Required Reading/Sources for Quiz (no substitute sources) 17 questions
1. Through Women’s Eyes, Chapter 6, “Reconstructing Women’s Lives North and South,
1865- 1900,” including several “Primary Sources” for Chap. 6 (at end of chapter after the
chapter review).
2. Through Women’s Eyes, 2 short sections of Chap. 7: “Indigenous Women in the West”
(DuBois 344), and “The Words of Sarah Winnemucca, Paiute Activist,” (DuBois 382-83);
Sarah Winnemucca, Life among the Piutes (1883), (Winnemucca 383-84).
Question Types: Combination of multiple-choice, true/false, matching, written–response and
multi–select questions. For multi-select & matching questions, you get partial credit for each
correct selection.
Written Response Questions: 1-2 paragraphs, including specific examples and quotation(s) that
support your answer. Include in-text citation for each quotation. You may type these answers
ahead of time using the Study Guide and then copy and paste them into the text box in the quiz.
Citation: MLA in-text citations (author page); Works cited not necessary
> Through Women’s Eyes, citation is: (DuBois et al. page number), Example: (DuBois et al. 46).
>When quoting a primary document within Through Women’s Eyes, cite the internal source –
the author of the document.
>MLA Examples: (Montecino 44) or (Frethorne 9).
Answer choice order is shuffled between Attempts 1 and 2. Possible answers are in the quiz.
Information Locator: Below each question, “FIND” provides section headings and page numbers
to locate the information needed. You can search by headings in the digital book. Page numbers
below are from the paper book, but should be close to page numbers in the digital book.
Extra Credit Questions: Listed at the end of the study guide. Students may answer whichever
extra credit questions they wish. Extra credit questions will not appear in the quiz. To submit
extra credit answers, include them beneath one of your written response answers
multi–select questions. For multi-select & matching questions, you get partial credit for each
correct selection.
Written Response Questions: 1-2 paragraphs, including specific examples and quotation(s) that
support your answer. Include in-text citation for each quotation. You may type these answers
ahead of time using the Study Guide and then copy and paste them into the text box in the quiz.
Citation: MLA in-text citations (author page); Works cited not necessary
> Through Women’s Eyes, citation is: (DuBois et al. page number), Example: (DuBois et al. 46).
>When quoting a primary document within Through Women’s Eyes, cite the internal source –
the author of the document.
>MLA Examples: (Montecino 44) or (Frethorne 9).
Answer choice order is shuffled between Attempts 1 and 2. Possible answers are in the quiz.
Information Locator: Below each question, “FIND” provides section headings and page numbers
to locate the information needed. You can search by headings in the digital book. Page numbers
below are from the paper book, but should be close to page numbers in the digital book.
Extra Credit Questions: Listed at the end of the study guide. Students may answer whichever
extra credit questions they wish. Extra credit questions will not appear in the quiz. To submit
extra credit answers, include them beneath one of your written response answers
Questions on the Quiz
1. Matching: Women’s Suffrage, 1870s
QUESTION: How did the 14th & 15th amendments exclude women from
voting/enfranchisement? What strategies did women use to attempt to gain suffrage
(the vote)? How were these efforts thwarted?
Match the following terms with their definitions and significance.
1. Matching: Women’s Suffrage, 1870s
QUESTION: How did the 14th & 15th amendments exclude women from
voting/enfranchisement? What strategies did women use to attempt to gain suffrage
(the vote)? How were these efforts thwarted?
Match the following terms with their definitions and significance.
o 14th & 15th Amendments
o New Departure Theory, 1870s
o Minor v. Happersett, 1875
FIND: “Gender and the Postwar Constitutional Amendments,” “Constitutionalizing
Women’s Rights,” “A New Departure for Woman Suffrage,” (DuBois et al. 279-82)
2. Multi-Select: Black Women in the New South
QUESTION: How did black women assert their freedom & rights after the Civil War and
what opportunities did they seize in education and politics?
Select all correct answers.
FIND: “Black Women in the New South,” (DuBois et al. 283-287)
3. True/False: Bodily Sovereignty
QUESTION: How did Southern Black women fight for “bodily sovereignty” in response to
sexual violence? (DuBois et al. 288)
FIND: “Racial Conflict in Slavery’s Aftermath,” (DuBois et al. 288)
4. Multiple Choice: Mary Tape & Segregation
QUESTION: Who was Mary tape and how and why did she fight against segregation?
What argument against segregation did she make at the end of her letter?
FIND: Image & Caption: “Mary Tape and Her Family (DuBois et al. 289); “Reading Into
The Past: Mary Tape, What Right Have You? Primary Document box (Tape 290-91).
5. Multi-Select: Unequal Pay
QUESTION: How much did women typically earn compared to men? What was the
rationale behind paying women less money than men for the same work?
Select all correct answers.
FIND: “Women’s Occupations after the Civil War,” “Who Were the Women Wage
Earners?” “Responses to Working Women,” (DuBois et al. 292-297)
6. Matching: Women in the Labor Movement
QUESTION: Match the following women with their roles in the labor movement.
Lucy Parsons,
Leonora Barry
Mary Kenny
FIND: “Class Conflict and Labor Organization,” including image and caption of Lucy
Parsons, and “Reading Into The Past: Leonora Barry, Women in the Knights of Labor“
Primary Source box (DuBois et al. 298-300)
7. Multiple Choice: Struggles for Control of Reproduction
QUESTIONS: What effect did the Comstock Act of 1873 have on women? What was
o New Departure Theory, 1870s
o Minor v. Happersett, 1875
FIND: “Gender and the Postwar Constitutional Amendments,” “Constitutionalizing
Women’s Rights,” “A New Departure for Woman Suffrage,” (DuBois et al. 279-82)
2. Multi-Select: Black Women in the New South
QUESTION: How did black women assert their freedom & rights after the Civil War and
what opportunities did they seize in education and politics?
Select all correct answers.
FIND: “Black Women in the New South,” (DuBois et al. 283-287)
3. True/False: Bodily Sovereignty
QUESTION: How did Southern Black women fight for “bodily sovereignty” in response to
sexual violence? (DuBois et al. 288)
FIND: “Racial Conflict in Slavery’s Aftermath,” (DuBois et al. 288)
4. Multiple Choice: Mary Tape & Segregation
QUESTION: Who was Mary tape and how and why did she fight against segregation?
What argument against segregation did she make at the end of her letter?
FIND: Image & Caption: “Mary Tape and Her Family (DuBois et al. 289); “Reading Into
The Past: Mary Tape, What Right Have You? Primary Document box (Tape 290-91).
5. Multi-Select: Unequal Pay
QUESTION: How much did women typically earn compared to men? What was the
rationale behind paying women less money than men for the same work?
Select all correct answers.
FIND: “Women’s Occupations after the Civil War,” “Who Were the Women Wage
Earners?” “Responses to Working Women,” (DuBois et al. 292-297)
6. Matching: Women in the Labor Movement
QUESTION: Match the following women with their roles in the labor movement.
Lucy Parsons,
Leonora Barry
Mary Kenny
FIND: “Class Conflict and Labor Organization,” including image and caption of Lucy
Parsons, and “Reading Into The Past: Leonora Barry, Women in the Knights of Labor“
Primary Source box (DuBois et al. 298-300)
7. Multiple Choice: Struggles for Control of Reproduction
QUESTIONS: What effect did the Comstock Act of 1873 have on women? What was
“Voluntary Motherhood?”
FIND: “New Sources of Wealth and Leisure,” (DuBois et al. 301-305)
8. True/False: Women’s Christian Temperance Union
QUESTION: What was the goal of the Woman’s Christian Temperance Union and how
did that goal evolve over time?
FIND: “The Woman’s Christian Temperance Union,” (DuBois et al. 307)
9. Multi-Select: Divisions Amongst Women
QUESTION: What divisions existed in women’s political organizations?
FIND: “The ‘Woman’s Era,’” “The Woman’s Christian Temperance Union,”
“Consolidating the Gilded Age Women’s Movement,” (DuBois et al. 305-310)
10. Multiple Choice: The Solitude of Self
QUESTION: What was the message of “The Solitude of Self,” Elizabeth Cady Stanton’s
1892 speech?
FIND: “Looking to the Future,” (DuBois et al. 310-311)
11. Written Response: Ida B. Wells
QUESTION A: What actions did Ida B. Wells take as a journalist against lynching and
what evidence did she present?
QUESTION B: How did Ida B. Wells’s anti-lynching campaign contribute to an organized
Black women’s movement?
FIND: “Primary Sources: Ida B. Wells, ‘Race Woman’” (DuBois et al. 314-15); Ida B. Wells,
Crusade for Justice: The Autobiography of Ida B. Wells, (Wells 316-18).
INCLUDE: Minimum 1 paragraph with your analysis, supported by:
At least 2 quotations with in-text MLA citations from Ida B. Wells’s
autobiography, Crusade for Justice, (Wells 315-18) and
At least 1 quotation or specific example from “Ida B. Wells, ‘Race Woman’”
(DuBois 314-15).
DOCUMENT NOTE: Make sure to read the background section prior to reading the
autobiography excerpt for clarity. Also, Wells discussed sex and sexual violence far more
candidly and clearly than was typical for the time period. Even so, she is not as candid or
clear as we would discuss such matters today. She implies some of her points.
12. Written Response: Women’s College Education, 1860s-1890s
As college students yourselves, you are going to examine the challenges and evolution
of women’s college education during this period.
QUESTION A: What were some advantages for women at all-women’s colleges vs. coed
colleges?
QUESTION B: Why was science such an important part of women’s college education
FIND: “New Sources of Wealth and Leisure,” (DuBois et al. 301-305)
8. True/False: Women’s Christian Temperance Union
QUESTION: What was the goal of the Woman’s Christian Temperance Union and how
did that goal evolve over time?
FIND: “The Woman’s Christian Temperance Union,” (DuBois et al. 307)
9. Multi-Select: Divisions Amongst Women
QUESTION: What divisions existed in women’s political organizations?
FIND: “The ‘Woman’s Era,’” “The Woman’s Christian Temperance Union,”
“Consolidating the Gilded Age Women’s Movement,” (DuBois et al. 305-310)
10. Multiple Choice: The Solitude of Self
QUESTION: What was the message of “The Solitude of Self,” Elizabeth Cady Stanton’s
1892 speech?
FIND: “Looking to the Future,” (DuBois et al. 310-311)
11. Written Response: Ida B. Wells
QUESTION A: What actions did Ida B. Wells take as a journalist against lynching and
what evidence did she present?
QUESTION B: How did Ida B. Wells’s anti-lynching campaign contribute to an organized
Black women’s movement?
FIND: “Primary Sources: Ida B. Wells, ‘Race Woman’” (DuBois et al. 314-15); Ida B. Wells,
Crusade for Justice: The Autobiography of Ida B. Wells, (Wells 316-18).
INCLUDE: Minimum 1 paragraph with your analysis, supported by:
At least 2 quotations with in-text MLA citations from Ida B. Wells’s
autobiography, Crusade for Justice, (Wells 315-18) and
At least 1 quotation or specific example from “Ida B. Wells, ‘Race Woman’”
(DuBois 314-15).
DOCUMENT NOTE: Make sure to read the background section prior to reading the
autobiography excerpt for clarity. Also, Wells discussed sex and sexual violence far more
candidly and clearly than was typical for the time period. Even so, she is not as candid or
clear as we would discuss such matters today. She implies some of her points.
12. Written Response: Women’s College Education, 1860s-1890s
As college students yourselves, you are going to examine the challenges and evolution
of women’s college education during this period.
QUESTION A: What were some advantages for women at all-women’s colleges vs. coed
colleges?
QUESTION B: Why was science such an important part of women’s college education
and in what ways did women make progress in attending medical colleges during this
period? Discuss written & visual sources (Figures 6.3, 6.6, & 6.7)
FIND: “Primary Sources: The Higher Education of Women in the Postbellum Years,”
(DuBois et al. 325-333) – written and visual sources.
INCLUDE: Minimum one paragraph with at least 1 quotation, in-text MLA citations,
specific examples from both written and visual sources, and your analysis.
13. Multiple Choice: New Woman vs. Gibson Girl
QUESTION: Who was the “New Woman” of the 1890s and how was she different from
the “Gibson Girl?”
FIND: “Primary Sources: The New Woman,” including Figure 6.13 “Women Bachelors in
New York” (DuBois et al. 334-41).
14. Multiple Choice: Women’s roles in Native American societies
QUESTION: What role did women play in Native American politics and war, using the
example of the Apache woman, Lozen, (DuBois 344) and according to Sarah
Winnemucca in Life among the Piutes?
FIND: Through Women’s Eyes, Chap. 7: “Indigenous Women in the West” (DuBois 344);
“The Words of Sarah Winnemucca, Paiute Activist,” (DuBois 382-83); and Sarah
Winnemucca, Life among the Piutes,1883 (Winnemucca 383-84).
15. Written Response: Chapter Wrap Up
REQUIRED: What was the most interesting thing you learned in this chapter or
something you hadn’t known about? (1-2 sentences)
OPTIONAL: Was there anything you would like clarified from this chapter that you found
confusing or anything that you would like more information on?
OPTIONAL: If you answered any extra credit questions, include your answer(s) here.
EXTRA CREDIT: Optional – up to 3 points each. Include after your Chapter Wrap-Up answer to
15. You may answer either or both.
1. Short Answer: Women & Bicycles
QUESTION: Why was the idea of a woman riding a bicycle controversial? Why were
bicycles a positive development for women?
FIND: “Primary Sources: The New Woman,” 334-41. Also see the illustration, Figure
6.11, “The Scorcher” 1897 (DuBois et al. 338).
2. Short Answer: Southern White Women & the Public Arena
QUESTION: What did Southern white women do following the Civil War that had a
lasting impact on public space and memory of the war? Did Southern white women
participate in the women’s suffrage movement?
period? Discuss written & visual sources (Figures 6.3, 6.6, & 6.7)
FIND: “Primary Sources: The Higher Education of Women in the Postbellum Years,”
(DuBois et al. 325-333) – written and visual sources.
INCLUDE: Minimum one paragraph with at least 1 quotation, in-text MLA citations,
specific examples from both written and visual sources, and your analysis.
13. Multiple Choice: New Woman vs. Gibson Girl
QUESTION: Who was the “New Woman” of the 1890s and how was she different from
the “Gibson Girl?”
FIND: “Primary Sources: The New Woman,” including Figure 6.13 “Women Bachelors in
New York” (DuBois et al. 334-41).
14. Multiple Choice: Women’s roles in Native American societies
QUESTION: What role did women play in Native American politics and war, using the
example of the Apache woman, Lozen, (DuBois 344) and according to Sarah
Winnemucca in Life among the Piutes?
FIND: Through Women’s Eyes, Chap. 7: “Indigenous Women in the West” (DuBois 344);
“The Words of Sarah Winnemucca, Paiute Activist,” (DuBois 382-83); and Sarah
Winnemucca, Life among the Piutes,1883 (Winnemucca 383-84).
15. Written Response: Chapter Wrap Up
REQUIRED: What was the most interesting thing you learned in this chapter or
something you hadn’t known about? (1-2 sentences)
OPTIONAL: Was there anything you would like clarified from this chapter that you found
confusing or anything that you would like more information on?
OPTIONAL: If you answered any extra credit questions, include your answer(s) here.
EXTRA CREDIT: Optional – up to 3 points each. Include after your Chapter Wrap-Up answer to
15. You may answer either or both.
1. Short Answer: Women & Bicycles
QUESTION: Why was the idea of a woman riding a bicycle controversial? Why were
bicycles a positive development for women?
FIND: “Primary Sources: The New Woman,” 334-41. Also see the illustration, Figure
6.11, “The Scorcher” 1897 (DuBois et al. 338).
2. Short Answer: Southern White Women & the Public Arena
QUESTION: What did Southern white women do following the Civil War that had a
lasting impact on public space and memory of the war? Did Southern white women
participate in the women’s suffrage movement?
FIND: “White Women in the New South,” (DuBois et al. 287-88