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Summary and Objective
In this lesson:
1) students will understand the status and expected roles of women in the early to mid-1800's;
2) students will understand that expectations of social roles for women did not include an expectation of equality in issues such as suffrage.
Teaching Plan
Step 1.
Open up the Young Ladies Literary Society pamphlet written in 1813. Read the purpose of the Society. What social and economic status do you think they held?
Read the following questions and answers: 11, 20, 29, 32, 54, 58, 59, and 65.
What do you think their answer to #66 would be and why?
Remember that women don't even have the right to vote in the United States at this time.
What do their answers say about the roles of women at that time?
Step 2.
Open up The Young Ladies Book written in 1830. Read page 409, especially the section on elegance.
Now read the supporting label text below.
What does it tell you about the role and attitudes of women in America at that time?
Step 3.
Look at The Life and Age of Women created c. 1840 and especially the supporting text. Look carefully at the detailed descriptions of ages 18, 30 and 50.
What does it tell you about the expected roles of women in 1840?
Step 4.
Click on the link below labeled "Declaration of Sentiments" from the women's rights convention in Seneca Falls, NY in 1848.
What does this document say about how the women who were signers and supporters felt about their status in America?
Step 5.
Make a separate list for each document detailing at least five things you learned about the roles of women.
Step 6.
What are the similarities and differences?
Step 7.
How do you explain the differences?
Step 8.
Finally, read the suffrage letter to George Sheldon in 1909 and the accompanying explanation. How does the existence of this letter help you interpret Seneca Falls at the time it occurred?
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