In a well-organized essay, analyze and compare two female characters from different works we have studied this semester. Your essay should examine how these characters are similar and/or different in terms of their identities, struggles, and responses to the social expectations placed upon them. In addition, extend your analysis beyond the texts by connecting these characters to the experiences of women in the modern world. Consider how the issues they face—such as gender roles, independence, power, or inequality—relate to contemporary conversations about feminism. In what ways do these characters reflect, challenge, or differ from the realities of women today? Be sure to: Develop a clear thesis that makes a meaningful comparison between the two characters Use specific textual evidence from both works to support your ideas Analyze how each character engages with or resists societal expectations Make thoughtful connections to modern-day feminist issues Your response should demonstrate critical thinking, close reading, and the ability to synthesize ideas across texts and real-world contexts. Grading Rubric: 25/25 Student provides three or more scholarly articles that come from the SWTX database, including a pre-constructed works cited entry for each article used.  25/25 Essay includes a clear thesis statement (TS), a topic sentence and transition for each body paragraph, and a restated TS in the conclusion; In addition, there is a clear introduction, body, and conclusion to the essay 25/25 Essay includes a literary and scholarly source for each of the main ideas; Content shows a clear understanding of the readings and analysis of ideas  25/25 Grammar/Usage/Mechanics/Punctuation/3rd person POV

In class, we noted that Progressive reformers were obsessive “cleaners”, and they saw joining the British in World War I as a way to: 

T/F: According to this popular History Channel in-class documentary, U.S. Pres. Woodrow Wilson, who won re-election on the slogan, “He kept us out of war,” never urged neutrality because he felt it would be a sign of weakness.

Some test topics overlap into subsequent ones as now: We learn that historians define Progressivism, a movement that leads to the first World War of the 1900s as:  

History in this course is said to be important for teaching us about the “worst” and “best” of the past so we theoretically can learn how to better participate in what we define as a Democracy.

U.S. school children learn that World War I started when Archduke Franz Ferdinand and his wife Sophie were assassinated in 1914, triggering a series of interconnected treaties. But in this course, we went back further in one of our mandatory face-to-face in-class attendance-checked lectures, to: 

Some of these programs put men 18-25 and later 18-45 to work because leaders:

Eleanor Roosevelt becomes a modern First Lady, unelected but affecting policy. She does so by:

We are moving into Exam III, which will keep pushing you based upon reading, lecture attendance and participation in chapter work, with a look now and then at The Cartoon History of the United States. Our remaining weeks will fly by. The best way to ace the course is to:

Noted in class, Margaret Sanger and women like her who are known as “WASPs” shown in a photograph in a class lecture are famous for: