US Women's
History/BIS 463
Winter 2012—Revised due to snow closure
Prof. Michael Goldberg
Office Hours: Mondays 4-5, Thursdays 3:30-4:30; and by appt.
UWB-1 Room 119 Office phone: 425-352-5362
e-mail: mlg@uwb.edu
My web page: http://faculty.washington.edu/mlg/
Course web page: http://faculty.washington.edu/mlg/courses/463A08/index.html
Blackboard Course Page
COURSE DESCRIPTION:
There are many ways to examine the history of the United States—in this
course, we will put women at the center of the story. The course traces a number
of different interrelated themes from the early 19th century through World War
II: the changing conditions and ideas about unpaid housework and paid work;
the relations between different groups of women and the way relations of power have
shaped these interactions; the interconnections between family and gender roles; the ongoing political struggle to gain increased
civil and political rights; alternative means to women's empowerment outside of the political arena; and the shifting notions of "normal" female identity across racial, class and sexual categories. We will consider which ideas and assumptions within American culture
have changed and which have stayed the same, and how these cultural factors have
related to the material conditions through which people experience their daily
lives. Finally, we will seek to understand who has gained and who has lost from
these changes and continuities.
Although the course seeks to "survey" U.S. women's experience from the late 1700s through the 1950s, it aims more for depth than coverage. The course uses collaborative problem-based learning techniques to allow students to develop their critical reading, analytical and interpretive skills. Each week, we will use the readings as the basis for exploring a specific historical problem using analytical questions. At first, I will provide the problems and questions, and groups will respond to the questions in an asynchronous online learning environment (Blackboard's Discussion Board). As students develop their abilities in the course, the groups themselves will identify the problems and analytical questions. By the second half of the course, groups are usually able to take control of the direction of the discussion. Each week I will also introduce a new historical concept, including cause and effect, continuity and change, motivation, historical agency, cultural diversity and similarity, historical narrative, historical empathy, and evaluation. Thus the course is designed to enhance students historical thinking skills as well as their general critical thinking and analytical abilities. I hope that students taking the course to fulfill their K-12 certification requirement will be especially well-served by this approach.
This course is organized as a "hybrid," using traditional in-class meetings as well as asynchronous online discussions (Blackboard Discussion Board). I will use the in-class time to introduce the framework of the historical problem to be considered and to cover comprehension questions about the readings. The cooperative learning groups, which will be formed the second week, will meet to discuss how they will be addressing the historical problem in the online learning environment. Asynchronous discussion allows participants to step back and consider their contribution to class discussion more carefully, referring to the readings when necessary. It also enables those less comfortable speaking up in class to have their say. At the same time, it requires that everyone comes to the discussion with at least a minimum level of preparation, since it becomes clear when students have not done the reading. Finally, it enables different layers of communication, since Blackboard makes it easier for users to email each other directly. Students can thus decide whether a comment is more appropriate for direct communication or for the entire course. This course uses a very structured approach to online discussion, with the first entries similar to informal writing assignments leading to more wide ranging discussion afterwards. This approach, which I developed drawing on established research, is intended to enhance the group learning experience while improving individual's skills and abilities yet also allowing for intellectual exploration and personal engagement. (See the Blackboard Course Information section for an article I wrote about the course.)
PLEASE NOTE: This course is highly dependent on group participation. There are no overall group projects, but the success of the course hinges on individual group members' willingness to commit their time and interest to the course on a weekly basis. Although the amount of reading is not heavy for a 400-level course, the amount of work (posting to the discussion board, reading the postings) is substantial, although there is only one extended essay (due the final week). Please remember, though, that as a hybrid class two hours of the time you spend reading and responding to postings substitutes for "class time." PLEASE DO NOT TAKE THE COURSE IF YOU DO NOT THINK YOU CAN FULFILL YOUR COMMITMENT TO YOUR GROUP.
LEARNING OUTCOMES:
Assessed outcomes:
This course has been designed to facilitate and assess your mastery of the following
outcomes:
Unassessed outcomes:
Additional outcomes that you might achieve, but which will not be assessed,
include:
CLASS ASSIGNMENTS, ASSESSMENTS, AND GRADING:
The course is based on a "scaffolding" approach to learning: first, you will develop a critical engagement with the course material, including careful note taking and completion of the class preparation sheets; then, in small group and class discussions based on the first step, you will extend and deepen your understanding of the material and the larger issues; and finally, you will draw on abilities and knowledge gained in the first two steps when preparing for and completing your formal and exam writing assignments. Each step is assessed independently, but they are all connected. Each week, you will be introduced to additional historical thinking concepts, building on the ones learned in earlier weeks. Finally, you will start by answering set historical problems and questions and will then develop the capacity to create your own questions, and finally, identify your own historical problems to be considered. As you and your group members develop these capacities, you will be given greater control over the direction of your gruop's online discussion. Towards the end of the course, groups will be setting their own learning agendas for the discussions.
1. Online Participation/Cooperative Group Work:
In the second week of the course you will
be assigned an online discussion group. You will meet with your group in class on Tuesday and then engage them in discussion during the rest of the week online. You may participate in the online group at
any time between Tuesday after class and the following Monday by 6pm, but you will need to make your
first posting at some point between Tuesday after class and Thursday 1pm, and a second posting by
Saturday at 11pm. One group member per week will be chosen to post a concluding comment between Saturday 11pm and Sunday 11pm. The posting guidelines must be followed explicitly to gain credit and maximize your learning experience. (See explicit guidelines and examples on the course web page.) In order to be an effective group pariticipant, you must come prepared to class. This includes completing the readings on time and taking analytical notes. There are a number of ways one might EFFECTIVELY take notes (written or oral, linear or mapping, etc.) but highlighting or scribbling in the margins is not sufficient. While these activities can enhance note-taking, they are no substitute for your critical engagement with the material. (The External Links section of Blackboard contains a link to suggestions for effective critical note-taking.) Even if you are pressed for time on a particular reading assignment, make sure you set aside a minimum amount of time (15 minutes) to respond critically to what you've read. You will find that time far more valuable than an additional 15 minutes of skimming the content, which you will probably not retain for more than a few days (if that). Please bring your notes and texts to be discussed with you to class. Your fellow group members will appreciate it, and will note your preparation (or lack thereof) in their group member evaluations.
Schedule of postings:
Step One (Initiate or Response) by Thursday, 1pm.
Step Two (Informal Follow-up) by Saturday, 11pm
Conclusion (1 student per group) between Saturday, 11pm and Sunday, 11pm
Additional postings may continue until Monday, 6pm
Remember, the communication part of this assignment substitutes for in-class attendence, so plan on spending at least 2 hours a week communicating online (reading postings and responding informally). The writing part (the formal postings) should be considered part of the regular assigned work of the class. When I redesigned the course I substituted one class' worth of reading per week for the writing and discussion part. That is why you are assigned only 2-3 articles per week (with one exception), a very small amount for a 400-level course. I also removed a shorter essay assignment. You will be assessing your group members' performance as well as your own at the midterm and at the conclusion of the course. I will use these comments to help me assess your work in this area. You will receive a midterm and final assessment of your online participation, which you will receive via Blackboard. Your final grade is based on your overall improvement and demonstration of learning outcomes by the final week of the class. Your midterm grade indicates your progress thus far—it is not used as a set grade that I average with the final grade. Because the final grade is based on your "learning trajectory," you should pay far more attention to my feedback than the numerical grade itself, unless you find that you are not improving over time. The overwhelming majority of students improve significantly from their first few weeks, especially if they check with me if they have any need of clarification about my feedback or need further explanations. FEEL FREE TO COMMUNICATE WITH ME AS OFTEN AS NEEDED TO IMPROVE YOUR PERFORMANCE. (50% of grade).
IMPORTANT!! You must submit a copy of an essay from another class that you consider among your strongest work by Sunday, January 8. 10pm, along with a completed Group Member Information Form (see Blackboard Assignments). Failure to submit these will result in a loss of .2 on your online assignment grade. These documents are very helpful in enabling me to construct well-balanced groups. Submit these documents to the Sample Essay and Group Member Information assignments in your Blackboard Assignments section.
2. Take-home midterm exam: Tests comprehension of assigned articles. (20% of grade)
3. Argumentative analytical essay. A 1250-1750 word (5-7 page) essay (AMOUNT REVISED) on the theme of women's economic, political and social "progress."
Students are strongly encouraged to meet with me and/or
work with the Writing Center while developing and writing this paper. For a
more thorough explanation of the assignment, click
here. Due March 13 at 8pm in the Blackboard Assignments section. Essays received after
that time will lose .2 point/day for the first day (after 6pm), and .2 points
thereafter until Friday, 5pm, after which they will not be accepted. (30% of grade)
BACK TO TABLE OF CONTENTS
Other Guidelines:
(Adapted from Dr. David-Goldstein-Shirley's web site: faculty.washington.edu/davidgs/ are marked with an * )
*Consideration: Be considerate of your instructors and classmates. Please turn off cell phones, pagers, and watch alarms before entering a classroom. Also, be aware that entering a classroom after class has started distracts your instructor and your classmates. If you must do it, please try to enter through a back door, if possible. That probably will distract your instructor (for which you should later apologize), but at least it will reduce the disruption you cause your classmates.
*If you need to drop: You and I both invest a significant amount of time and effort having you in this course, so it is unfortunate when students do not complete a course that they began. Sometimes, however, students need to drop a course for good reasons. If that should become the case, I ask, as a favor, that you send me an e-mail message notifying me. Of course, I hope everyone who starts the course can complete it, so your work and time and mine are put to good use!
Laptop and handheld device policy: You are welcome to bring your laptops and handheld devices to class for notetaking and for accessing the Blackboard site to post your group's historical problem and questions. You may not access the Internet during class time for any other reason without my consent (which might pertain to a specific assignment in class). Violation of this policy will result in your loss of the priviledge of bringing your laptop or handheld device to class for the remainder of the term. I have found that when students abuse their digital privileges, it is much more annoying to fellow classmates than to me.
*Class Communication: This course requires the use of e-mail and the World Wide Web, with which we will assist you if necessary. You must obtain a UW Net ID (for using various UW services. Also, make sure that your UW e-mail account is switched on, which you can do at MyUW, located at http://myuw.washington.edu.
Note: Please be sure that your Blackboard account has a valid email address, one which you check regularly, as I will use it to communicate to you about your postings. (Tools > Personal Information > Edit Personal Information). The class email list, which I usually use for all-class communication, uses your UW email account, so please check that regularly as well.
NOTE ON STUDENT-FACULTY COMMUNICATION: A central component of a successful course is open communication between the instructor and the students. Please avail yourself of the many avenues of communication listed at the head of the syllabus if you have anything you'd like to share with me outside of class. While direct communication is best, if you have an issue you feel uncomfortable discussing with me, you may e-mail me anonymously through UMail, a tool developed by UW Catalyst. The tool allows you to send an anonymous e-mail message that cannot be traced in any way to Michael Goldberg's e-mail account.
ACADEMIC DISHONESTY OF ANY KIND WILL NOT BE TOLERATED IN THIS CLASS. It is your responsibility to be knowledgeable about this topic. (You will find a link to a fuller explanation on the UWB Student Affairs site) Academic dishonesty covers a range of behaviors—please become knowledgeable about this topic, as "I didn't know" is not an acceptable defense. Please be aware that there are numerous ways to detect plagiarism beyond the instructor actually identifying the source of the plagiarism. Plagiarism wastes my time and yours, and is conscious choice by the student that the learning process in this course holds no value for him or her. If you are experiencing any kind of difficulty in completing an assignment, PLEASE see me as soon as possible. This and all other UWB courses are now guided by the campus-wide policy on academic dishonesty. All confirmed cases of plagiarism will result, at a minimum, in a failure of the entire assessed grade for the assignment and a letter to the Vice- Chancellor, as prescribed by the new UWB Guidelines.
Students with Disabilities: I gladly accommodate all documented disabilities as directed by Disability Student Services at UWB. You must be a documented DSS student to receive accommodations. I encourage anyone believing themselves to be covered by DSS guidelines to visit the UWB DSS web page. Accommodations are not "extra help"—they are actions taken to provide people with disabilities an educational environment similar to those who enjoy the benefits of a system designed to cater to the needs of the non-disabled majority.
Weekly Schedule
All of the required readings (except the book Feminism and Suffrage) are available via the UW
Bothell Library E-Res web page. To navigate there, follow the path: UWB
home page > Students > UWB Library > Reserves/Course Readings >
Connect to Electronic Reserves. The password required is your UW Net ID (from your UW email account). You may also connect throught the External Links section of Blackboard. Readings that may also be found in the textbook Unequal Sisters (Dubois and Ruiz, editors), Third Edition, are marked in the schedule below for those prefering to use a standard textbook (available from various online sources).
January 3: Course Introduction: Living Women's History (Also, a heckuva lot of
information about the course)
January 10: Intercultural Conflict, Negotiation, and Accommodation
Reading:
Theda Perdue, “Cherokee Women and the Trail of Tears” (Unequal Sisters)
Joan Jensen, "Native American Women and Agriculture: A Seneca Case Study"
January 17: CLASS CANCELLED DUE TO SNOW
January 24: Slavery and the Perversities of Powerlessness
Reading:
Brenda Stevenson, “Distress and Discord in Virginia Slave Families, 1830-1860” (Unequal Sisters)
Deborah White, "Female Slaves: Sex Roles and Status in the Ante-bellum Plantation South"
January 31: Making Choices: Gender, Race and the Politics of Woman Suffrage
Reading:
DuBois, Feminism and Suffrage, chs. 1-6
February 7: After Freedom: Alternative Routes to Power
Reading:
Elsa Barkley Brown, “To Catch the Vision of Freedom: Reconstructing Southern Black Women's Political History, 1865-1880” (Unequal Sisters)
Elsa Barkley Brown, "Womanist Consciousness: Maggie Lena Walker and the Independent Order of Saint Luke"
February 14: Midterm Exam Due
MIDTERM GROUP MEMBER EVALUATION DUE BY THURSDAY, FEB. 19, 10PM.
February 21: The Suffrage Movements and Women's Activism
Reading:
Ellen Carol DuBois, "Woman Suffrage Around the World: Three Phases of Suffrage Internationalism" (Unequal Sisters)
Melanie Gustafson, “Partisan Women in the Progressive Era: The Struggle for Inclusion in American Political Parties" (Unequal Sisters)
Kim Nielson, "Helen Keller and the Politics of Civic Fitness"
February 28: Understanding Histories of Silence
Reading:
Elizabeth Lapovsky Kennedy, "'But We Would Never Talk About It': The Structures of Lesbian Discretion in South Dakota, 1928-1933" (Unequal Sisters)
Jacqueline Dowd Hall, "Open Secrets: Memory, Imagination and the Refashioning of Southern Identity" (Unequal Sisters)
March 6: Domestic Laborers
Reading:
Annelise Orleck, “We are that Mythical Thing Called the Public': Militant Housewives During the Great Depression” (Unequal Sisters)
Evelyn Nakano Glenn, "From Servitude to Service Work: Historical Continuities in the Racial Division of Paid Reproductive Labor" (Unequal Sisters)
Valerie Matsumoto, "Japanese American Women During World War II” (Unequal Sisters)
Note: Only a Step One response is required, and a conclusion isn't required.
March 13 : Essay Due, 8pm, posted to Blackboard Assignments.