RECD 10/01/2019 @2 - Western Michigan University



COAS REQUEST TO COLLEGE CURRICULM COMMITTEE FOR CURRICULAR IMPROVEMENTSCOAS REQUEST TO COLLEGE CURRICULM COMMITTEE FOR CURRICULAR IMPROVEMENTSHIST 3360 - L-2019-HIST-228-WES_CHANGERECD 10/01/2019 @2Department: HISTInitiator name: Wilson WarrenInitiator email: wilson.warren@wmich.eduProposed effective term: 202140Does course need General Education approval?: YWill course be used in teacher education?: NIf 5000 level course, prerequisites apply to: UProposed course data:WES Change Course HIST 3360Specific Course Change type selected: Description Specific Course Change type selected: WMU Essential Studies - Level 1: Foundations1. Existing course prefix and number:HIST 33602. Level 1: FoundationsIndicate which course category the course should be placed in:Inquiry and Engagement: Critical Thinking in the Arts and Humanities3. How are you going to address this in your course?N/AA. Please choose Yes or No to indicate if this class is a Teacher Education class:NoB. Please choose the applicable class level:UndergraduateC. Please respond Yes if this is a current general education course and/or a course being submitted for the new WMU Essential Studies program. Please respond No if it is neither.YesD. Explain briefly and clearly the proposed improvement.Initial WMU Essential Studies review and approval.E. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.).Initial WMU Essential Studies review and approval.F. List the student learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program.1)Students will increase their foundational knowledge of the social sciences, humanities, or the arts through the study of the history of women and develop critical thinking skills. Students will practice comprehensive, reason and evidence-based exploration and analysis before accepting or formulating an opinion or conclusion. Through the lens of historical textual, visual, and archaeological evidence, they will gain understanding into the roots of patriarchal systems, the development of egalitarianism and feminism, and the importance of women’s contributions to European history.2)Students will develop critical thinking skills through creating and delivering an oral and visual presentation on a particular notable woman from European history during the last third of the course. Through adapting and constructing their message to educate their fellow students about forgotten figures in the history of women, using supporting material from their original historical research, students will demonstrate their abilities to assess and critique primary sources to develop their own ethical argument about the roles of women. 3)Students will also develop sensitivity to diversity and inclusion. Student acquisition of a historical perspective of women’s European history from antiquity to the 21st century will develop awareness and increase tolerance for diverse notions of gender and sexuality. It will be evaluated by a final exam demonstrating an inclusive understanding of the diversity of the history of gendered experiences in different cultures. The experience researching and learning about women’s history will promote students’ commitment to diversity and inclusion. Additional Department Student Learning Outcomes:4)analyze primary sources in various media and genres in order to illuminate the history European women5)use a variety of critical theories and historical methodologies, including feminist and queer theory, both in discussion and in the course of their own research, and use secondary scholarly sources provided by the professor as well as primary sources in their writing.6)engage with other students in lively debate about the sources and ideas presented in the course, offering both respect and challenges towards each other.7)do original research using both primary and secondary sources to construct a solid, persuasive argument about how a particular individual, group, or text fits into the larger context of women’s history and present that research eloquently in both oral and written form. G. Describe how this curriculum change is a response to student learning assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities.Initial WMU Essential Studies review and approval.H. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.Initial WMU Essential Studies review and approval.I. Effect on your department's programs. Show how the proposed change fits with other departmental offerings.Initial WMU Essential Studies review and approval.J. Effects on enrolled students: are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students' time. If a required course will be offered during summer only, provide a rationale.Initial WMU Essential Studies review and approval.K. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?Initial WMU Essential Studies review and approval.L. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) One section per academic year. Capacity of 60 students. Not offered online.M. With the change from General Education to WMU Essential Studies, this question is no longer used.For courses requesting approval as a WMU Essential Studies course, a syllabus identifying the student learning outcomes and an action plan for assessing the student learning outcomes must be attached in the Banner Workflow system.Not ApplicableN. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section.Initial WMU Essential Studies review and approval.O. Current catalog copy:Examination of the condition of women in various periods of European history, with particular attention to women’s changing status and experiences in the family and workplace. Study of various institutions, associations, and activities in which women expressed themselves becomes the basis for conclusions about women’s contributions to European history and culture. This course satisfies General Education Area II: Humanities.3 credit hours.P. Proposed catalog copy:Students will learn about the history of women in Western Europe from the ancient Mediterranean to the 21st century, including the study of women’s work, women’s roles in families, and non-traditional women such as nuns and sex workers. This course focuses on primary sources from the last 2500 years and utilizes a variety of modern theories on sexuality and gender. It also teaches students how to closely analyze texts and images which are not part of the mainstream repertoire, including graffiti, household accounts, and personal letters. Western Essential Studies, Level I: Inquiry and Engagement. 3 credit hours.Department Curriculum Chair approver: Wilson WarrenDepartment Curriculum Chair comment: Date: 01-OCT-2019Department approver: Wilson WarrenChair comment: Date: 01-OCT-2019HIST 3360: Women in European HistorySECTION 1: COURSE OBJECTIVES/NEW CATALOG LANGUAGEF. List the student learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program.STUDENT LEARNING OUTCOMES: This course fulfills Western Essential Studies Level I: Inquiry and Engagement by promoting intellectual curiosity through the study of the history of women in western Eurasia from the ancient world to the 20th century. Students will increase their foundational knowledge of the social sciences, humanities, or the arts through the study of the history of women and develop critical thinking skills. Students will practice comprehensive, reason and evidence-based exploration and analysis before accepting or formulating an opinion or conclusion. Through the lens of historical textual, visual, and archaeological evidence, they will gain understanding into the roots of patriarchal systems, the development of egalitarianism and feminism, and the importance of women’s contributions to European history.Students will develop critical thinking skills through creating and delivering an oral and visual presentation on a particular notable woman from European history during the last third of the course. Through adapting and constructing their message to educate their fellow students about forgotten figures in the history of women, using supporting material from their original historical research, students will demonstrate their abilities to assess and critique primary sources to develop their own ethical argument about the roles of women. Students will also develop sensitivity to diversity and inclusion. Student acquisition of a historical perspective of women’s European history from antiquity to the 21st century will develop awareness and increase tolerance for diverse notions of gender and sexuality. It will be evaluated by a final exam demonstrating an inclusive understanding of the diversity of the history of gendered experiences in different cultures. The experience researching and learning about women’s history will promote students’ commitment to diversity and inclusion. Additional Department Student Learning Outcomes:Analyze primary sources in various media and genres in order to illuminate the history European womenuse a variety of critical theories and historical methodologies, including feminist and queer theory, both in discussion and in the course of their own research, and use secondary scholarly sources provided by the professor as well as primary sources in their writing.engage with other students in lively debate about the sources and ideas presented in the course, offering both respect and challenges towards each other.do original research using both primary and secondary sources to construct a solid, persuasive argument about how a particular individual, group, or text fits into the larger context of women’s history and present that research eloquently in both oral and written form. O. Current catalog copy:Examination of the condition of?women?in various periods of?European?history, with particular attention to?women’s changing status and experiences in the family and workplace. Study of various institutions, associations, and activities in which?women?expressed themselves becomes the basis for conclusions about?women’s contributions to?European?history?and culture. This course satisfies General Education Area II: Humanities.3 credit hours.P. Proposed catalog copy:Students will learn about the history of women in Western Europe from the ancient Mediterranean to the 21st century, including the study of women’s work, women’s roles in families, and non-traditional women such as nuns and sex workers. This course focuses on primary sources from the last 2500 years and utilizes a variety of modern theories on sexuality and gender. It also teaches students how to closely analyze texts and images which are not part of the mainstream repertoire, including graffiti, household accounts, and personal letters. Western Essential Studies, Level I: Inquiry and Engagement. 3 credit hours.SECTION 2: ESSENTIAL STUDIES STUDENT LEARNING OUTCOMES (SLOS)Level I: FoundationsInquiry and EngagementHIST 3360: Women in European History Instructor: Anise K. StrongWMU Essential Studies Student Learning OutcomeAssignments and/or Learning Activities that meet the criteria within the rubric that is aligned with the SLOWhen the SLO assessment will take placex?Increase foundational knowledge of the Social Sciences, Humanities, or the Arts?Develop creative and critical thinkingEvaluated on Midterm & Final Exam Short-AnswersIndependent short research paper; presentation of topic in classHalfway through the semester, end of semester3/4s of the way through the semester. SECTION 3: SYLLABUSWomen in European HistoryHIST 3360Anise K. StrongCourse Description: Students will learn about the history of women in Western Europe from the ancient Mediterranean to the 21st century, including the study of women’s work, women’s roles in families, and untraditional women such as nuns and sex workers. This course focuses on primary sources from the last 2500 years and utilizes a variety of modern theories on sexuality and gender. It also teaches students how to closely analyze texts and images which are not part of the mainstream repertoire, including graffiti, household accounts, and personal letters.STUDENT LEARNING OUTCOMES: This course fulfills Western Essential Studies Level I: Inquiry and Engagement by promoting intellectual curiosity through the study of the history of women in western Eurasia from the ancient world to the 20th century. 1) Students will increase their foundational knowledge of the social sciences, humanities, or the arts through the study of the history of women and develop critical thinking skills. Students will practice comprehensive, reason and evidence-based exploration and analysis before accepting or formulating an opinion or conclusion. Through the lens of historical textual, visual, and archaeological evidence, they will gai understanding into the roots of patriarchal systems, the development of egalitarianism and feminism, and the importance of women’s contributions to European history.2) Students will develop critical thinking skills through creating and delivering an oral and visual presentation on a particular notable woman from European history during the last third of the course. Through adapting and constructing their message to educate their fellow students about forgotten figures in the history of women, using supporting material from their original historical research, students will demonstrate their abilities to assess and critique primary sources to develop their own ethical argument about the roles of women. 3) Students will also develop sensitivity to diversity and inclusion. Student acquisition of a historical perspective of women’s European history from antiquity to the 21st century will develop awareness and increase tolerance for diverse notions of gender and sexuality. It will be evaluated by a final exam demonstrating an inclusive understanding of the diversity of the history of gendered experiences in different cultures. The experience researching and learning about women’s history will promote students’ commitment to diversity and inclusion. Additional Department Student Learning Outcomes:4. Analyze primary sources in various media and genres in order to illuminate the history of European women.5. use a variety of critical theories and historical methodologies, including feminist and queer theory, both in discussion and in the course of their own research, and use secondary scholarly sources provided by the professor as well as primary sources in their writing.6. engage with other students in lively debate about the sources and ideas presented in the course, offering both respect and challenges towards each other.7. understand the concept of gender as a cultural construction that changes over time.do original research using both primary and secondary sources to construct a solid, persuasive argument about how a particular individual, group, or text fits into the larger context of women’s history and present that research eloquently in both oral and written form. REQUIRED READINGSLives And Voices: Sources in European Women's History, (L&V) Lisa DiCaprio, Merry E. Wiesner, eds.Other readings will be available electronically, either through e-reserve or on the World Wide Web. Some will be directly available in the e-learning web page. COURSE REQUIREMENTS1. Short research paper: 1000-1500 words (four to six pages) in length, typed, double-spaced: 35% 10 online discussion posts over daily readings and material presented in class: 20% of the final grade.Midterm Exam (Take-Home and In-class). 15%Final Exam (Take-Home and In-class): 20%. 4..Participation and professionalism: Reading and participation are essential requirements. Much of the class will be conducted by discussion. You will have many opportunities to participate in class discussions. Absences from class in excess of three (designated for emergencies) will lower the discussion/participation grade by one letter. (Attendance will be taken.) Consistently coming to class late or leaving early will be a negative factor in the professionalism component of the grade. Participation will constitute 10% of the final grade.Course Website, On-Line Assignments, and E-MailIt is your responsibility to check your WMU e-mail account and the course website regularly and open e-mails from me. Assignments will be posted weekly Use your WMU e-mail account for all university correspondence. Religious Observances PolicyI respect religious holidays and follow the university’s policy. For more information, please see . It is your responsibility to make arrangements with me in advance of any planned religious holidays. Contact me with sufficient notice, and we will discuss alternative assignment options. Religious observance does not relieve you of course responsibilities.Academic Accommodation for Persons with DisabilitiesIn compliance with the Americans with Disabilities Act (ADA), I want to work with you if you have a disability that is relevant to your performance in this course. If you have a documented disability and wish to discuss academic accommodations, please contact me as soon as possible. Please provide a written statement from Disability Services for Students outlining the accommodations you need. Contact DSS at 269-387-2116 or and Course Evaluation System (ICES)Near the end of the term you will be contacted by the Office of Institutional Effectiveness and asked to complete an evaluation form for this course, please complete the evaluation. The form will be made available through GoWMU. Please take this responsibility seriously. Academic Integrity, Misconduct PolicyYou are responsible for understanding the university’s policies and procedures that pertain to Academic Misconduct. These policies address situations of cheating, fabrication, falsification and forgery, multiple submission, plagiarism, and computer misuse. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). For information see . If you believe you are not responsible for academic misconduct, you will have the opportunity of a hearing. You should consult with me if you are uncertain about an issue of academic honesty prior to the submission of an assignment. I will be glad to discuss these topics with you.The Classroom: A Place for Learning: No Texting, etc.Please respect your fellow students and your instructor by refraining from all distracting activity in class, including talking (except for participation in class discussions), using cell phones, texting, reading web and printed materials not related to the class. Arrive by the beginning of class and do not leave before class is over. Bring Readings to ClassWe will discuss the readings in class. If you print the on-line readings, be sure to bring your hard copy with you. Or you may refer to the on-line readings on your electronic device. Otherwise, bring precise notes. It will be important that we be able to talk specifically about the readings. Grading Scale94-100%= A (exceptional)72-77% = C (satisfactory89-93%= BA (excellent)67-71% = DC (acceptable)83-88% = B (very good)60-66% = D (poor)78-82% = CB (good)below 60% = E (failing)CALENDAR OF ASSIGNMENTS Introduction: What Is Women's History? Chronology and Gender in European History. What are your questions about gender and history? Introduction to major questions and themes.Unit I: Women in Mediterranean and Christian AntiquityR: Greek and Roman Women (L&V), 20-57, and Sappho (E-learning #1).T: Early Judaism: L& V 68-80, Sample Ketubot, Book of Esther (E-learning #2).R: Early Christianity PSR: L&V), 84-100, especially Mary Magdalene and Perpetua.SECONDARY SOURCE READING: Bennet Chp 1, E-learning #1; Ilan Babatha article – E-learning #3.For class: consider- How are Esther, Mary Magdalene, and Perpetua represented as female role models and what virtues do they exemplify?Unit II: Women in the Middle AgesT, Early and High Middle Ages: L& V 104-136: Convents and AnchoressesR: Men’s Perspectives on Medieval Women.READING: (L&V) 136-170; focus on (164-170)Christine de Pisan 3rd In-Class Discussion: How does her moral advice differ from that given to 21st century women? T: 9/24: Holy Women and Body Images: READING: Holy Feast and Holy Fast, Caroline Walker Bynum. Paper Topic Due. R: Women’s Voices: L&V 170-8, focusing on Margery Kempe (148-151) and Eleanor of Aquitaine. T: 22: Early Modern Laws and Commentaries on Marriage: L&V 178-183. Women’s Work in a Changing World: Article #3: Ale, Beer, and Brewsters in England, J. Bennett, excerpt – . (E-learning #4)R: Sex Work in Medieval and Early Modern Europe: 184-192, Readings on E-learning.MIDTERM (TAKE-HOME DUE, IN-CLASS PORTION) – Foundational Knowledge in humanities. UNIT III: Women in Early Modern Europe Women’s Work in Late Medieval and Early Modern Europe: L&V 197-210. M. 29:Reformation Europe: Women’s Bodies and Religious changes: 212-223. Secondary source readings on E-learning – Wunder, He is the Sun. Paper thesis and preliminary bibliography due.Women and the Witchcraft Craze: L&V 223-235. Read the excerpt from the primary source: Heinrich Kr?mer and Jacob Sprenger, Malleus Maleficarum (The Hammer of Witches), 1486. Part I, Question VI, “Concerning Witches who copulate with Devils: Why is it that Women are chiefly addicted to Evil Superstitions? . Resurgent Misogyny and Women’s Rights: Two Queens – E-learning texts on Elizabeth I and Mary Queen of Scots and their predecessors (Marie of Guise and the wives of Henry VIII). L&V 235-243IV. Enlightenment, Political Revolution and Industrial RevolutionEnlightenment and Gender: L&V 243-269, focusing on Mary Wollstonecraft.The French Revolution, Citizenship and GenderRead three documents from the first three years of the French Revolution (1789-1791) 1. Petition of Women of the Third Estate to the King (1 January 1789). Declaration of the Rights of Man and Citizen, 26 August 1789. Olympe de Gouges, “Declaration of the Rights of Woman” (September 1791) Napoleonic Code (1804) The New Patriarchy: L&V 269-296. PAPER DUE: Critical Thinking Skills, Sensitivity to Diversity and InclusionPaper Due. 19th Century Social Movements Among Women. 297-323.The Industrial Revolution 1750-1914:Women and Colonialism – 323-338.Working Women and New Options: L&V 338-355. . chapter 3 of Ann Oakley, Woman’s Work: The Housewife Past and Present (New York: Vintage, 1974). e-reserve.21.Middle-Class Women: Mrs. Beeton’s Household Book. Read from e-book in WMU Library. Read the “Preface” and Chapter I, “The Mistress.” Also examine the Table of Contents to gain a sense of what the whole book contains.V. Women and Gender in the Age of Nation States and the rise of empiresMiddle-Class Feminism: Marriage; Sexual Norms, L&V 355-393; Women’s Lawsuits and Wills – Primary Source analysis and presentations in-class. Socialist Feminism: L&V 433-448, 464-481. Social Class, Gender, and Revolutionary Ideals ; Rosa Luxemburg, “Women’s Suffrage and the Class Struggle” (1912) . Gender in the Twentieth and Twenty-First Centuries The Nation State, Gender, and the Great War. L&V 395-430, Excerpts from Suffragette in class. Emmeline Pankhurst’s speech, “Why We Are Militant” (1913) Between the World Wars: Political, Economic and Reproductive Freedoms? What did Citizenship mean to the “New Woman”? L&V 450-464, 481-489. Women, Fascism, the Second World War. Focus on Riefenstahl in class; L&V: 494-546. The Social Welfare State in Western Europe. L&V 544-584. Read on e-reserve: Francisca de Haan, “Women as the ‘Motor of Modern Life’: Women’s Work in Europe West and East since 1945.” In Women and Gender in Postwar Europe: From Cold War to European Union, ed. Joanna Regulska and Bonnie G. Smith. London and New York: Routledge, 2012. 28. Race, ethnicity, protest in Postwar Europe. L&V 584-629. 1. Ika Hügel-Marshall, Invisible Woman: Growing Up Black in Germany, selection on e-reserve2. Contemporary Gender Issues in unified Europe. Prostitution and what to do about it. The new immigrants in Europe. Final Exam: – Foundational Knowledge in humanities. Guidelines for Out-Of-Class EssaysA. General criteria for historical writing1.Development of an argument or interpretation. Good history does not merely tell "what happened." It interprets events of the past. Given the nature of your assignments, writing interpretive essays will not be difficult, but be sure that you convey clearly the argument or interpretation you wish to make. Do this by developing a descriptive title, a clear thesis-sentence in an opening paragraph, and a conclusion. (25%)2.Substantiation of your argument with historical data. While interpretation is the ultimate goal, every interpretation of a historical subject is meaningful only if it rests on concrete evidence. In writing history it is important to demonstrate your evidence, not only to support your argument, but also because the details of human activities give history its interest and bring readers into the historical situation. Merely restating the conclusions of historians is not a good way to substantiate your argument. Using the data you find in their work is what is important. The use of primary sources is also important. It is essential to identify your sources of information. (25%)3.Utilizing historical perspective. History is characterized by a concern with change over time. Historians deal with all facets of human experience including economics, culture, religion, politics and social customs, but they always focus on how the issues they are investigating are shaped by the particular historical context. For example, historians know that they cannot explain the division of labor by gender in medieval Europe without particular attention to cultural, legal, political, religious and social factors unique to the Middle Ages. Moreover, historians avoid judging historical situations by standards belonging to an era different from the one they are investigating. One would not, for example, judge a pre-industrial European practice on the grounds that it was “undemocratic,” since democracy was not even a concept that medieval people valued. It is a modern idea. (25%)4.Clear communication. Use a precise, grammatical, well-organized writing style. Write your paper before the deadline so that you can revise, revise, revise. Write multiple drafts in order to make your paper readable and to make it say what you intend. (25%)B. Techniques to use in this assignment.1.Choice of topics. Essays are to be based primarily on assigned reading material and discussions. They are not research papers in which the object is to uncover new information. The essays should give you the opportunity to draw your own informed conclusion on a topic that personally interests you.2.Using non-assigned material.a. If, in order to substantiate your argument, you find that you need data not found in assigned readings, it is legitimate to use library resources. However, the major thrust of your argument should come from material you have read and discussed. Be extremely careful of sources found on line.. Examine their origin and use them only if you can verify their reliability. Document them carefully.b. One of your three essays may be on a topic not specifically covered in the syllabus, although it should be within the confines of the geographical and chronological material discussed during the unit of study. This will allow class members to pursue their own interests and will broaden the scope of the course. All topics of this type must be discussed with me in advance.Documenting sources. It is essential to document your sources of information and also your ideas or interpretations, unless they are original with you. You will use footnotes (Chicago style). There will be a separate handout explaining how to do this..4.Print your name at the end of the paper, not on a title page. Print a word count on the paper. The essays should be 1000-1500 words (four to six pages) in length. ................
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