Blog #7

Textbook
1.Two of the major dividing forces between women of the North and South, were economic development and social beliefs. Women in the North, who wanted to abolish slavery, lived in an area that already had allowed slaves to be free. The idea that black men and women should not be enslaved had been socially accepted in the North and many white women agreed. Their lives were also not dependent on slaves for economic survival and therefore they had much less to lose when the end of slavery came. The women of the South however, whose feelings towards blacks had long been negative, had a much more difficult time accepting that blacks were not property, but instead human beings who should not be owned. The economy in the South depended greatly, if not solely, on slave work. If slavery were to end, their way of life and economic survival would be threatened, leaving them without a workforce.

2.The “New South” had great impacts on women of all color and most classes. Black women, who were now free, often left to search for family members who had been sold or they had lost contact with. These searches ended in sorrow a lot of times. Because such long periods of time might have passed, and because of the relocation of slaves, many had already formed new families, or children did not remember their family members, leaving those who went searching in despair. Some blacks decided to stay with their white owners, mostly because they had no where else to go. Although blacks were now free, their opportunities were still limited and they faced just as many challenges as before. One new great opportunity for blacks was education in schools. Elite women had a very difficult time adjusting to life without slaves. Now they were forced to either pay for labor or do it on their own. Middle class women were not as affected by the emancipation of slaves since they had already been doing many things slaves had done for the elite, on their own.

Source Interpretation

1.The lynching of Thomas Moss was done by Southern white men angry at the new opportunities for blacks and the competition in money. Tensions among these white men were already high seeing as they didn’t want slaves to be free. The fact that these black men were also now taking their money threatened not only their social beliefs, but also their economic status. The larger conflicts involving lynching was that free black men were a threat to whites, socially and economically. The whites did not want the blacks to do well, or have a same status, so they did all in their power to keep blacks down. They used lynching for any and all reasons, but covered it up with the excuses that black men were raping white women.

2.Lynching was mainly done under the cover of rape. Men who were lynched often times did not do anything that would he would even be tried in court for, let alone be brutalized in such a way. It was an excuse for the white men to do away with blacks as they saw fit, for blacks were becoming much too powerful, and in doing so also created a stereotype black men had trouble getting away from. The cover of rape was used most often in the reasoning behind lynching. Since rape is such a horrible thing, whites could get away with this as their reason. However, rape was usually not the case at all. Some blacks who were caught with white women were actually in willing relationships with these women but that did not matter, since white women were not thought to want to be with black men. Wells wanted to change the stereotype of black men that said black men were all rapists and deserved to be lynched. She wanted to expose the true hatred and racism that white men used as a way to keep the blacks down.

3.There is major hypocrisy among the history of white men raping black women and black men raping white women. For years white slave owners had felt the right to rape black women as they felt necessary. They held no responsibility for the pain or fear they instilled in these women and would sell their illegitimate children for a profit. White men saw black women as their property, with what they could do anything to. Black men on the other hand, were still viewed as unworthy and therefore “unthinkable” (308) for a white women to be attracted to. This meant, that no white women would ever even consider being with a black man, and so if this came to be, it would be called rape. Whites would not fathom the want of white women to be with black men. White men had always felt they were superior to blacks and this was just one way the showed that. While white men saw no difference in the raping of black women, the purity and goodness of the white women must be protected by the raping of blacks. It was also a fear of producing colored children. When white men raped black women and a child was born, the mother and child were both of color. When a white woman bore a mixed child, they would not share the same skin color and if could not be hidden.

Blog #6

Textbook
1. As the United States expanded west, to the Pacific Coast, the lives of many women changed, though it was a difficult experience for all. The white women, who didn’t always want to go out west, found particular challenges during the long journey. They tended to the cooking and washing, caring for children, and doing all this while being exhausted. Because of the long trip, tired horses, broken down wagons and the sometimes difficult climate, white women traveling west had to endure both physically and mentally draining times. Many lives were lost, including those of children who went unwatched as the mothers had other tasks preoccupying their minds. Indian women faced great challenges when others came onto their land. They were often forced out, captured as slaves, wiped out by disease and also lost family members. The Mexican women were a bit different. Because of Mexican law, that allowed women to have more rights, many lost land and power when settlers came. They also faced the loss of tradition and laws when white settlers didn’t accept Mexican law and instead wanted them to adopt white ways.


2. There were many events and developments that led American women into reform activities in the antebellum years. Religion played a huge part in women wanting to not only reform the individual, but also the society (213). After the Great Awakening, women felt even more empowered to express their beliefs and spread religion, mainly the Protestant religion. These women created organizations which allowed them to hold merit on the ways of society as they were teaching, essentially, the ways in which one, in society, should act. Alcohol was another issue that led to the antebellum years. Drinking was becoming such a problem that women warned men against drinking. Within the home and within the society, all were suffering the affects of alcoholism. Prostitution and slavery were also main concerns. Many people felt that both were unchristian like and instead those held in these positions should be set free and instead be able to adopt a more Christian life.


Source Interpretation
1. Maria is first curious about Chavez staying at her house. Since her husband was not there to consult with, she went to her brothers. This shows her sense of uncertainty and fear regarding Chavez staying at her house, though she wishes to let him. When Maria was told that armed soldiers were surrounding her house, she kept her cool. She conceals her fear by staying calm and speaking to the soldier almost like one would a child. She is firm yet nice, and tells him she in not afraid, though the soldier suspects she is. Of course she is afraid of Chavez being found and then therefore her getting into trouble as well, but she doesn’t show that and it helps that she didn’t have to lie.
2. Maria draws from her own strength and from the strength of family and others living in her household. Since her husband is away, she is the head of the household and is the one to make such important decisions as whether or not to take Chavez in. She draws on the strength of her brothers for advice and she relies on the ‘Indian girl’ and cook to check things out when she hears noises. She also draws strength from Silva and Maria who help hid Chavez and get him out. She draws on the strengths and support from all these individuals, but she also relies on her faith and trust in God. She states that “the words, “love of God,” had great force and made me think” (243) when asked to take Chavez into her home. The absence of men let Maria act as an authority figure, making huge decisions within the home, and also allowed her to have strength in her independence and acknowledge her own choices as solely hers. If her husband had been present, things may have gone very differently and perhaps she wouldn’t have been credited with saving Chavez’s life that day.

Blog#5

Blog #5
Textbook
1.Slavery affected southern white and black women very differently. If you were the ideal feminine mold of southern value and culture, you were most likely considered to be elite and holding the “slave women’s fate” (157) in hand. Because these elite women were expected only to preserve their innocence, beauty and live leisurely lives, the rest of the work and child rearing fell onto black slaves. Black slaves were expected not only to perform manual and domestic labors, but also often raised white women’s children. They did not however always raise their own. Often times black women and men were separated from each other and children were sold. A black child was identified through his or her mother so one could keep the races undoubtedly divided. White women who worked on plantations also performed manual and domestic labors since they usually worked with their families and could not afford slaves. One thing that set them apart from both elite and black slave women is that they often raised their own children.

2.The main significance of Harriet Jacobs’ story is in the truths she tells of hardships black women slaves faced in the 1800’s. Her story reiterates many things we have already read and learned about the brutal lives of black women slaves. She was sexually harassed by her master and hated by her mistress. She was considered property and had no legal rights or anyone to turn to for help. She spoke knowing that this life was not only for her, but for many slave women during the time. Because her story is considered legitimate by historians, the implications of truth that unfolds from her accounts paints a clear picture of life and hardship for black slave women.

Source Interpertation
1.White men and women believed so blindly that blacks were so completely unequal to them, that they did not even share the same emotional abilities as whites. Marriage between blacks was not permitted not only for lack of emotional ability, but also for the fear of decrease in wealth. Blacks were often thought of as stupid, incompetent, and without love. Both of these stories dispute those ideas. The first story tells of the way Ellen, a slave, outsmarts white men by dressing as a man and escaping to be with her love. She not only proved she was smart, but also that she had such deep emotions that she was willing to risk getting caught in order to be with him. In the second story, the slave was sold for loving and having a child with another slave on a different plantation. He showed and challenged the white’s beliefs about blacks, but saying he loved her and would work and be a “good negro” (181), if only he could stay and see her once a week. Both stories and tellers accounts shows the competence and real emotions felt by these young people, regardless to the ignorance of whites at the time.

2.Memory is crucial in the legacy of storytelling. Because the first story came from personal experiences and the author wanted to be able to write it himself, the credibility of the story is much greater. Given the concrete details and the placement in context, being written 12 years after the fact does not hurt the authenticity of the author. Many times, it takes 10 years to simply write the story in the first place, so I believe it is understandable. The second story I still find credible because of the narrators memory. Although the story is not filled with as much detail and is not from a first hand experience, I do not believe that time would greatly distort the memory or experience. Of course, as things get passed down from generation to generation events will change. But that did not happen in this case; it was a told story, but a recent and clear account of events. The memory of those who have experienced great traumas will not often forget them. And will usually hold them very clear in their minds.

Blog #4

Textbook

1. The main concept of the ideology of “true womanhood” was that men and women were completely separate, in different spheres, and should not cross over or outside of their place. A woman’s place was in the home, doing domestic duties and staying outside of the private sphere where men took care of business, politics, and the labor force. Because mostly white women were able to stay inside these gender norms, the structure of classes was created. White women, who could stay home and tend to children while their husbands worked, became the middle class. Of course the slaves, who often worked in labor fields, with no separation of gender, became the lower class; and often thought so because of their lack of moral values.
2. The Lowell mills girls were the pioneers of introducing women into the workforce in the 1820’s. Working in textile factories, women were now undoubtedly contributing to the economy and moving outside of their domestic roles. Since so many of these women, or girls, were unmarried, they were seen and understood as independent. These women were also giving other women hope with the “possibilities of personal independence and economic contribution for their sex” (148). Although women working in factories did earn wages, they were less than what men earned. Women were able to strike against unjust wages, leading them into more politically active roles in society.

Source Interpretation

1. Sanger’s view of the moral nature of women was that women were held by virtue and reason. Men were also held by this view but not often held accountable for their actions and aggressions when it came to female prostitution. It was thought that no women would “voluntarily surrender herself without some powerful motive” (171). Sanger felt that because of women’s moral nature, she would only succumb to prostitution through weakness and destitution. Sanger also believed that although women did have sexual desires, they were subconscious like, or in a “slumbering state until aroused by some outside influence” (170). This thought goes along with a women’s virtue being seen as innocent and chaste.
2. Sanger has a list of causes for prostitution but the most popular reasons are inclination and destitution. The inclinations of a woman to become a prostitute relied on her willingness and want to be one. A woman’s need to satisfy her sexual desires was at the forefront for these reasons. Another reason one woman became a prostitute was so she could have liquor. Another was the persuasion that if you did become a prostitute, you would be able to live an “easy, merry life” (171). The consequences for the cause of inclination were just as harsh as others. Some women were left by their husbands, others who did want to satisfy sexual desires were not rightfully acknowledged as sexually free but instead as slaves to passions and male aggressors. Destitution, which was the most common cause stemmed from a women’s inability to care for herself or others, leaving her no choice but to enter into prostitution or die. The consequences of this were more emotionally hard on women. The fear, shame and guilt of loosing ones innocence, especially at a young age, and not being able to find work after prostitution, were the greatest consequences of all.
   

Blog#3

Blog #3

Section A

1. During the Revolutionary era, women such as Sarah Osborn broke traditional gender roles by leaving the home to work with men in the battlefield. These women challenged the expectations of women’s roles which placed women inside the home and left them solely in the private sphere of society. Although women’s roles shifted dramatically from private to public, their participation and contributions remained domestically dominated. Women on the battlefield cooked, washed, and mended for their husbands and other soldiers, leaving their position greatly gender specified. These domestically dominated contributions, though vital, set limitations on the full development of new roles for women. Another limitation to these challenges was the relatively small number of women actively participating outside the home. Since women inside and outside the home still served traditional gendered roles, the challenges remained solely a challenge and were rarely, during this time, exceeded with success.
2. As major consumers, women’s activity in the revolutionary era can be considered ‘political’ in many ways. Women played a crucial role in the boycott of British goods, including tea and cloth. Not only did women encourage others to participate in the bans, they also provided alternative options for cloth by working communally in spinning bees. As ‘Daughters of Liberty”, women found that their roles as consumers greatly contributed to economic welfare and had a direct impact on the daily lives of all. Native American women, often Iroquois women, were also politically active. Not only were they “highly visible in the war effort” (77), they also served as mediators between tribes and often the British. Their role as influential leaders is also strongly viewed as political. European women faced different challenges during the revolutionary era. They had difficult decisions to make regarding their faith, loyalty to husbands, and following their own beliefs surrounding the war. Many were associated with their husband’s allegiance, though some fought to distinguish themselves from their husband’s views and actions. Pacifist women often struggled with religious beliefs, such as the Quakers, who were against war. Tories faced many hardships including rejection and loss of land and personal goods. At times, these women would serve as spies for the British, furthering their political attributions during war time. Another group of European women, the Patriots, acted publicly under the name of the “Daughters of Liberty”. The writings of many of these women often talked about freedom, sacrifice, duty and civic virtues, and the honor they felt to be a part of the revolution.
3. During the Revolutionary era, women’s roles though still mostly domestic, expanded outside the home and into the public sphere. Their active role in the betterment of society, whether through education, assisting in war time, or taking on more duties while husbands were away, proved that women were capable of achieving much more than their gendered role might have predicted. The legacies these women left to future generations were of both challenge and hope. They left challenges in the roles they were not successfully able to change and hope for the continued growth and independence of women. Though not always acknowledge by men or fully by society, the women and young daughters of the Revolution slowly started to step outside of their preconceived roles and into the making of their own; and that is the greatest legacy of all.

Section B

4. Although both Rush and Murray see the education of women both important and beneficial, they have different views on the purpose and reflected outcome of such education. Rush believes women should be educated for the greater good of men and for social responsibility. He thinks that women should be educated so they can not only raise their children with higher consciousness but also be of help to their husbands. Murray’s focus on education for women placed more importance on the women’s ability to become more independent. She felt that women needed to be able to take care of themselves both emotionally and financially and education would permit these needs attainable. The proper education of females differed from males greatly. While men were expected to achieve educational wealth through the studies of natural philosophy, language, and mathematics, women were expected to achieve marginal educational wealth though reading, geography and arithmetic. Men’s education which focused more on worldly affairs also differed from the domesticated education most women received. Rush believed these tailored educations would more so benefit women in “their perceived future roles” (125).
5. Rush and Murray both agreed that the education of women would benefit the greater good of society and the idea of a Republican Motherhood stood for just that. Rush’s beliefs connects more smoothly with the idea of the Republican Motherhood because his focus on women’s education is more based on the benefits of the family. He agrees that “women had vital roles in educating their children for their duties as citizens” (95) and that an educated woman would also be better able to assist her husband. Murray focused more on the independence of women and their ability to care for themselves. She also noted, however, the importance of teaching ones children to do the same. She believed that children should be educated so they could fully function as a part of society with or without male help. Both understood the importance of a women’s role inside the home but also addressed, as does the Republican Motherhood, the social and academic education needed for a women to fully thrive and give back to her community.