The Long Fight for Women's Suffrage in the United States

Question

1
Imagine living in the country known as the "home of the free" but not having the most fundamental right in a free society—the right to vote. Women in the United States were in that position for more than one hundred years. They could not vote in political elections until the Nineteenth Amendment was ratified on August 18, 1920. This amendment prohibited denying citizens the right to vote because of their sex. This achievement was the result of the tireless efforts made by several generations of women. Without their hard work and sacrifices, many people would still be deprived of this important right today.

2
The decades-long fight for suffrage, or the right to vote, in the United States began in the mid-19th century. At that time, women did not have many rights. Elizabeth Cady Stanton and Lucretia Mott believed that women and men should have equal rights. In 1848, they organized the first women's rights convention in Seneca Falls, New York. During the convention, a list of demands called the Declaration of Sentiments was created. It outlined the primary goals of the women's suffrage movement. The goals included more educational and employment opportunities for women, the right to control their money or property after marriage, and the right to vote.

3
There were two main groups with differing ideas about how to attain those goals. Elizabeth Cady Stanton and Susan B. Anthony formed the National Women's Suffrage Association (NWSA) in 1869. They did not support the campaign for the Fifteenth Amendment, which would give African American men the right to vote, because it excluded women. Women in the NWSA wrote letters to the federal government. They asked for women to be included in the amendment, but they were denied. Lucy Stone, Julia Ward Howe, and Henry Blackwell started the American Woman Suffrage Association (AWSA) that same year. They supported the Fifteenth Amendment. They used a different strategy. Instead of petitioning the federal government, they went to the states individually. They urged each state government to change their constitutions to give women the right to vote in local and state elections.

4
In 1890, the two groups joined forces and formed the National American Woman Suffrage Association. They, along with the National Association for Colored Women and many others, marched, protested, lobbied, lectured, and practiced civil disobedience for women's voting rights. Some even went on hunger strikes. Many women were punished for their participation in the movement. Activists were yelled at, beaten, and jailed for expressing their views. But the cause finally took a turn in 1917 when President Woodrow Wilson began supporting women's suffrage. Three years later, the Nineteenth Amendment was added to the Constitution, legally giving women the right to vote in all elections.

5
Without the determination of the suffragists, American women would not have voting rights. The efforts of suffragists continue to inspire people today. Many still work to ensure that every citizen's voting rights are protected and that women are given equal pay and equal representation in the workplace and in politics.
The Student Council Election

1
“Let’s congratulate everyone running for student council this year,” said Mr. Franklin, “especially our candidates for class president: Priya, Maddie, and Tiana.”

2
The room erupted in applause and cheers, and then the students slowly broke off into groups to work on individual campaigns for different positions. Jeremy, a sixth grader, decided to join Juan’s group.

3
“Hey Juan, why didn’t you run for class president this year?” asked Jeremy. “You could win with your eyes shut.”

4
“Thanks, but I really like math, so I think treasurer is a better fit for me. Besides, my vote is with Priya because she has a lot of great ideas,” explained Juan as he started working on a poster. “She plans to create a study lounge and update the soccer field.”

5
“Doesn’t it bother you that all three candidates are girls? Every other position has boys and girls running, and it seems unfair that boys won’t have any representation in the presidential election,” he said, sounding slightly annoyed.

6
“Wait,” jumped in Angelica, “you don’t think Priya, Maddie, or Tiana would make great class presidents?”

7
“I didn’t say that,” said Jeremy self-consciously, “but what about equal rights?”

8
Other student council members heard the discussion and joined in with their own views. Some students agreed with Jeremy and thought they needed a male candidate to make the election equal and fair. Others explained that each candidate had separate plans for what they would do as president, and their ideas would represent a wide variety of feelings held by many students, both male and female. One student brought up the fact that there were often only male candidates in high positions in national elections. Some students discussed the women suffragists who fought for decades to be seen as equal to men in the eyes of the law. They described how their activism led to the passing of the Nineteenth Amendment. They explained that the amendment made it illegal to deny someone the right to vote based on their sex, so the girls should not be denied the right to run just because they were female.

9
The discussions got louder and more heated as students voiced their opinions, so Mr. Franklin grabbed everyone’s attention with a quick clap. “I’m proud of all of you for your passion on this topic. Civil discourse is always important in democracy. Thank you, Jeremy, for bringing up this interesting question. Does an election need both males and females running to be fair? Answer this question: is a candidate’s sex more important than their capabilities or the principles they stand for?”

10
Most students, including Jeremy, shook their heads no.

11
Mr. Franklin smiled and said, “So, I think you’ll all agree that although a boy is not running, we have three qualified candidates who would each represent the student body fairly. Now, let’s get back to work on those campaign posters.”

12
The students quietly dispersed, and Jeremy approached Priya. “It’s really cool that you want to make a lounge in the library. Can I help with your campaign?”

How does information in paragraph 2 of the article help the reader understand how Elizabeth Cady Stanton and Lucretia Mott influenced the women's rights movement?

A.
by comparing the rights of women with those of men at the time

B.
by explaining the goals outlined at the convention in Seneca Falls

C.
by telling when the first women's rights convention was organized

D.
by stating when the suffrage movement began in the United States

Answer 1

The correct answer is B. by explaining the goals outlined at the convention in Seneca Falls.

This option helps the reader understand the specific aims that Elizabeth Cady Stanton and Lucretia Mott were advocating for, illustrating their influence on the women's rights movement and what they sought to achieve. The goals listed in the Declaration of Sentiments highlight the fundamental rights and changes that Stanton and Mott believed were necessary for women, thereby showcasing their impact on the movement.