HISTORY OF WOMEN IN THE UNITED STATES

This course is a one‑semester survey of four centuries of female experiences in the territory now known as the United States.  While time constraints mock any attempt to be "exhaustive" in our coverage, we will strive to grasp some of the central issues that cut across the array of U.S. women’s experiences.   We will be doing the very thing that all women have had to do throughout U.S. history: switch back and forth between the issues that connect women as women and the issues of race, class, and ethnicity that dictate differences among women.  We will also be doing the very thing that historians must always do: switch back and forth between data on how differently-situated women have lived their lives and data on how “women” as a category have been represented in the culture.

When you boil it right down, there are three basic issues in this course: women’s experiences with production, women’s experiences with reproduction, and women’s experiences trying to change the circumstances of their productive and reproductive lives.  Work, sex, and political organizing.  That’s pretty much it.  Our job is to analyze U.S. women’s history of production and reproduction within the context of American-style patriarchy and within the context of an American racial system and an American class system that used women’s production and reproduction as signifiers of their status.  At the same time, our job is to trace the array of strategies women have used to change their circumstances, either by organizing as women with other women, or with men in their ethnic or racial group, or with men as a class group. 

So we will be examining the experiences of women and the representation of women as workers, paid and not, in the home and outside of the home; as sexual beings who were sometimes agents, sometimes victims, sometimes mothers, sometimes not; and as political actors who allied with other political actors and achieved improvements in their circumstances, or failed in the effort.  

To do our job properly, we must keep ever-present in our minds that we are historians, that we are studying past societies, past experiences, and that the “past” is a different place and time from our own.  We must, in short, think historically; we must put people’s behavior and beliefs into “historical context.”  It is an aim of this course to train you to know what it means to think historically even if you don’t know everything about a particular time and place. 

Required Texts: (available at campus bookstore)

• Nancy Cott, ed. No Small Courage (referred to as Courage on reading assignments)
• Xanadu Course Pak (referred to as “Pak” on reading assignments)
• Ruth Rosen, The World Split Open (referred to as “Rosen” on reading assignments)
• Primary documents packet to be handed out on first day of class.

Victoria Brown's Office: Mears Cottage 303
(third floor, southeast corner at top of stairs)

Victoria Brown's Office Hours –

Mondays: 11:00 a.m. to 2:00 p.m. (through noon hour unless I have a meeting)
Wednesdays: 11:00 a.m. to 2:00 p.m. (through noon hour unless I have a meeting)
Thursdays: 1:00 to 6:00 p.m.
Fridays: 11:00 a.m. to 300 p.m. (through noon hour unless I have a meeting)

Meetings with MAP students, independent study students, and History 222 “sections” will claim time out of this schedule, but I will always find time for you.  If you want to be sure to secure a meeting time with me, make an appointment ahead of time. 

Office Phone: ext 3087
Home Phone in Iowa City: 319‑354‑8867 (may call collect)
E‑mail: brownv@grinnell.edu

***Note that I live in Iowa City.  This semester, I will be working in Iowa City on Tuesdays and will be in Grinnell on all the other week days.   If you need to reach me quickly on Tuesdays, use the phone as I don’t check e-mail every minute of the day.  You can reach me in my campus office during the day on Mondays, Wednesdays, Thursday afternoons, and Fridays.  On Thursday evenings, I will be staying in Grinnell and can be reached at my office.

I will be the first to concede that the information superhighway does not stretch seamlessly between Grinnell and Iowa City.  But you can always reach me somehow.  I have phone answering machines at both my office and my home in Iowa City.  I check e-mail quite regularly when I’m here in Grinnell and at least once a day when I’m in Iowa City. 

Be warned: ­I will growl unattractively if you utter these words: "I couldn't reach you."  Thanks to the wonders of modern technology you can ALWAYS reach me, if only to leave a message.

Attached you will find a copy of a Class Contract.  If you decide to enroll in this course, you must sign the contract that will circulate in class this week.  The purpose of this contract is twofold: (1) to make clear the expectations that each individual student must meet for successful completion of this course; (2) to emphasize that learning in a class setting is a community experience which bears community responsibilities.  By enrolling in this course, you are not only making certain promises to yourself and to me about your performance, you are also promising your fellow students that you will contribute to their learning by giving them your time, your thoughts, your questions, your interest, and your attention.

Implicit in this contract is my promise that I will:

• come to class prepared and ready to focus solely on the material for this course
• get xeroxed materials and assignments to you in a timely fashion
• make assignments clear and (cheerfully) repeat instructions if they are not clear
• return written work within 14 days
• be available to students during office hours and when special appointments are made
• will return phone calls and e-mails when students leave messages.

Writing Assignments

1. Short writing assignments/thesis statements: Five, half-page presentations of the author’s main argument in a particular article.  Worth 10 points each. The purpose of these assignments is to focus your reading and facilitate the day’s discussion.  Thus, no extensions allowed on these.  Don’t ask..  Your overall score is derived from a base of 40 points, so you can skip one assignment or drop your lowest score.

2. Take-home essay exam due on Monday of Week 4.  You will get the essay questions in your mailboxes the Friday before and will be asked to write two short essays over the weekend.

3. Two-page text analysis of one 19^th-century woman’s writing, due in Section, Week 5.

4. In-class essay exam on the Friday of Week 11 (the first week after Spring Break).  Two questions to write on in 50 minutes.

5. Book review on a biography of your choice.  Five pages.  Due on Monday of Week 13.

6. Research paper re: the effect of the women’s movement on a productive, reproductive, sexual, or political aspect of women’s lives in the U.S.   Ten pages.  Due on May 16

In all the writing you do for this class, you will be evaluated on the clarity of your argument, the organization of your points, the precision of your language, and the “correctness” of your grammar and punctuation.

In my experience with grade distributions at Grinnell, it is safe to presume that those who earn 90% or more of these points will receive an A or A-; those who earn 80% or more will receive some sort of B grade; and those who earn 70% or more will receive a C grade.  I do not mention the grades of D or F here because I do not expect anyone in this class to get into that situation.  If I see you headed there, we will talk about how you can change direction.

***Note: regardless of number of points you have, it is not possible to pass this course if you did not take both exams and turned in the text analysis, the book review, and the research paper.  These assignments must be completed and handed in. 

CLASS CONTRACT: HISTORY 222

As a class member, I agree to:

1. Regular attendance at class meetings, section meetings and at any special, small‑group meetings held outside of class.  In addition, I understand that it is my responsibility to get hold of any hand‑outs, assignments, and/or notes missed due to absence from class.
2. Completion of the day's readings and sufficient review of those readings to allow for my active participation in discussion.
3. Completion of written work by the due date.

   I understand that short writing assignments/thesis statements are meant to enhance class discussion.  Thus, handing them in after class not only defeats the purpose but borders on "getting the answers" from my classmates.  I will not ask for "extensions" on daily assignments.

   I understand that I if need an extension on the text analysis or the book review, I must inform Prof. Brown of that fact at least 24 hours beforehand.  As long as I do that, I need provide no reason; I will be given 48 hours more.  Failure to notify Prof. Brown means that I will lose a half grade for every day the work is late.  The research paper is due the last day of the semester, so no extension can be granted according to college policy.

4. Careful attention to the quality and appearance of my written work.

   Understanding that Prof. Brown will expend real time and energy on students’ genuine writing problems, I realize it is crucial that she not waste time correcting unnecessary grammar, spelling, or punctuation errors.  I will endeavor to send Prof. Brown an accurate message about my command of the various skills involved in writing by carefully proofreading my work and correcting every error I know how to correct.  I understand that persistent, sloppy errors will negatively influence the evaluation of my written work.

5. Consistent, genuine, even risk‑taking participation in class discussion. 

   I promise to ask questions when I don't understand something, to respectfully disagree with an author, Prof. Brown, or another student in the class, even to take an unpopular position if I  think it's valuable for advancing the day’s discussion. 

6. Respectful regard for others' viewpoints.

   Out of regard for all those in the past who have been labeled, dismissed, and denigrated because of their opinions, I promise to listen to each member of the class, to work at understanding their views, and to practice ways of responding which invite dialogue.

                                                                                   _______________________________Student’s signature

SCHEDULE OF CLASS ACTIVITIES AND READINGS

Week One: January 20-24

Monday: Thinking historically about women in the civil rights movement

Reading: Crawford, “Af.Am. Women in the MFDP;” Lee, “Anger, Memory and Personal Power”

Wednesday: The History of Women’s History

Reading: Gordon, “Review of Sexism;” Newman, “Critical Theory and the History of Women;” Appleby, “The Power of History”

Friday: Patriarchy on the North American Frontier

Reading: Courage/Demos, 1-27; E-Reserve: K. Brown, “Anglo-Indian Gender Frontier;”  Handout: Lerner, Creation of Patriarchy excerpts

Writing assignment: one-paragraph thesis statement on K. Brown due in class.

Week Two: January 27-30

Monday: The Logic of Colonial American Sex/Gender System

Reading: Courage/Kamensky, pp. 51-108 & Salmon, pp. 109-131; Pak: D’Emilio and Freedman, Chapter Two; Document: Fitzpatrick, “Childbirth and Unwed Mother”

Wednesday: Chesapeake Gender System

Reading: Pak: K. Brown, Good Wives, Nasty Wenches, and Anxious Patriarchs, Chapters 3&4; Documents: Laws on Slave Descent thru Kezia Murphey’s Legacy

Discussion section: New England Gender System

Reading: Pak: Ulrich, “A Friendly Neighbor;” E-Reserve: Karlsen, The Devil in the Shape of a Woman excerpt and Dayton, “Taking the Trade"

Writing assignment: Each student will be assigned an article on which to write a one-paragraph thesis statement due in section.

Week Three: February 3-7

****Every student in the class will meet individually with me for 15 minutes during one of my office hours this week.  You will sign up for this in Week Two.****

Monday: Midwife’s Tale

Reading/Viewing: View “Midwife’s Tale” (90 minutes) in Burling Listening Room; read on E-Reserve: Ulrich, “Introduction: A great sea A going . . .” and “September 1788: Warpt a piece”

Please take 20 minutes to go to the WEB site, www.dohistory.org , where you will find “Martha Ballard’s Diary Online.”  Go to “Practice Reading the Diary” and then to “Try Transcribing.”  Just try to transcribe three or four lines before coming to class.  You may, of course, cruise around on that site using the very good “Site Map” listed on the first page.

Wednesday: Women and the Revolution

Reading: Courage/Salmon, 131-179; Documents: Rachel Wells and African Americans Petition; go to http://womhist.binghamton.edu; go to “Documents,” then to “All Projects,” then click on “Political Women During the American Revolution.”  Read the “Introduction” and Documents (in this order): #10, #6a & 6b, #17,19,20,22.  You may, of course, read any other documents in this collection that draw your interest. 

Section: A Gendered Revolution

Reading: E-Reserve: Kerber: Republican Motherhood; Pak: Kerber, No Constitutional Right to be Ladies, Chapter 1 and Bloch, “American Feminine Ideals”

Writing assignment: Thesis statement on Kerber, No Constitutional Right due in section.

*** TAKE HOME EXAM QUESTIONS WILL BE MAILED TO YOUR CAMPUS MAILBOX FOR PICK-UP ON FRIDAY***

Week Four: February 10-14

Monday: Lecture on the “bonds of womanhood” in antebellum America

Take-home Exam due at the start of class, 10:00 a.m.

Wednesday: Enslaved American Women

Reading: Courage/Goldberg, pp. 179-223; Pak: More than Chattel, Chapters 8 & 9; Documents: The Testimony of Slave Women thru “Patsey”

Section: Free Women’s Work

Reading: Courage/Sigerman, pp. 270-278; E-Reserve: Boydston, “Pastoralization of Housework” and Dublin/Mary Paul Letters; Documents: “Clothes-pins Were Not Known There” thru “System and Order”

Week Five: February 17-21

Monday: The First U.S. Women’s Rights Movement

Reading: Courage/Goldberg, pp. 223-236 and Sigerman, pp. 237-288; Documents: Angelina Grimke, “An Appeal to the Women ...” thru Report of the Women’s Rights Convention in Seneca Falls, July 19-20, 1848

Wednesday: Female Leaders at the time of the First Women’s Rights Movement

Reading: Small groups will be assigned one woman to research before class and to create a one-page biographical profile for handing-out in class.  You should read “your” woman’s documents in the Documents packet. 

Section: Debating Women’s Role and Authority in Antebellum America

Reading: Documents by the array of women under discussion

Writing: Two-page analysis of the ideological position of “your” woman, including commentary on how she differs from other women in your documents packet. 

Week Six: February 24-28

Monday: Lecture re: post-Civil War America, including theories on female nature & female education: 1870-1900

Reading: Courage/Sigerman, pp. 289-352; handout: W.K. Brooks, “The Condition of Woman from a Zoological Point of View,” Popular Science Monthly, 1879; excerpts from Grinnell College yearbooks

Wednesday: 19^th century Sexual Expression, Coercion, and Control

Reading: Pak: Mohr, Abortion in America; Hine, “Rape and the Inner Lives of Black Women;” Lystra, Searching the Heart, Chapter 3; Pleck, “Feminist Responses to Crimes Against Women.”  Handout: one Mosher interview per student.

Friday/NO SECTION: Lecture on the Progressive Era

Reading: Courage/Smith, pp. 353-412; Pak: D.G. White, “The Cost of Club Work;” Handouts: Rupp, “Imagine My Surprise;” Story of Wong Ah So

Week Seven: March 3-March 7

Monday: Pooling data on Progressive era women

Reading: Every student will come to class having researched an individual woman and having written up a one-page “profile” of that woman. 

Tuesday: “Affinity” groups will meet with V. Brown to plan positions for 1910 meeting

Reading: Every student will have read writings by “her” woman and be prepared to represent “her” woman in the discussion.

Wednesday: All-class role play: 1910 meeting to discuss forming a “women’s party”

Section: The New Woman: How was she different from previous generation of women?

Reading: Pak: Simmons, “Modern Sexuality and the Myth of Victorian Repression;” Handouts: Eastman on the ERA; “Childless Wife;” Sanger, “Set Motherhood Free;” Cox, “Haste Makes Waste;” Conger-Kaneko, “Wages for Housework;” Parsons, “How Will Economic Independence Affect Women?”

Writing assignment: Thesis statement on Simmons due in section.

Sign up for individual meeting with me next week.

Week Eight: March 10-March 14

****Every student in the class will meet individually with me for 15 minutes this week to select a biography to read & review. ****

Monday: The 1920's: The Personal IS Political

Reading: Courage/Deutsch, pp. 413-446; Pak: Freedman, “Separatism as a Strategy” and Ruiz, “The Flapper and the Chaperone;” Handouts: Nancy Mavity and Dorothy Dunbar Bromley articles; “Necking and Petting” document

Viewing: “The Flapper Story” (30 minutes) in Burling Listening Room.  

Wednesday: The 1930's: A Gendered Depression

Reading: Courage/Deutsch, pp. 446-472; Pak: Orleck, “We Are that Mythical Thing;” E-Reserve: Reagan, “Expansion & Specialization;” Handout: Kessler-Harris, “Providers.”

Section: Memory/Autobiography/Oral History/Biography

Reading: Weber, “Raiz Fuerte”
Viewing: “With Babies and Banners” (60 minutes) in Burling Listening Room Students will receive Book Review Guidelines in section meeting.

Spring Break: Note that you have an in-class exam at the end of Week Eleven, covering

1910's-1940's.  Be sure you are caught up on your reading.

Note, too, that you have a book review on a biography of a woman of your choice due at the start of Week 13, so this is a chance to get ahead on that. 

Week Eleven: March 31-April 4

Monday: Film,“Rosie the Riveter”

Reading: Courage/May, pp. 473-491

Movie night: Documentary on Eleanor Roosevelt = extra credit points for viewing & summarizing.  Will show & discuss on Monday night; can view in Burling on your own.

Wednesday: American women and World War II

Reading: Pak: Matsumoto, “Japanese American Women;” Hartmann, “Prescriptions for Penelope;” Handouts: Ronald Reagan, “Woman’s World;” Margaret Mead, “What Women Want;” Pauli Murray recollection

Friday/NO SECTION: In-class exam on material from “the New Woman” thru World War II.

Week Twelve: April 7-April 11

Monday: The Fifties

Reading: Courage/May, pp. 491-528; Handouts: Wylie; Lundberg & Farnham; Adlai Stevenson

Movie night: “Salt of the Earth” = extra credit points for viewing & summarizing.  Will show & discuss on Monday night; can view in Burling on your own.

Wednesday: Activist Women in the 1950's

Reading: Pak: Swerdlow, “Ladies’ Day at the Capitol;” E-Reserve: Lynn, “Gender and Progressive Politics;” Feldstein, “I Wanted the Whole World to See”

Writing assignment: Thesis statement on one of the assigned articles

Section: The Image vs. the Reality: Women in the 1950's

Reading: Rosen, pp. 3-59; Handout re: women & work Everyone will be asked to bring bound volumes of old magazines to section meeting. 

Week Thirteen: April 14-April 18

*** This week and next, I will meet with each student to discuss her/his research paper for the course.***

Monday: Film: “Step by Step”

Writing assignment: Five-page book review of biography due in class.

Wednesday: The Multiple Roots of the Women’s Movement

Reading: Rosen, pp. 63-140 & xvii-xxiii; Documents: Hayden & King; go to                   for N.O.W. “Early documents” and chronologies, especially #1: NOW Statement of Purpose

Section: Women’s Liberation and the Civil Rights Movement

Reading: Rosen, pp. 63-140; Crawford & Lee (from first class meeting); Handouts: Murray and Eastwood; Lorde; National Black Feminist Organization; again, visit and look through Early Documents for N.O.W. position on racism.

Week Fourteen: April 21-April 25

Monday: The Uprising, 1968-1975

Reading: Rosen, pp. 143-260; Documents: “Lilith’s Manifesto;” “Redstockings’ Manifesto;” Judy Syfers, “I Want a Wife;” Pat Mainardi, “The Politics of Housework;” Anne Koedt, “The Myth of the Vaginal Orgasm”

Wednesday: Feminism and in the context of the 1970's

Reading: Rosen, pp. 263-400; Handouts: “Women, Work, and Social Change;” 1970's economy

Section: Discussion of Rosen, The World Split Open

Writing assignment: One-page proposal for final research project re: effect of the women’s movement on an aspect of women’s production, reproduction, sexuality, or political activism, 1972-2002, with bibliography

Week Fifteen: April 28-May 2

Monday: Lecture: The women’s movement in the context of the 1980's

Reading: Courage/Chafe, pp. 568-586

Wednesday: Lecture: The women’s movement in the context of the 1990's

Section:   I may be asking you to read a draft of a textbook chapter on the effect of the women’s movement on the marital advice given in the Ladies’ Home Journal column, “Can This Marriage Be Saved?”  If so, it’ll be about 30 mss. pages and I’ll tell you ahead of time. Otherwise, we will spend our last section discussing the 1975-2000 historical context which your research papers must address. 

Week Sixteen: May 5-May 9:

****Each panel must meet with me on Saturday, May 4 to plan their presentations**** 

Monday: First panel presentations re: research projects & discussion of 1980's & 1990's

Wednesday: Second panel presentations & discussion of 1980's & 1990's

Friday/No Section: Final panel presentations & discussion of 1980's & 1990's

Finals Week:

Our final exam meeting time is 9:00 a.m., Monday, May 12.  I will be in our classroom at that time, available to answer any questions about your research papers. I will provide a sign-up sheet for appointments you can make with me on Monday, Tuesday, or Wednesday to discuss your research papers. 

Research papers are due in my office on Friday, May 16 at 4:30 p.m. No extensions.

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This page last modified January 20, 2003