His 9-2 OL

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His 9-2 OL

Multiple Choice
Identify the choice that best completes the statement or answers the question.

WOMEN IN PUBLIC LIFE

Women in the Work Force

Before the Civil War, a "cult of domesticity" had prevailed. Married women were expected to devote their time to the care of their homes and families. By the late 19th century, however, only middle-class and upper-class women could afford to put all their energies into their homes. Poorer women usually had no choice but to work in order to contribute to the family income

FARM WOMEN

On farms in the South and the Midwest, women and children remained a critical part of the economic structure of the family in the early 20th century. Their roles had not changed substantially since the previous century. Besides performing domestic tasks like cooking, cleaning, and sewing, they handled a host of other chores . If their husbands were ill or absent, farm womenhad to plow and plant the fields and harvest the crops in addition to performing their own duties .

DOMESTIC WORKERS

Many women without formal education or industrial skills contributed to the economic survival of their families by doing domestic work. After almost 2 million African-American women were freed from slavery, poverty quickly drove nearly half of them into the work force. In 1890, about 1 million African-American women held jobs . While 38 percent labored on farms, 46 percent toiled as domestic workers . African-American women migrated by the thousands to cities to work as cooks, laundresses, scrubwomen, and maids.

Unmarried immigrant women also did domestic labor, especially when they first arrived in the United States . Many middle-class homes in the Northeast, for example, provided domestic employment for young Irish women . Typically, married immigrant women contributed to the family income by taking in piecework or caring for boarders at home.

In 1870, roughly 70 percent of American working women worked as servants . As better-paying opportunities started to open up, however, women began to take jobs in offices, stores, classrooms, and factories.

In the 1800’s most women in America worked at home taking care of their families. By the late 1800’s lower class women started to migrate into the work force. Why?

a.	Poor families needed more income	c.	Labor saving devices gave poor women more time to pursue careers
b.	Women felt liberated and wanted their own careers	d.	There was an increased demand for working women

What kind of work did most Irish and African American women do?

a.	office secretarial	c.	farm labor
b.	domestic	d.	factory work

Which statement is true about farm women?

a.	If the head of household (father) became ill there was noone to fill in for him	c.	Farm women often had to fill in for their husbands if they became ill or injuried
b.	Women did not work in the fields because they were too frail	d.	Because of the hard farm work, women had fewer children than city women

Upper and middle class homes provided domestic work for Irish and African American women in the East

true

false

WOMEN IN INDUSTRY

At the turn of the century, one out of five American women worked; 25 percent of them held jobs in manufacturing . Working women who spent up to 12 hours a day sewing, folding, packing, or bottling came primarily from the ranks ofyoung, white city dwellers . Most had been born in a foreign country or were the children of immigrants.

In tobacco factories, nearly 40 percent of the employees were women . Women also worked in canneries, bookbinderies, packing plants, and commercial laundries. However, the garment trade claimed about half of all women industrial workers. Women in the work force often performed jobs, such as sewing, that resembled the work they might have done at home. Typically they held the least skilled positions and received the lowest pay. Even when they did the same work, women received only about half as much money as their male counterparts did. This was because many working women were single and were assumed to be supporting only themselves, while men were assumed to be supporting families .

As business opportunities expanded, women began to fill new jobs in offices, stores, and classrooms . White-collar positions as stenographers, typists, bookkeepers, and teachers beckoned women who had never worked before . These jobs required a high school education, and by 1890 women high school graduates outnumbered men. Moreover, new business schools were preparing bookkeepers and stenographers as well as training female typists to operate the new machines .

Women working in industry made about half the income that men made for the same work because women were considered inferior to men

true

false

At the turn of the century

a.	allmost no women worked outside the home	c.	about 20% of the women worked outside the home
b.	about 5% of the women worked outside the home	d.	half the women worked outside the home

It was impossible for women to find work as teachers and clerks in offices because these jobs required high school educations and few women graduated.

true women in America were not expected to graduate from high school

false by 1890 more women were graduating from high school than men

Women's Leadership in Reform

Many middle-class and upper-class women became involved in activities outside their homes by joining women's clubs to discuss art or literature . Indeed, by 1910, nearly 800,000 women belonged to women's clubs, which sometimes became reform groups that addressed such issues as temperance or the abolition of child labor. Women like Susette La Flesche entered the public sphere, demanded increased opportunities for women in higher education, and campaigned for the right to vote

WOMEN IN HIGHER EDUCATION

Many of the women who became active in public life in the late 19th century had attended the new women's colleges. Vassar College-with a faculty of 8 men and 22 women-accepted its first students in 1865. Smith and Wellesley Colleges followed in 1875. In the South, Randolph-Macon Women's College opened in 1891. Though Columbia, Brown, and Harvard Colleges refused to admit women, each university established a separate college for women. Barnard opened in 1889, Pembroke in 1891, and Radcliffe in 1894 . Women's colleges sought to grant women an excellent education, but female graduates were still expected to fulfill traditional domestic roles.

Now that more women attended college, marriage no longer was a woman's only alternative . Indeed, almost half of college-educated women in the late 19th century never married. Instead, many educated women began to apply their skills to needed social reforms

WOMEN AND REFORM

The participation of educated women often strengthened existing reform groups and provided leadership for new ones. Because women were not allowed to vote or run for office, women reformers strove to improve conditions at work and home . In what historians call "social housekeeping," women targeted unsafe factories and labor abuses and promoted housing reform, educational improvement, and food and drug laws .

In 1896, African-American women founded the National Association of Colored Women (NACW) by merging two earlier organizations. The NACW managed nurseries, reading rooms, and kindergartens. Josephine Ruffin, a prominent African-American woman from Boston, identified as the mission of the African-American women's club movement "the moral education of the race with which we are identified."

Which statemetn is true?

a.	Middle and upperclass women formed clubs to help solve social problems. These clubs evolved into clubs to discuss art and literature	c.	Middle and lowerclass women formed clubs to help solve social problems. These clubs evolved into clubs to discuss art and literature
b.	Middle and lower women formed clubs to discuss art and literature. These clubs evolved into clubs to help solve social problems	d.	Middle and upperclass women formed clubs to discuss art and literature. These clubs evolved into clubs to help solve social problems

Vassar College, Smith and Wellesley and South, Randolph-Macon were _____ colleges that opened in the late 1800’s

a.	mens	c.	co-educational
b.	womens	d.	African American

10.

Brown and Harvard

a.	refused to admit women to their regular colleges	c.	only allowed women in the graduate programs
b.	opened enrollment to women	d.	had no policy toward the admission of women

11.

Social Housekeeping meant that

a.	women could not work outside the home	c.	Most women refused to do housework
b.	women applied their domestic skills to solving social problems	d.	Most women refused to have babies

THE FIGHT FOR THE VOTE

Winning suffrage, the right to vote, had been a focus of women reformers since the Seneca Falls convention of 1848. During Reconstruction, the Fourteenth and Fifteenth Amendments, which granted African-American men the right to vote, had split the women's movement. Feeling that this was "the Negro's hour," some women supported the amendments . Others opposed the amendments because they excluded women. Susan B. Anthony, a leader in the woman suffrage movement, said that she "would sooner cut off my right hand than ask the ballot for the black man and not for women." By 1890, however, suffragists had united in the National American Woman Suffrage Association (NAWSA). Prominent leaders of the suffrage crusade included Anthony, Elizabeth Cady Stanton, Lucy Stone, and Julia Ward Howe, the author of "The Battle Hymn of the Republic ."

12.

Which statement is true

a.	In the late 1800’s women could vote in state elections only	c.	In the late 1800’s African American men could vote but not white or African American women
b.	in the late 1800’s women could vote in national elections only	d.	In the late 1800’s only men and white women had the right to vote

13.

The 14th Amendment to the Constitution made sure that all of the former slaves were citizens of the United States. The 15th Amendment

a.	gave the right to vote to all African Americans	c.	required that all citizens be treated equally.
b.	gave the right to women	d.	gave the right to vote to African American men

14.

Why did some women reformers refuse to support the 14th and 15th Amendments, which were passed to protect the rights of African Americans

a.	Many women were prejudiced	c.	Many women were angry that they were not given the same rights as African American men
b.	Many women were from the South and wanted to continue slavery	d.	Women activists ignored politics

A THREE-PART STRATEGY FOR SUFFRAGE

The leaders of the suffrage movement tried three different approaches to achieve their objective. First, they tried to convince state legislatures to grant women the right to vote. They achieved a victory in 1869, when the territory of Wyoming granted the vote to women. By the 1890s Utah, Colorado, and Idaho had enfranchised women, but after 1896, efforts in other states failed.

Second, women pursued court cases to test the Fourteenth Amendment, which declared that states denying their male citizens the right to vote would lose congressional representation. Weren't women citizens, too? In 1871 and 1872, Susan B. Anthony and other women attempted to get the Supreme Court to answer that question by making at least 150 attempts to vote in 10 states and the District of Columbia. When the Supreme Court ruled in 1875 on the relationship between the Fourteenth Amendment and woman suffrage, the justices agreed that women were indeed citizens-but citizenship did not automatically confer the right to vote.

Third, women pushed for a national constitutional amendment that would grant women the vote . In 1878, Anthony persuaded Senator Aaron Sargent of California to introduce an amendment that read, "The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of sex ." Although a Senate committee killed the Anthony amendment, women activists lobbied for the next 18 years to have it reintroduced. On the rare occasions when the bill reached the floor for a vote, the senators invariably rejected it.

Despite this three-pronged approach, the campaign for woman suffrage achieved only modest success . After the turn of the century, however, other women's reform efforts paid off in improvements in the treatment of workers and safer food and drug products-all part of President Theodore Roosevelt's own plans for reforming business, labor, and the environment. Despite this three-pronged approach, the campaign for woman suffrage achieved only modest success .

After the turn of the century, however, other women's reform efforts paid off in improvements in the treatment of workers and safer food and drug products-all part of President Theodore Roosevelt's own plans for reforming business, labor, and the environment.

15.

Which was not a strategy used by women to attain suffrage? (get the right to vote)

a.	Pressure state governments	c.	Refused to take care of their families in order to pressure the men
b.	Challenge anti-suffrage laws in the courts	d.	Tried to pass a Constitutional Amendment for women’s suffrage

16.

The strategy employed by women to get the right to vote was an overwhelming success

true - the states and Congress passed laws extending suffrage to women

false - women only achieved modest success

17.

President Theodore Roosevelt and the women reformers joined forces to

a.	pass a constitutional amendment to get women the right to vote	c.	put an end to “Jim Crow” laws in the South
b.	make improvements in the treatment of workers and safer food and drug products	d.	get equal pay for women in the workplace and open admission to all colleges

____________________________________________________
Check all of chapter

18.

Maria Mitchell

a.	founder and first president of Vassar College	c.	arrested for attempting to vote in a national election
b.	arrested for attempting to vote in a national election	d.	first woman elected to the American Academy of Arts and Sciences

19.

NACW

a.	National Alliance of College Women	c.	National Association of Clubs for Women
b.	National Association for Colored Women	d.	National Association of Childcare Workers

20.

Suffrage

a.	discrimination	c.	the right to vote
b.	women’s rights	d.	the denial of the right to vote

21.

Susan B. Anthony

a.	ew comet	c.	first American woman to earn a professional degree
b.	leader in the woman’s suffrage movement	d.	first American woman elected to a national political office

22.

NAWSA

a.	National American Woman Service Association	c.	National American Woman Scientists Association
b.	National American Woman Suffrage Association	d.	National American Workers and Servants Association