HISTORY 251: WOMEN IN WORLD HISTORY Fall 2012
Course Information
Women in World History
HIST 251 A
MWF 11:00-11:50, HHL 121
3 credit hours
Instructor Information
Dr. Anita Fisher, History Professor
Office: Foster Hall 121
Office Phone & Voicemail: 360-992-2199
Office Hours: Monday 2:15-3:15; Tuesday & Thursday 11-12
Email: afisher@clark.edu
Mail Box: Foster Hall
Required Text
Women in World History: Vol. 1: Readings from Prehistory to 1500, by Sarah Shaver Hughes &
Brady Hughes, London: England, M.E. Sharpe, 1995.
Optional Texts & Readings:
My lecture notes are available on my website: http://web.clark.edu/afisher. The notes are in both
outline and prose format. You may download them if you want. A one-page outline is handed out for
all lectures. Occasionally, Moodle will have pertinent material for this class—you will be informed in
advance.
Course Description
Scope
History 251 is the first term of a 3-quarter sequence on Women in World History. The three courses
may be taken in any order, but it is preferable to take History 251 first. This course will explore the role
of women in World History from pre-historical times through the fall of the Roman Empire in the West.
This time is known as ancient history. We will be studying Paleolithic and Neolithic cultures, Goddess
Worship, ancient Mesopotamia, Egypt, Hebrews, Chinese, Indians, Greeks, Romans, the Celts, and the
Christians. We will explore the role and status of women in the family, the economy, the culture, the
religion and the political structure. The origins and development of misogyny, views of female
inferiority, how women responded to various challenges, and how women’s life cycle affected their
status will be examined as well.
Format
The instructional methods are lectures, class and small group discussions, PowerPoint images,
costumes, and hands-on artifacts or replications.
Philosophy
We study history to find out how people behaved, what they thought and felt, and how their actions and
thoughts continue to influence us. You will see how historians use written records and artifacts to
reconstruct the past, and to interpret what it meant to be civilized in the context of ancient history.
College-wide Abilities, General Education and Background Needs
In History 251, as in many college-level courses, all six college-wide abilities are taught at some level,
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both directly and indirectly. History 251 may be used to fulfill electives in social science distribution
requirements, and history, education, and women’s studies majors may use the class as a suitable
background course for upper division work. It also provides helpful background for literature, art,
philosophy, law, music, sociology, and religion majors as well as for students of the other social
sciences. History 251 particularly emphasizes critical thinking, using modern research tools to access
historical information and communication of written ideas, and global awareness.
Student Learning Objectives
.
 Students who have completed History 251 should be able to identify and give the historical
significance of events and personalities, as well as process and respond to the political, intellectual,
economic, philosophical and religious ideas of the ancient period.
 Students should be able to identify the changing positions and roles of women in the history of
world civilizations.
 Students should be able to identify the origins and continuation of negative and positive attitudes
about women throughout history.
 Students should be able to identify the contributions of women in the various areas such as the
economy, political and religious structures, etc. in the different cultures.
 Students should be able to research a limited historical question, using conventional and electronic
indexes, original and secondary sources, and present their research in writing in the format used by
historians.
 Students should be able to compare and contrast societies of different regions and time frames,
supporting their generalizations with factual material drawn from the historical record.
 Students should be able to recognize the difference between primary and secondary sources of
historical information.
 Students should be able to recognize the impact of events and ideas from the past on world events in
their own and other societies throughout history.
 Students should be able to distinguish between their own values and those beliefs and values of other
cultures.
Course Policies
Classroom Manners
At the beginning of the course I will discuss my expectations for proper college decorum, like no talking
while I am talking or another student is, late arrival, no cell phones on, etc; and you will be given a
chance to state your expectations of me, like starting classes on time, grading in timely fashion, etc.
Attendance & Participation
Participation in classroom and group discussions is dependent on attendance, on reading the assigned
materials in advance, listening attentively to lectures, and on responsiveness to in-class questions.
Requirements
Readings
Students are responsible for all readings listed on the Course Schedule of Lectures and Reading
Assignments. It is preferable that students read the assigned material before the lecture in which the
information will be discussed.
Discussions
In-class discussions will be held regularly including analysis of the primary sources.
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Examinations
There will be two examinations, one at mid-term and one during finals’ week. Examinations employ
essay questions and short answer identifications. Study questions will be handed out at least one week
in advance of each test and the instructor will provide a review of the material to be covered in each
examination. The final examination is not comprehensive and will involve small-group and individual
testing.
Quizzes
Quizzes will be brief and announced in advance. They are designed to test the students’ reading of
assigned materials and materials introduced in class, and to prepare students to take the examinations
successfully. A variety of testing will be employed to ensure a wonderful learning experience.
Response Papers to Primary Sources
All students will write three response papers to the primary or original sources in your textbook or the
online resource links. This is your chance to read what women or men were thinking or responding to
when the historical events actually took place. You will become involved in their lives, and find out for
yourselves what life was like in the past. The protocol for Response Papers that explains this assignment
is on my website and will be handed out in class. An “A” paper will be given 100 points, based on the
criteria in the handout.
Research Projects
All students must do a research project. All projects must be pre-approved by me, but there are
wonderful choices. The proper protocol for each project is on my website. Grading sheets are on my
website and must be attached to the back of the project. More information will be forthcoming in class.
All research projects have special requirements including writing. You may:
 Write a standard research paper on a woman or a subject pertaining to women.
 Write a diary or journal of a famous or a fictional woman.
 Write a script of a historical woman using primary and secondary sources
 Make a costume, piece of jewelry, painting, or other historical project.
 Develop a PowerPoint presentation using at least 45 images.
Methods of Assessment
1. Essay examinations are evaluated on factual accuracy, support of generations with historical detail
drawn from lectures, the text, and the sources, clarity, coherence, and development of ideas. In
general, the answer to an essay questions runs to a minimum of one and a half to two pages,
handwritten, and is organized in paragraphs, including an introduction and conclusion. An exam or
blue book must be used.
2. Identifications involve essay answers, in which the student clarifies who, what, where, or when
where applicable, and indicates why historians place emphasis on the item to be identified. This
latter area is its historical significance.
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Grading
Grades for the course are determined on the basis of:
1. Mid-term - 30%
2. Final - 30%
3. Quizzes - 5% - opportunities for extra credit may be provided
4. Research Project - 15%
5. Discussion and Response to 2 Primary Sources – 20%
N.B. Grades range as follows: A = 95-100, A- = 90-94, B+ = 87-89, B = 84-86, B- = 80-83, C+ = 7779, C = 74-76, C- = 70-73, D+ = 67-69, D = 64-66, D- = 60-63, F = under 63.
A “W” is official withdrawal by the student within the first 8 weeks of class. Note Clark College’s
policy: No withdrawals after the eighth week of the quarter. An “I” for incomplete work is granted
at my discretion before final week.
Information for Alerts, Closures, Cancelled Classes
Be sure to check the College website www.clark.edu for important information about “Weather Delays
and Closures” and “Classes Today” for any cancelled classes on a day-by-day basis.
ADA Accommodations
If you have emergency medical information which should be shared; or if you require assistance in case
the building should be evacuated; please make an appointment to see me as soon as possible. Any
student with a disability who may require some consideration or assistance in order to fully participate in
this class should contact the Disability Support Services Office at (360) 992-2314 or (360) 992-2835
(TTY) or stop by PUB 006.
COURSE SCHEDULE of Lectures and Reading Assignments - WOMEN IN HISTORY 251
The schedule below is an ideal one, for at times we will be behind and at other times ahead, depending on
many factors. I will keep you posted of any changes. Dates of quizzes will be announced in advance.
T = Text; PS = Primary Source
Sept 24-28
Introduction to the Course & Why Women’s History
Major Themes in Women’s History
Useful Terms in Women’s History
Women in Pre-History during Paleolithic &
Neolithic Cultures
Gatherers & Hunters
PS: The Creation of Patriarchy http://mark.degrassi.ca/papers/ma/socfamily-kinship/gerda-lerner/creation-patriarchy.html - ( read intro,
chapters 1, 2, 3
Oct 1-5
Goddess Worship - What is the Evidence?
Were goddesses worshipped before gods?
Go to Advanced Search on Google, type in subject, English as the language, and
site as .edu and you will get universities and colleges’ comments on goddess
worship
T: 1-26
5
Oct 8-10
Women’s Roles in Ancient Mesopotamia: Hammurabi Code
Were women the civilizing influence on men?
The Epic of Gilgamesh tells all...
PS: The Babylonian Creation Myth
http://www.thenagain.info/Classes/Sources/BabylonianCreation.html
PS: Enheduana’s Hymans to Inanna
http://www.angelfire.com/mi/enheduanna/Enhedwriting.html
Oct 12
Faculty Workday – no classes
Oct 15-19
Women in Ancient Egypt
Were men and women treated equally in Ancient Egypt?
T: 27-45
PS: Documents on Egyptian Women
http://www.stoa.org/diotima/anthology/wardtexts.shtml
Women & the Hebrew Heritage
Was Eve the cause of evil in the world?
T: 63-78
PS: The Bible – Genesis
http://www.thenagain.info/Classes/Sources/Genesis1.html
Oct 22-26
Oct 29-31
Nov 12
Vete
rans Day
Holiday –
Nov 5-9
continuation of Women & the Hebrew Heritage
Women in Ancient India
From Shamans to Shame
Women in Ancient China
From Equality to Submissiveness
Review for Mid-term
Mid-term Examination probably Nov 2 or later
Women in the Ancient Greek Cultures (Minoan,
Mycenaean, & Classical)
Were Greeks misogynists or misguided men?
T: 47-62
T: 97-111
T: 79-96
PS: The Illness of Maidens
http://www.indiana.edu/~ancmed/Wandering.htm
PS: Sappho’s Hymn to Aphrodite
http://www.stoa.org/diotima/anthology/vandiver.shtml
PS: Artemisia in Herodotus
http://www.stoa.org/diotima/anthology/artemisia.shtml
PS: Aristotle: On a Good Wife
http://www.fordham.edu/halsall/ancient/greek-wives.html
Nov 12
Nov 12-16
Veterans Day Holiday – no classes
Women in Ancient Greek Cultures,
continued
Women in Hellenistic Culture
PS: Hellenistic Epigrams about Women
http://www.stoa.org/diotima/anthology/epigrams
.shtml
Nov 19
Women in Ancient Rome
Protested or Proactive Women?
PS: The Worship of Cybele
T: 113128
6
/http://www.fordham.edu/halsall/ancient/lucretiu
s-reruma.html
PS: Isis, Queen of Heaven
http://www.fordham.edu/halsall/ancient/luciusassa.html
PS: Cornelia’s Advice to her Son
http://www.stoa.org/diotima/anthology/cornelia.s
html
Nov 21-22-23
Nov 26-30
Faculty Work Day and Thanksgiving Holiday – no classes
Women in Celtic Society
“Equality with men”
Women in Ancient Christianity
PS: The Acts of Paul & Thecla
http://www.pbs.org/wgbh/pages/frontline/shows/religion/maps/primary/thecla.html
PS: Gospel of Mary
http://www.pbs.org/wgbh/pages/frontline/shows/religion/maps/primary/mary.html
Review for Final
Dec 12 Final Exam11:00-12:50
T: 129133