people.rit.edukecncp/Courses/Materials/WomenLeaders/WL... · Web viewpeople.rit.edu

Women Leaders Supplement

Vocabulary, Grammar, and Research

Kathleen Eilers-crandall

Margaret Brophy

Eilers crandall, Kathleen and Brophy, MargaretWomen Leaders Supplement: Vocabulary, Grammar, and Research First Edition

2014, 2015-r1, 2016National Technical Institute for the DeafRochester Institute of Technology

ii

Table of Contents

PREFACE V

UNIT 1 1

Course Introduction/Women Leaders -- Vocabulary 1Course Introduction/Women Leaders -- Grammar 4Course Introduction/Women Leaders -- Research Questions 6

UNIT 2 7

Anne Hutchinson -- Vocabulary 7Anne Hutchinson -- Grammar 10Anne Hutchinson -- Research Questions 14

UNIT 3 15

Anne Bradstreet -- Vocabulary 15Anne Bradstreet -- Grammar 18

UNIT 4 21

Lady Deborah Moody -- Vocabulary 21Lady Deborah Moody -- Grammar 26Lady Deborah Moody -- Research Questions 30

UNIT 5 31

Phillis Wheatley -- Vocabulary 31Phillis Wheatley -- Grammar 34Phillis Wheatley -- Research Questions 37

UNIT 6 39

Abigail Adams -- Vocabulary 39Abigail Adams -- Grammar 42

UNIT 7 45

Emma Hart Willard -- Vocabulary 45Emma Hart Willard -- Grammar 49Emma Hart Willard -- Research Questions 52

iii

UNIT 8 53

Ernestine Rose -- Vocabulary 53Ernestine Rose -- Grammar 56Ernestine Rose -- Research Questions 58

UNIT 9 59

Harriet Beecher Stowe -- Vocabulary 59Harriet Beecher Stowe -- Grammar 62

UNIT 10 65

Elizabeth Blackwell -- Vocabulary 65Elizabeth Blackwell -- Grammar 68Elizabeth Blackwell -- Research Questions 71

UNIT 11 73

Elizabeth Cady Stanton -- Vocabulary 73Elizabeth Cady Stanton -- Grammar 77Elizabeth Cady Stanton -- Research Questions 81

UNIT 12 83

Victoria Woodhull -- Vocabulary 83Victoria Woodhull -- Grammar 87

UNIT 13 91

Clara Barton -- Vocabulary 91Clara Barton -- Grammar 95Clara Barton -- Research Questions 97

UNIT 14 99

Nellie Bly -- Vocabulary. 99Nellie Bly -- Grammar 102Nellie Bly -- Research Questions 104

UNIT 15 105

Carrie Chapman Catt -- Vocabulary 105Carrie Chapman Catt -- Grammar 108

iv

Preface

The materials in this book are designed to accompany the text, Women Leaders, Reading with Study Guide, which is currently being used in an intermediate level English language reading and writing course for young adult college students.

These students often need supplementary materials to more efficiently and effectively learn the new vocabulary items and the grammar that is used in the text. The vocabulary practice design used here was initially prepared by Margaret Brophy when she taught a vocabulary supplement for one of my reading classes. In addition to vocabulary challenges, I have found that students often encounter misunderstandings because of complex preforms that refer to short phrases they have previously read and which they need to recall to read further with good understanding.

For some of the chapters, this book contains research questions that will assist students in broadening their knowledge of the time and conditions of the women whose struggles are depicted in the readings. Students benefit from having accurate general background knowledge that can provide a framework for remembering vocabulary and content of reading materials. In this book, there are questions that students can discuss and try to answer along with their study of vocabulary and grammar. These questions also provide good opportunities for learning how to get reliable information.

The book is best used in a classroom or online course in which the students have regular and frequent access to an instructor or discussion groups. Perhaps, highly motivated students with good study and learning skills can use this text independently to further develop their skills.

Kathleen Eilers CrandallJanuary 2014

v

vi

Unit 1

Unit 1 Course Introduction/Women Leaders -- Vocabulary

Nouns Verbs Adjectives

biography (-ies) clearing Content

determination distribute developmental

hardship/s insist/-ed Optional

objective/s laying out pleasing

role preach/-ed

sermon/s preserve/-ing

settler/s purchase

syllabus speak out

talent/s suffer/-ed

wonder suppose/d

trade/-ing

1

Unit 1 Vocabulary Practice in Context

Directions: From the list on the previous page, select the vocabulary word that has the same meaning as the underlined word(s) in each sentence below.

Class-related words:

1. On the first day of class, your teacher will hand out (v. ____________________) information about the course.

2. You need to understand the course organization, requirements and rules. (n. ________________________________)

3. You also need to know the learning goals (n. ________________) of a course.

4. You can buy (v. __________________________) course materials at Barnes & Noble, the RIT college bookstore.

5. A dictionary book is not required (adj. ____________________).

6. Language learning is a (adj. _______________________) process. To learn a language well, you need to remember skills you previously learned so you can learn new skills.

From Women Leaders, Unit One:

7. In this course, you will read short life histories (n. ______________________) of women.

8. These women leaders worked very hard and experienced many difficulties (n. ___________________________) in life.

9. These women experienced (v. __________________) many hardships in life.

10. Each woman did something to change the function and responsibilities (n. _______________) of women in the world.

11. Women who came to the New World from Europe did what women were expected or required (v. ___________________) to do.

12. The men were out cutting down trees (v. __________ land), hunting or exchanging (v. ______________) with the Indians.

14. Men were also designing (v. __________________) towns.

15. Women were keeping (v. __________________) food for the coming winter.

2

16. The men also gave speeches about God and religion (v. ________________) (n. _______________) in church.

17.Women were not expected to have ideas about what behavior would make God happy. (adj. be _______________ to God.)

18.From the beginning, there were many women of intelligence among the people who came to live in (n. _________________) the New World.

19.These women had ideas of their own and wanted to express them z (v. _____________________).

20.They had skills and abilities (n. ___________________) that they wanted to use.

21.They needed a very special commitment and desire to succeed (n. ________________________).

22.The amazing thing (n. ____________________) is how many women there were like this.

23.They were not happy and satisfied (adj. _________________) to limit themselves to cooking, cleaning and staying quiet.

24.They demanded to be (v. ____________________ on being) all that they could be.

3

Course Introduction/Women Leaders -- Grammar

Unit 1 Directions: Read your Women Leaders book to find the proforms that are in the blanks, Then, use this text with blanks and question hints in [brackets] to help you figure

out content words for pro-forms. Use your English Grammar book to get the correct grammar for WHO, WHAT,

WHEN, WHERE, etc. questions. Then, write short answers below and in your Women Leaders book.

In this course, (1) [Who] ________________________ will read 14 short biographies of

women. Each of these women worked very hard and often suffered many hardships.

(5) [Who] __________________________ did something to change the role of women.

Their efforts changed the entire world. These women are proof that the world has many

possibilities for women as well as for men.

Of course women were (8) [where] ________________________. As soon as the

men of Europe began settling in the New World, women were with (10) [Who]

___________________, doing what women were supposed to do.

While the men were out clearing land, hunting, or exploring, trading, or fighting with

Indians, the women were cooking, washing, planting gardens, and taking care of

children.

While the men were laying out towns, building houses, making laws, and deciding

how people who broke the laws should be punished by (15) [Who] ________________________, the women were preserving food for winter, cleaning

house, and making soup and candles.

The men preached sermons and told people how God wished

(19) [Who] ________________________ to behave, and the women listened -- and

cooked and washed and sewed and took care of children.

As far as men were concerned (20) [What] ________________________ was all

women were meant to do. (21) [Whose] ________________________ place was in the

home and they were not supposed to have anything to say about important matters, like

4

the making of laws, the need for fighting or making peace, or what ways of behaving (23)

[Who] ______________________ thought might be most pleasing to God.

But from the beginning (25) [When] ________________________ there were many

women of intelligence among the settlers of America. There were women who thought

for themselves, and women who had talents they wanted to use.

The women who wanted to speak out about what they thought, the women who

wanted to use their talents for something more than cooking and cleaning, needed a

very special determination.

The wonder is how many (31) [Who] ________________________ there were who

were not content to stay in their places, but insisted on being all that they could be. In

this course, you will learn about just a few of (34)[Who] ________________________.

5

Course Introduction/Women Leaders -- Research Questions

Unit 1 Directions: These questions can be used for classroom discussions or they can be worked on in small groups. Then, students should try to recall the information and prepare short answers to the questions.

What do we call the New World today?

Who was in the New World first?

Where did the white settlers come from?

About when did the white settlers arrive?

Do you think women and men had the same responsibilities in the New World?

6

Unit 2

Anne Hutchinson -- Vocabulary


braves admire/-d in vain

colony banish/-ed lively

faith/-s (could not) help thoughtful

minister/-s mention too hard on

Puritan/-s nodded

quilting preach/-ing Conjunctions

Reverend put forth as well as

right sentence/-d

sermon/-s settle

sign try/tried

trial try/tried

views turn/-ed against

ways go/went on

7

Unit 2 Anne Hutchinson - Vocabulary Practice in Context

Directions: Use the words on the previous page to fill in the blanks. Select the word that has the same meaning as the underlined word(s) in the sentence. Pay attention to the part-of-speech of the word.

1. A woman giving lectures about God? (v. ____________________)

2. After hearing Anne, one man’s wife comes back very full of new ideas. (adj. ________________________________)

3. The women of Boston take their sewing and small pieces of material for making a soft blanket. (n. ________________)

4. Mistress Hutchinson talks to them about the Sunday speeches in church. (n. __________________________)

5. Members of a religion with very strict rules are not fair to people of other religious beliefs. (n. _______________)

6. These people are not fair to people of other religious beliefs. (adj. phrase __________________)

7. Members of a religion with very strict rules are not fair to people of other religious beliefs. (n. _______________)

8. The man continued, “Yes, yes, and I think …..” (v. ________________________)

9. She has other dangerous opinions. (n. __________________)

10. “How dare a woman suggest such ideas?” (v. ______________)

11. The preacher John Cotton should speak to Anne Hutchinson. (N. _________________)

12. She was a small, very active woman who admired the preacher. (adj. ______________)

13. Anne respected the preacher very much. (v. ______________)

14. Anne and her husband had left England to find a home in America. (v. ______________)

15. “God has given me a special message.” (n. ______________)

16. Anne Hutchinson shook her head up and down for “Yes”. (v. ________________)

17. “Only preachers can receive special messages from God.” (n. ________________)

8

18. You must be judged by the court. (v. ______________) ORThe court must judge you to decide if you are innocent of guilty. (v. ________________)

19. Anne could not stop thinking for herself now. (v. __________________)

20. Anne was brought to court to decide if she was innocent or guilty.(n. ______________)

21. She attempted to prove that women in addition to men had the legal permission to speak their thoughts. (v. ______________)

22. She attempted to prove that women in addition to men had the legal permission to speak their thoughts. (conj. ________________)

23. She attempted to prove that women in addition to men had the legal permission to speak their thoughts. (n. ________________)

24. Preachers did not agree with her. (v. ________________)

25. They gave her a legal punishment. (They v._________________ her and she was kicked out from the Massachusetts area where people lived.)

26. They gave her a legal punishment, and she was kicked out from the Massachusetts area where people lived. (v. ________________)

27. They gave her a legal punishment, and she was kicked out from the Massachusetts area where people lived. (n. ________________)

28. Some hot-tempered Indian fighters killed her and all her children but one. (n. ________________)

29. Her courage to say what she thought had not been without success. (adj. _________________)

30. The people of Boston made some changes in Puritan behaviors. (n. _________________)

31. Some history books still tell about her. (v. _________________)

9

Anne Hutchinson -- Grammar

Unit 2 Directions: Read your Women Leaders book to find the proforms that are in the blanks, Then, use this text with blanks and question hints to help you figure out content

words for pro-forms. Use your English Grammar book to get the correct grammar for WHO, WHAT,


(pg 5) A woman preaching? The men in the little town of Boston looked at each

other in horror as the news went from one (2) (WHO?)_____________ to another (WHO?)_______________. Was (3 )(WHAT?)______________________________ possible?

"(4) (WHAT?)____________________________________ could be possible." said one man. "My wife goes one afternoon each week to the home of Mistress Anne

Hutchinson, and (5) (WHO?)_______________ comes back very thoughtful."

Another man said, "My wife also (7) (WHAT DOES HIS WIFE DO?) _________ __________________________________."

Still another (8) (WHO?)______________ said, "Half the women in Boston go

to Mistress Hutchinson's one afternoon each week. (9) (WHAT?)________________ _______________________ is true; they take their sewing and quilting. But

(11) (WHO?)______________ do hear that Mistress Hutchinson talks about the

Sunday sermons."

(pg 6) Another said, "(13) (WHO?)_______________ does more than

"(14) (WHAT?)_____________________________________. My wife let it fall that

Mistress Hutchinson says we Puritans are too hard on people of other faiths. She

10

says also that we should not use Indians as slaves."

Some of the (19) (WHO?)_______________ cried out, "What?"

The man went on. "Yes, yes, and I think she has other dangerous views, but when

my wife saw my face she would say no more."

"(22) (WHAT?)____________________________________ must be stopped!"

said one of the men. "How dare a woman put forth such ideas?" Soon

(24) (WHO?)_______________ decided that one of Boston's most important preachers,

the Reverend John Cotton, should speak to Anne Hutchinson.

(pg 7) "Is (26) (WHAT?)___________________________________ true?" the

Reverend Cotton asked Anne Hutchinson. "Are you preaching to the women at these

afternoon meetings?"

Anne Hutchinson shook her head. She was a small, lively person who admired the Reverend Cotton very much. In fact, (29) (WHO?)______________ and her

husband had left England and brought (30) (WHOSE?)__________________________ family to America to settle in Boston just because the Reverend Cotton had (32) (DONE WHAT?)________________________________ .

"Oh no, sir," she said, "you could never call (33) (WHAT?)_______________ _____________________________________ preaching. I talk -- we all talk -- about

the Sunday sermons. We study the Bible. And sometimes I try to explain some of

(34) (WHAT +’S)______________ words when it seems that God had given me a

sign."

(pg 8) The Reverend Cotton looked shocked. "You think that God gives you signs?"

Anne Hutchinson nodded. The Reverend Cotton said, "But

11

(37) (WHAT?)____________________________ is terrible. Only ministers can

receive signs from God. Certainly no woman can (39) (DO WHAT?)_________________ _______________________. Say you are mistaken.

(40) _If you, Anne, don’t (DO WHAT?) _________________ _____________________________, you must be tried by the court. You may be sent by (42) (WHOM?)___________________ away from Boston. Say you are mistaken about (43) (WHAT?)_______________________________________________."

But (44) (WHAT?)________________________________________ was

something Anne Hutchinson could not do. She had always been a person who thought

for herself, even when she was a small girl in England. She could not help thinking for

herself now and speaking about what she thought.

(pg 9) And so Anne Hutchinson was brought by(46) (WHOM?)__________________

to trial before a group of ministers. She stood before them bravely and tried to prove,

with words from the Bible, that women, as well as men, might receive signs from God,

and that women, as well as men, had the right to speak their thoughts. But the more

she said the more the ministers turned against her. At the end of her trial,

(52) (WHO?)______________________ sentenced her to be banished from the

Massachusetts colony.

(pg 10) Anne Hutchinson and her family did not have an easy time after (56) (WHAT?)___________________________________. They stayed for a while in

the Rhode Island colony. Then they traveled into the New York colony and settled

(57) (WHERE?)____________________________. And there, the cruelest thing of all

happened. Anne Hutchinson had always been friendly with Indians. But one day, some

hot-tempered braves, who did not know Anne Hutchinson, killed her and all her children

but one (59) (WHAT?)____________________.

Still, her courage to say what she thought had not been in vain. Many people in

12

Boston who had heard her talk remembered what she had said. Gradually,

(61) (WHO?)______________________ began to think she had been right about many

things -- and they made some changes in Puritan ways.

Some history books do mention her name. (64) (WHAT?)___________________

is remembered in other places too. A river in New York, near which she lived, is called

the Hutchinson River, after her. The highway, that runs along (66) (WHAT?)______ ________________, is called the Hutchinson River Parkway – because of Anne

Hutchinson, a woman who did what she wasn't supposed to. (67) (WHAT WAS ANNE NOT SUPPOSED TO DO?) _______________________________________.

13

Anne Hutchinson -- Research Questions

Unit 2 Directions: Use these questions for classroom discussions or small group discussions. Then independently or in small groups, try to recall the information and prepare short answers to the questions.

Find the population of the New World around 1600.

Where did white settlers live in the New World?

Where did native peoples (Indians) live?

Find the population of native peoples in the New World around 1600.

What happened to many natives in the New World?

14

Unit 3

Anne Bradstreet -- Vocabulary


blow admire/-d fortunate

collection compose/-d generous

cradle help supposed

heap

poem

rubble

well

15

Unit 3 Anne Bradstreet - Vocabulary Practice in Context


1. She reached into the baby’s bed beside her and lifted out the baby. (n. ____________________)

2. People were running from the deep hole with water with buckets.(n. ____________________)

3. The house became a large pile of burning stuff and broken things. (n. ____________________)

4. The house became a large pile of burning stuff and broken things.(n. ____________________)

5. It was a hard unhappy event for Anne Bradstreet.(n. ____________________ to)

6. It was some time before Anne Bradstreet began to write verse. (n. ____________________)

7. Anne Bradstreet could no more stop writing poems than a bird can stop singing. (v. ____________________)

8. Anne Bradstreet was very lucky. (adj. ____________________)

9. No one said, “You are not expected to write poems.(adj. ____________________)

10. Anne Bradstreet's husband, Simon, was a kind and unselfish, intelligent man.(adj. ____________________)

11. He found that the people in England liked and respected Anne’s poems also.(v. ____________________)

16

12. Later, people discovered that the Indians in America had written many poems.(v. ____________________)

13. After the American Indian’s songs, Bradstreet’s poems come next in almost every group (things together in one place) of American poetry.(n. ____________________)

17

Anne Bradstreet -- Grammar

Unit 3 Directions: Read your Women Leaders book to find the proforms that are in the blanks, Then, use this text with blanks and question hints in [brackets] to help you figure

out content words for pro-forms. Use your English Grammar book to get the correct grammar for WHO, WHAT,

WHEN, WHERE, etc. questions. Then, write your short answers below.

[Who?]__________________ woke in the night to hear someone crying,

"Fire! Fire!" In a second, Anne Bradstreet was out of bed. Now she could smell

smoke and hear the crackling of wood. She reached into the cradle beside her

bed and lifted out the baby. She ran into the next room, calling the names of her

older children. "Get up! Get up quickly!" she cried.

Soon Anne Bradstreet was pushing her children out through the door into the

warm, windy night. The flames of their burning house made the sky red. Some

neighbors ran to [whom?]__________________ to make sure they were all

right. [Which people?]__________________ were running from the well to the

house with buckets of water. But it was too late to put out this fire. As they

watched the roof fell in, and the house became a heap of burning rubble.

It was a hard blow to Anne Bradstreet. She thought of how long it had taken

[whom?]__________________ to build this house. She thought of how her

husband would feel when he came home to Andover from his trip to Boston.

Then she looked at her children and smiled. Nothing that really mattered was

lost [by whom?]__________________ . She began to think what she must do

18

next.

There was [much what?]__________________ to be done. It was some

time before Anne Bradstreet began to write a poem. A poem? Yes.

Anne Bradstreet could no more help writing poems than a bird can help

singing. She had written poems to tell her love for her husband . . .

If ever [who?]__________________ were one, then surely

[who?]__________________.

If ever man were lov'd by wife, then you . . .

She had written poems about her children too, and the happy life of her

family. Now she wrote about the fire.

In silent night when rest [who?]__________________ took,

For sorrow near [who?]__________________ did not look. . . .

Then she went on to tell about the frightening happenings of the night when

[what happened?]__________________ .

Anne Bradstreet was fortunate. Nobody said, "You are not supposed to

write poems. You are a woman, a wife, a mother. Leave poetry for men to

write."

Anne Bradstreet's husband, Simon, was a generous, intelligent man. He

thought his wife's poems were beautiful.

And so it happened that when Simon's brother had to make a trip to England,

[who?]__________________ took along a number of Anne's poems. He found

19

that the people in England admired [what?]__________________ also.

Someone said [what?]__________________ should be put in a book. Soon

[what?]__________________ was done. The little book of Anne Bradstreet's

poems became very popular. Hers were the first poems from America that the

people of England had ever seen.

Years later, people would discover that the Indians, the very first Americans,

had composed many poems. But after [whose?]__________________ songs,

Anne Bradstreet's poems come next in almost every collection of American

poetry.

20

Unit 4

Lady Deborah Moody -- Vocabulary

Nouns Verbs Others

authority arrange/-ing daring

ceremony baptize/-d chief

coast board/-ed eager

deed drive harsh

faiths grant/-ed/-ing horrified

green land/-ed rich

lots pass/-ed unsettled

manor recognize as well as

mayor regulate quite

mouth rule smoothly

Puritan treat/-ed

riverbank won

settlement worship

stockade

terms

tract

wonder

21

Unit 4 Lady Deborah Moody - Vocabulary Practice in Context


1. “A town of my own,” said Lady Deborah Moody, smiling in a sort of surprise or amazement. (n. ____________________)

2. The Dutch Governor of New Amsterdam, William Kieft, looked at the woman who was excited or motivated to do something.(adj. ____________________)

3. I am sure I can develop a good relationship [come to (n. ____________________)] with the Indians.

4. Her husband had died a few years earlier, and she was a wealthy woman with a very big house with a large area of land around it. (n. __________________)

5. She also thought of herself as a member of a religion with many strict rules. (n. ____________________)

6. Deborah and her son, Harry got onto a ship to go to the New World.(v. ____________________)

7. They arrived by boat in Boston. (v. ____________________)

8. Her ideas of being a good Puritan were very different from the ideas of others. (adv. ____________________)

9. Harry had not yet been made a Christian.(v./adj. ____________________)

10.Lady Deborah thought the special religious celebration could wait. (n. ____________________)

11.Lady Deborah felt great dislike for [was (adj. ____________________ by]) the very strict, unkind rules of the Puritans.

22

12. Lady Deborah felt great dislike for the strict, unkind ways the Puritans behaved toward people. (v. ____________________)

13. The Puritans were very strict and unkind toward people of other religious beliefs. (n. ____________________)

14. She was not happy about the laws they approved. (v. ____________________)

15. They approved laws to control almost every minute of life. (v. ____________________)

16. Lady Deborah and her friends took a small ship and sailed along the New England seashore. (n. ____________________)

17. They came to a place where people have homes. (n. ____________________)

18. This place was on an island near where the Hudson River flows into the ocean.(n. the ____________________ of the river)

19. In New Amsterdam, some English people lived there in addition to people from other countries. (conj. ____________________)

20. Lady Deborah and an Englishman stopped at the land next to the river. (n. ____________________)

21. The area, called Brooklyn by the Dutch, had land with fertile soil (land good for growing things). (adj. ____________________ land)

22. The area, called Brooklyn by the Dutch, had fertile land, and the land was far from people or homes.(adj. ____________________)

23. Lady Deborah thought the idea of starting a town herself was risky and required a lot of courage. (adj. a ____________________ idea)

24. A few days later, the governor was handing Deborah the legal paper showing ownership of the land. (n. ____________________)

23

25. She was the legal owner of a large area of land on the tip of Long Island. (n. ____________________)

26. Governor William Kieft gave Deborah Moody permission to start a town there. (v. ____________________).

27. She planned her town with a grassy area in the center. (n. ____________________)

28. Around the grassy area, were small pieces of land for houses. (n. _____________________)

29. She was giving small pieces of land to friends from Boston. (v. _____________________)

30. She was making plans for people to start building homes. (v. ____________________)

31. Not everything happened without difficulty. (adv. ____________________)

32. The Long Island Indians did try to force out Lady Deborah and her friends. (v. to ____________________ them away)

33. Finally, there was a town with houses, and there was a jail.(n. ____________________)

34. There was also a meeting-house where people of many faiths could honor and praise God.(v. ____________________)

35. A new Dutch governor came to govern New Amsterdam. (v. ____________________)

36. Governor Stuyvesant was horrified to find a woman as the highest ranking, most important (adj. ______________________) person in charge of the town of Gravesend.

37. Governor Stuyvesant was horrified to find a woman as the highest ranking, most important person in charge there.(n. ______________________)

38. But soon Lady Deborah got Peter Stuyvesant's respect. (v. ______________________)

24

39. Gravesend is still part of Brooklyn, but Lady Deborah would not be able to identify it as a place that she had previously known.(v. ____________________ it today)

40. But the spirit of freedom is still there, just as America’s first woman elected town leader would have wished.(n. ______________________)

25

Lady Deborah Moody -- Grammar

Unit 4 Directions: Read your Women Leaders book to find the proforms that are in the blanks, Then, use this text with blanks and question hints to help you figure out content

words for pro-forms. Use your English Grammar book to get the correct grammar for WHO, WHAT,


"A town of (1 whose?) ___________________ own," said Lady Deborah Moody, smiling in a sort of wonder. The Dutch Governor of New Amsterdam, William Kieft, looked at the eager woman.

"Mmmmpf," (4 who?) ___________________ said. "(5 who?) ___________________ have the land now, yes. Building a town on (6 what?) ___________________ may not be easy. And remember, I have warned you about the Indians."

Lady Deborah kept smiling. "I am sure I can come to good terms with the Indians," she said. "And I can get the town built. I will!" She said again in wonder, "A town of my own."

She had never dreamed of (8 what) _________________ when she set sail from England with her young son, Harry. All she had hoped for (9 when?) _________________ was to find a happy new home for (10 who?) ___________________ in America. Her husband had died a few years earlier and left her a wealthy woman with a large manor house and many acres.

But it was lonely at the manor with her husband gone. Lady Deborah liked traveling. She liked people. She also thought of herself as a Puritan. Suddenly she was remembering that hundreds, even thousands, of English Puritans were moving to America. She decided that she and Harry should (13 do what?) ___________________ too. She sold her house and lands. She sewed the gold she received from (14 what?) ___________________ into her clothes and Harry's (15 what?) ___________________ and they boarded a ship.

They landed at Boston and (18 what?) ___________________ looked like a pleasant town. The people welcomed her and her son. So Lady Deborah bought a house and was ready to be happy.

But soon she learned that her ideas of being a good Puritan were quite different from the ideas of the Boston ministers. She had not had young Harry baptized because she

26

thought the ceremony should wait until children were old enough to understand (22 what?) ___________________.

The ministers were horrified by (24 what?) Lady Deborah Moody not having her son baptized and argued with her day after day. Lady Deborah was horrified herself by the harsh way the Puritans treated people of other faiths. She was not happy either about the way (28 who?) ___________________ treated Indians or about the laws they had passed to regulate almost every minute of life.

She decided to move to some other town. She had made some friends in Boston;(31 who?) ___________________ felt as she did (32 what?) feel about some of the strict Puritan rules and (33 who?) ___________________ decided to move with her. The first town they tried was Salem, up the river from Boston. But they had not stayed there long before they found that Salem's Puritans were just as harsh as (34 who?) Puritans of Boston.

Lady Deborah and her friends moved on again. This time they took a small ship and sailed along the New England coast until they came to a settlement on an island at the mouth of the Hudson River. This was New Amsterdam, a town that had been started by the Dutch. By now, some English people lived (38 where?) ___________________ as well as people from other countries. (40 What?) ___________________ was not a Puritan town.

An Englishman showed Lady Deborah around (41 what?) the town of New Amsterdam. (42 who?) ___________________ stopped on the riverbank and the Englishman pointed across the river. "Long Island," he said. "The part of (44 what?) Long Island you see is called Brooklyn by the Dutch. It is rich, unsettled land. I am sure you could buy some (47 what?) ___________________ if you wished to (48 do what?) ________ _________________."

Suddenly, Lady Deborah had a wonderful idea. Instead of going from town to town and being disappointed, why not start a town herself and make (49 what?) _________ __________ what she thought a town should be?

(50 What?) Starting a town herself was a daring idea -- but not impossible. She still had some of the gold she had brought from England and from the sale of her Boston house. A few days later, the Dutch Governor, William Kieft, was handing her the deed to a large tract of land on the southwest tip of Long Island, along with permission to start a town (54 where?) ___________________.

She was the first woman in America to be granted by (55 whom?) ________________ such a permission to (56 do what?) ___________________. But she had no time to

27

wonder about that. She was busy planning her town, with a green in the center and lots for houses all around (59 what?) the green , joining on the fields. She was granting lots to friends who had come with her from Boston, and arranging for building to start. Most important of all, she was writing the laws for her town. (62 what?) ___________________ was to be free in every way. There would be no slavery, and people of every faith would be welcome.

1645 Plot Map of Gravesend

Not everything went smoothly. There were storms that slowed the building. The Long Island Indians did try to drive Lady Deborah and her friends away. But Lady Deborah was so generous and fair with (65 whom?) _____________________ that before long (66 who?) ___________________ decided to be friendly.

And finally, there was the town with houses, stockade, and a meeting house, where Quakers, Baptists, Jews, people of any faith could worship. Lady Deborah called her town Gravesend, after a town she had known in England.

A new Dutch Governor came to rule New Amsterdam --the hot-tempered, one legged Peter Stuyvesant. When he visited Gravesend and found a woman in charge of (70 what?) ____________________, he was horrified. A woman -- the chief authority?

But soon Lady Deborah had won even Peter Stuyvesant's respect. He called her the "Grande Dame of Gravesend." And (75 what?) the Grande Dame of Gravesend was what she was, through all the rest of her busy, happy life.

Gravesend is still part of Brooklyn in New York City. It is a crowded place that Lady Deborah would not recognize. Coney Island, which was also part of her land, is a world-famous beach and the crowds (77 where?) _______________________ would look

strange to her also. But the spirit of freedom which Lady Deborah thought so important is

28

still (79 where?) ___________________, just as America's first lady mayor would have wished for (81 what?) ___________________.

29

Lady Deborah Moody -- Research Questions

Unit 4 Directions: Use these questions for classroom discussions or small group discussions. Then independently or in small groups, try to recall the information or do your own research and prepare short answers to the questions.

Is Lady a name or special title?

What country are Dutch people from?

Find Boston, find Salem, and find the Hudson River on maps. Do these places have the same names today?

Where was New Amsterdam? Why did it have that name? What is its name today?

Find Long Island, find Brooklyn, and find Gravesend on maps. Do these places have the same names today?

30

Unit 5

Phillis Wheatley -- Vocabulary

Nouns Verbs Others

Dough go on/went on ahead

Fame choose/chose along

General honor/-ed indeed

Genius knead/-ing for

Mercy leaf/ed through benighted

Miracle race/racing

Soul spin

Wharf support

weave

wonder/-ing

31

Unit 5 Phillis Wheatley - Vocabulary Practice in Context


1. She had been sitting on the Boston pier (n. ________________) along with many other black people.

2. They could see nothing in the future (adv. _________________) but more suffering.

3. They were slaves to be treated in any way that their masters decided. (v. ___________________)

4. And then, for the little girl, the wonderful thing that you did not expect to happen (n. ____________________) occurred.

5. The Wheatleys named her Phillis, because (conj. ____________) they could not understand her name.

6. She held the book in her hands and turned (v. ______________ _____________) the pages.

7. And, truly (adv. _______________), before long, Phillis was learning her ABCs.

8. Together (adv. ____________________) with Mary, she helped Mrs. Wheatley.

9. She learned to cook and make thread. (v. ____________________)

10.Then, she learned to make cloth. (v. ____________________)

11.She was making fast progress (v. ____________________ ahead) in her studies.

12. I think Phillis is a very intelligent person. (n. _______________)

13.Mrs. Wheatley was pressing (v. ____________________) a mixture of flour and water for bread.

14.Mrs. Wheatley was pressing a mixture of flour and water for bread. (n. ____________________)

32

15. It was great kindness (n. ____________________) that brought me from my land.

16.They taught my ignorant, uneducated (adj. ________________) self to understand.

17.They taught my ignorant, uneducated self [person] (n. _______________) to understand.

18.Everyone was thinking (v. ____________________) about the black girl.

19.Phillis continued (v. ____________________) to write more poems.

20.Everywhere, people admired and praised (v. ________________) Phillis.

21.Phillis met and talked with America’s top leader in the army (n. ________________), George Washington.

22.She had to work very hard as a teacher to provide a home, food, and clothing for (v. ____________________) them and their children.

23.The honor and recognition from people (n. _________________) that Phillis had won lived on.

33

Phillis Wheatley -- Grammar

Unit 5 Directions: Use your Women Leaders book for this section. Answer these questions about the grammar Items in your Women Leaders book. Use your English Grammar book to get the correct grammar for WHO, WHAT,

WHEN, WHERE, etc. questions. Write short answers below and in your Women Leaders book.

1. Who held up a book for Phillis to see?

2. What had Phillis never seen before?

3. Who was sitting on the wharf a few days before?

5. Who had been kidnapped from their homes?

6. Who had suffered through a terrible voyage?

10.What/who did John Wheatley buy from the slave traders?

14.Who did the child try to talk to?

15.Who could not understand her words?

16.What did Phillis learn to understand?

34

18.Who did Mary start to teach?

23.When did girls and women have to learn to cook, spin, and weave?

28.Who did Mrs. Wheatley think was very intelligent?

29.Who showed something?

30.What did the person show?

31.Whom did the person show it to?

38.What did Mary stop doing?

39.What did Mrs. and Mr. Wheatley agree about?

40.Who was proud of Phillis and had her poem printed and showed it to their friends?

41.Who was surprised that a black girl wrote the poem?

42.Who gave Phillis her freedom so she was no longer a slave?

43.Who said, “Well” and was wondering?

35

45.What was Phillis doing?

47.What did the Wheatley have printed?

48.Where did Nathaniel have business?

50.Who came back to America at the start of the American Revolution?

52.Who fought the American Revolution?

53.What did George Washington thank Phillis for?

55.After what did Phillis’ life become sadder?

57.Whom did Phillis work to support besides her children?

59.What did Phillis win fame for doing?

60.What did her fame and her poems do after Phillis died?

36

Phillis Wheatley -- Research Questions


Who brought slaves to the New World?

Where were most slaves born?

Where was George Washington born?

What was the American Revolutionary War?

When was the American Revolutionary War?

Who fought whom in the American Revolutionary War?

Why did they fight the American Revolutionary War?

37

[You can use this page to write study notes.]

38

Unit 6

Abigail Adams -- Vocabulary

Nouns Verbs Adjectives Adverbscolonies declare generous ahead

heroes drop/ped learnedpetticoats hang/hungphilosophers impose/ing

right mean (+to)saddlebags

sorts

statesmen Conjunctionsubject as well as

tyrants

wash

39

Unit 6 Abigail Adams - Vocabulary Practice in Context

Directions: Use the words on the previous page to fill in the blanks. Select the word that has the same meaning as the definition ( ) in the sentence. Pay attention to the part-of-speech of the word.

1. Abigail Adams' husband, John, was in Philadelphia, meeting with men from all thirteen __________________ (n: areas that a foreign country owns and controls).

2. They were meeting to decide what to do about the hard laws and taxes that England was _________________ (v: forcing: requiring) on them.

3. While he was in Philadelphia, John and Abigail wrote letters back and forth to each other that went in the __________________ (n: bags for carrying things on the back of horses) of whatever rider was making the trip.

4. In one letter, John told Abigail that it was almost certain that the colonies would ___________________ (v: announce publicly) their independence from England.

5. John said when that happened. "America would need all _________________ (n: many kinds) of _________________ (n: very brave people), __________________ (n: public officials; political leaders) and _________________ (n: people skilled in reasoning and logic; thinkers).”

6. When Abigail thought of how much her children learned from their mother, she wrote to John. "If we _________ (v: intend, plan, want) to have brave people, public officials, leaders, and thinkers, we need to have _________ (adj: well educated) women."

7. When a husband was as kind and ________________ (adj: unselfish/giving) as John was, a woman did not suffer.

8. But some women were married to ________________ (n: unfair, cruel, bossy people), just like King George III.

9. John joked back in his letter that women had all the power they needed. If women wanted more power for __________________ (n: long slips that women wore under their full skirts) perhaps George Washington and his army would fight them.

10. Abigail responded with anger to John. So he ________________ (v: stopped talking about) the ___________________ (n: topic of discussion).

11. Years later, John Adams became President of the United States and he and

40

Abigail were the first to live in the White House. Because the White House was not finished yet, Abigail _________________ (v: put the clothes on a line) the__________________ (n: laundry) to dry in East Room.

12. Abigail was a person in her own _____________________ (n: all by herself, without depending on another person).

13. She was thinking ______________ (adv: into the future) to a time when America would be a land of free people – women ___________________ (conj. in addition to) men.

41

Abigail Adams -- Grammar

Unit 6 Directions: You will need to read your Women Leaders book for this section. Answer these questions to help you understand the grammar in the Unit 6

reading. Use your English Grammar book to get the correct grammar for WHO, WHAT,

WHEN, WHERE, etc. questions. Write your short answers below.

1. Who did Abigail write to?

2. Who had great love and understanding?

3. Who was England imposing hard laws and taxes on?

4. Whose four children was Abigail taking care of?

5. Where was John?

6. Where was Abigail?

7. What might be difficult to win?

8. Whose independence would the colonies declare?

9. Who knew many women who had never learned enough to teach their children?

42

10.Abigail asked John if he thought what? was wrong,

11.What did John agree about?

12.What kind of man was John?

13.Abigail wrote her thoughts about what? to John.

14.Who did John think General Washington and all of America’s heroes would fight?

15.Who was Abigail’s dearest friend?

16.Who did Abigail write to?

17.What did Abigail and John disagree about?

18.What war was fought between the colonies and England?

19.Where (in what nation) did John Adams become the first Vice-President?

43


44

Unit 7

Emma Hart Willard -- Vocabulary

Nouns Verbs Adjectives Adverbsaudience applaud/-ed ancient alongcenter arrange/-d delighted gradually

examination encourage/-d horrified plainlypioneer grow

post/s marvel/-edpreacher/s offer/-edschooling ruin/-ed

seminary wake up

subject

wonder

45

Unit 7 Emmy Hart Willard - Vocabulary Practice in Context


1. Young Emma Hart's parents were very pleased and happy because Emma could attend school.(adj. ____________________)

2. But Emma was not happy about the idea. She said, “What does a girl need with education?”(n. ______________________)

3. When Emma's sister, Nancy, showed Emma some other own books and lessons, suddenly Emma seemed to become more sensible. (v. idiom _________________)

4. Emma wanted to learn geometry and so she learned that topic of study by herself.(n. ____________________)

5. When Emma was seventeen, she was given a job teaching young children.(v. ____________________)

6. L ittle by little , she began to dream of having a school of her own.(adv. ____________________)

7. She had other jobs as a teacher.(n. ____________________)

8. Emma's husband, John Willard, filled her with courage and hope to try her to set up a women's college.(v. ______________________)

9. But when Emma showed her plan to various men, they were filled with dislike and fear,"A college for women!?"(adj. _______________________)

46

10. The men were sure that if women went to college, it would destroy their health.(v. ____________________)

11. So, Emma changed the name of her school from a "college" to a name for a religious school.(n. ______________________)

12. Neither Emma nor the people of Troy, NY ever thought that the school would become the cause of surprise and fascination of the city.(n. ______________________)

13. At the end of the school year, Emma organized a show, a detailed formal test.(v. ____________________)

14.The detailed formal test of the girls went on for eight days.(n. ____________________)

15. The big hall in the seminary was crowded with many people, including professors, congressional representatives and ministers.(n. ______________________).

16. Together with other teachers and guests, Emma sat at a long table in the center of a large hall.(adv. ____________________)

17. The girls drew maps of Europe, America, or the times of long past world.(adj. ____________________)

18. The group of people who came to see them (n. _________________________) clapped their hands (v._________________________) and felt surprise and wonder (v. _______________________).

19. Obviously these girls were still happy and well.(adv. _____________________)

47

20. After some time, a new feeling about the education of young girls began to increase in the United States.(v. _____________________)

21. Other colleges for girls came along, but Emma Willard had really been the person who started this new activity.(n. _____________________)

48

Emma Hart Willard -- Grammar



4. Who asked, “Must I go”?

5. Who had argued against going to school?

6. What did Emma think was silly?

7. Emma said that a girl did not need history and arithmetic after (What happened?)

_______________________________________________.

8. Who was younger than her brother was?

9. What did Emma want to do?

11.What did Emma want to know more about?

12.Who said, “I am going to school tomorrow”?

49

13.Who had said that education was silly for girls?

16.What did Emma learn by herself?

20.What dream took time to come true?

23.What was not there in 1820?

24.Emma showed her plan for (what?)_____________________ to various men.

25.Who was horrified?

27.What horrified them?

29.What would ruin young women’s health?

31.What did Emma give a new name to?

33.Who never expected that the school Emma started would be the wonder of the city?

35.What city did Emma start her school in?

36.Who did the people of Troy see out walking every afternoon?

50

37.Who saw them at different churches on Sunday?

40.What went on for 8 days?

42.Emma Willard sat at a long table. Where was the table?

44.What did the girls come in to?

46.Who did the teachers ask questions?

51.Which girls were still happy and well?

52.Where had the girls studied?

55. What was Emma Willard the pioneer of?

51

Emma Hart Willard -- Research Questions


America has public schools and private schools. What does public school mean?

What does private school mean?

Were the first schools in America public schools?

What subjects did boys learn in the first schools in America?

What subjects did girls learn in the first schools in America?

Where was the first public school in America?

Was it for boys and girls?

52

Unit 8

Ernestine Rose -- Vocabulary

NOUNS VERBS ADJECTIVES ADVERBS PREPOSITIONAL PHRASES

bill arrange adopted back and

forth

in her favor

centuries claim lasting indeed in favor of

contract dare/-d still gradually in spite of

disgrace devotingdowry jeer

idiots pass

injustices provide

legislature taking advantage of

lunatics treating

platform wondered

rabbi

53

Unit 8 Ernestine Rose - Vocabulary Practice in Context

Directions: Use the words on the previous page to fill in the blanks. Select the word that has the same meaning as the bold/underlined word(s) in the sentence. Use the part-of-speech information to help you find the correct word.

1. Ernestine's father was angry that Ernestine had the courage (v. ______________________) to question a prayer that Jewish men had said for many hundreds of years (n. ______________________).

2. Who was she really (adv. ______________________)?

3. Ernestine Potowski was the daughter of a Jewish holy man (n. ______________________).

4. Ernestine could not keep quiet or calm (adj._____________________) when anything seemed wrong or unfair to her.

5. One day, Ernestine’s father told her that he had planned (v. ______________________) a marriage for her.

6. When Ernestine said no, her father replied, “You must. The agreement (n. ______________________) is already signed, and I have promised the young man money and property (n. ______________________) for marrying you.

7. Ernestine went to the young man to tell him she would not marry him. He said he would still demand (v. ___________________) the dowry her father had promised.

8. Ernestine went to court to say that it was unfair for the man to keep the dowry. The court agreed with her (ruled [prep. phrase] ______________________).

9. When Ernestine learned that there were rules against Polish Jews in Germany, she thought carefully (v. _____________________) about why that would be.

10. In England, Ernestine met a group of people who were giving themselves generously (v. ______________________ their lives) to speaking out against unfair laws and customs.

11. Later, Ernestine got married and moved to New York. She and her husband saw many unfair things (n. ______________________) in New York.

12. The rich were profiting from (v. idiom ___________________) the poor.

13. Men were behaving toward (v. ______________________) women unfairly.

14. A New York senator was trying to approve or vote in favor of (v. ______________________) a proposed law (a future law).

54

15. The senator wanted to approve a proposed law (n. ______________________).

16. People were voting on the proposed law in the government group that makes laws (n. ______________________).

17. The bill would require (v. ______________________) that when a woman got married she could keep control of her money and property.

18. Ernestine went door to door, asking women to sign a paper saying they supported/agreed with (were [prep. phrase] ______________________) the bill.

19. Ernestine asked the women if they liked having no more rights before the law than children, ignorant people (n. ______________________) and crazy people (n. ______________________).

20. Ernestine had begun making speeches, but when she came out on the stage (n. ______________________), the men in the audience booed and called out Insults (v. ______________________).

21. Ernestine was a great speaker, and people listened despite (prep. phrase ______________________) themselves.

22. Ernestine Rose traveled from one place to another and back again (adv. ______________________) across the United States.

23. Some people, little by little (adv. ______________________) began to feel that a woman could speak in public without shame and embarrassment (n______________________).

24. Ernestine Rose's work to stop injustice made a permanent (adj. ______________________) mark on her self-chosen and not born in (adj. ______________________) homeland.

55

Ernestine Rose -- Grammar



1. Who heard her father give thanks?

2. Who was thankful that he had not been born a woman?

7. Who said that it did not seem fair to think it was better to be a man?

11.Who arranged a marriage for Ernestine?

15.What kind of contract was ready?

17.Whose dowry (inheritance; money from parents) did Ernestine’s father promised to a man?

18. Whom did Ernestine ask to tell the man that she would not marry him?

19.Whom did Ernestine want her father to talk to?

20. Who will talk to the man if her father does not?

21.What did Ernestine do at the man’s house?

22.Who was breaking the contract?

23.Who will claim the dowry?

56

26.What matter (thing) did Ernestine take to court?

27.What had no Jewish woman in Poland done before?

29.Where were rules against Polish Jews?

33.Where did Ernestine meet a group of people who devoted their lives to changing unfair laws?

35.What did Ernestine want to do with her life?

36.Who was excited by New York City?

38.Where did they see unhappiness and injustices?

45.Who could not keep control of their money if they got married?

47.What were very few women interested in?

50.What took years?

51.What was something very few women did?

54.Whom did Ernestine wait for?

59.What was not really “the land of the free”?

57

Ernestine Rose -- Research Questions


Do you think single women and married women had the same rights in early America?

Could women vote in early America?

Could all adult men vote in early America?

Which person do you think had more rights – a single woman or a married woman?

58

Unit 9

Harriet Beecher Stowe -- Vocabulary

Nouns Verbs Adjectives Adverbsa great deal attract antislavery as wellattention grieved cruel

elections published middle

evils raised quick

fever pitch (idiom) tending

influenceinstallments

ministers

preacher

quarrelsermons

slavery

societiesSoutherners

Union

59

Unit 9 Harriet Beecher Stove - Vocabulary Practice in Context

Directions: Use the words on the previous page to fill in the blanks. Select the word that has the same meaning as the definition ( ) in the sentence. Use the part-of-speech information to help you find the correct word.

1. "Wish Hattie had been a boy," her father said, whenever his _________________ daughter (adj.; who was halfway between the youngest and the oldest) said something that showed how smart she was.

2. Hattie said things that showed how _________________ (adj.: alert and intelligent) she was.

3. Hattie's father wished she was a boy so she could become a __________________ (noun: minister).

4. Lyman Beecher was sure that preachers were the only people with real power and _____________________ (noun: ability to change people's opinions and behavior).

5. She was not only studying at Catherine's school, she was teaching some classes _____________________ (adv.; also; in addition).

6. Cincinnati was across the river from Kentucky, a southern state where __________________________________ was the law. (noun: a situation where one person owns another)

7. Harriet saw for herself what a _______________________ (adj.: mean) thing slavery was.

8. Her father could preach ____________________________ (noun: lectures about religion) against slavery.

9. So could her brothers, who became __________________ (noun: preachers).

10. Her brothers could vote in __________________ (noun: the process of choosing or deciding something) also.

11. Harriet was keeping house and __________________ (verb: taking care of) her children.

12. She still ____________________ (verb: felt sadness) about the evils of slavery.

60

13. Harriet still grieved about the ____________________ (noun: wrongs; unfair actions) of slavery.

14. It was a time when the ____________________ (noun: conflict; fight) between the North and the South over slavery was causing angry feelings everywhere.

15. The ____________________ (adjective: against slavery) ____________________ (noun: organizations) in the North had done much writing and preaching.

16. The people of the South were ready to leave the ____________________ (noun: United States).

17. To please the ____________________ (noun: people who live in the southern part of the United States), Congress passed a law making it a crime to help a slave escape.

18. The story appeared in ____________________ (noun: parts of a story that do not appear at one time) in a religious magazine.

19. The story began to ____________________ (verb: get the interest of people) attention right away.

20. The story began to get people’s ____________________ (noun: awareness; notice) right away.

21. Soon the story was ____________________ (verb: printed for selling) as a book.

22. The feelings that Americans had for and against slavery were ____________________ (verb: increased) to a ____________________ (noun idiom: a great anger).

23. Harriet's book had done a ____________________ ____________________ (noun phrase: a lot) to make people realize what they felt.

61

Harriet Beecher Stowe -- Grammar

Unit 9 Directions: You will need to read your Women Leaders book for this section. Answer these questions to help you understand the grammar in the Unit 9

reading. Use your English Grammar book to get the correct grammar for WHO, WHAT,

WHEN, WHERE, etc. questions. Write your short answers below.

1. Who wished that Hattie had been a boy?

2. Who was piling up wood, arguing about questions, and writing prize-winning compositions?

3. What could Harriet do better than her brothers and sisters?

4. Who were all quick and bright?

5. Who was a preacher?

6. Who might have an influence on her husband and children?

7. Who could teach in a school for girls?

8. What kind of school had Catherine started?

9. What was Harriet doing in addition to teaching some classes?

10.Where did Catherine go to start a girl’s school?

11.Who could vote in elections?

62

12.Could Harriet vote in elections?

13.Whose babies begin to arrive?

14.What was Harriet happy to sell for a few dollars?

15.What did not seem like much?

16.Where did Calvin get an offer to teach?

17.What law shocked Harriet?

18.What did Harriet do?

19.Who was sold away from his family?

20.Who ran away with her son?

21.Whose son was going to be sold a new master?

22.What war were the North and South fighting?

23.Whom did Harried ask about freeing the slaves?

24.Who had not started the war?

25.Whose book had done a great deal to make people realize what they felt?

26.People were thinking and realizing what they felt about ___(what?)___________.

63


64

Unit 10

Elizabeth Blackwell -- Vocabulary

Nouns Verbs Adjectives Adverbsadvice accept/-ed astonished abroad

course admitted comforting elsewherechallenge appear/-ed fellow

difficulty broken the trail (idiom) hesitating

head expect stiffneed heal/-ed well known

patients insist/-edpracticing offer/-edputting off persist/-ed

support pretend/-ed

treatment setup

supervised

65

Unit 10 Elizabeth Blackwell - Vocabulary Practice in Context


1. Elizabeth knew that she must say no to the man who wanted to marry her, but she just kept delayin/postponing (n. ___________________) the moment.

2. She was still not ready to go forward/uncertain (adj. ___________________) when a woman friend became sick.

3. The friend told her. "It makes me feel so good (it is [adj. ___________________) to have a woman taking care of me."

4. When the woman told Elizabeth that she should be a doctor, Elizabeth was very surprised (adj. ___________________).

5. Elizabeth had always enjoyed doing difficult things (n. a ___________________), …

6. … like going on a difficult (adj. ___________________) hike up a mountain.

7. Elizabeth wrote letters to doctors, asking for suggestions (n. ___________________).

8. The few who answered her thought she was foolish, but if she demanded to do it (v. ___________________), she would have to go to medical school.

9. She wrote to the best medical schools, asking to be accepted (v. ___________________).

10. Not one school would admit (v. ___________________) her.

11. She found a doctor who was willing to let her read his books and who set up a program of study (n. ___________________) for her.

12. Then she wrote to smaller schools, not so famous (adj. ___________________).

13. The students had to vote whether they wanted a woman as a classmate (adj. as a ___________________ student).

14. The students did not think (v. ___________________) that Elizabeth would really come to study with them.

66

15. The young men were astonished when Elizabeth showed up (v. ___________________) small, pretty and quiet.

16. At the end of the next year, Elizabeth graduated at the top (n. ___________________) of her class.

17. Elizabeth went across the ocean (adv. ___________________) to study in England and France.

18. European medical schools didn't want to accept Elizabeth, but she didn't give up (v. ___________________) until she was.

19. Then she came back to America to begin working (n. verbal ___________________) as a doctor in New York City.

20. Elizabeth's first challenge (n. ___________________) was in renting a room for an office.

21. Then, no sick people (n. ___________________) came.

22. Some people accused her of faking (v. ___________________) to be a doctor.

23. Elizabeth offered free medical care (n. ___________________) for anyone …

24. … who was too poor to go anywhere else (adv. _______________) for help.

25. Gradually, as she cured; made better (v. ___________________) those who came to her, others began to trust her.

26. She was Doctor Blackwell, at last, and she had been the first person (v. idiom ___________________) for other women to follow her.

27. Later, Elizabeth and her younger sister won the encouragement (n. ___________________) of some intelligent people.

28. Those people helped Elizabeth and her sister establish (v. ___________________) a hospital …

29. where any poor, sick person (any person in ___________________) could come for treatment.

30. Elizabeth managed (v. ___________________) the hospital and helped teach other women to become doctors.

67

Elizabeth Blackwell -- Grammar

Unit 10 Directions: You will need to read your Women Leaders book for this section to find the

proforms for each blank. Then, figure out the content word that each proform points to. Write the content words below and in your Women Leaders book.

1. ____________ was in love.

2. She wishes she were not _______________.

3. Elizabeth was sure _________________ would not be happy if they married.

4. _____________ was not troubled by slavery.

SEE STOP BOX A

6. Elizabeth knew that she must say not about ____________________.

9. Elizabeth spent many hours taking care of ____________________.

11._______________ looked at Elizabeth.

12.Elizabeth’s sick friend thought _________________ should become a doctor.

14.The sick friend wondered why Elizabeth might not _____________________.

15.Elizabeth’s sick friend thought ______________ had a wonderful mind.

16.Elizabeth told her sick friend that no woman had ever _____________________.

18.But, Elizabeth was thinking that it would be exciting to try ___________________.

21.And certainly _______________ would keep Elizabeth very busy.

SEE STOP BOX B

22._______________ said good-bye to him.

23.She said good-bye to ___________________.

25.She wrote to doctors all over the country, but only a few _______________

answered her.

68

27.She found a doctor who let her read his books, and _____________ set up a course

of study for her.

29.Elizabeth worked and saved _____________ for two years.

33.She wrote to medical schools. At one school, the president of _______________

decided to let the students vote on whether or not they wanted a woman to study

with them.

SEE STOP BOX C

35.As a joke, the students voted yes about _____________________.

37.The men were very surprised when she appeared at .

38.All through the school year, _______________ watched Elizabeth.

40.Then, Elizabeth thought she needed more training in _____________________,

43.She had trouble getting into medical schools in Europe, but she persisted until she

was ____________________.

SEE STOP BOX D

46.After she finished her training, she set up an office for .

49.No patients came. People said that a crazy women was pretending to be a doctor,

and ________________ would poison her patients.

53.So, Elizabeth gave free treatment to poor people. These poor people had no place

to go for help with .

56.Elizabeth had made it possible for other women to follow her _____________________.

SEE STOP BOX E

69

57.______________________ younger sister was studying medicine now.

58.After awhile, ________________ finished her training.

59.Then, she joined Elizabeth to ________________________.

60.Together, ___________________ won the support of some intelligent people, and

these people helped them set up a hospital.

65. Elizabeth was happy that she made the choice to .

SEE STOP BOX F

70

Elizabeth Blackwell -- Research Questions


Do you think there were women medical doctors (physicians) in early America?

Find out who was the first born-Deaf American to get a medical degree and become a physician.

Is this person still alive today?

Is this person a man or a woman?

71


72

Unit 11

Elizabeth Cady Stanton -- Vocabulary

Nouns Verbs Adjectivesannouncements apply banished

articles create/-d daringbuggies nod/nodded devoted

carriages rewrite

colonies snortcomplaints stare/-d

declarationgallery

hostmankindmonumentorganization

petticoatsportraitreign

revolution

rule

sentiments

Noun Prefix

anti-

73

Unit 11 Elizabeth Cady Stanton - Vocabulary Practice in Context


1. Kicked out (adj.__________________)! Sent upstairs to the gallery and seated behind a screen.

2. The women were forced to go to an upper floor (n.__________________) where they could watch the meeting going on below.

3. The women were part of a movement against slavery (noun prefix _________-slavery meeting).

4. Lucretia Mott moved her head up and down to show agreement (v.__________________) and said, "You are right, my dear."

5. Elizabeth's friends looked a long time without moving their eyes (v.__________________). "Yes," they said, "Yes, it's time."

6. We'll put notic es (n.__________________) in the papers and write letters, to tell all the women we know.

7. Elizabeth began to change (v.__________________) the Declaration of Independence.

8. Elizabeth began to change the Declaration of Independence to make it have an effect on (v.__________________ to) women.

9. All men ... and women … are made v.__________________) equal.

10. The history of all humans (n.__________________) is a history of repeated injury ... of man toward women.

11. The Declaration had listed all the statements in which someone complains

74

(n.__________________).

12. The Declaration had listed all the statements complaining about the English government (n.__________________).

13. Just as the areas controlled by England (n.__________________) complained, so did Elizabeth.

14. Horse-drawn vehicles with wheels (n.__________________) rattled down Main Street, Seneca Falls.

15. Light carriages (n.__________________) rattled down Main Street, Seneca Falls.

16. Was Elizabeth's Declaration too unusual and shocking (adj.__________________)?

17. All at once it was time for Elizabeth to read her "Official statement (n.__________________) of the opinions and feelings of Women."

18. All at once it was time for Elizabeth to read her "Official statement of the opinions and feelings (n.__________________) of Women."

19. People reminded each other that the first Declaration had led to a time of great, sudden, political change (n.__________________).

20. Newspapers were making fun of some foolish women who wanted a "Time of power (n.__________________) for Petticoats.”

21. Newspapers were making fun of some foolish women who wanted a "Powerful time of long skirts worn by women under their dresses (n.__________________).”

22. These stories made many men express anger by breathing air noisily through their noses (v.__________________) and laugh.

23. Elizabeth and her friends wrote letters and pieces of writing for newspapers and magazines (n.__________________).

75

24. Soon they had a group (an n.__________________) of women with members across the country.

25. Elizabeth was a good mother to her eight children, and a loving and loyal (adj.__________________) wife.

26. Elizabeth Cady Stanton, Susan B. Anthony and a large number (n. __________________) of other women kept up their fight.

27. On page 77, you can see the faces and upper bodies (n. __________________s) of Lucretia Mott, Elizabeth Cady Stanton, and Susan B. Anthony.

28. The photograph shows a statue (n.__________________) built to honor Lucretia Mott, Elizabeth Cady Stanton, and Susan B. Anthony.

76

Elizabeth Cady Stanton -- Grammar

Unit 11 Directions: Use your Women Leaders book and this text. First, find the missing pro-form

words, and next use the question hints to help you figure out content words for pro-forms.

Use your English Grammar book to get the correct grammar for WHO, WHAT, WHEN, WHERE, etc. questions.

Then, write short answers below and in your Women Leaders book.

Banished! Men sent (2) [whom?] ____________________ upstairs to the gallery to sit behind a screen. The women had come from America to England to be part of a great antislavery meeting. (5) [who?] _________________ were not going to be allowed to be part of (6) [what?] ___________________ after all.

Young Elizabeth Cady Stanton, who was on her honeymoon, was usually full of laughter. But (7) [who?] ___________________ was not laughing now. She talked to Lucretia Mott, a Quaker woman who had become (8) [whose?] __________________ friend.

"Women not having equal rights with men is all so wrong," Elizabeth said. "(10) [who?] _______________________ fight to end the slavery of black people, but (11) [who?] ___________________ treat women like slaves."

Lucretia Mott said that (12) [who?] ___________________ was right. Unless (13) [who?] ___________________ marry good and generous men, we have no voices, no power, no place except in the kitchen, or up in the gallery like this.

Elizabeth said, “We should do something about women not having equal rights with men. When we get home (15) [where?] ___________________, we should have a meeting of women, to talk together about how to end (16) [whose?] ___________________ slavery.

Lucretia Mott nodded, “You are right, my dear. Let us just (18) [do what?] ________________________________.

SEE STOP BOX A

77

But after (19) [whose?] __________ return to America, Elizabeth was busy having babies and raising a family. She was helping her husband in his career and in his work against slavery. Lucretia and her husband were also busy in the antislavery fight.

Then in the spring of 1848, some of Elizabeth’s friends were visiting her at her home in Seneca Falls, New York. (20) [who?] _____________ talked, as they so often did (21) [do what?] ___________________________, about the special, and not very happy, place in which women were supposed to stay.

Suddenly Elizabeth said, "Why are (22) [who?] ___________________ waiting? Let's have that meeting of women. Let's have (23) [what?] ___________________ right here in Seneca Falls in June."

Elizabeth's friends stared. "Yes," they said. "Yes it's time for (25) [what?] ______________________________."

"We will send out a call for (26) [what?] ___________________." Elizabeth said. "We'll put announcements in the papers and write letters to all the women we know."

SEE STOP BOX B

Then (28) [who?] ____________________ and her friends began to plan a program for the meeting. Elizabeth thought of the Declaration of Independence, written in 1776 by Thomas Jefferson, seventy-two years before. She began to rewrite that Declaration to make it apply to women.

"We hold these truths to be self-evident," she wrote, "that all men -- and women -- are created equal ..." She went on: "The history of mankind is a history of repeated injury ... of man toward woman ..."

Then, just as the Declaration had listed all the complaints that the colonies had against England's rule, Elizabeth listed some of the complaints that women had against men. She wrote that women had no vote ... no property rights ... no rights over their children ... no rights in their own persons ... and so on, to a total of eighteen (37) [what?] ____________________.

78

The great day of the meeting about (38) [what?] ____________________ arrived. Women -- and men too -- came crowding into Seneca Falls. Carriages and buggies rattled down Main Street to the hall where the meeting was to be held.

Suddenly, Elizabeth was a little frightened. Was her Declaration too daring? All of the women became nervous. The hall was filling up. (42) [who?] ____________________ had not expected such a crowd. People were greeting each other and waiting for the meeting to begin.

All at once it was time for Elizabeth to read her "Declaration of the Sentiments of Women." (45) [whose?] ____________________ voice was very low as she began, but gradually it grew stronger. At last she was reading clearly and proudly. When she finished, everyone in the hall cheered.

There was much excited talk after that. People reminded each other that the first Declaration, the (46) [whose?] __________________ Declaration, had led to a revolution. They wondered if the Declaration of the women could lead to another (48) [what?] ____________________ -- not a bloody (48)____________________, but still (48)____________________ that would win women their freedom. They made plans about what to do next.

SEE STOP BOX C

A few days later, (49) [who?] ____________________ were shocked to read stories in the newspapers across the country making fun of some foolish women who wanted a "Reign of Petticoats." These stories made many men snort and laugh, but actually, (53) [what?] ____________________ did no harm. Many women read (54) [what?] ____________________ and began to think and wonder.

Elizabeth and her friends had more meetings about (55)_ [what?] ___________________. They wrote letters and articles. A number of clever, thoughtful women joined (57) [who?] ____________________. One was Susan Anthony, who became Elizabeth's good friend. They all became more daring about speaking in public as Ernestine Rose had done. Soon they had an organization of women with members across the country. Elizabeth, along with Susan Anthony, became one of the leaders of the organization.

79

Elizabeth had a busy life, for she was a good mother to her eight children and a devoted wife also. She kept on fighting against slavery too, until (60) [what?] ___________________ was ended by the Civil War. When black men were given the vote after the war, Elizabeth thought that women should have (61) [what?] ___________________ also. But most of the men in the country still did not agree about (62) [what?] ____________________. So she, and Susan Anthony, and a host of other women kept up their fight for (64) [what?] ________________ _____________________.

Women, (67) [who?] ___________________ said, were people first of all. Men had no right to banish them to kitchens, or galleries behind screens. If the fight was not won in their lifetime, Elizabeth, Susan, and all the others, were sure (68) [what?] ____________________ would be won some day.

SEE STOP BOX D

80

Elizabeth Cady Stanton -- Research Questions


What are Quakers?

What is the Declaration of Independence?

Why was it written?

When was it written?

What was the Revolutionary War (The American Revolution) about?

Who fought in it?

81


82

Unit 12

Victoria Woodhull -- Vocabulary

Nouns Verbs Adjectives Adverbs Prepositionsbroker announced daring even so beforecandidate die down hot-

temperedfame nominated indecent

hard times setup respectable

organization stirred up slender

platform thoughtlessreformsscandalvisionsWall Streetwonders

83

Unit 12 Victoria Woodhull - Vocabulary Practice in Context


1. They were cheering and shouting for the woman they had _____________ (v. selected) as their candidate for President of the United States.

2. They had nominated Victoria Woodhull as the _____________ (n. person that people will vote for) for President.

3. On the _____________ (n. raised floor or stage), a slim, beautiful woman waited for the noise to slowly stop before accepting the nomination.

4. On the raised floor or stage, a _____________ (adj. thin/slim), beautiful woman waited for the noise to slowly stop before accepting the nomination.

5. On the raised floor or stage, a slim, beautiful woman waited for the noise to _____________ (v. slowly stop/quiet down) before accepting the nomination.

6. Victoria Woodhull had announced that she was a candidate _____________ (adv. no matter what happened).

7. She liked to do unusual and _____________ (adj. difficult / dangerous) things.

8. Victoria saw _____________ (n. dream-like images of something happening) and heard voices.

9. Her visions promised her wealth and _____________ (n. a good reputation and being known about by many people).

10. She had a number of brothers and sisters who were _____________ (adj. quick to become angry) and did not think about others.

84

11. She had a number of brothers and sisters who were quick to become angry and _____________ (adj. did not think about others).

12. Commodore Vanderbilt helped them to _____________ (v. start by giving them money for their business) a broker's office on Wall Street.

13. Victoria and her sister set up a _____________ office (n. possessive: an office for buying and selling stocks) on the main banking and business street in New York City.

14. Victoria and her sister set up an office for buying and selling stocks on _____________ (n. the main banking and business street in New York City).

15. In the newspaper, they and their friends wrote about all the _____________ (n. improvements/changes) they thought were needed.

16. Victoria Woodhull was the first woman to speak _____________ (prep. in front of) a committee of Congress.

17. She, too, became a leader in the _____________ (n. group of people) working to win women the right to vote.

18. She _____________ (v. said to a large group of people) in her newspaper that she was a candidate.

19. All the _____________ (n. amazing things) were coming true.

20. In her newspaper, Victoria published the details of a _____________ shocking story about immoral behavior) about a minister.

21. _____________ (adj. socially acceptable; honorable) people everywhere turned against her.

85

22. They had been arrested for sending _____________ (adj. acceptable because it was about sex; offensive) material through the mail.

23. Victoria and her sister lost most of their friends and had _____________ (n. pi. difficult and unpleasant experiences).

24. They _____________ (v. caused/made people have strong feelings) excitement and anger in the United States.

86

Victoria Woodhull -- Grammar

Unit 12 Directions: Follow these steps to study the proforms in this unit.

Open your Women Leaders book and read Unit 12. You will need to read and understand Unit 12 to answer the questions about the

bold/underlined preform words. Write short answers to these questions.

They (1) were cheering and shouting for the woman (2) whom they had nominated as their candidate to be President of the United States.

1. Who were cheering and shouting for a woman? ____________________________

2. Who was the woman? _________________________________________________

A woman for President? Was it (3) possible? Had things changed so much since the Civil War? Had those women who argued for women's right to vote finally won their goal (4)?

3. What was possible? __________________________________________________

4. What was their goal? __________________________________________________

She liked to do unusual and daring things. She liked to have people notice her (5).

5. Who liked to have people notice her? _____________________________________

"Crazy," the other children had called her when she (6) was a little girl. "She's crazy. She (6) sees visions and hears voices."

6. Who was a little girl? ____________________

Who sees visions and hears voices? ____________________

87

Victoria did think that she saw visions and heard voices, promising her wealth and fame, and telling her that one day she would be a ruler of her people. It did not seem possible that anything like that (7) could happen to Victoria.

7. What did not seem possible to Victoria? ___________________________________

When Victoria and a younger sister, Tennessee, came to New York, they (8) became friends of a rich man, Commodore Vanderbilt. Soon Commodore Vanderbilt helped them (9) to set up a broker’s office on Wall Street.

8. Who became friends of a rich man? ______________________________________

9. Whom did Commodore Vanderbilt help? __________________________________

Many people thought the newspaper was terrible. But there were others (10) who thought it (11) said things that needed saying.

10.Who thought it said things that needed saying? _____________________________

11.What did others think said things? _______________________________________

Victoria found more important friends. One of them (12), a Senator, made it possible for her (13) to speak to Congress on the right of women to vote.

12.Who made it possible for her to speak to Congress? __________________________

13.Who spoke to Congress? ________________________________________________

After that (14), the leaders of the women's groups, Elizabeth Cady Stanton, Susan Anthony, and many others, became her (15) friends.

14.The leaders of the women’s groups became her friends after what? ______________

____________________________________________________________________

15.Whose friend did the leaders of the women’s groups become? ___________________

88

Now a crowd was cheering her and asking her to be "ruler of her people." But how many (16) would vote for her (17) on election day?

16.How many ___________________________ would vote for her on election day?

17.Who might people vote for on election day? _____________________________

Before that day (18) came, Victoria, always rushing to do something no one else dared to do, published the details of a scandal about a minister in her newspaper.

18.Before what day came? _________________________________________________

They (19) had been arrested for sending indecent material through the mail.

19.Who did police arrest for sending indecent material through the mail? __________ ___________________

Victoria and Tennessee lost most of their (20) friends and had hard times for a while.

20.Whose friends were lost? _____________________________________________

Then they went to England. There (21) they both married rich husbands and lived happily to old age.

21.Where did they both marry rich husbands and happily life to old age? ________________________

Since Victoria's day, several women have run for President. But she was first (22).

22. She was the first woman to do what? _____________________________________

89


90

Unit 13

Clara Barton -- Vocabulary

Nouns Verbs Adjectivesaid bandaged astonishedaim flooding in gratefulangel managed preservedCapitol organizedchamber quarteredcomfort rely/reliescrutches storedefeat tend/-edgruel transporthandkerchiefsinterferencejugslinensliquorsmidstneedsorganizationpatentportersregimentrooming housesceneservicestroopsuniformswarehousewounds

91

Unit 13 Clara Barton - Vocabulary Practice in Context


1. Foreign _________________ (n. soldiers) are coming in this afternoon.

2. A Massachusetts _________________ (n. military unit/group) was returning,

3. The regiment was returning in _______ (noun: loss) of a battle in Virginia.

4. Clara Barton came to Washington to get a job as a copyist in the ______________ Office (noun: legal document that proves someone owns an invention).

5. Young men in dusty, torn, blue_________________ (n. military clothes) were getting off the train.

6. Some were _________________ (v/adj. covered with material to protect their wounds). Some used wooden supports to help them walk.

7. Some were covered with material to protect their wounds. Some used _________________ (n. wooden supports to help injured people walk by themselves).

8. They needed a number of things: bandages, _________________ (n. small cloths for blowing one's nose), papers, pens, tobacco.

9. Clara found out where they were to be _________________ (v. put in a place to live for a short time).

10. She hurried to her_________________ (n. house with rented rooms).

11. A woman helped Clara to fill baskets with food, to fill _________________ (n. containers for liquid, with a narrow mouth and a handle).

12. Clara went out and found _________________ (n. people to carry luggage) to help her carry or deliver her supplies to another place.

13. Clara went out and found people to carry luggage to help her _________________ (v. carry or deliver to another place) her supplies.

14. The soldiers were quartered in the Senate _________________ (n. meeting room for law makers) of the building for law makers.

15. The soldiers were quartered in the meeting room for law makers of the _________________ (n. building for law makers) building.

92

16. Soon those _________________ (n. injuries in which the skin is broken) had fresh bandages.

17. Clara was spending all her time bringing food and _________________ (n. well-being; happiness; good health) to the soldiers.

18. Clara took the men food, drink, and other_________________ (n. things they wanted or needed).

19. The army had not yet _________________ (v. set up; established) its hospitals or medical ways of helping very well.

20. The army had not yet set up its hospitals or medical _________________ (n. ways of helping) very well.

21. Soon, _________________ (n. sheets, towels, tablecloths, napkins), blankets, canned or bottled food, distilled alcoholic beverages, and many other things arrived quickly in large amounts.

22. Soon, sheets, towels, tablecloths, napkins, blankets, _________________ (adj. canned or bottled to keep safe from spoiling) food, distilled alcoholic beverages, and many other things arrived quickly in large amounts.

23. Soon, sheets, towels, tablecloths, napkins, blankets, canned or bottled food, and _________________ (n. distilled alcoholic beverages), and many other things, arrived quickly in large amounts.

24. Soon, sheets, towels, tablecloths, napkins, blankets, canned or bottled food, and distilled alcoholic beverages, and many other things, _________________ (v. expression: arrived quickly in large amounts).

25. Clara had to rent a _________________ (n. place for keeping lots of supplies) to put aside the supplies for future use.

26. Clara had to rent a place for keeping lots of supplies to _________________ (v. put aside for future use) the supplies.

27. She _________________ (v. was able to; succeeded) to get papers that allowed her to take a wagon of supplies right up to the battle lines.

28. The first time that she came to the _________________ (n. place where something happened) of a battle, she found that the army doctors had run out of almost everything.

29. She helped the doctors as they _________________ (v. took care of) the soldiers.

30. Clara gave the men _________________ (n. thin, soft, cooked cereal).

93

31. They called her “The _________________ (n. someone who is kind and good) of the Battlefield.”

32. She arrived in the _________________ (n. middle) of a war between France and Germany.

33. In Europe, Clara heard about a new_________________ (n. group set up for a particular purpose).

34. The one_________________ (n. goal; purpose) of this particular group was to bring help to people who were suffering because of war, no matter what side they were on.

35. The one goal of this particular group was to bring _________________ (n. help) to people who were suffering because of war, no matter what side they were on.

36. All the countries that belonged to the Red Cross promised that its help could go anywhere with no _________________ (n. getting involved in a situation that does not concern you, and trying to influence what happens in a way that annoys people).

37. Clara was _________________ (adj. very surprised, shocked) that the United States was not a member of this international organization.

38. Now, when everyone _________________ (v. depends on; trusts) the Red Cross help in times of disaster or emergency, we can be thankful to Clara Barton.

39. Now, when everyone depends on and trusts the Red Cross in times of disaster or emergency, we can be _________________ (adj. thankful) to Clara Barton.

94

Clara Barton -- Grammar

Unit 13 Directions: You will need to read your Women Leaders book for this section. Figure out answers for these questions to help you understand the grammar in

this unit. Use your English Grammar book to get the correct grammar for WHO, WHAT,


1. Who heard the news in Washington, D.C.?

3. Where were foreign troops coming to in this afternoon?

6. Where did some people think Northerners were enemies in the Civil War?

8. Where had Clara taught school for ten years?

10.Who had taught some of the boys?

11.Where were some of the boys coming to?

STOP BOX A

12.Where did Clara go?

14.Who was bandaged?

17.Whom did Clara know several of?

18.Whom did Clara ask, “Are you hungry?”

19.Who asked, “Is there anything you need?”

20.Who was hungry and thirsty?

22.Clara found out where ____who?___ was going to live.

STOP BOX B

30.Where did Clara come to with her food?

31.Who had fresh bandages on their wounds?

95

33.Whom did Clara read to?

35.What was Clara soon spending all her time at?

36.The Battle of Bull Run was fought not far away from ___where?___.

40.Who needed everything that Clara did?

41.Where did the women live?

STOP BOX C

46.The women who sent linens, blankets, food, and liquor lived ___where?___.

49.Who decided to go to the battlefields?

52.Who had run out of almost everything?

55.Whom did Clara try to make comfortable?

56.Whom did Clara feed?

57.Who had soldiers heard about?

STOP BOX D

59.When was the Civil War over?

62.What had many countries become members of?

64.The Red Cross brought aid to people suffering in a war no matter what side ____ who?___ was on.

67.Which organization was the U.S. not a member of?

68.Who did Clara think must join the Red Cross?

STOP BOX E

70.Who can be grateful to Clara Barton?

STOP BOX F

96

Clara Barton -- Research Questions


What was the American Civil War?

When was the Civil War?

Who fought in it?

What is the Red Cross?

What does the Red Cross do?

Is the Red Cross still doing things today?

97


98

Unit 14

Nellie Bly -- Vocabulary.

NOUNS VERBS A&JECTIVES ADVERBSage boarding mobbed simply

cape cabled primcarriage greet tweed

delay landed

determination mounting upeditorinsane asylum

leg (of a journey)

mine/-snovel

route

sightstemples

wonder

99

Unit 14 Nellie Bly - Vocabulary Practice in Context


1. The small and neat (adj. ________________) pretty young woman signed her newspaper stories, Nellie BIy.

2. The person who decides what appears in a newspaper (n. ________________) looked up and said. "That's right."

3. Haven't I lived in a mental hospital (n. ________________)?

4. Haven't I been down in deep holes underground (n. ________________)?

5. The editor had learned something about Nellie's ability to continue trying to achieve her goal without giving up (n________________).

6. Three days later, in November 1889, Nellie BIy was getting on (v. ________________) a ship to sail from New York to Europe.

7. The girl was going to try to beat the hero of a long fictional story (n. ________________) and go around the world in less than 80 days.

8. As soon as she arrived (v. ________________) she sent a story by telegraph to New York.

9. As soon as she arrived, she sent a story by telegraph (v. ________________) to New York.

10. Then she rushed for the train to take her on the next part (n. ________________) of her journey.

11. Thousands of readers in America were looking at maps, following Nellie BIy on her way (n. ________________) from one place to another.

12. They also read about the strange things (n. ________________) Nellie was seeing – mountains, and rivers, and religious buildings, camels and elephants.

100

13. They also read about the strange things Nellie was seeing – mountains, and rivers, and religious buildings (n. ________________), camels and elephants.

14. A fierce storm blew up at sea but Nellie only worried about the waiting time (n. ________________).

15. The days of travel were slowly increasing (v. ________________).

16. A crowd was waiting to welcome (v. ________________) her when she landed in San Francisco.

17. Everyone cheered at the slender girl in a long coat without sleeves (n. ________________) made of woolen material of different colors.

18. Everyone cheered at the slender girl in a long coat without sleeves made of woolen material of different colors (adj. ________________).

19. The station was very, very crowded (adj. ________________) with cheering people.

20. A large wagon pulled by horses (n. ________________) waiting for her.

21. People said that Nellie BIy had begun the Period of Time in History (n. ________________) of Rapid Travel.

22. And the fact that a young woman had made it, only (adv. ________________) added to the feeling of surprise.

23. And the fact that a young woman had made it, only added to the feeling of surprise (n. ________________).

101

Nellie Bly -- Grammar

Unit 14 Directions: You will need to read your Women Leaders book for this section. Figure out answers for these questions to help you understand the grammar in

this unit. Use your English Grammar book to get the correct grammar for WHO, WHAT,

WHEN, WHERE, etc. questions. Write your answers below and in your Women Leaders book.

2. Whose newspaper articles were signed with the name Nellie Bly?

4. What did her editor ask about?

5. Who wanted to go around the world in less than 80 days?

6. What did Elizabeth Cochrane think would make a good story?

7. Who did the editor stare at in surprise?

8. What book was Nellie talking about?

9. Where would Nellie send her stories to?

A. STOP HERE …Think … What did you just read about?

10. The readers of ____WHAT?____________ would read Nellie’s stories.

11. What might the readers really go for?

12. Who did the editor talk to when he stopped smiling?

13. What had nothing to do with Nellie’s request?

14. What was Nellie’s request?

17 and 18. What did the editor think was a job for a man?

19. Who did Nellie plan to race around the world?

21. What did Nellie need to be ready for soon?

22. Who asked Nellie to be ready soon?

102

B. STOP HERE …Think … What did you just read about?

24. Which girl was the newspaper story about?

26. Which novel was the hero in?

31. Who read the latest news each day?

32. Where is Port Said?

33. Where is the Suez Canal?

34. Where was Ceylon?

What is Ceylon’s name today?

35. Who read about the strange sights?

C. STOP HERE …Think … What did you just read about?

43. What was Nellie ready to board in San Francisco?

46. What is Broadway?

D. STOP HERE …Think … What did you just read about?

48. When did Nellie go on her trip? (about what year?)

49. What was Nellie successful at?

E. STOP HERE …Think … What did you just read about?

103

Nellie Bly -- Research Questions


What is Around the World in Eighty Days by Jules Verne?

Have you seen the 2004 movie with this same title?

Have you ever visited a coal mine? If so, where was it?

Have you ever been in a prison?

What is the strangest place you have ever visited?

Do you think Around the World in Eighty Days by Jules Verne is a true story?

Do you think Nellie Bly really went around the world?

When was the first successful airplane flight?

104

Unit 15

Carrie Chapman Catt -- Vocabulary

NOUNS VERBS ADJECTIVES ADVERBSassociations applaud anxious gradually

bill appoint/-ed horrified

Cabinet declare/-dcampaigns defend

cause rejoice

individuals runningpolitics Serve/-dprofessions stare/-d

society

suffragevow

105

Unit 15 Carrie Chapman Catt - Vocabulary Practice in Context


1. Carrie____________________ (v. looked closely for a long time) at her mother.

2. Carrie did not make any ____________________ (n. serious promise) to her mother.

3. Carrie's male friend tried to ____________________ (v. argue to protect) the way things were.

4. Carrie was____________________ (adj. shocked and upset) and tried to push him away.

5. She wanted to work to help women win the right to be ____________________ (n. separate people).

6. 6. Carrie joined the ____________________ (n. group set up for a particular purpose) set up so long ago by Elizabeth Stanton and her friends.

7. That society was the women's __________________ (n. right to vote) organization).

8. That society was the women's right to vote ________________ (n. organization or group set up for a particular purpose).

9. Working for that ____________________ (n. reason; purpose; goal) became Carrie's life.

10. She helped plan____________________ (n. pl. activities to win elections).

11. She got to know all the people in ____________________ (n. government activities).

12. After the United States ____________________ (v. announced) war, Carrie encouraged the women of America to help the war effort.

106

13. Women ____________________ (v. worked) as nurses.

14. ____________________ (adv. Slowly, little by little), men in politics saw how much they needed the help of women to win the war.

15. A year after the war was over, a ____________________ (n. plan for a law) was passed in Congress. That law gave women the right to vote.

16. ____________________ (v. Show you are happy!), clap your hands and cheer, and be glad!

17. Show you are happy, ____________________ (v. clap your hands and cheer!) and be glad!

18. Now these ____________________ (n. jobs that need education and training) were considered more respectable.

19. Women were ____________________ (v. managing; controlling; responsible for) businesses, publishing newspapers, and flying airplanes.

20. In 1932, President Roosevelt____________________ (v. picked; selected) the first woman member in the President’s group of top advisors, Frances Perkins.

21. In 1932, President Roosevelt selected the first woman member in his ____________________ (n. group of top advisors), Frances Perkins.

22. Even so, many women were still ____________________ (adj. eager; desiring) to please men and would not try to do anything more.

107

Carrie Chapman Catt -- Grammar

Unit 15 Directions: You will need to read your Women Leaders book for this section. These questions will help you understand the grammar in the Unit 15 reading. Write short answers below.

1. WHOSE mother was washing the breakfast dishes?

2. WHO should go change her dress to go into town?

3. WHO was not going into town?

4. WHO was not going with Carries father?

5. WHAT would Carrie’s mother like to DO?

6. WHAT did Carrie think was not fair?

7. Nothing seems likely to change WHAT?

8. WHO would do something to change the unfair situation?

9. WHAT was the unfair situation?

10.WHO tried to defend the way things were?

11.WHO kept arguing?

12.WHO left?

108

13.WHO was afraid that Carrie would never have a husband?

14.WHERE were Carrie and Leo starting a new life?

15.WHO delivered some papers to a businessman?

16.WHO put his arms around her?

17.WHO asked, “Why did you come into a man’s world?”

18.WHO knew what she wanted to do?

19.WHOSE home was in Iowa?

20.WHAT organization (cause) was Carrie working for?

21.WHO did not want to let women vote?

22.WHO admired and respected Carrie?

23.WHAT groups were also concerned with winning the vote for women?

24.WHAT war did the nations of Europe fight in 1914?

25.WHAT did Carrie hope America would stay out of?

26.WHAT seemed impossible?

27.WHO worked as nurses and sold bonds?

109

28.WHO needed the help of women to win the war?

29.WHO decided that it might not hurt if women voted?

30.WHAT war was finally over?

31.WHAT goal was won at last?

32.WHO was glad?

33.WHEN did women win the vote?

34.Women hoped WHAT would change things a lot for them?

35.WHO still wanted women to take care of them?

110

Documents

people.rit.edukecncp/Courses/Materials/WomenLeaders/WL... · Web viewpeople.rit.edu