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THE PLANTATION - South in 1815: growing prosperity, and power.  - Cotton  - Slavery affected also values, customs, laws, class structure and the region’s relationship to the nation and the world  - Shape defined by plantation, cotton, and slaves   MASTER-SLAVE RELATIONSHIP  - Labor and profit was essential  - The labor relation was connected with violence - Slaves bodies, labor, and lives began to be defined as chattel  - Slaves struggled to survive but also to resist and limit the level of exploration  - Essential struggle - turning the system of absolute power and personal domination of the master to a design based on reciprocity — - Slaves had the means and human agency to resist (made their masters observe some limits to the exploitation of their labor  - Master-slave relationship was very asymmetrical   SLAVES  - Legally — chattel property — enslave people — mere extension of the master’s will  - J. H. Hammond:  The cardinal principle of slavery — that the motive is to be regarded as a thing — as an article of prosperity - a chattel personal - obtains as undoubted law in all these southern states.   The slave lives for his master service. His life, his labour, his comforts are all at his masters disposal. Slave is the most valuable property.   - Masters exercised exclusive power of slaves  - Slaves could be sold to pay off their ots, transferred, sold by executors to set states, seized by sheriffs, etc.  - Only 10% of wills did show some human concessions and made a human connection (arrangement to protect their family after their master’s death)  - As a property they were legally devoid of will  - Lives of slaves were full of violence (constant surveillance, sold or transferred, sexual abuse)  - Insistence on the recognition of their humanity, natural rights to family and or their owner’s recognition of these families and communities  - The debate about race was much more heated in the North (Northern institutions and universities looking for scientific proofs).  - Polygenesis — the idea that races were distinct and unequal in origin, Phrenology, etc.   - In South — slavery took the ideological work  - The defense of pro-slavery argument was largely biblical —fixed orders (hierarchy) were the basis of a proper Christian republic.   - J. D. Hammond:  What God ordains and Christ sanctifies should surely command a respect and toleration of Man   PRO-SLAVERY ARGUMENT  - The necessity of Democratic-Republican government (only on the foundations of slavery could true republican society flourish)  - Rejection of liberalism and principles of human equality - W. Harpor 1837:  …is it not palpably near the truth to say that no man was ever born free and no two men were born equal?   PRO-SLAVERY  — Slavery is like a marriage. A benevolent institution to protect the weak  ANTI-SLAVERY  — Slavery is like a marriage. A form of illegitimate authority formed to oppress.   - Analogy of slavery and marriage was an attempt to extent the public sense of immorality of slavery to other equally illegitimate forms of social domination  - Pro-slavery ideologues turned to gender analogies too — to justify as equally natural relation of masters and slaves.   SLAVE RESISTANCE  - The ability to convey the experience of slavery was highly constrained - Narratives with first-hand experience broke through to the public life outside the South  - Anti-slavery narratives (Solomon Northup, David Walker, Frederick Douglas, etc.) — their confessions were crucial in shaping American politics in the run up for the Civil War  - Nat Turner Rebellion - in 1831 in Virginia (70 whites were killed) - fear on both sides - whites constantly lived in the fear from these rebellions - Slave rebellions were not uncommon - with the Civil War messages in the South they were less covert   SLAVE FAMILY  - Family - a body to protect individuals  - Slave marriage had no legal standing in the South - chattel property had no rights  - Forcing owner’s recognition of Family was the greatest political achievement under slavery - to make AA define themselves as people   Marriage = A husband also owns his wife (possession of her body, her property and her children)  Slave marriage = Everything belonged to the master, not the man a slave woman married.   SLAVERY AND WOMEN  ‘’…slavery is terrible for men but it is far more terrible for women’’ H. Jacobs  - Intimate relationships were recognized in slave communities - Unwed mothers were not ashamed (virtue and virginity was necessarily different for slave women — they could not control the circumstances of their sexual life)   KINSHIP  - Kinship (fictive kin) - extended biological ties - practice that tied people to children and expand the group and people invested in the child’s wellbeing - The selling of slaves involved repeated cycles of social death and re-birth - the narrative of Ch. Ball.   THE END OF SLAVERY  - The Civil War meant the end of slavery as an institution and the beginning of life - family, religion, freedom  - When slaves were finally articulated, slaveholders had to acknowledge them as people   THE END OF PLANTATION  - 1865 the Confederacy was in ruins, slave regime was defeated - AA southerners had a long journey to gain their dignity  - It was also the fall of the planter’s class. The plantation ended.  THE HOME - ‘’America is God’s crucible, the great melting pot where all the races of Europe are melting and reforming!’’  - 1607 - The arrival of three ships in the Chesapeake Bay  - It was the newcomers who had the larger impact on the natives, rather than the other way around  - Up through the early 1800s, European immigrants streamed into the colonies and the US, primarily from the British Isles   FIRST WAVE OF IMMIGRATION  - Late 1700s, it was the Scotch-Irish (Scots who had briefly settled in Ireland).  - From about 1820 to 1880, it was the Irish and Germans.  - The Irish arrived poor, but the Germans often had a little money and a skill.  - The Irish took menial jobs, while the Germans went into printing, banking, painting, etc.  - Many Germans pushed on to the Midwest, set up farming communities, and maintained old-country traditions.   SECOND WAVE OF IMMIGRATION  - From 1880-1924 some 26mil immigrants arrived — the largest migration in world history.  - The earlier wave was primarily from western and northern Europe, the second wave was largely from eastern and southern Europe (large numbers of Italians, Jews fleeing persecution in Russia, Poland, and Hungary)  - Between 1900 and 1909, when the 2nd wave peaked, two-thirds of immigrants came from Italy, Austria-Hungary, and Russia.  - By 1910 arrivals from Mexico outnumbered arrivals from Ireland, and numerous Japanese had moved to the West Coast and Hawaii. Foreign-born blacks, mainly from the West Indies, also came.  - Many immigrants never intended to stay.  - For every hundred foreigners who entered the country, around thirty ultimately left.  - Most of the 26mil immigrants who arrived with this wave remained, and the great majority settled in cities.   MELTING POT  - A salad bowl with discrete units may be slightly better  - Suggests the nature of America at the time — a changing blend of cultures.  - Each group affects and is affected by the pre-existing culture, yet the result is more or less homogeneous society that speaks the same language and abides by the same laws.  - Immigration to the US was part of a world-wide movement  - Population pressures, land redistribution, and industrialization induced millions of peasants, small land-owners, and craftsmen to leave Europe and Asia for Canada, Australia, Brazil, Argentina, and the US.  - Technological advances in communications and transportation spread news of opportunities and made travel cheaper, quicker, and safer.  - Religious persecution — pogroms and military conscription that Jews suffered in eastern Europe, forced people to escape across the Atlantic.  - New arrivals received aid from relatives who had already immigrated   NON-WHITE CITIZENS  - African Americans, American Indians, Mexican Americans, and Asian Americans — their opportunities were scarce.  - Asians particularly encountered discrimination and isolated residential experience — they were blamed for unemployment in California in the late 1870s.  - ,,The Chinese must go’'  - To limit this latest influx, the government passed the Chinese Exclusion Act in 1882.   THE AMERICAN DREAM  - Non-manual jobs and the higher social status and income were attainable (white-collar jobs).  - From poverty to moderate success.  - Rates of upward occupational mobility were slow but steady between 1870 and 1920 (One in five manual workers rose to white-collar or owner’s positions within ten years)  - America was not a utopian dream, but it was generally better than what they had left behind. - In the 1920s intolerance pervaded American society  - Congress reversed previous policy and, In the Emergency Quota Act of 1921, set yearly immigration allocations for each nationality  - Preference for Anglo-Saxon Protestant immigrants reflected in annual immigration quotas for eastern European nationalities (could not exceed 3% of the number of immigrants from that nation residing in the United States in 1910).  - In 1924 Congress replaced it with the National Origins Act - law that limited annual immigration to 150 000 ppl and set quotas at 2% of each nationality residing in the US in 1890, except for Asians, who were banned completely.  - In 1950, 88% of Americans were of European ancestry; 10% of the population was African American; 2% was Hispanic; and Native Americans and Asian Americans each accounted for about one fifth of 1%.  - By 1960s only 5,7% of Americans were foreign-born (compared with approx 15% in 1910 and 12,4 in 2005)   - The immigration and Naturalization Act of 1952 ended the quota system that favored some nationalities over others.  - Between 1970 and 1990s the US absorbed more than 13 mil new arrivals, most from Latin America and Asia. Immigrants flooded in from South Korea, Thailand, India, Pakistan, Bangladesh, Indonesia, Singapore, Laos, Cambodia, and Vietnam.  - In 1970 Latinos comprises 4,5% of the nation’s population; it jumped to 9% by 1990s, when one out of three Los Angelenos and Miamians were Hispanic.  - Hispanics created a new hybrid culture — ‘'We want to be here, but without losing our language and our culture. They are richness, a treasure that we don’t care to lose.'' - Immigration Reform and Control Act of 1986 — ( discourage illegal immigration by imposing sanctions on employers who hired undocumented workers).  - In 2002 the foreign-born were 11,5% of the US population, a rising trend in recent decades, though still below the 14,5% of 1910…  WOMEN "a woman's place is in the home" Not mentioned in the Declaration of Independence, they were absent in the Constitution, they were invisible in the new political democracy. They were the women of early America – half the population that remained invisible – the very invisibility of women is a sign of their submerged status. Throughout most of history women generally have had fewer legal rights and career opportunities than men. Wifehood and motherhood were regarded as women's most significant professions. In the 20th century, however, women in most nations won the right to vote and increased their educational and job opportunities. Perhaps most important, they fought for and to a large degree accomplished a reevaluation of traditional views of their role in society. Maternity, the natural biological role of women, has traditionally been regarded as their major social role as well. The resulting stereotype that "a woman's place is in the home" has largely determined the ways in which women have expressed themselves. Biological predispositions positioned women as childbearers – whom men could use, exploit, who was at the same time servant, sex mate, companion, and bearer-teacher-warden of his children. Societies based on private property and competition in which monogamous families became practical units for work and socialiyation found it especially useful to establish this special status of women – something of a house slave in the mater of intimacy and oppression. The conditions under which white settlers came to America created various situations for women. Where the first settlements consisted almost entirely of men, women were imported as sex slaves, childbearers, companions. In 1619, the year that the first black slaves came to Virginia, ninety women arrived at Jamestown on one ship: „Agreeable persons, young and incorrupt... sold with their own consent to settlers as wives, the price to be the cost of their own transportation.“ Most women came as indentured servants – and did not live lives much different from slaves – they were to be obedient to masters and mistresses... The situation was much worse for black women – as slaves they were the property of their masters Even free white women not brought as servants or slaves, but as wives of the early settlers, faced special hardships.. Those who lived shared the life in the wildernss with their men and were often gien respect because they were so bady needed. And when men died, women often took up the men’s work as well. Women on the American frontier seemed close to equality with their men. But many were burdened with ideas from England influenced by Christian teachings. English law was summarized in a document of 1632 – „The lawes Resolutions of Womens Rights“ „In this consolidation which we call wedlock is a locking together. I tis true, that man and wife are one person, but understand in what manner. When a small brooke or little river incorporateth with Rhodanus, Humber, or the Thames, the poor rivulet looseth her name..... A woman as soon as she is married, is called covert... that is, „veiled“; as it were, clouded and overshadowed; she hath lost her streame. I may more truly, farre away, say to a married woman, her new self is her superior; her companion, her master…” Julia Spruill describes the woman’s legal situation in the colonial period: “The husband’s control over the wife’s person extended to the right of giving her chastisement…. But he was not entitled to inflict permanent injury or death on his wife…” As for property: “Besides absolute possession of his wife’s personal property and a life estate in her lands, the husband took any other income that might be hers. He collected wages earned by her labor…. Naturally it followed that the proceeds of the joint labor of husband wife belonged to the husband.” Puritan New England carried over the subjection of women – one woman dared to complain about the work a carpenter had done for her, the Reverend John Cotton said – “… that the husband should obey his wife, and not the wife the husband, that is a false principle. For God hath put another law upon women: wives, be subject to your husbands in all things.” In the 1700s – a best-selling “pocket-book” Advice to a Daughter: “You must first lay it down for a Foundation in general, that there is inequality in sexes, and that for the better Economy of the world; the men, who were to be the law-givers, had the larger share of reason bestowed upon them; by which means your sex is the better prepared for the xompliance that is necessary for the performance of those duties which seemed to be most properly assigned to it… your sex wanted our reason for your conduct, and our strength for your protection: ours wanted your gentleness to soften, and to entertain us… “ Yet women rebelled. Ann Hutchinson – a religious woman, mother of thirteen children – insisted that she, and other ordinary people, could interpret the Bible for themselves. She was a good speaker, held meetings and people gathered at her home in Boston to listen to her criticism of local ministers. John Winthrop described her as “a woman of a haughty and fierce carriage, of a nimble wit and active spirit, and a very voluble tongue, more bold than a man, though in understanding and judgement, inferior to many women.” She was put on trial for heresy and for challenging the authority of the government. She was made to leave Boston. 20years later, one person who had spoken up for her during Hutchinson’s trial was hanged for rebellion, sedition, and presumptuous obtruding themselves.” During the Revolution, the necessities of war brought women out into public affairs. Women formed patriotic groups, carried out anti-British actions, wrote articles for independence. They were active in the campaign against the British tea tax. They organized Daughters of Liberty groups, boycotting British goods, urging women to make their own clothes and buy only American-made things. Abigail Adams – even before the Declaration of Independence wrote to her husband: … in the new code of laws which I suppose it will be necessary for you to make, I desire you would remember the ladies, and be more generous to them than your ancestors. Do not put such unlimited power in the hands of husbands. Remember, all men would be tyrants if they could. If particular care and attention are not paid to the ladies, we are determined to foment a rebellion, and will not hold ourselves bound to obey the laws in which we have no voice of representation.” But Jefferson underscored his phrase “all men are created equal” by his statement that American women would be “too wise to wrinkle their foreheads with politics”.. And after the Revolution none of the new state constitutions granted women the right to vote. Between the American Revolution and the Civil War so many elements of American society were changing – the growth of population, the movement westward, the development of the factory system, expansion of political rights for white men, educational growth to match the new economic needs – that changes were bound to take place in the situation of women. In pre-industrial America, the practical need for women in a frontier society had produced some measure of equality – women worked at important jobs – publishing newspapers, managing tanneries, keeping taverns, engaging in skilled work. Women were being pulled out of the house and into industrial life, while at the same time there was pressure for women to stay home where they were more easily controlled. As the economy developed, men dominated as mechanics and tradesmen, and aggressiveness became more and more defined as a male trait. The outside world created fears and tensions in the dominant male world and brought forth ideological controls to replace the loosening family controls: the idea of “the woman’s place” promulgated by men, was accepted by many women. Cult of true womanhood – pious, religious, sexually pure, feminine, chaste, submissive.. The Young Lady’s Book of 1830 – “… in whatever situation of life a woman is placed from her cradle to her grave, a spirit of obedience and submission, pliability of temper, and humility of mind, are required from her.” “True feminine genius is ever timid, doubtful, and clingingly dependent; a perpetual childhood.” One book – rules for domestic happiness – “Do not expect too much” “How interesting and important are the duties devolved on females as wives… the counsellor and friend of the husband; who makes it her daily study to lighten his cares, to soothe his sorrows, and to augment his joys; who, like a guardian angel, watches over his interests, warns him against dangers, comforts him under trials; and by her pious, assiduous, and attractive deportment, constantly endeavors to render him more virtuous, more useful, more honorable, and more happy.” Republican mothers – patriotic women – women were urged to be patriotic since they had the job of educating children. The cult of domesticity – to pacify women with a doctrine – separate but equal – giving her work equally as important as the man’s, but separate and different. Inside that “equality” there was the fact that the woman did not choose her mate, and once her marriage took place, her life was determined. The new ideology worked – it helped to produce the stability needed by a growing economy. But the cult of true womanhood could not erase what was visible as evidence of woman’s subordinate status – she could not vote, could not own property; when she did work, her wages were one-fourth to one-half what men earned in the same job. Women were excluded from professions of law and medicine, from colleges from the ministry. In 1789 in new England was introduced the first industrial spinning machinery and now there was a demand for young girls to work the spinning machinery in factories. All the operations needed to turn cotton fiber into cloth were under one roof. The new textile factories swiftly multiplied – most of the women working there were between 15-30. Some of the earliest industrial strikes took place in these textile mills in the 1830s – demanded shorter workday “I was awakened at five, by the bells calling to labor. The time allowed for dressing and breakfast was so short, as many told me, that both were performed hurriedly, and then the work at the mill was begun by lamplight, and prosecuted without remission will twelve, and chiefly in a standing position. Then half an hour only allowed for dinner, from which the time for going and returning was deducted. Then back to the mills to work till seven o’clock…. It must be remembered that all the hours of labor are spent in rooms where oil lapms, together with from 40 to 80 persons, are exhausting the healthful principle of the air… and where the air is loaded with particles of cotton thrown from thousands of cards, spindles, and looms.” Middle-class women barred from higher education, began to monopolize the profession of primary-school teaching. Literacy among women doubled between 1780 and 1840. Women became health reformers. They formed movements against double standards in sexual behavior. They joined in religious organizations. Some of the most powerful of them joined the antislavery movement. So, by the time a clear feminist movement emerged in the 1840s, women had become practiced organizers, agigatators, speakers. “Reason and religion teach us, that we too are primary existences… not the satellites of men.” Women, after becoming involved in other movements or reform – antislavery, temperance, dress style, prison conditions – turned, emboldened and experienced, to their own situation. Angelina Grimke, a southern white woman who became a fierce speaker and organizer against slavery, saw that movement leading further: “Let us all first wake up the nation to lift millions of slaves of both sexes from the dust, and turn them into men and then… it will be an easy matter to take millions of females from their knees and set them on their feet, or in other words transform them from babies into women.” Opposition – “Some have tried to become semi-men by putting on the Bloomer dress. Let me tell you in a word why it can never be done. Is is this: woman, robed and folded in her long dress, is beautiful. She walks gracefully…. If she attempts to run, the charm is gone…. Take off the robes, and put on pants, and show the limbs, and grace and mystery are all gone.” Sarah Grimke , Angelina’s sister, wrote: “During the early part of my life, my lot was cast among the butterflies of the fashionable world; and of this class of women, I am constrained to say, both from experience and observation, that their education is miserably deficient; that they are taught to regard marriage as the one thing needful, the only avenue to distinction…” Angelina was the first woman to address a committee of the Massachusetts state legislature on antislavery petitions.. Many other women began speaking on other issues and thus on the situation of women. Women put in enormous work in antislavery societies all over the country. In the course of this work, events were set in motion that carried the movement of women for their own equality racing alongside the movement against slavery. First Women’s Rights Convention in history – Seneca Falls, New York held by Elizabeth Cady Stanton = three hundred women and some men came. A Declaration of Principles was signed and signed by 68 womena dn 32 men. It made use of the language and rhythm of the Declaration of Independence. A series of women’s conventions in various parts of the country followed the one at Seneca Falls. Sojourner Truth – “Ain’t I a woman?” – That man over there says that woman needs to be helped into carriages and lifted over ditches…. Nobody ever helps me into carriages, or over mudpuddles or give me any best place. And an’t I a woman? ..” Women began to resist, in the 1830s and 40s and 50s, the attempt to keep them in their “woman’s sphere”. They were taking part in all sorts of movements, for prisoners, for the insane, for black slaves, and also for all women. In the 19th century, women began working outside their homes in large numbers, notably in textile mills and garment shops. In poorly ventilated, crowded rooms women (and children) worked for as long as 12 hours a day. Great Britain passed a ten-hour-day law for women and children in 1847, but in the United States it was not until the 1910s that the states began to pass legislation limiting working hours and improving working conditions of women and children. Eventually, however, some of these labor laws were seen as restricting the rights of working women. For instance, laws prohibiting women from working more than an eight-hour day or from working at night effectively prevented women from holding many jobs, particularly supervisory positions, that might require overtime work. Laws in some states prohibited women from lifting weights above a certain amount varying from as little as 15 pounds (7 kilograms) again barring women from many jobs. During the 1960s several federal laws improving the economic status of women were passed. The Equal Pay Act of 1963 required equal wages for men and women doing equal work. The Civil Rights Act of 1964 prohibited discrimination against women by any company with 25 or more employees. A Presidential Executive Order in 1967 prohibited bias against women in hiring by federal government contractors. But discrimination in other fields persisted. Many retail stores would not issue independent credit cards to married women. Divorced or single women often found it difficult to obtain credit to purchase a house or a car. Laws concerned with welfare, crime, prostitution, and abortion also displayed a bias against women. In possible violation of a woman's right to privacy, for example, a mother receiving government welfare payments was subject to frequent investigations in order to verify her welfare claim. Sex discrimination in the definition of crimes existed in some areas of the United States. A woman who shot and killed her husband would be accused of homicide, but the shooting of a wife by her husband could be termed a "passion shooting." Only in 1968, for another example, did the Pennsylvania courts void a state law which required that any woman convicted of a felony be sentenced to the maximum punishment prescribed by law. Often women prostitutes were prosecuted although their male customers were allowed to go free. In most states abortion was legal only if the mother's life was judged to be physically endangered. In 1973, however, the United States Supreme Court ruled that states could not restrict a woman's right to an abortion in her first three months of pregnancy. Until well into the 20th century, women in Western European countries lived under many of the same legal disabilities as women in the United States. For example, until 1935, married women in England did not have the full right to own property and to enter into contracts on a par with unmarried women. Only after 1920 was legislation passed to provide working women with employment opportunities and pay equal to men. Not until the early 1960s was a law passed that equalized pay scales for men and women in the British civil service. WOMEN AT WORK The medical profession is an example of changed attitudes in the 19th and 20th centuries about what was regarded as suitable work for women. Prior to the 1800s there were almost no medical schools, and virtually any enterprising person could practice medicine. Indeed, obstetrics was the domain of women. Beginning in the 19th century, the required educational preparation, particularly for the practice of medicine, increased. This tended to prevent many young women, who married early and bore many children, from entering professional careers. Although home nursing was considered a proper female occupation, nursing in hospitals was done almost exclusively by men. Specific discrimination against women also began to appear. For example, the American Medical Association, founded in 1846, barred women from membership. Barred also from attending "men's" medical colleges, women enrolled in their own for instance, the Female Medical College of Pennsylvania, which was established in 1850. By the 1910s, however, women were attending many leading medical schools, and in 1915 the American Medical Association began to admit women members. In 1890, women constituted about 5 percent of the total doctors in the United States. During the 1980s the proportion was about 17 percent. At the same time the percentage of women doctors was about 19 percent in West Germany and 20 percent in France. In Israel, however, about 32 percent of the total number of doctors and dentists were women. Women also had not greatly improved their status in other professions. In 1930 about 2 percent of all American lawyers and judges were women in 1989, about 22 percent. In 1930 there were almost no women engineers in the United States. In 1989 the proportion of women engineers was only 7.5 percent. In contrast, the teaching profession was a large field of employment for women. In the late 1980s more than twice as many women as men taught in elementary and high schools. In higher education, however, women held only about one third of the teaching positions, concentrated in such fields as education, social service, home economics, nursing, and library science. A small proportion of women college and university teachers were in the physical sciences, engineering, agriculture, and law. The great majority of women who work are still employed in clerical positions, factory work, retail sales, and service jobs. Secretaries, bookkeepers, and typists account for a large portion of women clerical workers. Women in factories often work as machine operators, assemblers, and inspectors. Many women in service jobs work as waitresses, cooks, hospital attendants, cleaning women, and hairdressers. During wartime women have served in the armed forces. In the United States during World War II almost 300,000 women served in the Army and Navy, performing such noncombatant jobs as secretaries, typists, and nurses. Many European women fought in the underground resistance movements during World War II. In Israel women are drafted into the armed forces along with men and receive combat training. Women constituted more than 45 percent of employed persons in the United States in 1989, but they had only a small share of the decision-making jobs. Although the number of women working as managers, officials, and other administrators has been increasing, in 1989 they were outnumbered about 1.5 to 1 by men. Despite the Equal Pay Act of 1963, women in 1970 were paid about 45 percent less than men for the same jobs; in 1988, about 32 percent less. Professional women did not get the important assignments and promotions given to their male colleagues. Many cases before the Equal Employment Opportunity Commission in 1970 were registered by women charging sex discrimination in jobs. Working women often faced discrimination on the mistaken belief that, because they were married or would most likely get married, they would not be permanent workers. But married women generally continued on their jobs for many years and were not a transient, temporary, or undependable work force. From 1960 to the early 1970s the influx of married women workers accounted for almost half of the increase in the total labor force, and working wives were staying on their jobs longer before starting families. The number of elderly working also increased markedly. Since 1960 more and more women with children have been in the work force. This change is especially dramatic for married women with children under age 6: 12 percent worked in 1950, 45 percent in 1980, and 57 percent in 1987. Just over half the mothers with children under age 3 were in the labor force in 1987. Black women with children are more likely to work than are white or Hispanic women who have children. Over half of all black families with children are maintained by the mother only, compared with 18 percent of white families with children. Despite their increased presence in the work force, most women still have primary responsibility for housework and family care. In the late 1970s men with an employed wife spent only about 1.4 hours a week more on household tasks than those whose wife was a full-time homemaker. A crucial issue for many women is maternity leave, or time off from their jobs after giving birth. By federal law a full-time worker is entitled to time off and a job when she returns, but few states by the early 1990s required that the leave be paid. Many countries, including Mexico, India, Germany, Brazil, and Australia require companies to grant 12-week maternity leaves at full pay. Traditionally a middle-class girl in Western culture tended to learn from her mother's example that cooking, cleaning, and caring for children was the behavior expected of her when she grew up. Tests made in the 1960s showed that the scholastic achievement of girls was higher in the early grades than in high school. The major reason given was that the girls' own expectations declined because neither their families nor their teachers expected them to prepare for a future other than that of marriage and motherhood. This trend has been changing in recent decades. Formal education for girls historically has been secondary to that for boys. In colonial America girls learned to read and write at dame schools. They could attend the master's schools for boys when there was room, usually during the summer when most of the boys were working. By the end of the 19th century, however, the number of women students had increased greatly. Higher education particularly was broadened by the rise of women's colleges and the admission of women to regular colleges and universities. In 1870 an estimated one fifth of resident college and university students were women. By 1900 the proportion had increased to more than one third. Women obtained 19 percent of all undergraduate college degrees around the beginning of the 20th century. By 1984 the figure had sharply increased to 49 percent. Women also increased their numbers in graduate study. By the mid-1980s women were earning 49 percent of all master's degrees and about 33 percent of all doctoral degrees. In 1985 about 53 percent of all college students were women, more than one quarter of whom were above age 29. WOMEN IN REFORM MOVEMENTS Women in the United States during the 19th century organized and participated in a great variety of reform movements to improve education, to initiate prison reform, to ban alcoholic drinks, and, during the pre-Civil War period, to free the slaves. At a time when it was not considered respectable for women to speak before mixed audiences of men and women, the abolitionist sisters Sarah and Angelina Grimke of South Carolina boldly spoke out against slavery at public meetings (see Grimke Sisters). Some male abolitionists including William Lloyd Garrison, Wendell Phillips, and Frederick Douglass supported the right of women to speak and participate equally with men in antislavery activities. In one instance, women delegates to the World's Anti-Slavery Convention held in London in 1840 were denied their places. Garrison thereupon refused his own seat and joined the women in the balcony as a spectator. Some women saw parallels between the position of women and that of the slaves. In their view, both were expected to be passive, cooperative, and obedient to their master-husbands. Women such as Stanton, Lucy Stone, Lucretia Mott, Harriet Tubman, and Sojourner Truth were feminists and abolitionists, believing in both the rights of women and the rights of blacks. (See also individual biographies.) Many women supported the temperance movement in the belief that drunken husbands pulled their families into poverty. In 1872 the Prohibition party became the first national political party to recognize the right of suffrage for women in its platform. Frances Willard helped found the Woman's Christian Temperance Union (see Willard, Frances). During the mid-1800s Dorothea Dix was a leader in the movements for prison reform and for providing mental-hospital care for the needy. The settlement-house movement was inspired by Jane Addams, who founded Hull House in Chicago in 1889, and by Lillian Wald, who founded the Henry Street Settlement House in New York City in 1895. Both women helped immigrants adjust to city life. (See also Addams; Dix.) Women were also active in movements for agrarian and labor reforms and for birth control. Mary Elizabeth Lease, a leading Populist spokeswoman in the 1880s and 1890s in Kansas, immortalized the cry, "What the farmers need to do is raise less corn and more hell." Margaret Robins led the National Women's Trade Union League in the early 1900s. In the 1910s Margaret Sanger crusaded to have birth-control information available for all women (see Sanger). FIGHTING FOR THE VOTE The first women's rights convention took place in Seneca Falls, N.Y., in July 1848. The declaration that emerged was modeled after the Declaration of Independence. Written by Elizabeth Cady Stanton, it claimed that "all men and women are created equal" and that "the history of mankind is a history of repeated injuries and usurpations on the part of man toward woman." Following a long list of grievances were resolutions for equitable laws, equal educational and job opportunities, and the right to vote. With the Union victory in the Civil War, women abolitionists hoped their hard work would result in suffrage for women as well as for blacks. But the 14th and 15th Amendments to the Constitution, adopted in 1868 and 1870 respectively, granted citizenship and suffrage to blacks but not to women. Disagreement over the next steps to take led to a split in the women's rights movement in 1869. Elizabeth Cady Stanton and Susan B. Anthony, a temperance and antislavery advocate, formed the National Woman Suffrage Association (NWSA) in New York. Lucy Stone organized the American Woman Suffrage Association (AWSA) in Boston. The NWSA agitated for a woman-suffrage amendment to the Federal Constitution, while the AWSA worked for suffrage amendments to each state constitution. Eventually, in 1890, the two groups united as the National American Woman Suffrage Association (NAWSA). Lucy Stone became chairman of the executive committee and Elizabeth Cady Stanton served as the first president. Susan B. Anthony, Carrie Chapman Catt, and Dr. Anna Howard Shaw served as later presidents. The struggle to win the vote was slow and frustrating. Wyoming Territory in 1869, Utah Territory in 1870, and the states of Colorado in 1893 and Idaho in 1896 granted women the vote but the Eastern states resisted. A woman-suffrage amendment to the Federal Constitution, presented to every Congress since 1878, repeatedly failed to pass. Pros of Immigration: • Will work at unwanted jobs. • Immigrants are a key part of Americas economic growth. • Increasing population. • We expand the American culture into other cultures and vice-versa. • Boost the economy. Cons of Immigration: • Immigrants take jobs away from Americans. • Illegal immigrants are decreasing wages for the poor and increasing taxes. • Immigrants are threating the American identity. • Some say that immigration is going to bring the economy down. • Cheap Labor. [it puts more Americans out of their jobs.]

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