Class+Syllabus

WST 204 ROOTS OF FEMINISM Fall, 2009 T TH 12:30-1:50 MCB W203 Professor Mary Jane Treacy Office hours are posted on my door: C313-C. Please sign up for office hours rather than call or email. treacy@simmons.edu __ What is this course? __ Roots of Feminism introduces you to the emergence of activism and thinking to change women’s lives in the Anglo-American world. We start during the eighteenth-century Enlightenment when intellectuals in the West asserted the novel idea of the existence of “rights of man.” Soon after, an English woman, Mary Wollstonecraft, countered with her own assertion that women too have rights as well as duties in political and social life.

From here we turn quickly to the United States in the mid-nineteenth century. When abolitionists were claiming freedom for the enslaved, many Protestant women appealed to their faith to justify political activity on behalf of slaves, and the most audacious demanded freedom for themselves s well from legal slavery (that is, married women did not “own” themselves legally). The Woman’s Movement (note the singular used here) insisted that women were people and therefore should have the right to their bodies, their wages, and their property. Moreover, they should have a say in the laws that govern them; that is, they should have the franchise (vote).

Of course not all nineteenth and early twentieth century women were so worried. After the Civil War, recently liberated slaves, most of whom continued in agricultural labor, as well as newly arrived immigrants who toiled in factories in the rapidly industrializing nation had other stories to tell: poverty, loss of family life, struggle for survival. These women turned, not to “the piece of paper dropped into a box,” but to city bosses, labor organizations, the churches, and/or their own women’s clubs for support.

Yet by 1913, women from all social classes and social groups centered their attention on reforming society for others and for themselves. Some would demand the vote, saying that women’s innate virtue would clean up political corruption, while others sought to move out of women’s prescribed domestic sphere to establish a social, legal, and political equality with men. Still others would opt to join organizations of workers: labor unions, political parties, strikes. Some— maybe even the same women—would take for themselves a name recently arrived from France: “feministes.”

In //Greenwich Village// //1913//, we are going to return, as much as it is possible, to that moment when some women and men saw that the world was changing, social hierarchies could be different, rigid gender roles were breaking apart, and even sexual relationships could challenge Victorian standards. It seemed that all was possible, all was thinkable, all was subject to discussion and debate. You will take on a character –a historical person or a composite figure--and her/his arguments to persuade others to follow your vision of a just society. Your //Game Book// has more detailed information.

We will then move to the late 1960s-1970s, the period that is called the Second Wave to play //‘Sisterhood’-The Theory-Building Game.// Once again the times seemed to be “a-changin.’” Post WWII prosperity brought increasing numbers of young Americans to the nation’s universities, breaking down class barriers; a Civil Rights movement was slowly breaking down racial divides; and women were starting to enjoy the personal freedom of economic independence as well as the sexual freedom that legal contraception now afforded them. You will be placed in factions or teams to build a new theory for this Second Wave of feminism. __ How is this course different from other courses? __ On one hand, it is not different. You will have reading assignments and writing activities. We will talk in class about the issues raised in the readings. I will grade your work based on the depth of your understanding of the material and the quality of your participation in class. You will have a final exam.

Yet after we have concluded the preparatory classes, I will move from traditional instructor to “game master” and you will change from students to the players. My role will be to start up the game, help you when you want a consultation, and put into place some special twists and surprises. I will advise everyone and help all of you put forward your best arguments. Nevertheless, this does not mean that I will help you win. You will take on roles, develop the ideas of your character and argue her/his point of view to persuade others. You will win or lose or figure out something in between. The outcome of these games is not preordained; winning or losing will depend upon you. At the end of the games, we will clarify what happened in history.

__ Required texts for Greenwich Village 1913: __ Mary Jane Treacy. //Greenwich Village// //1913. Suffrage, Labor, and the New Woman.// This will be referred to below as the Game Book or GB. __ Required texts for The ‘Sisterhood:’ The Theory-Building Game: __ Ruth Rosen. //The World Split Open.// Komar and Bartowski, //Feminist Theory// Additional materials on library reserve and on e-learning

__ Library Reserves for Greenwich Village 1913 and the ‘Sisterhood’ Game: __ You will find books on reserve in the library to help you prepare for the games. Consult the GB and handouts for a list of the specific materials on reserve.

__ Learning Goals: __ // Knowledge: // To follow the major debates on the nature and place of women from 1790 to the late 1970s. The more recent multicultural, post-modern, and global feminist theories will be presented in Feminist Theory. To understand the basic theoretical arguments presented in liberal, socialist, and radical feminist thinking. To see how waves of social activism on behalf of women have provided starting points, conceptual frameworks, and debates that continue to influence us today.

// Understanding: // To explore the past from within its own complex social, legal, political contexts. To respect the contributions of earlier activists for women. To take on, if only for a short time, the ideas, beliefs, and values of someone who lives a different life in a different era from your own. To understand this person from within his or her conceptual framework.

// Skills: // To develop critical thinking skills, good oral arguments, and persuasive writing. To take responsibility for your own learning. To take responsibility for the learning experiences of others. To strengthen/improve your study skills and habits.

Thursday 9/3 **Introduction to WSt 204 Roots of Feminism**

At the Nickelodeon**:** //The Hazards of Helen// (1915)

Overview of Reacting to the Past and this game: Reacting to the Past**:** [] Read the following in the GB: “Life at Its Fullest,” “The Socialist and the Suffragist,” “The Game,” “The Debates,” “Heterodoxy,” Web Course Tools,” and “Victory Objectives.”

You will follow the GB for the duration of //Greenwich Village// //1913//.

Tuesday 9/8

Due: Historical Background in the GB: Woman’s Rights and Suffrage
 * Preparatory Session A: Mary Wollstonecraft **

Wollstonecraft, //Vindication of the Rights of Woman,//

[] “Enlightenment and Human Rights”

Thursday 9/10


 * Preparatory Session A: Elizabeth Cady Stanton and Sojourner Truth **

Due: Stanton, “Declaration of Sentiments” Stanton homework assignment [] Go through the entire story on line.

[] Under American Contributions, //The Declaration of Independence.// Bring a copy of the //Declaration of Independence// to class.

Truth, “Ain’t I a Woman.”

Tuesday 9/15

Due: Marx, “Bourgeois and Proletarians: // The Manifesto of the Communist Party // Marx homework assignment
 * Preparatory Session B: Karl Marx **

Consult for more information and texts.
 * [] l **

Thursday 9/17


 * Preparatory Session B: The Americanization of Social Protest**

Due: Historical Background in the GB: American Labor and Labor Movements

QUIZ: Quiz on Wollstonecraft, Stanton, and Marx

Tuesday 9/22

Due: Historical Background in the GB: The Spirit of the New
 * Preparatory Session C: The Modern Spirit **

Hapgood, “The Bohemian, the American, and the Foreigner” Bourne, “Youth” Lippmann, “Introduction” to //Drift and Mastery//

//Our American Century. The Nation Issue.//

View the following sites: Metropolitan Lives: The Ashcan Artists and Their New York [] Armory Show [] Thursday 9/24 **Preparatory Session C: Polly’s Restaurant**

Distribution of roles. Faction meetings and consultations Villager conversations

Tuesday 9/29 **Game Session 1: Suffrage Faction Presentations**

Due: Suffrage papers due. Stanton, “Solitude of self” Howe, “An Anti-Suffrage Monologue” C. Eastman, “Now We Can Begin

//Our American Century. The Politics Issue//.

[] At the Nickelodeon: //A Lively Affair// (1912 )

Thursday 10/1 **Game Session 2: Labor Faction Presentations**

Due: Labor papers due. Haywood, “The General Strike” Flynn, “The IWW Call to Women” //Socialist Party Platform of 1912//

// Our American Century. The Money Issue. // Tuesday 10/6 **Game Session 3: Feminist Mass Meeting**

Due: Villagers’ papers due. Gilman, “Chapter XIV” of Women and Economics Parsons, “Ethical Considerations” Dell, “Charlotte Perkins Gilman: The First Paper” Lippmann, “A Note on the Woman’s Movement”

//Our American Century. The Reform Issue.//

Thursday 10/8

Due: Mabel has assigned this reading at the end of Class 7. Mabel has selected a speaker.
 * Game Session 4 : Mabel Dodge’s Evening **

//Our American Century. The Culture Issue.//

Scheduled events. See Polly.

Tuesday 10/13 **Polly’s is closed.**

Thursday 10/15 **Game Session 5: //The Masses// + The Vote**

Tuesday 10/20 **Coda : 1917- Facing the Future**

Due: //The Quill// (hand-out)

At the Nickelodeon: //100% American (1918)//

Thursday 10/22 **Postmortem of //Greenwich Village, 1913//**
 * Set-up //‘Sisterhood’- The Theory- Building Game// **

Tuesday 10/27 SISTERHOOD: THE THEORY- BUILDING GAME


 * Backpack 1 : What is the problem?**

Thursday 10/29

[]

Tuesday 11/3 **Backpack 2: Are women the same as men or different?**

Thursday 11/5 []

Tuesday 11/10 **Backpack 3: Can theories of social change help women?**

Thursday 11/12 []

Tuesday 11/17 **Backpack 4: What does ‘ the personal” tell us?**

Thursday 11/19

[]

Tuesday 11/24

Thanksgiving

Tuesday 12/1 **Backpack 5: What does “identity” have to do with it?**

Thursday 12/3 []

Tuesday 12/8 **Wrap-Up**

There will be a final exam during finals period. Please do not make plans to leave the College until the Registrar has scheduled our exam. __ Rules of the Game __ __Attendance.__ There are no days “off.” If we were a sports team, class would be our games. If we were actors, class would be our performances. Just like these situations, when you miss class, you not only do not do your part, you also leave others in the lurch and hinder their learning. A missed class will reduce your __participation__ grade by 5 points. I will ask you to withdraw if you have more than 5 absences for any reason.

__Punctuality.__ Class will begin on time. We will also end on time. You are expected to be in class and __ready to work__ at the beginning of class. Late arrivals will be considered missed classes.

__Cell phones__. Turn them off or leave them at home. They should be out of sight during the entire class. No texting permitted during class time.

__Food__. Do not bring food to class. Be wise about the amount of liquids you bring.

__Leaving class__. Class lasts one hour and twenty minutes. Please make arrangements to go to the bathroom before or after class, not in the middle. If you have medical problems, see me immediately and we will plan a strategy for the semester. __Deadlines__. You are required to meet the deadlines for all written and oral work. Formal written work that is to receive comments and a grade must be printed out and brought to class or to my office by the date due. I will not seek you out, wait for your work, or print out your work because you are not at school on a particular day. Late work will be penalized by 5 points per everyday day late. For example, a grade of 90 becomes 85 after one day late (A- to B in grade).

__Final exam__. There will be a final exam in exam period. You must attend and take the exam within the time allotted. I will not look for you.

__Disability issues__. If you have a disability, see the Office of Disability Services. Expert staff there will suggest appropriate accommodations. Please alert me and see staff at Disability Services during the first week of class and before roles are distributed. I will not be able to make accommodations once the games are set into motion. According to the policy of the Office of Disability Services, accommodations are NOT retroactive.

Please bring me any formal accommodation requests and talk with me about how we will adapt the recommendations to the specifics of our course. I will be happy to talk with your advisor in Disability Services if this would be helpful to you. Let me know.

__Syllabus.__ A syllabus is not a formal contract. I reserve the right to make changes for sound pedagogical reasons. __Grades__

__ GV 1913 __ Faction/Villager formal writing: 20% Game participation: 20% __ The Sisterhood Game __ Faction Manifestos: 20% Game Participation: 20% __ Part 3: The Final Exam 20% __

__ Formal Writing is evaluated for the following: __ Addresses the issue Uses primary and secondary sources Cites references correctly Makes a clear and coherent argument Meets deadline

__ Participation is evaluated on the following: __ Attends class, arrives on time, engages with the material Helps peers in her faction Prepares the reading assignments before class Shows understanding of the assigned materials Grapples with the questions and debates Asks questions to improve her understanding Hands in homework assignments on time