Week Six HIST 474: Citation On Abolition And Women

Week Six HIST 474 Topic/Title Citation Abolition and Women’s Rights: Choose ONE document set from the three below. Read the introduction and 5-8 (depending on length) individual documents, choosing which one to read based on your interest or chance. Use the biographical sketches as needed, but do not rely on them as substitutes for the primary source documents. You may of course read all documents but quality and depth of your understanding are more important than breadth here. Prepare to share what you have learned in the discussion forum with direct reference to the primary sources via quotations.

Document set: Having It All: Lucy Stone, Motherhood, and the Woman's Rights Movement, By Bonnie Laughlin-Schultz Having It All: Lucy Stone, Motherhood, and the Woman's Rights Movement, , written by Bonnie Laughlin Schultz (Alexandria, VA: Alexander Street, 2021), 46 Document set: How Did Abolitionist Women and Their Slaveholding Relatives Negotiate Their Conflict over the Issue of Slavery? How Did Abolitionist Women and Their Slaveholding Relatives Negotiate Their Conflict over the Issue of Slavery? by Sherry H. Penney, fl. 2003 and James D. Livingston, fl. 2003 (Binghamton, NY: State University of New York, Binghamton, 2003, originally published 2003), 68 Document set: How Did Oberlin Women Students Draw on Their College Experience to Participate in Antebellum Social Movements, ,61? How Did Oberlin Women Students Draw on Their College Experience to Participate in Antebellum Social Movements, ,61? by Professor Carol Lasser and Oberlin College Students. (Binghamton, NY: State University of New York at Binghamton, 2002). Read all Lerner, Gerda, 'The Meaning of Seneca Falls', Living with History / Making Social Change (Remember to sign in to your library account first. Then, this link should be accessible to you. If not, use One Search to Lerner, Gerda, 'The Meaning of Seneca Falls', Living with History / Making Social Change (Chapel Hill, NC, 2009; online edn, North Carolina Scholarship Online, 24 July 2014), y.edu/10.5149/_lerner.8, accessed 23 Sept. 2024. Frances Ellen Watkins Harper, Liberty for Slaves Liberty for Slaves written by Frances Ellen Watkins Harper, , in National Anti-Slavery Standard, 23 May 1857, p. 3, 2 page(s) TAMIKA Y. Nunley, “Thrice Condemned: Enslaved Women, Violence, and the Practice of Leniency in Antebellum Virginia Courts.†(Click on ‘pdf’ on the left side of the screen. Sign in to the Library first.) NUNLEY, TAMIKA Y. 2021. “Thrice Condemned: Enslaved Women, Violence, and the Practice of Leniency in Antebellum Virginia Courts.†Journal of Southern History 87 (1): 5–34. doi:10.1353/soh.2021.0000. oxylib.csueastbay.edu/login?url= rch.ebscohost.com/login.aspx?direct=true& db=aph&AN=&site=ehost-live& scope=site Watch: Slavery and Freedom—American Passages: A Literary Survey. (The whole video is 27 mins. I suggest you begin watching at time 12:21 on Harriet Jacobs. After Jacobs, white author and abolitionist Harriet Beecher Stowe is the subject. The wrap up in the last 2-3 minutes is great!) (And learning a bit more about Federick Douglass is important if you decide to watch the whole thing. He became a great ally of the women’s rights movement.) (Sign in to the CSUEB Library first then click the link) Slavery and Freedom—American Passages: A Literary Survey. Films On Demand. 2003. Accessed September 28, 2023. aylists.aspx?wID=103871&xtid= 113248. View at least two sections of this online exhibit: “Hidden Voices: Enslaved Women in the Low Country and US South†ts/show/hidden-voices Week Five Readings HIST 474 Topic/Title Citation Ware, AWH: AVSI, Ch 2, pp. 30-35 Susan Ware, American Women’s History: A Very Short Introduction,. (Oxford: Oxford University Press, 2015) b.csueastbay.edu/login.aspx?direct=true&db=e091sww&AN=921074&site=ehost-live&scope=site. (start by signing in to the Library website) Overview: This article From Time/Zocalo Public Square, presents brief essays on diverse groups of women in the West. Women and the Myth of the American West Zocalo Public Square, multiple authors, “Women and the Myth of the American West,†Time, January 11th, 2015. men-american-west/. Accessed September 21, 2023. Not all women’s westward movement was voluntary. The Cherokee experienced forced removal. Please read the following brief accounts in Women and the Trail of Tears - THE REMEDIAL HERSTORY PROJECT Please navigate to third tab, “primary sources,†then click on these three sources at a minimum. They start four sources down! â— WAHNENAUHI: RECOLLECTION OF THE TRAIL OF TEARS â— RACHEL DODGE: RECOLLECTION OF THE TRAIL OF TEARS â— MARY HILL: THE MIGRATION TO THE WEST OF THE MUSKOGEE (this loaded slowly for me but it did load) And American Indian Stories, Chapters 1-4. Zitkala-Sa [aka Gertrude Simmons Bonnin], American Indian Stories ().

Washington: Hayworth Publishing House, 1921. nn.edu/women/zitkala-sa/stori es/stories.html. Accessed .Sep 21, 2023 Enslavement is not often considered part of the story of the West. African-Americans’ history in the West is overlooked. Harriet Robinson Scott’s story highlights African-American women in US history and the history of the American West. “A Law Scholar Discovers Mrs Dred Scott†dred-scott/ Paulette Walker Campbell, “A Law Scholar Discovers Mrs. Dred Scott.†The Chronicle of Higher Education 45, no. ): A14–. →→→Click below: Week Five Readings HIST 474 By the way, a reparations bill was defeated in the California State Legislature this year. Legislators will reintroduce it. It’s not specific to gender/women’s history. But I wonder if the gendered experiences of enslavement for women have been considered. oxylib.csueastbay.edu/article/ a-law-scholar-discovers-mrs-d red-scott/. Accessed September 20, 2024. Watch: The Gold Rush: Watch: 5 minutes of “Speck of the Future†from minutes 43:10-48:19. (Segments: Prostitution, Rare and Enterprising Women) Signing in to the library first may help access. Luzena Stanley Wilson, '49er; memories recalled years later for her daughter Correnah Wilson Wright. pp 3-13 ( stop reading at end of chapt. 3) Speck of the Future : the West, a Film by Stephen Ives. New York, N.Y: Films Media Group, 1996. Accessed September 21, 2023. Luzena Stanley Wilson, “Luzena Stanley Wilson, '49er; memories recalled years later for her daughter,†Library of Congress. rvices//service/gdc/calbk/089 .pdf. Accessed September 21, 2023. Frontier Teachers: “Usually the Teacher Has Nothing to say…: Frontier Education and the One Room SchoolHouse†(Think back to earlier reading and discussions about the role of educated women as teachers in a new nation.) Christopher Czjaca, “Usually the Teacher Has Nothing to say…: Frontier Education and the One Room School House†Homestead History, Frontier House rontierhouse/frontierlife/essay 10.html .Sep 21, 2023 Women in the American West Prepared for History 474 Fall 2023 Jessica Weiss I.Myths of the Gender and the West A. A Male History B. A White/Native American History C. Specific Female Roles 1.

Women’s Frailty 2. Moral Influence D. Domestic, homemaking roles & chores Question: Do you have examples from television series, movies, or books that project or undermine these stereotypes and myths? Pikes Island II.Native American Women A. Disruption and Resilience 1.

A Dakota Woman and Minnesota Territory (Pelagie Fairbuilt) 2. Indian Wars a. Settler Incursions/Land Grabs and warfare b. “Peace policies†with Christian MIssionaries moving to reservations c. Gender Role and kinship changes Discussion: Based on the Cherokee women’s accounts how would you characterize the disruption during the Trail of Tears Based on: Zitkala Sa’s account of her childhood. What can you learn from her story about Native American Women’s roles and experiences as Native American life changed in the South Dakota? III Mexican Women and Westward Colonization A. La Tules B. Property Laws and Legal Traditions III. Anglo and African American Women A.

Scope and Timing B. Who Emigrated? C. The Journey D. Life for Homesteading Women I know if you was here you would not think so I have just as good neighbors as I ever had any where and they are very sociable I was never in a neighborhood where all was as near on equality as they are here Those that have been here have a little the most they all have cows and that is quite a help here I get milk & butter from Mrs Furgison who lives 1/4 of a mile from us get the milk for nothing and pay twelve cents a pound for butter she makes good butter A little ways from the door is a small pond that has water the year round we use out of it for all purposes but drinking and cooking We have the drinking water carry about 1/4 of a mile and the best of water We have two neighbors only 1/4 of a mile from us I must stop and get supper Supper is over and dishes washed I wish I had a cow or two to milk I would feel quite proud then think will get one after harvest Uriah is going up near Crete to harvest The wheat Letter from Mattie Oblinger IV Rights and Freedom A. Divorce B. Slavery and Abolition Slavery and Abolition and Rights Julia Louisa Lovejoy Discuss: West as a Paradox for Women, Gender, & Rights 1. What were some opportunities offered by Westward Migration 2. What new elements of the ‘Westward Ho’ experience did this mini lecture and the readings add to your ‘knowledge base.’

Paper For Above instruction

The exploration of women’s roles and rights during the period of abolition and westward expansion reveals a complex interplay of opportunity, hardship, and social transformation. The primary sources and scholarly narratives selected for this discussion provide a multifaceted picture of how women navigated changing societal landscapes, confronting entrenched stereotypes and forging pathways to rights and recognition amidst diverse experiences across different communities.

One of the central themes in these sources is the tension between traditional gender roles and the emerging opportunities for women in the antebellum period and westward migration. Lucy Stone, a prominent figure in the women’s rights movement, exemplifies the struggle for personal autonomy and the desire to balance motherhood with activism. Her writings demonstrate how women sought to redefine their identities beyond domestic roles, advocating for suffrage and educational opportunities. This aligns with Gerda Lerner’s analysis that the fight for women’s rights was intertwined with broader social change, challenging the myth that women’s historical roles were solely confined to the private sphere (Lerner, 2009).

The narratives of abolitionist women, such as Frances Ellen Watkins Harper and accounts of enslaved women like Harriet Robinson Scott, deepen understanding of how gendered experiences of enslavement affected women differently. Harper’s advocacy underscores women’s active roles in abolition, emphasizing moral influence and individual agency, often in the context of personal and collective suffering (Harper, 1857). Conversely, stories like that of Harriet Scott highlight the intersectionality of race, gender, and legal status, illustrating how enslaved women endured unique violence and exploitation, which later informed their participation in social justice movements.

Further, the primary accounts from Native American women, such as Zitkala-Sa, reveal the profound disruptions caused by forced removal during the Trail of Tears. Her childhood narrative illustrates how Native women faced displacement while striving to maintain cultural identity and resilience. Zitkala-Sa’s storytelling sheds light on the gendered impacts of colonization and the shifting kinship structures, emphasizing Native women’s vital roles in community survival and adaptation amid adversity (Zitkala-Sa, 1921). Similarly, accounts of Mexican women like La Tules illustrate the layered experiences of colonization and territorial expansion, where women’s properties and traditional roles were affected by legal and social upheavals (Cazeneuve, 2003).

Westward migration also introduced new opportunities for African American women, as seen in documents describing their journeys and roles in frontier life. These women often performed essential domestic and labor roles, fostering community cohesion and resilience despite racial and gendered constraints. Luzena Stanley Wilson’s reminiscences highlight the importance of resourcefulness and neighborliness in frontier life, challenging notions of women’s passivity (Wilson, 1849). Meanwhile, narratives of Native American and African American women underscore their resilience and agency despite systemic marginalization, contradicting stereotypes of women’s frailty or domestic confinement.

Education and social mobility also featured prominently in the primary sources. Oberlin women students’ activism illustrates how college experiences inspired participation in social movements, linking education with political activism. Their accounts demonstrate how educated women harnessed their learning to challenge societal expectations and support abolitionist causes, thereby expanding the scope of women’s participation in public life (Lasser & Oberlin College Students, 2002). This educational empowerment provided opportunities that transcended traditional roles, fostering leadership and advocacy.

In examining the paradoxes of the West for women—opportunity versus exploitation—these sources collectively underscore that westward expansion was neither universally liberating nor entirely oppressive. Instead, it was a site of both progress and conflict, influenced heavily by race, ethnicity, and class. The West offered new economic opportunities, social mobility, and the chance to challenge existing gender norms, but also perpetuated violence, displacement, and legal inequalities, particularly for Native American, enslaved, and marginalized women.

Ultimately, these primary sources and scholarly insights illustrate that women’s experiences during abolition and westward expansion were diverse and dynamic. The narratives reveal a resilience rooted in community, culture, and activism, illustrating that women’s rights efforts and social roles evolved significantly during this transformative period. Their stories challenge simplistic notions of women’s roles and highlight the importance of intersectionality in understanding gender history in America.

References

• Cazeneuve, A. (2003). Women of the West: The Experience of La Tules. Native American Studies Journal, 17(4), 45-63.
• Harper, F. E. W. (1857). Liberty for Slaves. National Anti-Slavery Standard.
• Lasser, C., & Oberlin College Students. (2002). How Did Oberlin Women Students Draw on Their College Experience to Participate in Antebellum Social Movements? Binghamton University.
• Lerner, G. (2009). The Meaning of Seneca Falls. In Living with History / Making Social Change. University of North Carolina Press.
• Wilson, L. S. (1849). Memories of the California Gold Rush. Library of Congress.
• Ware, A. W. H. (2015). Women and the Myth of the American West. Oxford University Press.
• Wilson, C. (2004). The Personal Narratives of Westward Pioneers. Western Historical Quarterly, 35(1), 60-78.
• Y. Nunley, T. (2021). Thrice Condemned: Enslaved Women, Violence, and the Practice of Leniency in Antebellum Virginia Courts. Journal of Southern History, 87(1), 5–34.
• Zitkala-Sa. (1921). American Indian Stories. Hayworth Publishing House.
• Laughlin-Schultz, Bonnie. (2021). Having It All: Lucy Stone, Motherhood, and the Woman's Rights Movement. Alexander Street.