HIUS157, Spring 2017
Prof. Rebecca Jo Plant
Class time: T/TR 12:30-1:50 p.m.
Room: PCYNH 120
Office hours: 9-11 a.m. Thurdays, HSS 4062
Course description: This course examines the history of women in the United States from roughly 1870 to the present. We will explore the status and experiences of diverse groups of American women from a range of perspectives — social, cultural, political, economic and legal. A central concern will be the relationship between gender ideologies and divisions based on class and race within America society. Major areas of inquiry will include: strategies that women have employed to attain political influence and power; changing conceptions of women’s rights and duties as citizens; women’s roles as producers and consumers in an industrial and post-industrial economy; and attitudes and policies that have served to regulate female sexuality, reproduction and motherhood.
Ground rules: This is a no-electronics course, meaning that the use of laptops or other electronic devices, including phones, is not permitted in class. We all love our computers, but I have found that a significant percentage of students cannot refrain from going online during class. Moreover, studies have shown that even those students who use laptops only for note taking perform worse on conceptual questions—in other words, the most important questions—than students who take notes by hand. (This is because when you take notes on a laptop, you are more inclined to simply transcribe rather than processing information as you write). See “To Remember a Lecture Better, Take Notes by Hand.”
Academic integrity: I take the issue of academic integrity very seriously and will report all suspected cases of cheating or plagiarism. Indeed, as a UCSD professor, I am required by the Office of the Academic Integrity Coordinator to file a report if I suspected such activity has occurred. Please do not make me take this step. (See the “Instructors’ Responsibility” and “Students’ Responsibility” sections of the University’s Academic Integrity Statement.) Plagiarism is not limited to the most flagrant examples of cutting and pasting material from the web. Any time you take a sentence, or even a phrase, from another person’s work without using quotation marks and providing proper attribution, you are plagiarizing. When you write a paper, the best way to avoid plagiarism is to do all the necessary reading, including online reading, before you begin to write. Once you start, you should not go online again until the paper is done. If you have any questions as to what is or is not plagiarism, please review the attached MLA statement. If you still have questions, please contact me.
Teaching + Learning Commons offers the following services to help you with your writing:
- One-on-one writing tutoring by appointment, 6 days/week
- Supportive, in-depth conversations about writing, the writing process, and writing skills
- Help with every stage in the writing process
- Walk-in tutoring (Mon-Thurs 5pm-7pm, and by availability)
Late paper policy: I will accept late papers without penalty only if an extension is requested by email at least seven days in advance of the due date. Otherwise, a letter grade will be deducted for each day beyond the due date.
Reading: Please have the day’s reading completed before you come to class. All course readings either have active links below or can be accessed through e-reserves. Unless you do all of your reading on-campus, you must establish a connection to the library’s proxy server — please do this immediately. The people at the library will help you if you encounter problems.
- Short writing assignment (3-5 pages) (25%).
- In-class midterm (25%). The midterm will consist of a series of mini essay questions. (Answers consist of a long paragraph or two.)
- Final examination OR final paper (5-6 pages) (35%).
- In-class quizzes (15%; 5% each). This is essentially your attendance/participation grade. Over the course of the quarter, we will have a total of 4 quizzes on the weekly reading. At the end of the quarter, I will take your top 3 quizzes and disregard the lowest. As with my no-electronics policy, my use of quizzes has a two-fold purpose. First, I of course want to reward people for coming to class and doing the reading. But I also want to help you master the material and prepare for the final, and it turns out that being tested significantly enhances people’s ability to remember material that they study. (See “How Tests Make Us Smarter.”)
Grading: 97-100 = A+; 94-96 = A; 90-93 = A-; 87-89 = B+; 84-86 = B; 80-83 = B-; 77-79 = C+; 74-76 = C; 70-73 = C-; etc. Grading for this class will not be on a scale.
Academic integrity: I take the issue of academic integrity very seriously, and I will report suspected cases of cheating or plagiarism. Indeed, as a UCSD professor, if I suspect evidence of cheating or plagiarism in my class, I am required by the Office of the Academic Integrity Coordinator to file a report. (See the “Instructors’ Responsibility” and “Students’ Responsibility” sections of the University’s Academic Integrity Statement.) Please do not make me take this step.
The problem of plagiarism has become more pervasive since the rise of the internet. Obviously, purchasing a paper or taking a paper (or any part of paper) off of a website violates the principles of academic integrity. But plagiarism is not limited to these flagrant examples. Any time you take a sentence, or even a phrase, from another person’s work without using quotation marks and providing proper attribution, you are plagiarizing. When you write a paper, the best way to avoid plagiarism is to do all the necessary reading, including on-line reading, in advance. Once you begin to write, you should not go on-line again until the paper is done.
If you have any questions as to what is or is not plagiarism, please review the attached MLA statement. If you still have questions, please contact me.
- Jacqueline Jones Royster, ed., Southern Horrors and Other Writings: The Anti-Lynching Campaign of Ida B. Wells, 1892-1900, Boston: Bedford Books, 1997
- Leisa Meyer, Creating GI Jane: Sexuality and Power in the Women’s Auxiliary Corps during World War II, New York: Columbia Press, 1996
- Jade Snow Wong, Fifth Chinese Daughter, University of Washington, 2000 (orig. 1950)
- Allison Bechdel, Fun Home: A Family Tragicomic, Boston: Houghton-Mifflin, 2005
Week 1: Gender Ideology in the Gilded Age
- “College Doesn’t Make You Infertile,” AAUW’s 1885 Research
- Excerpts from Edward H. Clarke, Sex in Education; or, A Fair Chance for the Girls, Boston: James R. Osgood and Co., 1873, 11-30, 65-78
Week 2: Women and Progressive Era Reform
- Nancy Schrom Dye, “Creating a Feminist Alliance: Sisterhood and Class Conflict in the New York Women’s Trade Union League, 1901-1914,” Feminist Studies 2 (1975): 24-38 (dropbox)
- Florence Kelley, “Married Women in Industry” (1910)
- Margaret D. Jacobs, “The Great White Mother: Maternalism and American Indian Child Removal in the American West, 1880-1940,” in One Step Over the Line: Toward a History of Women in the North American Wests, eds. Elizabeth Jameson and Sheila McManus (Alberta, Canada: University of Alberta Press, 2008), 191-213
In class: View segment of New York: A Documentary
- Royster, ed. Southern Horrors and Other Writings, 14-19, 27-41, 50-72, 75-82, 117-30, 138-48
Week 3: Women and Politics: The Fight for Suffrage and Its Aftermath
- Amanda Frisken, “Sex in Politics: Victoria Woodhull as an American Public Woman, 1870-1876,” Journal of Women’s History 12:1 (Spring 2000): 89-111 (dropbox)
- Victoria Woodhull, “Constitutional Equality” (1870)
- J.B. Sanford, “Argument Against Woman Suffrage” (1911)
- Jane Addams, “Why Women Should Vote” (1915)
- Eleanor Roosevelt, “Women Must Learn to Play the Game as the Men Do,” Red Book Magazine 50 (April 1928): 78-79, 141-42
- Kim Nielson, “How Did Women Antifeminists Shape and Limit the Social Reform Movements of the 1920s?” Document Project, Women and Social Movements in the United States, 1600-2000. You can access this through ROGER, but it is restricted to UCSD IP addresses. On Roger, select “title” and type in “Women and social movements in the United States.” Then select “Document Projects” and scroll down until you find this particular project. Please read the introduction and Documents 6-10, 14 and 16.
Week 4: Reproduction, Motherhood and Modernity: 1920s and 1930s
- Margaret Sanger, Woman and the New Race, New York: Brentano’s, 1920, chaps. 1, 6 and 10
- Leslie J. Reagan, “‘About to Meet Her Maker,’” Journal of American History 78 (1991): 1240-64 (dropbox)
- Optional: If you have time, please also read the first and last pages of Sanger’s radical newspaper, The Woman Rebel, published in 1914
- Rima Apple, “Constructing Mothers: Scientific Motherhood in the Nineteenth and Twentieth Centuries,” Social History of Medicine 8 (1995): 161-78
- Vicki Ruiz, “The Acculturation of Young Mexican-American Women,” in Major Problems in U.S. Women’s History
Week 5: The Depression, the New Deal, and Gender Roles
- Elaine Abelson, “Women Who Have No Men to Work for Them: Gender and Homelessness in the Great Depression, 1930-34,” Feminist Studies 29: 1 (Spring 2003), 104-27 (dropbox)
- Annelise Orleck, “‘We Are That Mythical Thing Called the Public’: Militant Housewives during the Great Depression,” Feminist Studies 19 (1993): 147-72 (dropbox)
In class: View segment of Eleanor Roosevelt
May 4: Midterm (Please be sure to bring a blue book.)
Week 6: World War II: A Watershed?
- Meyer, Creating GI Jane, 11-70, 100-21
- Mire Koikari, “Feminism and the Cold War in the U.S. Occupation of Japan, 1945 – 1952,” The Asia-Pacific Journal, Vol 9, Issue 7, No 1, February 14, 2011
- Judy Tzu-Chun Wu, “ ‘Loveliest Daughter of Our Ancient Cathay!’: Representations of Ethnic and Gender Identity in the Miss Chinatown U.S.A. Beauty Pageant,” Journal of Social History 31:1 (1997): 5-31 (dropbox)
Week 7: Race and Family in the Midcentury U.S.
- Jade Snow Wong, Fifth Chinese Daughter
- Danielle L. McGuire, “It Was Like All of Us Had Been Raped’: Sexual Violence, Community Mobilization, and the African American Freedom Struggle,” Journal of American History, vol. 91, no. 3 (2004): 906-931
Week 8: Feminist Movements in the 1960s and 1970s
- Rebecca Jo Plant, “Betty Friedan,” in Fifty-One Key Feminist Thinkers: The Key Concepts (Abingdon, Oxon: Routledge, 2016) , 72-6 (dropbox)
- Betty Friedan, “The Problem That Has No Name,” chapter 1 of The Feminine Mystique (New York: W.W. Norton & Co., 1963)
- NOW Statement of Purpose
- Marjorie Spruill, “Women, Unite! Lessons from 1977 for 2017”
- Phyllis Schlafly, “Whats Wrong with ‘Equal Rights’ for Women” (1972)
- Karissa Haugeberg, “How Come There’s Only Men Up There?: Catholic Women’s Grassroots Anti-Abortion Activism,” Journal of Women’s History 27, no 4 (Winter 2015): 38-61 (dropbox)
Week 9: Progress and Reaction: Work and Sexual Politics, 1970s-1990s
- Dorothy Sue Cobble, “‘A Spontaneous Loss of Enthusiasm’: Workplace Feminism and the Transformation of Women’s Service Jobs in the 1970s,” International Labor and Working Class History 56 (1999): 23-44 (dropbox)
- Kimberley Morgan, “A Child of the Sixties: The Great Society, the New Right, and the Politics of Federal Care,” Journal of Policy History 13:2 (2001): 215-50 (dropbox)
- View movie trailer for “Nine to Five” (1980) on YouTube
June 1: NO CLASS
Week 10: Contemporary Issues, Unresolved Conflicts
June 6: Gay rights, queer identities
- Alison Bechdel, Fun Home: A Family Tragicomic
June 8: American Women in the 21st Century
Oral history project due in class or in my mailbox by 4 p.m., 6th floor HSS
June 12, 11:30 a.m.-2:30 p.m.: FINAL (Remember to bring a blue book)