Read the excerpt from A History of Women’s Suffrage by Stanton, Anthony, and Gage. It would be nearer the truth to say the [gender] difference indicates different duties in the same sphere, seeing that man and woman were evidently made for each other, and have shown equal capacity in the ordinary range of human duties. In governing nations, leading armies, piloting ships across the sea, rowing life-boats in terrific gales; in art, science, invention, literature, woman has proved herself the complement of man in the world of thought and action. This difference does not compel us to spread our tables with different food for man and woman, nor to provide in our common schools a different course of study for boys and girls. Sex pervades all nature, yet the male and female tree and vine and shrub rejoice in the same sunshine and shade. The earth and air are free to all the fruits and flowers, yet each absorbs what best ensures its growth.

Which statement best summarizes the authors’ ideas?

The differences between men and women allow them to balance one another, and they should be considered as equal as they are in nature.

There are differences between men and women that should be more considered when determining what boys and girls learn in school.

Men and women are different, and they perform different duties throughout history, school, and nature.

Men and women have served different roles in government and society, but women will soon prove their superiority when they have rights.

Read the passage, then answer the question that follows. no one could have seen it at the time, but the invention of beet sugar was not just a challenge to cane. it was a hint—just a glimpse, like a twist that comes about two thirds of the way through a movie—that the end of the age of sugar was in sight. for beet sugar showed that in order to create that perfect sweetness you did not need slaves, you did not need plantations, in fact you did not even need cane. beet sugar was a foreshadowing of what we have today: the age of science, in which sweetness is a product of chemistry, not whips. in 1854 only 11 percent of world sugar production came from beets. by 1899 the percentage had risen to about 65 percent. and beet sugar was just the first challenge to cane. by 1879 chemists discovered saccharine—a laboratory-created substance that is several hundred times sweeter than natural sugar. today the sweeteners used in the foods you eat may come from corn (high-fructose corn syrup), from fruit (fructose), or directly from the lab (for example, aspartame, invented in 1965, or sucralose—splenda—created in 1976). brazil is the land that imported more africans than any other to work on sugar plantations, and in brazil the soil is still perfect for sugar. cane grows in brazil today, but not always for sugar. instead, cane is often used to create ethanol, much as corn farmers in america now convert their harvest into fuel. –sugar changed the world, marc aronson and marina budhos how does this passage support the claim that sugar was tied to the struggle for freedom? it shows that the invention of beet sugar created competition for cane sugar. it shows that technology had a role in changing how we sweeten our foods. it shows that the beet sugar trade provided jobs for formerly enslaved workers. it shows that sweeteners did not need to be the product of sugar plantations and slavery.