California State University, Long Beach
HIS 495
Women and Revolution in the Modern World
MW 2:00 – 3:15
Fall 2001
3 credits
LA5-148
Professor Sayegh
FO2 218, (562) 985-4612 (my office), email ssayeghc@csulb.edu
Office Hours: Monday 11:00 – 12:30, 6:30 – 7:30 pm; Wednesday 11:00 – 12:30 and by appt.
Course webpage: http://www.csulb.edu/~ssayeghc/globalwomen.htm
Required Texts:
Julia Alvarez, In the Time of the Butterflies
Domitila Barrios, Let Me Speak [optional for research]
Chen Yuan-Tsung, The Dragon's Village
Assia Djebar, Fantasia: An Algerian Cavalcade
J. Nozipo Maraire, Zenzele: A Letter for My Daughter
MaryAnn Tétreault, ed., Women and Revolution in Africa, Asia and the New World (our
'textbook')
*and a course packet available from Copy Pro
This class examines the roles women played in political and social revolutions in the modern
world. Our discussion will center around how women have forwarded and / or challenged the
goals of these revolutions, how images of women were appropriated and how revolutions
become gendered. At all points we are searching for a comparative approach so as to
reformulate the notion of revolution to better suit a global history.
One of the primary goals of this class is the completion of an individual research project of 12
pages to be developed in consultation with the professor. This paper can be either a research
paper drawing on primary sources or a significant historiographical paper. In keeping with the
nature of this class, it must be comparative in its approach.
If you do not have background in world history or breadth beyond US history, you will be
expected to read outside material (a recommended "Brief History" is available in the University
Bookstore; more in-depth texts are available on reserve for my HIS 212 class).
GRADING POLICIES—Your grade will be assessed based on the following items:
Attendance / Class Participation: (20% of grade)
Attendance and participation are mandatory. There are no excused absences except in
cases of documented personal or family emergencies. Participation includes class
preparation as well as thoughtful discussion. In a seminar class, attendance without
participation is insufficient and will result in no more than a "C" for this portion of your
grade. Your peer-editing assignment is part of your participation grade.
Sayegh
Fall 2001
Women & Revolution syllabus
2
Paper Stages:
(10% each; 40% of grade)
Each stage of this research project is worth 10% of your grade and is designed to help
you focus your research efficiently. Your preliminary proposal should be 2-3 pages and
include a brief bibliography of recent works in your chosen area. Your revised proposal
should be more honed and include a preliminary thesis that will guide your paper. You
should also submit an annotated bibliography (1-2 pages) with this assignment. The first
draft should be a complete draft. The final stage of this portion of your grade is the oral
presentation, a polished discussion of your research findings.
Historical Development Paper:
(10% of grade)
In this paper (3-4 pages), you should reflect on your career as a history major, from 301
up to (and including) this course. Some questions you might pose to yourself as you craft
this paper include, but should not be limited to: what obstacles have you overcome as a
history major? How do you view the process of history? What schools of thought have
you encountered that have influenced your own writing? Again, these questions are
meant to stimulate you and you should not feel constrained by them. Another way to
view this project is to imagine that it will be the opening statement in your senior
portfolio or part of a statement of purpose for graduate school.
Final Paper: (30% of grade)
Your final draft should be at least 12 pages submitted as part of a professional-looking
portfolio. Included in this portfolio should be all the written work you have done for this
class as well as any research and class notes you have taken. This paper should conform
to History Department guidelines as outlined in Benjamin, the Harcourt Brace Manual
and the Assessment rubric.
NB All assignments for this course should be typed, double spaced, with 12 point font
(and legible style) with one-inch margins. They should be well written and edited (spell
check, grammar, use of complete sentences, editorial corrections, etc.); there is no excuse
for sloppily-written work. If any of your work has these editorial and grammatical
inconsistencies, you will be required to redo it. For guidance about style and editing,
refer to the Harcourt Brace Manual required for this class. You may also make use of the
Learning Skills Center or the Writing Resource Center.
Assessment of your written work will be based on the History Department Rubric
(provided in your course packet). As this course is not an introductory research class,
work should be of consistently high quality reflecting a thorough knowledge of research
methods (as learned in HIS 301).
Sayegh
Fall 2001
Women & Revolution syllabus
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Course Schedule
COMPONENT I
INTRODUCTIONS
WEEK ONE:
M
8/27 Course Introduction and Goals
W
8/29
The Concept of Revolution in Modern Society: Problems and Answers
READING:
Eric Selbin, "Revolution in the Real World" in Theorizing Revolutions *
Mary Ann Tétreault, "Women and Revolution: A Framework for
Analysis" in Tétreault
WEEK TWO:
M
9/3
LABOR DAY—No class
W
9/5
The 'Model' Modern Revolution: France, 1789-1793
READING:
excerpts, Women in Revolutionary Paris *
Joan Landes, "Representing the Body Politic" * OR
Mary Jacobus, "Incorruptible Milk" *
WEEK THREE:
M
9/10 Women as Object, Subject, Agent
READING:
Valentine M. Moghadam, "Gender and Revolutions" in Theorizing
Revolutions *
Jeffrey N. Wasserstrom, "Gender and Revolution in Europe and Asia"
JWH (W/S 1994) *
W
9/12
Discussion:
COMPONENT II
Research Plans—Come to class with a preliminary strategy for your
project. At the very least you should have narrowed your project
geographically.
WOMAN AS 'RADICAL' REVOLUTIONARY—OVERTHROWING
'CORRUPT' REGIMES: RUSSIA, CHINA AND THE DOMINICAN
REPUBLIC
WEEK FOUR:
M
9/17 The Revolutions in Context, 1918-1962
READING:
Elizabeth A. Wood, "Identity and Organization" *
Kyung Ae Park, "Women and Revolution in China" in Tétreault
W
9/19
Making Myths
READING:
Julia Alvarez, In the Time of the Butterflies
Anna Litveiko, "In 1917" *
Zinaida Patrikeeva, "Cavalry Boy" *
WEEK FIVE:
M
9/24 NO CLASS:
Preliminary Research Proposal Due—Proposals are due in my office
by my 6:30 office hour. NO EXCEPTIONS
Sayegh
Fall 2001
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Women & Revolution syllabus
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9/26
WEEK SIX:
M
10/1
W
10/3
NO CLASS:
Office Appointments and Library Time—Use regularly scheduled
Class time to research your topic in the library. Preliminary Proposals
will be available for pickup during scheduled appointments
Fictionalizing Experience
READING:
Chen Yuan-Tsung, The Dragon's Village
Discussion:
COMPONENT III:
Historical Fiction and the "Autobiography"
NATIONALIST MOVEMENTS AND DECOLONIZATION—
FIGHTING FOR TRADITION OR EMANCIPATION? ALGERIA,
VIETNAM and ZIMBABWE
WEEK SEVEN:
M
10/8 Setting up the Context, 1957-1985
READING:
Mary Ann Tétreault, "Women and Revolution in Vietnam" in Tétreault
Sita Ranchod-Nilsson, "'This, too, is a Way of Fighting'" in Tétreault
Marnia Lazreg, "Nationalism, Decolonization and Gender" in The
Eloquence of Silence *
W
10/10 Life Stories
READING:
excerpts, Mothers of the Revolution *
Duong, Thi Thoa (Le Thi), "Changing My Life" Signs 23 (1998):
1017-1029 *
Revised Research Proposal and Bibliography Due
WEEK EIGHT:
M
10/15 VIDEO:
Flame
W
As the Mirror Burns
10/17 VIDEO:
WEEK NINE:
M
10/22 Discussion:
W
Film and History
10/24 Revolution, Fiction and Historical Memory
READING:
J. Nozipo Maraire, Zenzele: A Letter for My Daughter
Historical Reflection Paper Due
WEEKS TEN & ELEVEN: MAKING TIME FOR PAPERS
10 / 29 – 11 / 7 NO CLASS—Use class time for last-minute research, to write up your drafts and
chat with me about your progress. I expect to see you AT LEAST once during this time (office
appointments will be passed out in class). I expect to hear from you via email at least twice. As
always, you can visit or email more than the required amount!
WEEK TWELVE:
M
11/12 Revolution, Fiction and Historical Memory, cont'd.
READING:
Assia Djebar, Fantasia: An Algerian Cavalcade
Sayegh
Fall 2001
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Women & Revolution syllabus
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11/14 Discussion: Women and Nationalist Movements in film and fiction
Paper Drafts Due. Peer-Editing Assignments Given
COMPONENT IV
SOCIAL MOVEMENTS OF THE RIGHT AND LEFT
WEEK THIRTEEN:
M
11/19 Women and Reactionary Politics
READING:
Joan Supplee, "Women and the Counter-Revolution in Chile" in
Tétreault
Valentine Moghadam, "Revolution, Islamist Reaction, and Women in
Afghanistan" in Tétreault
W
11/21 Forgotten Revolutions? Women's Movements, 1945 – 2001
READING:
bell hooks, excerpts Feminist Theory: From Margin to Center *
Christine Sylvester, "Simultaneous Revolutions and Exits: A SemiSkeptical Comment" in Tétreault
WEEK FOURTEEN:
M
11/26 Oral Presentations
W
11/28 Oral Presentations
WEEK FIFTEEN:
M
12/3 Oral Presentations
W
12/5
Oral Presentations (?); some last-minute thoughts
READING:
Mary Ann Tétreault, "Women and Revolution: What Have We
Learned?" in Tétreault
Final Paper Due:
Monday December 10, 5:00 pm