How did Stanton become a revolutionary? Intelligence, education, marriage
| 13 |
11:34.2 |
12:08.1 |
Family's reaction was mixed; father disinherited her; no record of her husband's presence at Seneca Falls |
| 14 |
12:08.2 |
13:12.9 |
Movement's dependence on Stanton and Seneca Falls (Erie canal as a method for spreading the word) |
| 15 |
14:07.0 |
15:51.0 |
World women's movement; philosophy underlying the Declaration |
| 16 |
15:51.1 |
17:38.4 |
View of women's suffrage; men's and women's "spheres"; role of religion |
| 17 |
17:38.4 |
19:23.1 |
Connection to abolition; women's exclusion from the issue; Stanton's first alliance with Lucretia Mott |
| 18 |
19:23.2 |
21:16.8 |
Her daughters and their role in women's rights |
| 19 |
19:23.3 |
22:44.3 |
Balance of life as a mother and wife with her public life |
| 20 |
22:47.3 |
24:58.0 |
Stanton's work on behalf of African American women; schism between Stanton and Sojourner Truth, Frederick Douglass; division within women's rights movement after the Civil War Watch | Back to Lesson |
| 21 |
24:58.1 |
26:12.6 |
Link of women's vote to the Declaration of Independence; attempt to redefine what it meant to be citizens |
| 22 |
26:22.8 |
27:58.1 |
Continuing evolution of women's rights today; suffrage was just the beginning; a way to gain political clout |
| 23 |
27:58.1 |
28:40.2 |
Document was published everywhere after it was written; followed pattern of early aboltionists and revolutionaries, led to more conventions and petitions |
| 24 |
29:16.5 |
30:26.5 |
Women's right to vote in colonial America-white, 25-years-old, property-owning; state constitutions outlawed, except for New Jersey |
| 25 |
30:26.6 |
32:42.0 |
Stanton's views on pro-choice, pro-life; birth control, abortion, infanticide |
| 26 |
32:49.8 |
34:13.3 |
Convention details: short planning time; farm community; Wesleyan chapel door locked; coed convention by default; each session chaired by a man; Stanton and Mott were principle debaters of eleven resolutions; the ninth was right to vote |
| 27 |
34:13.4 |
36:47.9 |
Dramatization of Day #2 of the Seneca Falls Convention in actual original site: role of women in public; debate over interpretation of the Bible |
| 28 |
36:58.6 |
37:59.9 |
Words from the Declaration; men's complete control over women |
| 29 |
38:37.1 |
40:46.3 |
How movement west (map) propelled women's roles and rights; by 1869 women voting for school boards in Wyoming; by 1918, fourteen (western) states had already given women the right to vote; Civil War impact in south, too Watch | Back to Lesson |
| 30 |
40:46.4 |
41:48.5 |
Women keeping their own name |
| 31 |
41:48.6 |
43:02.0 |
Population changes from 1840-1880; made every problem "worse"; women in more desperate working conditions; extended range of movement; alliance with progressives like Jane Adams Watch | Back to Lesson |
| 32 |
43:22.5 |
46:13.0 |
Stanton's marriage; marriage vows Watch | Back to Lesson |
| 33 |
47:53.0 |
51:38.9 |
Schooling of girls; education of women as parallel reform |
| 34 |
51:38.9 |
54:35.5 |
Christianity and women's rights; view of God |
| 35 |
55:00.2 |
58:19 |
Dramatization of convention: scene including Frederick Douglass |
| 36 |
59:32.0 |
1:00:57 |
Stanton's view on sports for girls |
| 37 |
1:00:04 |
1:02:29 |
"Solitude of Self" piece as capstone of Stanton's life |
| 38 |
1:02:54 |
1:05:09 |
Stanton's writing; promotion of herself and her ideas as a change agent |
| 39 |
1:05:17 |
1:08:27 |
Connection of women's rights movement to other faiths/cultures/movements |
| 40 |
1:13:00 |
1:14:46 |
Biographical information about Elizabeth Cady Stanton; Historical information about women's suffrage and the United States
|
| 41 |
1:14:47 |
1:15:40 |
"First Wave" exhibit |
| 42 |
1:16:18 |
1:17:14 |
Close up of life-size sculpture of Stanton, holding Declaration |
| 43 |
1:18:55 |
1:19:56 |
British reform movement's influence on American reform |
| 44 |
1:19:56 |
1:21:35 |
Other figures in the sculpture: Frederick Douglass, Lucretia and James Mott |
| 45 |
1:21:36 |
1:24:21 |
Equal Rights Amendment; Alice Paul |
| 46 |
1:24:38 |
1:25:28 |
Center museum exhibits on six themes of resolutions: education |
| 47 |
1:25:48 |
1:28:22 |
Visuals and description of Wesleyan Chapel, where convention took place |
| 48 |
1:28:40 |
1:30:10 |
How did she raise her sons? |
| 49 |
1:30:39 |
1:32:30 |
Stanton as an organizer from home; influence on Theodore Roosevelt |
| 50 |
1:32:31 |
1:34:48 |
Property rights for women varied in each state; Judge Cady wanted to protect his property from future sons-in-law; ERA did not pass, but most state laws changed |
| 51 |
1:34:49 |
1:35:43 |
Women elected to office; Jeanette Rankin |
| 52 |
1:36:11 |
1:37:11 |
Woman at 1848 Convention lived to see the vote |
| 53 |
1:37:12 |
1:38:31 |
Guest's experience at a girls' school; in studying Stanton; Stanton and Harriet Beecher Stowe most famous women; Stanton was lost to history |
| 54 |
1:38:55 |
1:42:06 |
Women's higher education; founding of Vassar, seven sisters colleges; Land Grant Act led to coeducational institutions |
| 55 |
1:42:07 |
1:42:42 |
Visual and description of Cady Stanton house on Erie Canal |
| 56 |
1:42:43 |
1:45:09 |
Rift between Anthony and Stanton
|
| 57 |
1:45:10 |
1:45:43 |
Seneca Falls as transportation center: locks and canals, train |
| 58 |
1:45:44 |
1:48:42 |
Balancing public life and private life; defining roles for men and women |
| 59 |
1:48:43 |
1:49:08 |
Declaration signed by one hundred people, men and women |
| 60 |
1:49:09 |
1:52:18 |
Approach to her own children's education; balancing women's role |
| 61 |
1:52:19 |
1:53:51 |
Focus on abolition; coalition and break with suffrage movement Watch | Back to Lesson |
| 62 |
1:53:53 |
1:55:26 |
Intersection with lives of other writers on C-SPAN's series: Emerson, Truth, Lincoln, T. Roosevelt |
| 63 |
1:55:31 |
1:57:20 |
Research process for the biography; available primary sources and documents |
| 64 |
1:57:21 |
2:01:25 |
Introduction of Stanton descendents |
| 65 |
2:01:26 |
2:03:11 |
Elizabeth Jenkins-Sahlin, Great-great-great granddaughter; how Stanton is taught in schools |
| 66 |
2:05:00 |
2:07:20 |
Suffragettes statue in the U.S. Capitol; given in 1921 |
| 67 |
2:12:15 |
2:14:09 |
Story about Stanton as a young girl; wanting to cut out marriage vows from her father's law books |
| 68 |
2:14:10 |
2:15:18 |
Stanton's words about self-sovereignty |
| 69 |
2:19:55 |
2:20:53 |
Husband, Henry Brewster Stanton |
| 70 |
2:22:26 |
2:23:30 |
Women's spheres then versus today; some attitudes still continue Watch | Back to Lesson
|
| 71 |
2:23:31 |
2:25:05 |
Review of Stanton's biographical information |
| 72 |
2:26:22 |
2:27:41 |
Always in the news from 1870 on; controversial and charming enough to be an effective public speaker
|
| 73 |
2:28:55 |
2:29:47 |
Stanton knew the battle for suffrage would be long
|
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