Votes for Women
This word means "the right to vote." (Answer in the form: What is ___?)
What is suffrage?
What is it called when one company controls the supply of a product or service in a market?
What is a monopoly?
Which Minnesota agency created in 1872 helped improve sanitation and public health? (short answer)
Minnesota State Board of Health
What problem did leftover branches, limbs, and stumps from logging create that led to disasters?
They created fuel for forest fires (dead brush / cutover land
What is the policy called that divided reservation land into individual plots (a key term from the chapter)?
Allotment
Name one activity Minnesota women did to support the suffrage movement described in Chapter 13
parades, fundraising parties, organizing, campaigning for the vote.
Name the wealthy railroad businessman mentioned in Chapter 13 who tried to merge railroads and faced government action.
James J. Hill.
Name one change to city water or sewage systems that helped reduce diseases like typhoid (give one example)
better sewer systems, separate pipes for clean water, chlorination, filtration plants.
Give the name of one terrible Minnesota fire event mentioned that helped motivate forest protection (name a town or year).
Hinckley 1894 or Cloquet 1918.
What kind of school required American Indian children to live away from their families?
Boarding school
In which year did the Nineteenth Amendment give American women the same voting rights as men?
1920
What major government action stopped James J. Hill’s plan to combine railroads (answer with short phrase, e.g., a court decision or law)?
A U.S. Supreme Court decision (1904) blocked the merger
What treatment began to be used in drinking water by 1912 to kill germs?
Chlorination
Name one government response that helped protect Minnesota forests (office, service, or law).
Creation of Office of Fire Commissioner and Minnesota State Forest Service; fire laws.
Name two harms caused by boarding schools or allotment described in the chapter (two short items).
Harms: loss of language/culture; family separation; loss of land; being cheated out of land sales
Who led big suffrage efforts in Minneapolis, organized a large 1914 parade, and later became president of the Minnesota Woman Suffrage Association?
Clara Ueland
List one reform Minnesota passed to protect workers or consumers during the Progressive era (give one example from the chapter)
Examples: laws regulating rates, minimum wage, workers' compensation, laws against corporate mergers
The chapter describes a deadly disease that killed many Minnesotans around 1918. Name it.
Influenza (flu epidemic) / or typhoid fever mentioned—(1918 flu killed many; typhoid was major earlier)
In 1–2 sentences, explain how logging practices and fires connect to the idea of the "common good."
Logging caused dangerous conditions (fires) harming many people; protecting forests served the common good by protecting lives and property.
Give one example from the chapter of how immigrants could get help adjusting to life in the U.S. (name a program or service).
Settlement houses offering English classes, citizenship help, childcare, job/housekeeping training.
Explain briefly (1–2 sentences) why some people argued women did not need the vote; then give one reason suffragists used to respond.
Opponents said women were homemakers and didn’t need to make laws; suffragists argued citizenship includes voting and many women worked outside home or in organizations.
In 1–2 sentences, explain why Progressives wanted the government to regulate businesses sometimes (use “common good” in your answer).
Progressives believed government regulation protected public welfare/the common good when businesses became too powerful or unsafe.
Using evidence from the chapter, list two ways public health reforms reduced the spread of disease (two brief bullet answers).
Examples: installing miles of sewer pipe and separate water lines; treating drinking water with chlorine and building filtration plants.
Describe one long-term result of the major fires (one sentence) and one way that conservation helped communities afterward.
Long-term result: increased forest conservation and creation of national/state forest protection; conservation reduced fire risk and preserved resources for communities.
Short answer (2–3 sentences): Using at least two specific pieces of evidence from the chapter, explain how some assimilation policies ended up hurting American Indian communities.
Example response: The Dawes Act allotment divided tribal land into private plots, which led many Ojibwe to lose land through unfair sales; boarding schools forced children to speak English, reject culture, and live away from families—these actions harmed families, traditions, and land ownership (cite: allotment payments lawsuit, Wekwaa-giizhig’s boarding school account).