Paper One – Directions
Overview: The papers in this course are exercises in research and writing. They are designed to
enhance both analytical and communication skills and to provide a deeper understanding of
history.
Assignment: Using four primary sources from the list below, answer the following question(s):
How do these documents and their authors reflect the “New Woman” of the late nineteenth
and early twentieth centuries? What types of freedoms did women demand in these years?
Elizabeth Cady Stanton, “Home Life” (ca. 1875)
Frances E. Willard, Women and Temperance (1883)
Ida B. Wells, Crusade for Justice (ca. 1892)
Charlotte Perkins Gilman, Women and Economics (1898)
Mary Church Tyrell, “What It Means to be Colored in the Capitol of the United States”
(1906).
Margret Sanger, “Freedom Motherhood” (1920)
Carrie Chapman Catt, Address to Congress on Women’s Suffrage (1917)
These documents can be found in your V
oices of Freedom collection edited by Eric Foner and at
http://explorehistory.ou.edu.
To properly analyze primary sources you should utilize secondary sources: the textbook by
Glenda Gilmore and Thomas Segrue, articles by Sidney Bland, “Shaping the Life of the New
Woman: The Crusading Years of the Delineator” and Kathy Piess, “Charity Girls & City Pleasures,”
OAH Magazine of History.
The following website may also prove helpful:
https://dp.la/primary-source-sets/sets/the-new-woman
Other Directions:
• It should be 1000-1250 words (3-4 pages in 12-point font).
• Your essay must have a title that reflects your core theme or argument.
• Proofread your paper carefully to avoid spelling and grammatical errors.
• You must include footnotes and a bibliography in
Chicago Manual of Style. See the citation
guide at:
http://explorehistory.ou.edu/wp-content/uploads/2013/07/CitationGuide2014.pdf
Writing the Essay: http://explorehistory.ou.edu features tutorials to help you with the
following essential elements of a strong paper:
Crafting a Thesis: A strong thesis goes beyond simply reporting what you found; it uses
the evidence to broaden, qualify, or even contradict our understanding of an important
theme in U.S. history. Your thesis may emerge gradually as you wrestle with your
documents in early drafts. In your finished paper, however, feature your thesis in the
introduction.
Working the Evidence: Most of a history essay should consist of “evidence paragraphs,”
which develop and support the thesis with primary source analysis and quotations.
Quote when you’ve made an assertion your reader is unlikely to accept without proof.
After you quote, always explain: try to tease unforeseen implications out of the
evidence; try to fend off a naysayer’s objection to your reading of the quotation.
Structuring the Essay: As your paragraphs begin to emerge from this process of working
the evidence, unify each one with a topic sentence, and arrange them in a sequence
that builds toward your strongest claims. Your finished essay should thus feature a
clearly sign-posted order as it advances from the introduction through your body
paragraphs and, finally, to your conclusion.
Prose: Your essays should also clearly written and free from spelling and grammatical
mistakes.

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