1. 1790
families with 11 or more members
families holding 2-4 slaves
avg. slaves per slaveholding family
free colored slaveholding families
persons of Scotch nationality
persons of Hebrew nationality

2. 1840
white persons 20 years of age and over who cannot read and write
scholars in primary and common schools
female slaves 55-99 years of age
free colored females under 10 years of age
men employed in newspaper production
persons employed in navigation of canals

3. 1870
male citizens 21 years of age and over
persons born in Africa
persons 10 and over who cannot read
total state taxation
public debt of the county
youths employed in manufacturing

4. 1880
persons born in China
Indians
colored persons
farms 500-999 acres rented for fixed money rental
average hours labor per week in iron and steel manufacturing
average youths and children employed in manufacturing

5. 1900
other colored females 5-20 years of age
illiterate foreign-born alien males 21 years of age and over
native white illiterates 10 years of age and over of native parentage
farms of colored owners and tenants
capital invested in buildings used in manufacturing
salaries of salaried officials, clerks, etc. in manufacturing

6. 1910
rural population
white persons born in asian turkey
native white males of voting age of mixed parentage
Indian, Chinese, Japanese and male of all other races of voting age
persons 15-17 years of age attending school
farms of foreign-born whites

1. What president's wife first spoke on national radio, broke precedent by inviting noticeably pregnant women to stand with...

Lou Hoover.

2. Several First Ladies were widely known as counselors to their husbands, but which one engineered her husband's run for ...

Helen Taft.

3. What First Lady was the first (and only) woman to have married a President in a White House ceremony?

Frances Cleveland.

4. What president's wife was the first to descend into a mine?

Julia Grant.

5. What president's wife was the first to invite spirit mediums to the White House to conduct séances?

Mary Lincoln.

6. Who was the first woman to see her husband being sworn in as President? A famous writer described her as "a fine, portly...

Dolley Madison.

7. Who was the first woman widowed as First Lady to be present for the inauguration of her husband's successor?

Jacqueline Kennedy.

1. A steadily growing number [of women] were entering the professions of medicine, law, education, religion, and the various fields of science and engineering. More and more were occupying positions of leadership in business and government formerly held only by men.

The above textbook excerpt on feminism and the post-World-Wars women's movement dates from:
a. 1966

This excerpt comes from Harcourt and Brace's Rise of the American Nation, by Lewis Paul Todd and Merle Curti. The excerpt has a tone of optimism—more and more women, the text says, were and are entering male-dominated fields. This excerpt also reveals which career fields the 1966 authors considered previously barred to women.

2. In some ways, the position of women in American society was worse in the 1960s than it had been in the 1920s. After forty years, there was a lower percentage of women enrolled in the nation's colleges and professional schools. Women were still relegated to stereotyped occupations like nursing and teaching; there were few female lawyers and even fewer women doctors.

This textbook excerpt on feminism and the women's movement dates from:
c. 1995

This excerpt comes from HarperCollins' America Past and Present, by Robert A. Divine et al. Contrast this excerpt with that in Question 1. By 1995, HarperCollins' textbook authors see the 1960s not as a period of "steady growth" in women's rights, but instead as a time in which such opportunities decreased. What changed? Certainly not events themselves. Perhaps contrast between conditions for women in 1995 and in the 1960s made the 1960s seem backward by comparison. Perhaps the different authors interpreted the same cultural trends differently. Or perhaps authors drew upon different data to create the narratives.

3. With his great popularity and shrewd handling of Congress, Reagan soon got much of his economic program passed. The final bill included $39 billion in tax cuts and a 25 percent cut in income taxes. The results of Reaganomics, however, were not quite what the President had hoped. Spending cuts, together with high interest rates, brought inflation down, but at first the cure was painful.

This textbook excerpt on Ronald Reagan's presidency dates from:
b. 1999

This excerpt comes from Glencoe McGraw-Hill's American History: The Modern Era Since 1865, by Donald A Ritchie. Contrast this excerpt with the excerpt in Question 4. In 1999, a decade after Reagan's presidency ended, this textbook's author could look back over the whole of Reagan's term and draw conclusions about the success or failure of Reagan's policies.

4. [Reagan] promised economy in government and a balanced budget, and he committed himself to "supply-side" economics, or tax reductions to businesses to encourage capital investment. But while he planned to slash federal spending, Reagan also pledged to cut income taxes and boost the defense budget—a feat John Anderson said could only be done with mirrors.

This textbook excerpt on Ronald Reagan's presidency dates from:
b. 1982

This excerpt comes from Houghton Mifflin's A People and a Nation: A History of the United States, by Mary Beth Norton et al. Contrast this excerpt with the excerpt in Question 3. In 1982, Reagan's presidency was in its early years, and textbook writers could not yet address his term in office as a neat whole. While it needed to be described—as the inevitable conclusion of the textbook's historical narrative—the recent past resisted easy integration into the text.

(Illinois Congressman John Anderson ran against Ronald Reagan in the 1980 Republican primary.)

1. "This Government is menaced with great danger, and that danger cannot be averted by the triumph of the party of protection, nor by that of free trade, nor by the triumph of single tax or of free silver. That danger lies in the votes possessed by the males in the slums of the cities, and the ignorant foreign vote which was sought to be bought up by each party, to make political success."

Carrie Chapman Catt, 1894: Some white women suffrage leaders were willing to use class, ethnic, and racial arguments to bolster the case for granting white women the vote. In 1894 (a year of extraordinary class conflict that included the national Pullman and coal strikes), Catt addressed an Iowa suffrage gathering and maintained that women’s suffrage was necessary to counter "the ignorant foreign vote" in American cities and protect the life and property of native-born Americans. See text here.

2. "Nothing strengthens the judgment and quickens the conscience like individual responsibility. Nothing adds such dignity to character as the recognition of one’s self-sovereignty; the right to an equal place, everywhere conceded—a place earned by personal merit, not an artificial attainment by inheritance, wealth, family and position."

Elizabeth Cady Stanton, 1892: Speaking to fellow suffragists on the occasion of her retirement as president of the National American Woman Suffrage Association, Stanton repeated this speech before a U.S. House Committee on the Judiciary and a U.S. Senate Committee on Woman Suffrage. The speech was published in the Woman's Journal and 10,000 copies of the text from the Congressional Record were reprinted and distributed throughout the country.

3. "I am not . . . in favor of making voters or jurors of negroes, nor of qualifying them . . . to intermarry with white people."

Abraham Lincoln, 1858: During his debates with Stephen Douglas, Lincoln referenced his concerns with race, reflecting prevalent nineteenth-century attitudes. At one point he even advocated black settlements in Haiti, Central America, or Africa. While his primary purpose was to preserve the Union, he issued the 1863 Emancipation Proclamation to free slaves, forever changing the construct of race in the United States. See the special edition of the Organization of American Historians' Magazine of History, vol. 21:4 (October 2007) for more information on Lincoln, race, and slavery.

4. "It is true that a strong plea for equal suffrage might be addressed to the national sense of honor."

Frederick Douglass, 1867: In January 1867, Douglass appealed to Congress for impartial suffrage. He believed that restrictions of rights for blacks restricted rights for all people, and that the nation needed the great potential strength located in African Americans, to share the burdens of society. Here is the full text of his speech.

5. "The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men."

Lyndon B. Johnson, 1965: When the Voting Rights Bill was signed on August 6, 1965, Johnson addressed the nation from the Capitol Rotunda, calling the historic day a triumphal victory. He then charged the Attorney General to file a lawsuit against the constitutionality of poll taxes, and the Department of Justice to work to register voters who were previously denied the right. "I pledge you that we will not delay, or we will not hesitate, or we will not turn aside until Americans of every race and color and origin in this country have the same right as all others to share in the process of democracy." See full text here.

6. "Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost."

John Quincy Adams: In 1824 the presidential race included five candidates: Speaker of the House Henry Clay, Secretary of Treasury William H. Crawford, Secretary of War John C. Calhoun, Andrew Jackson, and John Quincy Adams. After Crawford suffered a stroke, there was no clear favorite. No candidate had a majority of the electoral votes. According to the 12th Amendment, the election went to the House of Representatives to vote on the top three candidates: Jackson, Adams, and Crawford. As Speaker of the House, Clay voiced his support of Adams, who shared a similar platform. The House elected Adams, who became the only U.S. president who did not win the popular vote or the electoral vote.

7. "Voting is the most precious right of every citizen, and we have a moral obligation to ensure the integrity of our voting process."

Hillary Clinton, 2005: On February 17, 2005, U.S. Senators Hillary Clinton (D-NY) and Barbara Boxer (D-CA) presented comprehensive voting reform legislation to make sure that every American is able to vote and every vote is counted. The Count Every Vote Act was introduced but did not pass.

1. The severely religious trend of thought, the barrenness of life, and the dangers from Indian attacks that impended about the year 1691, account for the occurrence in Massachusetts of the witchcraft troubles. The theory of Satanic manifestations was commonly held in European countries, and there claimed its thousands of victims. In Salem and surrounding towns, two or three hundred persons, some of them being of the highest character, were accused of having allowed themselves to become possessed by the devil. Of these, nineteen were judicially condemned and were put to death. The comparative brevity and mildness of this outburst of religious fanaticism testifies to the real sadness of the Puritan mind. Nowhere in the world at this time was life more pure or thought more elevated.

1912

2. Early in the year [1692], two children of the family of a clergyman in Salem village, the one eleven, the other nine years of age, having been for some time indisposed, and no relief being obtained from medical aid, the attending physician suggested the probability of their being bewitched. The children, informed of their supposed situation, complained of an Indian woman, and declared they were "pinched, pricked, and, tormented" by her. Other persons, soon after, afflicted with various complaints, attributed their sickness to the same cause; and several of the imagined witches were put in prison. In the month of June eleven persons were tried, condemned, and executed. The awful mania increased. In September, nine more received sentence of death. Each became suspicious of his neighbor. The charges of witchcraft, commencing with the lower part of society, extended to all ranks; even a clergyman, among others, having been executed. A confession of guilt became the only security for life; such not being condemned. In October, the number of persons accused was so great, and their standing in society so respectable, that by general consent, all persons were released, and all prosecutions dropped.

1823

3. The most plausible explanation may lie in the uncertainty of life in late seventeenth-century New England. Salem Village, a farming town on the edge of a commercial center, was torn between old and new styles of life. Some families were abandoning agriculture for trade, while others were struggling to maintain traditional ways. The villagers who exploited the new economic opportunities were improving their status relative to their neighbors. Most people were uncertain about their destiny, but none more so than adolescent girls. As children their fate lay in the hands of their parents, yet their ultimate destiny would depend on their husbands. But would their husbands be farmers or artisans or merchants? What would their future lives be like? No one knew. By lashing out and in effect seizing command of the entire town, the girls gave their lives a certainty previously lacking. At the same time, they afforded their fellow townspeople an opportunity to vent their frustrations at the unsettling changes in their lives. The accused witches were scapegoats for the shattered dream of an isolated Bible Commonwealth.

1982

4. In 1692, the supposed witchcraft broke out in Salem and Danvers. Here the first subjects of it were children. The disorder, whatever its character may have been, … [at first] affected the lower classes only; but at length it pervaded all ranks and conditions. Two daughters of a minister, in Salem, were strangely affected. Before this they had been quiet, happy children but now they began to look wild, shriek, tell strange stories, sit barefoot among the ashes, or go abroad with their clothes and hair in great disorder, looking like insane people. Sometimes they were dumb; at others they would complain of being pricked severely with pins. The madness continuing to spread… Those who confessed the crime of witchcraft, however, were not executed. It was indeed a fearful time. Multitudes were suspected and accused, and at one period no less than one hundred and fifty were in prison for witchcraft…. The excitement at length passed away; and the more rapidly in proportion as the criminals were treated with clemency. Multitudes owned, at length, that they confessed their guilt to save their lives! For a century past little has been said of witchcraft in the United States, and few believe in its existence. The events we have narrated are supposed to have been the result of delusion.

1866

1. According to an 1850 dance and etiquette manual, it was acceptable for a woman to raise her dress to the ankle:

when crossing over a mud puddle. According to The lady's guide to perfect gentility: Raising the dress.— When tripping over the pavement, a lady should gracefully raise her dress a little above her ancle. With the right hand, she should hold together the folds of her gown, and draw them towards the right side. To raise the dress on both sides, and with both hands, is vulgar. This ungraceful practice can only be tolerated for a moment, when the mud is very deep.

2. Leads balance 2 bars to the right and 2 bars to the left, heel and toe, and chasse; leads half right and left, while the side couples balance, 4 bars; sides right and left while leads waltz on station, 4 bars; leads repeat the same to places, sides repeat to places.

Follow these instructions from the 1866 manual The ball-room monitor to find yourself dancing the:

Serious Family Polka

3. The manual American dancing master, and ball-room prompter (1862), authored by Elias Howe and "several eminent professors of dancing," described which of the following as the proper way for a gentleman to bow in the ballroom?

Stand in the third position, right foot in front; slide the right foot a little to the side. Draw the left foot in front of the third position. Incline the head and the body a little; let your arms fall easily and naturally. Rise in the third position, left foot in front.

4. According to Clog-Dancing Made Easy (1874), how long should one practice each day in order to master this skill?

2 hours. The manual advises, "After having mastered the form of the step, practise it at any convenient opportunity, though it is much better to have a specified hour each day. Two hours per day is little enough if the student is ambitious of excellence."

5. In Albert W. Newman's Dances of to-day (1914), these dance positions, respectively, are called:

Open Position; Yale Position

6. Which of the following, according to The Public Dance Halls of Chicago, was not a critique by the Juvenile Protection Association of the Chicago public dance halls in 1917:

". . . policewomen detailed to public dance halls have been seen dancing and therefore not affording protection to young girls and serving somewhat in the capacity of municipal chaperones." The Juvenile Protective Association held out hope that "when women were put upon the police force of Chicago, they would be detailed to public dance halls" to protect young girls but despite their many requests, policewomen did not regularly appear at dance halls. Policemen were criticized for "confin[ing] their attention to interfering when fights are in progress."