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RuthRosen.docx

Ruth Rosen, The World Split Open: How the Modern Women's Movement Changed America, Chap. 1 and 2 (pp. 3-59) MLA format.

Weekly Essay Guidelines and Grading Rubric In an effort to help you understand important concepts in the course, I have developed a series of required weekly essay assignments. Each will consist of a multi-part question based on the assigned readings for that week. These are designed to measure your comprehension of the readings and to gauge your critical thinking. SUBMISSION: Essays will be due by 11:55 PM on the due date and must be uploaded to two links in order to receive a grade. The first link is the grading link; it appears next to an icon of a hand holding a piece of paper. The second link is Turn-It-In, a program that detects plagiarism by comparing your work to all online and printed sources as well as student papers; that link will appear next to an icon of a red arrow. All work must be saved as Word, RTF, or Adobe/PDF. GRADE: Each weekly essay is worth 100 points. The average of the weekly essays will account for 40% of the final course grade. A grading rubric follows on the next page. When you receive your grade, make sure also to read the feedback that I provide to improve your work and to clarify information. Late, incomplete, or essays which are not cited will not be graded. Extensions will not be granted without the prior approval of the instructor. Grades will be posted on the Vancko Hall grade book within seven days of the assignment due date. CONTENT and FORMAT: Weekly essays must be a minimum of 750 words. Students must incorporate quotations and specific examples from the assigned readings for that week as well as their own ideas and analysis. Quotations are important to support analysis and should be included, but should be kept short. Do not use block quotes. Use 12-point Times New Roman font with 1” margins, double-spaced, with your name at the top of the first page. Essays must incorporate all readings/sources listed. All work must be original, and you must use citations when incorporating any material (direct or indirect) from the assigned sources. Citation format is MLA parenthetical citations. Refer to Purdue Owl Citation Guide link. Include works cited at the end of your weekly essay. Please do not use block quotes. Acceptable formats are Word, RTF, or Adobe/PDF. SOURCES: Students must use assigned readings only; no additional or substitute materials. Students are reminded that all work must be their own. Cheating, plagiarism, and other acts of academic dishonesty will not be tolerated. See the plagiarism guidelines. The use of all Internet sites, such as Wikipedia, is prohibited.

The Question

BACKGROUND Although women achieved the vote in the 19th amendment, the Equal Rights Amendment did not pass in the 1920s. The efforts at constitutional reform to gain rights in the 1910s and 1920s had nevertheless been an era of great progress for women. However, did not mean that women's rights was on a steady upward trajectory. By the 1950s, society was markedly conservative and it would take yet another movement for women to gain equality. This essay examines the historical context for the women's rights movement of the 1960s-70s by establishing what limitations women were faced with in prior decades.

QUESTIONS (a) How did social expectations in the 1950s-60s about women's domestic responsibilities and sexual roles limit women?

(b) How did women express their discontent and challenge limitations?