U. S. Women's History

Course # 49195

Fall 1999

MW 5:30-6:45 p.m.

Library Room 007

Dr. Leslie Heaphy

Office: 310F

Phone: ext. 306

e-mail: Lheaphy@stark.kent.edu

Office Hours: MW 4-5 p.m.; TR 9-10 a.m. and S 11-12 noon

Or by appointment.

Students will explore the history of women in the United States from the earliest beginnings into the twentieth century. Discussions and readings will focus on events, themes, people and ideas to develop a fuller picture of American history.

1. To improve students understanding of the role of women in American history
2. To work on students writing skills through a number of assignments
3. To encourage students to focus on and develop their communication skills by participating in class discussions
4. To learn about the methodology used by historians as students work on their research projects
5. To appreciate and respect opinions that differ from your own

A History of Women in America by Hymowitz and Weissman

Ar'n't I a Woman? By Deborah Gray White

Frontier Women by Julie Roy Jeffrey

Divided Lives by Rosalind Rosenberg

And articles and handouts given out in class.

2 Exams ………………………………… 100 points each

Class Participation ………………… 50 points

2 Biographical Sketches ………………… 25 points each

1 Web site Evaluation ………………… 25 points

Research Project ………………… 175 total

Outline …………………. 20 points

Annotated Bibliography ………. 10 points

Poster Presentation …………. 30 points

Final Paper …………………. 115 points

Total: …………………………………………… 500 points

A (Excellent Scholarship) 450-500 points (90-100)

B (Good Scholarship) 400-449 points (80-89)

C (Average Scholarship) 350-399 points (70-79)

D (Poor Scholarship) 300-349 points (60-69)

F (Failure) 299 and below (59 and below)

All students are expected to attend regularly and are responsible for all material covered even when they miss class. Class participation is expected and when you miss class you will lose points for your participation. In-class work cannot be made up if you miss these assignments and this will affect your participation points.

Both exams are all essay and will be take home exams. Questions will be handed out well in advance of the due dates listed in the course schedule found later in this syllabus. Late exams will not be accepted so you need to make other arrangements if a conflict should arise to make sure exams are in on time.

Midterm Exam

This year's campus theme continues from last year and is "Ways of Knowing." Events, speakers, discussions around campus have been designed to focus on this theme and students are encouraged to participate. You will hear this theme mentioned in class as we talk about how historians know.

The use of the intellectual property of others without attributing it to them is considered a serious academic offense. Cheating or plagiarism will result in receiving a failing grade for the work or course. Repeat offenses result in dismissal from the University.

Testing Center (Basement of the Library)

9/7-11/23 MT 9 a.m.- 8 p.m. Walk-ins

WR Closed

F 9 a.m.- 1 p.m. Walk-ins

Writing Center (Room 202)

The writing center opens September 7^th. You are encouraged to make use of their services on all your writing assignments. Check out their web site as well for tutorials and other services.

Since this class will be based on discussion students are expected to read all assignments prior to class and not after. You should come to class prepared to talk about what you have read. If it becomes apparent that students are not doing the reading then pop quizzes ad other assignments may be added as needed. The Hymowitz text is for background reading and should be brought to class regularly as a reference.

All reading assignments are tentative and subject to change as the course moves along. Changes will be announced in class.

Week 1 Introduction and Background

Handouts and Hymowitz, p. 2-25

Week 2 Colonial Era and Great Awakening

Handouts

Week 3 Witch Craft and Changing roles

Handouts

Week 4 Revolutionary Period

Handouts and Hymowitz, p. 26-37

1^st Biographical Sketch Due on 9/22 (w)

Week 5 A New Nation--New Attitudes?

Handouts and Hymowitz, p. 64-87

Research Topics due by 9/29

Week 6 Women and Slavery

White book and Hymowitz, p. 40-63

Web Evaluation Due 10/4 (m)

Week 7 Women and work

Week 8 Civil War Era and the Beginnings of a Movement

Handouts and Hymowitz, p. 88-121, 140-155

Midterm due 10/20 (W)

Week 9 Continuation of a Movement/Women's rights

Hymowitz, p. 156-175

Week 10 Women on the Move

Hymowitz, p. 176-217 and Jeffrey book, 79-204

Outline and Annotations due 11/1 (M)

Week 11 Social Reform and Women

Handouts, Hymowitz, p. 218-263, Rosenberg, p. 36-62

Week 12 The Right to Vote

Hymowitz, p. 266-284 and Rosenberg, p. 63-101

2^nd Biographical Sketch due 11/17 (W)

Week 13 Rebellion and Depression

Hymowitz, p. 285-322, and Rosenberg, p. 102-137

No class on 11/24--Happy Thanksgiving

Week 14 War Again and the Cold War Era

Handouts and Rosenberg, p. 138-179

Week 15 Feminism and the 1960s

Hymowitz, p. 323-373, and Rosenberg, p. 180-219

Research Project due 12/6 (M)

Final Exam Week Exam due Dec. 13^th at 6 p.m. along with Poster Presentations

1. Basic Guidelines

Each student will be writing a 18-20 page research paper (not including Bibliography and cover page). The paper is due on Monday, December 6^th. Late papers will lose 5 points for each day they are late and will not be accepted after Saturday, December 11^th. Students will choose their own topic for their research but all topics must be approved by the instructor by September 29^th. A list of some suggestions is included at the end of the instructions. Approval must be gained to ensure that your topic is doable and to offer resource suggestions. Students must complete all parts of this assignment to receive a passing grade. In other words if you skip the outline no matter how good the final paper you will receive a failing grade overall on the project. Each piece is important to the finished project.

2. Choosing a topic

Students will choose their own topics based on their interests and ideas. Topics can be people, events, ideas etc. Remember topics must be approved and if you change your topic after approval you must resubmit your new idea as well. If you have trouble coming up with an idea please see the instructor for help before the day topic choices are due.

3. Outline

Each student will turn in an outline, including a projected thesis statement, on Monday, November 1^st. Late outlines will lose 5 points each day they are late. The outline should include a thesis statement and the projected direction and development of the paper in as much detail as you can supply. The more detailed the outline the better feedback you will receive.

4. Annotations

Each student must turn in an annotated bibliography on Monday, November 1^st along with their outline. The bibliography should include four sources that you expect to use in your final paper. Annotations are short, no more than 150 words per source.

An annotated bibliography is a list of citations to sources you are using. Each full citation is followed by a brief (150 words or less) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of each source. It should be descriptive and critical; expose the author's point of view, authority and clarity.

Creating an annotation requires the application of a variety of skills: exposition, analysis and research.

First, locate and record citations to sources that might be useful to your work. Briefly review and examine the sources. Then choose those that provide a variety of perspectives and ideas regarding your topic.

Cite all sources using the Chicago Manual of Style.

Write a concise annotation that summarizes the central theme and scope of the document. Include information that evaluates the authority of the author, compares/contrasts this work with others, details special features of the book--photos, appendices, charts, etc.

Example:

Goldschneider, F.K., Waite, L. J. and Witsberger, C. "Non-family Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51 (4):541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys to test their hypothesis that non-family living by young adults alters their attitudes, values and expectations about traditional sex roles. The information will be useful to psychologists and others dealing with family interactions. In contrast, an earlier study by Williams cited below shows no significant gender differences in attitudes as a result of non-family living. Also included are a number of charts tracing attitude shifts.

5. Poster Presentation

Each student will put together a poster presentation to be displayed during the final exam period on Monday, December 13^th beginning at 6 p.m. The poster (s) should illustrate the basic theme or argument of the research project. Students want to creatively express what they have researched so the viewer can understand your basic message from the visual representation you set up. The key to an effective poster presentation is to convey a message succinctly and with clarity. The expectation is not that every student is a gifted artist but that you find a way to visualize your topic in a way that is fitting to your research. For example, if you were researching a particular individual you might include a timeline of significant events in their life along with illustrative pictures that you draw or find. All students must complete this final part of the assignment and be in class to answer student questions about their posters and research.

6. Final Paper

• General understanding of the topic
• A well-defined and defended thesis
• Clear and effective organization--stays on topic, does not stray or wander
• Use of supporting evidence--properly cited, use of footnotes/endnotes
• Style that is clear and free of grammatical errors
• Evidence of critical and independent thinking--not just repeating what other sources have to say.
• An introduction and conclusion
• Bibliography page
• Cover page
• Use of at least 8 sources, including 2 primary--sources actually used

• Basic family background: parents, Date of birth, where born, other family members, date of death
• Educational background
• Important accomplishments
• What they contributed to America's history
• Significance to American history--in your view