f Teacher’s Guide and Unit TestWOMEN IN WORLD AREA STUDIES ESEA Tile IVC WWAS St, Louis Park and Robbinsdale Schools Project CoDirectoss: Marjorie Well Bingham and Susan Hil Gross WOMEN IN LATIN AMERICA VOLUME | AND II 1995 by Glenhurst Publications, Ino. Al rights reserved. No par ofthis book may be reproduced or stored by any other ‘means wiaut pier permission from the copyright one. Printed in the United States. Central Community Center 16300 Waker Svost St, Lous Pat MN 55416 (612) 905-9630 Pulners of Women's History CurrulumTeacher's Guide Women in Latin America ‘Women in Latin America deals with a varity of ties concerning women in a historical context. although the major focus ofthe Book ison the history and ‘ture of Latin American women, Votume I, Chapter 6 esphasizes non Lan ‘women, such as women of Jamaica and other Engieh speaking counties inaigenous American wemen and Black Care women, “The groat dvorsiy ofthe hicoriae of hace natone, goographie sange and racial mixtures makes itffel fo sate vaid generalzators about women in {tn America However there have been certain Latin American reais that have helped ‘shape the majrty culture within which women are secialized as young gis ‘and function as adults. Using the categories of the cultural universal these tUtin Amerean rales mght be outlined follows: Economies ‘Most (But not al Latin Amercan counties are cassitog as developing or Third ‘Word counties. They are distinguished by a lack of an industrial base and low er capita income. The hacienda system common to many Latin Ametican ‘ounves emphasized lago farms and ranches. Land resources have afen been conales by a few famiios sometimes ineficienly famed. Social Arrangements The famiy is considered crucial and reat value is placed on tam loyalties. ‘The machismomarianismo cultural concopt isan important one in regulating male female reatonshie, There has been a srong class systom exacerbated by racial dvisons Political Latin America has some democracies. There are sil saveral repressive, itary dictatorships, as wal as dictatorships of tho left such as Castros’ Cuba. ‘The area has been keouw for ts paliial instal, Education Members ofthe upper classes had access tothe best educations. Private schools and good insttutlons of highor education have boon avalible primary to them in the past. Lite money n general. has been set aside fo ree pubic uetionReligion ‘The Roman Catholic Church has been dominant in al of Latin Ameria varus pre-Columbian, 2s well as Alrcan religous ideas and customs have been grated on fo Latin American Cathalism Recently some Protestant and ‘vangeleal religions nave ganed foloners in some Conval and South America an Strong iterary and anise traditions are present throughout Latin America. Men land women have been prominent, both as poets and novels. Latin American ‘omen nave been know for thar sll in weaving, embroder and pote. Keeping these reais of Lain Amoican culture nmin, students may bo able to dscera patterns and form generalizations about the roles of women keeping In ming tne versity of peoples inthis region, [A seeming contagion in Latin American cultures has been that although ‘women have Boon socliGod and rested, here are many exceptonal women inthe history of Latin America. There may be many reasons for this: + tne severe lass system gave women ol the upper classes a sense of ‘uhorty and power ever men and women Doneath them onthe soca sale, + the avalablity of servants made careers for prolessonaleducated women ‘more possible + the sogrogation ofthe soxes moant that “"macstras” and women doctors ‘here needed (and prelered ofeach and caro for grsiwomon. + some families dscouraged women from learing but others were prous of ie feligent daughters and, again, upper-class fami sometimes provided them ‘th good educations + there was approval or women who weet into careers that seemed natural ‘extensions of aomeste concerns (asthe Supermadre in polis) + single, professional women could win approval to work ouside ther homes but en by Iving at ome and continuing to ve by family values caling for ‘ose supervision of women's personal Wes, + the restricions—even boredom—of tho les of middle and upper class ‘women may have helped dive them ig outside actives. Ther comeste work lnc chs care responeioliies were done By servants ana they were pysically Tested from moving Weel about Career or high lvel voluntoor activities ‘might provide an escape that wou receive approval fom the weman's foeely, + the upper class Lady (Dafa), might have mare feedom—a common tral in ‘many soeites with strong class Systems. The Britsh Vitorian Lady (Such a5 the Churchit wom), wore already Ladies, so cid not always act tho pat In Ltn Amerea, farts trying to improve thee status may be more conscious of coect behavior for family werten than the upper classes. Women in Latin America isnot a complete unit cn the history and culture of Lain Arseria. Student farilrty with several omoopts or terms is assumed, The folowing concepts are some that teachers might deal wth as a part of thei regular mates on Latin America, Pre-Columbian ‘A tevew ofthe powerful, highly organized civilizations of pre-Columbian ‘America especialy those ofthe Maya, Inca and Aztecs should be included. The ‘reat cversty of Naive American cultures needs to be mentioned Latin American ‘This term usualy refers to those countries where Latin origin languages are the ‘sominant ones—Prtuguese, Spanish and Fronch Canbbean nations. Puerto Fico is somatimes included. Duten and Bish fom colonies and modem ‘Commonwealth countries Ike the Cayman Islan, are generally not included, The Conquests A eviow oF Coverage of the late 1Sth and 16th century eras of European con- ‘ques especialy the roles ofthe Spanish conquétadors should preview Volume I Ghapter 2 Colonial, Colonialism, The West (as Europe) ‘These concepts should be discussed especialy blore Volume J, Chaptor 3. Studs should study historical event narratives ofthe Wats of Independence And the Mexican Revolution befor Volum I, Chater 6. Third World/Developing Areas Students should learn something of these diticu (and rather unsatstactory torms)—ther economic implicalons but ago accampanying probloms, among others, high iiteracy rates, health problems, and igh infant morality. Some ounties of Lain Amorea'such as Argentina, Ursguay ang Chie do not tthe “Third Weld model and these aforences and exceptions should be kept in mind Left Wing/Right Wing—Socialsuniitary Juntas ‘These pottcal rms are used wth tle explanaton and should be explained to stugens.Polteal evens such as he creaton of Castro's Communist Cuban (government are not scussed in ful,Volume |, Chapter 1: Women in Pre-Columbian America—A Diversity of Roles and Conditions (p-5-30) ‘A. Women of the Maya, Inca and Aztec Objectives Stucente wil focus on two major concepts that appl to pre-Columbian in- ‘Spenous American women’s Ives: ft, the dveraty of ther roles, status and Iie syles, second, the prominent pace that women had in the great re- Columbian evlzstonswih aretogniton of diferences between these Explanation of lesson and suggested methods ‘Tne essay reviews the Conations of pre-Columbian women with an emphasis ‘on tha majr cultures The reading could be a cassroom (or homework) [Ssignment ith questions 1-3 to be done by individual students. Quastion 4 is ‘esignas as a group exorcse flowed by a clas discussion. An atematve ‘would be forthe insucter to ge the estay as an inrocuctryleture—t hve stuconts do al the Poinis to Consider esa group exer. ‘Suggested answers to Points to Consider (p.22) ‘Question 1—Sshop Diogo de Landa hed the Mayan books burned as Pathe, un Chrtan, "works ofthe devi." Ar explanation ofthe Protestant ‘Reformation and the Spanish Inqustion might be useful or students to place {hes “book burning into a historal context Bshop Landa was recalled To, ‘Spain becauoe of “ewcesses'—tko tho book burning. Students should ‘pectlate on whats meant by pont o view in istoncal wring ‘Question 2—Student anewers (et column) wl vary but for class they might mention te ina. Cova: time, that ofthe Aztocbofore the fst Spanish onguests-the time ofthe Princess Guera. area, Inca vs Maya and stage, the example ofthe young Aztec gil at schoo! bog rather froo—when marie, Father used Studant answer (ght columa)—Urited States examples wil be thai own, but they may have some diicuy wit ideas of class. The ‘generalizations and comparisons should be thei own. They may need some Relp with makng goneratzations i hs fs new fo them. ‘Question 3—Student answers wil vary, ahough the Aztec would be the haroast to dalone, Students shoul ge specife examples. ‘Question 4—Group Excercise A—In this book there are several exercises ‘designed tobe cone in the aseroom by groups 0! students. Divisions of ‘Sucent rouns might remain the same throughout the unt. Students could take tums beng recorder. One ay to assign te tsk s by alphabetical orGer of ast ‘names, The folowing ae the answers fo two Separate group exereses (A and). 4 Questions for Group Exercise A. (p23) ‘The men rased the feod and women prepared and cooked it. The men spent 48 cays~the women upto several hours each day. Have the students Calculate the amount of imo devoted To rlsng food vs. ts preparation. Questions for Group Exercise B (p.24) ‘Teacrers may want fo go over the inectons with students before they a tempt their maginary bograghical evidence fof i the gaps of the chvencio on Lady Tula ‘Question 1—(Not enough evidence to answer I students say she isan ‘exception eho might be @ genius e have aiaary father, who was a mer ‘chant onthe sid2ahe would need some kind of rolo model. they say she is not an excoption there might have been cout aoets who were womnen— perhaps onthe oder of Japanese Geisha entotaines. ‘Question 2—{Some evidence) Rett answer might ha yes Thaen aa ates ‘wors history examples such asin adtonal China where being a concubine to the emperor was one way, 8 rae one, fo enormaus power fr a poor a ‘Question 2—(Some evidence) It seems Lady “ua was probably the intellectual ‘equal of the prince "postc war” sugges this--especialy as he was ‘an oustanding pioeophe The socond pat Is Unclear, perhaps she was too forward but she di get the king io bud her a special place of her own in the palace, Students might ado the sor o decide I she was supposed a be subservient Question 4—(Some evidence) Yos, i seems she did sway the king. Perhaps ‘he could nol save the panoe because the king wont to fa and could not back downthe law tok over? The dea her, s that om a women's history hit of vw we are curious about what te pewer and limtations of a king's Eoncubine might be-—rathe tan ust he fact Pat she helped precipate @ chil B. Female Gods in Art—A Matching Exercise (p.28) Objectives ‘Students wil be mage aware of the important pace thal female gods had in ‘p16-Columbian regions. Thay also may gan some idea ofthe difcuties Srchaeelogits ave in oasaiying arta of lesson and suggested metheds This Is meant to be fun—not frustrating, Students may fnd it rather hard but 1 Ia is (rs) t find the more obvious malches and thn make educated ‘guesses about the others. Ths can be @ group, individual or home work assgnment5. Chicomecsatl-D 6. Tazoteot A 7 Mietaneuat~ 8. Coyoheaungui=C 2 Coaticue =H 3 Xocniquetzal-8 3. Chaleswhiieue =F ‘Question 1—Students may be wrong but answers might be ones such as: she looks lke death orskeoton for say MclanciatlIxche has water pouting rom her: Chicomeocat has com on her Meacdress; Coyolaungu sony a Mead. ee ‘Question 2—Student answers wl vary but some female Gods do have postive aspects (protection of women inchigbrih, weaving, ec), some negative ‘aspects (death) and some have both. Question 3—Again stents may od many arswers ut he ingotanc a chien (women as child bearers), he meiner mage was pizee, women a producers of andivals and as weavers wore admired ‘Question 4—tt seems that female Gods oid symbolize real women but Sudents could argue both ways. Some soem loss teritie and abstract such as Xechiguezal,Chalchiuhticue and Chicomecca ‘Question §—Since women as Gods were prominent in the pre-Columbian pantheon, it might have boon natural to wershsp anather woman—the VIgin Mary of Guadalupe (Question 6-—-Many of these gods’ aspects ft the characteris ofthe various (gecs. Some ofthe at plenes are badly damaged. There are mary diferent female gods and many works of an cone n alert silos Volume |, Chapter 2: The Impact of European Conquests and Settlements on Women in the New World (p.33-56) ‘A. Women As Conquered People Objectives ‘Students wil earn that ineigenous American women of various groupe were Sometimes vetims, mediators and reactors ol the European conquests: They ‘mete an important pat ofthe history of tis hme podog both ae groups and aS ‘speaife historia lndviguas, Explanation and suggested methods ‘Tle essay fe an important one for understanding ths crcl time evi for women of Latin Ameria. Included isthe issue of how o view Maiincho (Cotes ompanion)—as a woman or trator? Some ofthe wit, male veatment ofr ‘genous women may be dificult or students io accept but i important fr 6 \ thai understanaing ofthese women’s Ives. The essay s quite long so 8 teacher may choose to fead he nteducton or page one and, then attr ‘icing the clase into hres, assign each one atopic: "Women as Vici, ‘Women as Bridges," "Women as Resisors"—then have each report on tele topic tothe class. The cass 2s a whole might then do the questions and ro Playing exerse. The secton on Malincne might be read or reviewed by the {eather before the clas ries to complete the everise ‘Suggested Answers fo Points to Consider (p46) ‘Question 1—That the Nato Americans were her property, tke the ands Claimed by the Europeans, to be taken as slaves and used as Servants O° laborers ‘Question 2—So that indigenous men who were captured would have ompiny_-and 20 the momen could teach the conquerors tha language Maybe 2s curostes oro show tho oxatic placas thay had gone? Students may have other answers ‘Question 3—The roles that developed were as tragic vets, as mediators o° bridges Between te cules, or a8 rebo esis fo to conquests Question 4—They often were abused sexually They had chee to watch out foro here were equenty more than one veim involved. The Spanish attude tended to range ftom asking fr women to taking them by forco—as well as looking upon these women as property. ‘Question 5—Perhaos the harshest part of being conquered would have been 'o be considered mere property—to be used ard discarded. ‘Question ¢—Sho made her way as best she could: was mistress to Cotes and facta forthe conquerors. She becomes then, “Eve—the opposte of the Virgin Mary or marnismo weal for women ‘Question 7—Perhaps Amazon stories keep rearing in worl history because ‘accorcing to some views Its bo charming and horying that women could, be soldiers, Stadent answers might vary ut Arazons may be frightening because they seem fo represent the opposite the loving mothe. ‘Question &—Incaleaders—hushand and wife—whe organized an unsuccesstu revel against the Spanish setors in Peru. (Tescher might nate thatthe ‘moder "urban queries of Uruguay called tremseWves Tupamaros afer Tupac Amaru-inese medem guerilla were aso put down by a mitary force in Uruguay inthe late 19805) ‘Question 9—This was the ime of the vitchorat rls in Europe and there was ‘misogyny n and cuts the Church. These woman might have been seen a= ‘ary treatering—especialy those who wanted to pracce thelr ol religions. Students may have atherancwers fr a decussion Exercise 10—Role playing Exercse—Studens should look back o each person's ideas but may be imaginative in their nerpretaion, 7B. Spanish Women As Settlers Objectives ‘She corres ofthese wo essays helps students soe tat various groups of women may have very diferent goals and needs. This essay wil to some Gegree, challenge the idea thal most ro Spanish wornen came to the ‘Americas inthe bay perod of colnzation. The vary of women who colonia- fed and the rales they played is a major focus ofthis section, Explanation ofthe lesson and suggested methods “FR lossn coud bo used fra teacher decure. The eacher cout read the ox

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So now there wil baa revolt ‘These slaves are real lesser humans—they are meant to be saves just 28 | serve as monarch by avin nat. These rationalizations might be reluted by— ‘A woman aboitionst: The institution of saver is morally wrong—it mast be ‘utlaned. itis ruinng the country as slaves make poor laborers and those that tse slaves become corupted and Rardoned to human suiferng, ‘A woman slavevild workar | am as much a human as you bleed, sufler {and die the same deserve my own Ife chobes. | woule work mare willy and better as aio0 porson ‘A nursemaid: though | ike my charges | hate belng a slave. | would work bet terif was not one. t's 2 peor example for chcren fo have ther nursemed & slave, owned by a master. ‘Students may be abo to compare these ratioralzations and retutatons to United States’ arguments abou tho save issu as wel as those of Latin Amores. . Machismo/Marianismo and the Segregation of Men and Women Objectives ‘Students wil cus on the most powottl and central cultural dea electing mmalfemale relations in Labn America—that el machismo and marianne. Explanation and Suggested Methods The selection compares these to concepts (machismomaranisma) and shows both problems and benef for maloemales in the sopaation of oes. “The fst part could be ether a teacher lecture th lets of benels problems could be put on an overhead projector) or a student assignment. Te grou {exercise would most efactwely be done In lass fellowed by a gener ‘discussion. The frefghter exercise could lead to a Ively dtussion of “proper” feles for men and woman ‘Suggested Answers to Points to Consider (.83) ‘Question 1—The primary charactenstes of Machismo might be:+ the need to dominate women 1 teappear asthe family head {to show an ability fo protect lamiy women/suppert relatives from insults, ‘show great physical bravery. Marianismo might be: ‘be sexually pure (ven disinterested) + tocue on family, chron 1a tendency to be religous, ong sufering and ignorant of worl ata, ‘Question 2—Theselsts would vary depending on studens’ ideas, ‘Question 3—These lists wouls vary depending on studens’ ideas, ‘Question 4—The uppermidl-class women seem to live more restricted lives than upper-class womon, They may be tying to move up on the social scale land cannot alfod tobe fle In folowing what they see as the ideal for women. The Mexican example of te Senora who had not left her home fr 18 {oars without the husband would bo an example. Healy upperciass women tan snare the oles more easiy—they have aeady atved at the op. Group Exercises Indentation Machismo and Marianismo ‘ Marianismo Perhaps nether sex benefits but she may gel personal satisfaction from her sacren, 2. Marianismo ‘Women use manipulation to get their way and mon keep their ition of making al the decisions perhaps nether really bene 3, Machismo Males defintely benefit by this unequal aw. 4, Machiamo Pemnaps the males but maybe no one benef ‘5, Machismo Males benefit? Certainty females are restricted in thei roodoms by this Unpleasant harassment 6. Marianismo ives are fo be sexually pure—not to have boon misesses—men may benefit 7. Maraniseo ‘Women could gain respoct especialy moral supecniy 8, Machismo ‘The men beneit—they have the nal say in decisions mace 9, Machismo Men bereits they foe important 10, Machismo ‘Women do tenefit—they ate valued and men are expected 10 pay attention to thom, even I they are not pariculary physical beautiful 1. Machisme Fathor must be head ofthe famiy but nether benef. The daughtor may Tose her jb and th father have anoihor financial depencont. 2 12. Marianieme or Machismo (depending on which sox is focused on) Perhaps nether benefits but here is @ canoer for women's behavior and salty. 18. Marianiemo Maybe nether benefs as widowers are deprived of possible mates and the widows may ve lonely Ives. +4. Mariani ‘Men fel guity and this is a way some men acknowledged women's moral ‘superony, Women would Benet in is cas. 59. Marianismo "Nother sex really benefits hare—women'sroles are viewed narrowly and ‘en would not have a choice of compario%s. 16. Marlanismo ‘Women ae not to be invoved in worl things. Maybe men benef by less ‘competion But women suffer Fom being cut off Kom certan accupations. 17 Machismo Maybe lower-class men benefit by being the decision-makers and having Boations of authorty 18. Machismo Ir would seem tat no one Benois as there would be few social functions for husbands and wives together. 19, Marianismo No ona benefits because the women cannot even get cred for heir \work-as its 100 wordy to have ther handiwork 8014, 20, Marianismo Hara fo decide who benefits are allowed lite freedom. Maybe the amily benefits by flowing the proper social res. 21, Marianismo ‘Women can make demands as they have sacrificed for thee familes— Specialy tak chien 22, Marianismo Women wore to be protected and secluded, bu this could really only bene the upper classes as seen here ‘Groups shoud tly their responses and cscuss the results. The above are only Suggested answers. Some can be both machismo or marianismo. Answers ‘may vary as fo why one or the other label was chosen. Also who bonofts or ses) ‘il vary: Group Exercise "The Burning Issue" 1. The major reasons the men give that were are not equipped to be freighters, are that they are not aggressive enough, teo weak and not brave enough 2. The Ist of ranks isthe group of studons’ctoices—inclusing those who do ‘ot agree and presenta minority report ‘3. The supermasculine image ofthe brave reman—first into the fr, eating smote, ignoring danger—are ones similar to Latin Amorcan machismo, Also the characteris of being quick to take insu andthe peed to dominate ‘women, enters ini thei aiscomtor wih having Lesle Gray as an equal and ‘may have caused strong resentment. 34, Probably quite close to the same but student answers woud be interesting 5. Student answers wil vary. They should explain their answers. E. Women and the Roman Catholic Church—Participation and Rebellion Objectives ‘Students wil earn thatthe Roman Catholic Church provided services for Latin ‘American women such as schools and hospitals. I also gave women an ‘opportunty to use thar aients outdo their homes fn charibes an church ‘elated sctvites (nought evento be acceptable for soctused women) as wall {3 giving spiritual comior to women. Students wil also lear that some women, ‘at umes, rebelled against Church author Explanation and Suggested Methods (Gee 8 or suggested methoes) ‘Suggested Answers 10 Points to Consiaer: (p97) ‘Question 1—Women were not alowed leadorship roles in the Church such 35 those of pest or bishop, but the importance of he Vrain Mary gave women & powerulspital role model and valdaton as Chrstans ‘Question 2—Perhaps the image of the kindly, caring mother is particularly ‘appealing to poor peopl. Many ofthe poor a Latin America are pat Nave ‘mercan, Nate American reigons had many female Gods go the Virgin Mary ould be included in te wacibonal ideas a male gods by kigenous peoples. ‘Question 3—Women attended mass more regularly than men and insisted on ‘eligous observance by tet family mambers They worked at Church rlatod ‘hart, rather than give ones. Alending Church offered a way these women ‘oul leave home. Atanding mass would sometimes be looked at asa socal ‘eeasion, Lower class women Would gt spintal comfort ane advice. Church Charles 6d help women and some tied fo protect young, poor gis too. (The ‘ext chaper elaborates on these services at converts). ‘Question 4—Women rebailed for various reasons—some, tke the chocolate sinking fsue—eoem guile ight woght butte women saw i as a matter of ‘hal riviages being resticled. Helena rebeled aganet the sit rules and harrow cursculum, and made her escape. Others rebelled because they fot ‘woman's needs clashed wih ulngs ofthe priests such as over th issue of \enerel disease tess and labor laws n recent yoars some nuns have, become mitt in actions fr Heraton in paces like Nicaragua—and defied ‘orders of the superiors against potial scons. ‘Question 5—She so0ms to have been to independent and active to stand the narrow restctons ofthe school. The problem for many gis was that the only Svalale schools were convent schools. ‘Question 6—Prisis and nuns frequently work recy with poor, tho ordinary people, They are conscous of the injustices against these people ana fea, 38 Epitusl people, they should werk against mjstice, 4 ‘Question 7—Lay-women ae being given more important jobs because there ae not enough priests and nuns todo te wer. (One priest fo 800 Catholes in tho Unted Stats: One for every 4,000 in Chia). F. Becoming a Nun—An Occupation for Women Objective ‘Students wil earn that being a nun provided an allematve to marriage in Societies that did not provide woman with mary ear cheices They wl also team that conattons for women in convonts vated gesty an, in some cases rellecied how seriously women saw ther spel commitment othe Church, Explanation and Suggested Methods (See 5 for methods) "Note: Since ths lesson is somewhat longer than 8, C, E and G, teacher's ‘may want to have the Points to Consider, number 4 and the Group Exel ‘ne in cass in groups as a separa assignment ‘Suggested Answers fo the Points to Consider (p.108) ‘Question 1—Spoctic measures ta focus the nuns ol Santa Teresa on sprtual ‘concerns included: 2 ton omaments and simple furniture «simple food * a crown of thorns worn by a nun on certain cays—{she les on her face on ‘tha wooden bt in hee mouth) ‘+ one nun les on Bed to shor with the crose wearing a band of on wih points and cress with nals ‘Some whip themselves with fon nals ole on wooden bars ‘Question 2—These seem harsh ways 1 “"morty the flesh.” The nuns also maintain avery simple existance. The nuns gue the gueate a balanced moal but retuse to eat anything but vegetables. There sno evidence given here ol the extrome seltpunishmert of Santa Teresa andthe Convent was Seen a8 very nice and cheerful by the Bish traveler. ‘Question 3—Nuns contributed tancial othr convents wth owes * ead made and sold (such as candy) * embridery—hand done and e018 textle businesses ontoling and running eal estate nvestments—hacsendas and rental using Toaning money and redoing interst * ours and large gis given mostly by men [perhaps motivated by guilt and wealthy widows ‘Question 4—Student answers wil vary as to wit they see 2s being difleut land rewarcing about becoming a nun. The angwors shoud be speci. (This ‘shor exercise could be done n groups along nth te group exerelse 5) ‘Answers to questions tha foo the reading ‘Tho vows ar: that ts by fee wl she enter the convent tobe the Bride of CChist and takes vows of chastity, poverty, ddecence and manaste seclusion 6‘The novice has one year belo she takes her fin vows. ‘Student answers may vary as o why the ceremony involves ling ona funeral pall The noton Involves the doa that she is dead to earthly pleasures and things of his world in order to enter a more spetua fe ‘The pan whee she is ccowned with flowers, where candies ano chanting are involved and beng the young woman atthe center f attention seems 3 eine colebration of her choice. ‘Student answers wil vary bt parhaps for those not intrested in mariage or thaose who have small cowries, this isa good choice. Spirtual and intelectual inctnatone weud ao be portant motes tor ong & convent Tal Probably intlecual worn woul on, maybe women who ae wows, some Hy over women (when they ere alowed o) and sprtvaly eines women pl 5. Growp Exercise il ae Patrons and the Founding of Convents in Mexico eee “In this group of random selected convents, 16 had female founders, 14 PEEL male. wore probably woathy and moth upper ass but ecasonaly coups a Soom 1 have gone together to found ane y 8. Many ofthe women were tiled "Sor sister) meaning they were nuns, many u were vadows ao thy may have gon conto propery. Some were = 8 ‘aughlrs and agan may have ganed oan of property onthe doth of her ue paren. There appea’ tobe cai (muna conc who have gten x) BE {ogee a conttoe and some husbands and wes, Men ware thea g] tak Marques, Obpo. and Goberhador (governo). These tiles would inccate that ‘thes0 were upper class familie. 4 It soems that more men (as singles, groups or husbandlvie) were interested in protectng poor gis. Men may have been guileron this Issue, more acquainted with the problems or were representing family wishes. Women are interested in increasing the convents as places of retitement and aso because Ss ‘of “simple piety"—a motve nat listed by men 5. Unsated motives for women might be a des 1 escape (amy) 0 a Convent and the desire fora chance to pursue an intelctul fe, Unstated "ahr ae, orn ane motves, especial or men, might iciode gui. A man wth Wegiimate ‘daughters might want fo prowde a place for thom ina convent 6. These convents proved shel for poor gis, educations for Native “American and Latin gifs, a place for widows—as well as many other social ‘services such a8 ft for poor, care ofthe il an eldory, fi ‘Summary of data: tomy Females 10.37 5 (16) Males 13.433 (14) Husbandiwil 10 1 0 1 (3) ‘Groups of malestiemales 0 11 00,2) “Teachers may want o make a copy ofthe char for students 6 iG. Women and The Ideal of the Extended Family Objectives Stes a uncertnd at anon ony an elo Lan Aran Culture perhaps only rarely practiced) and the family often takes the place of ‘Social wefare ana charly organizations. The weal ofthe extended famly ro- vides both dranbacks ano advantages for women Explanation and Suggested Methods: (See 8—queston 5 and k might be used as a class dscussion rather than boing assigned to a group) ‘Suggested Answers to Points to Consider (p.125) 1. Tho elder ae treated as special even though they might be old and sick. Sho aye she has never hear of any who were sent of a rest home. Yes. she is describing the extended famly and she defintely gives the impros- ‘Son that they were common. Actually ths seome fo be @ mile o upporcass Siuaton-~"securly atts fulest” might suggest is. Tris Woud not refect the ‘Working-lass woman's fe because she could not just focus attention on her famiy, bus had ether responaibiies Factors that might have influenced Elzabeth de Trevino: She lved ina com fortabiy wel of situation and she was learning tobe a Mexican. Many people \iho adopt ancther county become super pats (wo famous examples re ‘Aexander Hamiton ana Napoleon Bonaparte). Sho might fel dotensive about het adopted county and wish to present itn a favrable way to peopl i the Unted States. Tho 1950's was atime when woman in tho United Stats were having lage familes. Devting much te tothe home and chicren was @ pu ideal for women. 2. Many Latin American couples seem not to marry because of customs dating ‘back to colonial times. Far example, only people of comparable ace and social positon were supposed to mary. Couriships and wodsing feasts ae expen ‘Sve, the wedding ital costs more money than many lower-ciass people have, fw divorces are allowed and mariage le non-vrgins volved a prostge Pro ‘lem for man. 3. Women are not as well protected fnancialy inthe amasiado marriagos so ‘ere are higher risks Tor her and er chen, 4. Especial that of ho ‘centralizing women’ who acted as a network of famiy Information '5, Many id not and do not mary at ll but lve in consensual arrangements, ‘Average househas evan in colnial Brazil were ony 83 poople—hardly lage ‘enough tobe extended and 44% were headed by woman 6. The chart clealy shows that only 6196 of acu inthe United States ve in marredenuple families (and th includes olser people with grown chléron Many famiies, therfore, ae no ving in wha eonsdered to be our ideal— the nuclear fay, 18 7. Bath cultures havo significant numisers of geople who are ving in what is seen tobe the ileal: nuclear o” extended fem, The reasons we sl aks ‘he ils may be numerous. Student answer: wil be of meres, Volume |, Chapter 4: Women in the 19th Century (p.131-159) A. Travelers’ Views of Languid Ladi Objectives Students will learn some travelers’ views of women in Lain America. AS evisence, outsiders” wews combine the vite of feshngss wth tne problem of thai own biases. Students can focus on coneats of point of vw ahd prelusice whie realizing the value of hese sowoes-—especialy where few ‘thers are avatae Explanation and Suggested Methods Notas many Latin American women wero Itrate inthe 1th century a in Europe andthe United Sates. Only avery few women's dans and journals {ate extant. So these travelers’ acoounts—whatover may be ther problems {78 as hstoran Giboro Frey has saa, core ofthe most valuable sources ‘we have avaiable onthe sock! hstry of tha ime period. Ts assign portions ofthis celection fr student reports (perhaps inroduetory octure bythe teacher. For example, one stent could report on Lpper-ciass women, ane en Dafa Isadora Covsio, ang one or two on tower ‘lass women. Groups could also be assigned the upper clase of working class sectins—wih perhaps the whole cass resirg about Dona Isadora Cousin, ‘Then the approprata Points o Consider could be cone in groupe and reprtes by students To the class and Working Women ‘Suggested answers to Points to Conse: .143) (Question 1—Travolerscistked smoking (parsley cigars languid behavior and the dity, mossy clethes of upper-class wemen, Thay often found them attractive but uneducated ang when taking win them, found them Boing, ‘Question 2—Woren may have developed these “siegusting habits because ‘hey Were so Bored. They had no motve for desing well or being ambitious because toy were secded at home and allowed 60 litle feedom {Question 3—The school master sad gis hac "less mind” (lower brains) anc few demands ypon thor ives hal required “eatbvaton.” Many women ‘overcame hose oads to get an education, Some wore succesttul as enireprenuers ike Doria Isadora Cousino, and Senora Clemente and Condessa ‘de Regia. Many travelers also felt that those women badly needed “ulivaton for ther own health and to make them beter companions Question 4—Ambitous and hardworking, “discs every deal” herself anduthiessness. ‘Same evidence forthe ruhlossness of Seiora Cousino. Her coal mines are alloc "the only source in all South Amer,” so she does have a monopoly. She is “vory sharp at riving a bargain...” and no use tying to get ahead of the Sefora Workers Although here is no evidence that sho was harsh o her workers, but “while ‘e's generous, ane requis a eet accountng.” However, she may not have buen as harsh with er workers, although Toth century mining operations lke ‘she owed were infamous for miners’ working Condos. It would be Surprising ‘There ware diferent than mast Extravagance Much evidence fr her extravagance. She hae a huge mansion in an enormous park in the middle of town anther mansion ouside Santiago, Chile and nother estate thirty mios from the eiy with two more houses In Santiago. [Becnrtinns inched Pavisan arturo rain, teshers worm Sneha brought fom Calornia, Philanthropy ‘She was ao a philanthropist. She gave a park tothe city of Santiago and a race course. Sho clearly seams to i the image of "Robber Baron.” Perhaps ‘the clase systom of Latin Amerca allowed for ths sor of woman. As she was an upper-class woman (a fac nt tobe disputed) she didnot have to act tke lady" a8 she was one. Sho was fee Oke some Brilsh “Lacis") to Ive 25 She pleases. Women would dtitely be Nndered by seclusion, mmachismoimaranisma-A few upperciass women mght be add by the class Systom. The Peightoned class systom of Lain America when compared 10 the United States may have allowed fora "Lady Robber Saran.” ‘Question 5—Travolrs sad women coal werkers carted 80 pound tas, all ay ong, in a steady stream. The laundry women were a "soap-suds army” on the beach of snes Aires. The parona ofa forilona runs @ smal business wih fedlinoss and dignty. She is aways cordal to her guests and pays her ‘employees promptly. Soot car conductors were rather unusual women ‘workers of Chia, They seem fo have been strong women who deat with Unpleasant customers by having the police cust them. They aiso had to deal ‘wih what would now be called sexual harrassment” Factory workers, evan in the ideal factory described nis arte appear to have worked vary ong hows and had restricted reagom. Inthe werst factories, women are described 3s wearing rags and working wih men released from prison. ‘Question 6—Student ansners wil vary but the class system and racism ‘encouraged tis diision The United Stats has Rad salar prooioms, often Viewing mmigrant women (black women) as lesser Mums beings not Fequting the protection extended to upper or middleclass white women. The cass mght iscuss varous groups of women ated as hough they didnot ‘equ consigeratens given routnely to more pruleged classes, ~» ‘Question 7—Students might sont out specie immigrant groups speck Woh tater ve and Asans 5 wel as ack women ng worked andor ‘teu stusions Progress ram unonzaton an ahem movareris Such as Progressive Era rlrms and he New Deal mght be gan a answers, seve as oes B. Women in the Independence Movements—Recruiters, Spies, Quartermasters and Soldiers Objectives ‘Students wil lear the crucial es women served in in the various Latin ‘American indapendence movements. They wil aso learn tha ths participation Gi tl to enhance ther cv gts or beoacen the edicational or Secupatonal ‘pportuniis afer Independence Explanation and Suggested Methods ‘This aric'e could bo assigned 26 a special repor for an inivcual student, as hammuoek tr all stents oath hase f= tnarharlnctira Bint to Consider could be done by indvaduals in groups ora he and of the lecture by the oes ‘Suggested answers to the Peints to Consider: (2.153) ‘Question 1—There may be many student answers rom assumptions about a lack o physical svenath on the par of women (so that th roles ao ignored) tothe fact that wernen have frequent been in support positions and been Grawn into combat merely because oftheir proximity fo the igh. Mt may also have boon that we havo wishol lor a werld where women cis not need to fight. ‘We have even boon bind othe leaders of armies who were women ‘Question 2—In guorita war, the ine between combat and support is Unclear. Usual there is no formal recruiting, 0 that na ona sex ‘scriminated against. Both senes may fel & strong commitment 0 independence ‘Question 3—Thoy woro spies, recruited new folowers and ran the tetas (salons that were a socal cove up for politcal mastins. They organize feld hospitals, acted as quartermaster corps and frequently donated goods and ‘money 6 the cause. Others fought—or sent their sons to ight—and somo, ke Evangelina Cisneros of Cubs, popagandized the cause of independence to ‘ecoivo the United States’ support The Spanish called spying seducing” as a way o put down the wemen’s forts as mere sexual advances, They also Gd Pat want to admit that their oun men might be swayed by normal arguments, ‘Question 4—The teria were the salons where people could meet at what ‘seomed tobe innocent socal gatherings to dlscuss pales. husbands \would organize these "itera evenings when, in actually, poltea information was being passed along, ‘Question 5—Student answers wil vary, but Bolivar might acoept his sister's pelo in hare mas. but be tested i tin omal times. This sich fn atude has happened over and over again (for example, see Women in islam inthis series. Another instance isthe Algerian Wer of indopendence, the story ‘of Boupache and the resultant conservatim folowing the Algerian success ‘over the French), ‘Question 6—The assumptions of both the 18th century and Latin American ccture di not include potticalrles for women oxcopt in extraordinary times. Maybe everyone wanted to go back fo what was seen belo as normal Perhaps men dis no! wish fo share power wth women ‘Question 7—There may be many student answers. Women aso assumed that their normal roles would be thor oa pre-ndependence ones. Perhaps, 10, they didnot know how to fight or tei rights C. Adventurers, Empresses and Women of Power, Objectives ‘Students wil lear about several unusual wemen of Latin America and, specially the Tah century emprosues and women of power whe infsenced Paltial events oftheir time Explanation and suggested methods Teachers might note that this essay fits tho model of contributory women's history. Although social history emphasized in this book, students focus here ‘ona ow unusual individuals. Tis @ shod lesson and might be appropiate for homoourk or clase assignments, ‘Suggested answers to Points to Consider: (p.158) ‘Question 1—Bath Pericholl and Lynch became mistresses of powerful men ‘who gave them large gis of money or property. Both aso gained some power {2nd influence through these men, especialy Lynch, ‘Question 2—They probably convinced themselves thatthe Mextcane would welcome such enightened European leaders and no doubt the idea of founding @ dynasty appealed thom, However, they didnot realize Now natlonaliste Mexico was by the 1860's. The whole adventure seems rekouous In retrospect. Maximilan may nat have wanted fo appear tobe a qtr etther 1 his wife orto other European monarch. Bacause ofa ack of inteligence, he may Rave convinced hms! ha! Carta coud pl hs of ‘Question 3—Hor emancipation proclamaton foving the Brazilian slaves, ‘Students should deige i they tink she was rght and delend thelr answer, ‘Question 4—Democracies cit not allow women to vole nor hold palticlotce On the other hand when hereaty played @ role, as na manarchy. women might gan Fgh political oftce. 2 Volume Il, Chapter 5: Women in the Early 20th Century—“Leaders Without Movements” (p. 7-63) ‘A. Women Get the Right to Vote in Latin America Objectives ‘Students wil compare the stations and movements that led to women's sutrage in Latn Amerca and the Uniod States They wil focus onthe double bind that Lain American feminist leaders ound themselves, trappee Detwoon negate views from bath cosservatves and libra Explanation and Suggested Methode ‘Volume Il, Chapter 81s made up of articles of nearly the same length. The class, therefore could be dived into ve groups with indlduas In each ‘assigned one of th essaye and Points to Consider Then the Group, {assignment could be to report tothe cass. The arc, "Leaders Without Movements,” could also be done by 2 panel of students. Several students ‘could be assignod a research project an the history ofthe United States women's sufrage movement and several read ths ata (and pethaps ddionalreseareh. They coulé then somparo the results ina panel ‘scussion. Advanced students might beable to siructare thet own panel ‘scussion, others may need to meet wah the Inttctr o go aver what i 1 be ‘covered by each pane! member. Class questons could be addressed, followed bya class dscustion ‘Suggested Answers to Points to Consider (p. 14) ‘Question 1—The tie parods for extending the vote to women in Latin ‘America seems to be In ‘lusts’ Uniguay and Brazil might see themselves as more “advanced.” Many 2opea to have boon influenced by Worl War Ito {extend the vote. There was 2 ‘bandwagon’ eet for remaining counies 3s ‘here was an embarrassment in boing a last hold ou. Students may be surprised tha the United Statos was rot one ofthe fst counties to extend Sutrage to wornen. They may also be surpesed that France ana Swzodand wore 80 late. Arguments fr voting its being a basic indeatr of women's Salus might be thal his isa basic human right. that the acknowledgmont of women's right fo vote has impertantsjmbole meaning indeating fut stizenship. Arguments agains the rit 0 vote asa good indicator of high women’s satus might be that in many counties, vong s meaningless and so might be extending he voto o womer_ Being abe to vote, ten, does not (quarantee progress in cher areas buts jus a fist stp. Motives (as In Lan America for extening the voto may have nothing to do with women’s ight, Voting is meaningless In ectatorships. Thore might bo many reasons for ‘ounives nt fully extending the vote fo women, Inthe conservative Mice East, counties do not want (or perce) women active in pubic os Ike voiing and pots. There are many other possiolestucent answers. 23Question 2—Conservatives see women in tational domestic roles, that of vile and mother. They eal women shoul be protected by men and not have {0 deal with the outsice word. Asdhlonal student answers ato probable ‘Question 3—They eared that women wore conservatives and were t00 influenced by the Roman Cathote Church, holing up lineral reforms. Several arguments ate made for women sutfrago by men butt hag become (asin Mexico) a serious embarassment to agus for human nigh, on the ane hang, while denying the base right o vote to half ts ctizenry. ‘Question 4—Tho very fact hat wemen in each class were recognized as full Ciizens, able to act as aduls, might gve both secluded, upper-class women and iowocetass women éifrent views of themselves. B. Education for Women—A Controversial Subject Objectives ‘Stucents wil focus on three major themes inthis are, the contoversies over ‘he education of women and the king of education they should rai. female leaders who helped bing about educaton for women and male Temi Who ‘worked fr women's bducaton, Explanation and Suggested Methods (ee, Volume Il, Chaptor 1A for suggested class division of essays) ‘mn altematve might be to divide this arte ino three parts and have groups suport thelr selection The tees pats woud be! Reasons Gwen Against Education fr Women (Points to Consider, Queston 1) Male Suppor for Women's Education (Points to Consider, Question 2) ‘Women Who Promoted Education for Women (Panis to Consider, Question 3) ‘To last solecton, Women Whe Wanted to be Educated, could be done by al three groups (as well as Points lo Consider, numbers 4 and 8) Answers to Points to Consider: (p. 27) ‘Question 1—Usvally familar reasons: mon would not be atracted to educated women, men would be Unable to dominate edueatod women (thi ¢ perhaps stronger within the machismo tradition), women were not as capable of learring nd should ony learn tings to aid them 26 wives and mothers. ‘Question 2—Men might find uneducated wives and daughters boring. They were often proud of women family members intologonce and wanted to soe these women have an opportunity to be educated. Men might Soe family ‘vantages in rot having women be So dependent and uneducated. Josela and others proved a spevi need fr women to be eductted and men smvolved might well see the recess of having women be Iter ‘Question 3—Dificuty in geting an education and in having to break down bares to deal wth the public wold, However. as a Mera person these women schoolteachers Seem to have been treatad In an Unusual way, perhaps a5 a "Third Sex." as excoptons or ccs, usetu te the community. As ong 88 they were caret of ther behavior with men, they were accapad in new, pale rte, 2 ‘Question 4—Lz like the prizes aware, toys or books, thal she passed anc recoivod a diploma. She was surrisod, as were the parents, on the imporiance {he principal pu on Geaniness as wel as upon reading and writing ‘Question §—Hiteracy is somewhat higher in Latn America but rot nearly 95, igh a other areas ofthe world. Univers level atendance for women i high ‘almost the same as in Europe. Tis may be a function ofthe Latin Amerean ‘lass syst. I does create questons coout whether Latin America realy fs {he Third World model. Probably the Unted Nations’ dea of separate Curriculum for boys and gil stil fis Latn America. Thore wore clear Giforences. Probably the higher one gous, the fewer the iferonces, but ‘women professionals do tend to go into socal service es. Students wil have ‘arous answers ta the last question, but upper lass women do soem to go. Imo professions, Many now saom to ve at ome, marty lle and have a stiong ‘commitment to heir protessional careers C. Women Writers—From Anonymity to the Nobel Prize Objectives ‘Students wal learn that women writers have been prominent in Latin America {eventhough there has been opposiion fo their becoming writers as wel as 10 ‘hat they wre ‘Suggested Methods (00 Volume I, Chaptor1-A for group ita) ‘This article might be used as the basis ofa teacher lecture. Sudents, ether in groupe or as incvduals, could analyze he poetry and do the Points 10 Consider fling the lsture ‘Suggested Answers to Pints to Consider: (9. 39) ‘Question 1—The oppostion to worsen arts came trom thor fami especialy husbands, fom tends who dd not ake thelr wring seriously and, ‘ven, trom ofl academies that da et admt women ana thereby curing them of rom financial aid, Pubic oppostion came inthe form of disapproval if the subject mater were foo Frank. ‘Question 2—A strong personal need to write anda social conscience may have Been two reasons women persisted in writing, ‘Question 3—Usually the double standard is a sexual one where societies see it as all ight or men to sow wld oats an even fo have afar ater marrage ‘whereas young women are to be vigins and remain ioyal other husbands ‘after mariage. Student choice, but several ines in You Woulg Have Me Whit, Or from the novel Herencia by Clonnda Mato de Turer woud do. Stucents ‘explanations wail vary. ‘Question 4—That the “grater quit” should be that ofthe man who “pays to ‘in Sho probably refers to prositution and using other humans. Sor Juana ‘vas intrested in sin andthe fate of human beings, parewary women, even hile being @ nun, 2%‘Question 5—Two other themes are that gil childron were less valued than Dye and that ofthe long Sutling mos. Student answers wil vary. ‘Question 6—Women have had a longer itera traction in Uroguay. Higher Morac rats, a mare homogeneous solely and more leisure time might contrute to ths. Role modes are very imporant Deimira Agusi's poom ‘oes have a feaing of sadness in meeting one's fate that seems to anticipate her tage death. Student anawers may vary as fo why thoy think sho iss considered an important poet ‘Question 7—The parents wore probably ata that their daughter would be ‘openiyerticized for revealing Her opinions. She was later arrested for hor D. Women in the Military—Soldaderas in the Mexican Revolution Objectives ‘Skene wil focus onthe idea that women have always been active in miliary campaigns but havo rarely been given credt forthe part they payed, They el ‘350 learn about the speck roles ofthe Sldaderas nthe Mexican Revolsion 45 an example of women's important, out ofen unrecognized, oles in wars ‘and revolutions. Explanation and Suggested Methods (See Volume i-Chagtor 1-8 for group suggestions) ‘This artic might make a reasonable homework assignment as i's shor and of general intrest. Thi ate could also bo used for student research 2s wo ‘8.4 normal clas assignment. Each Women In World Area Studies unt Inoluges something about women's mltary actvtes. Using these chapters (or some of them) a student could doa cross-cultural report on women's miliary roles in wort history. Answers to Points to Consider: (p. 53) ‘Question 1—They were the Peruvian women who were part ofthe azmis in the early 18th century wars of independence and others, Fora Tristan admired their svongth, toughness, braver, needle stamina and ther ably Yo "cary ‘ut the utes of motherhood 35 Wel ‘Question 2—Maria de Jesus wore a male uniform and pretended tobe a man. Students answers wil vary but hore might Be many motivators. ‘Question 3—They oraged, bought or commandeered what was needed Bocause they had to fa angry poople who dis not want 1 sol or give up their food, ‘Question 4—Their men wore killed, they cared fr children and gave bith on the march, ‘Question 5—Students should speculate but the class system may be an lament. Men might be quite unwiling to show fer by not being as brave as, ‘hel woman lead Question &—Probably the protssionalzation of arnies has meant that women wore not seen as apart of fhm and Wradonal ideas about women’s roles Wore reasserted ‘Question 7—Students may have many possible arswers such as the fact that ‘women were frequently In defensive roles, quartermaster corps and not alvays ‘an ofl par ofthe amy. was thought that ony lower-class women went ‘along withthe amy. E. The President's Wife—Eva Peron and Tradition Objectives ‘Students wil ook over data on Eva Perc's if, her political involvement and ‘weigh (in groups) opposing views about her. Thay wil then draw conclusions About her socal and poiical accomplishments, and Suggested Methods (p. 60) Dida clas into groupe, each witha recorder. The frst pat of tho article could ‘ether be read by each student or be reviewed by th teacher. The group ‘Sxercise sto match the group's deas of Eva Peron wih sympathetic or Unsympathetic vews. Questions of point of view, pores, judgement, ack of ‘evidence and bias could be discussed ‘Suggested Answers to Group Exercise “These ar entirely for student Judgement but historographical considerations might be discussed at the end ofthe lesson such as those cutined in he preceding paragraph, Volume |, Chapter 6: Women in Non-Latin America ‘A. Caribbean Women—An Alternative Ideal Objectives ‘Student wil focus on an ara ofthe Americas that tends to have ctferent tracttone and views ofthe proper ole for adult women than inthe dominant atin euros Explanation and Suggested Methods ‘The chapter suggests something o! the dversy present Central and South ‘America, Certain groups have diferent customs an idees about what adult ‘women's ries should be. The chapter is meant to ndcate that Central and South American culture isnot monelhie and Includes a wide variety of ile ‘Sijles fr women. hough outsiders wore Irequonly suprised or even shocked by Carbbean mariage patterns, these were acceptable end functional ‘wihin Gantbean socatos. 2Explanation and Suggested Methods ‘The lass could be duvded ino wo groups and each assigned ether atile A or B (Carbean Women or Iniganous American Women) and then each group ‘ould report fo the cass, Alter reagng te ares, each group could meet to “vor ether the Group Exercise Prof othe Points to Consice. Answers t0 the Points to Consider: (p. 75) ‘Question 1—Thore are vee chldren and three adults inte family (counting hor adult child as an edu), a total of sb. She went o primary schcol forfour Years and reads aItle Engieh ahough she spoaks patos. She is probably Informally mared, Rer usbandover Ives wih her. She is cose to Nec mother fang ater roles. Her work week is long with er work at home, a $0 minute walk tote fs, four ours of weeding and Friday market chores. Problems: There is nol enough ferzet and transportation of crops to market ‘She dows not get adie fom extension agents. It souncs a if healthcare is a problem because of hgh infant mortality ros. Finances—the access lo credit fad read for cash for school fees—is a dificult problem, ‘Question 2—She is probably avare of women's changing roles by raco- programs and her market eonlacls She would realize thal some women have profesional jobs (and may havo some contact wth ther), ye, she basicly Sees Per ife as @ good ane and go she wants her dauahtor to have the same ite ‘Question 3—She has six chldren ahough one died as an infant. She has bres ec each fora year Her probable married pattern is thai described in the arte “sting. ving” and."marsage," She may, then, be formally ‘marie by ts me in her if. The locus of her emotional te would be upon her children, Her support natwork includes her on natal far, especially the women ofthe famay. This may partly expan why she would iko her daughter to havo the same experiences as she, and as grancdaughter—Pas an Important oe. ‘Question 4—She probably has not seen them do much to improve her lot. She has had a ehid de, has deat with uncontolable factor ke weather anc ‘market prices o she has learned tobe flat. Sil she soos her ife as a ich ‘ne wth meaningful work and a supportive famiy. Question 5— Recommendation clue Need ‘Ad to go tothe family Women farm the Wemen nood extension services| ‘ather han maletarmer. most to improve ther farming New wining of “Thoextenson worker He or she could be trained ‘extension poronnel, is a "ho. to address spoctic problems of women farmers beter, such as ouble duty, combining child aro and farming, and beter family nutrition Recommendation Clue Need. Better use ofthe Women ston to the Moro farming information and media rao, arimal husbancry onthe rao Expand animal She knows litle Animal husbandry would provide husbandry ‘about it food and even income generating products. Networks of women might help ‘ore another in markting an flaeners Women'sorganiations could eeirout farming Intormation, Organize women's Church is only petri, group. ‘Question 6—Thore is much evidence tht these woman already work very ara wih long work days and extra chores a right. Money generated would ot necessary go for labor saving devices for her But to pay schoo ees or eto an She aesy works Ned an ters Nt ways vate to take on chores Question 7—Outsiers may not have approved of women heads of households {and these Informal mariage arrangments. The women bwemslves, seom to havea sence of salf worth and are comfortable with these arangements, They feo! more independent and less corral’ by not having formal marages as young women B. Native American Women in the 20th Century Objectives ‘Students wl ear that there are many usual small populations of indigonous peoples who maintain ther own customs with wemen having a large range of Customs associated with them. Students leo might learn something about the ‘lugy ofthese groups has changed witha new avareness of women’s staus and rales, Explanation and Suggested Methods ‘The ides that indians (more properly termed indigenous people) re not a croup, i an important aspect ofthis lesson. Each society is very diferent Als, that women have hed very eiferent ols and situs depencing upon the specie peope. (For suggested methods see Volume ll Chapter 2). Suggested Anewers fo the Pol to Consider 88 Gueaton \ not as harsh because women slaves almost always Were Used for ‘omestie work only b, much worse because women slaves were used mosty for mine and field work ©: lke slaves in the other colonies, the condition of women slaves depended on thei ype of work and the master. 4. better than the Caribbean and Spanish colony slave women's Conaition but not as good as that in the United Sates which had a ‘democratic government a14 15. 16. ‘The namo of Princess Imperial Isabel of Portugal is connected with Brazilian slavery because: a she was the Portuguese monarch who declared that Brazilan Planters woud impor saves. ». She put down the major slave revolt of Tupac Amaru and ha him ‘ng his wife puto death by "arawing and quartetng” as an example, ¢. She declared an end to Brazlan slavery in 1868—a politically costly decision because the monarchy in Brazl was overthvown soon ate. 4, She emancipated her ovn slaves and encouraged the other Brazilian landowners to do so as wel so slavery in raz ended peacetuly belore the Unted States emancipation proclamation, ‘The Latin American cultural characteristic that labels proper behavior {or men as "machismo" can be described as including al of the {ollowing things except one: an shoud be the famiy leader and provider. B. men are supposed 1 have large files, Tocus tention on their ‘ives and not be involved wih women outside te fay, especialy Sovually €, men are supposed to damonstate personal bravery and protect {amaly women from harm 6, itis the men who are supposed tobe able to handle public events ‘and ct the outside Wor, ‘The Latin American characteristic that labels proper behavior for women as "marlanismo" can be described as inckiding al of the following things except one: '8 inthe lamiy tne mothe s expected to flow St. Marion, saint of poverty and simply. the women-—especialy the mothers—re the moral leaders ofthe fami, © adult women are expected to focus ther attention on their chen, husbands and homes 6. women are roto be involved in public mater such as business or ‘government ‘Women’s participation in the Roman Catholic Church in Latin ‘America can be desered inal the following ways except one: '2 Although women were acive in Church aff, fewer women than ‘men attended churen serves or mass in Lain America, perhaps because priests were men. », Church related chartos gave upperass, secluded women a chance for activities ouside thoi homes, «. going to mase was froquorty a socal as well 2 2 religious ‘experience for upper-class women who led restricted Ives. «4, because ofa lac of priests na nuns in several Latin American Countries the Church has had to ely on lay.women for joDs usually ‘one by nuns or pists. 38 16. 18. 21. ‘Becoming a nun in Latin America might mean all ofthe following excep one: Tould be an acceptable occupation fr a woman who chose not to ‘marry and become a mother. ». some convents had a very stict “rule” proving a place for very rolgious women to express their spirtuaty. «. Sonvents could prouge a peacetl place ran intelectual veman tke Sor Juana inéz e la Cruz To focus on he studes and wring, «4. black women who had been slaves BU hag deen emancipated, ‘equenly became nuns because they had no ather place 10 go. ‘The founders of convents in Mexico (as shown on the chart in CChapter 3-F) gave several types of reasons for people wanting to found convents. These included all ofthe tolowing except one: 2. for educating gits—sometimes of al races, sometimes decendants of the conquistadors 'b, as.aretuge for 200" airs who because of poverty risked losing their Fonorabe reputations. to protige a place for widows to ret. 1. to give reluge or sanctuary o escaped women criminals who were wrongly accused, In the ideal extended family of Latin Ameria arranged mariages for hrs and women ofthe family can Dest be Seserbed a8 marying: Tien wh ld at great detances om the woman's family heme 50 that a dssaistied brde could not easily "go hame to mothe." »b. male cousins or other family members so thal dowry meney remained ‘within the famiy and with both of tho same social clases. men who were poorer oom a some lower class so they would ‘wansfr thor loyaty to thet higher class, figs family. 4. men who were well educated or good faray people regardless of thot case of thee financial well Seng ‘The “centralizing woma [ent one, They: ‘2 fequeriy remained unmaried and cc usetl family tasks ike taking ate of sik elder relatives or helping matters afer cheb ', acted asthe spies forthe meters ofthe extended family as they ‘were alowed fo go out in public alone. ‘were the ones who Kept ack of family iehdays, weddings and other ‘vents that bed the family together. 1. were useful sources of family business inbrmation such as what ‘embers were doing wel fnancialy and why, an be described as all ofthe following ‘Travelers to Latin America inthe 19th century were disturbed by all ‘of these characteristics of upper-class women except one: ‘that they frequently were seen smoking crs. that they read French novels and wrote gessipy letters other tends most ofthe day they seemed t ive languid, rather useless ves, appeared to "lose ther bloc” (hel Beauly) Quickly after mariage Ed2, 24 26. Travelers to South America in the 19th century were disturbed by the conditions of lower-class women except one. 32 Unik North Amertca, tere seemed fo be litle sexual harrassment of women workers probably because ofthe machismo code. ». Women nad some unusual obs, such asthe volley car divers of Che. «Factory work was even at best ifcuit and at worst, women were ‘ade to work longsice criminals released fom prison. 4. Same women awed smal Businesses Ike the patrons ofthe tenlloias. “Tertulias were important tothe various independence movernents in Latin America because they were the: (best answer) ‘2. crucial brigades of women solcirs who spieg onthe Spanish troops, ©, corrupt bulbes inthe Spanish-contralad governments of Latin ‘America that were an mportan cause ofthe revoluions again Soa, Selon (teary gatherings) of people at he home of a married couple Where revolutionary actives wore secraly cicussed and organized 4, Upperclass, revolutonary women who fited with Spanish ofoars, and managed o fad out mitary information fom them for "the ‘Women served as spies, quartermaster, leaders and soldiers during the wars of independence. After Spain was forced to give up her colonies and new republics wore founded, women were: (best answer) 1. expected to retum other radtonal roles as wives, mothers and faetakers, hey ganed few new nah. ». rewarded with cl nghts such as Voting pivleges and equality under few not allowed fo vote but became acceptable for upper lass women {o be active in public oles and fr men to help care for chicren. 4. expected to ge primary atonton 1 thei Pome responsbliies but ‘was recognized that women shouldbe alowed to vote in national ‘letons. Eliza Lynch and Perichole are both known in Latin American history as women who: (best answer "emancipated the slaves of hoi counties and have been treatod as atonal heroes in modem times, ». gained influence and prviegos by using the infatuation of men ot ower who had falon in love with thom «. le Latin America and became famous in Europe—one was Napoleon's mistress and ie ofr an acvoss in London. 6. wore ruthless in using their inherted wealth as "Robber Barons.” Carlotta and Maximilian can be deseribed in al ofthe following ways. ‘except one. They were: “ 28 28, 30 4. pat ofthe royal fame of Belgium and Austria who ted to setup a Mexican empee. b, suosestilin gting most ofthe people of Mexico to back their ‘enterprise for a new govornment but not the conservative plartors. «. persuaded by Napoleon Il that he would back them with French troops. 4. opposed by the United States (he Monr2e Doctrine) but because the Unie States Gi Wear was going on, m move was made against them. |when modern social scientist, Elsa Chaney said that suffagiss in Latin America were “leaders without movements” she meant thet: (Gest answer) '2 women were gen te right © vote in ost counties alter the wars of Independence so they id not need a movement to got the voto, but had plenty of good leadershi, »b. men, who were tho leaders in Latin America, wore wing to ve women the fight to vole bul bocause of he avianisne cultural dea women tended 0 reject he dea, . women leaders wanted beter warking conons for fam and factory ‘women before they slated a feminist mavernen o gan the vote. 4. there wore women leaders pushing for sforms, especial to get women to vote But ile female grassocts support for these reforms. ‘Women pushing for voting rights for women wore often caught ‘between opposing views that can best be described as: 1 conservatves who wanted women 19 Say on in Wadlionalroles— Tberals wo feared wornen would vote wth the Church and old ‘stabishment ». Upper-lass women who went with ther “pocket book" and opposed ‘any changes in women’s status and poe women not nites In Te ‘at but wo wanted economic change, «. the rallgous nurs wew that was inorased ony in spitual concerns for women and the secular, modern woman's vew that votng was the responsbity ofa woman in domocracy <4. the mifary junta’s views that women ware dangerous “soldaderas” ‘and should never be alowed o vote anc the revautonies who ft ‘hey should be alowed to vote thay had fought Education for women was often a controversial subject in Latin ‘American countries forall ofthe following reasone except one! 12 igs or women were educated they mht not be abe fo be dominated by men who beleved In macksmo values. gis wore to Grow up the marianiemo tration and focus upon religion ‘End home making skis serious ecucational system might change this wadton, «. higher education for women often meant attenéng coeducational Universes ikea on as dangerous for prs or women 6. public ecucaton for loner-class women was considered important in ‘fder to improve thor ot. bul was considered unnecessary fr upper “31 2. Male Latin American support for women's education can best be deserved "2. nor-xistent, men wore against because ofthe machismo ideal 1. teak, only afew man ike the president of Chile spoke out i aver of Silcng afew toxen women into the Uniorsty of Santiago . gute song. several mae leaders, especialy n Argentina and Mex: i, socke out for move education for women. <4, widegpread, more men than women in Latin America supported feducation for women, a strange phenomena best explained by Although some women served as officers in the Mexican revolution the best known are those women who served as soldaderas. They an best be described as: "2 spies and scouts who searched out enemy troop movement ©. ofcers" wives who went along wth thelr husbands ©. 8 mall qtoup of oval, oworclass women who folowed the armies largoly todo the men's launary—ao known as the "soap suds amy. <4, women who accompanied the revolutionary armies, fragod fr food, prepared meals, fought when necessary and were a prominent pat of these semi, Women writers of Latin America ean be described as all ofthe following except one: ‘2 Hequanty leading rather rage lves—several commited suicide and some wore oxed for ther political belts. ». Gonsidering the barter they had to overcome against women becoming witers, itis surpesng how many there have been inthe Ritory of Latin Armercan tora. ‘women writers in Latin Ameriea have been mainly oumelists and ‘ovale but only in the ema county of Uruguay were there women posts. <4, Even ata ime when most women were iterate, Latin American sooinles procuced some grea! wernen writers—even Nobel Prize ‘Those who sympathized with Eva Persin as a deserving leader and hero of Argeatina might say all ofthe following except one: '2 Sho wae intrested in the poor and ted to help provide Dem with socal service tke hospitals and schoo. . Though she was nota laborer. she was loved by working women because shelved a simple austoe Iie ste, 6. She worked fr rorms for women, during Perdis times dvorce laws became faet and envolmens of women in universes, Increased greatly 4. She was loyal to Juan Porn’ government and she created a bond between fim and the labor unions, 2 a. The ideals of Caribbean women (which contrast with those of Latin [Ameriea) can best be described in all he folowing ways except one: Caribbean women are “usualy Independent trom extended family networks and have litle tontact wath ter mothers oF sors », frequent heads of to households. ©. expected, as adil, 10 earn tek own letnood and provide forthe hen «6, OfenTarmers who raise food crops and sometimes Honers. 20th century women in the many groups of Native American peoples In Latin America can best be described as: "ano ving in ites, having abandoned Pei ractonal Me styles to ‘Become domestic servants »Inang diferent ite styes in some groups men dominate and women Nave low sats, in others there fs more eal, dominated by the men of ther groups because they have all taken of 6, lvng in remote areas of the Amazon jungle where they usualy Runt fora ving and are called "Amazons" ty whites In Black Carib societies of Belize, older women have special powerful roles that have to do with: (best answer) "2 making te cassava bread, the staple Icod which is ong, ecu process giving thom much prestige. », Faligon —especaly as Roman CathoScs as some act a the bridge or ‘maslator betwoen the priest and the community. 6. Feligon-—especsly tacstonal death res which they organize, some ‘tas abridge or medlato wih the ancestors. 6. ttacing-especially going tothe distant narats since the younger women must stay hone carng fr smal chidren ‘Women like Mayor Felisa Rincon of San Juan, Puerto ico, have ‘been important policians in Latin America by taking advantage of the: (best answer) 2. infaluaton Lath men have had for beatiful women. '. machismo system, becoming tougher and more mar-tke than the ‘en, so that men would be ashamed not to wte for them, «. postion of women as caretakers of children and the home to justty ‘aking Soca reforms by means of politcal ivcvernent. {, poor turnout at the pols, toy crud ior revolutionary followers to Back the rascal dea of electing a woman ‘A.woman in Latin America who works at wage jobs outside her home might fall of the following except on "ait economically active, she e most Ikoly tobe a marred woman of ‘about 30. ». Tom the economically lower classes and single, she Is most ihkely to ‘become a domestic servant,0. ©: If trom the economically upper casses, she is most Ikely to become a prolessioal in social service «, Hane marie, sho ikely fo lave the work free the highest peak ‘of female employment i rom about 2-28 Many serious heath and education problems remain for women in ‘much ef Latin America, as well as problems of occupational and poltical opportunites. Even so, an encouraging sign might be Fetorms such as the constitutional reform and family code for Venezuela that (best answer) ‘2 Fequies mon t pay women to do housework so they are ‘economically independent even i they donot work outside thei homes '. has mandated severe punishmonts for wile beatng or abuse, ©. requires women to feish secondary school ana has made al Unworsty love! education tuton free fr poor women. 4, has adopted the princple that all Venezuelans are oqual—so that, ‘Nomen Ean demang al forms ot aseminaton against the be ences “4 AN 50 16a 20 250 Sie 260 ISWER KEY 24 se ae 5a 74 80 oa 108 120 Be ie 1b tra 18a 196 200 22 2a mee 258 278 2d za 300 Re 3c 340 358 are 386 33a 204 ‘Schoo ist 21, Te 1 EEA. The eponsand he conta of Ps tachors gue 6NOTES “6