1. LESSON OBJECTIVES/ GOALS/ SWBAT
STANDARD(S) ADDRESS: Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe.
LESSON OBJECTIVES/ GOALS/ SWBAT
Describe the growing presence of women in the workforce at the turn of the 20th century.
Identify leaders of the woman suffrage movement.
Explain how woman suffrage was achieved.

2. A BULLDOG ALWAYS
Commitment
Attitude
CARES
Respect
Encouragement
Safety

3. Women in Public Life Section 2
As a result of social and economic change, many women enter public life as workers and reformers.
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4. Women in Public Life Women in the Work Force2
SECTION
Women in Public Life
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
Continued . . .
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5. Only middle-, upper-class women can devote selves to home, family
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. Before the Civil War, American women were expected to devote their time to home and family
By the late 19th and early 20th century, women were visible in the workforce

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

9. 2
SECTION
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
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10. WOMEN IN THE WORK FORCE After 1900, 1 in 5 women hold jobs;
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. 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

12. Domestic Workers 2 In 1870, 70% of employed women do domestic work
SECTION
continued Women in the Work Force
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
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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. GUIDED READING:
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 jobs
domestic
piecework;
taking in boarders;

15. Women Lead Reform Women Get Involved 2
SECTION
Women Lead Reform
Women Get Involved
Many female industrial workers seek to reform working conditions
Women form cultural clubs, sometimes become reform groups
Continued . . .
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17. Colleges like Vassar and Smith allowed women to excel
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

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

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

20. 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.

21. Women Lead Reform Women in Higher Education 2
SECTION
Women Lead Reform
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 . . .
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22. 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

23. 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.

24. GUIDED READING:
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

25. 2
SECTION
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
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26. 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

27. 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

28. A Three-Part Strategy for Suffrage2
SECTION
continued Women Lead Reform
A Three-Part Strategy for Suffrage
Convince state legislatures to give women right to vote
Test 14th Amendment—states lose representation if deny men vote
Push for constitutional amendment to give women the vote
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31. 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 14th Amendment
3) Push for national constitutional Amendment

32. 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. GUIDED READING:
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

34. state legislatures begin to adopt vote
(Succeeded in Wyoming, Utah, Idaho, Colorado)

36. GUIDED READING: 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.

38. GUIDED READING:
NACW
Susan B. Anthony
NAWSA

43. May 21, 1919

44. GUIDED READING:
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 jobs
domestic
piecework;
taking in boarders;
2. How did educational opportunities for middle- and upper-class women change?
New women's colleges established
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
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
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.
NACW
Susan B. Anthony
NAWSA