Expectations & Engagement

What does this course offer? 

  • Exposure to recent historical scholarship on the lives and representations of two well-known female figures as a window to the study of women and gender in early modern period, as much as the field of historical studies more generally
  • An education in elements of historical thinking, such as social categories (maidenhood, widowhood, peasant, and aristocrat), historical concepts (i.e., patriarchy, medieval, Enlightenment) and analytical tools (gender, intersectionality, etc.) which you will learn and apply in coursework as well as in your own research and independent work.  
  • Practice in critical reading, historical analysis, library research, academic writing and oral presentation skills

What is expected of me?
            Your engagement in the course. In other words, you must be an active learner, one who takes what is assigned and turns it into something he/she wants to make happen. You will be given opportunities to develop and grow in knowledge and skill, as well as self-understanding about how you learn and what you can or cannot know. In this case, your opportunities include synthesizing information, weighing historical evidence, finding and interpreting meaning and motives, applying and integrating what you learn across the course and with other courses,

What does “engagement” look like?

  • REGULAR CLASS ATTENDANCE and PARTICIPATION. Your attendance is required and your participation is expected. You can engage in discussion by asking questions that you have brought to class or just leading the class with a few remarks. In some instances, I will ask students to generate a discussion question or ask for pre-writing before discussion begins. Your absence, self-selected silence, or dominance in discussions diminishes the richnesss of the class experience. 
  • SKEPTICISM and OPENNESS. Two attitudes which seem contradictory but actually need to work together. Question everything AND be willing to consider anything. We live in a diverse, free society that embraces idea of open, civil discourse. We are also inundated with misinformation and bias. The past, much like the present, is a terrain full of differing points of view. Be ready to disagree and listen to others who disagree with you. Through moments of openness and skepticsm knowledge is produced. 
  • COMMITMENT TO THE WRITING PROCESS. All types of writing require thought and revision to write clearly and concisely. Historical writing demands imagination and persuasion, the use of direct evidence, the interpretation of historical facts, and a specific form of citation (Turabian/Chicago style). I have recommended a history handbook to help you with your writing and citing of sources. Please use it. 
  • ASKING GOOD QUESTIONS in class discussions, of course, but also when pursuing independent research. Good questions lead to interesting, sometimes original answers. Historical research demands curiosity and tenacity, especially when pursuing a topic independently, which may be as simple as to “look something up” doing a simple search, or as complex as to research a sub-topic of the course using scholarly search engine such as J-Stor or WorldCat. 
  • CLOSE READING, noting (not just underlining) passages that seem significant to you and relevant to the themes of the course, evaluating the historical evidence carefully, asking questions like “Where does this come from?” “Who is it is written/created for?” “What is implied?” “What is assumed?” “How does it relate to what we’ve discussed?”  Class readings are listed under the course schedule. Some draw from books available in the Campus Bookstore, others are electronic readings available on BlackBoard. I can also recommend readings for your independent research.

How can I take charge of my learning?

  • By being PROACTIVE, taking charge of the resources available to you.
  • These resources include ME(!) asking questions in class, emailing me with your thoughts, and/or visiting me during my office hours, Tuesdays from 10:15 to 11:45 AM and Wednesdays from 2 to 3 pm in Brunet 130.
  • Resources other than handouts and reading material on BLACKBOARD and required texts available in the CAMPUS BOOKSTORE, include the Academic Skills Center, the Speech Center, the Writing Center, and the LIBRARY.
  • If you haven’t already, make the LIBRARY your “third space” where you can schedule time to read, write and reflect outside of class (6 to 8 hours per week). More learning happens outside of class than during class time.