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History 597.02E Readings in Gender History Course Syllabus: Spring 2017

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History 597.02E Readings in Gender History Course Syllabus: Spring 2017 HISTORY 597.02E READINGS IN GENDER HISTORY COURSE SYLLABUS: SPRING 2017 Instructor: Dr. Sharon Kowalsky Office Location: Ferguson Social Sciences 105 Office Hours: Tuesday and Thursday, 2:00-4:30, or by appointment Office Phone: 903-886-5627 University Email Address: [email protected] COURSE INFORMATION Course Description: This course is a readings-based course designed to introduce students to the foundational authors and literature in Gender History. Through a detailed exploration and discussion of these works (in both monograph and article format), students will be exposed to some of the most important historical studies focusing on women, masculinity, sexuality, and gender. Although the readings focus on histories of the United States and Europe, for the most part, the course will also consider histories from other places around the world. History 597 may be repeated for credit as topics change. Course Materials: The following required books are available at the bookstore: Laura Lee Downs, Writing Gender History, 2nd ed. (Bloomsbury, 2010) ISBN 978-0340975169, $ Judith Bennett, History Matters: Patriarchy and the Challenge of Feminism (University of Pennsylvania Press, 2006) ISBN 978-0812220049, $24.95 Gerda Lerner, Creation of Patriarchy (Oxford University Press, 1987) ISBN 978-0195051858, $19.95 Laurel Thatcher Ulrich, A Midwife’s Tale: The Life of Martha Ballard, Based on Her Diary, 1785- 1812 (Vintage Books, 1991) ISBN 978-0679733768, $16.95 OR Natalie Zemon Davis, Women on the Margins: Three Seventeenth-Century Lives (Belknap Press, 1997) ISBN 978-0674955219, $30.50 Theda Purdue, Cherokee Women: Gender and Cultural Change, 1700-1835 (Bison Books, 1999) ISBN 978-0803287600, $17.95 Lynn Hunt, Family Romance of the French Revolution (University of California Press, 1993) ISBN 978-0520082700, $29.95 Bonnie Smith, Ladies of the Leisure Class: The Bourgeoisie of Northern France in the Nineteenth Century (Princeton University Press, 1981) ISBN 978-0691101217, $46.50 Glenda Gilmore, Gender and Jim Crow: Women and the Politics of White Supremacy in North Carolina, 1896-1920 (University of North Carolina Press, 1996) ISBN 978-0807845967, $35.00 Gail Bederman, Manliness and Civilization: A Cultural History of Gender and Race in the United States, 1880-1917 (University of Chicago Press, 1996) ISBN 978-0226041391, $30.00 OR Robert Nye, Masculinity and Male Codes of Honor in Modern France (University of California Press, 1998) ISBN 978-0520215108, [used price varies] Barbara Alpern Engel, Between the Fields and the City: Women, Work, and Family in Russia, 1861-1914 (Cambridge University Press, 1996) ISBN 978-0521566216, $35.99 OR Kathleen Canning, Languages of Labor and Gender: Female Factory Work in Germany, 1850-1914 (University of Michigan Press, 2002) ISBN 978-0472087662, $30.95 Anne McClintock, Imperial Leather; Race, Gender and Sexuality in the Colonial Contest (Routledge, 1995) ISBN 978-0415908900, $51.95 Claudia Koonz, Mothers in the Fatherland: Women, the Family, and Nazi Politics (St. Martin’s Press, 1988) ISBN 978-0312022563, [used price varies] Afsaneh Najmabadi, Women with Mustaches and Men Without Beards: Gender and Sexual Anxieties of Iranian Modernity (University of California Press, 2005) ISBN 978-0520242630 Student Learning Outcomes: This course will teach students to evaluate and analyze materials, and to understand different historians’ interpretations of events. By the end of the semester, students should be able to explain the various historical interpretations on a specific topic or aspect related to Gender History. Students’ ability to meet the objectives and learning outcomes of this course will be evaluated through an annotated bibliography. COURSE REQUIREMENTS Instructional / Methods / Activities Assessments Attendance and Participation For all discussions, students are expected to come prepared to engage with the assigned material. This means preparing the assignment before class and bringing the reading material to class. I expect all students to participate actively in our class discussions and to contribute their thoughts, ideas, and questions to our collective exploration. I especially encourage you to bring your questions to class. I will create, and expect you to uphold, an intellectual environment in the classroom where we can listen to and consider others’ arguments and opinions with an open mind and where we respect viewpoints other than our own. Students will be responsible for leading class discussion at least once, probably twice (depending on enrollment, perhaps with a partner). Discussion leaders will be responsible for developing a list of questions and issues raised by the book under consideration, as well as researching, identifying, and explaining the historiographical significance of the book and its critical reception. Your participation grade will be based on your engagement in our class discussions and be guided by the following rubric: A = Always prepared, frequently participates, rarely absent B = Always prepared, participates only when called on, rarely absent C = Usually prepared, rarely speaks, rarely absent D = Often unprepared, several absences F = Usually unprepared, frequent absences Written Assignments: Major Paper: The major assignment for this semester will be an annotated bibliography. Students should pick a topic within the scope of gender history. Students preparing to write a thesis may choose to focus their work around their thesis topic, if relevant. Annotated bibliographies should contain 15 citations (monographs, edited volumes, book chapters, and/or journal articles). NO PRIMARY SOURCES. None of the entries should repeat materials assigned for the class. All citations must be formatted according to Turabian/Chicago style. Please refer to Kate Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 8th ed. (Chicago: University of Chicago Press, 2013). If you do not have a copy of this work, it is recommended that you acquire one NOW. Each entry should be numbered and formatted properly as bibliography entries (single spaced, reverse indentation). Each annotation should be a substantial paragraph or two that clearly sets out the argument of the author, the nature of the sources used, the effectiveness of the sources and the argument, and the reception of the argument (i.e. why the argument is significant enough for it to be included in this bibliography). Each annotation must be double spaced, with standard font and margins. Instructions on submission will be provided by the professor closer to the end of the semester. Annotated bibliographies are due on April 27, 2017. Book Reviews: Students will complete two book reviews of assigned books over the course of the semester (students must review books assigned, but may draw on assigned articles if appropriate). Students may choose which books they wish to review, without advance consultation with the professor. Reviews are due the day the book in question is to be discussed in class. Book reviews should be a maximum of 800 words in length (this is a hard limit and reviews that do not conform will be penalized). Reviews should be submitted with standard margins and font, double-spaced, with student’s name on the first page and the full bibliographic description of the book as the title in this format: Author Last, First. Title. Place: Publisher, Date. # pages (ex: xv, 347 pp.), bibliography (if present), index (if present), appendix (if present), illustrations (if present). Students are encouraged to write their book reviews early in the semester and to consider choosing books for which they are leading discussion. Reviews are worth 10% of the final grade each, 20% total. Grading Grades for the semester will be determined according to the following breakdown: Historiography Paper 40% Book Reviews 20% Participation 40% Your grades for written work will be determined based on the following rubric: A = Mastery of reading and class material; factual accuracy; thoughtful, historical argumentation demonstrating ability to synthesize and/or some originality of thought; technically clean; proper citation format B = Good to excellent command of most reading and class material; accuracy; good level of historical argumentation; reasonable thesis statement; proper citation format C = Good command of class material; accuracy; ability to articulate a historical point of view, even if it is not compelling or is poorly reasoned; some errors in citation format D = Poor command of required assignments; errors; ahistorical or narrow reasoning; poor citation format The grading scale used for this course is as follows: 90-100 = A 80-89 = B 70-79 = C 60-69 = D 59 or less = F TECHNOLOGY REQUIREMENTS, ACCESS, AND NAVIGATION The following information has been provided to assist you in preparing to use technology successfully in this course: Word Processing: You will need access to a word processor and printer to prepare written exams and research projects. You should be able to insert footnotes in your papers. eCollege: This course is web-enhanced through eCollege, the Learning Management System used by Texas A&M University-Commerce. To access eCollege you will need an internet connection, preferably high speed, and your CWID and password. If you do not know your CWID or have forgotten your password, please contact Technology Services at 903-468-6000 or [email protected]. To get started with the course, go to: https://leo.tamu-commerce.edu/login.aspx. eCollege will be used to send
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