The Rights of Women - HASTworldhistory9thgrade

ssahtech019c09naSW3_s.fm Page 656 Friday, September 21, 2007 5:53 PM
3
SECTION
Section
Step-by-Step Instruction
The Vote Guarantees Your Liberty
“ The vote is the emblem of your equality, women of
America, the guarantee of your liberty. . . . Women have
suffered agony of soul which you never can comprehend, that you and your daughters might inherit political freedom. That vote has been costly. Prize it!
Review and Preview
The movement for reform spread to
many aspects of American life. Students
will now read about the women’s suffrage movement.
”
—Carrie Chapman Catt, 1920
�
The Nineteenth Amendment became law in 1920.
The Rights of Women
Objectives
• Describe how women won the right to vote.
Section Focus Question
• Identify the new opportunities that women
gained during the Progressive Era.
How did women gain new
rights?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The Nineteenth Amendment gave women the right to vote; they also
gained more legal rights and educational and
job opportunities.)
Prepare to Read
Build Background
Knowledge
L2
In this section, students will read about
suffragists and the passing of the Nineteenth Amendment in 1919. Remind students that they read about the beginning of
the fight for women’s suffrage in Chapter
12. Ask them to think about the length of
time it took for women to gain voting
rights. Why do they think it was such a
long process? Use the Think-Write-PairShare strategy (TE, p. T25) to elicit
responses.
Set a Purpose
■
Use the Numbered Heads participation
strategy (TE, p. T24) to call on students
to share one piece of information they
already know and one piece of information they want to know. The students
will return to these worksheets later.
656 Chapter 19
Reading Skill
Identify Central Issues From the Past
What changes did people of the past work to
achieve? As you read Section 3, try to identify the
central issues at the core of women’s efforts for
change. In your own words, answer the questions:
What was this struggle about? What change did
these people seek?
Key Terms and People
Carrie Chapman
Catt
suffragist
Alice Paul
Frances Willard
prohibition
Women Win the Vote
The Seneca Falls Convention of 1848 marked the start of
an organized women’s rights movement in the United States.
After the Civil War, Elizabeth Cady Stanton and Susan B.
Anthony formed the National Woman Suffrage Association.
This group pushed for a constitutional amendment to give
women the right to vote.
Anthony spoke all over the country for the cause. In
1872, she was arrested for trying to vote. At her trial, she told
the judge:
My natural rights, my civil rights, my political
“rights,
my judicial rights, are all alike ignored.
Robbed of the fundamental privilege of citizenship, I am degraded from the status of a citizen
to that of a subject.
”
— Proceedings of the Trial of Susan B. Anthony
Women Vote in the West In most states, leading
politicians opposed women’s suffrage. Still, in the late
1800s, women won voting rights in four western states:
Wyoming, Utah, Colorado, and Idaho. Pioneer women had
worked alongside men to build farms and cities. By giving
women the vote at least in local or state elections, these
states recognized the women’s contributions.
L2
Group students into pairs or groups of
four. Distribute the Reading Readiness
Guide. Ask students to fill in the first
two columns of the chart.
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 84
■
• Explain how the temperance movement
gained strength during the early 1900s.
Why It Matters The Progressives’ desire for reform did
not include a strong interest in women’s rights. Women
activists struggled for equality without significant help
from the Progressives. During this era, women finally won
the right to vote. They also made other advances. Even so,
women knew they had a long way to go before achieving
full equality.
Section Focus Question: How did women gain new
rights?
656 Chapter 19 Political Reform and the Progressive Era
Differentiated Instruction
L1 English Language Learners
L1 Less Proficient Readers
Practice with Peers The High-Use Words
and Key Terms include several words that
might be difficult to pronounce as well as
unfamiliar to students. Words such as
devise, suffragist, and prohibition all present
L1 Special Needs
challenges. After you have introduced the
words to the entire class, pair students
who need assistance with Advanced Readers to practice pronouncing and using the
words in sentences.
ssahtech019c09naSW3_s.fm Page 657 Friday, September 21, 2007 5:53 PM
When Wyoming applied for statehood in 1890, many members of
Congress wanted it to bar women from voting. Wyoming lawmakers
stood firm. “We may stay out of the Union for 100 years, but we will
come in with our women.” Wyoming was admitted.
Teach
Women Win the Vote
Growing Support In the early 1900s, support for women’s
p. 656
suffrage grew. More than 5 million women worked outside the
home. Although women were paid less than men, wages gave them
some power. Many demanded a say in making the laws.
After Stanton and Anthony died, a new generation of leaders
took up the cause. Carrie Chapman Catt devised a detailed strategy
to win suffrage, state by state. Across the nation, suffragists, or
people who worked for women’s right to vote, followed her plan.
Their efforts brought steady gains. One by one, states in the West and
Midwest gave women the right to vote.
Instruction
■
Vocabulary Builder
devise (dee VìZ) v. to carefully
think out; to invent
Identify Central Issues
From the Past
women could not vote in federal elections. More women joined the
call for a federal amendment to allow them to vote in all elections.
fill in the See It–Remember It chart for
the key terms in this chapter.
■
Have students read Women Win the
Vote using the Choral Reading strategy
(TE, p. T22).
■
Discuss the patience and persistence it
took for women to gain the vote. Ask:
Why do you think women gained the
vote in western states first? (Women had
worked with men there on farms and in
building cities, and their efforts were recognized.)
■
Ask students who have completed the
History Reading Skill Worksheet to
place the Nineteenth Amendment in
time and place for the class.
■
Use the transparency The Vote for
Women in 1919 to engage students in
the topic of the struggle for women’s
suffrage.
Identify the central issue,
or goal, for suffragists.
100°W
110°W
W
130
60°
50°N
70°W
80°W
90°W
W
Women Get the Vote
N
E
OR
(1912)
NV
(1914)
CA
(1911)
CANADA
MT
(1914)
ID
(1896)
ND
SD
(1918)
*WY
(1869)
*UT
(1870)
CO
(1893)
KS
(1912)
W
S
NH
NY
(1917) MA
CT
RI
PA
(1919)
NJ
MI
(1918)
WI
NE
ME
VT
MN
(1912)
IA
IL
OH
IN
DE
WV
VA
MO
AZ
(1912)
NM
PACIFIC
OCEAN
MD
30°N
TN
SC
AR
AL
KEY
GA
(1918) Full statewide suffrage for women
Partial suffrage for women
LA
No statewide suffrage for women
FL
MEXICO
N
KY
MS
TX
40°
ATLANTIC
OCEAN
NC
OK
(1918)
High-Use Words Before teaching this
section, preteach the High-Use Words
devise and commit, using the strategy
on TE p. T21.
Key Terms Have students continue to
The Nineteenth Amendment Still, in some of these states,
WA
(1910)
L2
*WY and UT were territories when they
extended suffrage to women.
Gulf of
Mexico
0 km
Independent Practice
500
0 miles
500
Albers Equal-Area Projection
Color Transparencies, The Vote for Women in
1919
N
20°
Have students begin filling in the study
guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 19,
Section 3 (Adapted Version also available.)
Wyoming was the first state where women could vote in state
elections. By 1919, some states (shown in yellow) still did not allow
women to vote.
(a) Read a Map In what year did women win suffrage in Colorado? In
California?
(b) Apply Information How would this map change after passage of
the Nineteenth Amendment?
For: Interactive map
Visit: PHSchool.com
Web Code: myp-6153
Section 3 The Rights of Women 657
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate and make sure individuals
understand how women gained the right
to vote. Provide assistance as needed.
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
Answers
devise, p. 657
v. to carefully think out; to invent
John D. Rockefeller devised a way to gain a monopoly in the oil
business
vote for women.
commit, p. 658
v. to make a pledge or promise
Some women committed themselves to ending child labor.
Reading Skill They wanted the
(a) Colorado: 1893; California: 1911 (b) The map would show that
women would be able to vote in all the
states.
Chapter 19 657
ssahtech019c09naSW3_s.fm Page 658 Friday, September 21, 2007 5:53 PM
New Opportunities for
Women
The Crusade Against
Alcohol
Vocabulary Builder
commit (kah MIHT) v. to make a
pledge or promise
pp. 658–659
Instruction
■
■
■
As the struggle dragged on, suffragists such as Alice Paul took
more forceful steps. Paul met with President Woodrow Wilson in 1913.
Paul told Wilson that suffragists had committed themselves to
achieving such an amendment. Wilson pledged his support.
By 1919, the tide had turned. Congress passed the Nineteenth
Amendment guaranteeing women the right to vote. By August 1920,
three fourths of the states had ratified the amendment. The Nineteenth Amendment doubled the number of eligible voters.
L2
Why did suffragists want a constitutional
amendment?
Have students read New Opportunities
for Women and The Crusade Against
Alcohol. Remind them to look for details
to answer the Section Focus Question.
New Opportunities for Women
Besides working for the vote, women struggled to gain access to
jobs and education. Most states refused to grant women licenses to
practice law or medicine.
Ask: Why do you think many women
became eager reformers? (Possible
answer: They had been denied rights and so
were eager to fight for reforms to improve
their lives.)
Higher Education Despite obstacles, a few women managed to
get the higher education needed to enter a profession. In 1877,
Boston University granted the first Ph.D., or
doctoral degree, to a woman. Slowly, more women
earned advanced degrees. By 1900, the nation had
1,000 women lawyers and 7,000 women doctors.
Ask: How did some reformers view
alcohol? (They saw it as evil and wanted it
banned.) Ask: How was the temperance
movement related to the suffrage
movement? (Many temperance advocates
joined the suffrage movement.) Ask: What
was the culmination of the temperance
movement? (the Eighteenth Amendment)
Alice Paul
1885–1977
Independent Practice
Have students continue filling in the study
guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 19,
Section 3 (Adapted Version also available.)
Monitor Progress
■
■
As students complete the Notetaking
Study Guide, circulate and make sure
individuals understand women’s new
roles as professionals and reformers.
Tell students to fill in the last column of
the Reading Readiness Guide. Ask them
to consider whether what they learned
was what they expected to learn.
Alice Paul was an American who
studied in England. There, she saw
the radical methods used by English
suffragists.
Returning to the United States, Paul
formed a new suffrage group, which
merged into the National Woman’s
Party in 1917. Paul called on President
Wilson many times and worked tirelessly
for the Nineteenth Amendment.
Biography Quest
How did Paul become involved in the
struggle for a voting rights amendment?
For: The answer to the question about Paul
Visit: PHSchool.com
Web Code: myd-6153
Women’s Clubs During the late 1800s, many
middle-class women joined women’s clubs. At first,
most clubwomen read books and sought other
ways to advance their knowledge. In time, many
became reformers. They raised money for libraries,
schools, and parks. They pressed for laws to protect
women and children, to ensure pure food and
drugs, and to win the vote.
Faced with racial barriers, African American
women formed their own clubs, such as the
National Association of Colored Women. They
battled to end segregation and violence against
African Americans. They also joined the battle for
suffrage.
Women Reformers During the Progressive
Era, many women committed themselves to
reform. Some entered the field of social work,
helping the poor in cities.
Florence Kelley investigated conditions in
sweatshops. In time, she was made the chief factory
inspector for Illinois. Kelley’s main concern was
child labor. She organized a boycott of goods
produced in factories that employed young children.
What gains did women make in
education?
Teaching Resources, Unit 6,
Reading Readiness Guide, p. 84
658 Chapter 19 Political Reform and the Progressive Era
Answers
They wanted the right to
vote in all elections.
Alice Paul had studied in
London and became involved with the
British suffragist movement.
More women entered graduate schools and became lawyers and doctors.
658 Chapter 19
Differentiated Instruction
L3 Advanced Readers
L3 Gifted and Talented
Passing New Amendments Have students review the steps necessary to pass an
amendment to the Constitution. Have
them prepare a flowchart for display in
class, using the Eighteenth or Nineteenth
Amendment as an example.
ssahtech019c09naSW3_s.fm Page 659 Friday, September 21, 2007 5:53 PM
The Crusade Against Alcohol
Assess and Reteach
You have read that reformers began a temperance movement, or
campaign against alcohol abuse, in the 1820s. Women took a leading
role in the temperance movement. In the late 1800s, the movement
gained new strength.
In 1874, a group of women organized the Woman’s Christian
Temperance Union, or WCTU. Frances Willard became its president
in 1879. Willard spoke tirelessly about the evils of alcohol. She called
for state laws to ban the sale of liquor. She also worked to close
saloons. In time, Willard joined the suffrage movement, bringing
many WCTU members along with her.
Carry Nation was a more radical temperance crusader. After her
husband died from heavy drinking, Nation often stormed into
saloons. Swinging a hatchet, she smashed beer kegs and liquor
bottles. Nation won publicity, but her actions embarrassed the
WCTU.
After years of effort, temperance leaders persuaded Congress to
pass the Eighteenth Amendment in 1917. The amendment enforced
prohibition, a ban on the sale and consumption of alcohol. The
amendment was ratified in 1919.
Assess Progress
Have students complete Check Your
Progress. Administer the Section Quiz.
Teaching Resources, Unit 6,
Section Quiz, p. 94
To further assess student understanding,
use the Progress Monitoring Transparency.
Progress Monitoring Transparencies,
Chapter 19, Section 3
Reteach
Section 3
Check Your Progress
Comprehension
and Critical Thinking
Reading Skill
3. Identify Central Issues From
the Past Reread the text under
1. (a) Recall What did the Ninethe heading “New Opportunities
teenth Amendment to the Constifor Women.” Identify the central
tution do?
issues for the women mentioned
(b) Link Past and Present How
in those paragraphs.
has its passage helped women?
2. (a) Recall What did the Eighteenth Amendment to the Constitution do?
(b) Make Predictions What
would be the results of the Eighteenth Amendment? Explain your
reasoning.
Key Terms
Read each sentence below. If the
sentence is true, write YES. If the
sentence is not true, write NO and
explain why.
4. Suffragists were people who
worked to ban alcohol.
Interactive Reading and
Notetaking Study Guide, Chapter 19,
Section 3 (Adapted Version also available.)
Extend
Cartoon of a temperance
supporter
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mya-6153
3 Check Your Progress
1. (a) It gave women the right to vote in
federal elections.
(b) It gave women more power because
they could vote for candidates who supported issues important to women.
2. (a) It banned the sale and consumption
of liquor.
(b) Answers will vary, but students
should support their predictions with
evidence.
L3
Ask students to write a newspaper editorial supporting the passage of the Nineteenth Amendment. They should express
their opinions regarding the time it took to
pass this amendment and the changes it
will mean for the nation. Ask students to
share their editorials with the class.
5. During prohibition, the sale and
use of tobacco in the United
States were outlawed.
Writing
6. Imagine that you are working
with a group of people in 1912
promoting women’s suffrage.
Create four slogans for banners
and leaflets supporting the right
of women to vote. Then, write a
short persuasive paragraph supporting and developing one of
those slogans.
Section 3 The Rights of Women 659
Section
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide.
How did supporters of temperance seek to influence
public policy?
Looking Back and Ahead For many women, the Nineteenth Amendment was a final victory. Others saw it as just one step
on the road to full equality. Today, Americans still debate issues
involving the roles of women in society, government, the family, and
the workplace.
L2
Progress Monitoring Online
Students may check their comprehension
of this section by completing the Progress
Monitoring Online graphic organizer
and self-quiz.
3. They wanted access to education and
the jobs that more education would
make possible.
4. No, suffragists were people who
worked to get the vote for women.
5. No, during prohibition, the sale and use
of alcohol in the United States were
outlawed.
6. Paragraphs should explain the reason-
ing behind the slogan.
Answer
The goal of the WCTU was
to ban the sale of liquor and to close
saloons.
Chapter 19 Section 3 659