Introduction
Alice Paul was an American suffragist born in 1885 to a Quaker family based in New Jersey. Her journey as a suffragist began after she attended a training school in England. She co-founded the Congressional Union and forming the National Woman’s party in 1916 after a two-year stint at the National American Woman Suffrage Association (NAWSA). Paul led numerous demonstrations urging for the amendment of voting rights, which led to her incarceration. The passage of the 19th amendment of 1920 marked an achievement for her efforts, which only made her push harder for equal rights. Using the convention as a primary document to study history gives the student unique perspectives and the reasoning behind the occurrence of historical events.
Summary
Sara Bard Field proclaimed in congress that it was time for a revolution as the Woman’s party unveiled the statues of pioneers of the suffrage movement. The statues were of Lucretia Mott, Susan B. Anthony, and Elizabeth Cady Stanton[1]. The initial intentions of the suffrage movement were to empower women and the negro who were disenfranchised members in society. Susan B. Anthony believed that the suffrage movement should go beyond advocating for women’s rights[2]. She believed that men and women were not free, but were slaves to greed sent out to die for the sake of profits.She believed that the abolition of industrial slavery and instituting more industrial democracy ensure equitable distribution of the earth’s resources.
Using the strong words of Sara Bard Field illustrates Alice Paul’s sense of drama in congress during the passing of the convention.She was more concerned with celebrating the victory of her party’s achievement than with the convention[3]. She faced numerous obstacles in her fight for women suffrage, which is the reason why she was in a celebratory mood in congress.She even prevented the covering up of the statues by the ushers who were to take them away before affording the public a chance to view them[4]. It was indeed a reason to celebrate the unveiling of the statues, and many women and women groups like the Maccabees, the General Federation of Women’s Clubs, and the Republican and Democratic women turned up in support.
Alice Paul ensured that the militants who spoke through Sara Field spoke with conviction and a promise of rebellion.The convention became dull and regular after the first evening because there were not any debates over resolutions[5]. The reason for this is that the convention lacked any resolutions or programs. There were not any resolutions concerning the oppression experienced by African-American women and the discrimination they suffer[6]. The convention also lacked distinct feminist resolutions. Alice Paul thought that an organization should only protest against vices it can take action on[7]. She believed that upsetting ingrained convictions were dangerous, making her fight for women suffrage a risky endeavor.
Alice Paul was a tactician who believed in action over planning. She thrilled in actively fighting the oppressive policies as opposed to engaging in endless debates with delegates[8]. As a result, many of the delegates in attendance felt disappointed whether they voted for or against the convention. Their discontentment stemmed from the fact that the convention only served the purpose of stating the facts as they are; that women are under subjugation in need of salvation[9]. Many felt like it was a waste of time to state that which is already known simply.They intended to formulate mechanisms to get rid of the inequalities that existed.
There were, however, a series of minor resolutions that were proposed but never passed due to lapse of time.The first resolution was the removal of any legal barriers or customs intended to preclude women from holding public office, venturing into any profession they so wished or participating in a trade or joining a trade union[10]. The second resolution was the amendment of marriage laws to grant women equal status in the marriage as partners as opposed to viewing them as dependents[11]. The third resolution was the abolishment of laws denying women access to scientific information. Another proposed resolution was the restructuring of laws on divorce, inheritance, guardianship, and regulation of sexual morality based on equality[12]. The delegates also proposed the need to legitimize all children. They opined that the adoption of these resolutions would provide a basis for discussion.
Using Alice Paul’s convention as a primary document in the classroom is highly encouraged and is especially effective at passing along historical information. Studies reveal that teaching using primary documents is more beneficial than the mere use of textbooks[13]. First-hand historical documents like the Convention contains personalized pieces of historical accounts. Critical analysis of these accounts can yield imperative historical perspectives to the learner[14]. Consequently, students who feel like history has no importance in their current lives can relate to the events that transpire. Of great importance to capturing the attention of students is appealing to their sense of urgency[15]. Information gathered on inquiries at Congress offers a sense of urgency that is unavailable in textbooks.
The Convention to entertain students
However, the ability of the Convention to entertain students is not the only criteria to determine how useful it is. Due to its alluring quality, teachers use the primary document to build interest in the learner[16]. The student develops critical thinking by interrogating the primary source and gaining a more in-depth insight into the struggle for women suffrage. Another advantage is that students get to experience the process of collecting and gathering information like the historians they read about, which helps them interrogate the evidence and formulate their ideas[17]. Despite all the benefits of using the Convention to study history, the difficulty in finding relevant historical information hampers its utilization.
First-hand accounts of events from the Convention portrays a vivid picture of the struggle for women suffrage as they occurred. Therefore, students must use the resource in their research to grasp historical concepts[18]. Using the Convention as a primary source has the impact of personalizing the ordeal the author goes through, thereby encouraging the learner to place themselves in their shoes. The connection forged between the learner and the author helps students get a feel for how life was in the past due to the subjective view, they get to experience[19]. Also, using the Convention as a primary source stimulates the development of analytical skills in students.
Many students view history as a collection of dates, facts, and events within the form of a textbook, which creates a monotony among students and depletes their interest in learning history. The situation is easy to remedy through the use of primary sources, which provides alternative and additional information on women’s suffrage[20]. Using the Convention provides the student with alternatives for historical interpretation and eliminates their reliance on the textbook for all their historical information. Therefore, students can understand that textbooks represent an interpretation of the past, which is probably not the only possible interpretation[21]. Students quickly develop analytical skills and realize that the textbook’s point of view is not wrong, but is merely subjective.
Exposing students to eyewitness accounts of letters to congress concerning women suffrage strengthens students’ perceptibility to the subjective nature of the conclusions arrived at in texts. Studying women suffrage through the Convention exposes the student to the fact that historical events are affected by the personal, social, and political biases of the author or participant[22]. Another fact of studying women suffrage through the Convention is that students get to understand the influence of their own biases based on their personal social and political environments[23]. Therefore, they get a grasp of the fact that history is dependent on subjective interpretation.
The Convention appeals more to students due to its personal touch. It humanizes the situations Alice Paul goes through, and students get a feel for how the lives of disenfranchised groups of people in history transpired[24]. The Convention captures the emotions of the author, which the students can relate to. Take, for instance, a situation where one seeks public opinion on women’s suffrage from public opinion surveys. The students can deduce from the language used what the effect of denying women equal rights meant for them and empathize with their cause. As a result of these human expressions in the text, students get to experience the excitement of historical events.
Students get to develop their analytical skills by evaluating contemporary sources of information like newspaper reports and television programs. They are, therefore, able to identify instances where the reporting of historical events was affected by points of view and biases[25]. They are also able to recognize what limitations and contradictions exist within the Convention, and to what extent to determine its reliability[26]. The primary importance of developing these skills is that students can utilize the numerous sources of information to further historical knowledge. Students are therefore capable of debating with their teachers as they interpret the Convention and challenge the conclusions arrived at, thereby making the active students participants in the historical process.
Conclusion
In conclusion, teachers should promote the use of primary sources in the research process in classrooms. There are numerous primary sources available, both governmental and private, concerning suffrage of women and other disenfranchised communities. In most cities, museums and archives serve as repositories for first-hand documentary information. Some even provide for education programs to high school students as the importance of primary documentation in research is recognized. The advantage of increased student participation as a result of the participation of students in historical discourse is directly related to the use of primary resources in schools.
References
Carini, Peter. 2009. “Archivists as educators: Integrating primary sources into the curriculum.” .” Journal of Archival Organization 7, no. 1-2 41-50.
Eamon, Michael. 2006. “A” Genuine Relationship with the Actual”: New Perspectives on Primary Sources, History and the Internet in the Classroom.” .” The History Teacher 39, no. 3 297-314.
Eastman, Crystal. “Alice Paul’s Convention.” The Liberator 37 (1921): 9-10.
Potter, Lee Ann. 2003. “Connecting with the Past: Uncovering clues in primary source documents.” .” Social Education, 67, no. 7 372-378.
[1]Eastman, Crystal. “Alice Paul’s Convention.” The Liberator 37 (1921): P. 9.
[2] Ibid.
[3]Eastman, Crystal. “Alice Paul’s Convention.” The Liberator 37 (1921): P. 9.
[4] Ibid.
[5]Eastman, Crystal. “Alice Paul’s Convention.” The Liberator 37 (1921): P.10.
[6] Ibid.
[7]Eastman, Crystal. “Alice Paul’s Convention.” The Liberator 37 (1921): P. 9.
[8] Ibid.
[9]Eastman, Crystal. “Alice Paul’s Convention.” The Liberator 37 (1921): P. 10.
[10] Ibid.
[11] Ibid.
[12] Ibid.
[13]Potter, Lee Ann. “Connecting with the Past: Uncovering clues in primary source documents.” Social Education, 67, no. 7 (2003): P. 376.
[14]Carini, Peter. “Archivists as educators: Integrating primary sources into the curriculum.” Journal of Archival Organization 7, no. 1-2 (2009): P. 47.
[15] Ibid.
[16]Carini, Peter. “Archivists as educators: Integrating primary sources into the curriculum.” Journal of Archival Organization 7, no. 1-2 (2009): P. 49.
[17]. Potter, Lee Ann. “Connecting with the Past: Uncovering clues in primary source documents.” Social Education, 67, no. 7 (2003): P. 373.
[18]Potter, Lee Ann. “Connecting with the Past: Uncovering clues in primary source documents.” Social Education, 67, no. 7 (2003): P. 372.
[19] Ibid.
[20]Potter, Lee Ann. “Connecting with the Past: Uncovering clues in primary source documents.” Social Education, 67, no. 7 (2003): P. 374.
[21]. Ibid.
[22]Potter, Lee Ann. “Connecting with the Past: Uncovering clues in primary source documents.” Social Education, 67, no. 7 (2003): P. 378.
[23] Ibid.
[24]. Carini, Peter. “Archivists as educators: Integrating primary sources into the curriculum.” Journal of Archival Organization 7, no. 1-2 (2009): P. 41.
[25]. Ibid.
[26]. Eamon, Michael. “A” Genuine Relationship with the Actual”: New Perspectives on Primary Sources, History, and the Internet in the Classroom.” The History Teacher 39, no. 3 (2006): P. 297.
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