Chapter 9-Section 2: Women in Public Life

Slides:



Advertisements
Similar presentations
Women And The Progressive Era
Advertisements

Describe what you see in this cartoon
CHAPTER 8 SECTION 2 WOMEN MAKE PROGRESS.
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
WOMEN IN PUBLIC LIFE 17.2 How many of you have mothers who work outside the home? Grandmothers who did so? What has changed?
Women in Public Life Do Now:
LESSON OBJECTIVES/ GOALS/ SWBAT
Women in Public Life Chapter 17 Section 2.
“Women in Public Life” NEXT. I.) Women in the Work Force Changing Patterns of Living Middle & Upper-class women have more to do outside of the home. Poor.
Pages Women in Public Life
Chapter 9, Section 2 Pages Women in Public Life Chapter 9, Section 2 Pages
WOMEN IN PUBLIC LIFE. INTRODUCTION Women during the Progressive Era actively campaigned for reforms in education, children’s welfare, temperance, and.
Women during the Progressive Era
5/14: Feminism  In your opinion, are men and women treated equally in present-day society? Why or why not?
Warm Up: How do you think that upper and middle class white women reacted to the passage of the Fifteenth Amendment to the Constitution?
TEKS 8C: Calculate percent composition and empirical and molecular formulas. Women's Rights
Lou Rogers, Tearing off the Bonds (Judge Magazine, 19th October, 1912)
Chapter 17 Section 2 Women Make Progress.
The Progressive Era Section 2: Women in Public Life Many of the social and economic changes giving rise to progressivism lead women into public life as.
Section 2 Women Make Progress. Objectives  Analyze the impact of changes in women’s education on women’s role in society.  Explain what women did to.
WOMEN IN PUBLIC LIFE CHAPTER 9-2. WOMEN IN THE WORKFORCE By the late 19 th century many upper & middle class women had the means & time to devote to social.
Women Suffrage Mr. Williams 10 th Grade U.S. History.
TEKS 8C: Calculate percent composition and empirical and molecular formulas. Women's Rights
9.2 Women in Public Life What new and active roles were women taking in the workplace and in politics?
“Women in Public Life” NEXT Chapter 9 Section 2. I.) Women in the Work Force A. Changing Patterns of Living Middle & Upper-class women can devote selves.
Women and Progressives Chapter 21, Section 2 Pgs
 Define: ◦ Suffrage ◦ Temperance movement ◦ Explain the difference between reformers and radical reformers.
TEKS 8C: Calculate percent composition and empirical and molecular formulas. Women's Rights
What do you think this cartoon means?.  In early 1900s, many women were no longer content to play a limited role in society  Growing number of middle-class.
STANDARD(S): 11.1 Students analyze the significant events in the founding of the nation. LESSON OBJECTIVES/ GOALS/ SWBAT 1.Describe the growing presence.
Women in Public Life Chapter 6 Section 2.
Women Make Progress Chapter 17 Section 2.
Women And The Progressive Era
Women in Public Life As a result of social and economic change, many women entered public life as workers and reformers.
a.   Many problems are insurmountable.    
Women in the Progressive era
Chapter 17 The Progressive Era ( ) Section 2
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
Unit 3, Ch. 9.2: Women in Public Life.
Woman’s Suffrage and Prohibition
Warm-up: What do you think this cartoon means?.
Women’s Suffrage Topic 3.2.
New Opportunities for Women
What do these women have in common?
The Progressive Movement
Warm-up: What do you think this cartoon means?.
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
United States History Unit 2, Chapter 6, Section 2
Women And The Progressive Era
P Women in Public Life.
Chapter 9-The Progressive Era
Women Gain Rights 11.2.
Women's Rights
Women's Rights
Details: #21 Ch 9 S 2 Vocab & Summary Read: Ch 9 S 2
Women Make Progress Chapter 17 Section 2.
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
Women's Rights
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
Women in Public Life As a result of social and economic change, many women enter public life as workers and reformers.
Mitten – CSHS AMAZ History Semester 2
Progressive Women and Reform
Women during the Progressive Movement
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
A Progressive Movement
Objectives Analyze the impact of changes in women’s education on women’s roles in society. Explain what women did to win workers’ rights and to improve.
Chapter 17 The Progressive Era ( ) Section 2
Presentation transcript:

Chapter 9-Section 2: Women in Public Life

Women in the Work Force Changing Patterns of Living Farm Women Due to women in poor families having to work along with their husbands, only middle-class and upper-class women had the luxury of staying home full on a full time basis Farm Women On Midwestern and Southern farms, women remained an integral part of the farms success Perform household tasks, raise livestock, help with crops

Women in the Work Force Women in Industry Domestic Workers After 1900, roughly one in every five women hold jobs 25% of these women work in manufacturing 50% industrial workers made a living in the garment trade But sadly, they only earn about half of what a man earns at the time Domestic Workers By 1870, 70% of employed women work in domestic settings For many African-American and immigrant women this is their only option for employment Often married immigrants take on sewing jobs or caring for boarders in their homes

Women Lead Reform Preparing Women for the Work Force Jobs in offices, stores, and classrooms require a high school education Business schools would train women as bookkeepers, stenographers, and typists 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

Women Lead Reform Florence Kelly-(1859-1932) An advocator for women that believed that women were hurt by the unfair prices of goods they had to buy to run their homes In 1899, she helped establish the National Consumers League One of their major accomplishments was pushing stores to label goods in a way that was fairly priced She also helped form Women’s Trade Union League (WTUL) who tried to improve female working conditions, pushed for minimum wage, and 8-hour work day

Women Lead Reform Margaret Sanger-(1879-1966) Was a nurse, social activist, sex educator, and writer who thought that family life and women’s health would improve if women had fewer children and had access to birth control In 1916, she opened first birth-control clinic in Brooklyn, New York In 1921, she helped create the American Birth Control League to make this information available to more women She also helped form an organization that evolved into the Planned Parenthood Federation of America. Eventually Federal courts agreed with her fforts saying that doctors could give out this information about “family planning”

Women Lead Reform National Consumer’s League (NCL)-A group organized in 1899 to investigate conditions under which goods were made and sold and to promote safe working conditions and a minimum wage They helped develop special labels that identified products that were produced under “fair, safe, and healthy working conditions” They also pushed for additional reforms that would ensure that the government inspected meatpacking plants, made workplaces safer, along with providing unemployment funds

Women Lead Reform Women’s Christian Temperance Union (WCTU)-Founded in Cleveland, Ohio in 1874. The WCTU became one of the largest and most influential women’s groups of the 19th century by expanding its platform to campaign for labor laws, prison reform and suffrage. It also promoted temperance “practice of never drinking alcohol” or at a minimum moderate use They believed alcohol use led men to neglect their families, abuse their wives, and spend majority of money on liquor This led to the passage of the 18th Amendment which outlawed production and sale of alcohol

A Three-Part Strategy for Suffrage Women in Public Life 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 Association (NAWSA) works for woman suffrage, or right to vote A Three-Part Strategy for Suffrage Convince state legislatures to give women right to vote They attempted to test the constitutionality of the 14th Amendment which offered equal protection under the law to all citizens Push for constitutional amendment to give women the vote

Suffering for Suffrage Suffrage-A movement beginning in the late 1800’s with the goal of achieving voting rights for women Suffrage was a key goal of Progressive women They felt that the only way to make sure government would protect children, foster education, and support family life is to allow everyone an equal say in the political process Reformers like Susan B. Anthony and Elizabeth Cady Stanton succeeded at state level in Wyoming and Colorado by end of 1890s

Nineteenth Amendment The 19th Amendment-Ratified on August 18, 1920, granted American women the right to vote. It states that the right to vote “shall not be denied on account of sex” Ironically, the Tennessee State House of Representatives passed the amendment in their state by only one vote