Lesson Plan: Defining Women s Roles and Identities in the Early Republic

Transcription

1 Kristen D Errico Foxborough High School Bi county Collaborative-Teaching American History Lesson Plan: Defining Women s Roles and Identities in the Early Republic The American Revolution and the early years of the Republic are typically taught through the stories on the battlefield, the deliberations of the men at the Continental Congress and then at the Philadelphia Convention, and finally with the early American Presidencies. George Washington, Thomas Jefferson, James Madison, and Alexander Hamilton are all revered for their dedication and contributions to the cause of liberty and nationhood. But what about their female counterparts? They have mainly been forgotten in the Revolutionary era. Women during the Revolutionary and Early National period did not achieve significant improvement in social status or rights. They were still the silent counterpart both legally and socially to their husband; but as a result of women s participation in the Revolution s cause, women were now viewed as capable and committed members of the Republican cause. Now women had a distinct role in society, that of cultivating in their husbands and children the moral feelings-virtue and social affection-necessary to hold a sprawling and competitive republican society together. [1] Republican Motherhood was to be the assigned role of women in the new Republic. This teaching strategy will look at various documents from the Revolutionary period through 1800 in order to analyze and determine not only the roles and responsibilities of women, but how women viewed themselves as equal members in society and attempted to press their male counterparts into acknowledging and integrating women into the political fold. Utilizing the documents of both prominent and ordinary women this lesson will attempt to foster an understanding of women s contributions to the Revolution and their views on the early Republican nation.

2 American Diversity Standards: College Board Themes in AP US History The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States. Politics and Citizenship Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for Civil rights. Objectives 1. To examine the various roles of women during the American Revolution and the Early National period. 2. To define Republican Motherhood through images. 3. To interpret primary sources. Time Frame Two-three class periods consisting of 55 minute periods. Background Famously Abigail Adams petitioned her husband, Continental Congress member John Adams, to remember the ladies when delegating liberty and rights to the citizenry. However, the American Revolution did little to change the status of women in American society. According to historian Edward Countryman, the Revolutionary settlement did absolutely nothing about the English common law doctrine that decreed that when a woman married, she submerged her own personality in her husband s and surrendered her property to his control. [2] Despite this neglect through law and doctrine, women in the Republic did have an emerging importance as wife and mother. The value of Republican Motherhood, the responsibility to raise virtuous and civic minded children was given to women. Their role was to educate and raise a moral citizenry that was patriotic and loyal to Republican ideals. Along with this vocation to motherhood, there are examples of women s civic participation during the Revolution. These include the Ladies Association of Philadelphia, begun by Esther Reed to collect and supply the Continental Army, as well as women like Sarah Osborn who served on the Revolutionary battlefield. In contrast to women who were active participants in the

3 Revolutionary fervor on the battlefield and in the urban centers, women like Martha Ballard of Maine contribute to the economic and societal fabric of society through their work as mother, midwife, and laborer. Through her diary we can see the early industrial model of the putting out system of manufactures, as well as the importance of creating a societal web of neighbors and kinships. [3] Students will be introduced to these various roles of women through letters, pamphlets, diary entries, essay, and government petition. Students will understand the status of women, the clear absence of women s rights as citizens, yet their steadfast determination to be counted and valued. The era of women s rights, suffrage and equality was left mostly to the efforts of nineteenth and twentieth century leaders, but the Revolutionary generation of women sowed the seeds for transformation and reform. Procedures 1. Day 1-2: Power Point Presentation to outline historical context a. Students will identify the following i. Abigail Adams ii. Mercy Otis Warren iii. Esther Reed iv. Judith Sargent Murray v. Martha Ballard vi. Republican Motherhood vii. American Revolution viii. Declaration of Independence All men are created equal ix. Constitution and women s rights b. Presentation will incorporate visuals to help in establishing student definition of Repubilcan motherhood. (Students will use SIGHT analysis worksheet to analyze visuals) c. Presentation will conclude with video clip from Celebrating mom. Historian Carol Berkin discusses the role of women after the Revolution and their assigned patriot duty as Republican mother Day3:Document analysis a. students will view and analyze the various documents through a station activity. b. Students will be given 10 minutes to read and answer questions for the four documents located around the classroom. Once all students have attended all stations, class will discuss findings and interpretations. 3. Assessment: To conclude, students will be asked to answer pivotal questions for homework. i. See Attached

4 Endnotes 1. Bernard Bailyn and others, eds., The Great Republic: A History of the American People, 4th ed. (Lexington, MA: D.C. Heath and Company, 1992), Edward Countryman, The American Revolution, revised edition. (New York: Hill and Wang, 2003), Ulrich, Laurel Thatcher, A Midwife s Tale: The Life of Martha Ballard, Based on Her Diary, (New York: Vintage Books, 1990), 75. Bibliography Bailyn, Bernard, Robert Dallek, David Brion Davis, David Herbert Donald, John L. Thomas, Gordon S. Wood, eds. The Great Republic: A History of the American People. Lexington, Massachusetts: D.C. Heath and Company, Countryman, Edward, The American Revolution, revised edition. New York: Hill and Wang, Kerber, Linda. The Republican Mother and the Woman Citizen: Contradictions and Choices in Revolutionary America. in Women s America:Refocusing the Past, ed. Linda Kerber and Jane Sherron de Hart, New York: Oxford University Press, Ulrich, Laurel Thatcher. A Midwife s Tale:The Life of Martha Ballard, Based on Her Diary, New York: Vintage Books, Primary Source Materials: Adams, Abigail. Abigail Adams to John Adams, 31 March 1776, Massachusetts Historical Society. (accessed September 19, 2010 Ballard, Martha. Diary entry in A Midwife s Tale:The Life of Martha Ballard, Based on Her Diary, New York: Vintage Books, Murray, Judith Sargent. On the Equality of the Sexes University of Pennsylvania, Celebration of Women Writers website. (accessed September 19, 2010) Reed, Esther. Sentiments of an American Woman, 1780 University of Michigan. %20Woman.htm (accessed September 19, 2010)

5 Rachel Wells, Petition to Congress, May 18, National Archives, Washington D.C. In Women s America:Refocusing the Past, ed. Linda Kerber and Jane Sherron de Hart, 117. New York: Oxford University Press, 2004.

6 Esther Reed. Sentiments of an American Woman, What was the purpose of the Ladies Association of Philadelphia? 2. Choose one sentence or statement that illustrates Reed s patriotism towards the American Revolution. 3. According to the document, what does Reed feel is the role of women in society? 4. After reading this document write a question to Esther Reed that you would like her to answer.

7 Martha Ballard, Diary Entry September What does Martha describe as the daily routine for women in Revolutionary Society? What were the noted activities for men? What does this tell us about gender roles during this time? 2. Explain the importance of Mrs. Ballard s entry in relation to the various other people mentioned? Who are they? What relation are they to Martha? What sort of service does she provide them? 3. Based on her entry, what can we learn about rural society in the early republic?

8 Rachel Wells, Petition to Congress, May 18, Why is Mrs. Wells petition Congress? What is her complaint? What is her request? 2. What does Mrs. Wells claim was her role and contribution to the American Revolution? 3. According to this passage, what rights were women hoping to achieve in post Revolutionary society?

9 Defining Women s Roles and Identities in the Early Republic APUS History Mrs. D Errico

10 Using the S.I.G.H.T method, critically analyze the accompanying image S.I.G.H.T. S scan for important details I identify the conflict or tension G guess the creator s intent or message. H hear the voices. T talk or write about your observations S scan for important details I identify the conflict or tension G guess the creator s intent or message H hear the voices T talk or write about your observations eodonnell@holycross.edu Edward T. O Donnell, 2009

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