congressional and state leaders to pass and ratify amendments. </p>
<p><strong>Step 3:Â </strong>Project or write on the board the four steps of social movements and change (in random order):</p>
<ul><li>
<p>DEMAND a change</p>
</li>
<li>
<p>ORGANIZE a movement</p>
</li>
<li>
<p>PERSUADE the public/officials</p>
</li>
<li>
<p>ACHIEVE the goal</p>
</li>
</ul><p>Ask students to decide what the correct order for achieving a social change is. Why do they think some things have to happen before others?</p>
<p><strong>Step 4:</strong> (Note: The teacher can modify the following steps by changing the number of documents in the activity.) Give each group a set of event cards and ask them to put them in the order they think they go, based on their prior knowledge or the logic of the DEMAND-ORGANIZE-PERSUADE-ACHIEVE rubric. After students have arranged their timelines, tell them they will use primary sources to determine the correct order of events.</p>
<p><strong>Step 5:</strong> Lead students through analysis of some or all of the documents. Depending on the level of the students, the teacher may want to lead students through all documents or allow students to be self-directed. </p>
<p><em>If students are working at a self-directed pace:</em></p>
<p>For each document, the group should read the document together, then answer the questions on the "document understanding check" worksheet. When the group has answered the questions, they should send a "runner" to the teacher. The teacher should check the answers and give them a "date card" to add to the event card if they are correct. (If students are incorrect, they should try again.) When the student retrieves the date card, he or she should also pick up a new document and worksheet. Allow students to pick which document they would like to work on next, though they should complete all documents by the end of the activity.</p>
<p><strong>Step 6: </strong>As groups finish, have them work independently to answer the following synthesis question:</p>
<p>Review the four steps of social movements and change: DEMAND a change, ORGANIZE a movement, PERSUADE the public/officials, ACHIEVE the goal. Write 1-2 paragraphs describing how the women's suffrage movement resulted in the 19th Amendment. Cite at least FOUR of the documents in the activity. </p>
<p>Allow students to work on the synthesis question as other groups finish the documents. Any students who don't complete the synthesis question in class should complete it for homework. </p>
Dublin Core
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Language
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English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Title
A name given to the resource
Social Movements and Constitutional Change: Women's Suffrage
Description
An account of the resource
In this activity, students analyze documents to arrange events on a timeline of women's suffrage. The timeline and documents will help students understand the intersection of social movements and constitutional change. This activity can be modified by reducing the number of documents. An optional Smartboard Notebook file is included to facilitate the activity.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Projects/Center for Media and Learning, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2010
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Group Work
Interactive Knowledge Building
Reading Supports
Smartboard
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/national-womens-party_fe86338d57.pdf
5cdfe68482240171a30fccf416172b5f
Photograph
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English
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American Social History Project / Center for Media and Learning
Title
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The National Women's Party Pickets the White House
Description
An account of the resource
In 1916, a new militant suffrage group, the National Women’s Party (NWP), was formed. Led by Alice Paul, the NWP began picketing the White House. NWP members criticized President Woodrow Wilson for going to war “to make the world safe for democracy†in World War I, while in the United States women were denied the right to vote. Police arrested the picketers for blocking traffic and a judge sentenced them to seven months in prison. Paul and other prisoners went on a hunger strike to protest the harsh treatment they received there. The willingness of the picketers to be arrested, their campaign for recognition as political prisoners rather than as criminals, and their acts of civil disobedience in jail shocked the nation and brought attention and support to their cause.
Creator
An entity primarily responsible for making the resource
Unknown and Harris & Ewing (photographers)
Source
A related resource from which the described resource is derived
“Helena Hill Weed, Norwalk, Conn. Serving 3 day sentence in D.C. prison for carrying banner, ‘Governments derive their just powers from the consent of the governed.’†1917, photograph, Library of Congress, Records of the National Woman's Party collection, http://hdl.loc.gov/loc.mss/mnwp.275034. Harris & Ewing, Washington D.C., “Photograph of fourteen suffragists in overcoats on picket line, holding suffrage banners in front of the White House. One banner reads: ‘Mr. President How Long Must Women Wait For Liberty’. White House visible in background.†1917, photograph, Library of Congress, Records of the National Woman's Party collection, http://hdl.loc.gov/loc.mss/mnwp.160022.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Relation
A related resource
1800, 1696
Date
A point or period of time associated with an event in the lifecycle of the resource
1917
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Modern America (1914-1929)
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Alice Paul
Reading Supports
Social Movements
Voting
-
https://shec.ashp.cuny.edu/files/original/map-voting-1880-1910_7779b28927.pdf
676f1d4929172f90434a47a9e71e39b9
Map
Dublin Core
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Title
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Maps of Women's Suffrage Prior to the 19th Amendment
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Although early suffragists were not successful in passing a federal constitutional amendment to give women the right to vote, activists worked hard at the local and state levels throughout the late 19th and early 20th centuries. They formed local organizations, proposed new state laws, and campaigned for state-wide referenda that gave women the right to vote in some elections, often those relating to education (for example, school board elections). In 1869, the Wyoming territory granted women the right to vote in all elections, a right they kept when Wyoming was admitted as a state in 1890. Many other western territories and states did the same.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2010.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1806, 1696
Date
A point or period of time associated with an event in the lifecycle of the resource
1880 - 1910
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Gender and Sexuality
Civil Rights and Citizenship
Reading Supports
Voting