Telephone: 278-9020
Email: aashende@iupui.edu
Required
Books:
Other
The
instructor may modify this syllabus at any time.
“Reality
often astonishes theory.” Car Talk
Course
Description: This course will
examine the lives of women in the
Specific
objectives for this course include:
understanding the key role women played in colonization; learning how
women participated in politics without an official role; analyzing why and how
antebellum women felt that reform movements of all types were their particular
domain of activity; and an examination of women’s participation in wars
especially the American Revolution and the Civil War. Additionally, students will develop
their skills at using primary and secondary sources by producing a research
paper on a topic of their choice.
Attendance: Attendance is required and will be taken
at each class meeting. Consistent
attendance will be used to determine borderline grades. Material covered in lecture is not
necessarily covered in the required readings. Therefore, attendance at every class
meeting will result in a better grade for the course.
Classroom
procedures: Please arrive on
time. If you must arrive late,
please enter the room quietly.
Place all cell phones on vibrate or turn them off for the duration of
the class. Please do not leave
class early for other appointments.
Listening and note taking are important life skills, therefore, no tape
recorders are allowed without special permission from the instructor. We will spend much time discussing the
readings; our goal is civil academic debate.
Plagiarism
and Cheating: Don’t do
it. You will earn a zero on the
work in question. We will discuss
plagiarism on the first day of class.
The IUPUI student code of conduct pertaining to this matter is found in
the IUPUI Bulletin 2004—2006,
pp. 36-8 and http://life.iupui.edu/help/code.asp.
Other
Services: If you have difficulties
that might require accommodation for completion of the class, please contact me
and Adaptive Educational Services, CA 001E. The staff can arrange assistance. The Student Advocate Office can guide you
to departments and people, familiarize you with university policy and
procedures, and give you guidance on a wide variety of problems. It is located in UC 002 or at
stuadvoc@iupui.edu.
Grading: Students will complete three
examinations in this course. A
study guide will be distributed one week prior to the exam. This guide will consist of both possible
identifications and possible essays.
The actual exam will be taken directly from the study guide. Students will also take a quiz over each
of the three monographs. The study
guides for those quizzes are included with this syllabus. Undergraduates will complete a research
paper on a topic of their choice. Graduate students will complete an
historiographical essay or a short research project. The instructions for the essay as well
as graduate student grading procedures are part of this syllabus. Please see me if you are interested in
completing a research project instead of an essay.
2
exams @ 100 each 200
3
quizzes @ 50 each 150
Research
Paper 150
Total
Points 500
Grading
scale: 500-485=A+; 484-467=A; 466-450=A-;
449-434=B+; 433-416=B; 415-400=B-; 399-384=C+; 383-366=C; 365-350=C-;
349-334=D+; 333-316=D; 315-300=D-; 299 and under = F.
Course
Schedule:
January
9: Introduction to the Course
January
11: What is Women’s History?
Read: TWE: Introduction for Students
Read: Linda K. Kerber, “Separate Spheres,
Female Worlds, Woman’s Place:
The Rhetoric of Women’s History,” Journal of American History (June 1988): 9-39.
January
16:
January
18: Native American Women
Meet at the
Read:
Read: TWE: Chapter 1 pp. 2-13 and Visual Sources
January
25: Goodwives and Witches
Read:
TWE Chapter 1 pp. 24-32
January
30: Women in the Colonial South
Read:
TWE: Chapter 1 pp. 14-23
Read:
“The Empire of My Heart”: The Marriage of William Byrd II and Lucy
Parke Byrd” in Portrait of
February
1: Women in the Colonial South
Read: Anne
Orthwood’s Bastard and QUIZ
February
6: Women and the American
Revolution
Read: TWE Chapter 2 and Sources
February
8: Women and the American
Revolution
February
13: Women and the American
Revolution
Read: The
Way of Duty and QUIZ
February
15: The Cult of Domesticity
Read: TWE Chapter 3 pp. 136-45 and
Sources: Godey’s Ladies Book
February
20: The Cult of Domesticity
RESEARCH PAPER TOPIC AND BIBLIOGRAPHY DUE
February
22: Women and Work
Read: TWE Chapter 3 pp. 146-53 and
Sources: Early Photographs
February
27: Women and Work
March
1: EXAM I
March
6: Reforming Women
Read: TWE
Chapter 4 pp. 213-227
Read:
Nell Irvin Painter, “Representing Truth: Sojourner Truth’s Knowing and
Becoming Known,” Journal of
American History (September 1994):
461-92.
March
8: Individual Meetings about
Research Papers
March
13 and 15: Spring Break
March
20: Women and Politics
Read:
Elizabeth R. Varon, “Tippecanoe and the Ladies, Too: White Women and Party Politics in
Antebellum
March
22: Women and Politics
Read:
TWE Chapter 4 Documents:
Paulina Wright Davis and Declaration of Sentiments (back of textbook)
and class handouts
March
27: Women and Sexuality in the Nineteenth Century
Read: TWE Chapter 3 pp. 169-74
Read: The
Murder of Helen Jewett and QUIZ
Read:
“’Notorious Home of Harlotry’: Regulating Prostitution in the
March
29: Civil War
Read: TWE Chapter 4 pp. 228-35
Read: Rebekah Weber Bowen, “The Changing Role
of Protection on the Border: Gender
and the Civil War in
April
3: Civil War
April
5: Post War Changes
Read: TWE Chapter 5
April
10: Post War Changes
April
12: EXAM II
April
17: Individual Consultations
April
19: Individual Consultations
April
24: Individual Consultations
April
26: Individual Consultations
May
1: RESEARCH PAPERS DUE
Study
Guide for Anne Orthwood’s Bastard/Omit
Chapters 3-5, 7, Conclusion
Introduction: Describe the relationship between Anne
and John Kendall. What were 4 possible
consequences for Anne?
Chapter
1: How did illegitimacy affect
Anne, her mother, and her sister? (Be specific) Describe why and how indentured
servants went to the colonies. What
were similarities and differences between being a servant in
Chapter
2: Describe William Kendall’s
rise to power. Why did he
“remove Anne Orthwood from his household?”
Chapter
6: What role did a midwife play in
an unmarried woman’s pregnancy?
Why were people so worried about identifying a child’s
parents? Why did servants face
special punishment? Did the midwife
believe
Chapter
8: What were the two issues
surrounding John Kendall? Why was
John named responsible for Jasper’s support? Why was he not “morally”
responsible? Why did
Chapter
9: Why did
Chapter
10: What happened in John
Kendall’s later life? What
happened in Jasper Orthwood’s life?
Overall: How did the treatment of women in
colonial
Study
Guide for The Way of Duty
Chapters
1 and 2: Describe Mary’s life
up to her marriage to John Noyes.
What impact did religion have on her life? How did women deal with basic issues
such as childbirth, illness, death, and raising children?
Chapters
3 and 4: How did Mary survive both
emotionally and financially? How did Mary approach remarriage? What were her requirements for a good
husband? What role did family play in her new life?
Chapters
5 and 6: How did Mary’s life
change with the commencement of war?
Describe Mary’s ordeals as she tried to free her husband.
Chapters
7-9: Describe Mary’s life
after the Revolutionary War. Did
the war have a positive, negative, or no impact on her life. Why?
Overall: Did politics, cultural expectations, or
religion play the biggest role in Mary’s life. Why?
Study
Guide for The Murder of Helen Jewett
Chapters
1, 2, and 3: Describe what happened
to Helen Jewett. How did the newspapers
treat the murder story and what did they report about Helen? What is the true story, as far as we can
tell, of Helen Jewett’s life?
Chapters
4, 5, 6, and 7: How was the
business of prostitution conducted and regulated in
Chapter
8: OMIT
Chapter
9: How did men and women find out
about “proper” and “improper” male-female relationships
in the antebellum era?
Chapters
10 and 11: OMIT
Chapters
12 and 13: Describe Jewett’s
and Robinson’s relationship and how it ended.
Chapter
14: How did the public
treat/remember Jewett and the prostitutes during the trial? Why? How did they treat/remember Robinson?
Why?
Chapters
15 and 16: Was Robinson found
guilty? Why or why not?
Chapter
17 and Epilogue: OMIT.
Overall: What does Jewett’s life and death
tell us about the ideals of the cult of domesticity?
Research
Paper Assignment for Undergraduates
Each
student will complete a research paper of at least 10 pages (may be more) on a
topic about
Topic
and Bibliography—30 points.
Your topic and bibliography are due early in the semester. Your topic should have a working title
and a brief thesis statement. Your
thesis will probably change during the course of your research, but you need
have a thesis to start your research.
There are no set requirements for the number of resources listed in your
bibliography as the number will vary with your topic. Copies of any journal articles should be
included with your bibliography.
Paper---120
points. There are a wide variety of
topics from which to choose for your paper topic. We will create a list of possible topics
in class. Your paper needs to be at least 10 pages in length, but may be as
long as you wish it to be.
Assignments
for Graduate Students (H511)
Quizzes: In place of classroom quizzes, graduate
students will complete 2-4 page review essays of each of the three monographs
required for the class. We will
discuss the requirements for those reviews in class. The reviews will be due on the day the
undergraduates take their quiz.
Examinations: In place of classroom examinations,
graduate students will choose one of the essays from the examination study
guide and prepare a take home examination from that essay. The examination will be due on the day
the undergraduates take their examination.
Historiography: Instead of a research paper, graduate
students are required to write an historiographical essay on a women’s
history topic of their choice. They
must use at least four books and as many articles as you like for your essay
and approve the topic and readings with me.
A
good historiographical essay examines the changes in the methods,
interpretations, and conclusions of historians about a particular topic over
time. In other words, a good essay studies the work of other historians for
change over time. There are a wide
variety of reasons for these changes:
new sources may have been discovered that shed new interpretative light
on a topic, perhaps new statistical methods have been applied to the topic at
hand, perhaps new trends in society at large have led to a new way of
approaching a subject, or as historians distance themselves across time from a
particular event new perspectives may arise from that difference in time. More information will be given in class
and in individual meetings with graduate students.
An
example of an outstanding historiographical essay is Linda Kerber,
“Separate Spheres, Female Worlds, Women’s Place: The Rhetoric of Women’s History,”
Journal of American History 75 (June
1988): 9-39 (On Reserve).
These
essays must be typed, double-spaced, using 12-point font, and have one-inch
margins on all sides of the paper. They
should be at least 20 pages in length and may be as long as you like.
Grading:
3
reviews @ 50 points 150
2
examinations @ 100 points 200
Historiography 250
Total
points 600
Grading
scale: 600-580=A+; 579-560=A;
559-540=A-;539-520=B+; 519-500=B; 499-480=B-; 479 and under =C.