TOWARDS EMANCIPATION? WOMEN IN MODERN ......2017/12/23 · in Natalie Zemon Davis and Arlette Farge, eds. A History of Women in the West, vol. 3: Renaissance and Enlightenment Paradoxes

December 23, 2016

UniversityofNorthCarolinaatChapelHillDepartmentofHistoryHIST/WMST/EURO259:

TOWARDSEMANCIPATION?WOMENINMODERNEUROPEANHISTORYSyllabus–Spring2017Instructor: Prof.KarenHagemannTIMEOFTHECOURSE: TUESDAY&THURSDAY:9:30-10:45AMROOM: Murphey105OfficeHours: Tuesday:1:00-3:00PMorbyappointmentOffice: HamiltonHall562Email: [email protected]'s lives,workandthehistoryofthewomen’smovementinmodernEuropefromtheeraofthelateEnlightenmentandtheFrenchRevolutiontotheperiodofthetwoWorldWars,theHolocaust,andtheColdWar.Wewillexplorehowthemajorpolitical,economic,social,andculturalchangesaffectedthelivesofwomenfromdifferentsocialbackgroundsandhowtheyresponded

HISTORY / WMST 259: Spring 2017

2

to thesechanges.Thestruggleof thewomen’smovement thatemergedeverywhere inEuropeduringthenineteenthcenturytoimprovetheworkingandlivingconditionsofwomen,achieveequalcivilandpolitical rights for women and increase their social, cultural, and political influence, will thus be onecentral theme.We will ask how the aims and forms of this struggle for female emancipation variedbetweendifferentgroupsandcountriesandchangedovertime.Wealsowillexaminethewaysinwhichwomen were involved in wars and revolutions and experienced them. The course is organizedchronologically,butaswemovethroughtimewewillconcentrateonthefollowingthemes:

• Gender images and dominant ideas about the gender order and how they affected women’slives

• Women’srole(s)andexperiencesinthehousehold,thefamily,andtheworkforce• Women’sandmen’srole(s)inthe‘publicspheres’ofnation,stateandcivilsociety• Women’sstruggleforequalrightsinthefamily,society,theworkforceandpolitics.

Given the diversity of the various regions of Europe, this course cannot achieve comprehensivecoverage.WewillthereforeconcentrateonWesternEurope,especiallyBRITAIN,FRANCE,ANDGERMANY.FORMATOFTHECOURSELECTURES,DISCUSSIONS,GROUPWORKANDPARTNERWORK:Eachclasswillcombinelectureanddiscussionofthelectureandtheassignedreadingintheclass,ingroupsandwithpartners.Studentsaretocompletetheassigned readingby thebeginningof class on thedayonwhich it is listed in the course schedulebelow.Lectureswillbecoordinatedwiththeassignedreadings;theyaredesignedtosuggestemphases,to draw attention to important points, and to provide additional material on selected issues.PowerPoints of each lecture will be available on Sakai before each class. The PowerPoints providestudentswiththemostrelevanthistoricalbackgroundinformationforlectureanddiscussioninclass.Itisstrongly recommended that students come prepared with questions for each required reading andprimarydocumenttoclass

FEATUREFILMS,DOCUMENTARIESANDIMAGES:Alongwiththerequiredreadingandtheprimarydocuments,we will work with feature films, documentaries and images as representations of history. All featurefilmsareavailableonDVDorVHS intheUNCUndergraduateLibraryandonNetflix.Pleasemakesurethatyouhaveaccesstothemovieswithadequatetime.Wewilldiscusstheminclass.

BACKGROUND MATERIAL ON SAKAI: To help you organize your coursework, learn more about Europeanwomen's and gender history and keep track of the diverse historical developments in Europe andimportanteventsandpersons,youwillfindthefollowingmaterialonSakai:

• Themostrecentversionofthesyllabusandguidesforallassignments;• PowerPointsforalllectures(uploadedlatestthedaybeforeeachlecture);• Allprimarydocumentswewillreadforclass;• A timeline (chronology) with links to information about important historical events and

developmentsandshortbiographiesofimportanthistoricalprotagonists;• MapsthatdocumentthechangeofthebordersinModernEurope;• Abriefintroductiontoeachmoviewithlinkstofurtherinformationoneachfeaturefilm;• Briefbiographicalinformationonmostoftheauthorsoftheprimarydocuments;• Abibliographywithselectedliteratureforfurtherreading;• Andadditionalusefullinksonthecoursesubject.


3

REQUIREDREADING

BOOKS

The following three bookswill provide youwith a good overviewof the course subject.Wewill readseveral chapters from thesebooks in the course as required reading; thus I recommend that youbuythem.

• RachelFuchsandVictoriaThompson,Women inNineteenth-CenturyEurope (BasingstokeandNewYork:PalgraveMacMillan,2005).

• Allen, Ann T.,Women in Twentieth-Century Europe (Basingstoke and New York: Palgrave MacMillan,2007).

Inadditionwewillreadforthemid-termandthefinalexamination:• Offen,Karen,EuropeanFeminisms:APoliticalHistory,1700-1950(Stanford,CA:StanfordUniversityPress,

2000).

YouwillfindthesethreebooksintheTextbookDepartmentoftheUNCStudentStoresforpurchaseorundertheCourseReservesforHIST/WMST259.006intheR.B.HouseUndergraduateLibrary.

JOURNALARTICLESANDBOOKCHAPTERS

Moreover,wewillreadsomejournalarticlesandchaptersfromotherbooksasrequiredreading.YouwillfindthemallasPDFfilesonSakai.

PRIMARYDOCUMENTS

Severaltimesduringthesemester,wewillreadanddiscussprimarydocuments.Theyarealsorequiredreadings. You will find them as PDF files on Sakai. These documents are reprints from the followingsourcecollections,whichwillbeonreserveintheUndergraduateLibrary:

• Bell,SusanG.andKarenM.Offen,eds.,Women,TheFamilyandFreedom:TheDebateinDocuments.vol.1:1750-1880;vol.2:1880-1950(Stanford:StanfordUniversityPress,1983).

• DiCaprio,LisaandMerryE.Wiesner,eds.,LivesandVoices:SourcesinEuropeanWomen’sHistory(Boston:HoughtonMifflin,2000).

• Hunt,Lynn,ed.,TheFrenchRevolutionandHumanRights:ABriefDocumentaryHistory(Boston:BedfordBooks,1996).

• Olafson Hellerstein, Erna et. al., Victorian Women. A Documentary Account of Women’s Lives inNineteenth-Century,England,FranceandtheUnitedStates(Stanford:StanfordUniversityPress,1981).

• Riemer, Eleanor S. and John C. Fout, eds., EuropeanWomen: A Documentary History: 1789-1945 (NewYork:SchockenBooks,1980).

You will find these five books under the Course Reserves for HIST/WMST259.006 in the R.B. HouseUndergraduateLibrary.

FURTHERREADINGFORINTERESTEDSTUDENTS

Thefollowingbooksarerecommendedforfurtherreading:

OnEuropeanhistoryingeneral:

• Merriman, JohnM.,AHistoryofModernEurope: from theRenaissance to thePresent, vol. 2:From the


4

FrenchRevolutiontothePresent(Secondedn.,NewYork:W.W.Norton,2004.)*

• BonnieG.Smith,EuropeintheWorld,1900tothePresent.ANarrativeHistorywithDocuments (Boston:St.Martin’s,2007)

OnEuropeanwomen’sandgenderhistory:

• Abrams,Lynn,TheMakingofModernWoman:Europe1789-1918(London:Longmann,2002).*

• Bock,Gisela,WomeninEuropeanHistory(Oxford:Blackwell,2002).*

• Bridenthal,Renate,SusanMosherStuard,MerryE.Wiesner,eds.,BecomingVisible:WomeninEuropeanHistory(Thirdedn.,Boston:HoughtonMifflin,1998).

• Downs, Laura Lee,Writing Gender History (London and New York: Bloomsbury Academic Publishing,2010).

• Thébaud, François, ed., A History of Women in the West: Vol. V: Towards a Cultural Identity in theTwentiethCentury(Cambridge,MA:HarvardUniversityPress,1994).

• Simonton,Deborah,ed.,TheRoutledgeHistoryofWomen inEurope since1700 (LondonandNewYork:Routledge2007).*

• Sluga,GlendaandBarbaraCaine,GenderingEuropeanHistory,1780-1920(London:Leicester,2000).*

• Timm,AnnetteF.andJoshuaA.Sanborn,eds.,Gender,SexandtheShapingofModernEurope:AHistoryfromtheFrenchRevolutiontothePresentDay(Secondedn.,London andNewYork:BloomsburyAcademicPublishing,2016).

Youwillfindthebooksmarkedwithan*undertheCourseReservesforHIST/WMST259.006intheR.B.HouseUndergraduateLibrary.ASSIGNMENTSCourseparticipation(inclassdiscussion) 10%

WeeklyWrittenForumAssignments 20%

PrimaryDocumentEssay1(due:Tuesday,January31,2017) 20%

PrimaryDocumentEssay2(due:Tuesday,February28,2017) 20%

FinalExamination 30%

ClassParticipation(10%ofthefinalgrade):

Yourparticipationgradewillreflectyouractiveparticipationintheclass.Readtherequiredreadingandprimary documents carefully, bring them to class, and be prepared to discuss them. The secondarysourcereadingprovidesyouwithbackgroundinformationthatwillhelpyoutounderstandtheprimarydocuments. Ifyoufindthatyouhavedifficultyspeaking inclass,pleaseseemetodiscussstrategiessothatyoucanparticipatemorefully.

WeeklyWrittenForumAssignments(20%ofthefinalgrade):

An important part of your class work are the weekly written Forum assignments listed in the belowschedule. Please submit three questions and related comments on the primary documents and thesecondary reading for the class on the Sakai Forum that you would like to explore in class. YourcommentsandquestionsareduelatestonMondayeveninguntil5pmbeforetheclass.Theyshouldnotbelongerthan1page.


5

TwoPrimaryDocumentEssays(each20%ofthefinalgrade):

Everystudentwillberesponsibleforwritingtwoprimarydocumentessaysthatanalyzeandinterpretanassignedprimarydocumentwiththehelpoftherelatedsecondaryreadingassignedforthecourseandadditional research. These essays should be no longer than 6 pages (including cover page andbibliography). The essay should be on standard paper, typed, with 1-inchmargins, 12 pt Times NewRomanfont,anddouble-spaced.Youwillgettheassignmenttwoweeksbeforetheduedate.

StudentswillfindaguidetohelpprepareforthisassignmentonSakai.Itspreparationwillbediscussedinclass.

FinalExamination(30%ofthefinalgrade):ThefinalexaminationwillbeessayquestionsonthebookKarenOffen,EuropeanFeminisms:APoliticalHistory,1700-1950(Stanford,CA:StanfordUniversityPress,2000).

COURSESCHEDULEWEEK1:Thursday,January12,2017:WelcomeandIntroductiontotheCourseQuestions:

• Whatarethemainaimsofthiscourse?

• WhyarewestudyingthehistoryofwomenandgenderinEurope?

• Whatistheformatofthecourse?

• Whatarethemainassignments?WEEK2:Tuesday,January17,2017:Introduction:WhatisWomen’sandGenderHistory?Questions:

• Whatiswomen’sandgenderhistoryandhowdidthisfielddevelop?

• Howdogenderhistoriansdefinetheterm“gender”?

• How is “gender” as an analytical category related to other “Categories of differences” like class, race,sexualityorethnicity?

RequiredReading:

• SonyaO.Rose,WhatisGenderHistory?(Cambridge:PolityPress2010),chapter1:WhyGenderHistory?,pp.1-16.

• LauraLeeDowns,WritingGenderHistory(LondonandNewYork:BloomsburyAcademic,2010),pp.9-34.

• Offen, Karen, European Feminisms: A Political History, 1700-1950 (Stanford: Stanford University Press,2000),pp.1-26.


6

MethodologicalTheme:

• Discussionofquestionsinrespectofthesyllabusandtheassignments.

Thursday,January19,2017:TheChangingPositionofWomenandMeninthelate18thCenturySocietyQuestions:

• Whatweretheworkingandlivingconditionsofwomenandmenfromdifferentsocialandfamilialstatusinthelate18thcentury?

• Towhatdegreedidtheychange?

• Howdidwomenandmenrespondtothesechanges?

RequiredReading:

PrimaryDocuments:

• "PetitionofWomenof theThirdStateEstate to theFrenchKing, January1,1789." inHunt,TheFrenchRevolution,pp.60-63.

BackgroundReading:

• OlwenHufton,"Women,Work,andtheFamily."inNatalieZemonDavisandArletteFarge,eds.AHistoryof Women in the West, vol. 3: Renaissance and Enlightenment Paradoxes. (Cambridge, MA: HarvardUniversityPress,1993),pp.15-45.

• Firstgroupdiscussion,afterwardsjointdiscussioninclass.

MethodologicalThemes:

• How to analyze and interpret primary documents appropriately (please read the guide on Sakai inpreparation)

• PreparationoftheHistoricalSimulationonTuesday,Jan.24,2017.

ForumAssignment,dueMonday,January18,2017by5:00pm:

PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentsandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.WEEK3:Tuesday,January24,2017:EnlightenedDebatesonthe“Women’sQuestion”Questions:

• Whatdohistoriansdefineasenlightenment?InwhichwayswastheEnlightenmentgendered?

• How did educated women and men debate gender relations and the gender order in the late 18thcentury?

• Whowerethemaincontributorstothisdebateandwhyweretheirwritingssoimportant?

• Whatweretheirmainargumentsanddemands?

• Whatistheimportanceoftheirwritingforthediscussionofmiddleclassconceptsofthegenderorderinlate18thandearly19thcentury?

RequiredReading:

PrimaryDocuments:

• BellandOffen,Women,vol.I,pp.110-112and116-118(Document29).


7

• DiCaprioandWiesner,LivesandVoices,pp.248-255(Document91and92).

BackgroundReading:

• DenaGoodman,“WomenandtheEnlightenment”, inBridenthaletal. (eds.),BecomingVisible,pp.233-264.

HistoricalSimulation

Studentspreparea fictionaldebateon“thewoman’squestion”between Jean-JacquesRousseau (1712-1778),MaryWollstonecraft (1750-1797) andGottlieb Theodor von Hippel (1741-1796), in which theypresent theirmainarguments.Setting:Theymeet inasalonhosted in1795bybaronessesAnneLouiseGermaine de Staël-Holstein (1766-1817) in Geneva. Before the debate starts the guests will introducethemselvestoeachother.

ForumAssignment,dueMonday,January23,2017,5:00pm:In preparation for the historical simulation on Tuesday, January 24, 2017, students should summarize themainargumentsofoneofthehistoricalactors(seebelowforassignedfigure)usingthesecondaryreadingandprimarysourcedocumentsassignedfortheweek.Thesummaryshouldnotexceed1-2pages.Note:Lettersindicatethefirstletterofyourlastname.Theassignedauthoralsoindicateswhomthestudentwillrepresentduringthehistoricalsimulation.PleaseinformyourselfaboutthebiographyoftheauthoronWikipedia.

A-E:Jean-JacquesRousseauF-M:MaryWollstonecraftN-Z:GottliebTheodorvonHippel

Thursday,January26,2017:WomenintheEraoftheFrenchRevolutionIQuestions:

• WhatwerethemaincausesfortheFrenchRevolution?

• Whatwerethemainpoliticalandsocialaimsoftherevolutionaries?

• Whichrole(s)didwomenplayintheFrenchRevolution?

• Whatweretheirmainpoliticalandsocialdemands?

RequiredReading:

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.261-269.(Documents94-97).

BackgroundReading:

• FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.5-23.Istronglyrecommendedthemovie:LesMiserables(USA1998)(134minutes),director:BilleAugust.USA,1998.UNCMediaResourcesCenterLibraryUseOnly:65-DVD86.OnlineonYouTube:https://www.youtube.com/watch?v=aS3ziMrWze0WEEK4:Tuesday,January31,2017:WomenintheEraoftheFrenchRevolutionII


8

Documentary:

• “TheFrenchRevolution:ImpactandSources,”U.S.1997(UNC,DVD,25minutes)

RequiredReading(thesameasforJanuary26,2017):

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.261-269.(Documents94-97).

BackgroundReading:

• FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.5-23.

ThePrimaryDocumentEssay1isdueJanuary31,2017by9:00am.PleasesubmitthepaperelectronicallybyemailtotheinstructorasaWorddocument.Namethefileasfollows:Lastname-First_Assignment.Theinstructionfortheassignmentwillbepostedatthelatesttwoweeksbeforetheassignmentisdueunder“Sakai/Resources/SupportforAssignments.”Thursday,February2,2017:Gender,War,andNationinNapoleonicEuropeQuestions:

• Howandwhydidtherelationsbetweenthemilitary,thenationandsocietychangeduringtheperiodoftheRevolutionaryandNapoleonicWars?

• Whichconsequencesdidthesechangeshaveonthegenderorderingeneralandthepositionofwomeninthenationinparticular?

• Howandwhywastheideaofthenationgendered?

• Whatresultsdidthesechangeshavefor19thcenturyEuropeansocieties?

RequiredReading:

PrimaryDocuments:

• “CivilianExperiencesof theLeipzigCampaign inOctober1813,” inEuropeagainstNapoleon.TheLeipzigCampaign,1813fromEyewitnessAccounts,ed.AntonyBrett-James(London:Macmillan,1970),88-96.

BackgroundReading:

• KarenHagemann,“AValorousVolkFamily:TheNation, theMilitary,andtheGenderOrder inPrussia intheTimeoftheAnti-NapoleonicWars,1806-15,”inGenderedNations:NationalismsandGenderOrderintheLongNineteenthCentury,ed. IdaBlom,KarenHagemannandCatherineHall (OxfordandNewYork:BergPublishers,2000),pp.179-205.

ForumAssignment,dueWednesday,February1,2017by5:00pm

PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.WEEK5:Tuesday,February7,2017:EarlyFeministVoicesintheDemocraticRevolutionsof1830and1848-49Questions:

• WhatwerethemainsocialandpoliticaldevelopmentsintheeraofDemocraticRevolutions?


9

• WhichrolesdidwomenplayintheDemocraticRevolutions?

• Whoweretheauthorsoftheselectedprimarydocumentswhatweretheirmainargumentsanddemands?

ReadingAssignment:

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.282-288(Document102).

• BellandOffen,Women,vol.I,pp.260-264(Documents77and78).

BackgroundReading:

• GabriellaHauch,“DidWomenhaveaRevolution?GenderBattlesintheEuropeanRevolutionof1848/49,”in 1848: A European Revolution: International Ideas and National Memories of 1848, ed. Axel Körner(Basingstoke:PalgraveMacmillan,2000),pp.64-84.

ForumAssignment,dueMonday,February6,2017by5:00pm

PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,February9,2017:MarriageandFamilyLifein19th-andearly20th-CenturyWomen’sLivesQuestions:

• Whyweremarriageandfamilysoimportantforwomen?Whydidtheywanttomarry?

• Whatwerethemaintrendsofdevelopmentinmarriageandfamilyduringthe19thcentury?

• Werethesetrendsdifferentformiddle-classandworking-classmenandwomen?

• Whatwerethemainproblemsformiddle-classandworking-classandwomeninmarriageandfamilylife?

RequiredReading:

PrimaryDocuments:

• OlafsonandHellerstein,VictorianWomen,pp.144-149(Document28).

• Table1,2and5andtherelatedgraphicsonSakai.

BackgroundReading:

• FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.43-60

Format:Introductorylecture,jointdiscussioninclass,groupdiscussion.

AdditionalAssignment:Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:“SenseandSensibility,”(Britain,1995)(136minutes),directorAngLee(Available:Netflix(DVD),UNCMediathek(DVD)andalsoOnline:https://www.youtube.com/watch?v=xrMiWM99mLkWEEK6:Tuesday,February14,2017:Housing,HouseholdandHouseworkin19th-andearly20th-CenturyWomen’sLivesQuestions:

• Whatwerethemainproblemsforworking-classandmiddle-classwomenintermsofhousing,householdandfamilywork?

• Howwasthesituationofworking-classandmiddle-classwomendifferent?

HISTORY / WMST 259: Spring 2017 10

• Whatwerethelivingandworkingconditionsoffemaleservants?

RequiredReading:

PrimaryDocuments:

• RiemerandFout,EuropeanWomen,pp.151-161(Documents34-36).

• OlafsonandHellerstein,VictorianWomen,pp.350f.(Document74).

• Table3,4and6andtherelatedgraphsonSakai.

BackgroundReading:

• FuchsandThompson,ModernWomeninNineteenthCenturyEurope(thesameasforFeb.9,2017)


PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,February16,2017:ReproductionandSexualityin19th-andearly20th-CenturyWomen’sLivesQuestions:

• Howcanweexplainthedramaticdecreaseofthebirthrateduringthelong19thcentury?

• Howcanweexplainthedecreaseininfantmortality?

• Whyweregovernmentssointerestedincontrollingthereproductionandcareworkofwomen?

• Whyweresexualityandreproductionimportantproblemsforwomenofthisperiod?

• Inwhatwayswerethesituationsofmiddleclassandworkingclasswomeninthisrespectdifferent?

RequiredReading:

PrimaryDocuments:

• RiemerandFout,EuropeanWomen,pp.190-193,202-211,214-217(Documents43,46and49).

BackgroundReading:

• FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.24-42

Format:Introductorylecture,jointdiscussioninclass,iftimeisleft:groupdiscussionofprimarydocuments.WEEK7:Tuesday,February21,2017:WorkingforaLiving-19th-andearly20th-CenturyFemaleEmploymentQuestions:

• Whatopportunitiesdidworkingandmiddleclassgirlsandwomenhavetoearnaliving?

• Inwhatwaysdid theseopportunitiesdifferdependingontheir social status, theirageandtheir familialstatus?Howcanweexplainthesedifferences?

• Howdidworkingopportunitieschangeduringthe19thand20thcentury?

RequiredReading:

PrimaryDocuments:

• RiemerandFout,EuropeanWomen,pp.10-17(Documents3and4).

• Tables7-13andtherelatedgraphicsonSakai.


BackgroundReading:

• Fuchs,ModernWomeninNineteenthCenturyEurope,pp.61-83.


PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.ForthepreparationofthisclassseealsothehandoutonSakaiundercoursereadingsforFeb.21,2017.Thursday,February23,2017:NoclassWEEK8:Tuesday,February28,2017:TheMiddle-ClassWomen’sMovementinlate19th-andearly20th-CenturyEuropeIQuestions:

• Whatwerethemainaimsofthemiddle-classwomen’smovementbeforeWorldWarI?

• Whatdifferencesandsimilaritiesexistedintheaimsandtheformsofactivitiesindifferentcountries?

• Howcanweexplainthesedifferencesandsimilarities?

RequiredReading:

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.384-392(Documents128and129).

• BellandOffen,Women,vol.II,pp.232-245(Documents60-63).

RequiredReading:

• FuchsandThompson,ModernWomen,pp.137-154and162-176.AdditionalAssignment:Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:ADoll’sHouse(BritainandU.S.1973)(145minutes),directedbyPatrickGarland.IntheUNCMediaResourcesCenterLibraryUseOnly:65-DVD3566.OnlineavailableatYouTube:https://www.youtube.com/watch?v=crZPM8ipzD0orhttps://www.youtube.com/watch?v=i2nRkiL3GRsThePrimaryDocumentEssay2isdueTuesday,February28,2017at9:00am.PleasesubmitthepaperelectronicallybyemailasaWorddocument.Namethefileasfollows:Lastname-Second_Assignment.Theinstructionfortheassignmentwillbepostedatthelatesttwoweeksbeforetheassignmentisdueunder“Sakai/Resources/SupportforAssignments.”Thursday,March2,2017:TheMiddle-ClassWomen’sMovementinlate19th-andearly20th-CenturyEuropeIIDocumentary:

• “EmmelinePankhurst(1858-1928)andtheSuffragists”,Britain,1994(55min.)Wewillwatchthedocumentaryinclass.FormoreonEmmelinePankhurst,see:http://en.wikipedia.org/wiki/Emmeline_Pankhurst

RequiredReading(ThesameasforFebruary28,2017):


PrimaryDocuments:


• BellandOffen,Women,vol.II,pp.232-245(Documents60-63).RequiredReading:

• FuchsandThompson,ModernWomen,pp.137-154and162-176.Istronglyrecommendedthemovie:“Suffragette”(Britain,2015)(126min),director:SarahGavron.WEEK9:Tuesday,March7,2017:TheSocialistWomen’sMovementinlate19th-andearly20th-CenturyEuropeQuestions:

• Whatwerethemainaimsofthesocialistwomen’smovementbeforeWorldWarI?

• Whatdifferencesandsimilaritiesexistedintheaimsandtheformsofactivitiesbetweenthemiddle-classandthesocialistmovements?

• Howcanweexplainthesedifferencesandsimilarities?

RequiredReading:

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.371-383(Documents125und127).

• Poem"ThatDay"byAdaNeart,in"Frauenwahlrecht!"(“Women’sSuffrage!”),ed.byClaraZetkin,March2,1913.

• Clara Zetkin (1857-1933):“The German Socialist Women’s Movement,” in Die Gleichheit (Equality),October9,1909.

BackgroundReading:

• FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.137-154and162-176(thesameasforFeb.25,2013)

• Charles Sowervine, “Socialism, Feminism, and the Socialist Women’s Movement from the FrenchRevolution toWorldWar II,” in Becoming Visible:Women in European History, ed. Renate Bridenthal,SusanMStuardandMerryE.Wiesner(Boston:HoughtonMifflin,1998),pp.357-387.

ForumAssignment,dueMonday,March6,2017by5:00pm

PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,March9,2017:

TheInternationalWomen’sDayandtheRighttoVoteforWomenQuestions:

• WhatistheInternationalWomen’sDay?

• Whywastherighttovoteatitscenteruntil1914?

• WhywastherighttovotesoimportantforwomenfromverydifferentpoliticalandsocialbackgroundsinthedecadebeforeWorldWarI?


• Whichdifferentdemandsandstrategiesdidtheypursuetogettherighttovote?

• Whatwerethereasonsforthedifferentstrategies?

BackgroundReading:

• Blanca Rodríguez-Ruiz and Ruth Rubio-Marín, “Introduction: Transition to Modernity, the Conquest ofFemale Suffrage and Women's Citizenship,“ in The Struggle for Female Suffrage in Europe: Voting tobecomeCitizens,ed.BlancaRodriguez-Ruiz,RuthRubio-Marin(LeidenandBostonBrill,2012),pp.1-46.

HistoricalSimulationStudents prepare a fictional debate on women’s rights and women’s suffrage, its best possible form and theappropriate strategies to get it between the militant British suffragist Emmeline Pankhurst (1858-1925), themoderate feministsMillicent Garrett Fawcett (1847-1929), president of the British National Union ofWomen’sSuffrage, Jeanne Schmahl (1846-1915), the French feminists and founder of the French Union for Women’sSuffrage,HeleneLange(1848-1930)themoderateleaderoftheGermanmiddle-classwomen’smovement,aswellastheleadingsocialistfeministClaraZetkin(1857-1933).Setting:aninternationalmeetingorganizedbytheBritishWomen’s Social and Political Union in 1912 in London. Before the debate starts the guests will introducethemselves(bystudentvolunteers).

ForumAssignment,dueWednesday,March6,2017by5:00pm

In preparation for the historical simulation on Tuesday, March 7, 2014, students should summarize the mainargumentsofoneofthefeministstrategiesrepresentedbyfiveimportantwomenusingthesecondaryreadingandtheprimarysourcedocumentsassignedforWeek8-9.Yoursummaryshouldnotexceed1-2pages.Note:Lettersindicatethefirstletterofyourlastname.Theassignedstrategyherealsoindicatesthestrategythestudentwillrepresentatthehistoricalsimulation.

A-E:EmmelinePankhurstF-K:MillicentGarrettFawcettL-R:JeanneSchmahlandHeleneLangeS-Z:ClaraZetkin

WEEK10:SpringBreakWEEK11:Tuesday,March21,2017:Home/Front:TheGenderOrderoftheFirstWorldWarQuestions:

• WhatwasnewintherelationsbetweenfrontandhomefrontduringWorldWarI?

• HowdiddifferentgroupsofwomenintheinvolvedcountriesrespondtotheFirstWorldWar?

• Howdidtheirresponseandinvolvementchangeduringthewarandwhy?

• Whichdifferencescanweobservebetweendifferentcountriesandhowcanweexplainthem?

• DidWorldWarIemancipatewomen?


RequiredReading:

PrimaryDocuments:


• BellandOffen,Women,vol.II,pp.259-263(Document65-67).

BackgroundReading:

• Allen,WomeninTwentiethCenturyEurope,pp.6-21.

HistoricalSimulationinClass:

Studentsprepareafictionaldebateoverthequestion,ifwomenshouldsupportthewar,whyandhoworiftheyshouldfightagainstthewar,whyandhow.ThedebatetakesplaceduringTheInternationalCongressofWomenwhichconvenedonApril28,1915atTheHague,Netherlands,withmorethan1,200delegatesfrom12countries—includingBritain,Germany,Austria-Hungary,Italy,Poland,BelgiumandtheUnitedStates—alldedicatedtothecauseofpeaceandaresolutionofthegreatinternationalconflictthatwasWorldWar,butwithdifferentstrategiestoreachthisgoalinmind.

Assignment,dueMonday,March20,2014by5:00pm:

Pleaseprepareahistoricalsimulationoverthequestion,ifwomenshouldsupportthewar,whyandhoworiftheyshouldfightagainstthewar,whyandhow.Makenotestobeabletoactivelyjointhedebate.Usetheprimaryandsecondarysourcesforyourargumentation.Note:Lettersindicatethefirstletterofyourlastname.Theyindicateswhichsidethestudentwillrepresentatthehistoricalsimulation:

A-K:Supportersofthepositionthatwomenshouldsupportthewar;L-Z:Opponentsofthisposition.

Istronglyrecommendedthemovie:Unlongdimanchedefiançailles(Averylongengagement)(France,2003)(133minutes)director:JeanPierreJeunet.UNC:MediaResourcesCenterLibraryUseOnly:65-DVD2347pt.1c.3Thursday,March23,2014:WomenafterWorldWarI:GenderandPoliticsinInterwarEuropeQuestions:

• WhydidwomeninsomanycountriesinvolvedinWorldWarIfinallyattaintherighttovote?

• Howdidwomenrespondtoandtrytoutilizethesenewrights?

• Didthepositionofwomenchangeinpoliticsbecauseoftheirlegalpoliticalequality?

RequiredReading:

PrimaryDocuments:

• BellandOffen.Women,vol.II,pp.296-298(Document80),andpp.317-327(Documents89and91).

• StatisticsandGraphics:WomeninWeimarPolitics

BackgroundReading:


• PatriciaM.Thane,“Whatdifferencedidthevotemake?WomeninpublicandprivateLifeinBritainsince1918,”HistoricalResearch76(2003):268-285.

• KarenHagemann,“Men’sDemonstrationsandWomen’sProtest.GenderinCollectiveActionintheUrbanWorking-ClassMilieuDuringtheWeimarRepublic,”Gender&History5,no.1(1993):101-119.

ForumAssignment,dueWednesday,March22,2014by5:00pm:


PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.WEEK12:Tuesday,March28,2017:The“NewWoman”,theRationalizationofEverydayLife,andtheGenderOrderintheInterwarPeriodDocumentary:

• "Flappers:theBirthofthe20th-centuryWoman",Britain,1999(53minutes).Wewillwatchthedocumentaryinclass.

Questions:

• Howdidcontemporariesdefinetheimageofthe“NewWoman”?

• Whatdohistoriansmean,whentheytalkabouta“rationalizationoftheeverydaylife”?

• In which parts of everyday life and in which segments of the population did a modernization and“rationalizationoftheeverydaylife”tookplace?

• Wastherea“NewWoman”inInterwarEurope?Whichsocialgroupsofwomenwereabletoliveintheireverydaylivestheidealofthe“NewWoman”?Whichconditionswerenecessary?

RequiredReading:

PrimaryDocuments:


BackgroundReading:

• Grossmann,Atina,“GirlkulturorThoroughlyRationalizedFemale:ANewWomaninWeimarGermany?”,inWomeninCultureandPolitics:ACenturyofChange,edsJudithFriedlanderetal.,Bloomington,1986,62-80.

ForumAssignment,dueMonday,March27,2017by5:00pm

PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,March30,2017:TheThirdReichandWorldWarII–AnOverviewDocumentary:

• “MasterRace,1933”(USA,1998)(56minutes)Wewillwatchitthedocumentaryinclass.

RequiredReading:

• Allen,WomeninTwentiethCenturyEurope,pp.42-59WEEK13:Tuesday,April4,2017:WomeninFascistCenturyRegimes-TheExampleofNaziGermany


Questions:

• WhatconceptofthegenderorderdidtheNSDAPpropagate?

• Towhatdegreedid theNaziParty incorporate thisconcept in theirconcretepoliticsbetween1933and1945?

• WhatroledidwomenplayinthepoliticsoftheThirdReich?

• WhatopportunitiesexistedforwomentobecomepoliticallyactiveintheThirdReich?

• WhichgroupsofGermanwomensupportedtheNSDAPandwhy?

RequiredReading:

PrimaryDocuments:

• RiemerandFout,EuropeanWomen,pp.106-110(Document26).

• DiCaprioandWiesner,LivesandVoices,pp.496-502(Document156and157).

BackgroundReading:

• Allen,WomeninTwentiethCenturyEurope,pp.42-59(thesameasforMarch27,2013)

ForumAssignment,dueMonday,April3,2017by5:00pm

PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,April6,2017:GenderedCivilCourage,Protest,andResistanceagainstNaziGermany

Documentary:• “SurvivingHitler:ALoveStory”(USA,2010)(66min.),directorJohn-KeithWasson

PleasewatchitOnlinebeforeclass:https://www.youtube.com/watch?v=AQuNfWuK9PY

Questions:

• Howwouldyoudefineresistance?

• Whichformsofresistanceexisted?Inwhatwaysweretheydifferent?

• Wasthereagenderspecificresistance?Inwhatwayswerewomeninvolved?

• Whatmotivatedandenabledpeopletoprotestandgetactiveintheresistance?

RequiredReading:

PrimaryDocuments:


BackgroundReading:

• Allen,WomeninTwentiethCenturyEurope,pp.76-78

• Erpel,Simone,“StruggleandSurvival: JewishWomen intheAnti-FascistResistance inGermany”, in:LeoBaeckInstitute.YearBook37(1992):397-414.

• JohnMichalczyk,“TheWhiteRoseStudentMovement inGermany: ItsHistoryandRelevanceToday,“ inConfront!ResistanceinNaziGermany,ed.JohnJ.Michalczyk(NewYork,Lang,2004),pp.211-220.

AdditionalAssignment:Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:“SophieScholl–TheFinalDays,”(SophieScholl:DieletztenTage)(FRG,2005),(117minutes),directorMarcRothemund.Youcan


eitherdothisintheUNCMediaCenter:65-DVD3430orOnline:https://www.youtube.com/watch?v=nXtC08tWxqAIalsorecommend:Rosenstrasse(Germany,2003(136minutes),director:MargarethevonvonTrotta,.MediaResourcesCenterLibraryUseOnly:65-DVD206.OnlineinGerman:https://www.youtube.com/watch?v=B6yd1p8msws.InEnglish:http://www.imdb.com/title/tt0298131/videoplayer/vi2555682329WEEK14:Tuesday,April11,2017:GenderingtheHolocaustIQuestions:

• WhatdoyouknowabouttheHolocaust?Wheredidyoulearnit?

• IsanattempttogenderthehistoryoftheHolocaustappropriate?

• What enabled Jewish men and women to emigrate, to resist or survive the hell of ghettos andconcentrationcamps?

RequiredReading:

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.522-526and529-533(Documents164and166).

BackgroundReading:


• Baumel,JudithTydor.“Women’sAgencyandSurvivalStrategiesduringtheHolocaust.”Women’sStudiesInternationalForum22/3(1999):pp.329-347.

• Milton,Sybil,“WomenandtheHolocaust:TheCaseofGermanandGermanJewishWomen,”in:DifferentVoices:Womenand theHolocaust,ed.byRittnerandRoth (NewYork:ParagonHouse,1993),pp.213-249.

• Rittner,CarolandJohnK.Roth,“PrologueWomenandtheHolocaust,”inDifferentVoices:WomenandtheHolocaust,ed.byRittnerandRoth(NewYork:ParagonHouse,1993),pp.1-21.


PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,April13,2017:GenderingtheHolocaustIIDocumentary:

• "TheWomenfromRavensbrück,”(DieFrauenvonRavensbrück),Germany,2005,director:LorettaWalz(90minutes)

RequiredReading:

• ThesameasforApril13,2014


WEEK15:Tuesday,April18,2017HomeandFrontinWorldWarIIQuestions:

• HowdidthedifferentEuropeanwarsocietiestrytomobilizewomenandmenfortheSecondWorldWar?

• WhichrolesdidwomenplayduringWorldWarIIonthehomefront?

• Inwhichwayswerewomeninvolvedinthemilitaryandwhy?

• Didthespecificwarexperienceindifferentcountriesinfluencethepost-wargenderorder?

RequiredReading:

PrimaryDocuments:

• DiCaprioandWiesener,LivesandVoices,pp.534-542(Document167and169).

BackgroundReading:

• Allen,WomeninTwentiethCenturyEurope,pp.60-70and79-96.

• Karen Hagemann, “Mobilizing Women for War: The History, Historiography, and Memory of GermanWomen’sWarServiceintheTwoWorldWars,”JournalofMilitaryHistory75:3(2011):1055-1093.


PleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingfortheclassontheSakaiForumthatyouwouldliketoexploreinclass.Thursday,April20,2017:Re-GenderingPost-WorldWarIISocietiesQuestions:

• HowdidthesituationofwomenchangeafterWorldWarIIinEurope?

• WhichroledidthefamilyplayinthereconstructionofEuropeanpost-warsocieties?

• Whydidthemodelofthemale-bread-winnerfamilybecomesoinfluentialinEuropeanpost-warsocieties,politicsandculture?

• Whatwerethemainpointsofcriticismofpost-warfeministsliketheFrenchauthorSimonedeBeauvoir?

RequiredReading:

PrimaryDocuments:

• BellandOffen,Women,vol.II,pp.420-432(Document119and120).

BackgroundReading:

• Allen,WomeninTwentiethCenturyEurope,pp.79-96und115-132.AdditionalAssignment:Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:“MarriageofMariaBraun,”(DieEhederMariaBraun)FRG,1979,directorRainerWernerFassbinder(120minutes).YoucanaccessisOnlineontheUNCwebsite:http://unc.kanopystreaming.com/video/marriage-maria-braun


WEEK16:Tuesday,April25,2017:TheNewWomen’sMovementofthe1960s-1980sQuestions:

• Whateconomic,social,politicalandculturalfactorscontributedtothedevelopmentoftheNewWomen’sMovement?

• Whatroledidthepostwargenderorderplayinthedevelopmentofanewfeministthinking?

• Whatwasthesocialbackgroundoftheleadingfeministactivistsofthenewwomen’smovement?

• Whatweretheiraimsandstrategies?

• Whoweresomeofthemostinfluentialfiguresinthemovement?

RequiredReading:

PrimaryDocuments:

• DiCaprioandWiesner,LivesandVoices,pp.558-564,573-577and580-582(Documents173,175and177).

BackgroundReading:


I strongly recommended the movie: “Vera Drake” (Britain, 2006) (126 minutes), director: StephanFrears.UNC:MediaResourcesCenterLibraryUseOnly:65-DVD2239.

Thursday,April27,2017:FinalClass:DoMenandWomenHaveEqualRightsandChancesToday?Questions:

• Domenandwomenhaveequalrightsandchancestoday?

• Dowestill/againneedawomen'smovement?

RequiredReading:

• NancyGibbs,“Whatwomenwantnow:ATimespecialreport,”TIMEMagazine,October26,2009.

• NancyGibbs,“Love,Sex,FreedomandTheParadoxofthePill”,TIMEMagazine,May3,2010.

• KatePickert,“WhatChoice?”TIMEMagazine,January3,2012.

FinalExaminationisdueisdueon:TBA.PleasesubmitthepaperelectronicallybyemailasaWorddocument.Namethefileasfollows:Lastname-Last_Assignment.Theinstructionfortheprimarydocumentessaywillbepostedlatestonweekbeforetheassignmentisdueunder“Sakai/Resources/SupportforAssignments.”

SAKAIIwillbeusingSakai tomakecoursematerials,announcements,andotheressential informationavailabletoyou.YouareexpectedtocheckSakairegularlyandareresponsibleforthematerialthatappearsonit.ToaccessSakai:


1. Gotohttp://sakai.unc.eduandtypeinthenameyouuseforyouremailandthenyourpassword2. Youwillthenreceivealistofallthecoursesforwhichyouareregisteredthissemester.ClickonHIST259

orWMST259(whicheveryouareregisteredfor).3. PleasefamiliarizeyourselfwiththecourseWebPage.Itisanessentialtoolfortakingthiscourse.4. IfyoudonotwanttouseyourUNCemailaddress,youmustcontacttheHelpDeskat962-HELP.5. AcopyofthesyllabusisonSakaiunderSyllabus.Itmaybeupdatedperiodically.

Pleasenote: ifyouhavedroppedthiscourse,theregistrarwilltakeyouoffthecourseemail listwithin48hours.Youdonotneedtocontacttheinstructorortakeanyotheraction.RULESOFTHEROAD

1. Read this syllabus carefully. You should consider it a contract between you and the professor. Yourenrollmentinthecoursesignifiesyouragreementtoadheretoit.Keepitforreference.YouwillalsofinditonSakai.

2. Read theemail andannouncementson SAKAI carefully and regularly. Iwill communicatewith youbyemail and announcements on SAKAI during the course. Please read your email and check the SAKAIannouncements.

3. Communicateappropriately.Learnhowtowriteaprofessionalemail.Pleasereadoverthehandoutfromthe UNC Writing Centeron email etiquette and effective communication at colleges and universities:http://writingcenter.unc.edu/handouts/effective-e-mail-communication/

4. Attendancewillbe taken ineveryclass.Nomorethanfourmissedclasseswillbeaccepted.After fourmissedclasses,yourparticipationgradewillgodown0.1pointsforeverydayyoumissclass,butifyouexcuse yourself in advance for additionalmissed classes in case of crisis and emergency,wewill find asolution,forexamplethemake-upassignmentofresponsepaper(seetheguideonSakai).

5. No late papers or other written work will be accepted except in the case of documented direemergenciesorapreviousagreement.Remember tomakeback-upcopiesofyourdraftsandpapers;aharddiskcrashadayortwobeforepapersaredueisnotanacceptableexcuseforturninginalatepaper.Ifyoufaceseriousproblemstohandinginanassignmentintimepleasecontactmeinadvanceandwewillfindasolution.Forunexcused latenessyourgradewillgodowntenpoints.Thus, ifyouhaveaB+,yourgradewillfalltoaC+orifyouhaveaC,yourgradewillfalltoaD.

6. Plagiarism: to take or pass off as one's own the ideas, keywritings, etc. of another; to copy the exactwordsor tousekeyphrases fromanotherauthor; tostealkey ideas,even ifyouput them inyourownwords. Ifyoudoanyofthesethings,withoutusingafootnotetoindicateyoursource,youareguiltyofplagiarism.Theexactwordsofanotherauthormustbeput inquotationmarks.Beforewarnedthat it isextremelyeasytotracesourcesofplagiarismwithsoftwareandontheweb.Ifyouplagiarizeapaperyouwill receive a zeroon thatpieceofwork, and youwill be subject toprosecutionunder theUNCHonorCode.ItisyourresponsibilitytofamiliarizeyourselfwiththeHonorCode(http://instrument.unc.edu).

7. Cheating:Incaseofcheating,youwillflunktheexam.WewillalsoreportdelinquentstoeithertheUNCHonorCourtor theUNCDeanofAcademicAffairs. Studentsmaynotbringanymaterial related to thecourse to the final examination unless it is contained in a closed book bag or knapsack. It is yourresponsibilitytobefamiliarwith,andactaccordingto,theuniversities’honorcodes.

8. Finally-Electronics:Isupport“oldschool”communicationandnote-takingduringclasses,however,Iwillallow laptops inseminarsessionsasatool foryourclasswork inspecificcircumstances.Pen,paperandface-to-facedialoguereduceunnecessarydistractions.Pleaseturnoffallelectronicdevicesincluding,butnotlimitedto,iPhones,cellphones,iPods,iPadsoranyotherdevicesthatring,buzzording.Thesedevicesshouldbeproperlysecuredinyourbackpack.


HONORCODE

Papersandexamsmustbeareitherthefullhonorcodepledge(“Onmyhonor,Ihaveneithergivennorreceivedunauthorizedaidonthisassignment.”)ortheword“Pledge”followedbyyournameasa shorthandway of communicating your adherence. Otherwise, no gradewill be recorded.Moreinformationisalsoavailableathttp://instrument.unc.eduandat:http://www.unc.edu/depts/wcweb/handouts/plagiarism.html.