UniversityofNorthCarolinaatChapelHill
DepartmentofHistory
HIST/WMST/EURO259:
TOWARDSEMANCIPATION?
WOMENINMODERNEUROPEANHISTORY
Syllabus–Spring2017
Instructor: TIMEOFTHECOURSE:
ROOM:
OfficeHours:
Office:
Email: Prof.KarenHagemann
TUESDAY&THURSDAY:9:30-10:45AM
Murphey105
Tuesday:1:00-3:00PMorbyappointment
HamiltonHall562
[email protected]
AIMSOFTHECOURSE
Inthiscoursewewillstudywomen'slives,workandthehistoryofthewomen’smovementinmodern
EuropefromtheeraofthelateEnlightenmentandtheFrenchRevolutiontotheperiodofthetwoWorld
Wars,theHolocaust,andtheColdWar.Wewillexplorehowthemajorpolitical,economic,social,and
culturalchangesaffectedthelivesofwomenfromdifferentsocialbackgroundsandhowtheyresponded
December 23, 2016
HISTORY / WMST 259: Spring 2017
2
to these changes. The struggle of the women’s movement that emerged everywhere in Europe during
thenineteenthcenturytoimprovetheworkingandlivingconditionsofwomen,achieveequalciviland
political rights for women and increase their social, cultural, and political influence, will thus be one
central theme. We will ask how the aims and forms of this struggle for female emancipation varied
betweendifferentgroupsandcountriesandchangedovertime.Wealsowillexaminethewaysinwhich
women were involved in wars and revolutions and experienced them. The course is organized
chronologically,butaswemovethroughtimewewillconcentrateonthefollowingthemes:
•
Gender images and dominant ideas about the gender order and how they affected women’s
lives
•
Women’srole(s)andexperiencesinthehousehold,thefamily,andtheworkforce
•
Women’sandmen’srole(s)inthe‘publicspheres’ofnation,stateandcivilsociety
•
Women’sstruggleforequalrightsinthefamily,society,theworkforceandpolitics.
Given the diversity of the various regions of Europe, this course cannot achieve comprehensive
coverage.WewillthereforeconcentrateonWesternEurope,especiallyBRITAIN,FRANCE,ANDGERMANY.
FORMATOFTHECOURSE
LECTURES,DISCUSSIONS, GROUPWORKAND PARTNERWORK:Eachclasswillcombinelectureanddiscussionof
thelectureandtheassignedreadingintheclass,ingroupsandwithpartners.Studentsaretocomplete
the assigned reading by the beginning of class on the day on which it is listed in the course schedule
below.Lectureswillbecoordinatedwiththeassignedreadings;theyaredesignedtosuggestemphases,
to draw attention to important points, and to provide additional material on selected issues.
PowerPoints of each lecture will be available on Sakai before each class. The PowerPoints provide
studentswiththemostrelevanthistoricalbackgroundinformationforlectureanddiscussioninclass.Itis
strongly recommended that students come prepared with questions for each required reading and
primarydocumenttoclass
FEATUREFILMS,DOCUMENTARIESANDIMAGES:Alongwiththerequiredreadingandtheprimarydocuments,
we will work with feature films, documentaries and images as representations of history. All feature
filmsareavailableonDVDorVHSintheUNCUndergraduateLibraryandonNetflix.Pleasemakesure
thatyouhaveaccesstothemovieswithadequatetime.Wewilldiscusstheminclass.
BACKGROUND MATERIAL ON SAKAI: To help you organize your coursework, learn more about European
women's and gender history and keep track of the diverse historical developments in Europe and
importanteventsandpersons,youwillfindthefollowingmaterialonSakai:
•
Themostrecentversionofthesyllabusandguidesforallassignments;
•
PowerPointsforalllectures(uploadedlatestthedaybeforeeachlecture);
•
Allprimarydocumentswewillreadforclass;
•
A timeline (chronology) with links to information about important historical events and
developmentsandshortbiographiesofimportanthistoricalprotagonists;
•
MapsthatdocumentthechangeofthebordersinModernEurope;
•
Abriefintroductiontoeachmoviewithlinkstofurtherinformationoneachfeaturefilm;
•
Briefbiographicalinformationonmostoftheauthorsoftheprimarydocuments;
•
Abibliographywithselectedliteratureforfurtherreading;
•
Andadditionalusefullinksonthecoursesubject.
HISTORY / WMST 259: Spring 2017
3
REQUIREDREADING
BOOKS
The following three books will provide you with a good overview of the course subject. We will read
several chapters from these books in the course as required reading; thus I recommend that you buy
them.
•
RachelFuchsandVictoriaThompson,WomeninNineteenth-CenturyEurope(BasingstokeandNewYork:
PalgraveMacMillan,2005).
•
Allen, Ann T., Women in Twentieth-Century Europe (Basingstoke and New York: Palgrave MacMillan,
2007).
Inadditionwewillreadforthemid-termandthefinalexamination:
•
Offen,Karen,EuropeanFeminisms:APoliticalHistory,1700-1950(Stanford,CA:StanfordUniversityPress,
2000).
YouwillfindthesethreebooksintheTextbookDepartmentoftheUNCStudentStoresforpurchaseor
undertheCourseReservesforHIST/WMST259.006intheR.B.HouseUndergraduateLibrary.
JOURNALARTICLESANDBOOKCHAPTERS
Moreover,wewillreadsomejournalarticlesandchaptersfromotherbooksasrequiredreading.Youwill
findthemallasPDFfilesonSakai.
PRIMARYDOCUMENTS
Severaltimesduringthesemester,wewillreadanddiscussprimarydocuments.Theyarealsorequired
readings. You will find them as PDF files on Sakai. These documents are reprints from the following
sourcecollections,whichwillbeonreserveintheUndergraduateLibrary:
•
Bell,SusanG.andKarenM.Offen,eds.,Women,TheFamilyandFreedom:TheDebateinDocuments.vol.
1:1750-1880;vol.2:1880-1950(Stanford:StanfordUniversityPress,1983).
•
DiCaprio,LisaandMerryE.Wiesner,eds.,LivesandVoices:SourcesinEuropeanWomen’sHistory(Boston:
HoughtonMifflin,2000).
•
Hunt,Lynn,ed.,TheFrenchRevolutionandHumanRights:ABriefDocumentaryHistory(Boston:Bedford
Books,1996).
•
Olafson Hellerstein, Erna et. al., Victorian Women. A Documentary Account of Women’s Lives in
Nineteenth-Century,England,FranceandtheUnitedStates(Stanford:StanfordUniversityPress,1981).
•
Riemer, Eleanor S. and John C. Fout, eds., European Women: A Documentary History: 1789-1945 (New
York:SchockenBooks,1980).
You will find these five books under the Course Reserves for HIST/WMST259.006 in the R.B. House
UndergraduateLibrary.
FURTHERREADINGFORINTERESTEDSTUDENTS
Thefollowingbooksarerecommendedforfurtherreading:
OnEuropeanhistoryingeneral:
•
Merriman, John M., A History of Modern Europe: from the Renaissance to the Present, vol. 2: From the
4
HISTORY / WMST 259: Spring 2017
FrenchRevolutiontothePresent(Secondedn.,NewYork:W.W.Norton,2004.)*
•
BonnieG.Smith,EuropeintheWorld,1900tothePresent.ANarrativeHistorywithDocuments(Boston:
St.Martin’s,2007)
OnEuropeanwomen’sandgenderhistory:
•
Abrams,Lynn,TheMakingofModernWoman:Europe1789-1918(London:Longmann,2002).*
•
Bock,Gisela,WomeninEuropeanHistory(Oxford:Blackwell,2002).*
•
Bridenthal,Renate,SusanMosherStuard,MerryE.Wiesner,eds.,BecomingVisible:WomeninEuropean
History(Thirdedn.,Boston:HoughtonMifflin,1998).
•
Downs, Laura Lee, Writing Gender History (London and New York: Bloomsbury Academic Publishing,
2010).
•
Thébaud, François, ed., A History of Women in the West: Vol. V: Towards a Cultural Identity in the
TwentiethCentury(Cambridge,MA:HarvardUniversityPress,1994).
•
Simonton, Deborah, ed., The Routledge History of Women in Europe since 1700 (London and New York:
Routledge2007).*
•
Sluga,GlendaandBarbaraCaine,GenderingEuropeanHistory,1780-1920(London:Leicester,2000).*
•
Timm,AnnetteF.andJoshuaA.Sanborn,eds.,Gender,SexandtheShapingofModernEurope:AHistory
fromtheFrenchRevolutiontothePresentDay(Secondedn.,London andNewYork:BloomsburyAcademic
Publishing,2016).
Youwillfindthebooksmarkedwithan*undertheCourseReservesforHIST/WMST259.006intheR.B.
HouseUndergraduateLibrary.
ASSIGNMENTS
Courseparticipation(inclassdiscussion)
10%
WeeklyWrittenForumAssignments
20%
20%
PrimaryDocumentEssay2(due:Tuesday,February28,2017) 20%
FinalExamination
30%
PrimaryDocumentEssay1(due:Tuesday,January31,2017)
ClassParticipation(10%ofthefinalgrade):
Yourparticipationgradewillreflectyouractiveparticipationintheclass.Readtherequiredreadingand
primary documents carefully, bring them to class, and be prepared to discuss them. The secondary
sourcereadingprovidesyouwithbackgroundinformationthatwillhelpyoutounderstandtheprimary
documents.Ifyoufindthatyouhavedifficultyspeakinginclass,pleaseseemetodiscussstrategiesso
thatyoucanparticipatemorefully.
WeeklyWrittenForumAssignments(20%ofthefinalgrade):
An important part of your class work are the weekly written Forum assignments listed in the below
schedule. Please submit three questions and related comments on the primary documents and the
secondary reading for the class on the Sakai Forum that you would like to explore in class. Your
commentsandquestionsareduelatestonMondayeveninguntil5pmbeforetheclass.Theyshouldnot
belongerthan1page.
HISTORY / WMST 259: Spring 2017
5
TwoPrimaryDocumentEssays(each20%ofthefinalgrade):
Everystudentwillberesponsibleforwritingtwoprimarydocumentessaysthatanalyzeandinterpretan
assignedprimarydocumentwiththehelpoftherelatedsecondaryreadingassignedforthecourseand
additional research. These essays should be no longer than 6 pages (including cover page and
bibliography). The essay should be on standard paper, typed, with 1-inch margins, 12 pt Times New
Romanfont,anddouble-spaced.Youwillgettheassignmenttwoweeksbeforetheduedate.
StudentswillfindaguidetohelpprepareforthisassignmentonSakai.Itspreparationwillbediscussedin
class.
FinalExamination(30%ofthefinalgrade):
ThefinalexaminationwillbeessayquestionsonthebookKarenOffen,EuropeanFeminisms:APolitical
History,1700-1950(Stanford,CA:StanfordUniversityPress,2000).
COURSESCHEDULE
WEEK1:
Thursday,January12,2017:
WelcomeandIntroductiontotheCourse
Questions:
•
Whatarethemainaimsofthiscourse?
•
WhyarewestudyingthehistoryofwomenandgenderinEurope?
•
Whatistheformatofthecourse?
•
Whatarethemainassignments?
WEEK2:
Tuesday,January17,2017:
Introduction:WhatisWomen’sandGenderHistory?
Questions:
•
Howdogenderhistoriansdefinetheterm“gender”?
•
•
Whatiswomen’sandgenderhistoryandhowdidthisfielddevelop?
How is “gender” as an analytical category related to other “Categories of differences” like class, race,
sexualityorethnicity?
RequiredReading:
•
SonyaO.Rose,WhatisGenderHistory?(Cambridge:PolityPress2010),chapter1:WhyGenderHistory?,
pp.1-16.
•
LauraLeeDowns,WritingGenderHistory(LondonandNewYork:BloomsburyAcademic,2010),pp.9-34.
•
Offen, Karen, European Feminisms: A Political History, 1700-1950 (Stanford: Stanford University Press,
2000),pp.1-26.
HISTORY / WMST 259: Spring 2017
6
MethodologicalTheme:
•
Discussionofquestionsinrespectofthesyllabusandtheassignments.
Thursday,January19,2017:
TheChangingPositionofWomenandMeninthelate18thCenturySociety
Questions:
•
Whatweretheworkingandlivingconditionsofwomenandmenfromdifferentsocialandfamilialstatus
inthelate18thcentury?
•
Towhatdegreedidtheychange?
•
Howdidwomenandmenrespondtothesechanges?
RequiredReading:
PrimaryDocuments:
•
"Petition of Women of the Third State Estate to the French King, January 1, 1789." in Hunt, The French
Revolution,pp.60-63.
BackgroundReading:
•
OlwenHufton,"Women,Work,andtheFamily."inNatalieZemonDavisandArletteFarge,eds.AHistory
of Women in the West, vol. 3: Renaissance and Enlightenment Paradoxes. (Cambridge, MA: Harvard
UniversityPress,1993),pp.15-45.
•
Firstgroupdiscussion,afterwardsjointdiscussioninclass.
MethodologicalThemes:
•
How to analyze and interpret primary documents appropriately (please read the guide on Sakai in
preparation)
•
PreparationoftheHistoricalSimulationonTuesday,Jan.24,2017.
ForumAssignment,dueMonday,January18,2017by5:00pm:
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentsandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
WEEK3:
Tuesday,January24,2017:
EnlightenedDebatesonthe“Women’sQuestion”
Questions:
•
Whatdohistoriansdefineasenlightenment?InwhichwayswastheEnlightenmentgendered?
•
How did educated women and men debate gender relations and the gender order in the late 18th
century?
•
Whowerethemaincontributorstothisdebateandwhyweretheirwritingssoimportant?
•
Whatweretheirmainargumentsanddemands?
•
Whatistheimportanceoftheirwritingforthediscussionofmiddleclassconceptsofthegenderorderin
late18thandearly19thcentury?
RequiredReading:
PrimaryDocuments:
•
BellandOffen,Women,vol.I,pp.110-112and116-118(Document29).
HISTORY / WMST 259: Spring 2017
•
7
DiCaprioandWiesner,LivesandVoices,pp.248-255(Document91and92).
BackgroundReading:
•
Dena Goodman, “Women and the Enlightenment”, in Bridenthal et al. (eds.), Becoming Visible, pp. 233264.
HistoricalSimulation
Students prepare a fictional debate on “the woman’s question” between Jean-Jacques Rousseau (17121778), Mary Wollstonecraft (1750-1797) and Gottlieb Theodor von Hippel (1741-1796), in which they
present their main arguments. Setting: They meet in a salon hosted in 1795 by baronessesAnne Louise
Germaine de Staël-Holstein (1766-1817) in Geneva. Before the debate starts the guests will introduce
themselvestoeachother.
ForumAssignment,dueMonday,January23,2017,5:00pm:
In preparation for the historical simulation on Tuesday, January 24, 2017, students should summarize the main
argumentsofoneofthehistoricalactors(seebelowforassignedfigure)usingthesecondaryreadingandprimary
sourcedocumentsassignedfortheweek.Thesummaryshouldnotexceed1-2pages.
Note:Lettersindicatethefirstletterofyourlastname.Theassignedauthoralsoindicateswhomthestudentwill
representduringthehistoricalsimulation.PleaseinformyourselfaboutthebiographyoftheauthoronWikipedia.
A-E:Jean-JacquesRousseau
F-M:MaryWollstonecraft
N-Z:GottliebTheodorvonHippel
Thursday,January26,2017:
WomenintheEraoftheFrenchRevolutionI
Questions:
•
WhatwerethemaincausesfortheFrenchRevolution?
•
Whatwerethemainpoliticalandsocialaimsoftherevolutionaries?
•
Whichrole(s)didwomenplayintheFrenchRevolution?
•
Whatweretheirmainpoliticalandsocialdemands?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.261-269.(Documents94-97).
BackgroundReading:
•
FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.5-23.
Istronglyrecommendedthemovie:LesMiserables(USA1998)(134minutes),director:BilleAugust.
USA,1998.UNCMediaResourcesCenterLibraryUseOnly:65-DVD86.OnlineonYouTube:
https://www.youtube.com/watch?v=aS3ziMrWze0
WEEK4:
Tuesday,January31,2017:
WomenintheEraoftheFrenchRevolutionII
8
HISTORY / WMST 259: Spring 2017
Documentary:
•
“TheFrenchRevolution:ImpactandSources,”U.S.1997(UNC,DVD,25minutes)
RequiredReading(thesameasforJanuary26,2017):
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.261-269.(Documents94-97).
BackgroundReading:
•
FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.5-23.
ThePrimaryDocumentEssay1isdueJanuary31,2017by9:00am.
PleasesubmitthepaperelectronicallybyemailtotheinstructorasaWorddocument.Namethefileas
follows:Lastname-First_Assignment.Theinstructionfortheassignmentwillbepostedatthelatesttwo
weeksbeforetheassignmentisdueunder“Sakai/Resources/SupportforAssignments.”
Thursday,February2,2017:
Gender,War,andNationinNapoleonicEurope
Questions:
•
Howandwhydidtherelationsbetweenthemilitary,thenationandsocietychangeduringtheperiodof
theRevolutionaryandNapoleonicWars?
•
Whichconsequencesdidthesechangeshaveonthegenderorderingeneralandthepositionofwomenin
thenationinparticular?
•
Howandwhywastheideaofthenationgendered?
•
Whatresultsdidthesechangeshavefor19 centuryEuropeansocieties?
th
RequiredReading:
PrimaryDocuments:
•
“CivilianExperiencesoftheLeipzigCampaigninOctober1813,”inEuropeagainstNapoleon.TheLeipzig
Campaign,1813fromEyewitnessAccounts,ed.AntonyBrett-James(London:Macmillan,1970),88-96.
BackgroundReading:
•
Karen Hagemann, “A Valorous Volk Family: The Nation, the Military, and the Gender Order in Prussia in
theTimeoftheAnti-NapoleonicWars,1806-15,”inGenderedNations:NationalismsandGenderOrderin
the Long Nineteenth Century, ed. Ida Blom, Karen Hagemann and Catherine Hall (Oxford and New York:
BergPublishers,2000),pp.179-205.
ForumAssignment,dueWednesday,February1,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
WEEK5:
Tuesday,February7,2017:
EarlyFeministVoicesintheDemocraticRevolutionsof1830and1848-49
Questions:
•
WhatwerethemainsocialandpoliticaldevelopmentsintheeraofDemocraticRevolutions?
HISTORY / WMST 259: Spring 2017
9
•
WhichrolesdidwomenplayintheDemocraticRevolutions?
•
Whoweretheauthorsoftheselectedprimarydocumentswhatweretheirmainargumentsanddemands?
ReadingAssignment:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.282-288(Document102).
•
BellandOffen,Women,vol.I,pp.260-264(Documents77and78).
BackgroundReading:
•
GabriellaHauch,“DidWomenhaveaRevolution?GenderBattlesintheEuropeanRevolutionof1848/49,”
in 1848: A European Revolution: International Ideas and National Memories of 1848, ed. Axel Körner
(Basingstoke:PalgraveMacmillan,2000),pp.64-84.
ForumAssignment,dueMonday,February6,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,February9,2017:
MarriageandFamilyLifein19th-andearly20th-CenturyWomen’sLives
Questions:
•
Whyweremarriageandfamilysoimportantforwomen?Whydidtheywanttomarry?
•
Whatwerethemaintrendsofdevelopmentinmarriageandfamilyduringthe19thcentury?
•
Werethesetrendsdifferentformiddle-classandworking-classmenandwomen?
•
Whatwerethemainproblemsformiddle-classandworking-classandwomeninmarriageandfamilylife?
RequiredReading:
PrimaryDocuments:
•
OlafsonandHellerstein,VictorianWomen,pp.144-149(Document28).
•
Table1,2and5andtherelatedgraphicsonSakai.
BackgroundReading:
•
FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.43-60
Format:Introductorylecture,jointdiscussioninclass,groupdiscussion.
AdditionalAssignment:
Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:“SenseandSensibility,”
(Britain,1995)(136minutes),directorAngLee(Available:Netflix(DVD),UNCMediathek(DVD)andalso
Online:https://www.youtube.com/watch?v=xrMiWM99mLk
WEEK6:
Tuesday,February14,2017:
Housing,HouseholdandHouseworkin19th-andearly20th-CenturyWomen’sLives
Questions:
•
Whatwerethemainproblemsforworking-classandmiddle-classwomenintermsofhousing,household
andfamilywork?
•
Howwasthesituationofworking-classandmiddle-classwomendifferent?
HISTORY / WMST 259: Spring 2017
•
10
Whatwerethelivingandworkingconditionsoffemaleservants?
RequiredReading:
PrimaryDocuments:
•
RiemerandFout,EuropeanWomen,pp.151-161(Documents34-36).
•
OlafsonandHellerstein,VictorianWomen,pp.350f.(Document74).
•
Table3,4and6andtherelatedgraphsonSakai.
BackgroundReading:
•
FuchsandThompson,ModernWomeninNineteenthCenturyEurope(thesameasforFeb.9,2017)
ForumAssignment,dueMonday,February13,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,February16,2017:
ReproductionandSexualityin19th-andearly20th-CenturyWomen’sLives
Questions:
•
Howcanweexplainthedramaticdecreaseofthebirthrateduringthelong19thcentury?
•
Howcanweexplainthedecreaseininfantmortality?
•
Whyweregovernmentssointerestedincontrollingthereproductionandcareworkofwomen?
•
Whyweresexualityandreproductionimportantproblemsforwomenofthisperiod?
•
Inwhatwayswerethesituationsofmiddleclassandworkingclasswomeninthisrespectdifferent?
RequiredReading:
PrimaryDocuments:
•
RiemerandFout,EuropeanWomen,pp.190-193,202-211,214-217(Documents43,46and49).
BackgroundReading:
•
FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.24-42
Format:Introductorylecture,jointdiscussioninclass,iftimeisleft:groupdiscussionofprimarydocuments.
WEEK7:
Tuesday,February21,2017:
WorkingforaLiving-19th-andearly20th-CenturyFemaleEmployment
Questions:
•
Whatopportunitiesdidworkingandmiddleclassgirlsandwomenhavetoearnaliving?
•
In what ways did these opportunities differ depending on their social status, their age and their familial
status?Howcanweexplainthesedifferences?
•
Howdidworkingopportunitieschangeduringthe19thand20thcentury?
RequiredReading:
PrimaryDocuments:
•
RiemerandFout,EuropeanWomen,pp.10-17(Documents3and4).
•
Tables7-13andtherelatedgraphicsonSakai.
HISTORY / WMST 259: Spring 2017
11
BackgroundReading:
•
Fuchs,ModernWomeninNineteenthCenturyEurope,pp.61-83.
ForumAssignment,dueMonday,February20,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
ForthepreparationofthisclassseealsothehandoutonSakaiundercoursereadingsforFeb.21,2017.
Thursday,February23,2017:Noclass
WEEK8:
Tuesday,February28,2017:
TheMiddle-ClassWomen’sMovementinlate19th-andearly20th-CenturyEuropeI
Questions:
•
Whatwerethemainaimsofthemiddle-classwomen’smovementbeforeWorldWarI?
•
Whatdifferencesandsimilaritiesexistedintheaimsandtheformsofactivitiesindifferentcountries?
•
Howcanweexplainthesedifferencesandsimilarities?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.384-392(Documents128and129).
•
BellandOffen,Women,vol.II,pp.232-245(Documents60-63).
RequiredReading:
•
FuchsandThompson,ModernWomen,pp.137-154and162-176.
AdditionalAssignment:
Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:ADoll’sHouse(Britainand
U.S.1973)(145minutes),directedbyPatrickGarland.IntheUNCMediaResourcesCenterLibraryUse
Only:65-DVD3566.OnlineavailableatYouTube:https://www.youtube.com/watch?v=crZPM8ipzD0or
https://www.youtube.com/watch?v=i2nRkiL3GRs
ThePrimaryDocumentEssay2isdueTuesday,February28,2017at9:00am.
PleasesubmitthepaperelectronicallybyemailasaWorddocument.Namethefileasfollows:
Lastname-Second_Assignment.Theinstructionfortheassignmentwillbepostedatthelatesttwoweeks
beforetheassignmentisdueunder“Sakai/Resources/SupportforAssignments.”
Thursday,March2,2017:
TheMiddle-ClassWomen’sMovementinlate19th-andearly20th-CenturyEuropeII
Documentary:
•
“EmmelinePankhurst(1858-1928)andtheSuffragists”,Britain,1994(55min.)
Wewillwatchthedocumentaryinclass.
FormoreonEmmelinePankhurst,see:http://en.wikipedia.org/wiki/Emmeline_Pankhurst
RequiredReading(ThesameasforFebruary28,2017):
HISTORY / WMST 259: Spring 2017
12
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.384-392(Documents128and129).
•
BellandOffen,Women,vol.II,pp.232-245(Documents60-63).
RequiredReading:
•
FuchsandThompson,ModernWomen,pp.137-154and162-176.
Istronglyrecommendedthemovie:“Suffragette”(Britain,2015)(126min),director:SarahGavron.
WEEK9:
Tuesday,March7,2017:
TheSocialistWomen’sMovementinlate19th-andearly20th-CenturyEurope
Questions:
•
Whatwerethemainaimsofthesocialistwomen’smovementbeforeWorldWarI?
•
Whatdifferencesandsimilaritiesexistedintheaimsandtheformsofactivitiesbetweenthemiddle-class
andthesocialistmovements?
•
Howcanweexplainthesedifferencesandsimilarities?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.371-383(Documents125und127).
•
Poem"ThatDay"byAdaNeart,in"Frauenwahlrecht!"(“Women’sSuffrage!”),ed.byClaraZetkin,March
2,1913.
•
Clara Zetkin (1857-1933):“The German Socialist Women’s Movement,” in Die Gleichheit (Equality),
October9,1909.
BackgroundReading:
•
FuchsandThompson,ModernWomeninNineteenthCenturyEurope,pp.137-154and162-176(thesame
asforFeb.25,2013)
•
Charles Sowervine, “Socialism, Feminism, and the Socialist Women’s Movement from the French
Revolution to World War II,” in Becoming Visible: Women in European History, ed. Renate Bridenthal,
SusanMStuardandMerryE.Wiesner(Boston:HoughtonMifflin,1998),pp.357-387.
ForumAssignment,dueMonday,March6,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,March9,2017:
TheInternationalWomen’sDayandtheRighttoVoteforWomen
Questions:
•
WhatistheInternationalWomen’sDay?
•
Whywastherighttovoteatitscenteruntil1914?
•
Whywastherighttovotesoimportantforwomenfromverydifferentpoliticalandsocialbackgroundsin
thedecadebeforeWorldWarI?
HISTORY / WMST 259: Spring 2017
•
Whichdifferentdemandsandstrategiesdidtheypursuetogettherighttovote?
•
Whatwerethereasonsforthedifferentstrategies?
13
BackgroundReading:
•
Blanca Rodríguez-Ruiz and Ruth Rubio-Marín, “Introduction: Transition to Modernity, the Conquest of
Female Suffrage and Women's Citizenship,“ in The Struggle for Female Suffrage in Europe: Voting to
becomeCitizens,ed.BlancaRodriguez-Ruiz,RuthRubio-Marin(LeidenandBostonBrill,2012),pp.1-46.
HistoricalSimulation
Students prepare a fictional debate on women’s rights and women’s suffrage, its best possible form and the
appropriate strategies to get it between the militant British suffragist Emmeline Pankhurst (1858-1925), the
moderate feminists Millicent Garrett Fawcett (1847-1929), president of the British National Union of Women’s
Suffrage, Jeanne Schmahl (1846-1915), the French feminists and founder of the French Union for Women’s
Suffrage,HeleneLange(1848-1930)themoderateleaderoftheGermanmiddle-classwomen’smovement,aswell
astheleadingsocialistfeministClaraZetkin(1857-1933).Setting:aninternationalmeetingorganizedbytheBritish
Women’s Social and Political Union in 1912 in London. Before the debate starts the guests will introduce
themselves(bystudentvolunteers).
ForumAssignment,dueWednesday,March6,2017by5:00pm
In preparation for the historical simulation on Tuesday, March 7, 2014, students should summarize the main
argumentsofoneofthefeministstrategiesrepresentedbyfiveimportantwomenusingthesecondaryreadingand
theprimarysourcedocumentsassignedforWeek8-9.Yoursummaryshouldnotexceed1-2pages.
Note:Lettersindicatethefirstletterofyourlastname.Theassignedstrategyherealsoindicatesthestrategythe
studentwillrepresentatthehistoricalsimulation.
A-E:EmmelinePankhurst
F-K:MillicentGarrettFawcett
L-R:JeanneSchmahlandHeleneLange
S-Z:ClaraZetkin
WEEK10:
SpringBreak
WEEK11:
Tuesday,March21,2017:
Home/Front:TheGenderOrderoftheFirstWorldWar
Questions:
•
WhatwasnewintherelationsbetweenfrontandhomefrontduringWorldWarI?
•
HowdiddifferentgroupsofwomenintheinvolvedcountriesrespondtotheFirstWorldWar?
•
Howdidtheirresponseandinvolvementchangeduringthewarandwhy?
•
Whichdifferencescanweobservebetweendifferentcountriesandhowcanweexplainthem?
•
DidWorldWarIemancipatewomen?
HISTORY / WMST 259: Spring 2017
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RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.413-415(Document134).
•
BellandOffen,Women,vol.II,pp.259-263(Document65-67).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.6-21.
HistoricalSimulationinClass:
Studentsprepareafictionaldebateoverthequestion,ifwomenshouldsupportthewar,whyandhoworifthey
shouldfightagainstthewar,whyandhow.ThedebatetakesplaceduringTheInternationalCongressofWomen
whichconvenedonApril28,1915atTheHague,Netherlands,withmorethan1,200delegatesfrom12countries—
includingBritain,Germany,Austria-Hungary,Italy,Poland,BelgiumandtheUnitedStates—alldedicatedtothe
causeofpeaceandaresolutionofthegreatinternationalconflictthatwasWorldWar,butwithdifferentstrategies
toreachthisgoalinmind.
Assignment,dueMonday,March20,2014by5:00pm:
Pleaseprepareahistoricalsimulationoverthequestion,ifwomenshouldsupportthewar,whyandhoworifthey
shouldfightagainstthewar,whyandhow.Makenotestobeabletoactivelyjointhedebate.Usetheprimaryand
secondarysourcesforyourargumentation.
Note:Lettersindicatethefirstletterofyourlastname.Theyindicateswhichsidethestudentwillrepresentatthe
historicalsimulation:
A-K:Supportersofthepositionthatwomenshouldsupportthewar;
L-Z:Opponentsofthisposition.
Istronglyrecommendedthemovie:Unlongdimanchedefiançailles(Averylongengagement)(France,
2003)(133minutes)director:JeanPierreJeunet.UNC:MediaResourcesCenterLibraryUseOnly:65DVD2347pt.1c.3
Thursday,March23,2014:
WomenafterWorldWarI:GenderandPoliticsinInterwarEurope
Questions:
•
WhydidwomeninsomanycountriesinvolvedinWorldWarIfinallyattaintherighttovote?
•
Howdidwomenrespondtoandtrytoutilizethesenewrights?
•
Didthepositionofwomenchangeinpoliticsbecauseoftheirlegalpoliticalequality?
RequiredReading:
PrimaryDocuments:
•
BellandOffen.Women,vol.II,pp.296-298(Document80),andpp.317-327(Documents89and91).
•
StatisticsandGraphics:WomeninWeimarPolitics
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.21-41.
•
PatriciaM.Thane,“Whatdifferencedidthevotemake?WomeninpublicandprivateLifeinBritainsince
1918,”HistoricalResearch76(2003):268-285.
•
KarenHagemann,“Men’sDemonstrationsandWomen’sProtest.GenderinCollectiveActionintheUrban
Working-ClassMilieuDuringtheWeimarRepublic,”Gender&History5,no.1(1993):101-119.
ForumAssignment,dueWednesday,March22,2014by5:00pm:
HISTORY / WMST 259: Spring 2017
15
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
WEEK12:
Tuesday,March28,2017:
The“NewWoman”,theRationalizationofEverydayLife,andtheGenderOrderintheInterwar
Period
Documentary:
•
"Flappers:theBirthofthe20th-centuryWoman",Britain,1999(53minutes).
Wewillwatchthedocumentaryinclass.
Questions:
•
Howdidcontemporariesdefinetheimageofthe“NewWoman”?
•
Whatdohistoriansmean,whentheytalkabouta“rationalizationoftheeverydaylife”?
•
In which parts of everyday life and in which segments of the population did a modernization and
“rationalizationoftheeverydaylife”tookplace? •
Wastherea“NewWoman”inInterwarEurope?Whichsocialgroupsofwomenwereabletoliveintheir
everydaylivestheidealofthe“NewWoman”?Whichconditionswerenecessary?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.455-457(Document144).
BackgroundReading:
•
Grossmann,Atina,“GirlkulturorThoroughlyRationalizedFemale:ANewWomaninWeimarGermany?”,
inWomeninCultureandPolitics:ACenturyofChange,edsJudithFriedlanderetal.,Bloomington,1986,
62-80.
ForumAssignment,dueMonday,March27,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,March30,2017:
TheThirdReichandWorldWarII–AnOverview
Documentary:
•
“MasterRace,1933”(USA,1998)(56minutes)
Wewillwatchitthedocumentaryinclass.
RequiredReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.42-59
WEEK13:
Tuesday,April4,2017:
WomeninFascistCenturyRegimes-TheExampleofNaziGermany
HISTORY / WMST 259: Spring 2017
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Questions:
•
WhatconceptofthegenderorderdidtheNSDAPpropagate?
•
To what degree did the Nazi Party incorporate this concept in their concrete politics between 1933 and
1945?
•
WhatroledidwomenplayinthepoliticsoftheThirdReich?
•
WhatopportunitiesexistedforwomentobecomepoliticallyactiveintheThirdReich?
•
WhichgroupsofGermanwomensupportedtheNSDAPandwhy?
RequiredReading:
PrimaryDocuments:
•
RiemerandFout,EuropeanWomen,pp.106-110(Document26).
•
DiCaprioandWiesner,LivesandVoices,pp.496-502(Document156and157).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.42-59(thesameasforMarch27,2013)
ForumAssignment,dueMonday,April3,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,April6,2017:
GenderedCivilCourage,Protest,andResistanceagainstNaziGermany
Documentary:
•
“SurvivingHitler:ALoveStory”(USA,2010)(66min.),directorJohn-KeithWasson
PleasewatchitOnlinebeforeclass:https://www.youtube.com/watch?v=AQuNfWuK9PY
Questions:
•
Howwouldyoudefineresistance?
•
Whichformsofresistanceexisted?Inwhatwaysweretheydifferent?
•
Wasthereagenderspecificresistance?Inwhatwayswerewomeninvolved?
•
Whatmotivatedandenabledpeopletoprotestandgetactiveintheresistance?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.526-533(Documents165and166).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.76-78
•
Erpel,Simone,“StruggleandSurvival:JewishWomenintheAnti-FascistResistanceinGermany”,in:Leo
BaeckInstitute.YearBook37(1992):397-414.
•
John Michalczyk, “The White Rose Student Movement in Germany: Its History and Relevance Today,“ in
Confront!ResistanceinNaziGermany,ed.JohnJ.Michalczyk(NewYork,Lang,2004),pp.211-220.
AdditionalAssignment:
Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:“SophieScholl–TheFinal
Days,”(SophieScholl:DieletztenTage)(FRG,2005),(117minutes),directorMarcRothemund.Youcan
HISTORY / WMST 259: Spring 2017
17
eitherdothisintheUNCMediaCenter:65-DVD3430orOnline:
https://www.youtube.com/watch?v=nXtC08tWxqA
Ialsorecommend:Rosenstrasse(Germany,2003(136minutes),director:MargarethevonvonTrotta,.
MediaResourcesCenterLibraryUseOnly:65-DVD206.OnlineinGerman:
https://www.youtube.com/watch?v=B6yd1p8msws.InEnglish:
http://www.imdb.com/title/tt0298131/videoplayer/vi2555682329
WEEK14:
Tuesday,April11,2017:
GenderingtheHolocaustI
Questions:
•
WhatdoyouknowabouttheHolocaust?Wheredidyoulearnit?
•
IsanattempttogenderthehistoryoftheHolocaustappropriate?
•
What enabled Jewish men and women to emigrate, to resist or survive the hell of ghettos and
concentrationcamps?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.522-526and529-533(Documents164and166).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.70-76.
•
Baumel,JudithTydor.“Women’sAgencyandSurvivalStrategiesduringtheHolocaust.”Women’sStudies
InternationalForum22/3(1999):pp.329-347.
•
Milton,Sybil,“WomenandtheHolocaust:TheCaseofGermanandGermanJewishWomen,”in:Different
Voices: Women and the Holocaust, ed. by Rittner and Roth (New York: Paragon House, 1993), pp. 213249.
•
Rittner,CarolandJohnK.Roth,“PrologueWomenandtheHolocaust,”inDifferentVoices:Womenandthe
Holocaust,ed.byRittnerandRoth(NewYork:ParagonHouse,1993),pp.1-21.
ForumAssignment,dueMonday,April10,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,April13,2017:
GenderingtheHolocaustII
Documentary:
•
"TheWomenfromRavensbrück,”(DieFrauenvonRavensbrück),Germany,2005,director:LorettaWalz
(90minutes)
RequiredReading:
•
ThesameasforApril13,2014
HISTORY / WMST 259: Spring 2017
18
WEEK15:
Tuesday,April18,2017
HomeandFrontinWorldWarII
Questions:
•
HowdidthedifferentEuropeanwarsocietiestrytomobilizewomenandmenfortheSecondWorldWar?
•
WhichrolesdidwomenplayduringWorldWarIIonthehomefront?
•
Inwhichwayswerewomeninvolvedinthemilitaryandwhy?
•
Didthespecificwarexperienceindifferentcountriesinfluencethepost-wargenderorder?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesener,LivesandVoices,pp.534-542(Document167and169).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.60-70and79-96.
•
Karen Hagemann, “Mobilizing Women for War: The History, Historiography, and Memory of German
Women’sWarServiceintheTwoWorldWars,”JournalofMilitaryHistory75:3(2011):1055-1093.
ForumAssignment,dueMonday,April17,2017by5:00pm
Pleasesubmitthreequestionsandrelatedcommentsontheprimarydocumentandthesecondaryreadingforthe
classontheSakaiForumthatyouwouldliketoexploreinclass.
Thursday,April20,2017:
Re-GenderingPost-WorldWarIISocieties
Questions:
•
HowdidthesituationofwomenchangeafterWorldWarIIinEurope?
•
WhichroledidthefamilyplayinthereconstructionofEuropeanpost-warsocieties?
•
Whydidthemodelofthemale-bread-winnerfamilybecomesoinfluentialinEuropeanpost-warsocieties,
politicsandculture?
•
Whatwerethemainpointsofcriticismofpost-warfeministsliketheFrenchauthorSimonedeBeauvoir?
RequiredReading:
PrimaryDocuments:
•
BellandOffen,Women,vol.II,pp.420-432(Document119and120).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.79-96und115-132.
AdditionalAssignment:
Pleasewatchthefollowingmovieonyourowninpreparationoftheclass:“MarriageofMariaBraun,”
(DieEhederMariaBraun)FRG,1979,directorRainerWernerFassbinder(120minutes).Youcanaccessis
OnlineontheUNCwebsite:http://unc.kanopystreaming.com/video/marriage-maria-braun
HISTORY / WMST 259: Spring 2017
19
WEEK16:
Tuesday,April25,2017:
TheNewWomen’sMovementofthe1960s-1980s
Questions:
•
Whateconomic,social,politicalandculturalfactorscontributedtothedevelopmentoftheNewWomen’s
Movement?
•
Whatroledidthepostwargenderorderplayinthedevelopmentofanewfeministthinking?
•
Whatwasthesocialbackgroundoftheleadingfeministactivistsofthenewwomen’smovement?
•
Whatweretheiraimsandstrategies?
•
Whoweresomeofthemostinfluentialfiguresinthemovement?
RequiredReading:
PrimaryDocuments:
•
DiCaprioandWiesner,LivesandVoices,pp.558-564,573-577and580-582(Documents173,175and177).
BackgroundReading:
•
Allen,WomeninTwentiethCenturyEurope,pp.115-131.
I strongly recommended the movie: “Vera Drake” (Britain, 2006) (126 minutes), director: Stephan
Frears.UNC:MediaResourcesCenterLibraryUseOnly:65-DVD2239.
Thursday,April27,2017:
FinalClass:DoMenandWomenHaveEqualRightsandChancesToday?
Questions:
•
Domenandwomenhaveequalrightsandchancestoday?
•
Dowestill/againneedawomen'smovement?
RequiredReading:
•
NancyGibbs,“Whatwomenwantnow:ATimespecialreport,”TIMEMagazine,October26,2009.
•
NancyGibbs,“Love,Sex,FreedomandTheParadoxofthePill”,TIMEMagazine,May3,2010.
•
KatePickert,“WhatChoice?”TIMEMagazine,January3,2012.
FinalExaminationisdueisdueon:TBA.
PleasesubmitthepaperelectronicallybyemailasaWorddocument.Namethefileasfollows:
Lastname-Last_Assignment.Theinstructionfortheprimarydocumentessaywillbepostedlateston
weekbeforetheassignmentisdueunder“Sakai/Resources/SupportforAssignments.”
SAKAI
IwillbeusingSakaitomakecoursematerials,announcements,andotheressentialinformationavailabletoyou.
YouareexpectedtocheckSakairegularlyandareresponsibleforthematerialthatappearsonit.ToaccessSakai:
HISTORY / WMST 259: Spring 2017
1.
2.
3.
4.
5.
20
Gotohttp://sakai.unc.eduandtypeinthenameyouuseforyouremailandthenyourpassword
Youwillthenreceivealistofallthecoursesforwhichyouareregisteredthissemester.ClickonHIST259
orWMST259(whicheveryouareregisteredfor).
PleasefamiliarizeyourselfwiththecourseWebPage.Itisanessentialtoolfortakingthiscourse.
IfyoudonotwanttouseyourUNCemailaddress,youmustcontacttheHelpDeskat962-HELP.
AcopyofthesyllabusisonSakaiunderSyllabus.Itmaybeupdatedperiodically.
Pleasenote:ifyouhavedroppedthiscourse,theregistrarwilltakeyouoffthecourseemaillistwithin48hours.
Youdonotneedtocontacttheinstructorortakeanyotheraction.
RULESOFTHEROAD
1. Read this syllabus carefully. You should consider it a contract between you and the professor. Your
enrollmentinthecoursesignifiesyouragreementtoadheretoit.Keepitforreference.Youwillalsofindit
onSakai.
2. Read the email and announcements on SAKAI carefully and regularly. I will communicate with you by
email and announcements on SAKAI during the course. Please read your email and check the SAKAI
announcements.
3. Communicateappropriately.Learnhowtowriteaprofessionalemail.Pleasereadoverthehandoutfrom
the UNC Writing Centeron email etiquette and effective communication at colleges and universities:
http://writingcenter.unc.edu/handouts/effective-e-mail-communication/
4. Attendance will be taken in every class. No more than four missed classes will be accepted. After four
missedclasses,yourparticipationgradewillgodown0.1pointsforeverydayyoumissclass,butifyou
excuse yourself in advance for additional missed classes in case of crisis and emergency, we will find a
solution,forexamplethemake-upassignmentofresponsepaper(seetheguideonSakai).
5. No late papers or other written work will be accepted except in the case of documented dire
emergencies or a previous agreement. Remember to make back-up copies of your drafts and papers; a
harddiskcrashadayortwobeforepapersaredueisnotanacceptableexcuseforturninginalatepaper.
Ifyoufaceseriousproblemstohandinginanassignmentintimepleasecontactmeinadvanceandwewill
find a solution. For unexcused lateness your grade will go down ten points. Thus, if you have a B+, your
gradewillfalltoaC+orifyouhaveaC,yourgradewillfalltoaD.
6. Plagiarism: to take or pass off as one's own the ideas, key writings, etc. of another; to copy the exact
words or to use key phrases from another author; to steal key ideas, even if you put them in your own
words.Ifyoudoanyofthesethings,withoutusingafootnotetoindicateyoursource,youareguiltyof
plagiarism.Theexactwordsofanotherauthormustbeputinquotationmarks.Beforewarnedthatitis
extremelyeasytotracesourcesofplagiarismwithsoftwareandontheweb.Ifyouplagiarizeapaperyou
will receive a zero on that piece of work, and you will be subject to prosecution under the UNC Honor
Code.ItisyourresponsibilitytofamiliarizeyourselfwiththeHonorCode(http://instrument.unc.edu).
7. Cheating:Incaseofcheating,youwillflunktheexam.WewillalsoreportdelinquentstoeithertheUNC
Honor Court or the UNC Dean of Academic Affairs. Students may not bring any material related to the
course to the final examination unless it is contained in a closed book bag or knapsack. It is your
responsibilitytobefamiliarwith,andactaccordingto,theuniversities’honorcodes.
8. Finally-Electronics:Isupport“oldschool”communicationandnote-takingduringclasses,however,Iwill
allowlaptopsinseminarsessionsasatoolforyourclassworkinspecificcircumstances.Pen,paperand
face-to-facedialoguereduceunnecessarydistractions.Pleaseturnoffallelectronicdevicesincluding,but
notlimitedto,iPhones,cellphones,iPods,iPadsoranyotherdevicesthatring,buzzording.Thesedevices
shouldbeproperlysecuredinyourbackpack.
HISTORY / WMST 259: Spring 2017
21
HONORCODE
Papersandexamsmustbeareitherthefullhonorcodepledge(“Onmyhonor,Ihaveneithergiven
norreceivedunauthorizedaidonthisassignment.”)ortheword“Pledge”followedbyyournameas
a shorthand way of communicating your adherence. Otherwise, no grade will be recorded. More
informationisalsoavailableathttp://instrument.unc.eduandat:
http://www.unc.edu/depts/wcweb/handouts/plagiarism.html.