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, Ph.D. Telephone: 878-0891, Email: firstname.lastname@example.org Course Description 1. As late as the 1970s, women were almost entirely written out of Vermont history. Women’s historians have made considerable strides in correcting this gross omission. This course has been developed to first and foremost, retell the “Vermont Story” from the vantage point of women’s experiences; and second to provide a method for bringing women into the curriculum. It will be taught in a compressed format and meet for one week during the summer. Students will be expected to complete the required readings before the course begins and submit an original research project one month after the course ends. Course Objectives • • • The first is for all students to increase their historical knowledge of Vermont women facilitated by readings and online discussions. The second goal of this course is to successfully describe, analyze, and evaluate primary and secondary source material through the completion of your project. The third goal of this course is to enhance your historical writing ability through the completion of two essay exams
Assessment Criteria 1. Discussions, Due by Friday at midnight each week: Student participation is measured by the quality of your contributions and active engagement with the material, not on quantity. (each weekly discussion, 25 points) 2. Final Project, Due by Friday at midnight of week #5: Students are expected to complete a final project. Projects will be graded on originality, the use of primary materials, and historical content. (final project, 50 points) 3. Essay exams, mid-term due by Friday at midnight of week #3 and final due by Friday at midnight of week #6 : Students will complete a mid-term and final essay exam. (each exam, 25 points)
Required Readings A packet of readings from Vermont History, has been assembled to provide students with essential background on major themes that form the basis for reconstructing a history of women in Vermont. (Available from the UVM bookstore) Deborah Clifford, More Than Petticoats: Remarkable Vermont Women
Week #1 Topics: Native American Women, The Pioneer Experience (1760-1790) Readings: Marilyn Blackwell, “Gender and Vermont History: Moving Women from the Sidebars into the Text” Gluscabi and the Game Animals Big Moon Dorothy Canfield Fisher, “Ann Story” Deborah Clifford, “Lucy Terry Prince” “Ann Story” Discussion Questions: Discuss the moral highlighted in “Gluscabi and the Game Animals”. Compare the creation myth in “Big Moon” with the biblical creation myth. The essay that Fisher wrote on Ann Story provides a more complete narrative than does Clifford’s. Describe what you see are the important differences.
Week #2. Topic: Statehood and Subsistence (1791-1824) Readings: Katherine E. Conlin, “A Vermont Sketchbook” Robert Malvern, “Of Money Needs and Family News: Brigham Family Letters” Emma Willard, “Plan o f Female Education” Deborah Clifford, “Emma Willard” Deborah Clifford, “Clarina Howard Nichols” Julia Caroline Dorr” Discussion Questions: In both Conlin’s and Malvern’s essays, early Vermont life is chronicled. Discuss the most important factors that impact the lives of women in early Vermont. Emma Willard developed her “Plan of Education” with men in mind. Outline the three most important points of her argument. Describe Clarina Howard Nichols path to women’s rights.
Week #3 Topic: The Golden Era in Vermont (1825-1864) Readings: Thomas Dublin, “The Letters of Mary Paul” Margaret K. Nelson, “Vermont Female Schoolteachers in the Nineteenth Century” Margaret L. Magnussen, “Your Affectionate Mary” Nancy Barnard Barchelder, “Growing Up in Peru (1815-1840)” Donald M. Murray and Robert M. Rodney, “Sylvia Drake, 1784-1868” Betty Bendel, “What the Good Laws of Man Hath Put Asunder”
Allen F. Davis, “The Girl He Left Behind” Mid-Term Exam: Compare the lives of 18th and 19th century women in Vermont. Make sure to include the social, economic and political differences and similarities. Sylvia Drake and Charity Bryant had a very complicated relationship. Describe their work, religious practices, and their personal relationships. Discus how the lives of young Vermont women, who stayed in Vermont, differ from the lives of those who traveled to other states to work. Week #4 Topic: Victorian Women (1865-1890) Readings: Lilian Baker Carlisle, “Humanities Needs Deserve Our Fortune” Jeffrey D. Marshall, “The Straightest Path to Heaven” Marshall True, “Middle-Class Women and Civic Improvement in Burlington, 1865-1890” Deborah P. Clifford, “The Women’s War Against Rum” ---, “An Invasion of Strong-Minded Women” ---,”The Drive for Women’s Municipal Suffrage in Vermont, 1883-1917” Deborah Clifford, “Abby Hemenway” Discussion Questions By the middle of the nineteenth century, women’s lives expanded. Describe at least three new opportunities that women experienced. Describe how women in Burlington influenced civic improvements in Burlington when they did not yet have the vote. Define Vermont women’s connections to the Women’s Christian Temperance Movement.
Week #5 Topic: Progressive Women (1895-1915) Readings: Craig Buettinger, “Sarah Cleghorn, Antivivisection, and Victorian Sensitivity About Pain and Cruelty” Bradford Smith,”Dorothy Canfield Fisher: The Deepening Stream” Deborah Clifford, “Rachael Robinson Elmer” “Dorothy Canfield Fisher” Discussion Questions Describe how Cleghorn’s sentiments about cruelty to animals fits into Victorian ideals. Dorothy Canfield Fisher was an exceptional woman. Describe at least three of her accomplishments. Rachael Robinson Elmer’s Quaker upbringing was an important factor in her success as an artist. Compare her success to that of non-Quaker women.
Week #6 Topics: Between the Wars (1918-1940) Contemporary Vermont Women Readings: Lorna Quimby, “Far From Idle: An Early Twentieth Century Farm Wife Makes Do” Marilyn Blackwell, “The Politics of Public Health: Medical Inspection and School of Nursing in Vermont, 1910-1923 Deborah Clifford, “Consuelo Northrop Bailey” Deborah Clifford, “Electra Havemeyer Webb” “Helen Hartness Flanders”
Final Exam: Describe the differences between Vermont women’s lives in the 19th and 20th century. Make sure to include social, economic and political differences and similarities Consuelo Northrup Bailey was the first female Lieutenant Governor in the U.S. Discuss her personal characteristics that fostered her political success. Compare the careers of Dorothy Canfield Fisher and Rachael Robinson Elmer. Make sure to include how their upbringing either helped or hindered their success.
The following information will be included in the introductory material in Blackboard
Keys to Successful Online Learning Log in early, log in often - Organize your "attendance" so that you log in to the course at least once per day. That way, you can follow and participate in the changing directions of the discussion. There will be new material to read every time you log in: students will post answers and responses, I will post comments, the discussion moderator may steer the discussion in different directions, etc. If you wait until the end of the week to log in, the discussion will have passed you by. Post early, post often - Online discussion takes time to develop. By posting your answers on the early side of the deadline you allow time for the discussion to evolve and develop. Post meaningfully - When answering an assignment question or responding to another post, always refer to the readings (or some other source you may have discovered) to provide support for your position. It's fine to bring in your own personal experience, but make sure it remains anchored to the topic of discussion. Consider introducing another perspective or suggesting a new direction for the discussion if it seems important, but try to connect it to the current discussion topic and/or the readings. Finally, make sure your posts are long enough to adequately express your position without being longwinded. Start on time, stay on schedule - In an online course the usual excuses for missing a class don't apply. This course begins on July 5th and on that day I expect everyone to log in and begin the course by introducing themselves in the Discussion Board. This shows me that everyone is onboard and allows us all to make a first connection with each other. Don't feel like you can take a week off from this course to concentrate on other things and then resume it without difficulty. In an online course, it is very difficult to catch up once you've fallen behind. Anyone who misses two weeks of the course should withdraw.
Discussion The Discussion Board is the heart of any online course. To the extent that an online course can duplicate the atmosphere and humanity of a face-to-face course, it will happen in the Discussion Board. Those who have taken online courses know that online discussion is often richer, more varied, more paticipatory, and ultimately more educationally valuable than discussion in a physical classroom. The opportunity to reflect before answering or responding usually produces better dialogue, and the anonimity afforded by asynchronous communication tends to loosen inhibitions people normally have when gathered together in groups. You are required to participate in the online discussion by answering questions posed in the assignments and responding to at least one other student's post for each question in the module (there is no "back of the classroom" in online discussion). I would like to keep to the following ground rules for discussion postings: Answers to assignment questions should be 1/2-3/4 pages long, unless stated otherwise in the assignment Responses to others can be shorter, 1-2 paragraphs All posts must be written in complete, grammatically correct sentences A civil, respectful tone must be maintained in all posts, especially when you disagree; no "dis-ing" or "trashing" allowed! Avoid "e-speak"! To post an answer to a discussion question, click on the link to the question for that week. Click on the "Add a new discussion topic" button at the top middle of the page and type or paste in your answer (if you are in someone's post, click on the appropriate discussion forum link at the very top of the page first to bring up the page with the "Add a new discussion topic link). Please don't answer the discussion question by REPLYING to my initial post; start your own thread! To respond to another student's post, click on their message and click on "Reply" in the lower right-hand corner. This way, all posts stay organized and the discussion "threads" can be easily followed. Be sure to read all the preceding posts before you post your answer or response. REMEMBER: If you use the "Reply" button everyone in class will see your post, so if you want to communicate privately with me use the Messages tool.
Your participation in the Discussion Board is graded and comprises a substantial portion of your final grade. Here are the criteria I will use to grade your discussion:
Excellent (A): leads in participation; always posts answers and responses on time, sometimes exceeding required number; comments based on detailed and insightful understanding of material; refers to specific parts of the texts or other materials to support ideas; regularly suggests other perspectives/directions; posts are always clear, organized, and well-written Good (B): always present in discussion without missing any deadlines; comments show a good understanding of material, usually making reference to specific parts of the texts or other materials to support ideas; sometimes suggests other perspectives/directions; posts are usually well-written Fair (C): misses some deadlines, but comments show a basic understanding of the material; occasionally refers to specific parts of the texts or other materials to support ideas; posts are understandable but may lose focus and show some consistent mechanical errors Poor (D): chronically misses deadlines; comments show limited understanding of the material with few references to texts for support; posts are difficult to understand, frequently wander off-topic, use an inappropriate tone, and/or show significant writing problems Failing (F): doesn't participate
DISCUSSION BOARD: A FEW TIPS Be courteous and friendly -- Critical comments given electronically are often taken more seriously than when speaking in person (there is no body language and/or perhaps limited background for the comment). While you can disagree with the comment, do not attack the person. A little courtesy here goes a long way in building a good on-line community that allows for better future discussions. Also, enter your first name at the end of your comment (the software automatically adds your full name to the header); when you begin your comment, if appropriate, refer to a person if acknowledging their comments or to the group as a whole if general. Place comments in context -- Your comments will be seen by different people at different times. Don't be too cryptic, and NEVER just respond with an entry like "me to", or "I agree". This has no context, unless you copy in the comment, but it does not add anything to the conversation. A better approach (to comment on something said in topic 4, response 21) would be something like "I strongly agree with #4:21, and would add .....". Refer back to earlier entries when needed for detail, or repeat a little of the issue you are referring in your comment, so the reader knows the context of your comments. Enter Efficient and effective comments -- Say what you need to say but don't say too much. Generally it is better to keep a single theme in a single comment rather than trying to raise many points all at once. Singe topics are easier to respond to by others. Give references (URL links) to more information or further background if appropriate; if some readers need the additional background they can get it, but if
others don't they don't have to wade through details they already know. If you especially want comments on your entry, say so, let the reader know what is expected in the way of further dialog. Expressing body language -- Some times you have to translate into words what you normally would say by voice inflection or hand/face gestures. You can to this by changing how you word your entry. For example, if I REALLY WANTED you to know this, I might capitalize a word or two. Or, I might say it was soooooo good seeing you in class last week.
WRITING PAPERS: A FEW TIPS Avoid long sentences and long paragraphs. State your opinion as fact. Avoid saying "I" or "in my opinion" or "I feel" Your opinion, or interpretation, is implicit in your argument and presentation of evidence. There are two ways to organize essays: chronologically and topically. Present the material in the order in which the events occurred or organize your essay by using an appropriate set of topics. Think historically. Try to understand the people and events you are writing about in the context of their own time. Do not state what you think "should or should not have" happened. Do not moralize. Interpret the past using facts and evidence. Begin writing. Writing is hard work for most people. Edit. Editing is easier than writing drafts. Write a least two drafts. Writing is the art of rewriting. Make your first draft as long as possible and don't worry about precision. Focus on your thesis statement and use evidence and ideas that develop that thesis. Edit this draft until you are satisfied with the intelligence of your argument and the persuasiveness of your evidence. Then refine the essay even more by paying close attention to spelling, punctuation, grammar, and word usage. Be as precise as possible in every detail of your paper . Use direct quotations sparingly. Direct quotations should be used when you want the reader to know exactly the words someone spoke or wrote. Quotations can also give the reader a sense of the tone of the speaker or writer. Never alter a single letter in quoted material. Be consistent with tense. Proofread your paper before you email it.
Always keep a COPY of your work.
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