History B421, Section 19583
Women and Gender in Europe since 1500: Women From the Margins
Instructor: Ramajana Hidić Demirović
Fall 2011
Class Days and Times: Thursday: 6 P.M.-8:40 P.M.
Class Location: Cavanaugh Hall/CA 235
Office Hours: Thursdays 4:00 P.M.-6 P.M. or by appointment
Office Location: CA 313, Cubicle S
Contact: e-mail: rhidicde@indiana.edu
One of the main aims of this course is to examine how women experienced
broad transformations in European societies during the early modern and modern
periods. The emphasis in this class will be primarily on the experiences of women
who come from the margins of European societies and continent, socially and
geographically speaking. While learning about women in modern European history
classes means that you are learning about European history from the margins,
employing categories of analysis such as class or geographical location in
conjunction with gender can help us understand the experiences of many other
women often overlooked in European history classes.
Required Texts:
Collete, Christine and Fiona Montgomery (eds.). The European Women’s History
Reader
Lisa Di Caprio and Merry E. Wiesner (eds.). Lives and Voices: Sources in European
Women’s History
Ruth Klueger, Still Alive: A Holocaust Girlhood Remembered
Oncourse readings
Assignments and Grading Policies
Assignments:
1. Discussion Preparation Assignment: To be sent in advance of class via
Oncourse.
For each class, all students will prepare an informal discussion preparation sheet for
the assigned reading. These should be typed and not hand-written. Each preparation
sheet must include the following:
A. Three key words from the week’s readings. These should be terms that
you think we need to define in class or have questions about. You should
thoughtfully pick three terms that are central for understanding the reading. Please
note the page numbers on which the terms appear.
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B. A reference for a passage or paragraph that you think is particularly
crucial to the day’s themes and questions, which are included on the syllabus for
each reading. You should either transcribe the entire quote, or summarize it in a
couple of succinct sentences. Make sure you also note the page number and source
for the passage. You should also include 2-3 sentences (up to one paragraph)
explaining why you think the passage is important to understanding the history of
gender and women from the margins in the European past or suggesting how this
reading compares to one or more of the main themes of the course.
C. A discussion question about the reading or a question that you think needs
clarification.
Please post your assignment no later than 9 p.m. on Wednesdays on Oncourse.
2. Take-home midterm: 5-7 pp., typed, double-spaced; options, choose two,
one from each section (Section A draws on secondary source; Section B draws on
primary sources)
3. Take-home final: 7-9 pp., typed, double-space; (Section A: choose two
questions; Section B: mandatory cumulative question)
Grading:
Discussion Preparation Assignments: 20%
Midterm: 30%
Final: 30%
Attendance and Participation: 20%
Active Class Participation:
You are expected to come to class fully prepared to participate in all activities
and dialogues related to the reading assignments. Your full attention should be
devoted to this course during class meetings. In other words, you should not be
reading the newspaper, eating food (drinks are allowed), doing work for other
classes, or engaging in distracting side conversations. Cell phones and other
electronic devices should be silenced or turned off. Laptop computers are allowed
solely for note-taking; if they are used for other unauthorized purposes (e-mail,
Facebook, games, etc.) the instructor reserves the right to ban them from the
classroom. Students who habitually engage in disruptive behaviors will have their
participation grades lowered.
It is important that you keep up with the assigned reading. I have tried to make
the reading load as manageable as possible. You should plan your schedule accordingly
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to avoid having to skim it all at the last minute (or, worse yet, not do it at all). Rest
assured that the readings will be addressed on the midterm and final exams!
Students are expected to take an active role in class discussions; i.e., they
should be willing to comment upon and ask questions about the assigned readings.
Furthermore, they should be willing to engage in respectful, collegial debates with
their classmates, especially when intellectual disagreements arise. Lastly, if you
rarely speak in class, I reserve the right to call on you so I can discern how well you
are doing in the course.
Participation and attendance are necessary because lecture and discussion
provide the essentials for achieving class goals and objectives. Thus a portion of
your grade (about 20%) will depend on your in-class performance. You are required
to attend each class, arrive on time, remain attentive, respond to questions, ask
questions and participate in any in-class projects. The instructor will regularly take
attendance. Absences due to college activities, emergency or extended illness may
be excused by the appropriate College official. Other absences are unexcused and
will lower the class participation portion of your grade. After any absence, you are
responsible for making up missed work, requesting hand-outs, picking up already
returned assignments, and/or borrowing notes from other students. Whether
absences are excused or not, you cannot get a higher grade than the percentage of
classes attended.
All students who have a learning disability, physical handicap and/or any
other possible impediment to class participation and requirements should schedule
an appointment with the instructor as soon as possible to discuss available
accommodations. If at some point during the semester you must discontinue the
course, due to poor performance illness or some other cause, be sure to follow
proper procedures for withdrawal.
I encourage students to visit me during my office hours. You should certainly
stop by if you have any problems or concerns, but also if you simply wish for me to
know more about you and your specific interests.
The number of points awarded will be determined in accordance with the
following criteria:
A
The student demonstrates that he/she has mastered the course
concepts and broad themes, critically evaluated the readings, frequently
participated in and elevated the quality of class discussions, and excelled in
communicating in all written assignments.
B
The student demonstrates that he/she has understood the course
concepts and broad themes, critiqued many of the readings, regularly participated
in and maintained the quality of class discussions, and communicated effectively in
most written assignments.
C
The student demonstrates that he/she has a basic understanding of
the course concepts and broad themes, done much of the reading, contributed
occasionally to class discussions, and communicated adequately in spite of minor
errors/flaws in written assignments.
D
The student hints that he/she has grasped only some of the course
concepts and broad themes, done some of the readings, contributed sporadically to
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class discussions, and communicated ineffectually and with some difficulty in
written assignments.
F
The student has not understood the vast majority of the course
concepts and broad themes, done many of the readings, contributed sufficiently to
class discussions, or communicated effectively at all in written assignments.
Unless otherwise noted, all assignments are due in class. Any assignment
turned in late will receive a 10% grade reduction per day. Due-date extensions will
be granted at the discretion of the instructor, and only when the student has
contacted him with a legitimate reason well in advance.
If you would like to appeal a grade on an assignment, please wait 24 hours to
approach the instructor about it in person or via email. During that time, it is
expected that you will review your work, any written comments from me, and
corresponding sections of the syllabus. If you still wish to appeal your grade, please
schedule an appointment with me during office hours.
It is worth noting that you are ultimately the sole determiner of your grade.
If you have any questions or concerns about your performance in this class, you are
strongly advised to speak to me as soon as possible. I will be quite understanding of,
and merciful toward, students who approach me for help early in the session and
then demonstrate a marked improvement in their performance during the
remainder of the course. I cannot necessarily make the same promise to students
who suddenly bombard me with excuses during the closing days of the summer
session.
Academic Integrity:
Students are expected to comply with all university policies that pertain to
academic integrity. These are outlined in detail within Indiana University’s Code of
Student Rights, Responsibilities, and Conduct, which can be referenced at the following
website: http://dsa.indiana.edu/Code/index.html. Cheating and plagiarism will not be
tolerated, and all offenders will be severely punished in accordance with the university
policies that govern academic dishonesty. If you have any questions about proper
citations, you are strongly encouraged to seek clarification and assistance from the
instructor prior to the assignment’s due date.
Schedule of meetings:
8/25 Why Study Women’s and Gender History from the Margins
Natalie Zemon Davis, Women on the Margins (Oncourse, pp. 1-5 and 203-216)
Optional Readings:
Maria Bucur, “An Archipelago of Stories: Gender History in Eastern Europe”
Sonya O.Rose: “Introduction to Dialogue: Gender History/Women’s History: Is
Feminist Scholarship Losing its Critical Edge” (Reader, pp: 14-23)
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9/1 Early Modern Religious and Intellectual Developments: Witches, Heretics
and Non-Christian Women
Alan C Kors and Edward Peters, Witchcraft in Europe, 400-1700: A Documentary
History, 2nd edition (Oncourse, selection)
Glickl bas Judah Leib, “Trading activities in Memoirs” (Voices, pp. 200-202)
Avrahamm Grossman, Pious and Rebellious, Jewish Women in Medieval Europe
(Oncourse, pp. 1-7, 33-67)
In class movie (aprox. 30 minutes): Medieval Women
Optional Readings: Entire Women on the Margins by Natalie Zemon Davis
9/8 Enlightening and Emancipating Women of the Lower Social Status
Deborah Hertz, “Emancipation Through Intermarriage in Old Berlin, “ in J. Baskin,
ed., Jewish Women” (Oncourse, pp.182-201).
9/16 Radical Women and Working Women During the French Revolution
Olympe de Gauges, “Declaration of the Rights of Woman” (Voices, pp. 261-264)
Lynn Hunt, The French Revolution and Human Rights: A Brief Documentary History
(Oncourse, pp. 60-63).
Clarissa Campbell Orr, “A Republican Answers Back: Jean Jacques Rousseau,
Albertine Necker De Saussure, and Forcing Little Girls to be Free” (Reader, pp. 7174)
Optional: For more information on Women and French Revolution see:
http://chnm.gmu.edu/revolution
9/22 Working Women and Industrialization of European Societies
Anna Clark, “The Struggle Over the Gender Division of Labor 1780-1826” (Reader,
pp. 75-77)
Katrina Honeyman and Jordan Goodman, “Women’s Work, Gender Conflict, and
Labor Markets in Europe, 1500-1900” (Reader, pp. 79-99)
9/29 Suffragettes and their Colonial Subjects
Anotinette Burton, Burdens of History: British Feminists, Indian Women and Imperial
Culture (Oncourse, selection)
10/6 Revolutionary Women: Russian Revolution
Alexandra Kollontai, “Women and the Family in the Communist State.” (Voices, 440448)
10/13: Cosmopolitanism, Prostitutes and Erotic Dancers
Judith Walkowitz, The “Vision of Salome”: Cosmopolitanism and Erotic Dancing in
Central London, 1908-1918. (Oncourse, pp. 337-376)
10/20 Modern and Female in South Eastern and Central Europe:
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Rebecca West, Black Lamb and Grey Falcon (Oncourse, pp. 295-330)
Optional: Marion Kaplan, The Jewish Feminist Movement in Germany
In-class movie: Ringl and Pit
10/27 Modern Friendships, Marriage and Family Patterns from the Margins
Maria Bucur, “In Praise of Wellborn Mothers: On Eugenics and Gender Roles in
Interwar Romania” (Oncourse, pp.123-142)
11/3 Gendering National Identities Throughout Europe
Karen Offen, European Feminisms, 1700-1950 (Oncourse, pp. 213-250)
Optional:
Elizabeth Waters, “The Modernization of Russian Motherhood, 1917-1937” (Reader,
pp. 277-289)
In-class movie: Mother Ireland
11/10 Women and the Holocaust
Ruth Kluger, Still Alive: A Holocaust Girlhood Remembered
11/17 Women and the Holocaust, Part Two
Ruth Kluger, Still Alive: A Holocaust Girlhood Remembered
11/24 Thanksgiving break
12/1 Rebuilding Europe: Post-war Women in Southeastern Europe
Mary Neuburger, Veils, Shalvari, and Matters of Dress: Unraveling the fabric of
Women’s Lives in Communist Bulgaria (Oncourse, pp. 169-188)
In-class movie: Simone deBouvoir
12/8 Victims of Genocidal Rapes
Seada Vranic, Breaking the Wall of Silence: the Voices of Raped Bosnia (Oncourse,
selection)
In-class movie: Calling the Ghosts
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