Women in World History
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description
This course provides a broad
overview of women’s experiences in history, from hunter-gatherer societies
to the present. We will especially explore the mixed legacy of “civilization”
for women’s status and some of the basic literature on women’s historiography.
As we move through history, we will consider topics like the following:
the comparative role of women in the major world religions, how women have
participated in various economies, the relative merits of histories of “great
women” vs. social histories of the majority of women, whether women’s status
has progressively improved or deteriorated or neither, the purported superiority
of women’s positions in Western societies, and the history of women’s rights
movements.
We could ask many questions about women in world history, but we will focus
on the following: Have women had a common experience, despite differences
of place, time, class, race, and so on? Have women’s lives generally improved
over the course of world history?
The course will concentrate on the following geographical areas: East and
South Asia, the Middle East, West and South Africa, Western Europe, and
the Iroquois, Aztec and Inca regions in the Americas.
The course will help you develop your skills in critical reading and library
research. Successful completion of Women in World History fulfills the “Other
Cultures and Civilizations” POK. History majors may take this class to fulfill
the ancient/early modern half (Group A) of their world history requirement.
Note: I strongly encourage
you to contact me by e-mail, rather than voice mail. Come see me during
my office hours for issues that are better discussed face-to-face.
| office | Mood-Bridwell 216 |
| greenmue@southwestern.edu I do not generally check e-mail between 10 am Friday and 1 pm on Sunday. |
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| telephone | 512.863.1595 |
| office hours | M, F 9-10 a.m. in Mood
216 T 2:30-3:30 p.m. in the Cove or by appointment |
In this course, you must complete
the following assignments. You may select option A or option B. Option B
is designed primarily for more experienced students. All students
must complete the first three assignments.
To calculate your final grade, I will multiply each of your assignment grades
by the percentage given for each assignment, and add all those weighted
grades together. See the policies section for more
information about grading.
1. library research assignment (10%):
For the position paper and the Women in the Global Past fair, you will need to conduct library research. To prepare for those assignments (and for other research assignments you will undertake at Southwestern), you will use the library research assignment to explore the resources of our university library.
To do the assignment, first print out the form I have linked here. While conducting the research to answer each of the questions on the form, keep notes for yourself so that you can later open the form again as a document on your own word processor and type your answers directly into the document.
Print one copy of the completed form to hand in on 23 January.
Criteria for grading this assignment: creativity and thoroughness of research; use of a broad range of library resources; clear explanation of your efforts and results in the library research handout; carefully following directions.
2. position paper (15%):
Click here to
visit the position paper web site.
At the beginning of the semester, you will sign up to turn in a 3-4 page position paper on a particular day. To prepare to write the paper, you will need to read that day’s assignment, plus at least one other substantial source on that topic. For example, if you signed up for 1 March, the day we discuss pre-Columbian American women, you would first read the assigned reading for that day. Then, you would go to the library to find other materials (at least one other substantial source) on this topic.3. 2 take-home exams (35% total: 15% for 1st exam; 20% for 2nd exam):
How do you find those extra sources? The best places to start are the “Suggested Further Readings” sections at the end of each chapter in the Hughes books. You should also use the skills you learned during the library research assignment. Pay close attention to the Internet source policy below.
Using your research, decide upon a thesis that you want to argue in your paper. For instance, you might wish to argue, on the basis of your additional reading, that women in your period had some unexpected freedoms; or that women in that period and place shared some interesting similarities to (or were strikingly different from) other women about whom we have read; or that the Hughes and Hughes text or one of the selections in the course reader does not discuss or even does not accurately portray a certain aspect of women’s lives in that period. There are many other possible theses that you could argue. (For help with how to write a good thesis statement, click here. See model papers from a previous class on this site.)
In your paper, clearly state your thesis at the beginning of your paper, and use your research to substantiate that thesis. Use MLA citation style. (Click here for an explanation of MLA style.) As much as possible, connect your new information to information from the required readings.
At the bottom of the page after the end of your paper, write a focused question that you would like to answer in your poster project. This question should be based on the required readings for that day and the material you read for your position paper.
Before class on the day your position paper is due, e-mail your paper to me as an attachment. I will then post your paper to the position paper web site. (Each member of the class should read these papers and use the contained information whenever possible when writing take-home exams.) Please also bring me a physical copy of your paper, on which you have written and signed the honor code.
In class, I will ask you to summarize your findings in about five minutes, and during class you should contribute information from your research whenever it seems relevant.
Give yourself ample time to do this assignment. This means starting the preliminary research as soon as you know your date and topic. I will not give you an extension on this assignment just because you have failed to start it well ahead of time. I will also not excuse you from doing good research just because the Southwestern collection may not have all the sources you need. You have an excellent interlibrary loan service at your disposal, and I expect you to use it. If our library does not own a copy of material you need, order those materials at least a couple of weeks in advance through interlibrary loan!!!Revisions: You may re-write your position paper. To do this:
[1] Use the comments I wrote on your first version of the paper to make revisions to the paper.If your second version shows substantial revision (a substantial revision requires much more than correcting spelling and grammar errors!), I will consider your first version of the position paper a draft, and your grade on the position paper will become the grade that you receive on the revised version. I will not grade a revised position paper that does not show substantial revision.
[2] Take another look at the web site on writing a good thesis.
[3] Do more than just “correct” what I have marked. I will not always mark every awkward phrase, or spelling or grammatical error. In addition, there may be content-based issues that I did not notice on the first reading. So read your first and revised draft carefully to make sure that your revised version truly sparkles.
If you choose to re-write your position paper, you must hand in a revision no later than 23 April. (Those of you who presented position papers earlier in the semester should hand in revisions earlier than that.) You must staple your original, marked-up draft to the revised version.Criteria for grading this assignment: creativity and thoroughness of research, using skills learned during library research assignment; clearly stated and well-documented thesis; depth of comparison to at least one of our required readings; clarity of your writing; clarity and organization of your in-class, informal presentation of your findings.
There are two take-home exams in this course. Though the latter exam technically will not be comprehensive, you should incorporate insights and information from earlier parts of the course wherever appropriate.4. Women in the Global Past fair (25%):
Your exam answers will be relatively short (3-4 pages for each exam), so I expect you to choose your words carefully. Write as though you were writing a paper, not a hurried, in-class exam.
Use MLA citation style in your exams. (Click here for an explanation of MLA style.) Note that this site explains how to cite a multi-volume work like Hughes and Hughes. To cite articles in the course reader, use the original citation and page numbers rather than the course reader page numbers.
When writing your take-home exams, you may use your course materials (books, notes, student position papers); other scholarly sources (though I strongly discourage doing extra research for the exams); and the Debby Ellis Writing Center (Mood 316; x1798; write@southwestern.edu). You may not, however, discuss the exams with anyone else.
Criteria for grading this assignment: thoroughness (do you answer the whole question? do you consider all the possibilities and evidence? do you incorporate information from student position papers when appropriate?); thoughtfulness and depth (do you make subtle arguments that you have thought through carefully instead of sweeping generalizations that you cannot support?); clarity of your writing (have you organized your paper logically and provided transitions from one point to the next? is your paper free from grammatical and spelling errors and awkward writing?); use of specific, appropriately cited evidence (do you work carefully with the readings in your answer? do you cite your evidence not only when you quote directly, but also when you borrow any ideas or information? do you follow MLA style?).
At the end of the semester, our class will sponsor a Women in the Global Past Fair for the campus and local community. Each of you will host your own booth at which you will inform visitors about women’s lives in a particular time and place. The fair will run for three hours, during which visitors will walk from booth to booth asking you questions, reading and looking at the materials you have prepared, and doing a basic activity that you have designed.5. participation (15%):
Minimum requirements: Your booth presentation must include (1) your ability to answer most of a broad range of basic questions from visitors about women’s lives in your time period/place; (2) a 32" x 40" poster visually illustrating and verbally describing women’s lives in your time period/place; and (3) an activity for visitors that helps to explain and/or dramatize one aspect of women’s lives in your time period/place.
Beyond this, expand on and embellish your booth in any way that your imagination flows and the historical record allows. You might decide to dress in costume and act as if you were a woman or man from this period. You might create a whole persona and back story for yourself that illustrates a typical (or atypical) woman’s life. You might incorporate video, audio, a Power Point presentation, or other multimedia. (I can help you order equipment. Just give me at least two weeks’ notice before the fair.) You might put on a performance (puppets, dance, a short monologue, a poem from the period). You might decide to cook a dish to share or make a craft to display that women might have made in your time and place. The sky is the limit, as long as you adhere scrupulously to historical accuracy. If you have an idea but need a little financial help to do it, discuss it with me and we will find some funds. (Just keep it reasonable!)
At the end of the fair, turn in the poster from your booth, along with a 3-4 page paper in which you explain the rationale behind the various aspects of your booth presentation. In this paper, you must cite ample evidence demonstrating that you accurately represented women’s lives in each aspect of your booth presentation. Use MLA citation style in the paper, and include a complete bibliography of the works you used to research your fair contribution.
Criteria for grading this assignment: ability to offer as complete a picture as possible of women’s lives in your time and place; imaginativeness of total presentation; evidence of thorough research and careful attention to historical accuracy in your paper; visitor evaluations and other evidence of strong engagement with fair visitors.
Your participation grade will reflect your participation in class discussions, class attendance and attentiveness, your performance on small, low-stakes assignments to be allocated throughout the semester, and any discussions of class readings (not class mechanics) that you and I might have during office hours. I will lecture during some classes, but we will nearly always devote most of our class time to discussing the readings. In other words, you must be prepared during every class to contribute to discussion of the reading for that day.
If it becomes clear that students are not keeping up with the assigned readings, I will also give unannounced quizzes, and your grade(s) on the quiz(zes) will also factor into your participation grade. Unless you have a documented, excused absence, you may not make up missed quizzes.
Criteria for grading this assignment: quality of your comments, and particularly their rootedness in the assigned texts; frequency of your participation and attendance; quality of performance on small, low-stakes assignments; your ability to get other students talking by raising questions or engaging other students directly; when I am lecturing, your attentiveness and inquisitiveness; quizzes, if necessary.
Please see an important note below about attendance.
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Ordering books and articles through interlibrary loan Southwestern’s library
will not have some of the texts you will need for your
research in this course. Through the interlibrary loan (ILL)
service, you can order any books and articles that you need but
that Southwestern’s library does not own. When you order something
through ILL, the library finds another institution that has a copy
they are willing to lend, and requests it. When the SU library
receives a book, they call your voice mail to let you know you can
pick up the book at the circulation desk. If you ordered an article,
you will receive it via campus mail. |
1. attendance: I expect you to attend every class except for those days on which you have a documented medical or other legitimate emergency. Every absence will harm your final grade, since you will not have participated fully in discussions and will not have heard all the lectures. I also factor multiple, unexcused absences into your participation grade.
2. lateness: Do not arrive late to class. Lateness is disrespectful not only to me, but also to your fellow students.
3.
grading: The maximum percentages awarded for course assignments
add up to 100. I use a standard grading scale:
| 97–100 | A+ | 73–76.5 | C |
| 93–96.5 | A | 70–72.5 | C– |
| 90–92.5 | A– | 67–69.5 | D+ |
| 87–89.5 | B+ | 63–66.5 | D |
| 83–86.5 | B | 60–62.5 | D– |
| 80–82.5 | B– | 0–59.5 | F |
| 77–79.5 | C+ |
If your grades consistently improve over the course of the semester and if your class presence is consistent and attentive, I will consider shifting your final grade up to the next level. For example, if your final course grade worked out to an 86, but your grades had consistently improved during the semester and you were a consistent and attentive class participant, I would consider shifting your final grade up to a B+.
4. late assignments: I do not accept late assignments except under the following limited circumstances. If you have a documented medical excuse or other genuine emergency, you may discuss special arrangements with me as long as you do so in a timely fashion. If you know in advance that you will be away for a legitimate reason (e.g., a university-sponsored trip), you must notify me in a timely way of your pending absence and turn in your assignment in advance of the due date. All other late assignments will receive a 0.
5. honor code and plagiarism:You must write and sign the full honor code on each assignment in this class. That means writing out the following full text: I have neither given nor received aid on this examination [paper, etc.], nor have I seen anyone else do so. You may not write P.I.F. or any other variant of the honor code.
6. internet sources: You may not cite internet sources in any of the written assignments in this course. The following are exceptions to this rule and may be used, since they are clearly of a scholarly nature: articles from full-text databases like JSTOR and Project Muse; online primary sources (texts written by historical actors that have been re-published on the web); internet pages that I have approved well in advance of your turning in the assignment.
7. disabilities: Southwestern University will make reasonable accommodations for persons with documented disabilities. Students should register with the Office of Academic Services, (3rd floor Cullen, 863-1286). Professors must be officially notified by the Academic Services Coordinator that documentation is on file at least two weeks before the accommodation is needed.
You will find the following at the university bookstore. All but the course reader are also on reserve in the library.
Return to top
- Hughes, Sarah Shaver, and Brady Hughes. Women in World History. 2 vols. Armonk, N.Y., and London: M.E. Sharpe, 1995 and 1997.
- Ahmed, Leila. Women and Gender in Islam: Historical Roots of a Modern Debate. New Haven and London: Yale University Press, 1992.
- Women in World History Reader.
Each date listed below tells
you what topic we will discuss in class, and what you need to have read
in preparation for that day’s class.
= date on which an assignment
is due. HH1 = Hughes and Hughes, vol. 1. HH2 = Hughes and
Hughes, vol. 2. WIWHR = Women in World History Reader. Interlude indicates that we will spend several
days discussing a focused topic.
M Jan 12: Introduction to the course; syllabus; reading techniquesUnit 1: Prehistory and early settled societiesW Jan 14: Why study women? How to study women? An introduction to historiography
read: 1. Lerner, “Placing Women in History: Definitions and Challenges” [WIWHR]
2. Mohanty, “Under Western Eyes” [WIWHR]
3. “Introduction” [HH1, pp. 1-7]
F Jan 16: From females to womenUnit 2: Consolidated empires and world religions
read: 1. Zihlman, “Women as Shapers of the Human Adaptation” [WIWHR] 2. “Prehistoric Women: Shaping Evolution, Sustenance, and Economy” [HH1, pp. 9-26]
- Make a note of the sentence(s) that you think most clearly express(es) the thesis of this article.
notice:
I will post the sign-up sheet for position papers on my office door today. Sign up by 21 January.
M Jan 19: Class does not meet due to Martin Luther King remembrance activities
W Jan 21: Goddesses and women warriors
read: 1. Gimbutas, “Images of Goddesses and Gods” [WIWHR]
2. Tringham and Conkey, “Rethinking Figurines” [WIWHR]notice:
Last day to sign up for position papers on my office door.
read: 1. Lerner, “A Working Hypothesis” and “The Creation of Patriarchy” [WIWHR] due:
library research assignment
M Jan 26: Ancient Egypt
read: 1. “The Women of Ancient Egypt” [HH1, pp. 27-45]
2. Ward, “The Egyptian Economy and Non-Royal Women” [on-line reading]
- Also read at least 2 of the hyperlinked documents, indicated by red type.
- Write 1 discussion question about these readings. Bring 2 copies to class.
position paper:
W Jan 28: Early Hindu and Buddhist cultures
read: 1. “India: Women in Early Hindu and Buddhist Cultures” [HH1, pp. 47-62]
2. Coburn, “Devi: The Great Goddess” [WIWHR]position paper:
F Jan 30: Early Hebrew cultures
read: 1. “Israel: Jewish Women in the Torah and the Diaspora” [HH1, pp. 63-78]
2. Bird, “Images of Women in the Old Testament” [WIWHR]position paper:
M Feb 2: Classical Greece
read: 1. “Greece: Patriarchal Dominance in Classical Athens” [HH1, pp. 79-96]
2. Xenophon and Plutarch on Spartan women [on-line readings]
3. Galen, “Comparisons of Male and Female Anatomy” [on-line reading]position paper:
W Feb 4: Han China
read: 1. “China: Imperial Women of the Han Dynasty” [HH1, pp. 97-111]
2. Li Ki, book 10: “The Pattern of the Family” [on-line reading]3. Ban, “Lessons for a Woman” [on-line reading]
- The Li Ki (or Book of Rites) is a famous compilation of texts that describe Chinese religious practices from the 8th–5th century BCE. It was first written down ca. 200 BCE.
After doing the above readings, look again at the handout distributed Monday. For either the Li Ki or Ban selection, write down your answer to one of the questions on the handout.
position paper:
F Feb 6: The Roman Republic and early Christianity
read: 1. Cantarella, “The Period of the Kings and the Republic” [WIWHR]
2. “Women in the Late Roman Republic” [HH1, pp. 113-28]position paper:
M Feb 9: Medieval Europe
read: 1. Casagrande, “The Protected Woman” [WIWHR]
2. “Western Europe: Christian Women on Manors, in Convents, and in Towns” [HH1, pp. 129-49]position paper:
Interlude: Behind the veil W Feb 11: Beginnings of Islam in Arabia
read: 1. “Mesopotamia” and “The Mediterranean Middle East” [Ahmed, pp. 11-37]
2. “The Middle East: Islam, the Family, and the Seclusion of Women” [HH1, pp. 151-56]position paper:
F Feb 13: Class cancelled so that you can attend the Brown Symposium on the Arctic
note: It is very important that you attend the Brown Symposium events. Why? Because a university, and your education, can only thrive if you critically engage the most important issues of our time, both inside and outside the classroom. Additionally, the knowledge you have gained about women’s place in world history is crucial for a full discussion of Arctic life. In short, your perspective at the Brown Symposium is important – make the most of this exciting event! M Feb 16: Women’s leadership in early Islam
read: 1. “Women and the Rise of Islam” and “The Transitional Age” [Ahmed, pp. 41-78]
2. “The Middle East: Islam, the Family, and the Seclusion of Women” [HH1, pp. 156-62]position paper:
W Feb 18: Beginnings of seclusion
read: 1. “Elaboration of the Founding Discourses” [Ahmed, pp. 79-101]
2. “Rabi’a the Mystic” [WIWHR]position paper:
F Feb 20: First planning meeting for Women in Global Past Fair
prepare for class: Come to class prepared with:
- ideas for your booth and the fair more generally
- questions about the fair
M Feb 23: Neo-Confucian East Asia
read: 1. “China and Japan: The Patriarchal Ideal” [HH1, pp. 173-88]
2. Bossler, “‘A Daughter is a Daughter All Her Life’” [on-line reading]
- To access this article from an off-campus computer, you will need to obtain the passwords from the library.
position paper:
W Feb 25: Early empires in sub-Saharan Africa
read: 1. “Africa: Traders, Slaves, Sorcerers, and Queen Mothers” [HH1, pp. 189-205]
2. Callaway, “The Historical Setting and the Place of Women” [WIWHR]position paper:
notice:
1st take-home exam questions posted to website today. See 3 March below for link to questions.
F Feb 27: Southeast Asia after Chinese conquest
read: 1. “Southeast Asia: The Most Fortunate Women in the World” [HH1, 207-26]
2. Andaya, “From Temporary Wife to Prostitute” [on-line reading]
- To access this article from an off-campus computer, you will need to obtain the passwords from the library.
M Mar 1: Pre-columbian America
read: 1. “The Americas: Aztec, Inca, and Iroquois Women” [HH1, pp. 227-45]
2. Tooker, “Women in Iroquois Society” [WIWHR]position paper:
due: [Class does not meet today.]
1st take-home exam due by 10 a.m. in Dr. GM’s office (Mood 216).
Click here for the exam questions after 10 a.m. on 25 February.
Th Mar 4: Recommended lecture
lecture: 2004 Jessie Daniel Ames Lecture
Kate Bornstein and Barbara Carrellas
“Too Tall Blondes Do Sex, Death and Gender”
4 p.m., Alma Thomas Theater
Unit 3: Beginnings of a world system
read: 1. “China and Japan: The Neo-Confucian Regimes of the Qing Monarchy and the Tokugawa Shogunate” [HH2, pp. 13-32]
2. Mann, “Widows in the Kinship, Class, and Community Structures of Qing Dynasty China” [WIWHR]
position paper:
M Mar 8: The Ottoman Empire in its heyday
read: 1. “The Middle East: Women of the Ottoman Empire” [HH2, pp. 33-50]
2. Gerber, “Social and Economic Position of Women in an Ottoman City, Bursa, 1600-1700” [WIWHR]position paper:
W Mar 10: Early modern Europe
read: 1. “Europe: Witches, Workers, and Queens” [HH2, pp. 71-88]
2. Wiesner, “Witchcraft” [WIWHR]
3. “Concerning Witches Who Copulate with Devils” (question VI) from the Malleus Maleficarum [on-line reading]
- Click on “continued” at bottom of first web page.
position paper:
F Mar 12: The Americas colonized
read: 1. “Gender in the European Colonization of the Americas” [HH2, pp. 89-112]
2. Shoemaker, “The Rise or Fall of Iroquois Women” [WIWHR]position paper:
M Mar 15 – F Mar 19: Class does not meet due to spring break
M Mar 22: Early modern Africa
read: 1. “African Women in a New Era of Commerce and State Building” [HH2, pp. 113-36]
2. Klein, “African Women and the Atlantic Slave Trade” [WIWHR]
3. Thornton, “Sexual Demography: The Impact of the Slave Trade on Family Structure” [WIWHR]position paper:
prepare for class: Bring a typed bibliography of at least six books and articles that you plan to use in doing research for your booth.
Interlude: Sexualities in the early modern period F Mar 26: Transgendered women
read: 1. Roscoe, “Warrior Women and Women Chiefs” [WIWHR] position paper:
recommended lecture:
2004 Roy and Margaret Shilling Lecture
Archbishop Desmond Tutu
Time and location TBA
Don’t miss this Nobel Peace Prize-winning leader in the anti-apartheid movement in South Africa!
M Mar 29: Same-sex relationships
read: 1. Crompton, “The Myth of Lesbian Impunity” [WIWHR]
2. Eriksson, “A Lesbian Execution in Germany, 1721” [WIWHR]position paper:
W Mar 31: Modern Europe
read: 1. “Western Europe: Equality and Equity for New Women” [HH2, pp. 139-59]
2. “Women Miners in the English Coal Pits” [on-line reading]
3. Strobel, “Home and Work” [WIWHR]position paper:
F Apr 2: Modern Islamic world
read: 1. “The Symbol of the Veil in Modern Islam” [HH2, pp. 185-204]
2. “The Discourse of the Veil” [Ahmed, pp. 144-68]position paper:
M Apr 5: Africa colonized
read: 1. “Africa: The Colonial Legacy” [HH2, pp. 161-83]
2. Schmidt, “Patriarchy, Capitalism, and the Colonial State in Zimbabwe” [WIWHR]position paper:
W Apr 7: South Asia colonized
read: 1. “India: National Unity, Gender Divisions” [HH2, pp. 205-29]
2. Walsh, “What Women Learned When Men Gave Them Advice” [WIWHR]position paper:
F Apr 9: Class does not meet due to Easter break
M Apr 12: East Asia: Communism and industry
read: 1. “Seeking Liberation in New East Asian Societies” [HH2, pp. 231-54]
2. Rainey, “‘Woven as a Close Thread on a Spindle’” [WIWHR]position paper:
W Apr 14: Post-colonial Americas, part 1—North America
read: 1. “The Americas: The Personal Is Political” [HH2, pp. 255-61, 266-75]
2. Truth, “A’nt I a Woman?” [on-line reading]
3. Taylor, “‘Negro Women Are Great Thinkers as well as Doers’” [on-line reading]
- To access this article from an off-campus computer, you will need to obtain the passwords from the library.
position paper:
F Apr 16: Post-colonial Americas, part 2—Latin America
read: 1. “The Americas: The Personal Is Political” [HH2, pp. 261-66]
2. Hahner, “Anarchists, Labor, and Equality for Women in São Paulo” and “Women and Work in Colombia” [WIWHR]
3. Besse, “Crimes of Passion: The Campaign against Wife Killing in Brazil, 1910-1940” [WIWHR]position paper:
M Apr 19: Final planning meeting for Women in Global Past Fair
prepare for class: Come prepared with:
- a plan for what you plan to offer at your booth
- logistical questions and concerns, including requests for any special equipment you need
W Apr 21: Imperial feminismsReturn to top
read: 1. Burton, “The White Woman’s Burden” [WIWHR]
2. Hoganson, “‘As Badly off as the Filipinos’” [on-line reading]
- To access this article from an off-campus computer, you will need to obtain the passwords from the library.
read: No reading assignment today. I will give a lecture on the development of feminisms in the late nineteenth and early twentieth centuries. due: revised position paper (if you are revising)
notices:
- You will fill out student evaluations today in class.
- 2nd take-home exam questions posted to website today. See 3 May below for link to questions.
M Apr 26: Internationalization of women’s rights movements
read: 1. “The First Feminists” [Ahmed, pp. 169-88]
2. Miles, “Global Practice” [WIWHR]W Apr 28: Class does not meet. Finish final preparations for Women in the Global Past Fair.
fair information: Class will not meet at the regular time today.
Instead, meet at noon in the McCombs Ballrooms to set up your booths.
Fair will last from 1-4 p.m.
Remember to bring your 3-4 page paper describing and substantiating your approach. (See assignment instructions above.)
W May 5: 2nd take-home exam due FOR ALL STUDENTS NOT GRADUATING IN MAY
due: 2nd take-home exam DUE by 11:30 a.m. in Dr. GM’s office (MB 216).
Click here for the exam questions after 10 a.m. on 26 April.
The following books provide excellent reference material for this course.