Women in Public Life: Changing Roles and Reform Movements

1. STANDARD(S) ADDRESS: 11.2 Students analyze the relationship among the rise of industrialization, large-scale rural-to-urban migration, and massive immigration from Southern and Eastern Europe. 9-2 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. 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. SECTION 2 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 . . . NEXT

5. 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. SECTION 2 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 . . . NEXT

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

9. SECTION 2 continuedWomen 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 NEXT

10. 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

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. SECTION 2 continuedWomen 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 NEXT

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

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

17. 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

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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. SECTION 2 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 . . . NEXT

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.

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25. SECTION 2 continuedWomen 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 NEXT

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. SECTION 2 continuedWomen 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 NEXT

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.

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

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43. May 21, 1919

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