Through Women’s Eyes, Chapter 8, 7.- Latinas in the Fight for Women’s Suffrage.” National Women’s History Museum virtual exhibit

• 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.

Required Reading/Sources for Quiz (no substitute sources)

1. Through Women’s Eyes, Chapter 8, “Power and Politics: Women in the Progressive Era, 1900-1920” including several Primary Sources sections at the end of the chapter.

2. Through Women’s Eyes, Two short sections of Chap. 7: “Rural Protest, the People’s Party, and the Battle for Woman Suffrage,” (DuBois et al. 362-65); “The Immigrant’s Journey,” & “Reception of the Immigrants,” (DuBois et al. 355-59).

3. Through Women’s Eyes, Plessy v. Ferguson, 1896, Appendix (DuBois et al. A-7).

4. LINK: “Representation with a Hyphen: Latinas in the Fight for Women’s Suffrage.” National Women’s History Museum virtual exhibit. You will only be reading the “New Mexico” section on slides 8-11.

Vocabulary Notes

Suffrage, Enfranchisement = Voting/the Right to Vote

Questions on the Quiz

1. True/False: Women Professional Workers
   QUESTIONS A. What traditionally male-dominated professions did women increasingly work in and what were the new “female professions,” that were dominated by women?
   B. How did black professional women respond to exclusion from professional training programs for women?
   FIND: “Continuity and Change for Women Wage Earners,” (DuBois et al. 399-400)
   
   
   

2. Matching: Women in Organized Labor
   ”Working women received little assistance from the [male-dominated] trade union movement… If women were to improve their wages and working conditions through labor organization, they were going to have to find assistance from allies of gender, not of class.” (DuBois et al. 401)
   QUESTION: Match the following terms and names with their definitions and significance regarding women in the labor movement.

• Women’s Trade Union League, 1903

• Shirtwaist Strike, 1909

• Triangle Shirtwaist Fire, 1911

• Clara Lemlich

• Elizabeth Gurley Flynn

• Lawrence textile factory strike, 1912

FIND: “Organizing Women Workers: The Women’s Trade Union League,” “The Rising of the Women,” (DuBois et al. 401-405) including images and captions: “Women’s Trade Union League” (402), “Triangle Shirtwaist Fire,” (404) and Elizabeth Gurley Flynn,” (405).

1. True/False: Public Housekeeping
   QUESTION: What did women mean when they described women’s activism as “public housekeeping” and why did women claim that they were uniquely qualified for the task? What improvements did women’s public housekeeping achieve and how did women’s organizations help them to accomplish these things?
   FIND: “Public Housekeeping,” including illustration & caption: “The Dirty Pool of Politics.” (DuBois et al. 406-407).
   
   
   

2. Matching: Progressivism and Race
   QUESTION: How did legislation and practices in the 1870s-1890s discriminate against Chinese women and Black women? How did Black women create organizations, networks, and employment to support and empower each other?
   Match the following terms and names with their definitions and significance.

• Page Law, 1875

• Chinese Exclusion Act, 1882

• Plessy v. Ferguson, 1896

• National Association of Colored Women

• Madame C.J. Walker

• Maggie Lena Walker

FIND: Chap. 7 – “The Immigrants Journey,” “Reception of the Immigrants,” (DuBois et al. 355-59); Chap. 8 – “Outside the Dominion: Progressivism and Race,” (DuBois et al. 411-14) “The Great Migration,” (DuBois et al. 429-31); Plessy v. Ferguson, 1896, Appendix, DuBois et al. A-7)

1. Multi-Select: Latinas and Women’s Suffrage in the West
   QUESTION: How did Latinas like Nina Otero-Warren fight for suffrage at the state level in New Mexico?
   Choose all correct answers.
   FIND: Link above the quiz to Representation with a Hyphen: Latinas in the Fight for Women’s Suffrage.” National Women’s History Museum virtual exhibit. You will only be reading the “New Mexico” section on slides 8-11 (title slide is slide 1).

1. Ordering: Women’s Suffrage at the State and Federal Level
   QUESTION: Why did a focus on women’s suffrage at the state level succeed in Western states like Colorado and how did the state level strategy help to support an eventual focus on a constitutional amendment?
   Place the events in order in women’s fight for suffrage at the state and federal level.
   FIND: Chapter 7 – “Rural Protest, the People’s Party, and the Battle for Woman Suffrage,” (DuBois et al. 362-65); Chapter 8 – “Votes for Women,” “A Modern Suffrage Movement,” including Map 8.1 “Women Suffrage, 1890-1919,” (Dubois et al. 414-17) “Returning to the Constitution: The National Suffrage Movement,” (DuBois et al. 418-19) “Winning Woman Suffrage,” (DuBois et al. 431-32)
   
   
   

2. Matching: Women’s Suffrage – A Shared Goal for Separate Reasons
   The women’s suffrage movement represented both class inclusion and racial exclusion, as well as different reasons why women wanted the vote.

QUESTION: How did the participation and goals of women in the suffrage movement from diverse backgrounds differ? Match the following women with their contributions and/or goals in the suffrage movement.

• Belle Kearney

• Adella Hunt Logan

• Mabel Ping

• Ida B. Wells-Barnett

• Alva Belmont

• Minna O’Donnell
  
  
  

FIND: “Diversity and Division in the Woman Suffrage Movement,” (DuBois et al. 417-18)

1. Written Response: Why Women Need the Ballot
   Compare the perspectives of Leonora O’Reilly and Adella Hunt Logan in their arguments for women’s suffrage.

QUESTIONS: What arguments did O’Reilly and Logan each make that the vote was necessary to help women? What arguments did they each make that giving women the vote would also help society?
FIND: Primary Sources: “Voices from the Suffrage Movement” (end of chapter) – Leonora O’Reilly, Statement to the Joint Meeting of the Committee on Woman Suffrage and the Committee on the Judiciary, 1912 (O’Reilly 435-36); Adella Hunt Logan, Colored Women as Voters, 1912 (Logan 436-37).

INCLUDE: Minimum 1 paragraph, including at least 2 quotations (at least 1 each from O’Reilly and Logan), with specific examples, MLA in-text citations, and analysis.

1. Multi-Select: Strategies in the Suffrage Movement
   QUESTION: What specific tactics and strategies did women use in gaining public attention as well as congressional support for a constitutional amendment?
   Select all correct answers.
   FIND: “Returning to the Constitution: The National Suffrage Movement,” (DuBois et al. 418-19); Primary Sources: “Voices from the Suffrage Movement” – Maud Wood Park, Front Door Lobby, 1920 (Park 439); Doris Stevens, Jailed for Freedom, 1920 (Stevens 440-41).
   
   
   

2. Written Response: Women in Public Space
   “The bold occupation of public space was an important demonstration of women’s legitimacy as political actors.” (DuBois et al. 442)
   QUESTION: How did public events and public visibility, as well as new technology that enabled printing photographs in newspapers, help to promote women’s fights for labor rights, the vote for women, and racial justice?
   FIND: Primary Sources: “Parades, Picketing, and Power: Women in Public Space” – “The Strikers,” “The Suffragists,” “Protests Against Lynching,” (DuBois et al. 442-47)
   INCLUDE: Minimum 1 paragraph, including discussion of text and images with specific examples, MLA in-text citations, and analysis.
   
   
   

3. Written Response: The Birth Control Movement
   Margaret Sanger, a trained nurse, did much to advance the women’s birth control movement in the U.S., including inventing the term “birth control,” writing articles to educate girls on reproductive and sexual information, smuggling diaphragms from Europe into the United States, and opening the First American birth control clinic.
   QUESTION: Why were birth control and contraceptive information and devices so critical for women according to Margaret Sanger and Crystal Eastman?
   FIND: “The Birth Control Movement” (DuBois et al. 421-24); primary document box: “Reading Into The Past: Margaret Sanger, Woman and Birth Control,” 1916 (Sanger 422-23); Crystal Eastman, (Primary Documents – end of chapter) Birth Control in the Feminism Program, 1918 (Eastman 454-55).
   INCLUDE: Minimum 1 paragraph, including at least 2 quotations (at least 1 each from Sanger and Eastman), with specific examples, MLA in-text citations, and analysis.
   
   
   

4. Multiple Choice: Women & World War I
   QUESTIONS
   A. What did women do collectively to advocate for peace?
   B. How did women support the American war effort and how did women connect America’s goals for democracy in World War I to their own efforts for rights?
   FIND: “The Great War, 1914-1918” “Pacifist and Antiwar Women,” “Preparedness and Patriotism,” (DuBois et al. 424-29) including illustrations and captions: “Women’s War Service and Suffrage,” (424) & “Japanese Women’s Auxiliary to the Los Angeles Red Cross,” (428).
   
   
   

5. Written Response: Feminism
   QUESTION: How did Edna Kenton and Crystal Eastman define feminism? How do you think their views of feminism are linked to other aspects of women’s rights movements that you read about in the chapter?
   FIND: Primary Sources: “Modernizing Womanhood,” – Edna Kenton Says Feminism Will Give Men More Fun, Women Greater Scope, Children Better Parents, Life More Charm, 1914 (Kenton 452-53); Crystal Eastman, Birth Control in the Feminism Program, 1918 (Eastman 454-55).
   
   
   

6. 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 – 2 Questions, up to 4 points each. Include answers at the end of your chapter wrap-up written response for question 15. You may answer either or both questions.

1. Short Answer: Visual Source Interpretation
   QUESTION: How does the cover illustration for the journal “The Woman Citizen” justify women’s right to the vote?
   FIND: “Women’s War Service and Suffrage,” (DuBois et al. 424)
   
   
   

2. Short Answer: Visual Source Comparison
   Compare the two visual sources, “Woman Suffrage, 1890-1919,” and “The Awakening.”
   QUESTION: How do these two visual sources help us to understand the progress of the women’s suffrage movement from the state to the federal level? Use both the captions and the visual sources in your answer.
   FIND: Map 8.1, “Woman Suffrage, 1890-1919,” (DuBois et al. 415); “The Awakening,” (DuBois et al. 419).

https://www.womenshistory.org/exhibits/representation-hyphen-latinas-fight-womens-suffrage