Expectations & Engagement

What does this course promise?

  • To provide you with readings, lectures, and assignments to investigate the historical study and representations of two well-known, figures in conjunction with the history of early modern women.
  • To teach you how to apply historical thinking, using social categories (maidenhood, widowhood, peasant, and aristocrat), historical concepts (i.e., patriarchy, Enlightenment, revolutionary) and analytical tools (gender, intersectionality, etc.) so you may become more adept at using these concepts and tools in your own research and independent work.
  • To practice and receive concrete feedback on your reading, writing and oral presentations.

What do I need to do to succeed in this course?
            To realize these promises, you must take responsibility for your own learning and participate as an active learner. In other words, you must be willing

  • TO READ CLOSELY, noting passages that seem significant to you and relevant to the themes of the course, evaluating the historical evidence carefully, asking questions like “What does this mean?” and “Why is this evidence significant?”
    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.
  • TO ENGAGE FULLY, in class discussions by asking questions 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.
  • TO DEVOTE YOURSELF TO THE WRITING PROCESS in formal essays, informal writing and blog posts. All types of writing require thought and revision, some require the use of direct evidence and specific form of citation (Turabian/Chicago).
  • TO PURSUE INDEPENDENT RESEARCH, 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.
  • TO ATTEND CLASS MEETINGS REGULARLY and ONE CAMPUS EVENT, “Vinegar Tom” by Caryl Churchill. A UR student production about 17th century witch hunts.

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, visiting me during my office hours, Mondays and Thursdays 1:30 to 3 PM in Ryland 218.
  • Resources also include handouts and reading material on BLACKBOARD and required texts available in the CAMPUS BOOKSTORE obtaining what you need well in advance.
  • They also include THE LIBRARY where you can schedule time to read, write and reflect outside of class (8-10 hours per week), and
  • OTHER VENUES, seeking help well in advance of deadlines from the Writing Center, the Academic Skills Center, and the Speech Center