Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT/SCHOOL: HISTORY AND PHILOSOPHY_____________________________________COLLEGE: ARTS AND SCIENCES
CONTACT PERSON: _MARY-ELIZABETH MURPHY__________________________
CONTACT PHONE: 734-487-3183
CONTACT EMAIL: MMURPH54@EMICH.EDU
REQUESTED START DATE: TERM___FALL__________YEAR___2015________
A. Rationale/Justification for the Course
Currently, the curriculum in U.S. Women’s History at Eastern Michigan University is limited. Students can take
History/Women’s and Gender Studies 336: Women in America since 1800. However, this course does not include the
first two hundred years of Women’s History in North America. As a result, students are not fully exposed to the
formation and development of key periods that shaped women’s lives and experiences in North America by 1800.
This proposed course, Women in North America to 1865, aims to address this gap by chronicling the crosscultural encounters between African, European, and Native American Women from contact until the American Civil
War. Students will study foundational moments for women in North America, including the Salem Witch Trials, the
spread of slavery across the South and the North, the removal of Native Americans to the West, women’s grassroots
participation in the American Revolution and Civil War, women’s labor in textile mills, and their efforts to ban alcohol,
abolish slavery, and declare that all men and women are created equal at Seneca Falls in 1848. However, beyond these
watershed episodes, this course will also illuminate major concepts in Women’s History, including patriarchy,
productive and reproductive labor, separate spheres, Republican Motherhood, and moral reform. At certain moments,
this course will also introduce men’s experiences and chart the changing meanings of manhood and masculinity across
different regional, social, and economic contexts.
This course will improve students’ reading, writing, and analytical skills. Students will read a variety of
primary documents, which will illuminate women’s experiences and also challenge them to read particular sources
against a grain to uncover power relations and think critically about the archive. Secondary books and articles will
acquaint students with some of the major historiographical trends and debates in the field of U.S. Women’s History.
Over the course of the semesters, students will craft three essays, each involving a different primary source, including
court testimony, a novel, and speeches and newspapers. And through their participation in class lecture and discussion,
students will sharpen their critical thinking skills, especially by considering the ways that categories of identity shaped
women’s experiences in various historical time periods.
This course is cross-listed between History and Women’s and Gender Studies. It will enable students to grapple
with continuity and change in women’s lives between the seventeenth and nineteenth centuries, and connect the past
with the present by thinking critically about citizenship, equality, and justice.
Miller, New Course
Sept. 09
New Course Form
B. Course Information
1. Subject Code and Course Number: HIST/WGST 3xx
2. Course Title: Women in North America to 1865
3. Credit Hours:
3
4. Repeatable for Credit? Yes_______
No___X___
If “Yes”, how many total credits may be earned?_______
5. Catalog Description (Limit to approximately 50 words.):
This course will trace the history of African, European, and Native American women in North America from contact
until 1865. This course will illuminate women’s experiences across different regional contexts, including religion and
spirituality, labor, family life, knowledge production, citizenship, sexuality, war, and social reform.
6. Method of Delivery (Check all that apply.)
a. Standard (lecture/lab) X
On Campus
b. Fully Online
X
Off Campus
X
X
c. Hybrid/ Web Enhanced X
7. Grading Mode:
Normal (A-E)
X
Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course.
(List by Subject Code, Number and
Title.)
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
Miller, New Course
Sept. ‘09
Page 2 of 5
New Course Form
b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If “Yes”, list the majors/programs
c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
Graduate
All undergraduates___X____
All graduate students____
First Year
Certificate
Sophomore
Masters
Junior
Specialist
Senior
Doctoral
Second Bachelor________
UG Degree Pending_____
Post-Bac. Tchr. Cert._____
Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
No
(Note: Department permission requires the department to enter authorization for every student registering.)
13. Will the course be offered as part of the General Education Program?
Yes
No
X
X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered? Yes
No
C. Relationship to Existing Courses
Within the Department:
14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes
No
X
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Required
Restricted Elective
Program
Required
Restricted Elective
15. Will this course replace an existing course? Yes
No
X
16. (Complete only if the answer to #15 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
Miller, New Course
Sept. ‘09
Page 3 of 5
New Course Form
b. Will the course to be replaced be deleted?
Yes
No
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion.
a. When is the last time it will be offered?
Term
Year
b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary.
Yes
No
c. If “Yes”, do the affected departments support this change?
Yes
No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes
No
X
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of
support, if available.
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
E. Cost Analysis (Complete only if the course will require additional University resources.
Fill in Estimated Resources for the
sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Two
Year Three
Faculty / Staff
$0
$0
$0
SS&M
$0
$0
$0
Miller, New Course
Sept. ‘09
Page 4 of 5
New Course Form
Equipment
$0
$0
$0
Total
$0
$0
$0
F. Action of the Department/School and College
1. Department/School
11
Vote of faculty: For __________
0
0
Against __________
Abstentions __________
(Enter the number of votes cast in each category.)
16 Jan 2015
Department Head/School Director Signature
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. ‘09
Date
Page 5 of 5
!1
HISTORY/WOMEN’S AND GENDER STUDIES
WOMEN IN NORTH AMERICA TO 1865
FA L L 2 0 1 5
EASTERN MICHIGAN UNIVERSITY
Instructor:
Email:
Course Meetings:
Mary-Elizabeth Murphy
mmurph54@emich.edu
Mondays and Wednesdays, 2-3:15 p.m.
GENERAL DESCRIPTION
This course will trace the history of African, European, and Native American women in North
America from the early seventeenth century until 1865. We will first examine the ways that each
culture constructed a set of gender beliefs and then investigate how gender changed over the
course of cross-cultural encounters in the seventeenth, eighteenth and nineteenth centuries.
Throughout the course, we will discuss women’s experiences with religion and spirituality, labor,
family life, access to knowledge, sexuality, war, and social reform.
COURSE OBJECTIVES
1. Understand the changing definition of womanhood across different racial, regional, and
economic contexts
2. Examine women’s experiences as workers as they labored in their own households and across
America’s agricultural, service, and industrial economies.
3. Explain how women participated in movements for social reform, including temperance,
abolition, Native American rights, and feminism.
4. Identify the changing nature of family life from the seventeenth until the nineteenth centuries.
5. Explain the ways that race, class, gender, and sexuality intersected in the lives of women in
America and how these categories changed over time.
6. Discuss the major laws that affected diverse communities of women, and also describe the
moments when women from different backgrounds forged coalitions.
7. Describe the impacts of Indian Wars, the American Revolution, and the Civil War for different
communities of women in North America.
8. Identify the ways that diverse women expressed individual and collective resistance to
powerful institutions, including slavery, patriarchy, and Indian Removal.
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S E L F A WA R E N E S S , P E R S O N A L D E V E L O P M E N T, A N D S K I L L S
1. Articulate your own definition of freedom and consider whether all women in the United
States achieved these ideals by 1865.
2. Be able to read and analyze a range of primary sources, including letters, photographs,
paintings, political cartoons, novels, court cases, and speeches.
3. Use historical evidence to compose arguments in support of a thesis and to construct
historical narratives.
4. Bring a historical and cross-cultural perspective to discussions of current affairs, and
participate in public life as informed, thoughtful, and articulate citizens and leaders.
5. Situate issues of women and gender in historical and theoretical frameworks.
REQUIRED BOOKS:
The following books are required and available for purchase at the Eastern Michigan University
bookstore, as well as on-line booksellers. All other book chapters, articles, and primary
documents will be available on EMU Online.
1. Susannah Rowson, Charlotte Temple (New York: Echo Library, 2007).
2. Stephanie M. H. Camp, Closer to Freedom: Enslaved Women and Everyday Resistance in the
Plantation South (Chapel Hill: University of North Carolina Press, 2004).
E X P E C TAT I O N S A N D G R A D I N G
Students are expected to attend class twice times a week, complete the readings before
class, and participate actively. Throughout the course of the semester, students will
complete three essays, and take a midterm and final exam.
Grading:
Class Participation:
10%
Assignment 1: 15%
Midterm:
20%
Assignment 2: 15%
Assignment 3:
20%
Final:
20%
ASSESSMENT DESCRIPTION
Midterm and Final Examinations: will test your knowledge of key concepts, events, and
figures. These examinations will consist of identification and essays and will draw on lectures,
in-class films, discussions, and assigned readings. Students will receive a study guide for the
midterm and final exams.
!3
Essays: Throughout the course of the semester, students will write three short essays. Each
essay requires students to employ a different skill in their historical analysis.
Essay #1 on Witchcraft in Colonial America: Students will read competing scholarly
interpretations of witchcraft and then craft an argument as to why Katherine
Harrison was accused of witchcraft in Connecticut in 1668.
Essay #2 on Morality in the New Nation: Students will write about
Charlotte Temple, exploring how this novel illuminates gender ideals in the
early national period.
Essay # 3 on Political Persuasion in Antebellum America: Using speeches, petitions,
newspaper articles, and pieces of material culture, students will write about the
ways that black and white women campaigned against the institution of slavery in
the 1830s.
Participation: Participation is worth 10% of your grade and is taken very seriously.
Students will be graded by both the quality and quantity of their comments. Excellent comments
draw on course materials and connect different historical ideas and concepts. Students are
encouraged to meet with the instructor to get feedback on their in-class participation. Allot at
least five hours a week to complete and absorb the readings. Students are expected to
bring readings to class, and can use any digital device to access readings, except
smartphones.
GRADE SCALE
A+ = 97-100
A = 93-96
A- = 90-92
B+ = 87-89
B = 83-86
B- = 80-82
C+ = 77-79
C = 73-76
C- = 70-72
D+ = 67-69
D = 63-66
F = Below 63
C L A S S AT T E N DA N C E
Students are expected to attend all classes and are allowed three unexcused absences. If you will
be absent, it is your responsibility to get the lecture notes and announcements from another
student. Missing more than three classes will begin to seriously affect your participation grade.
If for any reason you cannot come to class, you must e-mail me.
ACCESSIBILITY
It is my goal that this class be an accessible and welcoming experience for all students, including
those with disabilities that may affect their learning in this class. If you believe that you may
have trouble participating or effectively demonstrating learning in this course, please meet with
me (with or without an accommodation letter from the Disability Resource Center) to discuss
reasonable options or adjustments. During our discussion, I may suggest the possibility/
necessity of your contacting the DRC (240 Student Center; (734)-487-2470;
!4
swd_office@emich.edu) to discuss academic accommodations. You are welcome to talk to me
ay any point in the semester about such issues, but it is best if we can talk at least one week prior
to the need for any modifications. EMU Board of Regents Policy 8.3 requires that anyone
wishing accommodation for a disability first registers with the Disabilities Resource Center
(DRC) in 240 EMU Student Center. Students with disabilities are encouraged to register with
the DRC promptly as you will only be accommodated from the date you register. No retroactive
accommodations are possible.
F E R PA
The Family Educational Rights and Privacy Act (FERPA) is a federal law designated to protect
the privacy of student educational records and is enforced by the U.S. Department of Education.
In essence, the act states that 1) students must be permitted to inspect their own “educational
records” and 2) school officials may not disclose personally identifiable information about a
student without written permission from the student. For further information on FERPA, please
contact the Ombudsperson.
ACADEMIC DISHONESTY AND CLASSROOM CONDUCT
Plagiarism occurs when a writer deliberately passes of another’s words or ideas without
acknowledging their source. For example, turning another’s work as your own is plagiarism. If
you plagiarize in this class, you will likely fail the assignment on which you are working and
your case may be passed to the university for additional disciplinary action. Because of the
design and nature of this course, it will take as much (or more) work for you to plagiarize in it
than it will to actually complete the work of the course. See: http://www.emich.edu/english/
fycomp/curriculum/kit.htm
Eastern Michigan University values the diversity of its student body and is committed to
providing a classroom atmosphere that encourages the equitable participation of all of its
students. At all times students must be respectful of others’ opinions. If you disagree with
someone you should express your alternative view using the evidence that led you to your
interpretation, just as a professional historian would do. Personalized comments, inappropriate
language, and raised voices are not conducive to learning and will not be tolerated in the
classroom. Examples of inappropriate classroom conduct include excessive tardiness and
disrespecting the instructor or other students. For more on the Student Conduct Code and
OSCCS, please go to: http://www.emich.edu/studentconduct/index.php. Cell phones must be
switched off and texting is not permitted.
A C C O M M O DAT I O N S
Students must provide advance notice in writing to their instructors in order to be allowed to
make up work, including examinations, which they miss as a result of absence from class related
to the observance of religious holidays.
!5
W E AT H E R
If class session or laboratory is canceled due to bad weather or instructor absence, students are
still responsible for all the readings and assignments listed on the syllabus. For weather alerts,
please see the University’s weather policy: http://www.emich.edu/univcomm/weatherpolicy.php
L A T E P E N A LT I E S A N D I N C O M P L E T E S
Late assignments will be penalized at 5% per day (or part of the day) that they are late. Course
incompletes are discouraged and will be granted only in cases in which the student’s
performance is satisfactory, but because of circumstances beyond their control, she or he cannot
complete a portion of the coursework.
OFFICE HOURS
Students are strongly encouraged to visit and discuss the readings, grading, and assignments.
SUPPORT
The University Writing Center (115 Halle Library) offers one-to-one writing consulting for
both undergraduate and graduate students. Students can make appointments or drop in between
the hours of 9 a.m. and 6 p.m. Mondays through Thursdays and from 10 a.m. to 4 p.m. on
Fridays. Students should bring a draft of what they’re working on and their assignment. The
UWC opens for the Fall 2015 semester on Monday, September 8.
The UWC also offers small group workshops on various topics related to writing (e.g., Reading
in College: Tips and Strategies; Incorporating Evidence; Revising Your Writing). Workshops are
offered at various times Monday through Friday in the UWC. To register for a workshop, click
the "Register" link from the UWC page at http://www.emich.edu/english/writing-center.
The UWC also has several satellite sites across campus—in Sill Hall for COT students; in
Marshall for CHHS students; in Pray Harrold for CAS students; in Porter for CHHS and COE
students; and in Owen for COB students. The locations of these sites and their hours will be
posted on the UWC web site http://www.emich.edu/english/writing-center.
The Academic Projects Center (116 Halle Library) offers one-to-one consulting for students on
writing, research, or technology-related issues. No appointment is required – students can just
drop in. The APC is open 11-5 Monday-Thursday. Additional information about the APC can be
found at http://www.emich.edu/apc. Students visiting the Academic Projects Center should also
bring with them a draft of what they’re working on and their assignment sheet.
International Student Resource Center (200 Alexander Building) http://www.emich.edu/
worldlanguages/esl/isrc.htm is a service of the World Languages Department for EMU students
who need help with their non-native English language for academic assignments. Help is
provided for reading and comprehension, listening and note-taking, improvement of grammatical
accuracy, compositions, study skills, and conversation. Note, this is not the Office of
International Students.
!6
WEEK 1: INTRODUCTION: WRITING WOMEN INTO HISTORY
Wednesday, September 9:
Course Introduction
W E E K 2 : C R O S S - C U LT U R A L E N C O U N T E R S , P A R T I
Monday, September 14:
Wednesday, September 16:
Readings for Monday:
Spanish, French, and Native Women
Native Americans and British Colonists
1. “Father Le June on the Importance of Native American Women, 1633” EMU-Online
2. “Native Women Resist the Jesuits, 1640,” EMU-Online
3. James F. Brooks, “‘This Evil Extends Especially to the Feminine Sex’: Captivity and Identity
in New Mexico, 1700-1846,” in Unequal Sisters: A Multicultural Reader in U.S. Women’s
History, edited by Ellen Dubois and Vicki L. Ruiz (New York: Rutledge, 2000), 20-38. EMUOnline
Readings for Wednesday:
1. “Experience Mayhew Describes the Pious Wampanoag Women of Martha’s Vineyard, 1727,”
EMU-Online
2. “Passenger Lists to Virginia and Massachusetts, 1635,” EMU On-Line
3. Theda Perdue, “Columbus Meets Pocahontas in the American South,” Southern
Cultures, 3, no. 1 (1997): 4-21. EMU On-Line
W E E K 3 : C R O S S - C U LT U R A L E N C O U N T E R S , P A R T 2
Monday, September 21:
Wednesday, September 23:
Readings for Monday:
1.
Women and Gender in Precolonial West Africa
Gender and the Rise of Slavery in the Atlantic World
Jennifer Morgan, “‘Some Could Suckle Over Their Shoulders: Male Travelers, Female
Bodies, and the Gendering of Racial Ideology, 1500-1770,” William and Mary Quarterly, 54,
no. 1 (January 1997): 167-192. EMU On-Line
Readings for Wednesday:
1. “Slave Laws in Virginia,” EMU On-Line
2. Jennifer Morgan, “Hannah and Hir Children: Reproduction and Creolization Among Enslaved
Women” in Laboring Women: Reproduction and Gender in New World Slavery (Philadelphia:
University of Pennsylvania Press, 2004), 107-143. EMU On-Line
!7
WEEK 4: WOMEN IN THE NORTHERN ENGLISH COLONIES
Monday, September 28:
Wednesday, September 30:
Goodwives?: Women and the Patriarchal Household
Witches?: Gender, Religion, and Witch-Hunting;
Assignment 1 Discussed
Readings for Monday:
1. “Selected Poems of Anne Bradstreet: The Author to Her Book, Before the Birth of One of
Her Children, and To My Dear and Loving Husband,” EMU On-Line
2. Wendy Warren, “‘The Cause of Her Grief’: The Rape of a Slave in Early New England,”
Journal of American History, (March 2007): 1031-1049. EMU On-Line
Readings for Wednesday:
1.
Jane Kamensky, Governing the Tongue: The Politics of Speech in Early New England (New
York: Oxford University Press, 1999), 150-179. EMU On-Line
2. Carol F. Karlsen, The Devil in the Shape of a Woman: Witchcraft in Colonial New England
(New York: Norton, 1998), 77-116. EMU On-Line
WEEK 5: WOMEN IN THE SOUTHERN ENGLISH COLONIES
Monday, October 5:
Wednesday, October 7:
Readings for Monday:
Gender and the Tobacco and Rice Revolutions
In-Class Film: The Language You Cry In; Assignment 1 Due
1. Judith Carney, “‘This Was Women’s Wuck’” in Black Rice: The African Origins of Rice
Cultivation in the Americas (Cambridge: Harvard University Press, 2001), 107-141. EMU
On-Line
2. “Landon Carter Complains About His Female Slaves,” EMU On-Line
3. “Runaway Slave and Servant Advertisements in Colonial Newspapers,” EMU Online
Readings for Wednesday:
1. Bernice Johnson Reagon, “African Diaspora Women: The Making of Cultural Workers,” In
Women in Africa and the African Diaspora, Rosalyn Terborg-Penn, Sharon Harley, and
Andrea Benton Rushing, eds. (Washington, D.C.: Howard University Press, 1989), EMU
On-Line
WEEK 6: A REVOLUTION IN GENDER?
Monday, October 12:
Wednesday, October 14:
Readings for Monday:
Women and the Politics of Sex and Reproduction
Women and the Revolutionary War
1. Cornelia Dayton, “Taking the Trade: Abortion and Gender Relations in an Eighteenth-Century
New England Village,” William and Mary Quarterly, 48, no. 1 (January 1991): 19-49. EMU
On-Line
2. “Runaway Wife Advertisements,” EMU On-Line
Readings for Wednesday:
1. “Thomas Jefferson’s Slaves Join the British,” EMU On-Line
2. “Letters between John Adams and Abigail Adams,” EMU On-Line
3. “Letters between Benjamin Franklin and Jane Mecom” EMU On-Line
!8
WEEK 7: WOMEN AND THE WORK OF MIDWIFERY
Monday, October 19:
Midterm
Wednesday, October 21:
A Midwife’s Tale: Martha Ballard
Readings for Wednesday:
1. Laurel Thatcher Ulrich, A Midwife’s Tale: The Life of Martha Ballard Based on Her Diary,
1785-1812, 3-35. EMU On-Line
W E E K 8 : W O M E N I N T H E E A R LY R E P U B L I C
Monday, October 26:
Female Politicians and Republican Mothers
Wednesday, October 28:
Charlotte Temple; Assignment 2 Given
Readings for Monday:
1. Judith Sargent Murray, “On the Equality of the Sexes, 1790,” EMU On-Line
2. Margaret A. Nash, “Rethinking Republican Motherhood: Benjamin Rush and the Young
Ladies’ Academy of Philadelphia,” Journal of the Early Republic, 17, no. 2 (Summer 1997):
171-191. EMU On-Line
3. Douglas Egerton, “Mum Bett Takes a Name: The Emergence of Free Black
Communities,” in Death or Liberty: African Americans and Revolutionary America
(New York: Oxford University Press, 2009), 169-193. EMU-Online
Readings for Wednesday:
1. Susannah Rowson, Charlotte Temple. Entire.
WEEK 9: WOMEN AND THE COTTON AND SUGAR REVOLUTION
Monday, November 2:
Wednesday, November 4:
Women and Gender in the Second Middle Passage
Women and the Cotton and Sugar Revolutions;
Assignment 2 Due
Readings for Monday:
1. “Letters Between Enslaved Husbands and Wives,” EMU-Online
2. Stephanie M. H. Camp, Closer to Freedom: Enslaved Women and Everyday Resistance in the
Plantation South (Chapel Hill: University of North Carolina Press, 2004),1-59.
Readings for Wednesday:
1. Stephanie Camp, “The Intoxication of Pleasurable Amusement: Enslaved Women and the
Politics of the Body,” in Closer to Freedom, 60-92.
WEEK 10: GENDER AND THE MARKET REVOLUTION
Monday, November 9:
Engendering the Market Revolution
Wednesday, November 11:
Decline of the Patriarchal Household
Readings for Monday:
1. Lucy Larcom, A New England Girlhood (Boston: Houghton Mifflin, 1889), 153-157. EMU
Online
2. Susan Miller, “A Story of a Lowell Operative,” in Mind Amongst the Spindles (Boston:
Jordan, Swift, and Wiley, 1845), 81-92. EMU Online
Readings for Wednesday:
3. Catharine E. Beecher, Treatise on the Domestic Economy, 1847. EMU Online
!9
W E E K 1 1 : W O M E N A N D W E S T WA R D E X P A N S I O N
Monday, November 16:
Women and Indian Removal
Wednesday, November 18:
Women and Westward Expansion
Readings for Monday:
1. “Cherokee Women, Petition, May 2, 1817,” EMU Online
2. “Cherokee Women, Petition, June 30, 1818,” EMU Online
3. “Cherokee Women, Petition, October 17, 1821,” EMU Online
4. Theda Purdue, “Cherokee Women and the Trail of Tears,” Journal of Women’s History, 1,
no. 1 (Spring 1989): 14-30. EMU Online
Readings for Wednesday:
1. Sandra L. Myers, “Westward Ho!: Women on the Overland Trails,” in Westerning Women
and the Frontier Experience, 1800-1915 (Albuquerque: University of New Mexico Press,
1982), 98-139. EMU On-Line
2. “A Citizen Protests the Rape of Indian Women in California,” 1862. EMU On-Line
W E E K 1 2 : WO M E N A N D T H E B O U N DA R I E S O F F R E E D O M
Monday, November 23:
Free Women in a Slave Society
Wednesday, November 25:
No Class for the Thanksgiving Holiday
Readings for Monday:
1. “Lucinda, A Free Woman, Asks to be Reenslaved,” 1813. EMU Online
2. Loren Schweninger, “The Fragile Nature of Freedom: Free Women of Color in the U.S.
South,” 107-116. EMU Online
WEEK 13: WOMEN AND MORAL REFORM
Monday, November 30:
Women, Religion, and Social Change;
Assignment 3 Given
Grand Silent Army of Abolition
Wednesday, December 2:
Readings for Monday:
1. Judith Wellman, “Minding the Light: Quaker Traditions in a Changing World,” in The Road
to Seneca Falls: Elizabeth Cady Stanton and the First Woman’s Rights Convention (Urbana:
University of Illinois Press, 2004), 91-120. EMU On-Line
Readings for Wednesday
1. Angelina E. Grimke, “Appeal to the Christian Women of the South,” (New York: American
Anti-Slavery Society, 1836). EMU On-Line
2. “A Colored Woman From Connecticut Implores Other Free Black Women to Sign AntiSlavery Petitions,” 1839,” EMU On-Line
3. Stephanie M. H. Camp, “Amalgamation Prints Stuck Up in Her Cabin: Print Culture, the
Home, and the Roots of Resistance,” in Closer to Freedom: Enslaved Women and Everyday
Resistance in the Plantation South (Chapel Hill: University of North Carolina Press, 2004),
93-116.
!10
WEEK 14: WOMEN AND REVOLUTIONS
Monday, December 7:
Women and the Road to Seneca Falls
Wednesday, December 9:
Homefront: Women and the Civil War; Assignment 3 Due
Readings for Monday:
1. Judith Wellman, “Women and Legal Reform in New York State,” in The Road to Seneca
Falls (135-156). EMU On-Line
2. The Seneca Falls Convention Issues a ‘Declaration of Sentiments,’” 1848. EMU On-Line
Readings for Wednesday:
1. “Ada Bacot, “A Confederate Nurse, Comments on Two Wounded Yankees,” 1862. EMU
On-Line
2. “A Union Nurse, Cornelia Hancock, Describes the Aftermath of the Battle of Gettysburg,”
1863. EMU On-Line
WEEK 15: WOMEN AND FREEDOM
Monday, December 14:
Battleground: Women and Struggles for Freedom
Readings for Monday:
1. Stephanie Camp, Closer to Freedom, 117-141.
Final Exam To Be Announced
1
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