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Student Activities:

1. What are Strong’s main points about the need for a second convention, should the constitution fail to be ratified? Why did he resign from the constitutional convention?

2. What are Strong’s objections to giving married women property rights? List three things he thinks could happen if women were granted those rights.

3. If he believes that women should not own property, what should does he think they be doing? What assumptions does Strong have about women and their capabilities?

4. Is Strong’s evidence complete? Does he consider other views? Does he explain why he has this particular conceptual framework?

6. “Agricola” was an anonymous writer to the editor of the Wisconsin Democrat. How does this writer’s view differ from Strong? What evidence does s/he provide?

7. What does Agricola say about Strong’s evidence for his views (pp. 361–362)? What is implied in her criticism of his evidence?

8. Why does Agricola believe that giving a husband legal control over his wife’s money is a bad thing? What harm does s/he see coming from it?

9. Who do you think had the most to benefit from either granting or denying a woman’s right to own property? Men? Women? Both? List reasons both for and against property rights from the perspective of a man and then of a married woman.

10. Both Strong and Agricola describe women as virtuous and moral, yet arrive at different conclusions about the effects of allowing women to own property. Why do you think this is? Why might people at this time have found appeals to women’s virtue compelling? List your reasons in statements beginning “Because…”

11. Are there any good reasons for treating men and women differently under the law? Why? Give at least one example of a situation in which men and women ought not be treated exactly the same way.

8th Grade Standards Addressed: 8.1, 8.2, 8.4, 8.5, 8.10, 8.12

12th Grade Standards Addressed: 12.1, 12.2, 12.4, 12.6, 12.8, 12.15


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