Please respond to both students discussion answer individually (one paragraph).
Do you agree or disagree with the student 1 and 2? Why?
“Women in history have faced hardship and was viewed as a lesser compared to the male-defined society. Women of the colonial and the early nineteenth century were involved in activities that were an extension of their domestic and traditional roles (Lerner, 1975). “The women taught school, cared for the poor, the sick and the aged” (Lerner, 1975). In the article, “Hull House in the 1890s”, it showed that women were not given equal treatment and did not have their own voice in individuality. The Hull House provided colleagues with a sense of individuality and this in return allowed for social innovation. Women that were well-educated were blocked from entering the legal, political and academic profession (Sklar, 1985). Addams, Lathrop, and Kelley all showed that women are more than just staying at home and reliving the old traditional ways of life. They graduated from Rockford College, Vassar College, and Cornell University (Sklar, 1985). African American women endured tough events with the Bureau. “The bureau regarded freedwomen who stirred up trouble as vagrants” (Farmer-Kaiser, n.d). African American women were also regarded as unemployed vagrants based on their worthiness (Farmer-Kaiser, n.d). “The Bureau also threatened to prosecute black women who gave their employers trouble or raucously refused to accept employment” (Farmer-Kaiser, n.d). Women throughout history were going through hardship in obtaining employment, voting rights, and trying to achieve equality in a male-defined society.”
“Lerner discusses how traditional approaches to women’s history have been done through a lens of a male-defined value system rather than a female oriented one. She writes that nineteenth century directed their work “into channels which were merely an extension of their domestic concerns and traditional roles”. Lerner also writes about women’s history being conceptualized at the level of their “contributions” to larger movements. In this concept women are not the central players but supporters of movements rather than leaders of them.
In the article on Hull House Sklar discusses how women like Florence Kelley relied not just upon the other reformers at Hull House but many other women’s men’s groups, as well as, labor and political organizations to pas major legislation to regulate sweatshops. These reforms included an 8 hour work day for women and children and regulations on minimum ages of employment for children. Sklar writes that this episode “shows how women reformers and the gender specific issues they championed helped advance class specific issues during a time of fundamental social, economic, and political transition.” 
The article on Reconstruction in the South and the Freedman’s Bureau describes some of the differences gender roles had on the oppression of freedmen versus freedwomen in Reconstruction South. The hypocrisy of the Bureau in essentially forcing freed slaves back into similar working conditions of slavery through sharecropping and other means demonstrates some significant differences between how race and socio-economic status impact the diverse experience of women in history. The article examined some interesting dynamics in how freedmen were manipulated to compel their wives to join the plantation workforce by exploiting traditional gender roles.”