What’s Wrong with ‘Equal Rights’ For Women?

The article review must be four to five pages in length, double-spaced; regular 12 font; and spelled-checked for typos and grammatical errors, and include a cover page with student information, specific class section, and date. Student must cite material used from this article in an appropriate manner– in this case by using the Chicago Style method

 

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Please read “What’s Wrong with ‘Equal Rights’ For Women?” and use these specific guidelines to answer the following questions:

  1. Background of the Document (primary source): In the first paragraph, write a brief introduction about the author and a general description of this particular document which she wrote. This information can be found on many online websites.
  2. General OverviewFollowing next, a general discussion of the document’s content should be provided. Here, the student must devote one or two paragraphs for this section. It is precisely here that students provide an overall description of this source. The critical review itself will come afterwardsIn this case, the general overview can be provided by answering these two questions:

What faults does Shlafly identify in the women’s liberation movement? How does she defend traditional female roles?

  1. Methodology & SourcesIt is very important that students pay attention to the historical sources and methods used for writing this document.

For example, does the author rely on factual historical evidence or on speculations and assumptions to support her position against the women’s liberation movement? Furthermore, does the author use humor, sarcasm, crude criticism, or sharp intellectual analysis to elaborate on her/his ideas?

  1. Critical Historical Analysis: In this section (which must comprise the bulk of the work), students must proceed to assess and critique the author’s arguments and viewsby testing them against historical experience and circumstances.

First, how well does the author present the information and her ideas? If not, explain why. Second, what are the strengths and weaknesses of her views against the women’s liberation movement and her defense for traditional female roles? Here the student must cite at least one quote from the document to point out either a strength or flaw in the author’s analysis. Third, based on historical experience, do you think women’s lives have improved, or changed for the better, as a result of the women’s liberation movement? Here students must cite historical examples or situations that exemplify either the improvement or deterioration of women’s lives and social conditions after the women’s liberation movement.

  1. Conclusion: In this last segment, students must end the critical essay by assessing this document within a historical context.

How do you think this document reveals the concerns, fears, or doubts that certain segments of the population in the US (mainly conservative groups) feel about the drastic changes taking place in the world with the coming of modernity and the excessive liberal values of the 1960s?

The article review must be four to five pages in length, double-spaced; regular 12 font; and spelled-checked for typos and grammatical errors, and include a cover page with student information, specific class section, and date. Student must cite material used from this article in an appropriate manner– in this case by using the Chicago Style method

 

 

Please read “What’s Wrong with ‘Equal Rights’ For Women?” and use these specific guidelines to answer the following questions:

  1. Background of the Document (primary source): In the first paragraph, write a brief introduction about the author and a general description of this particular document which she wrote. This information can be found on many online websites.
  2. General OverviewFollowing next, a general discussion of the document’s content should be provided. Here, the student must devote one or two paragraphs for this section. It is precisely here that students provide an overall description of this source. The critical review itself will come afterwardsIn this case, the general overview can be provided by answering these two questions:

What faults does Shlafly identify in the women’s liberation movement? How does she defend traditional female roles?

  1. Methodology & SourcesIt is very important that students pay attention to the historical sources and methods used for writing this document.

For example, does the author rely on factual historical evidence or on speculations and assumptions to support her position against the women’s liberation movement? Furthermore, does the author use humor, sarcasm, crude criticism, or sharp intellectual analysis to elaborate on her/his ideas?

  1. Critical Historical Analysis: In this section (which must comprise the bulk of the work), students must proceed to assess and critique the author’s arguments and viewsby testing them against historical experience and circumstances.

First, how well does the author present the information and her ideas? If not, explain why. Second, what are the strengths and weaknesses of her views against the women’s liberation movement and her defense for traditional female roles? Here the student must cite at least one quote from the document to point out either a strength or flaw in the author’s analysis. Third, based on historical experience, do you think women’s lives have improved, or changed for the better, as a result of the women’s liberation movement? Here students must cite historical examples or situations that exemplify either the improvement or deterioration of women’s lives and social conditions after the women’s liberation movement.

  1. Conclusion: In this last segment, students must end the critical essay by assessing this document within a historical context.

How do you think this document reveals the concerns, fears, or doubts that certain segments of the population in the US (mainly conservative groups) feel about the drastic changes taking place in the world with the coming of modernity and the excessive liberal values of the 1960s?

 

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