Hello all, Can you help me with this assignment? Please see the...

Hello all, 

Can you help me with this assignment? Please see the attached file.

The first one is my teacher's requirement and the others are 5 sources as his requested.

Thank you!

ARGUMENT PAPER ASSIGNMENT SHEET Find a source that is making an argument that you fnd interesTng. (±his will be your main source ²or the paper.) ±his source can be one o² the readings ²rom Gra³ & Birkenstein, or it can be a source you fnd on your own. Your paper will be a response to this source.
Present the argument and make responses to the argument using ²urther research. In the end, show how your understanding o² the
argument has changed. Do you agree with it more or less than you did when you frst read it? Do you disagree with it more or less
than you did when you frst read it?
(1)
±ell me which main source you are going to write about. ±his is either one o² the readings ²rom Gra³ & Birkenstein or another source (making an argument) that you have ²ound. Give me an author name and an arTcle name, as well as the
name o² the periodical it appears in, i² it does.
Requirements:
±here are no ²ormat requirements. Write in whole sentences.
Grading Rubric Weights

Sentence Quality (20%):
Paper makes strong sentences!
Paper meets standards o² grammar, mechanics, and ²ormality set ²orth in Writer’s Re²erence
.  Assignment/Format (80%):
Paper meets assignment requirements ²or content.
Paper meets source count.
Grade will be part o² the acTviTes grade ²or the quarter.
ARGUMENT DRAFT (due Monday, December 1).
Write a paper with the ²ollowing outline: IntroducTon:
One or two paragraphs that show the reader what is interesTng and important about the controversy the main source argument is involved in. You can describe the conversaTon that the main source is parTcipaTng in. At the end o² the introducTon, tell the reader
what the overall claim that your paper will be making.
Main source summary:
One paragraph that summarizes the argument o² your main source.
Responses:
At least ²our paragraphs that respond to di³erent points in the main source argument. ±hese responses will be pa´erned on the
Argument Response ±emplate Sheets. You can use any ±emplates ²rom the two sheets. You can use the same ±emplate mulTple
Tmes, but do try to have some variety. Each o² these paragraphs will develop the response with in²ormaTon ²rom at least one
addiTonal source.
Conclusion:

A year ago, few folks were talking about Sheryl Sandberg. Her thoughts on feminism were of little interest. More significantly, there was next-to-no public discussion of feminist thinking and practice. Rarely, if ever, was there any feminist book mentioned as a bestseller and certainly not included on
the
New York Times
Best Seller list. Those of us who have devoted lifetimes to teaching and writing
theory, explaining to the world the ins and outs of feminist thinking and practice, have experienced
that the primary audience for our work is an academic sub-culture. In recent years, discussions of feminism have not evoked animated passion in audiences. We were far more likely to hear that we
are living in a post-feminist society than to hear voices clamoring to learn more about feminism. This
seems to have changed with Sandberg’s book
Lean In,
holding steady on the
Times
bestseller list for
more than sixteen weeks.
No one was more surprised than long-time advocates of feminist thinking and practice to learn via
mass media that a new high priestess of feminist movement was on the rise. Suddenly, as if by magic, mass media brought into public consciousness conversations about feminism, reframing the scope and politics through an amazing feat of advertising. At the center of this drama was a young,
high-level corporate executive, Sheryl Sandberg, who was dubbed by Oprah Winfrey and other
popular culture pundits as “the new voice of revolutionary feminism.”
Forbes Magazine
proclaimed
Sandberg to be one of the most influential women in the world, if not the most. Time
Magazine ranked her one of a hundred of the most powerful and influential world leaders. All over
mass media, her book
Lean In
has been lauded as a necessary new feminist manifesto.
Yet Sandberg confesses to readers that she has not been a strong advocate of feminist movement;
that like many women of her generation, she hesitated when it came to aligning herself with feminist
concerns. She explains:
I headed into college believing that the feminists of the sixties and seventies had
done the hard work of achieving equality for my generations. And yet, if anyone had
called me a feminist I would have quickly corrected that notion…. On one hand, I
started a group to encourage more women to major in economics and government. On the
other hand, I would have denied being in any way, shape, or form a feminist. None of my college friends thought of themselves as feminists either. It saddens me to admit
that we did not see the backlash against women around us…. In our defense, my friends
and I truly, if naively, believed that the world did not need feminists anymore. Although Sandberg revised her perspective on feminism, she did not turn towards primary sources (the work of feminist theorists) to broaden her understanding. In her book, she offers a simplistic
description of the feminist movement based on women gaining equal rights with men. This
construction of simple categories (women and men) was long ago challenged by visionary feminist
thinkers, particularly individual black women/women of color. These thinkers insisted that everyone
acknowledge and understand the myriad ways race, class, sexuality, and many other aspects of
identity and difference made explicit that there was never and is no simple homogenous gendered
identity that we could call “women” struggling to be equal with men. In fact, the reality was and is that

I am proud of my bona Fdes on supporting the advancement of women. It angers me to think how slow executive suites and boardrooms are to welcome more qualiFed females.
Stubborn gender wage gaps
for
comparable work are unacceptable and must be closed.
However, with all of the attention and focus on supporting equal
opportunities for women, we have taken our eyes o± an alarming trend. Young men in the US are in trouble by any measure of educational
attainment. It’s a big deal and, for reasons of political correctness, we aren’t
talking enough about this growing national problem.
I refuse to believe the support of young American’s progress is a zero-sum
game — that somehow if we call attention to the problem and take a
di±erent approach to improve the experience and outcomes of boys it would
come at the expense of celebrating and enabling continued advancement of
girls. We can and must recognize the unique challenges of young men and
we had better start doing something about it now.
Have you taken a stroll on a college campus recently? Where have the men gone? In the latest census
, males comprise 51% of the total US population
between the ages of 18-24. Yet, just over 40% of today’s college students are
men. In fact, in each year since 1982, more American women than men
have
received bachelor’s degrees Over the last decade two million more
women graduated from college than men. And the gap continues to grow. Michael Thompson, author of
Raising Cain
, a great book on the plight of
young males, illustrates the path we are going down with a startling
extrapolation. He notes that if today’s trends continue unaltered, the last
young man in the US to get a college degree will do so in 2068. Scary stu±.
The gender achievement gap is astounding. The average 11th grade boy
writes at the level of the average 8th grade girl. Men are signiFcantly
underperforming women. According to a recent
NBC news report
, women
dominate high school honor rolls and now make up more than 70% of class valedictorians.
Again, I am happy to see women succeeding. But can we really a±ord for our
country’s young men to fall so far behind? A growing education attainment gap has profound consequences for the economy. It mattered far less during the industrial era when young men in this country
could Fnd good high-wage jobs in the manufacturing sector without a college
degree or post-secondary credential. In a post-industrial economy, the social
contract has changed. The deal used to be that college was only for a narrow
segment of our population. Everyone else willing to work hard could make
enough money to raise a family and achieve the American dream of owning

What Would You Do If You Weren't Afraid? My grandmother Rosalind Einhorn was born exactly fifty-two years before I was, on August 28, 1917.
Like many poor Jewish families in the boroughs of New York City, hers lived in a
small, crowded
apartment close to their relatives. Her parents, aunts, and uncles addressed her male
cousins by their
given names, but she and her sister were referred to only as "Girlie." During the Depression, my grandmother was pulled out of Morris High School to
help support the
household by sewing fabric flowers onto undergarments that her mother could resell
for a tiny profit.
No one in the community would have considered taking a boy out of school. A boy's
education was
the family's hope to move up the financial and social ladder. Education for girls,
however, was less
important both financially, since they were unlikely to contribute to the family's
income, and culturally, since boys were expected to study the Torah while girls were expected to run a "proper
home." Luckily for my grandmother, a local teacher insisted that her parents put her
back into school.
She went on not only to finish high school but to graduate from U.C. Berkeley.
After college, "Girlie" worked selling pocketbooks and accessories at David's Fifth
Avenue. When she left her job to marry my grandfather, family legend has it that David's had to hire
four people to

Lately, the raging debate about issues of "work-life balance" has focused on whether or not women can "have it all." Entirely lost in this debate is the growing strain of
work-life balance on men, who today are feeling the
competing demands of work and home as much or more
than women. And the truth is as shocking as it is obvious:
No one can have it all
The baby has a heartbeat. The ultrasound shows ten fuzzy
Fngers and ten fuzzy toes and a tiny crescent-moon mouth that
will soon let out the Frst of many wails. We have chosen not to
Fnd out the gender, and when the question comes, as it does
every day, we say we have no preference. Ten Fngers, ten toes. A
wail in the delivery room would be nice. But in private, just us,
we talk. About the pros and cons of boys versus girls, and about
whether it would be better, more advantageous, to be born a boy
or a girl right now. It's a toss-up, or maybe just a draw —
impossible to say that a boy or a girl born in America in 2013 has
any conspicuous advantages because of his or her gender.
Consider the facts: Nearly 60 percent of the bachelor's degrees in
this country today go to women. Same number for graduate
degrees. There are about as many women in the workforce as
men, and according to Hanna Rosin's 2012 book, The End of
Men, of the Ffteen professions projected to grow the fastest over
the coming years, twelve are currently dominated by women. Per
a 2010 study by James Chung of Reach Advisors, unmarried
childless women under thirty and with full-time jobs earn 8
percent more than their male peers in 147 out of 150 of the
largest U. S. cities. The accomplishments that underlie those
numbers are real and world-historic, and through the grueling
work of generations of women, men and women are as equal as
they have ever been. Adding to that the greater male
predisposition to ADHD, alcoholism, and drug abuse, women
have nothing but momentum coming out of young adulthood —
the big mo! — and then. ..
Well, what exactly? Why don't women hold more than 15 percent
of Fortune 500 executive-o±cer positions in America? Why are
they stalled below 20 percent of Congress? Why does the
average woman earn only seventy-seven pennies for every dollar
made by the average man? Childbirth plays a role, knocking

84 JULY/AUGUST 2012 THE ATLANTIC