The late 18th century and early part of the 19th century are important years in American history as there were very few precedents for what the founding fathers were trying to do with first the Articles of Confederation and then the Constitution. Their ideas were influenced by notable Enlightenment authors who embraced ideals of equality under the law and the importance of education – both of which will be only partially extended to women. The idea that men (but not necessarily women) were all equal is an Enlightenment idea and it is only incompletely realized during this time period. This is felt deeply by many educated elite women who pushed men to extend the legal rights afforded to women – particularly rights over property, legal standing and the right to vote (all things the male colonists complained that Britain had trampled on during the Revolution!). Women were celebrated for their public role during the Revolution, but after the new nation was formed they would need to carve out a niche within the new Republic. As part of your reading in the textbook make sure to note how the experience of the Revolution and the early Republic varied among different groups of women (wealthy vs. poor, colonial vs. native, and free vs. slave will all have varied responses). A local figure who isn’t included in your textbook can be found here: Alethia Browning Tanner.
Steps to complete the Assignment:
Read the sources provided below:
Chapter 3 including the Documents: Education and Republican Motherhood on pages 145-151 in your textbook.
The attached document provides a counterpoint to Rush and Murray’s arguments supporting education for women, Educating Women in the 19th century – a counterpoint to Rush and Murray.pdf.
Use this handout to help you in analyzing primary sources: How to Analyze Primary Sources.pdf. It will explain how historians evaluate and interpret primary documents.
Explore the list of women presented in the online exhibit at the National Portrait Gallery: A Will of their Own.
Write a 400-600 word essay that responds to the following questions – be sure to use examples to support your answers and demonstrate your understanding of the readings.
Although women did not have the right to vote, how were women politically active during the “Revolutionary Period” (from 1763 through the Revolutionary war). Provide examples from the textbook and the exhibit to support your thinking.
Why did men support these actions?
How did women’s political actions during the Revolutionary period help create the concept of Republican Motherhood?
How did this concept impact Rush’s and Murray’s ideas about women’s education?
How do you explain the difference between Rush and Murray’s ideas.
Your post should be 400-600 words long and use specific examples from the sources provided.
Overview:In her work, “Cyborg Manifesto,” Donna Haraway critiques traditional forms of feminism as too focused on individual and cultural identity. Instead, she sees a Utopian promise in leveling the gender “playing field” in the promise of posthuman chimeras (which, she believes we all are) — the cyborg. What do you make of her central thesis?
In their study of gender representations of domestic use robots, Carpenter et al. (2009) make the case that, “The very nature of a robot with a humanoid form mixed with implied (or real) functionality, the social characteristics of the robot and the context of use are combined with the individual user’s cultural expectations and will encourage a set of interaction norms,” (p. 264). In other words, our symbolic social interaction derived from cultural perceptions influence our need to project humanoid characteristics on anthropomorphized cyborgs. With this in mind, consider Haraway’s point that cyborgs will liberate us from gender constructs. What do you make of the conflict between her ideal concept of cyborgs and the everyday reality of interaction between humans and cyborgs?
Some questions to consider:
?Have the lines between human and cyborg really blurred to the point that “human” is no longer distinguishable? Is there a case to be made against Haraway’s claim that human has become chimera? If so, then how do you avoid falling into the trappings of biological determinism?
Is tech neutral? Or, are cultural biases encoded into the cyborgs that Haraway had such confidence would liberate us from gender constraints?
Consider the contemporary conversation over robot rights to citizenship and / or legal personhood from a gendered point of view. Do some robots have more rights than women?
In this unit, you will investigate the normal probability curve (the bell curve). Many variables, such as height and weight are “normally distributed.” This means, for example, that if you were to collect 10,000 female adult human heights, the histogram of that data would be shaped like a “bell” (with “most” of the data near the center or mean).
Use the following z table portion to assist you with answering the Discussion topics. There is a full z table in Doc Sharing.
Standard Scores and Percentiles.jpg
Different university departments use different tests to compare student performance and to determine graduate admission status. Three such tests are the GMAT, the LSAT, and the GRE.
Across the USA, results for these exams are normally distributed. What does that mean and why is this the case?
If you were to create a histogram of all GRE scores, what would you expect the histogram to look like? Would it be symmetrical? Would it be bell shaped? How many modes would it likely have? Would it be skewed?
Suppose that the mean GRE score for the USA is 500 and the standard deviation is 75. Use the Empirical Rule (also called the 68-95-99.7 Rule) to determine the percentage of students likely to get a score between 350 and 650? What percentage of students will get a score above 500? What percentage of students will get a score below 275? Is a score below 275 significantly different from the mean? Why or why not?
Choose any GRE score between 200 and 800. Be sure that you do not choose a score that a fellow student has already selected. Using your chosen score, how many standard deviations from the mean is your score? (This value is called the z-value). Using the table above (or the z table in Doc Sharing), what percentage of students will likely get a score below this value? What percentage of students are likely to get a score above this value?
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