Womens 1
European History
Fall 2010, MW 11:20-12:50 HST 239, section 101 Instructor: Prof. Lisa Z. Sigel [e-mail] [e-mail] Office: Lincoln Park SAC439, x 1773-325-4723 Hours: Monday before and after class, Wednesday before class and by appointment. In this course we will examine the conditions that influenced womens lives and explore how women negotiated the changing circumstances of European history. The enormous transformations in European society between the eighteenth and twentieth centuries include the French Revolution, the industrial revolution, the development of mass politics and mass society, the expansion of urban centers, the arrival of consumer culture, new gender and sexual identities, the first and second world wars, and the growth of the welfare state. These changes affected all Europeans whether they were peasants, members of the working class, the middling classes, or the aristocracy. However, these changes often affected women quite differently than they did men. The social expectations placed on women and their place in the center of the evolving family in many ways limited their ability to act equally during these big events. This inequality does not mean that women did not act. In fact, women have been central both to public and private life, productive and reproductive labor throughout the period. (Actually, women have been alive and kicking throughout history.) Womens bodies, minds, and labors, though often in hidden ways, have allowed these enormous changes to occur. We will explore the ways that women lived and contributed to these big events by examining the ways that women fit into the class structure, the family structure, and the state structure between 1750 and 1950. We will explore when, how, and why women acted, including the manner in which they exploited the divisions of society for their own benefits. Lastly, we will discuss approaches to womens history and evaluate whether traditional historical methodologies work in excavating the lives of those who have been hidden from history. Understanding the Past Learning Domain Information Note: This course carries Liberal Studies credit in the Understanding the Past Learning Domain. It belongs to the geographical category of Europe. Students may not take more than one U. P. course in any given geographical category. The central U. P. learning goal is to help students become literate about the past and the methods used to understand the past. DePaul considers that this learning goal is achieved if students are able to demonstrate the following learning outcomes in their written work, exams, and/or contributions to class discussions: that they have acquired knowledge of prehistoric or historical events, themes, and ideas; 1. that they can reason through analysis, evaluation, and/or synthesis of a range of primary and secondary source evidence; 2. that they understand that there are different perspectives on the past, whether those be historical or
methodological in nature; 3. that they can express knowledge and reason effectively in written work. Course Goals-Students should develop a stronger understanding of gender. Students should develop a stronger understanding of European history. Students should hone their skills at analysis and argumentation. Course Requirements-Students are required to read, write, think, talk, and be nice to each other. Students need show up to class having done the assigned reading. There will be a series of short papers and quizzes over the course of the quarter. All of these will be counted under the rubric of quizzes which will count for 70% of your grade. If you do not hand in these quizzes, then it will be impossible to pass the class. I do not accept late quizzes without an appropriate excuse--that is, death in the family, major illness, and psychological meltdown are appropriate; oversleeping, drunkenness, or inability to write are not appropriate excuses. Anyone attempting to hand in something late will be made to feel very, very bad. All assignments should be double-spaced, with 1 inch margins, in Times, New York, or Courier 11-12 point. Im specifying the size and font because I will not accept papers that have been artificially inflated through electronic means. Any normal font will do. The final paper will use the same margins and font but will be longer. It will ask you to reflect upon your learning over the course of the quarter. Please save all your work this quarter so that you can consider it for your final paper
We are doing important work in this course and I want original and thoughtful papers in which you really tackle the issues at hand. All papers should be polished and professional. They should be spell-checked and use complete sentences. They should not only demonstrate the students fine ideas about a topic, they should also make methe instructorsee new patterns and ideas as a result. What different grades mean: A An "A" paper indicates superior work. This paper fulfills the criteria set forth by the assignment and surpasses them. It shows evidence of original thought and careful reading, and the ability to synthesize these into a cogent piece. While there may be an occasional misstep, the writing is lucid, well organized, and exciting. There are virtually no grammatical or spelling errors. B A "B" indicates strong work. For the most part, what separates the B paper from the "A" paper is that the former is workmanlike -- the job has been completed and the assignment fulfilled, but the paper lacks rigor or remains un-compelling. There may be an occasional careless error, but overall the paragraphing is taut, sentences complete, and grammatical and spelling errors are few. C A "C" paper is average work. The paper is workmanlike but uninspired. The assignment has been completed but not fully explored. Additionally, there may be substantial gaps in argument or the paragraphing and organization are weak.
D The "D" paper shows serious problems in organization, argument, and content. Spelling and grammatical errors exist. Sentences are incomplete; paragraphs hold no cogent organizing thought. F The "F" paper does not fulfill the assignment. It either addresses another issue entirely, or its spelling, grammar and organization are so poorly executed as to make it virtually unreadable.
Quizzes 70% Final paper 30% I will assign letter grades as follows: 93 and over - 92.9 - 89.9 - 86.9 - 82.9 - 79.9 - 76.9 - 72.9 - 69.9 - 66.9 - 60 and under A AB+ B BC+ C CD+ D F Excellent
Above-Average
Average
Below-Average Failing
A discussion-based class like ours is based on mutual respect and decency. You are required to treat each other and me with respect. If you do not, I will ask you to leave the class. If you continue, I will have you booted from the course. Extra credit work is not assigned, nor will it be accepted. If you are not doing as well as you might like in the class, I suggest you study harder rather than looking for extra work to replace existing class assignments. As a general rule, you should devote 3 hours of study time to every hour of class time. Since this is a four credit hour class, this means that you should study roughly 12 hours per week for this class. Although I view the syllabus a as contract between faculty and students, I retain the right to change the schedule or add additional assignments if I suspect that students are not learning. Plagiarism: Plagiarism is verboten in this and all classes. I encourage students to work together, to share notes, and to proofread each others papers. However, do not submit someone elses ideas as your own. The DePaul Student Handbook defines plagiarism as follows: Plagiarism includes but is not limited to the following: (a) The direct copying of any source, such as written and verbal material, computer files, audio disks, video programs or musical scores, whether published or unpublished, in whole or in part, without proper acknowledgement that it is someone elses. (b) Copying of any source in whole or in part with only minor changes in wording or syntax even with acknowledgement. (c) Submitting as ones own work a report,
examination paper, computer file, lab report or other assignment which has been prepared by someone else. This includes research papers purchased from any other person or agency. (d) The paraphrasing of anothers work or ideas without proper acknowledgement. In other words, plagiarism is the conscious or subconscious theft of some elses ideas. Copying your own work written for another venue is auto-plagiarism. Do not auto-plagiarize. If you plagiarize I will pursue it to the fullest extent of University policy. I will fail you for this course and I will make a
complaint to the Academic Integrity Board so that the violation goes onto your permanent record.
Crises. If you are having a problem that does not allow you to complete your work (for example, an ongoing medical issue, a family crisis, an emerging mental health problem) please talk to me and/or the Dean of Students (773.325.7290) to arrange the help that can you through the crisis. If you do so in a timely fashion, DePaul will make every effort to find a solution. The Dean of Students is the part of the University responsible for students and while I can talk to you about a specific class, that office can help you negotiate issues across the University. Accommodations for Special Circumstances Students who feel they may need an accommodation based on the impact of a disability should contact me privately to discuss their specific needs. All discussions will remain confidential. To ensure that you receive the most appropriate accommodation based on your needs, contact me as early as possible in the quarter (preferably within the first week of class), and make sure that you have contacted the PLuS Program (for LD, AD/HD) at 773-325-4239 in SAC 220, or The Office for Students with Disabilities (for all other disabilities) at 773-325-7290, Student Center 307.
Required Readings-The following books should (hopefully) be at the bookstore. If the library has copies, youre welcome to use those.
Tilly and Scott, Women, Work, & Family Carles, A Life of Her Own
Bridenthal, Stuard, Wiesner, Becoming Visible Owings, Frauen: German Women Recall the Third Reich We will be reading the following articles and excerpts. They will be provided by me. Vogel, Whose Property? The Double Standard of Adultery in Nineteenth-Century Law Clark, Humanity or Justice? Wifebeating and the Law in the Eighteenth and Nineteenth Centuries Judith Walkowitz, Jack the Ripper and the Myth of Male Violence We will also be reading primary some primary sources from the period that I will distribute as needed.
Class Schedule-Week 1, September 8 Wednesday, Introduction.
Week 2. September 13 and 15
Monday: Quiz 1 due. Write a 3-5 page paper on what you think womens lives were like in Europe from the 18th century to the 20th century. What do you think mattered to womens lives? Where did women live? What kind of living arrangements did they have? Did women receive education? Did women work? Have kids? Get married? Were they citizens? What did they wear? What did they want? What did they worry about? Did their lives change over the course of the time period (from the eighteenth century to the present)? What caused their lives to change? Did their values change? Did their living situations? As you write this paper, consider and explain the source of your information. That is, please examine how you know what you know. Is it from a movie, a book, family lore, previous classes, or common knowledge. Do not look at outside sources to write this paper. If you look at ANY without citing them, I will count it as plagiarism. Wednesday: Read Bridenthal, Chapter 8, Spinning out Capital Week 3: September 20 and 22 Monday: Read Tilly and Scott, Part 1. Quiz due based upon Tilly and Scott. Now you are responsible for what you have learned thus far. Use the materials that you read for class to create a fictive persona. Pretend you are a young woman from the time period. Write a two page autobiography. Who are you? Where do you live? What do you do with your time? Do you work? What kind of work? When will you marry? Who will you marry? Why will you marry? What matters to you? Wednesday, Bridenthal Chapter 9, Women and the Enlightenment
Week 4. September 27 and 29
Monday: Bridenthal, Chapter 10, A Political Revolution for Women? Wednesday:Tuesday: Tilly and Scott, Part 2,
Week 5. October 4 and 6
Monday: Bridenthal, Chapter 11, Doing Capitalisms Work. Quiz: Using Bridenthal and Tilly and Scott, assume the persona of an early nineteenth-century woman: Write a letter to your grandmother explaining how your life is different from hers when she was your age. How has the world changed between the eighteen century and the nineteenth? Wednesday: Clark, Humanity or Justice? Wifebeating and the Law in the Eighteenth and Nineteenth Centuries and Vogel, Whose Property? The Double Standard of Adultery in Nineteenth-Century Law
Week 6. October 11 and 13
Monday: Walkowitz, Jack the Ripper and the Myth of Male Violence Wednesday: Bridenthal, Chapter 12, Contextualizing the Theory and Practice of FeminismQUIZ: Write a letter to your appalled parents explaining why you have become a feminist.
Week 7. October 18 and 20.
Sometime during this week, watch: All Quiet on the Western Front Monday: Tilly and Scott, Part 3 Wednesday, Lecture: WWI
Week 8. October 25 and 27
Monday: Read: Bridenthal, Women in War and Peace. Optional QUIZ: Write a letter to an imaginary brother, father, friend, or lover at the front during WWI. Wednesday : Bridenthal, Chapter 17, The Woman Question in Authoritarian Regimes.
Week 9. November 1 and 3
Monday: Frauen, pages 1-31, 172-185, 284-298 QUIZ: Compare two of the womens lives and consider whether German women were complicit with Nazism and the Holocaust even if they did not directly kill others. Wednesday: Frauen, pages 99-115, 155-171, 299- 312, 366-386, 412-467. Sunday, October 31, Extra Class at 8 am for 3 hour examination. Be prepared to write an in-class essay. (Boo! Scared you.)
Week 10. November 8 and 10
Monday: A Life of Her Own, read first half
Wednesday: Finish, A Life of Her Own. Week 11 November 15. : What have you learned? Final paper due Wednesday November 17 in my mailbox in the history Department: Take out your paper from the first class and re-read it. Now analyze how your idea of womens lives have changed during this quarter. What did you learn? How did you learn it? Five to eight pages.