HIST/WGST 473: A HISTORY OF MODERN AMERICAN WOMEN

Transcription

1 Department of History Dr. Sara Alpern Texas A&M University Office: 211B Glasscock Building HIST/WGST 473 (Sec 500) Spring 2014 Phone: ; Message: Class Meetings: M, W, F 1:50-2:40 p.m. Office Hours: M, W, F. 10:15-11:00 Glasscock 008 and by appointment Virtual Office Hours: s-alpern@tamu.edu Course Description and Objectives: HIST/WGST 473: A HISTORY OF MODERN AMERICAN WOMEN The emergence of the American woman in the 1890s and her history through the present. Women as organizers, innovators, political reformers, workers, social activists, housewives, mothers, consumers, and feminists will be examined. The objective is to be neither comprehensive nor definitive, but to introduce students to the key themes, events, and personalities of the period and to develop their critical thinking, writing, reading, and note-taking skills. REQUIRED READINGS: 1. *Alpern, Sara. Eating Disorders Among Women: An Historical Review of the Literature from a Women s History Perspective. Agriculture and Human Values, VII, no. 3 and 4, (summer-fall, 1990): [Eating Disorders] 2. *Alpern, Sara and Dale Baum. Female Ballots: The Impact of the Nineteenth Amendment. Journal of Interdisciplinary History, XVI:1 (summer 1985): [Female Ballots] 3. *Baker, Paula. The Domestication of Politics: Women and American Political Society, American Historical Review 89 (June 1984): [Domestication of Politics] 4. Hymowitz, Kay S. The End of Herstory online City Journal, 12, no. 3 (summer 2002). (Access on Google on line using the title.)[ End of Herstory] 5. Muncy, Robyn. Creating a Female Dominion in American Reform New York: Oxford University Press, [Creating a Female Dominion] 6. Rosen, Ruth. A World Split Open. Pb ed. New York: Penguin, Revised paperback edition; Be sure you have this newest edition.) [World Split Open] 7. Ware, Susan. ed. Modern American Women: A Documentary History. Rev. 2d. ed. Boston, Ma.: McGraw Hill, (Revised paperback 2nd edition; Be sure you have this newest edition.) [Documentary] 8. AN ADDITIONAL BOOK OF YOUR CHOOSING WILL BE READ FOR PAPERS AND A CLASS PRESENTATION. * The E-reserve articles above are on under Course Reserves at library.tamu.edu READING: The best way to prepare for this class is to complete the assigned readings prior to the class discussion. 473_14a_syllabus_corecurriculum_final_wo questions 1

2 COURSE FORMAT: The meetings will include some formal lectures, but primarily consist of class discussion of assigned readings. The daily participation of each student will not only be encouraged, but expected. Prerequisites: None Core Objectives for American History Foundational Component Area 1. Critical Thinking (to include creative thinking, innovation, inquiry, analysis, evaluation, and synthesis of information). 2. Communication (to include effective development, interpretation and expression of ideas through written, oral, and visual communication). 3. Social Responsibility (to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities). 4. Personal Responsibility (to include the ability to connect choices, actions, and consequences to ethical decision-making). Student Learning Outcomes: In addition to gaining an understanding of the History of Modern American Women from 1890 to the present students will: 1. enhance their ability to ask questions of, accurately evaluate, and effectively synthesize primary and secondary historical writings. 2. develop the ability to effectively express their own ideas in written and oral form. 3. expand their knowledge of the historical and social contexts that created diversity in past and present human cultures. 4. apply knowledge about the human condition - in the past and present - to their personal lives and studies. 5. identify the foundational principles of good writing and how to apply them. 6. discuss the importance of writing to history - both as a source of information and a means to impart it. Grading Assessment with Optional Final: First Exam 25% 100 points Second Exam 25% 100 points Final Exam 25% 100 points Group Presentation 10% 40 points Individual Papers 15% 60 points 473_14a_syllabus_corecurriculum_final_wo questions 2

3 Grading Scale without the optional final: (2 exams and Group Presentation and Individual Paper combined) Each exam and the combined Group Presentation and Individual papers count for 1/3 of your final grade A % points B 80-89% points C 70-79% points D 60-69% points F 59% 179 and below **All graded assignments and exams must be completed to earn a passing grade.** Grading Scale in the case of an Optional Final: (3 exams and Group Presentation and Individual Paper) Each exam and the combined Group Presentation and Individual papers counts for 1/4 of your final grade A % points B 80-89% points C 70-79% points D 60-69% points F 59 and below 239 and below **All graded assignments and exams must be completed to earn a passing grade.** Grades will be based on exams (100 points each) and Group Presentation and Individual Papers (40, 60 points.) **You may not substitute the Optional final for the Group Presentation and Individual Papers. All papers MUST be typed or run on a computer and turned in on the assigned date at the beginning of class for full credit. Points are deducted for late papers. Papers are considered late if they are turned in after class has begun. Your paper is due at the beginning of class, the class after your presentation. Assignments and Examinations: 1. Examination #1 2 components: 1 of 2 choices for the Essay component for 50 possible points on February 12 th Objective component for 50 possible points February 14 th 2. Examination #2 2 components: Objective component for 50 possible points on March 24 th 1 of 2 choices for the Essay component for 50 possible points on March 26 th 3. Assignment #3 Combined synopsis, critique, & research paper. Write the research paper using the book you read for your class presentation as one of the scholarly sources for your topic. It is a 5 page (excluding notes and Bibliography) research paper using at least one primary source and at least 3 additional scholarly secondary sources as needed for your analysis. These combined papers are worth 60 possible points. 4. Assignment #4 Group Class Presentation This assignment is worth 40 points. 5. Optional Final Examination: Tuesday, May 6 th 3:30-5:30 p.m. for 100 possible points. Objective component for 50 possible points for the last section of the course & 1 of 2 choices for a Comprehensive Essay component for 50 possible points In the case of the Optional Final, students will receive their grades (including any extra credit points added to their class average) during the last class on April 29 th. Students will then decide to keep that grade (based on 300 possible points ) and not take the final or they will sign up to take the final and agree to have the grade of the final averaged in with their other grades (based on 400 possible points.) 473_14a_syllabus_corecurriculum_final_wo questions 3

4 Attendance and Late Papers: Attendance is important in this class for extra credit beyond the exams and papers. For class participation (which includes written answers to assignments on readings) and good attendance (no more than 2 unexcused absences) I will add the following to the final average. (1/2 point for good attendance and some participation; 1 point for good attendance and moderate participation; and 2 points for good attendance and consistent daily class participation.) Class participation consists of discussion of readings and primary sources, presentation of your research and typed answers to questions on the readings sent to you via prior to class. You will not be penalized for two unexcused absences but more will mean less chance for extra credit points for class participation. You cannot participate if you are not present! There are certain universityexcused absences that will not count against you. Please see for current policy on university-excused absences. Late papers will start minus points. If your 60 point paper is turned in late without a university excused absence or prior arrangement with the instructor, you will lose 5 points for every day late. (The paper is considered late if you come into class on the due date after the class has started!) Please keep copies of all your written work for study and for verification in case there is any confusion regarding your final grade. ATTENTION GRADUATE STUDENTS AND 497 HONORS STUDENTS: In addition to the requirements for this course, graduate students and honors students will write a page research paper on a mutually agreed upon topic of interest relating to the history of U. S. women from colonial times through the present. This paper is due on the last day of our class, Tuesday, April 29 th and it is worth 100 possible points and will be averaged in with your other grades for the course. Your total point possible is 400 points without the optional final and 500 points with the optional final. MAKE-UP POLICY: All make-up examinations will be given after the last regularly scheduled hourly exam. It will take place on Monday, April 7 th at 5 p.m. It is the student's responsibility to verify absence according to university requirements immediately after an exam is missed and to appear on Monday, April 7 th at 5 p.m. to make up said exam. Note: make-up exams are all essay and short answer questions. SUPPLIES: NOTE: Please purchase examination booklets (8.5" by 7") for your essay exams And the I.D. part of the Objective exam. Please purchase scantron # 882-ES for scantron portions of those exams. I do NOT permit tape recording in this class; please see me if you have special needs. Cell phones must be turned off during class. **Required Registration on the university s neo system AND a daily check of that e- mail address! 473_14a_syllabus_corecurriculum_final_wo questions 4

5 PLEASE TAKE SPECIAL NOTE OF THE FOLLOWING PARTS OF THIS SYLLABUS: ***History Majors who wish to explore career ideas, please contact Dr. Philip Smith in the History Department's advising office, Room 105, Glasscock Building, , Academic Integrity: An Aggie does not lie, cheat, or steal or tolerate those who do. Students are expected to be aware of and adhere to the Aggie Honor Council Rules and Procedures, available at: As commonly defined, plagiarism consists of passing off as one's own ideas, words, writings, etc. which belong to another. In accordance with this definition, you are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have the permission of that person. Plagiarism is one of the worst academic sins, for the plagiarist destroys the trust among colleagues without which research cannot be safely communicated. Plagiarism is a form of cheating. According to the Aggie Honor Code Web Site, plagiarism can be understood as the appropriation of another person s ideas, processes, results or words without giving appropriate credit. Plagiarism may involve uncited or uncredited use of papers or materials taken in whole or in part from other persons or references, such as from Internet Web sites, books, magazines, journals, or newspapers, or from other students papers. *****The following statement will be printed on all written assignments and signed and dated by each student: On my honor, as an Aggie, I have neither given nor received unauthorized aid on this academic work. Americans with Disabilities Act (ADA) Policy Statement: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides civil rights protection for persons with disabilities. Among other things, this legislation requires that students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If a student believes that he or she has a disability requiring an accommodation, please contact the Department of Student Life, Services for Students with Disabilities in Room B-116 Cain Hall ( ). For additional information visit Important Note: The handouts used in this course are copyrighted. By "handouts," I mean all materials generated for this class, which include, but are not limited to, syllabi, exams, reading guides, and paper topics. Because these materials are copyrighted, you do not have the right to copy the handouts, unless I expressly grant permission. Also, please do not record the lectures or take notes for any outside note-taking company without my permission. 473_14a_syllabus_corecurriculum_final_wo questions 5

6 COURSE SCHEDULE OF WEEKLY TOPICS, READINGS, AND ASSIGNMENTS: Please bring the assigned books and/or articles to class for class discussions. READINGS: JANUARY 13 JANUARY 15 JANUARY 17 Begin reading: Documentary: Preface; Chapters 1, 2; Read Baker s Domestication of Politics article; Begin reading Creating a Female Dominion Introduction to History and to this Course What is History? Discussion Class meets today for Library Instruction in Room 417C in the Library Annex READINGS: JANUARY 20 JANUARY 22 JANUARY 24 Keep Reading: Documentary: Chapters 1, 2; review Domestication of Politics; continue reading Creating a Female Dominion: Chapters 1, 2. University observance of MLK, Jr. day/no class Women's History Methodology & Overview of U. S. Women s History through the 1890s Discussion of Domestication of Politics Discussion of Chapters 1 & 2 in Documentary READINGS: For Monday: Documentary: Chapters 3 & 4; & Creating a Female Dominion: Chapters 1&2 JANUARY 27 Discussion of Documentary: Chapters 3.4 JANUARY 29 JANUARY 31 Highlights of Women in the Progressive Era (using both books) Women s Education; Women at Work and Female Rebels (using both books) READINGS: FEBRUARY 3 FEBRUARY 5 FEBRUARY 5 For Monday: Documentary: Chapter 5; Female Ballots on-reserve; For Wed: Documentary: Chapter 6, Review Female Ballots; Complete Creating a Female Dominion. The Road to Woman Suffrage Female Ballots and Women in the 1920s (bring Documentary, Female Ballots, and Creating a Female Dominion.) Continue Wed s discussion and complete discussion of Creating a Female Dominion. 473_14a_syllabus_corecurriculum_final_wo questions 6

7 READINGS: FEBRUARY 10 FEBRUARY 12 FEBRUARY 14 Review ALL readings. REVIEW Essay component: You will write on 1 of 2 essay choices Objective Component: 50 multiple choice questions READINGS: Documentary: Chapter 7. FEBRUARY 17 Film: Women of Summer in Library Annex Room 410 FEBRUARY 19 Discussion of Chapter 7. FEBRUARY 21 FIRST CLASS PRESENTATION Class meets in Room 410 in the Library Annex. READINGS: Documentary: Chapter 8 FEBRUARY 24 FEBRUARY 26 FEBRUARY 28 Women in the Depression & the New Deal Women in World War II SECOND CLASS PRESENTATION Class meets in Room 410 in the Library Annex READINGS: Documentary: Chapters 8, 9: Begin World Split Open: Chapters 1, 2. MARCH 3 MARCH 5 MARCH 7 Women in the 1940s and 1950s Continued discussion using both books THIRD CLASS PRESENTATIONS Class meets in Room 410 in the Library Annex. SPRING BREAK MARCH READINGS: Documentary: Chapter 10, 11; World Split Open: Chapters 1, 2, 3, 4 MARCH 17 MARCH 19 MARCH 21 Women in the 1940s and 1950s using Documentary & World Split Open Discussion of Women in the 1960s using Documentary & World Split Open. Discussion of Women in the 1960s using Documentary & World Split Open. (continued) 473_14a_syllabus_corecurriculum_final_wo questions 7

8 READINGS: MARCH 24 MARCH 26 MARCH 28 REVIEW All Readings for this section of the course. REVIEW Objective Exam Component of Second Exam Essay Component of Second Exam READINGS: Documentary: Chapters 12; & World Split Open: Chapter 5 MARCH 31 APRIL 2 APRIL 4 Film: Still Killing Us Softly 4 Class meets in Room 410 in the Library Annex. Discussion using Documentary & World Split Open. Through the Eyes of Women. FOURTH CLASS PRESENTATIONS Class meets in Room 410 in the Library Annex. READINGS: Documentary Chapter 13; and World Split Open: Chapters 6, 7 APRIL 7 APRIL 9 APRIL 11 All Make-up Exams Today at 5:00 p.m. Come to the History Building before 5 as the building is locked at 5. Discussion using Documentary & World Split Open Through the Eyes of Women Chapters Discussion using Documentary & World Split Open Through the Eyes of Women (continued) READINGS: World Split Open: Chapters 7 and 8; World Split Open completed: Chapters 9, 10, epilogue. APRIL 14 APRIL 16 APRIL 18 Politics of Paranoia, The Proliferation of Feminism Backlash or Beyond Backlash Reading Day/No class READINGS: APRIL 21 APRIL 23 APRIL 25 End of Herstory (on line). E-reserve: Eating Disorders article Review Documentary: Chapter 13 + Class participation assignment due on Wednesday. The directions for the assignment will be given in class on Monday. Discussion of the conclusion of World Split Open Discussion of Documentary: Chapter 13 Discussion of End of Herstory and Eating Disorders Article Turn in Review Questions as a class participation assignment Discussion of Review Questions that you have prepared 473_14a_syllabus_corecurriculum_final_wo questions 6

9 APRIL 28 APRIL 29 APRIL 30 MAY 6 A Look Toward the Future REVIEW /Grades /Decision about Optional Final (Graduate student papers due today) No Class/Reading Day FINAL: TUESDAY, MAY 6, 3:30-5:30 P.M. 473_14a_syllabus_corecurriculum_final_wo questions 7

10 GUIDELINES FOR CLASS PRESENTATIONS Class presentations will be given in groups during the weeks indicated. The day and date for your book will be clearly marked on the sign-up sheet. You will each read and present a different book, but the presentation will be a group effort. Individual Written & Presentation Grade: 60 points Group Presentation Grade: 40 points includes a List of the complete bibliographic information for each book (to be given to all classmates and the professor at the beginning of your presentation.) Grade Components for Group Class Presentation: Information Conveyed, Creativity, and Classmates' Engagement 1. BIBLIOGRAPHY PAGE: that has the complete bibliographic citation for each book in that day s presentation. (Given to each class member and to me the day of the presentation.) INDIVIDUAL WRITTEN REQUIREMENTS (***These may be turned in the class period AFTER the presentation.) ****Use the Chicago Manual of Style: Log in to writingcenter.tamu.edu and click on Research and Documentation (on the right) and then select Documentation Styles (on the left) and then Chicago Manual of Style Note and Bibliography Style NOT Author/date do NOT use the Library's handout which is for science papers. Use the following web link for helpful Chicago Manual of Style examples: click on History documenting sources. Then you will click on Chicago style documentation. The first of each example is for an endnote. The second shows how to cite the source in the Bibliography. 2. SYNOPSIS: A one page synopsis of your book. This is basically a summary of the book. You will convey the author s thesis and the substantive points made as the author develops that thesis. You must have a complete bibliographic citation for your book. You must use an endnote for any direct quote from the book. 3. CRITIQUE OF THE BOOK: One page critique of the book answering the following questions or versions of them in narrative form (i.e. not a list!). Did the author conduct extensive research? What kind of sources did the author use (primary as well as secondary)? Did the author use sources from a wide range of viewpoints? Does the author prove the thesis? Is the argument convincing? In what ways is it convincing? In what ways is it not so convincing? How does the book contribute to knowledge of history? 4. ANALYSIS: A 5 page analysis of a topic from your individual book. This is a brief research paper of which your book will be one of the sources. You will conduct an additional research on this topic. Your analysis must include at least one primary source and at least three additional scholarly sources in addition to any class readings or lectures. 5. AN EVALUATION FORM: (THIS IS CONFIDENTIAL AND WILL NOT BE GRADED). I want you to make a fair evaluation of the contributions made by all group members, including you. I encourage a truly cooperative effort. Evaluating each other should help ensure that everyone does her or his own best toward a good group grade. GROUP CLASS PRESENTATION: This presentation should not be simply a restating of what you have written as a summary, critique, and analysis, although I do expect these written assignments to help you in your presentation. Think of ways to present the significant information from your book. Again I encourage you to work together for your presentations. I have selected books which lend themselves to being discussed in the particular time slots chosen. How you present your book in your group is up to you. You may want each person to present information individually or you may find that you want to go back and forth panel style instead. Make your group presentation as interesting as you want all the other presentations to be! Remember that creativity comprises one of the categories for your presentation grade so I encourage you to think outside the box about how you present your information. I'll be glad to help brainstorm with you. 473_14a_syllabus_corecurriculum_final_wo questions 8