DOCUMENTING THE WOMEN’S LIBERATION MOVEMENT: A HISTORICAL JOURNEY

FSP 133-01

Tuesdays, 4:00-6:50

 

 

Instructor:                     Ann Marie Nicolosi

Office Hours:                T/F 11:30-12:30; Wed. 11:00-12:00

Office:                          Bliss 236

Telephone:                    (609) 771-2276

E-mail:                          nicolosi@tcnj.edu

 

 

COURSE DESCRIPTION:

 

In this course, students will explore the Women’s Liberation Movement (WLM) by reading, researching and analyzing the primary resources of the movement.  Utilizing primary documents from course texts, the Women's Liberation Movement On-line Archival Collection Special Collections Library, Duke University, (http://scriptorium.lib.duke.edu/wlm/), as well as other sources, students will understand the motivation, impact, and long-term ramifications of the twentieth century’s most far reaching social movement. Through textual interaction, peer interaction and instructor interaction, students will ultimately construct a written historical narrative of some aspect of the movement.

 

COURSE GOALS:

 

Upon completion of this course, students will be able to:

 

  • Identify the causes, trajectory and impact of the WLM
  • Identify and analyze primary source materials related to the WLM and movements in opposition to the WLM
  • Understand the ways in which historians craft a historical narrative from primary resources
  • Identify and analyze the arguments of secondary sources and the historiography of the era
  • Create a historical narrative from primary sources
  • Gain a rudimentary understanding of related social movements of the twentieth century
  • Understand the political and activist connections between feminism and history

 

COURSE TEXTS:

 

The following books are required and are available at the bookstore:

 

Evans, Sara.  Tidal Wave: How Women Changed America at Century’s End (Simon and Schuster, 2004) (Hereafter known as ‘Evans’)

 

Baxandall, Rosalyn and Linda Gordon, eds.  Dear Sisters: Dispatches From the Women’s Liberation Movement (Basic Books, 2000) (Hereafter known as ‘ Baxandall’)

 

Brown, Rita Mae. Rubyfruit Jungle (Bantam, 1998)

 

Shulman, Alix Kates. Memoirs of an Ex-Prom Queen (Penguin, 1997)

 

In addition there are readings posted on SOCS

 

COURSE REQUIREMENTS:

 

Regular attendance, informed participation, learning activities, oral presentation, and (possible) quizzes, 10%.

It is imperative that you come to class prepared to discuss the readings and to participate. There might be "pop" quizzes periodically. If you are absent or late, you will not be permitted to make-up the quiz. If you have a doctor's note, the zero will not be included in the average.

 

Primary Resource Critical Analysis Papers, 15%

Each week (except when other papers are due) you are required to write a 1-2 page paper in which you analyze a historical document and place into the context of the larger historical narrative of the movement. LATE PAPERS ARE NOT ACCEPTED

 

Secondary Resource Critical Analysis Papers, 15%

Three (3) Book/Scholarly article reviews, 2-3 pages, 5% each = 15%.  These books/articles are your secondary resources for your research paper.  (See Critical Reading Toward Critical Writing and the Book Review or Article Critique attached) LATE PAPERS ARE NOT ACCEPTED

 

Research Paper, (7-10 pages) 20%

One research paper using primary resources and documents. (See the Research Paper Guidelines attached) LATE PAPERS ARE NOT ACCEPTED

 

Group Project, 20%

Each group (four or five students) will choose (in consultation with the instructor) some aspect or theme of the movement and give a 20-30 minute presentation on the topic. The group must use at least one audio/visual aid, and present a one-to-two page typed handout for the rest of the class.

 

Final Exam, 20%

 

GRADING POLICY:

LATE PAPERS ARE NOT ACCEPTED

 

Please download Editing Symbols from SOCS to decipher the marks on your graded papers

Final Course Grades - While statistical methods will be used to determine the final grade distribution, final grades will roughly follow these descriptions:
A: Outstanding, Superior. Written work is presented using standard English and demonstrates a mastery of the subject matter for the college level. Meets all course expectations promptly. Shows clear grasp of concepts and demonstrates ability to synthesize materials from both inside and outside the classroom. Participates regularly and enthusiastically in classroom.
B: Very good. Clearly above average. Written work is presented using standard English with only a few minor flaws and demonstrates proficiency in the subject matter for the college level. Meets course expectations promptly. Shows a good grasp of concepts and demonstrates ability to relate materials from both inside and outside the classroom. Participates regularly and enthusiastically in classroom.
C: Good. Average. Directions followed. Student met expectations for the course. Written work is presented using standard English with minor flaws. Student shows an adequate grasp of the subject matter for the college level and demonstrates a reasonable ability to process materials from both inside and outside the classroom. Participates in classroom.
D: Below expectations. Below that which one would normally expect from a student at this level of a college career. Writing is marred by major mechanical problems. Exam performance fails to demonstrate a reasonable grasp of the material for the college level. Student fails to participate appropriately in class.
F: Unacceptable. Written work consistently falls below college level. Student fails to use appropriate college resources for help when so directed by the instructor. Student is consistently late in meeting course expectations. Shows little or no grasp of concepts and is unable to process or relate materials from inside and outside the classroom. Student fails to participate appropriately in class. Alternatively, regardless of the quality of a student's work, this grade may be assigned for failure to comply with policies for the course or for failure to submit a required paper.

COURSE READINGS 

 
Week of:
 
Assignment:
 
 
August 30
 
Introduction to the course
Learning Activity: The Historian’s Craft
Learning Activity: What are your expectations?
 
 
September 6
 
Alternate Monday—No class
 
 
September 13
 
Evans Chap. 1
Baxandall Introduction & Chap. 1
Primary Documents
“I Am Woman” music and lyrics SOCS
 
 
September 20
 
RESEARCH PROPOSAL DUE
Evans Chap. 2 
Baxandall Chap. 2
Bonnie J. Dow, “Feminism, Miss America, and Media Mythology” SOCS
Primary Documents
 
 
September 27
 
SECONDARY RESOURCE REVIEW DUE
Baxandall Chap.3
Evans Chap 3
Joyce D. Hammond, “Gender Inversion Cartoons and Feminism” SOCS
 
 
October 4
 
Baxandall, Chap. 4
Marilyn Frye, “Some Reflections on Separatism and Power’  SOCS
Primary Documents
 
 
October 11
 
Baxandall Chap. 5 
Evans Chap. 4
 
 
October 18
 
SECONDARY RESOURCE REVIEW DUE
Baxandall, Chap. 6
Susan Brownmiller, “Abortion is a Woman’s Right” SOCS
In class video From the Back Alleys to the Supreme Court and Beyond 
Primary Documents
 
 
October 25
 
FALL BREAK—NO CLASS
 
 
November 1
 
Memoirs of an Ex-Prom Queen (entire book)
 
 
November 8
 
SECONDARY RESOURCE REVIEW DUE
Baxandall, Chaps. 7 & 8
Brownmiller, “Rape is a Political Rape Against Women” SOCS
In Class Video: Gloria Steinem
 
 
November 15
 
Evans, Chap. 5
Baxandall, Chaps. 9 & 10
Duke Documents
 
 
November 22
 
RESEARCH PAPER DUE
Baxandall, Chaps. 11 &12
Evans Chaps. 6 & 7
Duke Documents
 
 
November 29
 
Rubyfruit Jungle (entire book)
 
December 6
 
Group Projects Presentation