The Role of Women in the History of the United States

Prerequisites: None If Yes, complete information below Subject Number Course Title Units Validation Approval Date official use only _ _ _.. Corequisite: None If Yes, complete informatio

COURSE OUTLINE

(Replaces PNCR and Course Outline)

This course will explore the political, social, cultural, economic and intellectual history

of women in the development of the United States from the early colonial era to the present.

8. INITIAL COLLEGE APPROVAL DATE:

9. UPDATES (check all applicable boxes) – Identify the area(s) being updated/changed from the current course

outline that is on file in Academic Affairs:

Lab/activity (w/o

homework):

Total: 3.00 54.00 3 Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1 hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework The hours per week are based on a standard 18-week calendar Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours 11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy . Prerequisites: None (If Yes, complete information below) Subject Number Course Title Units Validation Approval Date (official use only)

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. Corequisite: None (If Yes, complete information below) Subject Number Course Title Units Validation Approval Date (official use only)

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. Advisories: None (If Yes, complete information below) Subject Number Course Title Units Validation Approval Date (official use only)

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12 REPETITIONS Number of times course may be repeated for credit (three maximum): 0(see: Section V, #9) 13. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations Other appropriate statutory or regulatory requirements may also apply):

Section II: COURSE CONTENT AND OBJECTIVES

1 COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:

If applicable, outline the topics included in the lecture

portion of the course (outline reflects course

description, all topics covered in class).

Hours per topic

COURSE OBJECTIVES - Lecture (If applicable):

Upon successful completion of this course, the

student will be able to… (Use action verbs – see

Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)

Introduction to course and Instructional

Methods

Native American Women Pueblo peoples The

Iroquois Native women’s worlds

Southern Colonies White women newcomers

African Women

New England colonies The Puritans Disorderly

women Women’s work and consumption patterns

Middle colonies Women in New Netherland and

New York Women in Pennsylvania

The Causes of the American Revolution The

Daughters of Liberty The role of women

before the American Revolution

The American Revolution Choosing sides:

Native American and African American women

White women: Pacifists, Tories, and Patriots

Battles Women fought Women and religion:

The Great Awakening

The Women’s Rights Movement Seneca Falls,

1848 Abolition and the Rise of Feminism

33

Define the southern colonies Compare and contrast the southern colonies to the New England colonies, and the middle colonies.Define the New England colonies Compare and contrast the New England colonies to the southern colonies and the middle colonies Explain the role of the Puritans in terms of women’s lives

Compare and contrast the southern colonies, New England colonies, and the Middle Colonies Define each colony Discuss contributions of colonial women Identify the political, social, economic interplay of women in the early colonies

Discuss the causes of the American Revolution Define the Daughters of Liberty and their role

in the causes of the American Revolution Explain the role of women before the AmericanRevolution

Interpret women’s roles during the American Revolution Discuss the American Revolution

Examine the early goals of the American feminist movement Compare these goals to the suffrage movement Discuss the philosophical and cultural assumptions involved with each movement, and their treatment in the mid 19th century

The Ideology of True Womanhood Christian

motherhood Middle-class ideology Domesticity

in a Market Age

Women and Wage Earning From Market

Revolution to Industrial Revolution The Mill

Girls of Lowell At the Bottom of the Wage

Economy

Women and slavery Plantation patriarchy

Plantation mistresses Non-elite white women

Slave women

Antebellum Reform The Civil War

Reconstructing Women’s Lives North and South,

1865-1900

Gender and the Postwar Constitutional

Amendments Women’s Lives in Southern

Reconstruction Female Wage Labor Women of

the Leisured Classes

Consolidating the West Late 19th Century

Immigration Century’s End

Women in the Progressive Era, 1900-1920 The

Female Labor Force The Female Dominion

Votes for Women The Emergence of Feminism

The Great War, 1914-1919

Women in Prosperity, Depression, and War,

1920-1945 Prosperity Decade: the 1920s

Depression Decade: the 1930s Women and

War, 1941-1945

Women’s Lives, 1945-1965 Family Culture and

Gender Roles Women’s Activism in Conservative

Times Civil Rights Women and Public Policy

Modern Feminism and the American Society,

1965 to the present.The Era of Women’s

Liberation In Defense of Traditional

Womanhood Women, Work, and Family

3

3

3

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Compare and contrast the role of working whitewomen to African and African American slaves Compare and contrast the lives of plantation mistresses to African and African American slaves Define slavery

Describe antebellum reform Discuss the role ofwomen during the Civil War

Analyze the role played by extraordinary women leaders and the radical strategies utilized in the restructuring of American institutions

Describe late 19th century immigration as well

as the century’s end

Analyze the role of the Great War in the lives

of American women

Discuss the term Rosie the Riveter Explain the role of women during the 1920s and the 1930s Define the term flapper

Assess the success of the Women’s Movement during the Civil Rights Era and compare it with the equal rights agenda, past and present.Analyze the sexual revolution and the War in Vietnam Describe Roe versus Wade Describethe Equal Rights Amendment Compare and contrast Pro-choice to Pro-Life

Total Lecture hours* 54

COURSE CONTENT AND SCOPE Laboratory:

If applicable, outline the topics included in the

laboratory portion of the course (outline reflects course

description, all topics covered in class).

Hours per Topic

COURSE OBJECTIVES - Laboratory (If applicable):

Upon successful completion of this course, the

student will be able to… (Use action verbs – see

Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”) 2

Total Lab hours* 0

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

SIMPLE SKILLS << ->> COMPLEX SKILLS

Critical ThinkingKnowledge

Applicationinterpretapplyemployusedemonstratedramatizepracticeillustrateoperatescheduleshopsketch

Analysisdistinguishanalyzedifferentiateappraisecalculateexperimenttestcomparecontrastcriticizediagraminspectdebateinventoryquestionrelatesolveexaminecategorize

Synthesis composeplanproposedesignformulatearrangeassemblecollectconstructcreateset uporganizeprepare

Evaluation judgeappraiseevaluateratecomparevaluerevisescoreselectchooseassessestimatemeasure

2 In general “activity” courses or portions of courses are classified “laboratory.”

2 REQUIRED TEXTS:

Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Through Women's Eyes: An American History by Ellen Carol Dubois and Lynn Dumenil-2005 Bedford/St Martin's

3 SUPPLEMENTARY READINGS:

Reading assignments may include, but are not limited to the following:

Incidents in the Life of a Slave Girl by Harriet Jacobs

4 WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to

demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee

deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments

in this course may include, but are not limited to the following:

1 A research paper is required The students must choose the historical topic within the first three weeks of class The instructor will teach the students how to write a research paper

2 Essay exams There will be two essay exams One will be a quiz and one will be the final exam

Students will be given topics to prepare ahead of time The instructor will teach the students how to write an essay exam including thesis statement, introduction, body and conclusion

5 REPRESENTATIVE OUTSIDE ASSIGNMENTS:

Out of class assignments may include, but are not limited to the following:

6 REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at college level” Critical thinking may include, but is not limited to analysis, synthesis, and evaluation Provide examples of assignments that demonstrate critical thinking.

The research paper shows critical thinking on the part of the student Students will be working with booksfrom the library and their local library

7 METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to

demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee

deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of

evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Observance Record of Student

Essays/Essay Test Midterm Written Compositions

Term Papers, Projects, Reports Class ParticipationProblem –solving Exercises Skills Demonstrations

Final ExamOther (specify):      

8 METHODS OF INSTRUCTION:

Methods of instruction may include, but are not limited to the following:

LectureDiscussionLaboratoryActivityField ExperienceIndependent StudyOther (explain)

9 SUPPLIES:

List the supplies the student must provide.

pen and paper

12 DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

13 SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation

with business and industry leaders, which reflect the skills necessary for success in the workplace Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to

activities, and understanding, preparing and following schedules

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed

records to track budget performance, and making appropriate adjustments

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies,

parts, equipment, space or final products in order to make the best use of them

INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with

ideas, suggestions and effort

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging,

persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent

interests

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic,

social, or educational backgrounds

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or

creating them, and evaluating their relevance and accuracy

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized

records and other forms of information in a systematic fashion

Interpreting and Communicating Information: Selecting and analyzing information and communicating the

results of others, using oral, written, graphic, pictorial, or multimedia methods

Using Computers to Process Information: Employing computers to acquire, organize, analyze and

communicate information

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating

effectively with them

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system

operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance

Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality

of products or services and developing new or alternative systems

TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their

programs, will produce the desired results

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and

operating machines, including computers and their reprogramming systems

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment,

including computers and other technologies

14 LIBRARY/LEARNING RESOURCES – Complete 1 – 3 in consultation with College Librarian:

1 LIBRARY BOOK COLLECTION - Review the library book collection by searching the online catalog

Explain how the book collection supports or does not support the course Consider age and subject content when determining the relevancy of the collection to the course content

There are over 602 titles in the catalog which would be sufficient to meet the needs of this course

2 PERIODICAL COLLECTION - Review the periodical collection by searching the periodical database

Explain how the periodical titles held by the college library and the full-text titles in the database are relevant or not relevant to the course content

The EBSCOHOST shows over 1118 resources related to this topic and many more in the other periodical database

3 ADDITIONAL MATERIAL - List additional materials for the Library/LRC to purchase that would

support the course content