1. STANDARD(S): 11.1 Students analyze the significant events in the founding of the nation. LESSON OBJECTIVES/ GOALS/ SWBAT 1.Describe the growing presence of women in the workforce at the turn of the 20th century. 2.Identify leaders of the woman suffrage movement. 3.Explain how woman suffrage was achieved.

3. Section 2 Women in Public Life As a result of social and economic change, many women enter public life as workers and reformers. NEXT

4. Women in the Work Force Changing Patterns of Living Only middle-, upper-class women can devote selves to home, family Poor women usually have to work for wages outside home Women in Public Life 2 SECTION NEXT Continued...

5. SECTION 2: WOMEN IN PUBLIC LIFE Before the Civil War, American women were expected to devote their time to home and family By the late 19 th and early 20 th century, women were visible in the workforce Changing Patterns of Living Only middle-, upper-class women can devote selves to home, family Poor women usually have to work for wages outside home

6. Women in the Work Force Women in Public Life 2 SECTION NEXT Farm Women On Southern, Midwestern farms, women’s roles same as before Perform household tasks, raise livestock, help with crops Continued...

7. Farm Women On Southern, Midwestern farms, women’s roles same as before Perform household tasks, raise livestock, help with crops

8. continued Women in the Work Force Women in Industry After 1900, 1 in 5 women hold jobs; 25% in manufacturing 50% industrial workers in garment trade; earn half of men’s wages Jobs in offices, stores, classrooms require high school education Business schools train bookkeepers, stenographers, typists 2 SECTION NEXT

9. 1. What types of jobs were women in each group likely to hold? Lower Class Middle and Upper Class African American Immigrant agricultural; domestic; manufacturing white­ collar jobsagricultural; domestic domestic; piecework; taking in boarders; agricultural; manufacturing

10. WOMEN IN THE WORK FORCE Opportunities for women increased especially in the cities By 1900, one out of five women worked The garment trade was popular as was office work, department stores and classrooms Women in Industry After 1900, 1 in 5 women hold jobs; 25% in manufacturing 50% industrial workers in garment trade; earn half of men’s wages Jobs in offices, stores, classrooms require high school education Business schools train bookkeepers, stenographers, typists

11. Chapter 9: Section 2 Women in Public Life A – What kinds of job opportunities prompted more women to complete high school? –White-collar positions as stenographers, typists, and teachers.

12. continued Women in the Work Force 2 SECTION NEXT Domestic Workers In 1870, 70% of employed women do domestic work Many African-American, immigrant women do domestic labor - married immigrants take in piecework, boarders

13. DOMESTIC WORKERS Before the turn-of- the-century women without formal education contributed to the economic welfare of their families by doing domestic work Altogether, 70% of women employed in 1870 were servants Domestic Workers In 1870, 70% of employed women do domestic work Many African- American, immigrant women do domestic labor - married immigrants take in piecework, boarders

14. Women Lead Reform Women Get Involved Many female industrial workers seek to reform working conditions Women form cultural clubs, sometimes become reform groups 2 SECTION NEXT Continued...

15. Women Get Involved Many female industrial workers seek to reform working conditions Women form cultural clubs, sometimes become reform groups

16. 2. How did educational opportunities for middle- and upper-class women change? New women's colleges established

17. Women Lead Reform 2 SECTION NEXT Women in Higher Education Many women active in public life have attended new women’s colleges 50% college-educated women never marry; many work on social reforms Continued...

18. WOMEN LEAD REFORM Many of the leading progressive reformers were women Middle and upper class women also entered the public sphere as reformers Many of these women had graduated from new women’s colleges Colleges like Vassar and Smith allowed women to excel

19. Women in Higher Education Many women active in public life have attended new women’s colleges 50% college- educated women never marry; many work on social reforms

20. B – What social and economic effect did higher education have on women? –Women who attempted college no longer relied on marriage as their only option; –Some pursued professional careers, –while others did volunteer reform work.

21. 3. 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

22. continued Women Lead Reform Women and Reform Women reformers target workplace, housing, education, food, drugs National Association of Colored Women (NACW)— child care, education Susan B. Anthony of National American Woman Suffrage Assoc. (NAWSA) - works for woman suffrage, or right to vote 2 SECTION NEXT

23. WOMEN AND REFORM Women and Reform Women reformers target workplace, housing, education, food, drugs National Association of Colored Women (NACW)—child care, education Susan B. Anthony of National American Woman Suffrage Assoc. (NAWSA) - works for woman suffrage, or right to vote

24. WOMEN AND REFORM Women reformers strove to improve conditions at work and home In 1896, black women formed the National Association of Colored Women (NACW) Suffrage was another important issue for women

25. continued Women Lead Reform 2 SECTION NEXT A Three-Part Strategy for Suffrage Convince state legislatures to give women right to vote Test 14 th Amendment—states lose representation if deny men vote Push for constitutional amendment to give women the vote

26. THREE-PART STRATEGY FOR WINNING SUFFRAGE Suffragists tried three approaches to winning the vote THREE PART STRATEGY –1) Convince state legislatures to adopt vote (Succeeded in Wyoming, Utah, Idaho, Colorado) –2) Pursue court cases to test 14 th Amendment –3) Push for national constitutional Amendment

27. 4. 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

30. C – Why did suffragist leaders employ a three-part strategy for gaining the right to vote? –The leaders hoped that by pursuing several strategies they were more likely to achieve their goal.

33. 5. What results did each strategy produce? 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 dawn.