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Assignment Format File for Common Assessment B: Women and Labor
Analyze, Synthes
Assignment Format File for Common Assessment B: Women and Labor
Analyze, Synthesize, and Compare and Contrast: Women and Labor
Due Date
April 6, 2024
Purpose
Students will demonstrate the ability to:
Analyze historical facts and interpretations
Analyze and compare political, geographic, economic, social, cultural, religious, and intellectual institutions, structures, and processes across a range of historical periods and cultures
Recognize and articulate the diversity of human experience across a range of historical periods and the complexities of a global culture and society
Draw on historical perspective to evaluate contemporary problems/issues
Analyze the contributions of past cultures/societies to the contemporary world
Skills
The purpose of this assignment is to help you practice the following skills that are essential for your success in this course, in college, in the field of History, and in your professional life beyond college:
Analyzing and synthesizing primary documents
Comparing and contrasting experiences and perspectives
Thinking critically about written information
Knowledge
This assignment will also help you to become familiar with the following important content in this discipline:
First Wave Feminism
The struggle of socialism and labor movements more broadly
How two major social movements intersected and shaped both sides thereafter.
Task
Read the excerpts from published slave narratives found in Content under Common Assessment B: Women and Labor. Complete and submit a ten-paragraph written assignment based on this content (and this content alone) addressing each of the topics below and following the instructions and format for each topic:
Mary Wollstonecraft, an early feminist, wrote about the potential of women’s rights during the course of the French Revolution.
In the first part of this essay, what bothers Mary Wollstonecraft about the treatment of educated women? (Remember that at this time in history, there is no middle class; only rich women don’t work.) What activities/jobs are educated women not allowed to do? What remains for them to do as industrial workers? How fulfilling or engaging are these jobs? (paragraph 1)
What benefits does Wollstonecraft argue would result from providing educational opportunities to women? How could these women use their education in the workforce? What qualities of life would improve for the woman and those around her? (paragraph 2)
Now read the account of the Peterloo Massacre in England, 1819.
Identify the rights for which the workers were marching for prior to Hunt’s speech. What specific references are there to women being present? Please remember to paraphrase, not directly quote the primary source. (paragraph 3)
What prompted the breakup of the gathering? How were the workers treated by the militia and the police? Did the protestors accomplish their goals and desired results? (paragraph 4)
The mills in Lowell, Massachusetts, were the first all-in-one manufacturing plants for cloth in the United States. They competed with the British mills during the first half of the 1800s.
How is the recruitment of women described by Harriet Hanson Robinson? Why is it so hard to recruit for the factories? What incentives are there? What are the downsides? (paragraph 5)
Why did women choose to work at Lowell Mill? To fund who or what? Did they have other options? How does this situation reflect the overall status of women at that time? (paragraph 6)
Please read the Communist Manifesto by Marx and Engels. Although the ideas of socialism had been floating around since the French Revolution of the late 1700s, Marx and Engels created the concise outlay of the theories in 1848.
According to Marx and Engels, who are the proletariat? Who are the bourgeoisie? Who are the elite, who control both the proletariat and the bourgeoisie? According to Marx and Engels, what is the current relationship between the proletariat and the bourgeoisie? If things don’t change, what will happen? (paragraph 7)
Now read about Lucy Parsons, an African American Socialist.
Lucy Parson is open in her critique of men and male socialists in 1905; they do not advocate for female workers. Do Marx and Engels ever identify the gender of the worker in the Communist Manifesto? How does Parson’s speech fit into their vision? Does anything she say contradict what all socialists – regardless of gender – should be striving for? (paragraph 8)
Carrying on from the works of Marx and Engels, Mao Tse Tung was one of the major focal points of Chinese society and culture after the end of the Empire. He had led the Communists to victory over the Nationalists in 1947, after a twenty-year civil war (and enduring the Japanese invasion during World War II). With the end of the Empire came many cultural changes and shifts away from Confucianism. Not all of these changes yielded positive results, but the way China thought of women and work was charged.
What has ‘undermined’ men’s domination of women as China has modernized and industrialized? How has the empowerment of peasants – particularly women – changed the very root of Chinese culture? Do you see similarities between the work of Marx and Engels and Mao regarding their views on women’s rights? (paragraph 9).
Finally, read the National Organization for Women’s statement of purpose, dating from 1966.
Based upon the NOW statement, what hasn’t been resolved about women and labor, at least in the United States by 1966? What statistics are provided? What jobs do women do? Referring back to Mary Wollstonecraft, are women using their educations as she hoped they would? Are the men helping them get equal wages, like Parsons had hoped? What modern day issues still persist for women in the workforce? (Paragraph 10)
Criteria for Success
A submission that follows the instructions provided in the Task above will contain ten paragraphs. No introductory or closing paragraph is required.
The name of the assignment, Analyze, Synthesize, and Compare and Contrast: Women and Labor should appear at the top of the submission.
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