University of North Carolina at Chapel Hill, Department of History

HIST / WMST 259:

TOWARDS EMANCIPATION? Women in Modern European History

Instructor: Dr. Karen Hagemann James G. Kenan Distinguished Professor of History

SYLLABUS – SPRING 2020

Time of the Course: Tuesday & Thursday: 11:00 AM - 12:15 PM Room: Bingham 101

Office Hours: Tuesday: 13:00 - 3:00 PM or by appointment Office: Hamilton Hall 562 Email: [email protected]

DIGITAL RESOURCE AND COURSE WEBSITE

The Digital Humanities Project “Towards Emancipation? Women in Modern European History. A Digital Exhibition & Encyclopedia”: https://hist259.web.unc.edu/ is an important source for information about people, organizations, laws and secondary literature.

See also the Sakai site of the course: https://sakai.unc.edu/portal/site/e1f6d6f2-9a5a-4161-940d- 2f0e2d9319b2

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AIMS OF THE COURSE In this course. we will study women's lives, work and the history of the women’s movement in modern Europe from the era of the late Enlightenment and the French Revolution to the period of the two World Wars, the Holocaust, and the Cold War. We will explore how the major political, economic, social, and cultural changes affected the lives of women from different social backgrounds and how they responded to these changes. The struggle of the women’s movement that emerged everywhere in Europe during the nineteenth century to improve the working and living conditions of women, achieve equal civil and political rights for women and increase their social, cultural, and political influence, will thus be one central theme. We will ask how the aims and forms of this struggle for female emancipation varied between different groups and countries and changed over time. We also will examine the ways in which women were involved in wars and revolutions and experienced them. The course is organized chronologically, but as we move through time we will concentrate on the following themes: • Gender images and dominant ideas about the gender order and how they affected women’s lives • Women’s role(s) and experiences in the household, the family, and the workforce • Women’s and men’s role(s) in the ‘public spheres’ of nation, state and civil society • Women’s struggle for equal rights in the family, society, the workforce and politics. Given the diversity of the various regions of Europe, this course cannot achieve comprehensive coverage. We will therefore concentrate on Western Europe, especially BRITAIN, FRANCE, AND GERMANY.

FORMAT OF THE COURSE LECTURES, DISCUSSIONS, GROUP WORK AND PARTNER WORK: Each class will combine lecture and discussion of the lecture and the assigned reading in the class, in groups and with partners. Students are to complete the assigned reading by the beginning of class on the day on which it is listed in the course schedule below. Lectures will be coordinated with the assigned readings; they are designed to suggest emphases, to draw attention to important points, and to provide additional material on selected issues. PowerPoints of each lecture will be available on Sakai before each class in the folder with the reading for this class under “Resources/Course Reading.” The PowerPoints provide students with the most relevant historical background information for lecture and discussion in class. In addition, you will find a handout for the preparation of each class with questions for the reading on Sakai in the same folder. It is strongly recommended that students come prepared with questions for each required reading and primary document to class

FEATURE FILMS, DOCUMENTARIES AND IMAGES: Along with the required reading and the primary documents, we will work with feature films, documentaries and images as representations of history. All feature films are available on DVD in the UNC Undergraduate Library, and in addition on Netflix, Amazon Prime or You Tube. Please make sure that you have access to the movies and documentaries with adequate time. We will discuss them in class.

BACKGROUND MATERIAL ON SAKAI: To help you organize your coursework, learn more about European women's and gender history and keep track of the diverse historical developments in Europe and important events and persons, you will find the following material on Sakai: • The most recent version of the syllabus and guides for all assignments; • Handouts for the preparation of each class; • PowerPoints for most classes (uploaded not later than the day before each lecture);

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• All primary documents and background readings you have to read for class; • A timeline (chronology) with links to information about important historical events and developments and short biographies of important historical protagonists; • Maps that document the change of the borders in Modern Europe; • A brief introduction to each movie with links to further information on each feature film; • Brief biographical information on most of the authors of the primary documents; • A bibliography with selected literature for further reading; • And additional useful links on the course subject.

ASSIGNMENTS Course participation (in class discussion) 10% (For four additional voluntary Forum contributions graded with a B or better you will get an "B" even though you do not participate regularly in the class discussion) Weekly Written Forum Assignments (due: Mondays at 4 PM) 25% (Eight are required on the Syllabus, if you do more voluntary, I count the eight best) Primary Document Essay (due: Friday, March 6, 2020 by 9 PM) 30% Final Examination (due: Monday, April 27, 2020 by 9 AM) 35%

Class Participation (10% of the final grade): Active class participation is very important in this course. Your participation grade will reflect your attendance and active participation in class. Read the required reading and primary documents, bring them to class and be prepared to discuss them. The secondary literature provides you with historical background information about the subject of class and also will help you to understand the primary documents. The handout with questions for the reading will help you to explore the texts. If you participate regularly in every class you will get an "A"; if you participate only sporadically you will get a "B"; if you say nothing you will get a "C." If you find that you have difficulty speaking in class, please see me to discuss strategies how you can participate more fully. You can also make up a less active in-class participation by additional voluntary Forum contributions to the classes for which no Forum contribution is requested. This voluntary Forum contributions are due at 4 pm before the respective class. For four additional voluntary Forum contributions graded with a B or better you will get an "B." Weekly Written Forum Assignments (25% of the final grade): An important part of your class work are the weight obligatory written Forum assignments listed in the class schedule below. Please submit a comment and questions on the secondary readings or the primary documents assigned for the class or respond to a set of two or three questions on the handout for the class. On SAKAI you will find a guide with four alternative formats for your Forum contribution. In addition, you can also comment on and respond to comments and questions of others on the Forum of the respective week. In this way, I hope to create a dialogue already before the class starts. In this way, I hope to create a dialogue already before the class starts. Your Forum contribution is due not later than 4

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pm on the evening before the class. They should not be longer than one to two pages. Please see the guide on Sakai. Eight are required on the syllabus, if you do more voluntary, I count the eight best. Report on a Primary Document (30%): Every student will be responsible for writing one essays (6-7 pages) focusing on the analysis and interpretation of an assigned primary text document on a subject we talk about in class. I will place more detailed information for the primary document report on Sakai at latest two weeks the due date. Please see the guides on Sakai.

Final Examination (Essay) (35% of the final grade): See the special guide for the final assignment on Sakai, which will be posted three week before the deadline. General Comment: All papers should have 1-inch margins, be typed and double-spaced and the pages need to be numbered. Please don’t forget your name, the course number and name, and the date at the top of the cover page and make sure that you use all relevant readings of the course and if necessary additional literature for the assignments; document your sources in the footnotes and the bibliography of each paper with complete and correct citations. As common in history use the Chicago Manual of Style for the writing of your notes and the bibliography. The preparation of all assignments will be discussed in class. A guide to the Chicago Manual of Style can be found on Sakai.

GRADING The written and oral assignments are intended to help develop the skills of systematic inquiry, critical analysis, and clear expression necessary for historical and other forms of research. Accordingly, evaluations will be based on three major, closely-related criteria: § mastery of the relevant material § development of an argument or point of view that is pertinent to the issue at hand and that has breadth, coherence, and insight, and § expression of ideas in clear, concise, even engaging prose.

These criteria will translate into grades as follows: A—excellent. Outstanding in all three areas. Offers integrated, insightful coverage based on ample, sound evidence. B—good. Strong in all three areas or notable strengths in one balanced by significant weakness in another. C—average. Adequate performance in one or more areas offset by serious weakness in others that leaves the presentation fragmented, murky, or narrow. D—poor. Notable problems in all three areas. Remedial work needed to improve substantive understanding or basic communication. F—unacceptable. Serious flaws in all three areas. No evident engagement in the assignment.

REQUIRED READING

BOOKS

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The following books will provide you with a good overview of the course subject. We will read several chapters from them in the course as required reading, thus I recommend that you buy at least the first two: • Allen, Ann T. Women in Twentieth-Century Europe. Basingstoke and New York: Palgrave Macmillan, 2007. • Fuchs, Rachel and Victoria Thompson. Women in Nineteenth-Century Europe. Basingstoke and New York: Palgrave Macmillan, 2005. • Offen, Karen. European Feminisms 1700-1950: A Political History. Stanford, CA: Stanford University Press, 2000. • Simonton, Deborah, ed. The Routledge History of Women in Europe since 1700. London and New York: Routledge 2007. You will find these books in the Textbook Department of the UNC Student Stores for purchase or under the Course Reserves for HIST/WMST259.006 in the R.B. House Undergraduate Library. Most of the chapters you are supposed to read are also as PDFs on Sakai.

JOURNAL ARTICLES AND BOOK CHAPTERS Moreover, we will read some journal articles and chapters from other books as required reading. You will find them all as PDF files on Sakai.

PRIMARY DOCUMENTS Several times during the semester, we will read and discuss primary documents. They are also required readings. You will find them as PDF files on Sakai. These documents are reprints from the following source collections: • Bell, Susan G. and Karen M. Offen, eds. Women, the Family, and Freedom: The Debate in Documents. vol. 1: 1750-1880; vol. 2: 1880-1950. Stanford, CA: Stanford University Press, 1983. • DiCaprio, Lisa and Merry E. Wiesner, eds. Lives and Voices: Sources in European Women’s History. Boston: Houghton Mifflin, 2000. • Hunt, Lynn, ed., The French Revolution and Human Rights: A Brief Documentary History. Boston: Bedford Books, 1996. • Olafson-Hellerstein, Erna et. al., eds. Victorian Women: A Documentary Account of Women’s Lives in Nineteenth- Century, England, France and the United States. Stanford, CA: Stanford University Press, 1981. • Riemer, Eleanor S. and John C. Fout, eds. European Women: A Documentary History 1789-1945. New York: Schocken Books, 1980. You will find these five books under the Course Reserves for HIST/WMST259.006 in the R.B. House Undergraduate Library.

FURTHER READING FOR INTERESTED STUDENTS The following books are recommended for further reading; we will chapter of some of them: On European women’s and gender history: • Abrams, Lynn. The Making of Modern Woman: Europe 1789-1918. London: Longmann, 2002. * • Bock, Gisela. Women in European History. Oxford: Blackwell, 2002. * • Bridenthal, Renate, Susan Mosher Stuard, Merry E. Wiesner, eds. Becoming Visible: Women in European History. Third edn. Boston: Houghton Mifflin, 1998. • Clark, Anna, Desire: A History of European Sexuality. New York: Routledge, 2008.

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• Downs, Laura Lee. Writing Gender History. London and New York: Bloomsbury Academic Publishing, 2010. • Thébaud, François, ed. A History of Women in the West, vol. 5: Towards a Cultural Identity in the Twentieth Century. Cambridge, MA: Harvard University Press, 1994. • Rose, Sonya O. What is Gender History?. Cambridge: Polity Press, 2010. • Sluga, Glenda and Barbara Caine. Gendering European History, 1780-1920. London: Leicester, 2000. * • Timm, Annette F. and Joshua A. Sanborn, eds. Gender, Sex and the Shaping of Modern Europe: A History from the French Revolution to the Present Day. Second edn. London and New York: Bloomsbury Academic Publishing, 2016. On European history in general: • Merriman, John M. A History of Modern Europe: from the Renaissance to the Present, vol. 2: From the French Revolution to the Present. Second edn. New York: W.W. Norton, 2004.* • Bonnie G. Smith, Europe in the World, 1900 to the Present: A Narrative History with Documents. Boston: St. Martin’s, 2007.

You will find the books marked with an * under the Course Reserves for HIST/WMST259.006 in the R.B. House Undergraduate Library.

COURSE SCHEDULE

WEEK 1:

Thursday, January 9, 2020: Welcome and Introduction to the Course Questions: • What are the main aims of this course? • Why are we studying the history of women and gender in Europe? • What is the format of the course? • What are the main assignments?

WEEK 2:

Tuesday, January 14, 2020: Introduction: What is Women’s and Gender History? Questions: • What is women’s and gender history and how did this field develop? • How do gender historians define the term “gender”? • How is “gender” as an analytical category related to other “Categories of difference” like class, race, sexuality or ethnicity? Required Reading: • Rose, What is Gender History?, 1-16. • Downs, Writing Gender History, 9-34, esp. 21-34.

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• Offen, European Feminisms, 1-26, esp. 20-26. Methodological Theme: • Discussion of questions in respect of the syllabus and the assignments.

Thursday, January 16, 2020: Men, Women, Family and Work in 18th Century Europe Questions: • What were the working and living conditions of women and men from different social and familial status in the late 18th century? • To what degree did they change? • How did women and men respond to these changes? Required Reading: Primary Documents: • “Petition of Women of the Third State Estate to the French King, January 1, 1789,” in Hunt, The French Revolution, 60-63. Background Reading: • Olwen Hufton, “Women, Work, and the Family,” in A History of Women in the West, ed. Natalie Zemon Davis and Arlette Farge, vol. 3: Renaissance and Enlightenment Paradoxes (Cambridge, MA: Harvard University Press, 1993), 15-45. Methodological Themes: • How to analyze and interpret primary documents appropriately (please read the guide on Sakai in preparation) • Preparation of the Historical Simulation on Tuesday, Jan. 23, 2018.

WEEK 3:

Tuesday, January 21, 2020: The Enlightenment and the “Woman Question” Questions: • What do historians define as enlightenment? In which ways was the Enlightenment gendered? • How did educated women and men debate gender relations and the gender order in the late 18th century? • Who were the main contributors to this debate and why were their writings so important? • What were their main arguments and demands? • What is the importance of their writing for the discussion of middle class concepts of the gender order in late 18th and early 19th century? Required Reading: Primary Documents: • Bell and Offen, Women, vol. 1, 110-112 and 116-118 (Document 29). • DiCaprio and Wiesner, Lives and Voices, 248-255 (Document 91 and 92).

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Background Reading: Required: • Dena Goodman, “Women and the Enlightenment,” in Becoming Visible, ed. Bridenthal et al., 233-262. Recommended: • Offen, European Feminisms, 31-49.

Historical Simulation Students prepare a fictional debate on “the woman’s question” between Jean-Jacques Rousseau (1712- 1778), Mary Wollstonecraft (1750-1797) and Gottlieb Theodor von Hippel (1741-1796), in which they present their main arguments. Setting: They meet in a salon hosted in 1795 by baronesses Anne Louise Germaine de Staël-Holstein (1766-1817) in Geneva. Before the debate starts the guests will introduce themselves to each other. Special Forum Assignment, due Monday, January 20, 2020, 4 PM: In preparation for the historical simulation, students should summarize the main arguments of the historical actor assigned to them (see below) using the secondary reading and the primary source documents assigned for the class. The summary should not exceed 1-2 pages. On top please give the full name (and the year of birth and death in brackets) of the author you write about and the title of his/her text in a complete and correct citation. Note: Letters below indicate the first letter of your last name. The assigned author also indicates whom the student will represent during the historical simulation. Please inform yourself about the biography of the author on Wikipedia. § A-E: Jean-Jacques Rousseau § F-M: Mary Wollstonecraft § N-Z: Gottlieb Theodor von Hippel

Thursday, January 23, 2020: Women in the Era of the French Revolution I: Historical Background Questions: • What were the main causes for the French Revolution? • How did the revolution develop? • What were the main political and social aims of the revolutionaries? Primary Documents: • DiCaprio and Wiesner, Lives and Voices, pp. 261-269. (Documents 94-97). Required Reading: • Fuchs and Thompson, Modern Women in Nineteenth Century Europe, pp. 5-23. Recommended: • Offen, European Feminisms, 50-76. We will watch the following documentary in class: “The French Revolution: Impact and Sources” (USA 2004, 25 min.) It discusses the different sources historians uses for the study of the history of the French revolution.

Additional Assignments: • Please watch the following documentary before class its gives a very good introduction into the history of the French Revolution: “The French Revolution,” (Britain, BBC 2015, 90 min.) On You Tube:

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www.youtube.com/watch?v=fizl8oAqG50)

WEEK 4:

Tuesday, January 28, 2020: Women in the Era of the French Revolution: Female Voices and Actions Questions: • Which role(s) did women play in the French Revolution? • What were their main political and social demands? • What was the aftermath of the French Revolution beyond France? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 261-269 (Documents 94-97). Background Reading: Required: • Darline Gay Levy and Harriet B. Applewhite, “A Political Revolution for Women? The Case of Paris,” in Becoming Visible, ed. Bridenthal et al., 265-292. Recommended: • Joan Wallach Scott, “French Feminists and the Rights of 'Man': Olympe de Gouges's Declarations,” History Workshop, no. 28 (1989): 1-21. • Offen, European Feminisms, 50-76 (the same as for the class before) Recommendation: • I suggest to watch the following movie on your own: “Les Miserables”, director: Bille August (USA 1998, 134 min.) (At the UNC Media Resources Center: 65-DVD86).

Forum Assignment, due Monday, January 28, 2020 by 4 PM.

Thursday, January 30, 2020: Gender, War, and Nation in Napoleonic Europe Questions: • How and why did the relations between the military, the nation and society change during the period of the Revolutionary and Napoleonic Wars? • Which consequences did these changes have on the gender order in general and the position of women in the nation in particular? • How and why was the idea of the nation gendered? • What results did these changes have for 19th century European societies? Required Reading: Primary Documents: • “Civilian Experiences of the Leipzig Campaign in October 1813,” in Europe against Napoleon. The Leipzig Campaign, 1813 from Eyewitness Accounts, ed. Antony Brett-James (London: Macmillan, 1970), 88-96.

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Background Reading: • Karen Hagemann, “A Valorous Volk Family: The Nation, the Military, and the Gender Order in Prussia in the Time of the Anti-Napoleonic Wars, 1806-15,” in Gendered Nations: Nationalisms and Gender Order in the Long Nineteenth Century, ed. Ida Blom, Karen Hagemann and Catherine Hall (Oxford and New York: Berg Publishers, 2000), pp. 179-205.

WEEK 5:

Tuesday, February 4, 2020: Early Feminist Voices in the Democratic Revolutions of 1830 and 1848-49 Questions: • What were the main social and political developments in the era of Democratic Revolutions? • Which roles did women play in the Democratic Revolutions? • Who were the authors of the selected primary documents and what were their main arguments and demands? Reading Assignment: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 282-288 (Document 102). • Bell and Offen, Women, vol. 1, 260-264 (Documents 77 and 78). Background Reading: Required: • Gabriella Hauch, “Did Women have a Revolution? Gender Battles in the European Revolution of 1848/49,” in 1848: A European Revolution: International Ideas and National Memories of 1848, ed. Axel Körner (Basingstoke: Palgrave Macmillan, 2000), 64-81. Recommended: • Karen Offen, European Feminism, 87-107.

Forum Assignment, due Monday, February 3, 2020 by 4:00 PM

Thursday, February 6, 2020: Marriage and Family Life in 19th- and early 20th-Century Women’s Lives Questions: • Why were marriage and family so important for women? Why did they want to marry? • What were the main trends of development in marriage and family during the 19th- and early 20th- century? • Were these trends different for middle-class and working-class men and women? • What were the main problems for middle-class and working-class and women in marriage and family life? Required Reading: Primary Documents: • Olafson-Hellerstein et al., Victorian Women, 144-149 (Document 28). • Historical Statistics, introduction, tables 1 and 2 and the related graphs 1 and 2.

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Background Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 43-60 and 84-100. Recommended: • Lynn Abrams, ”At Home in the Family: Women and Familial Relationship,” in Simonton, Women in Europe, 14-53. Additional Assignment: • Please watch the following movie before class: “Sense and Sensibility,” director: Ang Lee (Britain 1995, 136 min.) (At the UNC Media Resources Center: 65-DVD501, also available on Netflix (DVD) and Amazon Prime).

WEEK 6:

Tuesday, February 11, 2020: Housing, Household and Housework in 19th- and early 20th-Century Women’s Lives Questions: • What were the main problems for working-class and middle-class women in terms of housing, household and family work? • How was the situation of working-class and middle-class women different? • What were the living and working conditions of female servants? Required Reading: Primary Documents: • Riemer and Fout, European Women, 151-161 (Documents 34-36). • Olafson-Hellerstein et al., Victorian Women, 350-351 (Document 74). • Historical Statistics, introduction, tables 4, 5 and 6 and the graphs 4 and 5. Background Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 43-60 and 84-100.

Thursday, February 13, 2020: Reproduction and Sexuality in 19th- and early 20th-Century Women’s Lives Questions: • How can we explain the dramatic decrease of the birth rate during the long 19th century? • How can we explain the decrease in infant mortality? • Why were governments so interested in controlling the reproduction and care work of women? • Why were sexuality and reproduction important problems for women of this period? • In what ways were the situations of middle class and working-class women in this respect different? Required Reading: Primary Documents: • Riemer and Fout, European Women, 190-193, 202-211, 214-217 (Documents 43, 46 and 49).

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Background Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 24-42. Recommended: • Anna Clark, “Female Sexuality,” in Simonton, Women in Europe, 54-92.

WEEK 7:

Tuesday, February 18, 2020: Working for a Living - 19th- and early 20th-Century Female Employment Questions: • What opportunities did working and middle-class girls and women have to earn a living? • In what ways did these opportunities differ depending on their social status, their age and their familial status? How can we explain these differences? • How did working opportunities change during the 19th and 20th century? Required Reading: Primary Documents: • Riemer and Fout, European Women, 10-17 (Documents 3 and 4). • Historical Statistics, introduction, tables 7, 8 and 9 and the graphs 7 and 8. Background Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 61-83. Recommended: • Deborah Simonton, ”Women Workers; Working Women,” in Simonton, Women in Europe, 134-177.

Forum Assignment, due Monday, February 17, 2020 by 4:00 PM

Thursday, February 20, 2020: The Middle-Class Women’s Movement in late 19th- and early 20th-Century Europe I: An Overview Questions: • What were the main aims of the middle-class women’s movement before World War I? • What differences and similarities existed in the aims and the forms of activities in different countries? • How can we explain these differences and similarities? Required Reading: Primary Documents: • Bell and Offen, Women, vol. 2, 232-245 (Documents 60-63). • DiCaprio and Wiesner, Lives and Voices, 384 -392 (Documents 128 and 129).

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Required Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 137-154 and 162-176. Recommended: • Offen, European Feminisms, 144-183 and 182-212. • Karen Hunt, “Women as Citizens: Changing the Polity,” in Simonton, Women in Europe, 134-176.

Additional Assignment: • Please watch the following movie before class: “A Doll’s House,” director: Patrick Garland (Britain 1973, 95 min.) (At the UNC Media Resources Center: 65-DVD3566; and on You Tube: https://www.youtube.com/watch?v=pjfO9qkQZpo).

Forum Assignment, due Thursday, February 22, 2018 by 4 PM: • Please comment on the movie “A Doll’s House” in a two page comment.

WEEK 8:

Tuesday, February 25, 2020: The Middle-Class Women’s Movement in late 19th- and early 20th-Century Europe II: Feminist Militancy Questions: • What were the main similarities and differences between moderate and militant feminists in the struggle for women’s suffrage? How can we explain these similarities and differences? • What were the most common forms of action of moderate and militant feminists? • How can we explain these differences and similarities? Required Reading: Primary Documents (the same as for the previous class): • Bell and Offen, Women, vol. 2, 232-245 (Documents 60-63) (the same as for the previous class).. • DiCaprio and Wiesner, Lives and Voices, 384 -392 (Documents 128 and 129) (the same as for the previous class).. Required Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 162-176 (the same as for the previous class). • Laura E. Nym Mayhall, The Militant Suffrage Movement: Citizenship and Resistance in Britain, 1860-1930 (Oxford: Oxford University Press, 2003), 98-116. Additional Assignment: • Please watch the following movie before class: “Suffragettes“, director: Sarah Gavron (Britain, 2015, 126 min.). UNC: Media Resources Center Digital Videodisc: 65-DVD20375 c. 2; Media Resources Center Library Use Only: 65-DVD20375 • For more on Pankhurst, see: https://en.wikipedia.org/wiki/Emmeline_Pankhurst • BBC Documentary “The Suffragettes” (Britain, 2014, 28 minutes) (on You Tube: https://www.youtube.com/watch?v=qTPquhaRxUw

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Forum Assignment, due Tuesday, February 24, 2018 by 4 PM: • Please comment on the movie “Suffragettes” in a two page comment.

Thursday, February 27, 2020: The Socialist Women’s Movement in late 19th- and early 20th-Century Europe Questions: • What were the main aims of the socialist women’s movement before World War I? • What differences and similarities existed in the aims and the forms of activities between the middle-class and the socialist movements? • How can we explain these differences and similarities? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 371-377 (Documents 125 und 126). • Clara Zetkin (1857-1933): “The German Socialist Women’s Movement,” in Die Gleichheit (Equality), October 9, 1909. Background Reading: Required: • Fuchs and Thompson, Women in Nineteenth-Century Europe, 162-176 (the same as for the previous class) • Ute Frevert, “Women Worker, Workers’ Wives and Social Democracy in Imperial Germany,” in Bernstein to Brandt: A Short History of German Social Democracy, ed. Roger Fletcher (London: Edward Arnold, 1987), 34-44. • Charles Sowervine, “Socialism, Feminism, and the Socialist Women’s Movement from the French Revolution to World War II,” in Becoming Visible, ed. Bridenthal et al., 357-387.

WEEK 9:

Tuesday, March 3, 2020: The International Women’s Day and the Right to Vote for Women Questions: • What is the International Women’s Day? • Why was the right to vote at its center until 1914? • Why was the right to vote so important for women from very different political and social backgrounds in the decade before World War I? • Which different demands and strategies did they pursue to get the right to vote? • What were the reasons for the different strategies? Required Reading: Background Required: • Blanca Rodríguez-Ruiz and Ruth Rubio-Marín, “Introduction: Transition to Modernity, the Conquest of Female Suffrage and Women's Citizenship,“ in The Struggle for Female Suffrage in Europe: Voting to become Citizens, ed. Blanca Rodriguez-Ruiz, Ruth Rubio-Marin (Leiden and Boston: Brill, 2012), 1-46.

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Primary Documents: • Poem "That Day" by Ada Neart, in Lefleat: "Frauenwahlrecht!" (“Women’s Suffrage!”), by Clara Zetkin, March 2, 1913.

Historical Simulation Students prepare a fictional debate on women’s rights and women’s suffrage, its best possible form and the appropriate strategies to get it between the militant British suffragist Emmeline Pankhurst (1858- 1925), the moderate feminists Millicent Garrett Fawcett (1847-1929), president of the British National Union of Women’s Suffrage, Jeanne Schmahl (1846-1915), the French feminists and founder of the French Union for Women’s Suffrage, Helene Lange (1848-1930) the moderate leader of the German middle-class women’s movement, as well as the leading socialist feminist Clara Zetkin (1857-1933). Setting: an international meeting organized by the British Women’s Social and Political Union in 1912 in London. Before the debate starts the guests will introduce themselves (by student volunteers). Special Forum Assignment, due Monday, March 2, 2020 by 4 PM Students should summarize the main arguments of one of the feminist strategies represented by five important women using the secondary reading and the primary source documents assigned for Week 8-9. Your summary should not exceed 1-2 pages. Please post the text on the Sakai Forum. The summary should not exceed 1-2 pages. On top please give the full name (and the year of birth and death in brackets) of the author you write about and the title of his/her text in a complete and correct citation. Note: Letters indicate the first letter of your last name. The assigned author also indicates whom the student will represent during the historical simulation. Please inform yourself about the biography of the author on Wikipedia. § A-E: Emmeline Pankhurst § F-K: Millicent Garrett Fawcett § L-R: Jeanne Schmahl and Helene Lange § S-Z: Clara Zetkin

Thursday, March 5, 2020: No class

The Primary Document Essay is due Friday, March 6, 2020 at 9 PM. Please submit the paper electronically by email as a Word document. Name the file as follows: Lastname-Second_Assignment. The instruction for the assignment will be posted at the latest two weeks before the assignment is due under Sakai.

WEEK 10:

Spring Break

WEEK 11:

Tuesday, March 17, 2020: Home/Front: The Gender Order of the First World War Questions: • What was new in the relations between front and home front during World War I?

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• How did different groups of women in the involved countries respond to the First World War? • How did their response and involvement change during the war and why? • Which differences can we observe between different countries and how can we explain them? • Did World War I emancipate women? Required Reading: Primary Documents: • Bell and Offen, Women, vol. 2, 259-263 (Document 65-67). • DiCaprio and Wiesner, Lives and Voices, 413-415 (Document 134). Background Reading: Required: • Allen, Women in Twentieth Century Europe, 6-20. Recommended: • Timm and Sanborn, Gender, Sex, 157-202. • Jane Potter, “Valiant Heroines or Pacific Ladies,” in Simonton, Women in Europe, 259-299.

Historical Simulation in Class: Students prepare a fictional debate over the question, if women should support the war, why and how or if they should fight against the war, why and how. The debate takes place during The International Congress of Women which convened on April 28, 1915 at The Hague, Netherlands, with more than 1,200 delegates from 12 countries—including Britain, Germany, Austria-Hungary, Italy, Poland, Belgium and the United States—all dedicated to the cause of peace and a resolution of the great international conflict that was World War, but with different strategies to reach this goal in mind. Special Forum Assignment, due Monday, March 16, 2018 by 4 PM: Please prepare a historical simulation over the question, if women should support the war, why and how or if they should fight against the war, why and how. Make notes to be able to actively join the debate. Use the primary and secondary sources for your argumentation. The summary should not exceed 1-2 pages. Please post the text on the Sakai Forum. On top please give the position you present. Give a complete and correct citation of the sources you refer to. Note: Letters indicate the first letter of your last name. They indicate which side the student will represent at the historical simulation: A-K: Supporters of the position that women should support the war; L-Z: Opponents of this position. Additional Assignment: • Please watch the following documentary before class: “Women at War, 1914-1918,“ (France 2014, 90 min.). (Available online on Netflix).

Thursday, March 19, 2020: Women in the Interwar Period: Gender and Politics Questions: • Why did women in so many countries involved in World War I finally attain the right to vote? • How did women respond to and try to utilize these new rights? • Did the position of women change in politics because of their legal political equality?

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Required Reading: Primary Documents: • Bell and Offen, Women, vol. I2, 296-298 (Document 80), and 317-327 (Documents 89 and 91). • Table: Electoral Behavior of Men and Women • Graph: Women in Weimar Politics Background Reading: Required: • Allen, Women in Twentieth Century Europe, 21-41. Recommended: • Offen, European Women, 277-310. • Karen Hagemann, “Men’s Demonstrations and Women’s Protest. Gender in Collective Action in the Urban Working-Class Milieu During the Weimar Republic,” Gender & History 5, no. 1 (1993): 101-119. • Patricia M. Thane, “What difference did the vote make? Women in Public and Private Life in Britain since 1918,” Historical Research 76 (2003): 268-285.

WEEK 12:

Tuesday, March 24, 2020: Women in the Interwar Period: The “New Woman”, the Rationalization of Everyday Life, and the Gender Order Questions: • How did contemporaries define the image of the “New Woman”? • What do historians mean, when they talk about a “rationalization of the everyday life”? • In which parts of everyday life and in which segments of the population did a modernization and “rationalization of the everyday life” took place? • Was there a “New Woman” in Interwar Europe? Which social groups of women were able to live in their everyday lives the ideal of the “New Woman”? Which conditions were necessary? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 455-457 (Document 144). Background Reading: Required: • Grossmann, Atina, “Girlkultur or Thoroughly Rationalized Female: A New Woman in Weimar Germany?”, in Women in Culture and Politics: A Century of Change, eds Judith Friedlander et al. (Bloomington, IN: Indiana University Press, 1986), 62-80. Recommended: • Clark, Desire, 162-180. Additional Assignment: • Please watch the following documentary before class: “Flappers: The Birth of the 20th-century Woman,“ (Britain 1999, 53 min.), UNC Media Resources Center Library Use Only: 65-DVD2055 Forum Assignment, due Monday, March 23, 2020 by 4 PM: Please respond to the following questions related to the assigned documentary in your obligatory Forum

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assignment: • How does the documentary portray the changes in the situation of “women” during the 1920s? • Which aspects are emphasized? Which are ignored? • What do you like in the documentary? What do you find problematic?

Thursday, March 26, 2020: The Third Reich and World War II – An Overview Documentary: • Please watch the following documentary before class: “Master Race, 1933,” (USA 1998, 56 min.) Required Reading: Background Reading: • Allen, Women in Twentieth Century Europe, 42-59

WEEK 13:

Tuesday, March 31, 2020: Women in Fascist Century Regimes: The Example of Nazi Germany Questions: • What concept of the gender order did the NSDAP propagate? • To what degree did the Nazi Party incorporate this concept in their concrete politics between 1933 and 1945? • What role did women play in the politics of the Third Reich? • What opportunities existed for women to become politically active in the Third Reich? • Which groups of German women supported the NSDAP and why? Required Reading: Primary Documents: • Riemer and Fout, European Women, pp. 106-110 (Document 26). • DiCaprio and Wiesner, Lives and Voices, pp. 496-502 (Document 156 and 157). • Gertrud Scholtz-Klink, “Deutsch sein — heißt stark sein“ (To Be German Is to Be Strong). Rede der Reichsfrauenführerin Gertrud Scholtz-Klink zum Jahresbeginn,” N.S. Frauen-Warte 4 (1936), 501-502. Background Reading: Required: • Allen, Women in Twentieth Century Europe, pp. 42-59 (the same as for the previous class) • Claudia Koonz, “The 'Women Question' in Authoritarian Regimes," in Becoming Visible, ed. Bridenthal et al., 463-492. Forum Assignment, due Monday, March 30, 2020 by 4 PM.

Thursday, April 2, 2020: Home and Front in World War II

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Questions: • How did the different European war societies try to mobilize women and men for the Second World War? • Which roles did women play during World War II on the home front? • In which ways were women involved in the military and why? • Did the specific war experience in different countries influence the post-war gender order? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 534-542 (Document 167 and 169). Background Reading: Required: • Allen, Women in Twentieth Century Europe, 60-70 and 79-96. Recommended: • Karen Hagemann, “Mobilizing Women for War: The History, Historiography, and Memory of German Women’s War Service in the Two World Wars,” Journal of Military History 75, no. 3 (2011): 1055-1093. • Timm and Sanborn, Gender, Sex, 157-202 (the same as for week 11.1). Additional Assignment: • Please watch the following documentary before class: “Women at War, 1939-1945,“ (France 2005, 90 min.). (Available online on Netflix).

WEEK 14:

Tuesday, April 7, 2020: Gendering the Holocaust I Questions: • What did you learn so far about the Holocaust? • Is an attempt to gender the history of the Holocaust appropriate? • What enabled Jewish men and women to emigrate, to resist or survive the hell of ghettos and concentrations camps? • What enables others to help persecuted Jews? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 522-526 and 529-533 (Documents 164 and 166). Background Reading: Required: • Allen, Women in Twentieth Century Europe, 70-76 (the same as for the previous class). • Baumel, Judith Tydor. “Women’s Agency and Survival Strategies during the Holocaust.” Women’s Studies International Forum 22, no. 3 (1999): 329-347. Recommended: • Milton, Sybil, “Women and the Holocaust: The Case of German and German Jewish Women,” in: Different Voices: Women and the Holocaust, ed. by Rittner and Roth (New York: Paragon House, 1993), 213-249.

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• Rittner, Carol and John K. Roth, “Prologue: Women and the Holocaust,” in Different Voices: Women and the Holocaust, ed. by Rittner and Roth (New York: Paragon House, 1993), 1-21. Additional Assignment: • Please watch the documentary “One Survivor Remembers”, director: Kary Antholis (USA, 1995, 42 min.), based on the autobiography of Gerda-Weisman Klein, who also narrated her story. Available on YouTube: https://www.youtube.com/watch?v=TQuKt71B-48 and at the Holocaust memorial site: https://www.ushmm.org/remember/days-of-remembrance/resources/one-survivor-remembers

Thursday, April 9, 2020 Gendering the Holocaust II Required Reading: Background Reading: § JACK G. MORRISON. “For Women Only: The Ravensbrück Concentration Camp.” Proteus 12. no. 2 (1995): 51-55. Documentary: • We will watch the following documentary in class: “The Women from Ravensbrück” (Die Frauen von Ravensbrück), director: Loretta Walz (Germany 2005, 90 min.). A short version you find online: https://www.videoarchiv-ravensbrueck.de/extern_v_2_3/de/mediathek/mediathek.html#englishversion

WEEK 15:

Tuesday, April 14, 2020 Gendered Civil Courage, Protest, and Resistance against Nazi Germany Questions: • How would you define resistance? • Which forms of resistance existed? In what ways were they different? • Was there a gender specific resistance? In what ways were women involved? • What motivated and enabled people to protest and get active in the resistance? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, pp. 526-533 (Documents 165 and 166). Background Reading: Required: • Allen, Women in Twentieth Century Europe, pp. 76-78 • Erpel, Simone, “Struggle and Survival: Jewish Women in the Anti-Fascist Resistance in Germany”, in Leo Baeck Institute. Year Book 37 (1992): 397-414. • John Michalczyk, “The White Rose Student Movement in Germany: Its History and Relevance Today,“ in Confront! Resistance in Nazi Germany, ed. John J. Michalczyk (New York: Lang, 2004), 211- 220. Additional Assignment: • Please watch the following movie before class: “Sophie Scholl – The Final Days” (Sophie Scholl: Die

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letzten Tage), director Marc Rothemund (Germany 2005, 117 min.) (At the UNC Media Resources Center: 65-DVD3430; and on You Tube: https://www.youtube.com/watch?v=baRvF6ZBK18). Recommendation: • In addition, I suggest to watch the following movie: “Rosenstrasse,” director: Margarethe von Trotta (Germany 2003, 135 min.) (At the UNC Media Resources Center: 65-DVD2068; and on You Tube: https://www.youtube.com/watch?v=HS0KW16b3wQ). Forum Assignment, due Monday, April 15, 2020 by 4 PM: Please post three questions for the class discussion that you want to explore on the Forum.

Thursday, April 16, 2020: Re-Gendering Post-World War II Societies Questions: • How did the situation of women change after World War II in Europe? • Which role did the family play in the reconstruction of European post-war societies? • Why did the model of the male-bread-winner family become so influential in European post-war societies, politics and culture? • What were the main points of criticism of post-war feminists like the French author Simone de Beauvoir? Required Reading: Primary Documents: • Bell and Offen, Women, vol. 2, 420-432 (Document 119 and 120). Background Reading: Required: • Allen, Women in Twentieth Century Europe, 79-96 und 115-132. Recommended: • Jane Jenson, “Friend or Foe? Women and State Welfare in Western Europe," in Becoming Visible, ed. Bridenthal et al., 493-513 • Barbara Einhorn, "The Great Divide? Women's Rights in Eastern and Central Europe Since 1945," in Becoming Visible, ed. Bridenthal et al., 514-539 Additional Assignment: • Please watch the following movie before the class: “The Marriage of Maria Braun” (Die Ehe der Maria Braun), director: Rainer Werner Fassbinder (Germany 1979, 120 min.). (Available online on the UNC Library website: http://unc.kanopystreaming.com/video/marriage-maria-braun)

WEEK 16:

Tuesday, April 21, 2020: The New Women’s Movement of the 1960s - 1980s Questions: • What economic, social, political and cultural factors contributed to the development of the New Women’s Movement? • What role did the postwar gender order play in the development of a new feminist thinking? • What was the social background of the leading feminist activists of the new women’s movement?

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• What were their aims and strategies? • Who were some of the most influential figures in the movement? Required Reading: Primary Documents: • DiCaprio and Wiesner, Lives and Voices, 559-564, 573-577 and 580-582 (Documents 173, 175 and 177). Background Reading: Required: • Allen, Women in Twentieth Century Europe, 115-131. Recommendation: • I recommend to watch the movie: “Vera Drake,” director: Mike Leigh (Britain 2006, 126 min.) (At the UNC Media Resources Center: 65-DVD2239).

Thursday, April 23, 2020: Final Class: Do Men and Women Have Equal Rights and Chances Today? Questions: • Do men and women have equal rights and chances today? • Do we still/again need a women's movement? Required Reading: • Nancy Gibbs, “What women want now: A Time special report,” TIME Magazine, October 26, 2009. • Nancy Gibbs, “Love, Sex, Freedom and The Paradox of the Pill”, TIME Magazine, May 3, 2010. • Kate Pickert, “What Choice?” TIME Magazine, January 3, 2012. • Stephanie Zacharek, Eliana Dockterman and Haley Sweetland Edwards, “The #MeToo Moment: The Time Person of the Year 2017”, TIME Magazine, January 1, 2018.

Final Examination: due: Monday, April 27, 2020 by 9 AM.

SAKAI I will be using Sakai to make course materials, announcements, and other essential information available to you. You are expected to check Sakai regularly and are responsible for the material that appears on it. Under “Syllabus” you will find the updated syllabus: § Under “Resources” you will find the following folders: § “Course Reading” with the weekly readings; § “Supplementary Documents” with additional material (chronologies, maps, tables); § “Support for Assignments” with guides for the different assignments, a guideline for good writing, a style sheet with the basics of the Chicago Manual of Style that we will use in this seminar etc.; § “Bibliographies, Literature and Internet Resources” with an extended bibliography for the seminar and several online resources including a website especially for this seminar provided by the UNC Davis Library; § Under “Forum” you can place your questions/comments on the required reading. The Forum will be organized by seminar sessions. You are expected to familiarize yourself with the SAKAI site of the seminar.

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To access Sakai: 1. Go to http://sakai.unc.edu and type in the name you use for your email and then your password 2. You will then receive a list of all the courses for which you are registered this semester. Click on HIST 259 or WMST 259 (whichever you are registered for). 3. Please familiarize yourself with the course Web Page. It is an essential tool for taking this course. 4. If you do not want to use your UNC email address, you must contact the Help Desk at 962-HELP. 5. A copy of the syllabus is on Sakai under Syllabus. It may be updated periodically. Please note: if you have dropped this course, the registrar will take you off the course email list within 48 hours. You do not need to contact the instructor or take any other action.

RULES OF THE ROAD 1. Read this syllabus carefully. You should consider it a contract between you and the professor. Your enrollment in the course signifies your agreement to adhere to it. Keep it for reference. You will also find it on Sakai. 2. Read the email and announcements on SAKAI carefully and regularly. I will communicate with you by email and announcements on SAKAI during the course. Please read your email and check the SAKAI announcements. 3. Communicate appropriately. Learn how to write a professional email. Please read over the handout from the UNC Writing Center on email etiquette and effective communication at colleges and universities: http://writingcenter.unc.edu/handouts/effective-e-mail-communication/ 4. Attendance will be taken in every class. No more than four missed classes will be accepted. After four missed classes, your participation grade will go down 0.1 points for every day you miss class, but if you excuse yourself in advance for additional missed classes in case of crisis and emergency, we will find a solution, for example the make-up assignment of response paper (see the guide on Sakai). 5. No late papers or other written work will be accepted except in the case of documented dire emergencies or a previous agreement. Remember to make back-up copies of your drafts and papers; a hard disk crash a day or two before papers are due is not an acceptable excuse for turning in a late paper. If you face serious problems to handing in an assignment in time please contact me in advance and we will find a solution. For unexcused lateness, your grade will go down ten points. Thus, if you have a B+, your grade will fall to a C+ or if you have a C, your grade will fall to a D. 6. Plagiarism: to take or pass off as one's own the ideas, key writings, etc. of another; to copy the exact words or to use key phrases from another author; to steal key ideas, even if you put them in your own words. If you do any of these things, without using a footnote to indicate your source, you are guilty of plagiarism. The exact words of another author must be put in quotation marks. Be forewarned that it is extremely easy to trace sources of plagiarism with software and on the web. If you plagiarize a paper you will receive a zero on that piece of work, and you will be subject to prosecution under the UNC Honor Code. It is your responsibility to familiarize yourself with the Honor Code (http://instrument.unc.edu). 7. Cheating: In case of cheating, you will flunk the exam. We will also report delinquents to either the UNC Honor Court or the UNC Dean of Academic Affairs. Students may not bring any material related to the course to the final examination unless it is contained in a closed book bag or knapsack. It is your responsibility to be familiar with, and act according to, the universities’ honor codes.

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8. Electronics: I support “old school” communication and note-taking during classes, however, I will allow laptops in seminar sessions as a tool for your class work in specific circumstances. Pen, paper and face-to-face dialogue reduce unnecessary distractions. Please turn off all electronic devices including, but not limited to, iPhones, cell phones, iPods, iPads or any other devices that ring, buzz or ding. These devices should be properly secured in your backpack. 9. Technology Use: But generally, I allow computers to be used in class, especially if an assigned reading was available electronically. I reserve the ability to disallow the use of computers when I feel doing so will enhance discussion. If you choose to use your laptop, I expect you to be 100% “with us,” which means no e-mail, no Facebook, no Twitter, no ESPN, and so on.

HONOR CODE Students are bound by the Honor Code in taking exams and in written work. The Honor Code of the University is in effect at all times, and the submission of work signifies understanding and acceptance of those requirements. Plagiarism will not be tolerated. Please consult with me if you have any questions about the Honor Code.

INSTRUCTOR DR. KAREN HAGEMANN is James G. Kenan Distinguished Professor of History at the University of North Carolina at Chapel Hill. Her research focuses on Modern Germany and Europe and combines gender history, political, social and history and the history of military and war of the 19th and 20th centuries. Her most recent books include the monograph Revisiting Prussia’s Wars against Napoleon: History, Culture, Memory (2015); Gender and the Long Postwar: The United States and the Two Germanys, 1945-1989, ed. with Sonya Michel (2014); Children, Families and States: Time Policies of Child Care, Preschool and Primary Schooling in Europe, ed. with Konrad H. Jarausch and Cristina Allemann-Ghionda (2011); Gender, War, and Politics: Transatlantic Perspectives, 1775–1830, ed. with Gisela Mettele und Jane Rendall (2010); and Civil Society and Gender Justice: Historical and Comparative Perspectives, ed. with Sonya Michel and Gunilla Budde (2008). Recently she has finished as the general editor the Oxford Handbook Gender, War and the Western World since 1600 and has started to work on a monograph titled The Forgotten Soldiers: Women, the Military and War. Websites: http://history.unc.edu/people/faculty/karen-hagemann/ https://hagemann.web.unc.edu/

16 November 2019