Taught: fall 1999. Note: This is the skeleton syllabus handed outinitially to the class.
History 221 & Women's Studies 221: Growing Up in America
University Program Group IV, Subgroup A: Integrative andInterdisciplinary Studies
774-3452 or 774-6567†††††††††††††††††††† Office Hours: T, Th 9:30-11:00, T 2:30-5:30
You cannot receive credit for this course as both HST 221 and WST 221.You must choose when you register.
The objective of this course is to enable students to combine insightsand methodologies from history, literature, sociology, demography,anthropology, and developmental psychology (some disciplines more thanothers) to understand how different young people have grown from infancy toadulthood in the United States.
CMU provides individuals with disabilities reasonable accommodationsto participate in educational programs, activities, and services. Studentswith disabilities requiring accommodations to participate in classactivities or to meet course requirements should contact me as early aspossible.
SOURCES FOR ASSIGNED READINGS: Course pack on sale at bookstore;William L. Andrews, ed., Classic American Autobiographies; MayaAngelou, I Know Why the Caged Bird Sings; Mary Pipher, RevivingOphelia: Saving the Selves of Adolescent Girls; Mark Twain, TheAdventures of Tom Sawyer.
PAPER ASSIGNMENT: You will need to borrow or buy either a) WaldoE. Martin, Jr., Brown v. Board of Education, or b) William Pollack,Real Boys.
Please note that the following dates may be modified slightly as thesemester proceeds.
Aug. 31 INTRODUCTION. HOW MUCH HAS CHILDHOOD CHANGED OVER TIME?
Sept. 2. HOW MUCH CAN DEVELOPMENTAL STAGES VARY?
Sept. 7. THE AMERICAN COLONIES. PURITAN-EVANGELICAL TRADITIONS INCHILD REARING.
Sept. 9. DEVELOPMENTAL STAGES IN COLONIAL NEW ENGLAND: DIFFERENTVIEWS. Read John Demos, A Little Commonwealth, 128-170, in Coursepack, 1-22; Roger Thompson, "Adolescent Culture in ColonialMassachusetts,"Journal of Family History 9 (1984): 127-144, in Coursepack, 23-40.
Sept. 14. To be announced–this class may have to be canceled.
Sept. 16. ISSUES IN INTERPRETING AUTOBIOGRAPHIES.INTRODUCTION TO DEMOGRAPHY. Read Benjamin Franklin, Autobiography ofBenjamin Franklin, in Andrews, American Autobiographies, 70-129.
Sept. 21. GROWING UP IN SLAVERY: AUTOBIOGRAPHY. ReadFrederick Douglass, Narrative of the Life of Frederick Douglass, inAndrews, American Autobiographies, 229, 238-327.
Sept. 23. GROWING UP IN SLAVERY: DEVELOPMENTAL STAGES ANDAUTOBIOGRAPHY. Read Lester Alston, "Children as Chattel," from Elliott West& Paula Petrick, eds., Small Worlds: Children and Adolescents inAmerica (Lawrence, KS, 1992), 208-231, in Course pack, 41-55.
Sept. 28. EXAMINATION.
Sept. 30. MODERNIZATION: ECONOMIC AND CULTURAL. GENDER AND TRUEWOMANHOOD: GROWING UP FEMALE IN THE NINETEENTH CENTURY.
Oct. 5. SEPARATE SPHERES, EDUCATION, AND CAREERS. Read Anna HowardShaw, The Story of a Pioneer (New York, 1915), 12-72, in Course pack,56-86.
Oct. 7. RELIGION, SEXUALITY, AND COURTSHIP.
Oct. 12. NINETEENTH-CENTURY MASCULINITIES. INTERPRETINGBOY-BOOKS. Read Twain, Tom Sawyer, in full.
Oct. 14. GENDER AND CHILDHOOD: HOW COMPLEX? Read David Macleod, The Age of the Child: Children in America, 1890-1920 (New York, 1998), inCourse pack, 162-163, 204-208; Patricia A. Adler et al., "Socialization toGender Roles: Popularity among Elementary School Boys and Girls," Sociology of Education 65 (1992): 169- 187, in Course pack, 87-105; BarrieThorne, "Children and Gender: Constructions of Difference," from Deborah L.Rhode, ed., Theoretical Perspectives on Sexual Difference (New Haven,1990), 100-113, in Course pack, 106- 114.
Oct. 19. IMMIGRANT CHILDREN AND ACCULTURATION. Read Macleod, Ageof the Child, in Course pack, 181- 82.
Oct. 21. THE DEMOGRAPHIC TRANSITION, C. 1800-1930. Read Macleod, Age of the Child, in Course pack, 123- 126, 145-150.
Oct. 26. NINETEENTH-CENTURY CHILD REARING AND THE SHELTERED CHILDHOOD.
Oct. 28. HOW SHELTERED WAS CHILDHOOD BY THE EARLY TWENTIETH CENTURY?Read Macleod, Age of the Child, in Course pack, 115-123, 126-145,150-162, 163-170, 208-217.
Nov. 2. NATIVE AMERICANS: COERCIVE ASSIMILATION. Read Macleod, Ageof the Child, in Course pack, 182- 83; Zitkala-Sa, “FourAutobiographical Narratives,” in Andrews, American Autobiographies,413-462.
Nov. 4. EXAMINATION.
Nov. 9. EXPANSION OF PUBLIC EDUCATION. Read Macleod, Age of theChild, in Course pack, 171-181, 183-190.
Nov. 11. Papers due. CHILD LABOR. EXTENDING CHILDHOOD, DEFININGADOLESCENTS, AND CONTROLLING TEENAGERS. Read Macleod, Age of theChild, in Course pack, 191-204, 218-229.
Nov. 16. INTERPRETING AUTOBIOGRAPHY: A PERSONAL ACCOUNT OF THE SECONDGREAT MIGRATION. Read Angelou, I Know Why the Caged Bird Sings, infull.
Nov. 18. SCHOOL DESEGREGATION AND STUDENT ACTIVISM.
Nov. 23. TWENTIETH-CENTURY CHILD-REARING AND THE BABY BOOM. Read DuaneF. Alwin, “Trends in Parental Socialization Values: Detroit,1958-1983,” American Journal of Sociology 90 (1984): 359-382, inCourse pack, 230-242.
Nov. 30. CHANGING GENDER ROLES. Read Pipher, Reviving Ophelia,17-44, 232-247.
Dec.2. A TOXIC CULTURE? Read Pipher, Reviving Ophelia, 45-231,248-293.
Dec. 7. POVERTY AND CHILDHOOD.
Dec. 9. THE RIGHTS OF THE YOUNG VS. THE LOSS OF CHILDHOOD?
Dec. 14 (12:30 section); Dec. 16 (11:00 section). EXAMINATION.
Examinations will test only subjects covered since the previousexamination. They will test both assigned readings and class materials.Each will be one-half essay in format and one-half multiple choice and trueor false. You must do one of the papers to be described on a separateassignment sheet. The first exam will be worth 80 points. The other examsand the paper will each count 100 points. In addition, there will be 13 or14 brief tests on assigned readings, worth 5 points each and given in classthe day we discuss a particular reading. Your best 10 tests will contributeup to 50 points toward your final grade. Thus your final grade will becalculated on the basis of a total of 430 possible points. There will alsobe a small bonus for class participation.