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Description of Course

This course examines the social, economic, and political elements that have shaped women's history in the United States from pre-European contact to the twenty-first century. The variety of women is highlighted, and concerns of class, color, national origin, activism, job, and motherhood are discussed. Citizenship and women's standing in relation to the government will be explored and assessed.

Course Goals (Student Learning Outcomes)

By the end of this course, the student will be able to do the following:

Course Objective	Institutional SLO
a. Evaluate primary and secondary sources	2. Crit. Thinking
b. Analyze and use gender as a framework of analysis and explore how women's history adds to and changes our knowledge of American history.	1. Communication 2. Crit. Thinking 3. Prof. Competence
c. Identify and analyze variables that focus on the social construction of gender by location and how they vary over time.	2. Crit. Thinking 3. Prof. Competence
d. Investigate the diversity of women's experiences and uncover commonalities.	2. Crit. Thinking 3. Prof. Competence
e. Analyze primary materials to identify and explain the relevance of social movement aims, methods, and outcomes.	2. Crit. Thinking 3. Prof. Competence
f. Examine the struggle and alliance of women activists from various backgrounds.	2. Crit. Thinking 3. Prof. Competence

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Required Reading

• DuBois, Ellen Carol and Lynn Dumenil.  Through Women’s Eyes: An American History with 
• Documents, 5th Edition(combined version).  Boston:  Bedford/St. Martin’s, 2019.  
• ISBN:  9781319104931
• Kerber, Linda K., Jane Sherron DeHart, Cornelia Hughes Dayton, and Judy Tzu-Chun Wu.
• Women’s America:  Refocusing the Past, 8th Edition.  New York:  Oxford University Press, 2016.  ISBN:   9780199349340 (***students may use the 8th or the 9th edition of this textbook)

*In addition to these texts, I will assign documents and essays that will either be available on Blackboard or other online sites.

To calculate your grade on individual tasks, multiply the number of points you obtained by the total number of points available.

The percentage is converted into a 4-point scale at SUNY-Canton as follows:

100 – 94 = A      75 – 70 = C
93 – 88 = B+      69 – 65 = D+    
87 – 82 = B        64 – 61 = D
81 – 76 = C+      60 and below = F

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Details of Assignments

Discussions (10) and Exercises (2): Exercises are included in each of the modules throughout the course. Specific instructions are provided for each activity and discussion, and you can find them in the relevant module files. Students that use outside sources (sources not provided for the class) and/or fail to submit citations that identify the source and exact page numbers will automatically get a zero for a mark. More information may be found in the "Grading Rubric for Exercises and Essays" and the "Basic Discussion Forum Criteria/Discussion Forum Guidelines." The drop-boxes for the tasks and links to conversations may also be accessed throughout the course in the evaluation files.

All assignments are due by 11:59 p.m. on the specified day. Work can be submitted at any time up to the deadline. For conversations, I recommend remaining somewhat current rather than working too far ahead because replying to threads about previous readings might be confusing when you have already moved on to new themes.

The Two Exercises Are Posted in the Assessment 1 Folder With the Relevant Instructions and Due Dates

You must participate in 10 Discussion Forums of the 12 options. Discussion 1.1 (Introduction) cannot be skipped. Before you may see and comment on other students' contributions in most Discussion Forums, you must first post to the discussion forum. To stimulate debate and give your classmates time to react, try to submit your initial response a few days before the due date. Your deadline for submitting a response is 11:59 p.m. on the due date (see schedule). For further information, please see "Communication Guidelines and Netiquette in Class Discussions," as well as particular assignment requirements.

Following are the assignments:

Section 1

Module 1	1.1: Introduction (Required) and 1.2 Race and Gender in Early America
Module 2	Women’s Lives in Colonial America
Module 3	Women, Revolution, and Rights

Section 2

Module 4	Womanhood and Inequality
Module 5	Expansion, Reform, and Civil War
Module 6	Woman Suffrage and Emancipation

Assignment 1

Exercise 1	Using Sources (Short Answer)
Exercise 2	Primary Source Analysis (Short Answer)
Test 1	(Multiple Choice)

Section 3

Module 7	Women, Migration, and Change
Module 8	Progressive Era Activism
Module 9	Prosperity, Depression, and War

Section 4

Module 10	Beyond the Feminine Mystique
Module 11	Modern Feminism and American Society
Module 12	Backlash, 3rd Wave, and Women’s Activism

Assignment 2

Essay

Test 2 (Multiple Choice)

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Tests (2)

Each exam contains 25 multiple-choice questions. Each test covers the content from the preceding two parts (for example, test one covers the material in Sections One and Two). To prepare for the examinations, I recommend that you use the learning goals, outlines, key phrases, and focus questions. You will be graded based on your understanding of the specified texts. Each exam will take thirty minutes to complete. You will be unable to make changes to the test after it has been submitted. On the specified days, tests will close at 11:59 p.m. (see schedule). Due dates are fixed, and make-up tests are rarely offered unless unusual and well-documented circumstances prohibit you from taking the test. To pass the course, you must complete both examinations.

Essay

This course's final project will be a 5–7-page essay based on the course readings and resources. For further information, please review the assignment rules in the Assessment 2 folder.

Policy Regarding Lateness

In our life, we are still dealing with a great degree of uncertainty and change. Please notify me as soon as possible if you are unable to finish your projects on time. Remember that you have two "free" conversations that you do not have to complete, so try to utilize these "breaks" strategically to avoid having to ask for extensions. Make a backup of your writing as you work—I normally screenshot or copy/paste my work into Word or Google Docs before submission in case Blackboard does something strange. Do not leave it till the last minute to turn in an assignment. Please check the submission guidelines for each assignment as soon as they are posted and contact me as soon as possible if you have any questions or issues. 

Services of Accommodative

During the first week of class, any student who requires academic changes or accommodations should email me. I will make certain that you obtain any and all assistance that is available to you. All disclosures will be kept strictly secret. You might also want to look at SUNY-Accommodative Canton's Services' Procedures for Obtaining Services and Scheduling Exams.:   http://www.canton.edu/accessibility/policies.html.

Students who qualify for extended testing time should notify me at least one week before the test date.

Academic Dishonesty Policy

Plagiarism and test cheating are examples of academic dishonesty, but they are not the only examples. Any student who engages in academic dishonesty will earn a 0 for their course grade and may be expelled from the university. Please consult the SUNY-Canton Student Handbook for further information.

Handbook: http://www.canton.edu/student_affairs/pdf/handbook.pdf

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