Social Sciences 350-01
Ethics: Women in the 20th Century
T/Th 9-10:15
SGC 204
“The first problem for all of us, men and women, is not to learn, but to unlearn.” Gloria Steinem
Professor:
Phone:
Office:
Email:
Website:
Dr. A. Canfield
Office Hours:
792-2362
Spalding Hall 100
aecanfield@lcsc.edu
www.lcsc.edu/directories/faculty-and-staff/amy-canfield
Mondays: 8-9 am
Tuesdays: 1:30-2:45 pm
Wednesdays: 9-10:15am
Thursdays: 10:30-11:45
or by appointment
Course Description
Women faced a rapidly shifting world in the 20th century. Their individual rights expanded in numerous
ways, yet new ideas regarding “womanhood,” “femininity,” “equality,” and “women’s place” questioned the
ethical values different parts of society placed upon women as a group. Ethics are defined as a body of moral
principles or values held by or used to govern a culture, group, or individual. This course will be an
examination of the diverse ethical issues women and society confronted in the 20 th century, focusing on
similar and conflicting experiences women of different races, class backgrounds, cultures, and sexual
orientations faced. Students will examine major issues in the 20th century as these issues challenged society’s
overarching values and ethics in areas such as working women and wage discrepancies, suffrage, birth
control, education, racism, feminism, political activism (and political apathy), motherhood, domestic
violence, and sexuality. Keep in mind that different groups and individuals define “womanhood” and
“femininity” very differently, and we will consider how these different views shaped larger cultural
responses and ethical views. While much of the course focuses on women in the United States, we will also
be discussing how some of these same issues played out on the international stage. One of the goals of the
course is to give students a larger historical, social scientific, and literary perspective to help them consider
contemporary ethical issues facing women and society.
Objectives
 Gain a solid understanding of the ethical issues facing women at different times in the 20th century.
 Increase research and analytical skills in examining key issues in women’s lives (both public and private)
in the 20th century.
 Enhance comprehension of women’s changing statuses through different time periods.
More generally, as a Gen Ed. ethics/values capstone course, the class will help you:
 Read and evaluate concepts and perspectives related to ethics and values.
 Use writing, discussion, research, and collaboration to analyze and understand how individuals and
societies are shaped by ethics and values.
 Demonstrate self-reflection, broadened perspective, and respect for diverse viewpoints by exploring
issues related to ethics and values.
 Integrate and apply accumulated knowledge to develop strategies that address issues of ethics and values.
Readings
 Women and the American Experience: A Concise History, 5th Edition, by Nancy Woloch (textbook)
(you can use other versions, but all chapter references and page numbers in the syllabus are from the 5 th)
 Passing, by Nella Larsen
 Mrs. Bridge, by Evan. S. Connell
 The Handmaid’s Tale, by Margaret Atwood
 Other readings (available on BlackBoard or online as noted in the course schedule)
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BlackBoard Component
We will utilize the BlackBoard component for this course in a few ways. On BlackBoard, you will find
examples for various assignments for your final research paper (see below), all of your additional readings,
the essay prompts for your reading responses (see below), writing tips, and the syllabus. I will use
BlackBoard for announcements about the class, and I will also keep the grade book on BlackBoard so you
can always track your points during the semester. Points for attendance and participation, though, will only
be entered right before midterms and after the last day of class. I recommend that you keep all work I hand
back to you in case there is ever a discrepancy in grades. All assignment submissions will still be paper
copies handed in in class (and NOT through BlackBoard).
Course Requirements and Grading
Reading Responses: Because so much of this course is based on class readings and discussions, I want to
make sure that everyone has done the assigned reading and is well-grounded in context so they can
participate fully in the class discussions. To achieve this, every Thursday I will provide a response prompt
on BlackBoard based on the next week’s readings. Students are required to write at least a two-paragraph
response to the question, which will be due the following Tuesday in class. Make sure that you fully
answer the question(s) posed, that you address all the readings assigned for the week, and that you consider
ideas of “ethics” in your response. Each response also needs to include, in at least one sentence, what you
see as the major ethical issues women and/or society faced during the time period covered in the readings.
Students are expected to read every assigned reading every week, but you only need to respond to half of
the response prompts. Students whose last names start with A-M will turn in papers for odd-numbered
Reading Responses (1, 3, 5, and 7) and students whose last names begin with N-Z will have the evennumbered Responses (2, 4, 6, and 8). These responses will be graded for their analysis of the question and
comprehension of the readings, but they are not formal essays. This means you can inject more first-person
and opinions into your answers. These four response papers are worth 40 points each, for a total of 160
points. See course schedule for response due dates.
Think piece essays on novels: I am a firm believer that novels (and popular culture in general) can both
reflect larger trends in society and they can help shape society and common views. Novels in particular can
help bring attention to specific issues in a safe, non-threatening manner. They allow for fictional characters
to explore ideas and issues, which paves the way for the beginnings of a discourse on those issues. In this
light, then, you are required to read three novels over the course of the semester: Passing, Mrs. Bridge, and
The Handmaid’s Tale. Each of these is set during a different era and deals with ethical issues facing
women and society during that time period. You need to read all three novels and participate in class
discussions on all of them, but you are only required to write a response think piece essay on two of them.
These papers are designed to improve your writing skills, your critical analysis skills, and your
understanding of different themes and ethical choices in women’s lives. For these two papers, focus on
a theme of your choosing from the book and explore what this theme (and the book in general) reveals
about societal perceptions of women. Ideas for you (potentially) to consider: what the novel contributes
to the general understanding of women’s place(s) in society, how it treats women and ideas of gender
in general, its historical accuracy, views on childbirth and patriarchy, and/or sexuality. There are many
potential avenues you could explore for this paper; I want you to write about something that stood out
to you. I do not want a book summary of each novel. You should be able to sum up the basic plot of the
book in TWO paragraphs. The rest of your paper needs to focus on a theme and explore the book’s
contributions in that light. Both of these papers need to be 3-5 papers, and each are worth 100 points.
Passing, by Nella Larsen, is set in the 1920s, a decade full of change for women. The novel deals with
race issues at a time when the nation as a whole moved into modernity. The author is part of the
Harlem Renaissance, an artistic movement led by African-Americans who sought to use art as a way to
discuss race in the United States. The novel deals with racial perceptions (specifically, mixed-race
individuals) and the cultural and social reasons behind “passing” for a different race. It contends with
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racism, identity confusion, sexuality and sexual identification, social class standings and expectations,
and women’s limited opportunities. If you write on this novel, the paper is due Feb. 24. Mrs. Bridge,
written by Evan S. Connell, takes place from the 1920s-1940s. It was written in the 1950s, and reflects
much of the angst that some middle- and upper-class women felt during a time of “consensus.” The
novel deals with a housewife’s growing dissatisfaction with her life and her isolation as she seeks to
cling to her values in a changing world, while questioning her place in her family, community, and
society. If you choose to write on this novel, the think piece is due on March 24. The final novel, The
Handmaid’s Tale, is by Margaret Atwood. It deals with the last quarter of the twentieth century. This
book is a dystopian novel, and is concerned with the impacts of the feminist movements of the 1960s
and 1970s as well as the backlash against feminism in the 1980s. If you choose to write on this this
book, the paper is due on April 23. Remember: you only need to write a paper on two of these books,
but you need to read all three.
Final paper: This paper is the major project for the course and is worth 200 points. This 8-10 page paper
will take the place of a final examination for the course. It is a culmination of everything the class has read
and discussed over the semester, and as such should incorporate ideas from class readings, discussions, and
any other information. I expect outside research for this paper, as well, including other secondary sources
(come talk to me for title and author suggestions) and perhaps even primary sources (newspapers, club
notes, government documents, films, TV shows, songs, letters, diaries, etc.). One of the goals for this paper
is to make the course relevant for each of you and for you to see how ethical considerations are part of our
daily lives. You need to research the major ethical issues facing women in either your major in school or in
your anticipated career choice. You could consider salary issues, discrimination (or reverse
discrimination), sexual harassment, job opportunities, etc. I highly encourage you to speak with faculty in
your program or with women in the field. I want you to deal with the following two questions in your final
paper: (1) How has gender both limited and expanded women’s opportunities during the 20th century? and
(2) How have different (and changing?) ethical concerns impacted women’s opportunities? Your paper
must consider changes over the course of the 20th century and how these changes affect women now. I
want each student to guide her or his own research, and so you must come up with a way to frame your
topic and paper in a manner that reflects your own interests as well as a manner that considers the differing
ideas of ethical issues concerning women in the 20th century.
The following assignments are designed to ensure that students are completing their research in a
timely fashion. You cannot skip any of these assignments and you cannot hand in a subsequent
assignment without completing the one before it. This means that you cannot skip the topic proposal
and head straight to the proposed thesis assignment; you will have to do the first assignment (although,
with my late policy, this might mean receiving no actual points for the assignment). BlackBoard has
examples of all of these “stepping stone” assignments so you can see how to approach each of them.
First, you will need to hand in a topic proposal. This should be just a short, one-paragraph description
of your topic. Are you examining women in a career field, or in an academic program? What is your
goal with the project? What do you think (early in the semester, so don’t worry if this changes) the
major ethical issues for women in your area are? My objective is to help you focus your research a bit
more at this point. When I grade this assignment, I will also provide you with research suggestions,
including some sources and, potentially, contacts. The goal of this assignment is to make sure that you
are beginning to consider your research project early enough to fully complete all of your research.
This proposal is due Feb. 12, and is worth 40 points.
Next, you will hand in an annotated bibliography. You need to include at least six out-of-class
sources that will help you in your research. You will need to write one paragraph per source that sums
up its contents, relates its main idea and/or argument, and describes how you believe you will use it for
your paper (how it works as evidence for your argument). You can use primary sources and, in fact, I
highly encourage using some as they will allow you to see how people from different times viewed
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women. Come see me before this assignment is due if you have questions on potential sources, or just
need help in general. The goal of this assignment is to make sure that you have examined sources that
will help you in your research and that you have begun considering your larger argument. This
assignment is due on March 12 and is worth 100 points.
The secondary sources can be full-length books or scholarly/peer-reviewed articles. If you need
assistance finding scholarly articles, please see either me or a reference librarian. For the primary
documents, there are some collections within the library and numerous sources online. Make sure if
you find a document online, you correctly cite where you got it from (so I can also access it), and that
it is from a reputable source. If you are unsure, please come and see me. Just as a matter of
clarification, Wikipedia is not a scholarly or peer-reviewed secondary source.
Next, you need to hand in a proposed thesis and outline of your paper. For your proposed thesis, you
need to lay out the fundamentals of your hypothesis (a rough sketch of your thesis and main argument).
Your hypothesis is not just a topic summary; you are to take a stand on some issue that you are going
to prove in your paper. Keep in mind that at this point, your argument is just a hypothesis. Without full
research at this point, your thesis could easily change by the time your final paper is due. The goal of
this assignment is to make sure that you have a workable argument and that you have considered how
to frame your work in terms of writing. This assignment is due on April 16 and is worth 75 points.
The next potential step is to hand in a rough draft of your paper. This is a recommendation, but not a
requirement. If you choose to hand in a rough draft, it must be submitted no later than April 28. This is
worth a bonus of 20 points, but again is not required.
Each student will also give a five-minute formal presentation on his or her research, and this
presentation is worth an additional 50 points. I expect this to be a well-prepared talk which utilizes a
PowerPoint or Prezi component. For your presentation, you need to be able to briefly and clearly
explain your argument, your sources, and your evidence. There may be questions from other students,
so be prepared to answer these. By this point, your final paper should be almost complete. Your talk is
to be on a fully-researched topic and not on a “work-in-progress,” even though your final draft of the
paper isn’t due until the next week. These presentations are a way for me and other students to provide
feedback for you as you finalize your paper. Student presentations are scheduled for the final two days
of class, May 5 and 7.
Your final paper should use information from class discussions, lectures, course readings, and
(primarily) outside research. It needs to be well-researched with a strong argument that is identified
and articulated clearly, demonstrate a firm grasp of the topic, incorporate ideas of ethics and respond to
the larger questions posed in the assignment, and contain relevant and accurate evidence. It is a formal
paper and cannot include any first person references (I, we, me, us, our, etc.) or contractions. This 8-10
page paper is due by Tuesday, May 12, at noon to my office. No late work will be accepted. This
paper is worth 200 points.
Participation and attendance: This class will have some lectures to give each student an overview of
specific subjects, but it is primarily a discussion-based class. As such, participation and attendance
constitute a large portion of your final grade. Please come to class with the reading assignments completed,
as they will provide a foundation for that day’s discussion. In an upper-division course, I expect a high
degree of critical discussion from everyone, so don’t just skim the readings quickly. Read carefully and
thoughtfully. Be prepared to offer and defend your opinions. Participation from everyone is required and is
worth 100 points. The daily attendance is worth an additional 75 points. If it appears that students are not
doing the assigned reading (even on weeks when not required to hand in a reading response), I reserve the
right to give quizzes based on the reading. Trust me: this is not a right you want me to exercise. The class
is more enjoyable if you are well-grounded in the readings and ideas before you come to class, I promise.
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Late assignments: Assignments are due in class on the day noted on the syllabus. Late work will be
accepted, but will lose five points for each day late, including weekends. The first five points starts as soon
as class that day is over, so if you hand in something after class on the day that it is due, you will lose five
points. If you hand it in the day after it is due, you lose ten points. Late assignments also have a two-week
deadline (meaning: if something is due on February 2, I will not accept the work after February 17 for any
points). Assignments will not be accepted via email. NO EXCEPTIONS. You may hand assignments in to
the marked folder attached to my office door if you are unable, for some reason, to hand them in in class.
Fair warning, I use the date I pick up assignments handed in at my door as the date they were handed in.
Meaning: if you hand something in on Friday evening, I won’t get it until Monday morning and you will lose
points for the weekend, too. Make it easier on yourself and hand everything in on time in class.
Disability Statement: Students requiring special accommodations or course adaptations due to a disability
and/or a health-related issue should consult their course instructors and the LCSC Student Counseling Center
immediately (RCH 111, 792-2211). Official documentation may be required in order to provide an
accommodation and/or adaptation.
Email: Make sure you use my correct email (aecanfield@lcsc.edu). DO NOT just rely on the auto-complete
feature; type it in fully yourself. I am not responsible for emails sent to an incorrect address. Additionally,
you must use LCMail (youraddress@lcmail.edu) for all course emailings. This is the address that I will send
all email to if I need to get in contact with you. You may set your LCMail account to forward to another
email, but you are still responsible for any email I send out. I will always respond to let you know that I
received your message. If I have not replied within two working days, assume that I did not get the email. Do
not delete any emails to me unless I have responded. I only check my work email during work hours
(Monday-Friday, 8am-5pm), so don’t worry if I don’t respond immediately to an email sent in the evening or
on the weekend.
Also, when emailing me (or any professor), please be sure to use basic email etiquette. Always use a polite
salutation at the beginning of your message. “Hey” or “Hey Prof” is not suitable. I am not your buddy; I
am your professor. Use correct grammar and punctuation; you are not sending a text message to a friend.
Always proofread and spell check your message. Do not send an email until you have used your resources
wisely; always check the syllabus for clarification before asking when an assignment is due, for example.
Finally, your subject line should clearly note what class you are in (SS 350). I have around 100 students
and cannot always place immediately who you are and which course you are in.
Documented Absences: If you have a documented excused absence, let me know as soon as you can. These
include jury duty, school-related activities, and documented emergencies. A routine doctor’s appointment is
not included as an “excused” absence. Please arrange appointments around your class schedule.
Classroom Etiquette: Basic “rules of respect” will be observed at all times in this course. Please arrive on
time for class meetings and turn off all cell phones during class. Laptops may be used for the purpose of
taking notes; however, if you are using your computer for other purposes during class (such as Facebook),
this privilege will be revoked. In addition, please refrain from talking to your neighbors while I or your
fellow classmates are speaking. We will often discuss highly sensitive subject matter in this class including,
but not limited to, issues of race, ethnicity, class, gender, sexuality, religion, and politics. Since history and
ethics are open to multiple interpretations, disagreement is fine—but disagreements are to be grounded in
historical interpretation. They must be targeted at ideas and they must be delivered respectfully. Personal
attacks against individuals will not be tolerated. You can expect the same respect from me that I expect from
you.
Academic Integrity: Academic honesty is expected of all students. Instances of academic dishonesty will
result in the failure of the class. Academic dishonesty includes plagiarism (the use of someone else’s words
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or ideas without acknowledgement), cheating on assignments or exams, multiple submissions, and assisting
someone else in committing academic dishonesty. Academic dishonesty is a serious offense and will be
treated as such. Violations of academic honesty will be reported to the appropriate school officials and the
student will fail the course. No exceptions.
Grading guidelines: Before I grade and evaluate the content of any out-of-class assignment, I will first
consider other aspects. All papers must be cited completely. Every discipline has a different citation style,
and I want you to use your discipline’s style. Essentially, all I care about for this is that I can track down your
sources and from where you received your information (so I should be able to see the source’s author, title,
and page number, in most cases). No page numbers on your papers will result in five points off. Use of any
font besides Times New Roman, 12 point, will lose five points. Papers that are not double-spaced will lose
five points. Improper use of the words [there, their, and they’re]; [where, we’re, and were]; and [its and it’s],
will also lose half a point. Finally, papers that are not stapled (and paper-clipping doesn’t count) will lose 2
points. Make sure that your first and last name is at the top of the first page (I don’t require title pages), and
that you have proofread your work. The most important part of writing, though, is to organize your paper
before beginning to write it. In your final research paper, for every contraction and use of first person (I, we,
me, our, us, etc.), I will subtract half a point.
Incomplete policy: I understand that unforeseen circumstances can arise in students’ lives, making them
unable to complete a course. You can request an Incomplete Grade (I) in certain circumstances, however,
you will only have one semester to make up the work before the I turns into an F grade. To receive an
incomplete, you need to meet with me to discuss the issues and options, and then make a “formal” request
(an email is fine). You need to have completed at least 60% of the work for the course (including written
assignments, participation, and attendance). Please see me as soon as you can if you believe you will need an
incomplete. Pay attention to the dates in the syllabus for dropping courses and withdrawals, as well.
Good dates to keep in mind
 Feb. 2: Last day to add classes or drop without “W” grade on transcript
 Feb. 16: Presidents’ Day (campus closed)
 March 20: Midterm grades posted to WarriorWeb
 March 30-April 3: Spring break
 April 9: Last day to drop from classes or withdraw from college for the semester
 May 19: Final grades posted to WarriorWeb
Additional LCSC information/Syllabus Addendum
Consumer Information
In 2008, the federal government required all post-secondary institutions offering federal financial aid programs to
provide key data to both prospective and current students. To comply with this requirement, Lewis-Clark State College
has developed a consumer information page, which may be accessed at http://www.lcsc.edu/student-consumerinformation/
Student Rights and Responsibilities
Students have the responsibility for knowing their program requirements, course requirements, and other information
associated with their enrollment at LCSC. Students should review the LCSC General Catalog
(http://webdev.lcsc.edu/catalog and the LCSC Student Handbook (http://www.lcsc.edu/media/1152314/13-14-StudentHandbook-Revised.pdf) for more information.
Accidents/Student Insurance
Students participating in LCSC classes normally must look to their personal health insurance policy (Student Health
Insurance Plan or comparable private coverage) should an accident occur. In the event of an accident, please seek
medical help, if necessary, and report the incident to LCSC Security (792-2226). Fieldtrips or other special student
activities may also require students to submit a signed participation waiver (forms can be obtained from the supporting
Division Office).
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Enrollment Verification/Attendance
Students who are not actively pursuing their classes may have to repay part or all of their financial aid awards
depending upon the circumstances.
Academic Dishonesty
Academic dishonesty, which includes cheating and plagiarism, is not tolerated at LCSC. Individual faculty members
will impose their own policies and sanctions regarding academic dishonesty. Students who are accused of being
academically dishonest may be referred to the VP for Student Affairs for official disciplinary action.
Illegal File Sharing
Students using LCSC’s computers and/or computer network must comply with the college’s appropriate use policies
and are prohibited from illegally downloading or sharing data files of any kind. Specific information about the college’s
technology policies and its protocols for combating illegal file sharing may be found on the VP for Student Affairs’
web page (http://www.lcsc.edu/student-affairs/student-code-of-conduct/ ).
Diversity Vision Statement
Regardless of race, color, age, sex, religion, national origin, disability, veteran status, or sexual orientation, you will be
treated and respected as a human being.
Disclosures
During this course, if you elect to discuss information with me which you consider to be sensitive or personal in nature
and not to be shared with others, please state this clearly. Your confidentiality in these circumstances will be respected
unless upholding that confidentiality could reasonably put you, other students, other members of the campus
community, or me in danger. In those cases or when I am bound by law to report what you have told me, such as
incidents involving sexual assault or other violent acts, I will submit a report to appropriate campus authorities.
Points
Reading responses
Think piece essay 1
Think piece essay 2
Topic proposal
Annotated bibliography
Proposed thesis and outline
Final research paper
Research presentation
Attendance
Participation
Total
160 points
100
100
40
100
75
200
50
50
75
1000 points
Grade scale:
A
920-1000 points
A- 900-919
B+ 880-899
B
820-879
B- 800-819
C+ 780-799
C
720-779
C- 700-719
D+ 680-699
D
600-679
F
below 599
Course Schedule:
Week 1, January 20 and 22: Introduction: Ethics and Values for 20th Century Women
Week 2, January 27 and 29: Women at Work (turn of the century)
Readings:
 Chapters 9 and 10, Women and the American Experience
Film: “Hearts and Hands” (60 minutes)
Due:
 Reading response 1, January 27
***February 2 is the LAST day to drop class without a “W” grade on your transcript***
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Week 3, February 3 and 5: Rise of the New Woman
Readings:
 Chapters 11 and 12, Women and the American Experience
 “The Yellow Wallpaper” by Charlotte Perkins Gilman (BlackBoard)
Due:
 Reading response 2, February 3
Week 4, February 10 and 12: Feminism and Suffrage
Readings:
 Chapters 13 and 14, Women and the American Experience, (pages 304-354)
 1906 Life editorial on woman suffrage (BlackBoard)
Due:
 Reading response 3, February 10
 Topic proposal, February 12
Week 5, February 17 and 19: Cross-Currents: The 1920s and Nella Larsen’s Passing
Feb. 19: Discussion of Passing
Readings:
 Chapters 15 and 16, Women and the American Experience
 “Two views on ERA” (BlackBoard)
 “The Case for Birth Control” by Margaret Sanger (BlackBoard)
Due:
Reading response 4, February 17
Week 6, February 24 and 26: Suffrage
Film: “Iron-Jawed Angels” (123 mins)
Due:
 Think piece on Passing, February 24
Week 7, March 3 and 5: The Great Depression
Readings:
 Chapters 17 and 18 (to page 449), Women and the American Experience
 “Will Women Lose Their Jobs” by Norman Cousins (BlackBoard)
 “When I was Growing Up” by Nellie Wong (BlackBoard)
Due:
 Reading response 5, March 3
Week 8, March 10 and 12: World War II
Readings:
 Chapter 18 (page 449 to the end), Women and the American Experience
 “1943 Guide to Hiring Women” (BlackBoard)
 “Women in Politics” by Eleanor Roosevelt (BlackBoard)
Due:
 Reading response 6, March 10
 Annotated bibliography, March 12
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Week 9, March 17 and 19: High Expectations, 1950-1975 and Evan S. Connell’s Mrs.
Bridge
March 19: Discussion of Mrs. Bridge
Readings:
 Chapters 19 and 20, Women and the American Experience
 “The Problem That Has No Name” by Betty Friedan (chapter one from The Feminine Mystique)
(BlackBoard)
 Excerpt from Power of the Positive Woman, by Phyllis Schlafly (BlackBoard)
 “The Second Sex” (introduction) by Simone de Beauvoir (BlackBoard)
Due:
 Reading response 7, March 17
Week 10, March 24 and 26: Civil Rights and Women’s Roles
Readings:
 Review Chapters 19 and 20, Women and the American Experience, “Turning Point: The Early 1960s”
and “High Expectations: 1950-1975”
 “How It Feels to be Colored Me” by Zora Neale Hurston (BlackBoard)
 “Sex and Caste: A Kind of Memo,\” by Casey Hayden and Mary King (BlackBoard)
Film: “Salt of the Earth” (94 minutes)
Due:
 Think piece on Mrs. Bridge, March 24
Spring break: March 30-April 3
Week 11, April 7 and 9: Second-Wave Feminism
Readings:
 Review Chapters 19 and 20, Women and the American Experience
 Roe v. Wade (full Supreme Court decision)
http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=US&vol=410&invol=113
 “Why I Want a Wife,” by Judy Syfers (BlackBoard)
 “The Politics of Housework” by Pat Mainardi (BlackBoard)
***April 9—Last day to withdraw from classes or college for the semester***
Week 12, April 14 and 16: In Search of Equality: Since 1975
April 14: Guest lecture on Title IV by Dr. Heather Van Mullem
Readings:
 Chapters 21 and 22, Women and the American Experience, (pages 528-578)
 Introduction to Susan Faludi’s Backlash: The Undeclared War Against American Women (BlackBoard)
 “The Impact of Title IX” by Barbara Winslow (BlackBoard)
Due:
 Reading response 8, April 14
 Proposed thesis and outline for final research project, April 16
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Week 13, April 21 and 23: The Backlash of the 1980s and “Having it All?”
April 21: Discussion of The Handmaid’s Tale
Readings:
 “Shortchanging Girls, Shortchanging America” by American Association of University Women
(Blackboard)
 “No Hair Apparent” by Jen Bauer (BlackBoard)
 “Why Women Still Can’t Have It All” by Anne-Marie Slaughter (Blackboard)
Due:
 Think piece on Handmaid’s Tale, April 23
Week 14, April 28 and 30: Having it All?
Readings:
 Chapters 23 and 24, Women and the American Experience, (pages 579-599)
 “Open Letter to Phyllis Schlafly from 12 Year-Old Madison Kimrey” (Blackboard)
 “Facts and Fallacies About Paycheck Fairness” by Phyllis Schlafly (BlackBoard)
 “The Fatherhood Bonus and the Motherhood Penalty: Parenthood and the Gender Gap in Pay” by
Michelle J. Budig (BlackBoard)
 Film: “Baby Boom” (110 mins)
Due:
 Rough draft (optional), April 28
Week 15, May 5 and 7: Research presentations
Final research papers due by noon on Tuesday, May 12.
NO LATE PAPERS ACCEPTED
SS 350-01
Spring 2015 Syllabus
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