This essay and the process used to complete it will account for 25% of your semester grade. You may choose to also use this paper as your exhibition, either this or next semester. Your paper must be 5-6 typed, double spaced, 12 pt font. Please bookmark this page. Your paper should answer one of the following questions:
Democracy and Equality for Women: The Right to Vote
- Why then? Why did the Women’s Suffrage Movement get underway when it did?
- Why did some women take issue with the Women’s Suffrage Movement? Was their criticism justified?
- In what ways did the Women’s Suffrage Movement perpetuate the status quo?
- How did social norms and assumptions about gender impact the rhetoric, tactics, and philosophy the Women’s Suffrage Movement?
Democracy and Equality for Women: The Movement for Birth Control
- Why then? Why did the movement for birth control get underway when it did?
- How did the political climate and cultural traditions of the early Twentieth Century hinder women’s reproductive rights?
- How have Federal court decisions impacted women's reproductive rights?
Required Texts
Your response essay should reflect that you have done the required reading for this course. Papers that fail to discuss ideas and concepts shared across texts will be marked down.
Democracy and Equality for Women: The Right to Vote
a) "The Socialist Challenge" and "War is the Health of the State" (Zinn)
b) "Industrializing America" (Kerber, De Hart)
b) "Industrializing America" (Kerber, De Hart)
c) Who Built America? - "Radicals and Reformers in the Progressive Era" pgs 213-229 "Woman Suffrage", "Factory Reform and the Conditions of Labor", "The Garment Industry and Working Women's Activism", "Socialist, Marxists and Anarchists" and pgs 286-292 "Women Workers and Woman Suffrage" (American Social History Project)
d) Battle for Suffrage
e) Business of Being a Woman (Treckel)
f) Triangle Fire (PBS)
d) Battle for Suffrage
e) Business of Being a Woman (Treckel)
f) Triangle Fire (PBS)
g) Woman Suffrage (Emma Goldman)
h) Patriotism: A Menace to Liberty (Emma Goldman)
k) The Next Generation of Suffragists: Harriot Stanton Blatch and Grassroots Politics (Du Bois)
l) Pioneers at the Polls (Edwards)
m) other selected class links and documents and film clips and class notes
Democracy and Equality for Women: The Movement for Birth Control
c) Mohr - Abortion in America
d) Zinn – The Socialist Challenge, War is the Health of the State
l) Sanger - I resolved that women should have knowledge of contraception
o) Mike Wallace Interviews Margaret Sanger (C-Span)
Rubric
HISTORICAL CONTENT
16 - Demonstrates a clear, sophisticated, and nuanced understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses at least 3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved.
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 2-3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved.
8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 1 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved.
4 - Demonstrates little or no understanding of the historical time period and/or the cause and effect relationships between significant events; inaccurately discusses the Women's Suffrage Movement and/or several institutions involved.
ORGANIZATION
4 - Writer creates a well-organized essay. Arguments and analysis are sequenced logically to support the claim.
16 - Demonstrates a clear, sophisticated, and nuanced understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses at least 3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved.
12 - Demonstrates a clear understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 2-3 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved.
8 - Demonstrates an understanding of the historical time period and the cause and effect relationship between significant events; accurately discusses 1 of the four causes of the Women's Suffrage Movement and several institutions and/or people involved.
4 - Demonstrates little or no understanding of the historical time period and/or the cause and effect relationships between significant events; inaccurately discusses the Women's Suffrage Movement and/or several institutions involved.
ORGANIZATION
Writer makes effective use of transitions to link all parts of the essay.
3 - Writer creates an organized essay. Arguments and analysis are sequenced logically to support the claim.
Writer uses transitions to link all parts of the essay
2 - Writer creates a somewhat organized essay. Arguments and analysis are not always sequenced logically to support the claim. Writer attempts to use transitions to link parts of the essay.
1 - Writer provides very little to no organization. Writer does not use transitions to link any parts of the essay.
CLAIM AND CONTEXT
4 - Writer’s claim provides a precise, nuanced interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
- The introduction engages the reader and persuasively lays foundation for a passionate argument. It identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
- The conclusion continues and strengthens the claim. It highlights significance, expands insight and makes recommendations for future action.
3 - Writer’s claim provides a precise, interpretation of the sources that is grounded in multiple perspectives, historical, political, and/or social scientific context.
- The introduction identifies topic of the essay and provides ample contextual information that builds the readers’ understanding of the claim.
- The conclusion continues and strengthens the claim. It mentions significance and makes recommendations for future action.
2 - Writer’s claim provides a general interpretation of the sources OR a lack of clarity detracts from the claim.
- The introduction identifies topic of the essay and provides superficial contextual information that gives readers a partial understanding of the sources.
- The conclusion summarizes arguments and restates the claim.
1 - Writers claim only states a fact about the sources and offers no interpretation.
- The essay lacks a clear introduction.
- The essay lacks a coherent conclusion.
EVIDENCE, ANALYSIS, AND COUNTER-CLAIM
4 - Writer develops claim thoughtfully and persuasively using numerous relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.
- Writer cities specific textual evidence to support analysis of primary and secondary sources.
- Writer includes statistical data as part of the evidence to bolster claims and/or devalue counterclaims
- Writer provides insightful, thorough analysis of the evidence to support the claim, using the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.
Analysis of how the authors’ word choices impact the biases of the sources. Writer considers and discusses bias of authors when analyzing evidence.
Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.
3 - Writer develops claim using sufficient relevant, convincing pieces of evidence from both secondary and primary sources (including direct quotation), and statistical/numerical data.
- Writer cities textual evidence to support analysis of primary and secondary sources.
- Writer includes statistical data as part of the evidence to support claims and/or devalue counterclaims
- Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:
- Writer provides thorough analysis of the evidence to support the claim, using one or more of the following critical reading strategies:
Explanation of what the text says directly as well as analysis of meanings that are implied, hidden, hinted at, or left ambiguous in the text.
Analysis of how the authors’ word choices impact the biases of the sources. Writer considers and discusses bias of authors when analyzing evidence.
Evaluates the claims, premises, and evidence in both primary and secondary sources in order to challenge counter arguments and bolster initial claim.
2 - Writer develops claim using some relevant evidence from the texts, including direct quotations that support the claim.
- Writer provides a basic explanation of how the evidence supports the claim.
1 - Writer uses irrelevant or insufficient textual evidence to support analysis of text.
- Writer’s analysis of the evidence does not support the claim.
- Writer’s analysis of the evidence does not support the claim.
STYLE AND CONVENTIONS
4 - Writer uses a range of precise and varied vocabulary to elaborate or clarify ideas.
- Demonstrates command of the conventions of capitalization, punctuation (extends to hyphenation), and spelling consistently throughout the text.
- Mechanical and grammatical errors are rare or nonexistent.
- Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.
- Mechanical and grammatical errors are rare or nonexistent.
- Writer follows accepted conventions for formatting text citations such as MLA standards, footnotes, and parenthetical notes.
3 - Writer uses a range of vocabulary to elaborate or clarify ideas.
- There are few mechanical or grammatical errors.
- Writer follows accepted conventions for formatting text citations and adheres to MLA standards.
- There are few mechanical or grammatical errors.
- Writer follows accepted conventions for formatting text citations and adheres to MLA standards.
2 - Writer uses basic vocabulary to elaborate or clarify ideas
- There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.
- Writer attempts to follow accepted conventions for text citations and works cited page.
- There are many mechanical or grammatical errors that do not generally interfere with the reader’s ability to understand the essay.
- Writer attempts to follow accepted conventions for text citations and works cited page.
1 - Abundant mechanical and grammatical errors interfere with the reader’s ability to understand the essay.
- In text citations and works cited page are missing from the essay
- In text citations and works cited page are missing from the essay
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