Upper-division Writing Requirement Review Form (2/11)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Course # (i.e. ANTH
History
HSTA 419
Subject
455) or sequence
Course(s) Title
Southern Women in Black and White
Description of the requirement if it is not a single course.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor
Anya Jabour
Phone / Email
Anya.jabour@umontana
.edu
Program Chair
Kyle Volk
Dean
Chris Comer
III. Type of request
New
One-time Only
Reason for new course, change or deletion
Change
Renewal
Date
Remove
IV Overview of the Course Purpose/ Description
This course will introduce students to the linked histories of black and white women in an
American region through a combination of thoughtful reading, informed discussion, and indepth writing assignments. Students will learn to read historical sources carefully, to evaluate
those sources critically and comparatively, and to write clearly and analytically
V Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Students will analyze both primary and
Student learning outcomes :
Identify and pursue sophisticated questions for secondary sources carefully and
comparatively
academic inquiry
Students will analyze and synthesize
Find, evaluate, analyze, and synthesize
information from a variety of primary and
information effectively and ethically from
secondary sources
diverse sources (see
http://www.lib.umt.edu/informationliteracy/)
Students will manage perspectives of
Manage multiple perspectives as appropriate
multiple historians and historical actors
Students will write formal papers according
Recognize the purposes and needs of
to the established standards of the historical
discipline-specific audiences and adopt the
profession and with appropriate
academic voice necessary for the chosen
documentation
discipline
Use multiple drafts, revision, and editing in
conducting inquiry and preparing written work
Follow the conventions of citation,
documentation, and formal presentation
appropriate to that discipline
Develop competence in information
technology and digital literacy (link)
Students will submit rough drafts for
instructor comments and then submit final
drafts with revisions in response to feedback
Students will use Chicago Manual of Style to
document their papers
Students will be acquainted with relevant
websites containing digitized primary source
material
VI. Writing Course Requirements
Enrollment is capped at 25 students.
If not, list maximum course enrollment.
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
Briefly explain how students are provided with
tools and strategies for effective writing and editing
in the major.
Which written assignment(s) includes revision in
response to instructor’s feedback?
Students are provided with handouts and
homework on finding, interpreting, and
documenting material
All; three formal 7-10 page papers.
VII. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Quality of content and writing
are integral parts of the grade on any writing assignment.
Formal Graded Assignments
Three 7-10 page papers (minimum 21
pages) constituting 75% of the course
grade
Informal Ungraded Assignments
Weekly journals; responses to discussion
questions provided by instructor included
in 25% of grade based on participation
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  For assistance
on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
The syllabus must include the following:
1. Writing outcomes
2. Information literacy expectations
3. Detailed requirements for all writing assignments or append writing assignment instructions
Paste syllabus here.
History 419: Southern Women in Black and White
Professor Anya Jabour
LA 262, ext. 4364
E-mail: anya.jabour@umontana.edu
Class Hours: M 1:10-4 p.m.
Office Hours: MWF 10-11 a.m. and by appointment
Course Description
Black and white women in the American South share a common heritage shaped
by slavery and its aftermath, yet the same past that connects these women has
often held them apart. In this writing-intensive class for advanced undergraduate
and graduate students, we will examine the often-explosive intimacy that existed
between black and white women in the American South from an historical
perspective. Focusing on the autobiographies and memoirs of women in the
twentieth-century South, we will explore the importance of gender to racial
segregation, the Civil Rights Movement, and interracial relationships.
This course counts as a “focus” course in Women’s and Gender Studies and may
be used toward either the Women’s Studies Emphasis within the Liberal Studies
Major or toward a Minor in Women’s and Gender Studies, which can be
combined with any major. If you have questions about the Women’s and Gender
Studies Program, please speak with the professor or stop by the Women’s and
Gender Studies Office, LA 138A-B.
Course Goals and Expectations
This course will introduce students to the linked histories of black and white
women in an American region through a combination of thoughtful reading,
informed discussion, and in-depth writing assignments. Students will learn to
read historical sources carefully, to evaluate those sources critically and
comparatively, and to write clearly and analytically.
You are expected to attend class regularly, to keep up with the reading, and to
participate in class discussions. You should bring a discussion question or
comment on the reading to each class period. These will be used as a starting
point for class discussions and will also be used to calculate your attendance.
Attendance is mandatory. You each will get one “free” absence; thereafter, your
attendance grade will drop by one letter grade for each absence. Late arrivals and
early departures will each count for one-half of an absence and will affect your
grade accordingly.
Class meetings will be held seminar-style. This means that the quality of your
preparation and your contributions are essential to the success of the course.
Come prepared to speak, but be sensitive to others’ comments. Listening and
posing questions, as well as offering insights, are important discussion skills.
Listen to your peers, encourage them to expand on their points, offer supporting
comments or alternative viewpoints, and above all, always connect your
comments to the reading! Everybody brings a different perspective to the class,
but the text is our common ground.
Course Assignments and Grading
There will be three paper assignments during this class. Each paper should be 710 typed, double-spaced pages long. Papers must address one of the questions
posed on the schedule below and must make use of the sources indicated. In
addition, papers may make use of other class readings; outside sources are not
permitted. Papers are due at the beginning of class on the dates indicated on the
syllabus. Late papers will not be accepted except in extraordinary circumstances,
such as a family or personal emergency or serious illness. Prior arrangement
and/or documentation are required in such instances; in their absence, later papers
will receive a failing grade.
Grading:
Attendance and Participation:
First Paper:
Second Paper:
Third Paper:
25 percent
25 percent
25 percent
25 percent
Students have the option of rewriting their papers. Rewrites will be due no later
than one week after they are returned in class. Grades for rewrites will be
substituted for original grades.
Course Readings
Jennifer Ritterhouse, Growing Up Jim Crow (GUJC)
Lillian Smith, Killers of the Dream (KOD)
Anne Moody, Coming of Age in Mississippi (COA)
Deep in Our Hearts: Nine White Women in the Freedom Movement (DIOH)
Susan Tucker, Telling Memories Among Southern Women (TM)
Class Schedule
January 21:
NO CLASS—MARTIN LUTHER KING DAY
January 28:
Introduction to Course
February 4:
Discuss Growing Up Jim Crow, Introduction and Chaps. 1 and 2
February 11: Discuss Growing Up Jim Crow, Chaps. 3 and 5 and Conclusion
February 18: NO CLASS—WASHINGTON-LINCOLN DAY
February 25: Discuss Killers of the Dream, Foreword, Parts 1 and 2
March 3:
Discuss Coming of Age in Mississippi, Parts 1 and 2
March 10:
Discuss Coming of Age in Mississippi, Parts 3 and 4
FIRST PAPER DUE MARCH 10
Respond to one of the following questions, relying on GUJC,
KOD, COA:
*Discuss women’s role in teaching race.
*Compare black and white girls’ early experiences with
race.
March 17:
Discuss Deep in Our Hearts, 1-130
March 24:
NO CLASS—SPRING BREAK
March 31:
Discuss Deep in Our Hearts, pp. 207-251, 333-375
April 7:
Discuss Telling Memories, Preface and Parts 1 and 2
SECOND PAPER DUE APRIL 7
Respond to one of the following questions, relying on COA and
DIOH:
*Discuss gender and/or sexuality in the Civil Rights
Movement
*Compare black and white women’s experiences in the
CRM
April 14:
Discuss Telling Memories, Parts 3 and 4
April 21:
Discuss Telling Memories, Part 5, Epilogue, and Photo Essay
April 28:
Conclusion to Course
THIRD PAPER DUE APRIL 28
Respond to one of the following questions, relying on TM and at
least one other class reading:
*Discuss intimacy and interracial relationships in the
segregated South.
*Compare black and white women’s experiences of
domestic service.