Chapter 9 Section 2 GUIDED READING Women in

Chapter 9 Section 2 – GUIDED READING Women in Public Life 1. 2. 3. 4. 5. 2. 3. 3. 4. What types of jobs were women in each group likely to hold? Lower Class – Agricultural, domestic, manufacturing jobs Middle and Upper Class – White collar jobs, teachers, office African American – Agricultural, domestic Immigrant – Agricultural, domestic, piecework, taking on boarders, manufacturing How did educational opportunities for middle- and upper-class women change? New women’s colleges were established How did these new opportunities affect the lives of middle- and upper-class women? Marriage was no longer woman’s only alternative, college offered the pursuit of a career, offered opportunities to devote oneself to volunteer work and reform movements

4. What three strategies were adopted by the suffragists to win the vote? a. State level, tried to convince state legislatures to grant women the right to vote b. Pursued court cases to test the 14 th & 15 th amendments c. Campaigned for a national constitutional amendment to grant women the vote 5. What results did each strategy produce? a. Wyoming , Utah, Colorado, and Idaho granted women the vote, efforts in other states failed b. The Supreme Court ruled that women were citizens, but that citizenship did not automatically confer the right to vote c. It was always voted down

Explain the significance of the following: NACW – The 1896 National Association of Colored Women was a women’s club that promoted the “moral education of the race”. They managed nurseries, reading rooms and kindergartens. Susan B. Anthony was considered the earliest and leading proponent of woman’s suffrage. She was a leader at the Seneca Fall Convention in 1848. Anthony and Elizabeth Cady Stanton founded the National Women Suffrage Association in 1869. NAWSA – The National American Woman Suffrage Association merged with Anthony and Stanton’s National Women Suffrage Association to create the largest group of suffragists.