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U.S. History 

Influential Women Leaders 

Explore historical figures who inspired early women’s rights.  

Engage

Examine this flipbook to learn more about the signers of the Declaration of Sentiments 

Fighting for Women's Rights
FIRST WOMEN'S RIGHTS CONVENTION
MARGARET WILSON PRYOR
AMY POST - A Quaker and passionate abolitionist, Post founded an anti-slavery society and organized the first abolition fundraiser in western New York.
Image of MARTHA C. WRIGHT - Wright, whose sister was Lucretia Mott, is renowned for her humorous writings on women's rights and her leadership.
Image of MARY M'CLINTOCK - M'Clintock was politically active from a young age. She petitioned for abolition and women's suffrage.
Image of CHARLOTTE WOODWARD - Woodward attended the convention as a young girl, and she was the only signatory to live long enough to see women win the vote.
Image of Frederick Douglass - ALLIES - Many men, like Frederick Douglass, attended the convention to support the cause. They signed the sentiments in solidarity with the women.

Analyze

Declaration of Sentiments  

Genre: Document | Creator: Elizabeth Cady Stanton | Date: 1848 

Background 

Activist Elizabeth Cady Stanton read this declaration at the first women’s rights convention in Seneca Falls, New York, July 20, 1848. Modeled after the U.S. Declaration of Independence, the document argues for the moral, economic, and political equality of women. It was signed by 68 women and 32 men and signaled the beginning of the women’s rights movement in the United States. 

Examine Elizabeth Cady Stanton’s speech at the Seneca Falls Convention.

We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness . . . 

The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world. . . . 

Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides. 

He has made her, if married, in the eye of the law, civilly dead. 

He has taken from her all right in property, even to the wages she earns. . . . 

He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration. 

He closes against her all the avenues to wealth and distinction, which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known. 

He has denied her the facilities for obtaining a thorough education — all colleges being closed against her. . . . 

Now, in view of this entire disfranchisement of one-half the people of this country, their social and religious degradation — in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States. 

Excerpted from “Declaration of Sentiments.” 

Collaborate

Wraparound  

Post the following question:  

How do Americans continue to fight for equal rights for all citizens today? 

  • Go around the room, and have each student share aloud a short, quick response to the question. 
  • After all students have responded, ask: 
    • What common ideas did you share in the wraparound? 
    • What surprised you? 
    • What are you curious to investigate after this wraparound? 

Teacher Resources

Think Like a Historian: Sourcing Information

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

Elizabeth Cady Stanton invokes the language of the Declaration of Independence and declares the wrongs done to women by disenfranchising them. 

Purpose

Stanton outlined the precise wrongs that women must endure as a consequence of their disenfranchisement in an effort to demonstrate the injustices experienced by women in American society. 

Intended Audience

Stanton’s speech was designed for those gathered at the Seneca Falls Convention, but it was also meant to convince the larger American public. 

Source Considerations

This source borrows language directly from the Declaration of Independence. A review of the Declaration of Independence might help students better understand the significance of the similarities between the two documents. 

Scaffolding and Differentiation: Source Analysis Support

Genre    

This source follows the example of what is perhaps the most well-known declaration in the world: the Declaration of Independence. Remind students to consider the language of that declaration and how the Declaration of Sentiments follows its example. 

Style   

Invite students to consider how Stanton convinces her audience to enfranchise women. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • Why did Elizabeth Cady Stanton write this declaration?
    • Stanton wrote the declaration to demonstrate the need for equality for women.
  • What details in the source best show her purpose for writing?
    • Answers will vary but may include “we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of these United States.”

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