Spring_ 2007 by wuyunyi


									 Spring, 2009                                                                         Dr. Sue Gonda
 Office Hour: Wed 3:15-4 pm AL 336                                                    Email: sue.gonda@gcccd.net
 Phone # (other than during Office Hour): 644-7875

                                 HISTORY OF AMERICAN WOMEN, 1880 – PRESENT

 (1) DuBois & Dumenil, Through Women‘s Eyes: An American History with Documents
 (2) COURSE READER – Available at KB Books Only
 (3) Moody, Coming of Age in Mississippi
 (4) Houston, Farewell to Manzanar

                                              COURSE REQUIREMENTS

 (1) TWO TESTS (100 POINTS EACH) These tests will be a combination of essay and multiple choice. You will be
 able to use notes during the test. The tests will cover reading and lecture/film/discussions. (test one includes
 Plagiarism quiz (15 points). Based on the online Powerpoint presentation).

 (2) PRIMARY SOURCE DOCUMENT analysis (50 points)

A ―primary source‖ is any document, letter, newspaper article, photos, drawings, object, etc. created during a
particular historical period. It is something by and for the people at that time in the past--a first-hand source from
that time and place in history, produced by someone in that moment in the history. NOTE: A book or website written
by someone who has researched the topic is NOT A PRIMARY SOURCE. That is a SECONDARY SOURCE: you are
getting the information second-hand by someone in your own time, not directly first-hand from someone in the past who
was living in the historical moment.

 INSTRUCTIONS: Sign up to bring in ONE PRIMARY source document about women. Pick a week and era with a
 topic that interests you. Find a primary source related to the topic and time period of that week. DO NOT USE
 PRIMARY SOURCES FROM YOUR TEXT BOOK. Find them in books or the internet. Use search words ―primary
 source‖ or ―primary document‖ with your topic key words in the library computer or in Google or another search
 engine. Type thorough answers to the following questions to analyze the document, min. 2.5-3 pages, double sp:

 NOTE: If you cannot give thorough details to these questions, then you do not have a useful document—find
 another one.

     1.   What is the primary source? Attach a copy of it.
     2.   What date was it made?
     3.   Who was the person(s) who made it?
         What facts about the AUTHOR(s) AND TOPIC of the source help you to understand the purpose of the
         document? …to understand the details in the document?
         (Do a little research on line or in an encyclopedia, etc., to answer this.)
         IF YOU CANNOT LOCATE THE AUTHOR: What facts about the TOPIC give you the background to
         understand the purpose and importance of details in the document?
     4. Related to #3, what was the author‘s point of view about women‘s role at that time and place? i.e., what is
          the gender, race, social class, occupation, political view, religion, or any other factor that will help you
          understand what helped create the author‘s ideas about women‘s role at that time?
     5. What was the original purpose of the primary source?
     6. What are a variety of SPECIFIC DETAILS and quotes, in the document that support the author‘s purpose?
          Provide the details and quotes and explain WHY they support the author‘s purpose in the source. The more
          details you use, the better the grade.
     7. IMPORTANT: Prepare at least two paragraphs explaining how the document relates to the week‘s reading—
 how it helps you understand the themes found on the syllabus for that week, and how it relates to the details in the
 readings assigned. (Note the week‘s topic and the questions.) Use at minimum four examples from both the assigned
 readings and your document. The more details you use, the better the grade.

(3) ANNOTATED BIBLIOGRAPHY (100 points): Attached is the handout with specific instructions. This 7-8 page
paper is not a standard narrative style. An annotated bibliography describes sources about a particular topic.
Pretend you will teach a class on any topic of women in modern American history which we have not already covered in
class in detail. Your paper will be an annotated bibliography describing eight (8) sources you would use to prepare that
lecture. You will give relevant facts from each source that answer your three questions and describe why the source
is important for your topic. Your Topic Commitment, with five (5) complete citations and three questions you
hope to answer about this topic is DUE WEEK 5 (A citation = a formal way, using MLA format, providing author,
title, publisher, year of publication. Consult a librarian if you do not know how to do this!)

Topic Commitment Due WEEK 5
Annotated Bibliography Paper Due WEEK 9

COMMUNITY SERVICE LEARNING: Get handout. A limited number of students may apply to participate in one of
two Community Service Learning Projects. If selected, you are exonerated from the annotated bibliography
described above. In lieu of that research paper, you must perform a minimum of 20 volunteer hours with either (1)
The Women‘s History Museum & Educational Center or (2) The Young Women‘s Studies Club at Hoover High School.
You must keep a journal of your volunteer experiences and type a 4-5 page reflection paper at the end of the
semester. Details will be given during class, and selected students will receive handouts about these requirements.

(4) Attendance, Participation and Presentation (50 points) Every student gains or loses points, depending on your
attendance, participation, and classroom professionalism. The Presentation is worth 25 points.

LATE Work: I will accept late papers up to one week late only, but they will be marked down, regardless of the
excuse. 1 day late: 5 points off; 2 -7 days late: 8 points off. (Theoretically, ANY excuse is a good one, so I cannot
be in a position to judge.)

EXTRA CREDIT: Will be offered throughout the semester. All x-credit assignment are due one week from the
announcement. NO LATE SUBMISSIONS for extra credit. Students may submit up to as many x-credit assignments
as it takes to accumulate a maximum of 8 percentage points. Each extra credit is worth up to 10 points. Total
possible XC points: 30. To get credit, turn in 1-1/2 to 2 pages, typed and double spaced, about what you learned and
how it clarified some aspect of women‘s history, answering the question(s) I give you when I assign the extra credit.
If directly related to a week‘s topic, give specific details that were mentioned in both class and in the x-credit

                                     IN-CLASS STANDARDS FOR BEHAVIOR:

     Attendance: Once you are in class, it is disruptive to get up and leave and come back. If you have an
      emergency, or if you know you must leave early, PLEASE LET ME KNOW.
     Talking: Side conversations or running commentary between students about class material or anything
      else during class is disruptive and distracting to all of us, and you will be asked to leave after one warning.
     Cell phones: MUST be turned off or set at the silent mode at the start of class. Please put all cell
      phones and pagers securely away in your bag so you aren’t tempted to check text messages or anything
      else. Anyone caught text-messaging or otherwise using cell phones or other electronic devices in
      class will be asked to leave for the remainder of the class!

Computer and Translation Device Usage: If you seat yourself in one of the two outside rows of seats near the
front of the class, you are permitted to use laptop computers and translation devices during lectures only, but if
you misuse (i.e. surf the net, do other homework, etc.) either of those devices EVEN ONCE, your
laptop/translation device privileges will be revoked for the remainder of the semester!

400 points = 100% (A)            320 points = 80% (B-)             240 points = 60% (D-)
360          90 (A-)             280        = 70 (C-)

                                 Academic Honesty: Cheating and Plagiarism

You are free to discuss ideas and strategies for approaching assignments with others, but with the exception of
in-class group work, students must complete their own work individually. Using other people’s work in any form
and passing it off as your own will result in disciplinary action. You must always give credit for ideas from other
sources (including the Web), even if you are not citing word for word. My standard course of action is to report
students whom I believe have cheated to the Judicial Procedures Office. In addition to the academic penalty (an
F), the Judicial Procedures Office may decide upon additional sanctions such as expulsion. For more
information, see the chapter on plagiarism in the MLA Handbook for Writers of Research Papers.

Cheating and plagiarism are serious offenses. You are plagiarizing or cheating when you:

       for written work, copy down or cut anything from a book, article or website and add or paste it into your
        paper without using quotation marks and/or without providing the full reference for the quotation,
        including page number
       for written work, summarize / paraphrase in your own words ideas you got from a book, article, or the
        web without providing the full reference for the source, including page number
       for an oral presentation, copy down or cut anything from a book, article, or website and present it orally
        as if it were your own words. You must summarize and paraphrase in your own words, and bring a list of
        references in case the professor asks to see it
       use visuals or graphs you got from a book, article, or website without providing the full reference for the
        picture or table
       recycle a paper you wrote for another class
       turn in the same (or a very similar paper) for two classes
       purchase or otherwise obtain a paper and turn it in as your own work
       copy off of a classmate

In a research paper, it is always better to include too many references than not enough. When in doubt, always
err on the side of caution. If you have too many references it might make your professor smile; if you don’t have
enough you might be suspected of plagiarism.

                                  Consequences of cheating and plagiarism

Consequences are at the instructor’s and the Judicial Procedures Office’s discretion. Instructors are mandated
by the CSU system to report the offense to the Judicial Procedures Office. Consequences may include any of
the following:
      failing the assignment
      failing the class
      warning
      probation
      suspension
      expulsion

For more detailed information, read the chapter on plagiarism in the MLA Handbook for Writers of Research
Papers (6 edition, 2003); visit the following website http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
and talk to your professors before turning in your paper or doing your oral presentation if anything remains
The University of Indiana has very helpful writing hints for students, including some on how to cite sources.
Please visit http://www.indiana.edu/~wts/pamphlets.shtml for more information.
(thanks to Prof. Donaday for this verbiage)


WEEK 1 (1/28): 19th Century Legacy: Women‘s Culture, Women‘s Sphere & Widening Horizons; Late 19th Century
                        Restlessness and the Middle Class

 Do online Powerpoint presentation by 2/18: Take this tutorial & quiz and receive a score on screen
 that you print and submit to me as proof of completion. Worth 15 points
 Go to:   http://infotutor.sdsu.edu/plagiarism/

WEEK 2 (2/4): Institution-Building and College-Educated Women; Women Transforming the Public Sphere
READ:        Coursepack Reader: Jacob, ―She Couldn‘t Have Done It . . .Lizzie Borden.‖ DuBois 292-305; 317-333

STUDY QuestioNS : 1: What qualities of middle-class womanhood, described in lecture & reading, do you see in
Lizzie Borden? Why was Borden, according to the author, acquitted?       Question 2: Women were
transforming the ―public sphere‖ in a variety of ways at the end of the 19th century: Provide several different
examples of how middle-class women empowered themselves to step beyond the boundaries of home & family.

WEEK 3 (2/11): Women‘s Late 19th/Early 20th Century Organizations: Race & Class Dimensions
READ:          DuBois 277-291; 306-316; 466-472;


WEEK 4 (2/18) An Expanding Nation: Women in the West and Immigrant Women

  Plagiarism Quiz must be done by tonight. Worth 15 points.

READ: Coursepack Reader: Sanchez, ―Go After the Women;‖ DuBois 340-360; 372-378; 386-399;

Study Questions (1) Your book states that ―With the important exception of Native American women, most
American women in 1900 were living more active, more public, more individualized, and more expansive lives
than prior generations.‖ (372) Is this true? Evidence? (2) Jacob Riis clearly intended to shock comfortable
Americans with his images of the slums. What might his contemporaries have found most disturbing about his
representations of immigrant women and girls? Evidence?

WEEK 5 (2/25): Politics and Life for Progressive Era Women; The First Feminist Movement (The Vote!)

READ: Coursepack Reader: Muncy, ―The Ambiguous Legacies of Women‘s Progressivism;‖ DuBois: 366-68; Chapter
7 up through p 464 only

Study Questions: (1) In what activities during the Progressive Era (1890-1920) did women meet with success?
Why? (2) What theories about women (women‘s role, maternalism, feminism) and about race were embraced
by activists and unions? How did some of those theories hinder women‘s quest for equality? (don‘t forget visual
sources in your evidence)

WEEK 6 (3/4): The Roaring ‗20s: New Morality, Birth Control, and Contrasts of the 1920s

                                      Get Exam Study Guide, covers Weeks 1-7

READ: Coursepack Reader: 1-D‘Emilio & Freedman, ―Morals and Manners in the 1920s;‖ 2-―Singing the Blues‖ lyrics;
3-Peiss, ―Charity Girls;‖ and 4-Blee, ―The Ku Klux Klan in Indiana.‖ DuBois: 480-496; 519-522

Study Questions: the 1920s were a time of contrasts in American politics and culture—a burst of liberal ideas about
sexuality; yet conservative Republican presidents emphasized morality and business. There was also a public, violent,
widespread backlash against immigrants and blacks who migrated to northern cities. After WW I more African-
Americans traveled into the North than at any other time in American history. Q: (1) Describe examples from the
readings of the positive aspects to the bursts of energies in the 1920s. How did women create, or participate
in, these changes? (2) Describe examples of negative actions and effects during the 1920s, and how women
created, or participated in, them.

                   (NOTE: You should be reading for WEEKS 8 & 10 ahead of time)

                                                       Take-Home and in-class portions of Midterm due
WEEK 7 (3/11): Women and the Great Depression

READ:    DuBois 497-507; 526-533, 535, 537, 538 (Fig. 8.4), 539-547;

WEEK 8 (3/18): World War II           Class discussion on the book

READ: DuBois: 507-518; and Houston, Farewell to Manzanar (hint: Houston‘s book and the questions below will
make much more sense to you when you read DuBois first)

Study Questions: (1) How did internment affect the traditions and roles of both Issei and Nisei women? (2)
Daughters of immigrants often find themselves caught between two identities—that of their parents‘ culture
and that of mainstream U.S. What were examples from readings that reveal this dual identity? What were
examples of how young Nisei women like Jeanne embraced or rejected American culture to cope with their dual

WEEK 9 (3/25):    Annotated Bibliography Due.
                 1950s: Cold War, Conformity & Gender Roles
READ: DuBois: 554-574; 593-608;

         REMINDER: You should be reading Coming of Age early

 SPRING BREAK 3/30 – 4/3

WEEK 10 (4/8): Civil Rights: African-American Women

        Class Discussion tonight – use the following questions to study, and bring your books.

READ: Moody, Coming of Age in Mississippi.        (continued next page)

    Study Questions: (1) What individuals and major turning points in Moody‘s life propelled her into civil
    rights activism? (why?) (2) How does Moody‘s coming-of-age experience compare with Jeanne Wakatsuki‘s?
    Compare and contrast their: generational differences with their parents (their different outlook about race
    and their own identity from their parents), the ways they thought of themselves as young women, and the
    ways they embraced—or rejected—aspects of their racial identity.

WEEK 11 (4/15): Civil Rights, Continued –Chicanas and American Indians

         READ: Coursepack Reader: Chapter from Women in American Indian Society; and Ruiz,
         from Out of the Shadows; DuBois 574-586; 666-676;

Study Q: The slogan that came out of the 1970s Women‘s Liberation Movement was ―The Personal is Political.‖ That
slogan could easily have been used by women in various rights movements dating back to the 1800s. The slogan meant
that events women endured on a daily basis—things they believed were simply personal encounters—were actually
symptoms of discrimination that was so wide-spread that people took it for granted. For instance, a woman ignored by
salesmen in the Stereo Department of a store thinks only she is ignored – not all women. An Asian mother and
daughter in a chain restaurant is kept waiting 20 minutes before a waiter takes their order. Several Chicanas in a new
car are pulled over in a nice neighborhood because a turn signal was not used enough in advance. When women like
these got together among friends and discussed these incidents, they realized that these seemingly personal stories
were connected to larger political stories—of civil rights and women‘s rights.

Give examples from the readings that reveal how ―the personal is political.‖ In other words, what important
every-day encounters or realities from American Indian, Chicana (and African American) lives prompted them to
become activists on behalf of their people? Another way of thinking about it: how did their personal
experiences guide their political action? (2) What were their specific demands?

WEEK 12 (4/22): Women‘s Liberation, Women‘s Rights
READ: DuBois: 587-92; 628-664;

Study QuestioNS : (1) What developments in post-World War II American Society fueled the emergence of
the feminist movement, and how was it related to other social movements of the period? (2) How were rape
and domestic violence BOTH (1) ―silent‖ tools of psychological oppression and (2) a political spur for the Civil
Rights and Women‘s Movements?

WK 13 (4/29): Presentations begin tonight
                 Women-Identified Women or Lesbian Identities??

         READ: DuBois: 677-684; Coursepack Reader: Davis & Kennedy, ―Oral History . . . Lesbian Community;‖
               Faderman, ―Lesbians in the ‗80s;‖ articles from Utne Reader
These articles describe different group identities lesbians created, beginning in the 1930s. Keep in mind that not all
lesbians participated in these ideas—preferring instead to go about their private lives without a sense of community
and choosing their friends carefully for their discretion. Lesbians have needed community because many lost their
families when they came out. They create new ―families‖ within the community where they feel safe to be themselves.
Q: Young lesbians of the ‗90s have some similarities and some big differences from their counterparts 30-40
years earlier. (1) How have lesbians created identities for themselves? (2) What are some examples of ways
that group ideas about lesbian identity changed over time? (Hint: ―identity‖ = ways of being, personaes, or ways
of relating one‘s self to others)

WEEK 14 (5/6) Presentations continue       Attendance Mandatory      (get the final tonight)
Issues: the ‗80s &‗90s: Family, Feminization of Poverty, and Women‘s Health

       READ: Coursepack Reader: Articles on women‘s health – ―Women Are Different;‖ ―Minorities Are
Underserved;‖ ―Dying to Win;‖ and ―Who Isn‘t on a Diet?‖

 ―Researching women‘s health issues requires more than a knowledge of female anatomy and systems; you must
consider how American culture, economics, and technology shapes women‘s lives in ways that affect their health.‖

 Discussion QuestioNS (1) From these readings, what are some examples of culture, economics, and
technology that affect women‘s health today? (2) What are the connections between trends in women‘s ideal
bodies—and ideal female role -- and women‘s health?

WEEK 15 (5/13) (alternative assignment paperwork due) Presentations               Attendance Mandatory

FINAL MEETING (5/20) 4-6 pm: Final due.            Presentations      Attendance Mandatory


Students with Disabilities: Student Disability Services
                            Calpulli Center, third Floor, Suite 3101.

        High Tech Center – Love Library Room 205 Ext 45315

The High Tech Center is a writing and assistive computer technology lab where students with
disabilities work independently or with trained consultants.

The HTC staff provides writing, study skills, and computer assistance to students who have cognitive,
physical, functional, visual, or other disabilities.

SDSU students or recent graduates who are registered with Disabled Student Services (DSS) and
have a verified disability are eligible to use the High Tech Center.

    MORE HELP FOR STUDENTS http://dus.sdsu.edu/helpforstudents/

                                          HELP FOR STUDENTS

            This information has been prepared to help students learn about the campus
            resources that support learning. They have been listed according to the kinds
            of needs students often experience.

                                             Need help with a class.

            Each professor has scheduled office hours when you can meet with him/her
            on an individual basis for consultation on points that confuse you, and to
            discuss how you can improve your performance in the class.

          If you need help with study skills including time management, note taking
          and reading strategies, consult Hints on Learning and Studying.

          Need help with Writing. The Department of Rhetoric and Writing has
          courses in reading and writing development, as well as courses to help you
          meet the writing requirements. Consult your Class schedule for class listings.
          Tutoring for EOP students is available at the Educational Opportunity Program
          and Ethnic Affairs (EOP) Office, SS-2109. Regular office hours are M-F 8:00-
          4:30. Their general phone number is 594-6298.

           San Diego State University Department of Rhetoric and Writing Studies offers a 'Drop
           in' writing clinic where a writing tutor will evaluate your essay.

              The English Department and the Department of Rhetoric & Writing Studies offer
               "drop-in" tutoring on writing.
              The schedule changes each semester so call for hours and days.
              Rhetoric & Writing tutoring is held in ESC-301A. Call 46515 for Rhetoric & Writing
              English Department tutoring is held in AH-4217. Call 45307 for English Department
              First come, first serve.
              Bring your essay.

          For more information and hours, please call the RWS administration office at

          Need academic advising. Start by reading the Catalog for recommended
          prerequisites and background knowledge. The University Advising Center can
          provide information on general education and graduation requirements as well
          as help in selecting a major; walk-in academic advising is available M-Th
          9:00-6:00 and Friday 9:00-4:00 in SS-1551, phone 594-6668. Email advising
          is available at http://www.sdsu.edu/advising. Your department adviser
          https://monet.sdsu.edu/es/advising/advisers/select_adviser_display.cfm and
          your college Assistant Dean for Student Affairs also have scheduled hours
          when they are available. EOP students should see their counselors in the
          Office of Educational Opportunity/Ethnic Affairs.

          Need help with Library research. Go to http://infodome.sdsu.edu for help
          with your research needs, to access the catalog, develop a research strategy
          or to ask questions.

          Need help with personal problems. Counseling and Psychological Services
          can help with these kinds of worries. To make an appointment with a
          Counselor, call 594-5220. Office hours are Monday - Friday, 8:00 AM - 4:30
          PM, in Calpulli Center 4401.

Need help funding your education? Please visit the Office of Financial Aid and Scholarships (OFAS)
website at http://www.sdsu.edu/financialaid for information about grants, work study, and loans. From
this site students can also log on to AidLink, the OFAS's online student information system, to view the
status of your financial aid application, download necessary documents, and activate student loans. For
information about available scholarships please visit http://www.sdsu.edu/scholarships. Also, financial
aid counselors are available Monday through Friday by phone, 9:00AM-4:00 PM at (619) 594-6323 or
in person 8:00 AM-4:30 PM at SSW 3605.

Need help defining career goals. Trouble finding an academic direction?
Career Services can help you assess your interests and abilities. Mon - Fri 8
AM - 4:30 PM Wednesday extended hours: Office open until 5:30 PM. Walk-in
Hours: Mon. - Wed. 1 PM - 3 PM
Wed. 4:30 - 5:30 PM Thu. & Fri. 10 AM - 12 PM. Location: SS-1200. The
Career Library is open during office hours. Their phone number is 594-6851.

Need help with computing. The Love Library Student Computing Center in
LL-200 is available for Help Desk consulting or call 594-3189. Free computer
software training workshops are also available (word processing,
spreadsheets, web, etc). Contact
http://batsweb.sdsu.edu/Student/descriptions.cfm for information.

Need help because of illness. Student Health Services is located in Calpulli
Center and is open Mon-Fri: 8:30 am - 4:30pm. The Clinic is open on a walk-
in basis, appointments are available as well. You can also communicate with
Student Health Services via their secure, confidential web based messaging
system. You can register by going to http://shs.sdsu.edu on your web
browser. For weekend emergencies call 1-888-594-5281 from off campus or
8-1-888-594-5281 from on campus for information on local emergency care.
Their general number is 619-594-HEALTH (4325).

                                 341A: BEFORE 1880; 341B: AFTER 1880

         The focus of this paper is to evaluate 8 sources, focusing on the 3 questions you turned in for your
          topic commitment.
    Your 7-8 page paper should contain 3 primary and 5 secondary sources
    Primary sources may be Internet sources, but not secondary
    No encyclopedias or dictionaries as sources (this includes online encyclopedias)
    Use MLA Style for your complete citations
    Intro and Conclusion should be double spaced
    Single space the body of the paper—the annotated bibliography.

INTRODUCTION – roughly 1-1/2 to 2 double spaced pages
A.    Pretend you are preparing a lecture for this course: American Women’s History. Your three
      questions will help you focus your lecture. State your rationale for including a lecture on the topic,
      arguing reasons for its importance.

B.       State the main questions you are answering about the topic (you turned these in with your topic
         commitment), because they are the main points you would make in the lecture. Example:

         This lecture on women and AIDS covers the period from the early 1980s through 1995. It highlights
     the political struggles by AIDS activists, AIDS’s unique impact upon women of various walks of life,
     and the issues that emerged because of the nature and transmission of this disease. {this prev.
     sentence lists the essence of the three questions. You can also say “Three questions I focus
     upon are:” and list the questions} I describe the fear, homophobia, and religious aspects that AIDS
     activists worked to overcome. In particular, the sources highlight the moral aspect—prostitutes were
     condemned, and women were suspected of inviting AIDS with their sexual behavior. Women were
     also nearly completely ignored during the early years of AIDS programs, since it was considered a
     ―gay male‖ disease. This lecture about the political side of AIDS highlights connections between
     women’s role, beliefs about sexual behavior during this period, and a wide variety of cultural
     assumptions about women of different races, classes, and sexual orientations. For example …(give
     specific examples that came up in the sources)

THE ANNOTATED BIBLIOGRAPHY – 1 paragraph to 1+ page per source, single spaced

         PRIMARY SOURCES: List each source separately, giving its full bibliographic information
         (author, title, publisher, place and year of publication.

CITATION EXAMPLE: Erdrich, Louise. Love Medicine. 1984. New York: Perennial-Harper, 1993.
(This book is a primary source for a topic in the 1980s. The book was reprinted in 1993)

After citing the source, do all of the following:

        What is the unique info – specific details, examples, quotes from this source that answers one or more
         of your questions? (If it does not answer a question, then it is not a valid source for this assignment)
        Is this source consistent with other sources you’re using, or does it contradict facts of other sources?
         It’s OK if you find different viewpoints—that’s a valid point for you to state.
        NOTE: do not state that it is interesting, boring, etc. This is not a book review.

Example – do this for each primary source:
        This article from Time reveals the concerns of the Fifth Annual International AIDS Conference, and
    compares the points raised at this 1989 Conference with those from previous conferences. In 1989
    physicians believed…(details). These were new hypotheses, since in previous years, the focus at the
    AIDS Conference was …(details). This article shows that by 1989 people were more willing to publicly
    discuss sexual acts and to recommend advertisement for condoms. Women and AIDS are mentioned
    for the first time as a focus for research. AIDS activists, however, had already been working at making
    the public aware of women and AIDS…(details, examples, quotes).

        B. SECONDARY SOURCES: Like the primary sources, list each source separately with the full
        citation and do all of the following:

CITATION EXAMPLE: Palmer, William J. The Films of the Eighties: A Social History. Carbondale: Southern
Illinois UP, 1993.

       What are the author’s main theses, points, or main arguments, in this source? What overall message(s)
        does the author want to convey? (Find this with a close reading of the author’s Intro & Conclusion)
       What is the author’s point of view? How is the author’s main ideas about the topic similar to, or
        different from, your other sources? Is this source consistent with other sources you’re using, or does it
        contradict facts of other sources? It’s OK if you find different viewpoints—that’s a valid point for you
        to state. (Note: The YEAR of the source might make a difference. For instance, interpretations about
        historical events change over time. This is called ―historiography.‖ Historians during the Cold War, the
        Feminist Movement, the Civil Rights Movement, or the Vietnam War, all had their viewpoint affected by
        those events as they wrote their analysis of a historical event. So, in your case, how was the author’s
        attitude toward the topic affected by the events of the decade she/he was writing? )
       What is the unique info – specific details, examples, quotes from this source that answers one or more
        of your questions? (If it does not answer a question, then it is not a valid source for this assignment)
       NOTE: do not state that it is interesting, boring, etc. This is not a book review.


         Summarize the main findings that you highlighted about your topic. Then state what the facts of your
―lecture‖ teach us about women’s lives, women’s roles, and the perceptions of women at the place and time of
your topic. What does your ―lecture‖ teach us about women of different ethnic or class backgrounds? In other
words, your topic teaches us two things (1) specific details about a specific topic (i.e., about the beginning of
nursing as a profession at the end of the 19 century), and (2) something more general about women’s history,
i.e., women’s roles and attitudes about women after the Civil War, and the impact of the Civil War upon women’s
role by creating nursing as a new profession that was considered ―women’s work.‖

    Check grammar and punctuation

       Give not only details about each source, but WHY the source HELPS EXPLAIN the details. You want to
        convey why each source and its info is important for your lecture. IF THE SOURCE IS NOT HELPFUL,

       Remember that you need to understand what was going on in the United States at that time that
        THE DECADE YOU’RE STUDYING. Find out what affected your topic; do the same for the period that
        had an affect on your secondary source authors.


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