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Chapter 9 Section 2 - Women in Public Life

Review of Chapter 9 Section 2 worksheet
by

Jason Curry

on 10 October 2012

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Transcript of Chapter 9 Section 2 - Women in Public Life

Women in Public Life Chapter 9 Section 2 What types of jobs were
women in each
group likely to hold? How did educational
opportunities for
middle- and upper-class
women change? How did these
new opportunities
affect the lives
of middle- and
upper-class women? Marriage was no longer a woman’s
only alternative; offered opportunities
to pursue a profession; offered
opportunities to devote oneself to volunteer work and reform movements What results did each strategy produce? agricultural; domestic;
manufacturing Lower Class whitecollar
jobs Middle and
Upper Class agricultural;
domestic African American agricultural; domestic;piecework; taking in boarders; manufacturing Immigrant New women’s colleges established What three strategies
were adopted by the
suffragists to win the vote? Tried to convince state legislatures
to grant women the right to
vote Pursued court cases to test the
Fourteenth Amendment Campaigned for a national constitutional
amendment to grant
women the vote Wyoming, Utah, Colorado, and
Idaho granted women the vote;
efforts in other states failed. The Supreme Court ruled that
women were citizens, but that citizenship
did not automatically
confer the right to vote. It was always voted down. The National Association of Colored Women; mission was "the moral education of the race with which we are identified." NACW National American Woman Suffrage Association; Founded to win the right to vote for women NAWSA Susan B. Anthony A leading proponent of women's
suffrage - the right to vote.
Said "[I] would sooner cut off my right hand than ask the ballot for the black man and not the women."
Full transcript