
Wellesly Woman The New Woman Flapper Gal A Retelling of the First Woman 1950s Women 1960s Women Monday, April 7, 2014 Female Workforce During WW2 from Richard Tucker on Vimeo. womens history project final	*Read:Chapters 14 and 15 in Gail Collins, America's Women:* Pay close attention to the information on the Suffrage Movement. In class exercises What is the basic reason that women deserve the right to vote? Class Letter** "The world taught women nothing skillful and then said her work was valueless. It permitted her no opinions and said she did not know how to think. It forbade her to speak in public and said the sex had no orators. It denied her the schools, and said the sex had no genius. It robbed her of every vestige of responsibility, and then called her weak. It taught her that every pleasure must come as a favor from men and when, to gain it, she decked herself in paint and fine feathers, as she had been taught to do, it called her vain." Carrie Chapman Catt, speaking to NAWSA in 1902

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Syllabus

US Women’s History

Salem State University

Professor Gayle V Fischer

Final Exam: Tuesday, May 6, 2:00-4:00

HST 218-01 Spring 2014

Mon. 1:10-3:50 Sullivan 101

Getting In Touch With Your Professor

Office: SB 110C

Sullivan Building

North Campus

E-Mail: gfischer@salemstate.edu

Cell Phone: (978) 595-4539

Communication: Because of my hearing impairment voice-mail messages are almost impossible for me to understand. Text messaging to my cell phone is often the most efficient way to communicate. Use it! You may get a quicker reply to your question or concern than with any other method: (978) 595-4539. I receive voice mail messages as text on my cell phone, so that works as well.

Office hours: Mondays 10-11; Wednesdays 1:40-2:40; Fridays 10-11 in my office SB 110C

Canvas: When you registered for this class you were automatically added to the Canvas Learning Management System. If you need help navigating Canvas check out the tutorials at http://www.salemstate.edu/23483.php Also refer to the elearning page: http://www.salemstate.edu/18571.php

Course Description: U.S. Women's History presents women's history both as an integral part of United States history and as a distinct subject of historical inquiry. Using a variety of sources, this course will explore the public and private lives of U.S. women of different class, racial, ethnic, and religious backgrounds from the colonial period to the present. The course will also introduce students to the methodology of women's history. Three lecture hours per week. Not open to students who have received credit for HIS363 or HIS363A.

This syllabus is subject to change with the needs of the instructor and the students. University policies supersede any implied or direct conditions of this syllabus.

SSU Required Statements:

Disabilities Act Statement: “Salem State University is committed to providing equal access to the educational experience for all students in compliance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, and to providing all reasonable academic accommodations, aids, and adjustments. Any student who has a documented disability requiring an accommodation, aid, or adjustment should speak with the instructor immediately so that appropriate provisions can be made. Students with disabilities should provide documentation to and schedule an appointment with the Office for Students with Disabilities, 978.542.6217. All accommodations, aids and adjustments must be consistent with documentation, and must be approved by that office.”

Emergencies: "In the event of a college declared critical emergency, Salem State University reserves the right to alter this course plan. Students should refer to salemstate.edu for further information and updates. The course attendance policy stays in effect until there is a college declared critical emergency. In the event of an emergency, please refer to the alternative educational plans for this course located at/in Canvas. Students should review the plans and gather all required materials before an emergency is declared."

Academic Regulations: “All students are expected to be familiar with the academic regulations, including those regarding Academic Integrity, for Salem State University as published in the college catalog [http://catalog.salemstate.edu/]. In addition, each student is responsible for completing all course requirements and for keeping up with all that goes on in the course (whether or not the student is present).”

COURSE POLICIES:

Class Format: This class will be taught in a workshop style that provides students with extensive opportunities for creativity, expression, teamwork, and leadership. Along with these opportunities come responsibilities. To succeed in the course students must seriously engage with the course readings and work with others to accomplish your specific goals.

Attendance Policy: You will be speaking in class—a lot. Attendance for this class is particularly important because active student participation is the basis of the workshop style class. In the “real world” or the “world of work” your boss will expect you to show up on time every day. An absence from work means you do not get paid; repeated absences may result in being fired. Now is a good time to demonstrate that you are a mature adult and arrive on time and prepared to work every Monday.

Class Laptop Policy: Those of you who own laptops should bring them to class as we will use them to explore a variety of resources and to complete a variety of class exercises.

Reading: This course is a reading intensive course. Students are expected to have completed each assignment by the beginning of the assigned class. Success in this class cannot be achieved without completing the readings.

Global Objectives:

● Demonstrate a broad base of knowledge consistent with current scholarship of human behavior, events, societies, and humanities place in nature;

● Analyze and evaluate the human condition from multiple perspectives;

● Apply relevant concepts, theories, and research to evaluate real-life social issues and generate effective solutions for contemporary social problems.

Course Learning Objectives:

● Identify and discuss the importance of perspective and information type as they relate to historic events in women’s history.

● Demonstrate a working knowledge of the cause-and-effect of historical events

● Analyze the impact of gender, race, and class on the development and study of women’s history

● Use a variety of different types of resources to reconstruct the most complete version available of women’s history

GRADING:

50% of grade

Attendance/Participation:

Show and Tell: At least twice during the semester, you should share some experience you have with women's history in the "real" world. This may be a newspaper article, a youtube movie, a conversation with someone, an observation, anything at all. The Show and Tell Page is a space where you can add a link if you want or write about your women's history encounter. You do not have to post your show and tell to this page; at the beginning of each class, I will share what I have encountered and ask you to share what you have found.

Letters (weekly): You’ll have many opportunities to respond to the material that we’re reading. The back and forth letters between you and me are one of the ways for me to keep track of how you are processing the material. I dislike exams and have found, in the past, that this letter writing exercise can be quite instructive for me and liberating for you because I will not grade the letters as I would papers--that is, I will not correct grammar and style, however, I might make a comment about how you could improve your writing.

Information literacy (weekly): Considering a “woman of the week,” a designated historical figure, and building a biography of her as a class will provide an opportunity for you to experience a variety of different resources from which we might learn about women’s history. The Information Literacy page will include sources worth checking out for information to aid you in completing this assignment.

50 % of grade

Final assignment: Increase the Audience for Women’s History: Each of you (or small groups of you—no more than 3) will be assigned or choose a chapter from the class text. Originally, I asked you to turn the chapter into a graphic novel. However, in reconsidering my own aversion to strict rules, I’ve decided to open the format and allow you to consider your strengths in determining how you will complete this assignment. Using your assigned chapter as the jumping off place, you are being asked to increase the audience for women’s history among your age and sex/gender cohort. Think about yourself, what would make you [if you weren’t already interested in women’s history] look at/listen to/read/pick up something on US women’s history? The Final Assignment Page will direct you to a variety of resources that you may wish to examine for your Final Assignment; the page also includes the names and chapters for each member of the class.

Class Schedule

This syllabus is subject to change with the needs of the instructor and the students. University policies supersede any implied or direct conditions of this syllabus.

Monday,

February 24, 2014

Read Before Coming to Class: Chapters 3-5 in Gail Collins, America's Women

Letter Due on Friday:

Introduce Information Literacy Assignment:

Monday,

March 3, 2014

Read Before Coming to Class:Chapters 5 and 6 in Gail Collins, America's Women

Show and Tell: Did you find something interesting related to women's history this week?

Information Literacy Assignment:

Letter Due on Friday March 7: Letter from Prof. Fischer

Monday,

March 10, 2014

Spring Break

Monday,

March 17, 2014

Read Before Coming to Class:Chapters 7, 8, 9 in Gail Collins, America's Women

Show and Tell: Did you find something interesting related to women's history this week?

Information Literacy Assignment:

Progress Report on Final Project:

Letter Due on Friday March 21:

Monday,

March 24, 2014

Read Before Coming to Class:Chapters in Gail Collins, America's Women

Show and Tell: Did you find something interesting related to women's history this week?

Information Literacy Assignment:

Letter Due on Friday:

Monday,

March 31, 2014

Read Before Coming to Class:Chapters in Gail Collins, America's Women

Show and Tell: Did you find something interesting related to women's history this week?

Information Literacy Assignment:

Progress Report on Final Project:

Letter Due on Friday:

Monday,

April 7, 2014

Read Before Coming to Class:Chapters in Gail Collins, America's Women

Information Literacy Assignment:

Letter Due on Friday:

Monday,

April 14, 2014

Read Before Coming to Class:Chapters in Gail Collins, America's Women

Also Read: The National Women's History Museum

Show and Tell: Did you find something interesting related to women's history this week?

Information Literacy Assignment:

Progress Report on Final Project:

Letter Due on Friday:

Monday,

April 21, 2014

Patriot’s Day Make Appointment to Meet with Professor Fischer During the Week

Letter Due on Friday:

Monday,

April 28, 2014

Read Before Coming to Class:Chapters in Gail Collins, America's Women

Show and Tell: Did you find something interesting related to women's history this week?

Information Literacy Assignment:

Final Letter Due on Friday May 2:

Tuesday,

May 6, 2014

2:00-4:00

Final Project Due: Presentations