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1 | |
All of the following developments affected family life in the late nineteenth century and early twentieth century EXCEPT: |
| | A) | Birth rates dropped in rural places as well as in cities. |
| | B) | Immigrant families had more children than native-born families. |
| | C) | Extended life spans reshaped the lives of native-born women. |
| | D) | The increase in divorce rates exceeded the rate of population growth. |
| | E) | A growing proportion of American women married. |
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2 | |
All of the following statements describe college education for women EXCEPT: |
| | A) | By 1880, the majority of women college students were enrolled in coeducational institutions, primarily state universities. |
| | B) | Coeducational colleges such as Cornell and pioneer women's colleges such as Vassar saw themselves as education experiments. |
| | C) | College education for women began at Oberlin in the 1830s. |
| | D) | Most women's colleges in the late nineteenth century had all-male faculties. |
| | E) | Initially, some women's colleges ran preparatory departments to prepare students for admission to college. |
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3 | |
Dr. Edward Clarke's influential book, Sex in Education (1873) asserted that |
| | A) | women's colleges served the purpose of saving young women from sweatshops, cotton mills, and canning plants. |
| | B) | higher education for women could lead to mental collapse, infertility, sickness, and death. |
| | C) | higher education for women would lead to better health, happier marriages, and higher fertility rates. |
| | D) | coeducational institutions were healthier for women than single-sex institutions. |
| | E) | women's colleges should have curricula identical to that of the best men's colleges. |
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4 | |
Which of the following circumstances affected higher education for women around the turn of the century? |
| | A) | A backlash arose against women college students at some coeducational institutions. |
| | B) | Women students outnumbered men students at both state universities and private coeducational colleges. |
| | C) | Marriage rates for students at women's colleges exceeded those for women students attending coeducational institutions. |
| | D) | All men's colleges established "coordinate" colleges for women students. |
| | E) | The Association of Collegiate Alumnae began to establish women's colleges. |
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5 | |
All of the following describe educational opportunities for Native Americans in the era 1860-1920 EXCEPT: |
| | A) | Boarding schools for Native-American youth sought to preserve the American Indian cultural heritage and preserve tribal languages. |
| | B) | Thousands of Native-American students, including women, attended off-reservation boarding schools each year. |
| | C) | Female students at federally-supported boarding schools for Native Americans often provided domestic services to their schools. |
| | D) | The curricula for young women at Native-American boarding schools included literacy in English and training in household skills. |
| | E) | Unlike the famous Carlisle school in Pennsylvania, most boarding schools for Native Americans were in the West. |
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6 | |
"Women's Professions" at the turn-of-the-century can be most accurately defined as |
| | A) | vocations for women trained at accredited schools of law, medicine, and theology. |
| | B) | any vocation linked to domestic science or home economics. |
| | C) | vocations shaped and staffed by educated women, such as teaching and library work. |
| | D) | vocations filled by women who had tried but failed to make livings in traditional professions such as law and medicine. |
| | E) | the unpaid vocations of homemaking and child care. |
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7 | |
The most accurate description of Illinois lawyer Myra Bradwell in the 1870s is: |
| | A) | She was the first woman graduate of an accredited law school. |
| | B) | She was the first woman admitted to a state bar. |
| | C) | She was the first woman judge in the United States. |
| | D) | She was the first woman to serve on the Illinois Supreme Court. |
| | E) | She was excluded from the Illinois bar by the state Supreme Court and the U.S. Supreme Court |
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8 | |
A major achievement of reformer Frances Willard was |
| | A) | to begin the women's temperance crusade in Ohio in the early 1870s. |
| | B) | to lead the Women's Christian Temperance Union, starting in 1879. |
| | C) | to campaign for women's rights in Illinois in the 1860s. |
| | D) | to end the production, sale, and consumption of alcohol. |
| | E) | to found a women's college in Evanston, Illinois. |
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9 | |
Women's clubs at the turn of the century did all of the following EXCEPT: |
| | A) | meet to discuss cultural topics, such as literature and art. |
| | B) | support civic improvements on the local level, such as playgrounds. |
| | C) | endorse reform measures such as child labor laws. |
| | D) | send delegates to biennial meetings to pass resolutions. |
| | E) | campaign for a woman suffrage amendment to the Constitution. |
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10 | |
The relationship between African-American women's clubs and the white women's club movement is most accurately described as follows: |
| | A) | A few prominent African-American women joined white women's clubs, but most black clubwomen belonged only to black women's clubs. |
| | B) | Most white women's clubs had several African-American members. |
| | C) | No white women's clubs accepted African-American members. |
| | D) | The General Federation of Women's Clubs welcomed the leaders of black women's clubs at biennial meetings. |
| | E) | The General Federation of Women's Clubs proposed a merger with federations of black women's clubs. |
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11 | |
The National Congress of Mothers, formed in the 1890s, later became |
| | A) | The General Federation of Women's Clubs. |
| | B) | The American Home Economics Association. |
| | C) | The Parent Teachers Association. |
| | D) | The American Association of University Women. |
| | E) | The National Consumers' League. |
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12 | |
The Smith-Lever Act of 1914 did the following: |
| | A) | funded the establishment of women's colleges |
| | B) | funded settlement houses in urban areas |
| | C) | funded educational extension programs in rural areas |
| | D) | funded day-care centers and kindergartens |
| | E) | prohibited child labor |
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13 | |
Hull-House in 1910 can be most accurately described as |
| | A) | an old mansion that housed several poor Chicago families. |
| | B) | a saloon bought by the Chicago Women's City Club. |
| | C) | a complex of buildings that filled a city block. |
| | D) | a dormitory at the University of Chicago. |
| | E) | a private school in Chicago's 19th ward. |
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14 | |
Settlement houses in the early twentieth century served all of the following functions EXCEPT: |
| | A) | offering clubs and classes for men, women, and children. |
| | B) | acting as agents of Americanization among immigrants. |
| | C) | providing opportunities for well-off college graduates to work among the urban poor. |
| | D) | investigating urban problems and campaigning for improved municipal services. |
| | E) | nominated candidates for political office. |
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15 | |
A major goal of the National Consumers' League formed in 1899 was |
| | A) | to help women form unions. |
| | B) | to establish residences for urban working women. |
| | C) | to provide a meeting ground for middle-class homemakers. |
| | D) | to improve working conditions for women retail clerks and factory workers. |
| | E) | to promote social interaction between well-off homemakers and women workers. |
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2002 McGraw-Hill Higher Education