hist 72h-001 (first year honors seminar in history): fall...

8November2016

UniversityofNorthCarolinaatChapelHill,DepartmentofHistory

HIST72H-001(FirstYearHonorsSeminarinHistory):Fall2016

WOMEN’SVOICES:TwentiethCenturyEuropeanHistoryinFemaleMemory

SYLLABUS

Instructor: KarenHagemannTimeoftheCourse: Monday:3:35–6:05pm

LocationoftheCourse: HamiltonHall523

OfficeHours: Tuesday:2:00-4:00pmorbyappointment

Office: HamiltonHall562

Email: [email protected]

GraduateResearchConsultantandWritingTutor:LornHillakerOfficeHours: Wednesday:1:45-3:45pmorbyappointment

Office: HamiltonHall522

Email: [email protected]

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CONTENTSOFTHESYLLABUSPleasereadthissyllabuscarefully. Itprovidesthenecessary informationonthefollowingpoints in theordertheyarelisted:

• AimsoftheCourse 2• CourseProgram 2• FormatoftheCourse 9• SummaryofAssignments 11• Grading 11• SupportForYourResearch:TheGraduateResearchConsultant(GRC) 11• RequiredReadings 12• SAKAI 12• MealswithHeels 13• RulesoftheRoad 13• HonorCode 14• SelectedLiteratureandAutobiographies 14• BiosoftheInstructorsandtheGRC 18

AIMSOFTHECOURSEThecourseexaminestwentiethcenturyEuropeanhistorythroughthelensofwomen’sautobiographicalwritings. It exploreswomen’s voices fromdifferent generational, social andnationalbackgrounds.Wewill read and discuss autobiographical texts by six women, who grew up in middle and upper classfamilies in Austria, Britain, France and Germany and wrote about their lives in the first half of thetwentieth century. They all tried tomake a difference in society and politics: EMMELINE PANKHURST(1958-1928), a leader of the British suffragette movement; ALICE SALOMON (1872-1948), a liberalJewish-Germansocialreformerwhoadvocatedwomen'srightsandsocialjustice;VERABRITTAIN(1893-1970),aBritishstudentwhovolunteeredinWorldWarIasanurseandlaterbecameapeaceactivistandwriter; TONI SENDER (1888-1964), one of the first female parliamentarians inWeimarGermany,whowasactiveintheSocialDemocraticParty;GENEVIÈVEDEGAULLE-ANTHONIOZ(1920-2002),amemberofthe French resistance against Nazi occupation and a survivor of the women’s concentration campRavensbrück;andRUTHKLÜGER(1931-),anAustrian-JewishstudentwhosurvivedAuschwitzand laterbecameaprofessorforGermanliteratureintheUnitedStates.(Seetheirportraitphotosonpage1,ontop:Pankhurst,belowfromlefttoright:Salmon,Britain,Sender,DeGaulle-AnthoniozandKrüger)

Theoverarchingthemeof thecourse is thestruggleofwomenforequaleconomic,socialandpoliticalrights.Wewillexplorewhicheffectspoliticalchanges,revolutionsandwarsaswellastheHolocausthadonthisstruggleandthelivesofwomenmoregenerally.Throughintensivediscussionsofthereadinginclass,groupworkandtheopportunitytowritearesearchpaperonafemaleautobiographyoftheirownchoice, the course offers students a unique approach to twentieth century European history andwillintroducethemtohistoricalresearchandwriting.

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COURSEPROGRAM

Week1:Monday,August29,2016(withGRC/WritingTutor)

IntroductionI:Letusgetstarted

I:AimsandFormatoftheCourse

Break

II:GettoknowyourGRCandWritingTutor

III:WhatIsYourStory?

Week2:Monday,September6,2016

NoClassLaborDay

Week3:Monday,September12,2016(withGRC/WritingTutor)

IntroductionII:TheoryandMethodology

I:WhatisWomen’sandGenderHistory?RequiredBackgroundReading:

• SONYAO.ROSE,WhatisGenderHistory?(Cambridge:PolityPress2010),chapter1:WhyGenderHistory?,1-16.

MethodologicalTheme:

• Whatiswomen’sandgenderhistory?

Break

II:HistoryandAutobiographyRequiredBackgroundReading:

• MARYJOMAYNESETAL.,eds.,TellingStories:TheUseofPersonalNarrativesintheSocialSciencesandHistory(Ithaca:CornellUniversityPress,2008),1-14and70-97.


• Whatareprimarydocumentsandhowcanhistoriansuseautobiographiesforourhistoricalstudies?MethodologicalThemes:

• Selectionofyourautobiographyfortheresearchpaper• Preparationofthe5-minutepresentationofthe(auto)biographiesinclass

Please send your selection and ranking of three autobiographies from the below list by Sunday,September11,2016,noon,totheinstructor.

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Week4:Monday,September19,2016I:HistoricalBackground:FemaleEducationandUpbringingintheMiddleClass

RequiredBackgroundReading:

• FUCHS/THOMPSON,Women,43-61and84-100.

BreakII:MiddleClassWomen’sMemories:Childhood,FamilyandEducation

PRESENTATIONOF THE (AUTO)BIOGRAPHIES BYALICE SALOMON (1872-1948),VERABRITTAIN (1893-1970)andEMMELINEPANKHURST(1858-1928)BYSTUDENTS.(Foreachpresentationnotmorethan5minutes.)

(ByMorganAlexandraBauer,UzormaKafinyinfunoluwaOweteandAnjaliShankar)

Autobiographies:

• SALOMON,CharacterisDestiny,Introduction,and11-23.

• BRITAIN,Testament,PrefaceForeword,and17-43.

• PANKHURST,MyOwnStory,Foreword,and1-13.MethodologicalThemes:

• Whatcharacterizesthesethreedifferentautobiographies?• Preparationoftheselectedbibliographyforyourproject

Pleaseprepareabibliographyofc.tentitlessortedbyPrimaryDocuments,SecondaryLiteratureandWebsite(notmorethan2-3)foryourresearchprojectandsenditbyemailuntil6pmontheeveningbeforeclasstotheinstructorandtheGRC.Itcountsforyourparticipationsgrade.

Week5:Monday,September26,2016I:HistoricalBackground:TheWomen’sMovementBeforeWorldWarI


• FUCHS/THOMPSON,Women,155-176(thesameasforweek6).

BreakII:MiddleClassWomen’sMemories:MaternalismandSocialWork

Autobiography:

• SALOMON,CharacterisDestiny,24-47and68-80.

III:MiddleClassWomen’sMemories:TheStruggleforFemaleSuffrage

Autobiography:

• PANKHURST,MyOwnStory,37-56,205-220and303-322.


• Preparationofthebiographicalhandout

5 InthisandthenextweekallstudentsareinvitedtomeettheGRC/WritingTutorduringofficehourstotalkabouttheirindividualquestionsinrespecttothehandoutandtheirresearchproject.Wewillsetupappointments.

Week6:Monday,October3,2016,3:35–5:00pmintheDavisLibrary(withGRC/WritingTutor)WewillthemeetthelibrarianinthelobbyoftheDavisLibrary.I:HowtousetheUNCLibrariesforyourResearchandReading?AnIntroductionwithaScavengerHuntinDavisLibrary

II:IntroductiontoourspecialCourseWebsiteprovidedbytheLibrarywithseveralInternetResources

Break

III:Movie:“Suffragette(Britain,2015)(1:26min.)intheUNCMediaCenter,room205.MoreonEmmelinePankhurst:http://en.wikipedia.org/wiki/Emmeline_Pankhurst


• FUCHS/THOMPSON,Women,155-176(thesameasforweek5).MethodologicalThemes:

• Howtofindsecondaryandprimaryliterature?• HowusetheDavisLibraryresourcesefficiently• HowtocreateandwriteabibliographyandfootnotesaccordingtoChicagoManualofStyle?

Thehandoutontheselectedauthorandherautobiographyisdue.Pleasebringonecopytoclassandsubmitandelectronicversionbyemail tothe instructorandtheGRC/WritingTutor.WewillpostallhandoutsonSakaisothatallstudentshaveaccesstothem.

Week7:Monday,October10,2016I:HistoricalBackground:WomenandtheFirstWorldWar,1914-1918RequiredBackgroundReading:

• ALLEN,WomeninTwentiethEurope,6-20.

• SONYAO.ROSE,“WomenontheHomeFrontinWorldWarI,”JournalofBritishStudies42,no.3(2003):406-411.

Break

II:Women’sStories:FemaleWarExperiences–‘TheHomefront’:WarSupportandWarOpposition

PRESENTATIONOFTHE(AUTO)BIOGRAPHYBYTONISENDER(1888-1964)BYSTUDENT(5minutes).(ByMitchellStevensonII)

Autobiographies:

• BRITTAIN,Testament,135-145,164-173

• SENDER,TheAutobiography,60-90(inparticular60-80)

6 MethodologicalTheme:

• Howtopreparetheproposalfortheresearchpaper?

Week8:Monday,October17,2016(withGRC/WritingTutor)I:StudentSuccessWorkshop:UtilizingUniversityResourcesThefollowingwebsiteisalsohelpful:http://studentsuccess.unc.edu/student-resources-overview/

IIHowtogothroughCollegesuccessfully?

Conversationwith your GRC/Writing Tutor (Timemanagement, securing electronic files, professionalemailcommunication,courseevaluation,work-life-balance,etc.)

Break

II:Women’sStories:FemaleWarExperiences–WarNursingattheFrontlines• BRITTAIN,Testament,205-214and405-426.

Your proposal for your research paper is due on Friday October 21 at 9 am. Please submit andelectronic version by email to the instructor and the GRC/Writing Tutor. Name the file: Lastname-Research-Proposal.

Week9:Monday,October24,2016I:HistoricalBackground:WomeninInterwarPoliticsRequiredBackgroundReading:

• ALLEN,WomeninTwentiethEurope,21-41.

• KARENHAGEMANN,“Men’sDemonstrationsandWomen’sProtest:Gender inCollectiveAction intheUrbanWorking-ClassMilieuduringtheWeimarRepublic,”GenderandHistory5,no.1(1993):101-119.

Break

II:Women’sStories:GenderingPoliticsandSocietytheInterwarYear

Autobiographies:

• BRITTAIN,Testament,497-509,576-592and651-657.

• SENDER,TheAutobiography,160-167and244-249.

• SALOMON,CharacterisDestiny,150-158.

InthisandthenextweekallstudentsareinvitedtomeettheGRC/WritingTutororinstructorduringofficehourstotalkabouttheirindividualquestionsinrespecttothewritingoftheresearchpaper.

Week10:Monday,October31,2016

I:HistoricalBackground:WomenandtheRiseofAuthoritarianandTotalitarianStatesoftheInter-war

7 andWarYearsRequiredBackgroundReading:• ALLEN,WomeninTwentiethEurope,43-78.• HELENL.BOAK,“OurLastHope:Women’sVotesforHitler–AReappraisal,”GermanStudiesReview12(1989):

289-310

Break

II:Women’sStories:WomenandtheRiseofNazismAutobiographies:

• SENDER,TheAutobiography,275-279and294-308.


Week11:Monday,November7,2016I:HistoricalBackground:JewishWomen’sLifeinAustriaandNaziGermanybeforeWorldWarIIRequiredBackgroundReading:

• MARIONKAPLAN,“JewishWomen inNaziGermany:Daily Life,DailyStruggles,1933-1939,”FeministStudies16,no.3(1990):579-606.

SeealsothespecialTimelineontheHolocaustunderResourcesonSAKAI.

II:Women’sStories:JewishLifeinAustriaandNaziGermanybeforeWorldWarII

PRESENTATIONOFTHE(AUTO)BIOGRAPHYBYRUTHKLÜGER(1931-)BYSTUDENT(5minutes)(ByStacyCisneros-Soriano)

Autobiographies:


• KLÜGER,StillAlive,Foreword,15-58(inparticular,29-58)

Wewillwatchthedocumentary:MasterRace,1933(UnitedStates,PBS/BBC1998)byJonathanLewis(UNCMediathek:Video:65-V6970).(YouTube:https://www.youtube.com/watch?v=YXci6fcG2Yc)

MethodologicalThemes:• PreparationoftheresearchpaperI• Howtoreadandinterprettheautobiographies–furtherreflections

Week12:Monday,November14,2016:ExtendedClassuntil7pmI:HistoricalBackground:GenderedResistanceagainsttheThirdReichanditsPersecution


• Margaret Collins Weitz, „GENEVIEVE DE GAULLE: REFUSING THE UNACCEPTABLE,“ Contemporary FrenchCivilization,Vol.18Issue1(1994):56-63.

• JackG.Morrisson,“FORWOMENONLY:THERAVENSBRÜCKCONCENTRATIONCAMP,”ProteusVol.12Issue2(1995):51-55.

Ifyouwanttoexploremore:

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• http://en.wikipedia.org/wiki/Ravensbr%C3%BCck_concentration_camp• http://isurvived.org/Frameset_folder/-Ravensbruck.html

Break

II:FemaleMemories:APoliticalPrisonerinRavensbrück

PRESENTATIONOF THE (AUTO)BIOGRAPHY BYGENEVIEVE DE GAULLE-ANTHONIOZ (1920-2002)BY STUDENT (5minutes)

(ByNicholasHarkinsBaughan)

Autobiography:

• GAULLE-ANTHONIOZ,TheDawnofHope,1-83.Wewillwatchthedocumentary:"TheWomenfromRavensbrueck,”(DieFrauenvonRavensbrueck),Germany,2005,director:LorettaWalz(90minutes)Sunday,November20,2016at8:00pm:Thedraftoftheresearchpaperisdue.PleasesenditbyemailtotheGRC/WritingTutor.Namethefile“Lastname-DraftPaper”andsetupanappointmentwithhimtodiscussthedraftifyouwantto.MethodologicalTheme:

• PreparationofthePowerPointPresentation(WhatmakesagoodPowerPoint?)

Week13:Monday,November21,2016I:Women’sStories:GenderingtheHolocaust:WomeninGhettos,LaborandDeathCampsRequiredBackgroundReading:• JUDITH T. BAUMEL, “Women’s Agency and Survival Strategies during the Holocaust,” Women’s Studies

InternationalForum22,no.3(1999):329-347.

Autobiography:

• KLÜGER,StillAlive,70-131

Break

II:Women’sStories:SurvivingandRememberingtheHolocaustRequiredBackgroundReading:

• MYRNAGOLDENBERG,“LessonsLearnedfromGentleHeroism:Women'sHolocaustNarratives,”TheANNALSoftheAmericanAcademyofPoliticalandSocialScience548,no.1(1996):78-93

Autobiography:

• KLÜGER,StillAlive,136-165,63-69and205-214.MethodologicalTheme:

• Howtoreadandinterprettheautobiographies–furtherreflections• QuestionsforthefinalresearchpaperandthePowerPoints

In thisweek all students are invited tomeet theGRC/Writing Tutor to get feedback for their draftresearchpaper.Hewillsetupappointment.

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Week14:Monday,November28,2016PowerPointPresentationofYourResearchinClass

EndoftheTermCelebrationwithPizza.

Week15:Monday,December5,2016,4:00-7:30,room:HM569FinalClass:PowerPointPresentationofYourResearchinClass

EndoftheTermCelebrationwithPizza.


• Evaluationofthecourseinclass

(VisitofGRC/WritingTutortocelebrateyourresearch)Tuesday,December6,2016:Thefinalresearchpaperisdue.Pleasesubmititbyemail:Namethefile“Lastname-FinalPaper”

FORMATOFTHECOURSEActive learning and independent researchwill play a crucial role in the course. Classeswill center ondiscussion of the assigned readings; therefore it is important that you come having read the readingassignment carefully and come with questions and comments for discussion to each class. If notannounceddifferentlyinclass.Pleasesubmitatleastonecommentsandonerelatedquestiontoeachofthe reading for class (background readings and autobiographical accounts) on the Sakai Forum. Focusyourquestionsandcommentsonthethemeandtimeperiodatthecenteroftheclass..YourcommentsandquestionsareduelatestonSundayeveninguntil6pmbeforetheclass.Thewillbecomepartoftheparticipation grade. Furthermore, please note at least two important quotes from everyautobiographical textwe read related to the themeand timeperiodat thecenterof theclassandbepreparedtoexplainwhyyoubelievetheyare important for thethemeof theclass.Pleasedon'tplacethesequotesandyournotesontheSakaiForum,bringthemwithyoutoclass.

Thecoursehasnomidtermorfinalexamination.Instead,youwillhavetochooseoneautobiographicalaccountandwritea12-15-pageresearchpaper(excludingcoverpagewithimagesandbibliography)onthe lifeandworkof thiswomanandherautobiography.Theresearchpapershouldbedouble-spaced,one-sided copies, 12-point-font, one-inchmargins). After a brief introduction of the biography of theauthorandherautobiography,yourresearchpapershouldexplorethefollowingfivequestions:1) Whydidtheauthorwritetheautobiography?2) Whatarethemajorthemesinherautobiography?3) Inwhichwaysisthiswomanareflectionofherhistoricalperiod?Issherepresentativeforwomen

fromasimilarnational,socialandculturalbackground?4) Wasthiswomanimportantinhertimeandifsowhy?5) Isthiswomanstillimportantforus/youtodayandifsowhy?

10 The researchpaper needs to include also a complete cover page, an introduction, a conclusion and abibliographythatdifferentiatesbetweenprimaryandsecondarysourcesaswellaswebsites.

As a first step you will have to pick an autobiography. At the end of the syllabus you will find anextended listwith possible texts.Marked in yellow are the recommended autobiographies,marked inbluearethetextswewillreadinclassandwewillhavetocoverbyvolunteers.PleasesendmearankedlistofyourthreepicksofautobiographiesbyemaillatestuntilSunday,September11,2016bynoon.Asasecondstepforthepreparationoftheresearchpaperyouwillbeaskedtoprepareabiographyonforyour researchpaper that includesanddifferentiatesbetween1)PrimaryDocuments;2)SecondaryLiterature;3Websites(notmorethanthree).Pleaselimityourselftoupto10-15booksandarticlesofsecondaryliteratureinadditiontotheprimarysourcesandwebsitesandmakesurethatyourcitationiscompletefollowstheguideandstylesheetonSakai.

As a third step for the preparation of the research paper you will be asked to prepare a 3-4-pagebiographicalhandoutontheselectedauthorandherautobiography. In the introductoryparagraphofthe handout you should explainwhy you selected this author. In the following paragraph you shouldbrieflypresentthefocusofherautobiography(coveredtimeperiod,majorthemes)andthehistoryofthe text (whenwritten and published bywhich publisher in which language, number of editions andtranslations).Themainpartof thehandout shouldpresent in table formthebiographyof theauthor.This part should be organized in six sections: I. Childhood andUpbringing; II. Education; III.Work; IV.FamilyandFriends;V.PoliticalandSocialActivities;VI.MajorPublicationsoftheAuthor.Attheendofthehandoutyoushouldaddabibliographyofprimaryandsecondary literatureandwebsites thatyouusedforthehandout.PleasemakesurethatyourcitationiscompleteandfollowsthestylesheetforthecourseonSakai.TheDEADLINEforthehandoutisMonday,October3,2016.

Asafourthstepyouwillbeaskedtohandinac.2-4-pageproposaloftheresearchpaper.Theproposaloutlinesthecontentoftheplannedresearchpaperandshouldinclude:onthecoveryourname,thedrafttitleofyourpaper;attheendoftheproposalthetitleoftheautobiographyyouselected(incompletecitation),a listoftheprimarysources,secondary literatureandthewebsitesyou intendtousefortheresearchpaper.Pleaselimityourselftoupto10-15booksandarticlesofsecondaryliteratureinadditiontotheprimarysourcesandwebsitesmakesurethatyourcitationiscompletefollowsthestylesheetforthecourseonSakai.

In the introductoryparagraphof theproposalyoushouldexplainwhyyouselected thisauthor. In thefollowing paragraph you should briefly present the focus of her autobiography (covered time period,major themes) and the history of the text (whenwritten and published by which publisher in whichlanguage,numberofeditionsandtranslations).

In addition, please summarize your answers for each of the five questions you have to explore in theresearchpaperinonebriefparagraph:

1) Whydidtheauthorwritetheautobiography?

2) Whatarethemajorthemesinherautobiography?

3) In which ways is this woman a reflection of her historical period? Is she representative forwomenfromasimilarnational,socialandculturalbackground?

4) Wasthiswomanimportantinhertimeandifsowhy?

5) Isthiswomanstillimportantforus/youtodayandifsowhy?

TheDEADLINEfortheproposaloftheresearchpaperisMonday,October21,2016.

11 A fifth step is the submissionof thedraft of the researchpaper,which is dueFriday,November 19,2016atnoon.PleasesenditbyemailtotheGRC/WritingTutor,bringonecopytohisofficeandsetupanappointmentwithhimtodiscussthedraft.

At the end of the term you will be asked, as a fifth step, to present your research with a 8-minutePowerPointpresentation. Everybodywillhave15minutes total for thepresentationandquestionsbytheclass.ThePresentationsareMondayNovember28andDecember5,2016.TheDEADLINESfortheelectronicsubmissionofthePowerPointisSunday,November27,2016.

Andfinallyyourwillhavetosubmitthefinalresearchpaper,theDEADLINEisTuesday,December6,2016.

FormoreinformationseetheguidefortheassignmentsandgradingonSakai.

SUMMARYOFASSIGNMENTSFiveAssignmentswillcontributetothefinalgradeinthecourse:

CourseParticipation (20percent)

Bibliography(10-15titles) (5percent)

BiographicalHandout(4-5pages) (15percent)

ProposaloftheResearchPaper(2-3pages) (5percent)

PowerPointPresentation(8-minute) (15percent)

ResearchPaper(12-15pages) (40percent)

GRADINGThewrittenandoralassignmentsare intended tohelpdevelop the skillsof systematic inquiry, criticalanalysis, and clear expression necessary for historical and other forms of research. Accordingly,evaluationswillbebasedonthreemajor,closely-relatedcriteria:

• masteryoftherelevantmaterial

• developmentofanargumentorpointofviewthatispertinenttotheissueathandandthathasbreadth,coherence,andinsight,and

• expressionofideasinclear,concise,evenengagingprose.

Thesecriteriawilltranslateintogradesasfollows:

A—excellent. Outstanding in all three areas. Offers integrated, insightful coverage based on ample, soundevidence.

B—good.Stronginallthreeareasornotablestrengthsinonebalancedbysignificantweaknessinanother.

C—average. Adequate performance in one ormore areas offset by serious weakness in others that leaves thepresentationfragmented,murky,ornarrow.

D—poor. Notable problems in all three areas. Remedial work needed to improve substantive understanding orbasiccommunication.

F—unacceptable.Seriousflawsinallthreeareas.Noevidentengagementintheassignment.

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SUPPORTFORYOURRESEARCHI:THEGRADUATERESEARCHCONSULTANTInthisresearch-exposurecourse,youwillbeworkingwithaGraduateResearchConsultant(GRC),whowillassistyouintheresearchproject. TheGRCProgramissponsoredbytheOfficeforUndergraduateResearch(www.unc.edu/depts/our),andyoumaybeabletousethisresearch-exposurecoursetomeeta requirement of the Carolina Research Scholars Program(http://www.unc.edu/depts/our/students/students_crsp.html). I encourage you to visit the Office ofUndergraduate Research website to learn about how youmight engage in research, scholarship andcreativeperformancewhileyouareatCarolina.

TheGRCwillhelpallstudentswiththeirresearch.Hewillparticipateinthefirstclassessothatyougettoknowhim/her,andafterwardswillofferweeklyofficehours,duringwhichyoucancomewithallyourquestionsandaskforsupport.TheGRCwill

- discussyourprojectideawithyou;

- helpyoutofindthenecessaryliteratureforyourproject,compileabibliography,andwritethe4-pagehandoutandthe2-pagepaperproposalsontheselectedauthorandherautobiography;

- supportyouintheprocessofyourfurtherresearchandthewritingoftheresearchpaper;

- andofferyoutoreadadraftofyourresearchpaperforfeedback.

EverystudenthastomeettheGRCatleasttwotimesduringthecourse,firstduringSeptemberbeforeyouhandinthe3-4-pagehandout,andsecondduringOctobertodiscussyourfurtherdevelopedplansfortheresearchpaper.

SUPPORTFORYOURRESEARCHI:THEWRITINGTUTORInaddition,theGRCworksasyourWritingTutor,fundedbytheUNCHistoryDepartment.Hewillhelpyou in all steps of yourwriting. You are requested to submit your draft of the research paper to theWritingTutoranddiscussitwithhim.

REQUIREDREADINGSChaptersofthefollowingautobiographieswewillreadinclass.IwillplacethesechaptersonSakai.YouwillfindtheautobiographiesonreserveintheUNCUndergraduateLibrary:• VERABRITTAIN,Testamentof Youth:AnAutobiographical Studyof theYears1900-1925 (NewYork:Penguin

Classics,2005,firstpublishedin1933)(UNCStore)

• GENEVIEVE DE GAULLE-ANTHONIOZ, The Dawn of Hope: A Memoir of Ravensbrück (New York: ArcadePublishing,1999).(UNCStore)

• RUTHKLÜGER,StillAlive:AHolocaustGirlhoodRemembered(NewYork:FeministPressattheCityUniversityofNewYork,2001).(UNCStore)

• EMMELINEPANKHURST,MyOwnStory(Westport:GreenwoodPress,1985).(PDFonSakai)

• ALICESALOMON,CharacterisDestiny:TheAutobiographyofAliceSalomon(AnnArbor:UniversityofMichiganPress,2004).(UNCStore)

• TONISENDER,TheAutobiographyofaGermanRebel(NewYork,TheVanguardPress,1939).(PDFonSakai)

ToprovideyouwithanoverviewovertwentiethcenturyEuropeanwomen’shistorywewillintegrateinthecoursethereadinganddiscussionofpartsofthefollowingbooks:• RACHELG.FUCHS,WomeninNineteenthEurope(BasingstokeandNewYork:PalgraveMacMillan,2005)

13 • ANNT.ALLEN,WomeninTwentieth-CenturyEurope(BasingstokeandNewYork:PalgraveMacMillan,2007)

YouwillalsofindthesebooksintheTextbookDepartmentoftheUNCStudentStores.

SAKAI

TohelpyoutotrackthehistoricaldevelopmentinEuropeandimportantevents,youwillfindonSAKAIthefollowingmaterial:atimeline,maps,abibliographywithselectedliterature,andusefullinks.

IalsowillbeusingSAKAItomakeupdatesoftheSyllabus,readingsandothercoursematerials,aswellasannouncementsavailabletoyou.• Under“Syllabus”youwillfindtheupdatedsyllabus;

• Under“Resources”youwillfindthefollowingfolders:

- “CourseReading”withtheweeklyreadings;

- “SupplementaryDocuments”withadditionalmaterial(chronologies,maps,tables);

- “SupportforAssignments”withguidesforthedifferentassignments,aguidelineforgoodwriting,astylesheetwiththebasicsoftheChicagoManualofStylethatwewilluseinthisseminaretc.;

- “Bibliographies,LiteratureandInternetResources”withanextendedbibliographyfortheseminarandseveralOnlineresourcesincludingawebsiteespeciallyforthisseminarprovidedbytheUNCDavisLibrary;

Wealsowillusethe“Forum”onSAKAI,whereyoucanplaceyourquestions/commentsontherequiredreading.Itwillbeorganizedbyseminarsessions.

YouareexpectedtocheckSAKAIregularlyandareresponsibleforthematerialthatappearsonit.

WealsowillcommunicateregularlybyEMAIL.Pleasecheckyouremailregularlytoo.

Foryourfeedback,commentsandquestionsinrespectofthecourseworkIorganizedaspecialsectioninthe“Forum”onSakaithatallowsanonymouspostings.

ToaccessSAKAI:

1. Gotohttp://Sakai.unc.edu

2. Typeinthenameyouuseforyouremailandthenyourpassword

3. Youwillthenreceivealistofallthecoursesforwhichyouareregisteredthissemester.ClickonHIST72H-001.

4. Pleasefamiliarizeyourselfwiththecoursewebsite.Itisanessentialtoolfortakingthiscourse.

5. IfyoudonotwanttouseyourUNCemailaddress,youmustcontacttheHelpDeskat962-HELP.

6. AcopyofthesyllabusisonSakaiunderCourseInformation.Itmaybeupdatedperiodically.

MEALSWITHHEELSIfyouwant toget toknowmebetteryoucanmeetme for lunchaloneorwithasmallgroupofyourpeers from the seminar. Youwill have to set up an appointmentwithme.However, youwill have toorganize this on your own (with the support of the GRC) using an UNC program calledMEALSWITHHEELS,which is sponsoredbyHousing&Residential Educationdesigned tooffer on-campus residentsand faculty the chance to get to know one another better over a freemeal on campus. Click on thewebsitetolearnmore:MealswithHeels.

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RULESOFTHEROAD1. Readthissyllabuscarefully.Youshouldconsider itacontractbetweenyouandtheprofessor.

Yourenrollmentinthecoursesignifiesyouragreementtoadheretoit.Keepitforreference.

2. PleasereadtheemailandannouncementsonSAKAIcarefullyandregularly.IwillcommunicatewithyoubyemailandannouncementsonSAKAIduringthecourse.

3. Communicate appropriately. Learning how to write a professional email and address aprofessor,TA,supervisororadministratorsappropriatelyisanimportantskill.Asastartingpoint,when you email any professor or instructor, please have a subject line and begin with "DearProfessor..." or "Dear Dr. ..." and end with "Thank you" and "Sincerely," or "Best regards".Please read over the handout from the UNCWriting Centeron email etiquette and effectivecommunicationatcollegesanduniversities:http://writingcenter.unc.edu/handouts/effective-e-mail-communication/

4. Attendancewillbetakenineveryclass.NomorethantwomissedclasseswillbeacceptedandyouneedtoexcuseyourselfforthemissedclassesinADVANCE.Aftertwomissedclasses,yourparticipationgradewillgodownfivepointsforeverydayyoumissclass.Thus,ifyouhaveaB+,yourparticipationgradewillfalltoaBorifyouhaveaC,yourgradewillfalltoaC-.However,ifyouhavemorethantwoexcusedabsencesyoucanmakethemupwitha2-pageresponsepapertotherequiredreading.

5. Nolatepapersorotherwrittenworkwillbeacceptedexceptinthecaseofdocumenteddireemergencies or a previous agreement. If you anticipate problems to finish an assignment intime,pleasecontactmerightawayand letus find fora solution.Remember tomakeback-upcopiesofyourdraftsandpapers;aharddiskcrashadayortwobeforepapersaredueisnotanacceptableexcuse for turning ina latepaper.Forunexcused latenessyourgradewillgodowntenpoints.Thus,ifyouhaveaB+,yourgradewillfalltoaC+orifyouhaveaC,yourgradewillfalltoaD."

6. Plagiarism:totakeorpassoffasone'sowntheideas,keywritings,etc.ofanother;tocopytheexactwordsortousekeyphrasesfromanotherauthor;tostealkeyideas,evenifyouputthemin your ownwords. If you do any of these things,without using a footnote to indicate yoursource,youareguiltyofplagiarism.Theexactwordsofanotherauthormustbeputinquotationmarks.Beforewarnedthatitisextremelyeasytotracesourcesofplagiarismwithsoftwareandontheweb.Ifyouplagiarizeapaperyouwillreceiveazeroonthatpieceofwork,andyouwillbe subject to prosecution under the UNC Honor Code. It is your responsibility to familiarizeyourselfwiththeHonorCode(http://instrument.unc.edu).

7. Cheating:Incaseofcheating,youwillflunktheexam.Wewillalsoreportdelinquentstoeitherthe UNC Honor Court or the Duke Dean of Academic Affairs. Students may not bring anymaterialrelatedtothecoursetothefinalexaminationunlessitiscontainedinaclosedbookbagorknapsack. It isyourresponsibilitytobefamiliarwith,andactaccordingto,theuniversities’honorcodes.

8. Finally-Electronics:Isupport“oldschool”communicationandnote-takingduringclasses.Pen,paperandface-to-facedialoguereduceunnecessarydistractions.Thus,theuseofa laptopandcell phonesarenotallowedduring classes. Please turnoff all electronicdevices including,butnot limited to, Iphones, cell phones, Ipods, Ipadsor anyother devices that ring, buzz or ding.These devices should be properly secured in your backpack.However, if needed for the classwork,Iwillformtimetotimeexplicitlyallowlaptopsasatoolintheseminar.

15

HONORCODEPapersandexamsmustbeareitherthefullhonorcodepledge(“Onmyhonor,Ihaveneithergivennorreceived unauthorized aid on this assignment.”) or the word “Pledge” followed by your name as ashorthand way of communicating your adherence. Otherwise, no grade will be recorded. Moreinformationisalsoavailableathttp://instrument.unc.eduandat:

http://www.unc.edu/depts/wcweb/handouts/plagiarism.html.

SELECTEDLITERATUREOnSAKAIunder“Resources”youwill findamuchmoreextendedbibliographyforyourresearchforthefinalpaper.

THEORYANDMETHODOLOGYOFWOMEN’SANDGENDERHISTORYTheseareintroductorytexts intothetheoreticalandmethodologicalapproachofwomen’sandgenderhistory:• Bock,Gisela,“Women’sHistoryandGenderHistory:AspectsofanInternationalDebate,”GenderandHistory1

(1989):7-30.(UNClib:HQ1101.G46)

• Hunt, Lynn, “The Challenge of Gender: Deconstruction of Categories and Reconstruction of Narratives inGenderHistory”, inGeschlechtergeschichteundallgemeineGeschichte:HerausforderungenundPerspektiven,ed. by HansMedick and Anne-Charlotte Trepp (Göttingen:Wallstein, 1998, 59-97. (Duke Lib: HQ1121 .G481998c.1)

• Offen, Karen, “Defining Feminism: A ComparativeHistorical Approach,” Signs 14 (1988): 119-157. (UNC Lib:HQ1101.S5)

• Rose,SonyaO.,WhatisGenderHistory?,Cambridge:PolityPress2010

• Scott, JoanW., “Gender: AUseful Category ofHistorical Analysis,” inAmericanHistorical Review 98 (1986):1053-1075.(UNCLib:E171.A57)

• Scott, JoanW.,“Women’sHistory,” inNewPerspectivesonHistoricalWriting,ed.byPeterBurke (UniversityPark,Pennsylvania:PennStateUniversityPress,2001(2)),43-70.(UNClib:D13.N452001)

ONEUROPEANWOMEN’SHISTORYIfyouhavenobackgroundknowledgeinModernEuropeanorWomen’sHistoryyoucouldconsultsomeofthefollowingintroductivereadingsduringthecourse:• Abrams, Lynn, TheMaking ofModernWoman: Europe 1789-1918 (London and New York: Pearson, 2002).

(UNClib:HQ1587.A272002)

• Allen,AnnT.,WomeninTwentieth-CenturyEurope(BasingstokeandNewYork:PalgraveMacMillan,2007)

• Bock,Gisela,WomeninEuropeanHistory(OxfordandMalden,Mass:Blackwell,2002).(UNClib:HQ1587.B632002)

• Boxer,Marilyn J.and JeanH.Quataert (eds.),ConnectingSpheres:EuropeanWomen inaGlobalizingWorld,1600 to thepresent, 2nded., (NewYorkandOxford:OxfordUniversityPress,2000). (UNC lib:HQ1150 .C662000)

• Bridenthal,Renate,SusanMosherStuardandMerryE.Wiesner(eds.),BecomingVisible:WomeninEuropeanHistory(Boston:HoughtonMifflin,1998).(UNClib:HQ1588.B431998)

16 • Duby Georges and Michelle Perrot (eds.), A History of Women in the West. (Cambridge, Mass.: Harvard

University Press, 1992-1994): vol. 4.: Emerging Feminism fromRevolution toWorldWar, ed. by. GenevièveFraisse andMichelle Perrot; vol. 5.: Toward a Cultural Identity in the Twentieth Century, ed. by FrançoiseThébaud.(UNClib:HQ1121.S795131992)

• Duchen,Claireand IreneBandhauer-Schöffmann,eds.,WhentheWarWasOver:Women,WarandPeace inEurope,1940-1956(London:Continuum,2000).(UNClib:HQ1587.W532000)

• Frevert,Ute,WomeninGermanHistory:FromBourgeoisEmancipationtoSexualLiberation(Oxford,NewYork:BergPublisher,1989)(UNClib:HQ1627.F697131989)

• Fuchs,RachelG.,WomeninNineteenthEurope(BasingstokeandNewYork:PalgraveMacMillan,2005)

• McMillan, James F., France and Women, 1789-1914: Gender. Society and Politics (London, New York:Routledge,2000).(UNClib:HQ1613.M382000)

• Offen,Karen,EuropeanFeminisms:APoliticalHistory,1700-1950 (Stanford:StanfordUniversityPress,2000).(UNClib:HQ1586.O332000)

• Purvis,June,Women'sHistory:Britain,1850-1945.AnIntroduction(London,NewYork:Routledge,1995).(UNClib:HQ1593.W6641995)

• Simonton, Deborah (ed.), The Routledge History of Women in Europe since 1700 (London and New York:Routledge,2007)(UNClib:HQ1587.R682006)

• Sluga,GlendaandBarbaraCaine(eds.),GenderingEuropeanHistory,1780-1920(London:LeicesterUniversityPress,2000).(UNClib:HQ1154.C232000)

• Smith,BonnieG.,ChangingLives:WomeninEuropeanHistorySince1700(Lexington:D.C.HeathandCompany,1989).(UNClib:HQ1588.S6571989)

ONAUTOBIOGRAPHICALWRITINGOFWOMENThesepublicationsintroduceyouintheusageofautobiographicalwritingbywomen’shistorians:• Carlson,David,“Autobiography,”inReadingPrimarySources:TheInterpretationofTextsfromNineteenth-and

Twentieth-CenturyHistory,ed.byMiriamDobsonandBenjaminZiemann(LondonandNewYork:Routledhe,2009),175-192.

• Gerstenberger, Katharina, Truth to Tell: GermanWomen’s Autobiographies and Turn-of-the-Century Culture(AnnArbor:UniversityofMichiganPress,2000).(UNCLib:CT3430.G442001)

• Howell,Martha /Walter Prevenier, From Reliable Sources: An Introduction into HistoricalMethods (Ithaca:CornellUniversityPress,2001),17-27.(UNCLib:D16.H7132001)

• Jacobi-Dittrich, Juliane. “The Struggle for an Identity:Working Class AutobiographiesWritten byWomen inNineteenthCenturyGermany,” in:GermanWomen in theEighteenthandNineteenthCenturies, ed.byRuthEllenB.JoeresandMaryJoMaynes(Bloomington:IndianaUniversityPress,1986),321-45.(UNCLib:HQ1623.G471986c.3)

• MaynesMaryJo,JenniferL.PierceandBarbaraLaslett,eds.,TellingStories:TheUseofPersonalNarrativesintheSocialSciencesandHistory(Ithaca:CornellUniversityPress,2008).(UNClib:H61.29.M392008)

• Maynes, Mary Jo, “Autobiography and Class Formation in Nineteenth-Century Europe: MethodologicalConsiderations,”SocialScienceHistory16,no.3(1992):517-537.(UNClib:H1.S612)

• Maynes,MaryJo,TakingtheHardRoad:LifeCourseinFrenchandGermanWorkers'AutobiographiesintheEraofIndustrialization(ChapelHill:TheUniversityofNorthCarolinaPress,1995).(HD8430.M291995)

• Maynes,Mary Jo.“GenderandClass inWorking-ClassWomen’sAutobiographies,” inGermanWomen in theEighteenthandNineteenthCenturies,ed.byRuthEllenB.JoeresandMaryJoMaynes(Bloomington: IndianaUniversityPress,1986),230-46.(UNClib:HQ1623.G471986c.3)

• Stewart,Victoria,Women'sAutobiography.WarandTrauma.NewYork:PalgraveMacmillan,2003.

17

AUTOBIOGRAPHIESFORYOURFINALESSAYMarkedinyellowaretherecommendedautobiographies.InblueImarkedthetextsthatwewillreadinclass.Notmorethanonestudentforeachautobiography.Pleasesendmeanemailwithyourthreerankedpreferences.

WORKINGCLASSWOMENANDTHESOCIALISTWOMEN’SMOVEMENT• Farningham,Marianne,AWorkingWoman'slife:AnAutobiography(London:J.Clarke,1907)1(DukeLib:

BX6495.F35A371907c.1)

• Gawthorpe,MaryEleanor,UpHilltoHolloway(Penobscot,Me.,TraversityPress,1962).(DukeLib:CT788.G36A31962c.1)

• Popp,Adelheid,*TheAutobiographyofaWorkingWoman,translatedbyE.C.Harvey(Westport,Ct.:HyperionPress,1983).(UNCLIB:HD6149.P6)

MIDDLECLASSWOMENANDTHEBOURGEOISWOMEN’SMOVEMENT• Cannan,MayWedderburn,GreyGhostsandVoices(London:RoundwoodPress,1976).(UNCLIB:PR6005.A484

Z465)

• DeBeauvoir,Simone,MemoirsofaDutifulDaughter(London:HarperPerennialModernClassics,2005).(UNCLIB:PQ2603.E362Z5232005)

• FawcettMillicent,GarrettDame,WhatIRemember(Honolulu:UniversityPressofthePacific,2004).(UNCStorageRequest:JN979.F261975)

• Jacobs,AlettaH.,Memories:mylifeasaninternationalleaderinhealth,suffrage,andpeace(NewYork:TheFeministPressattheCityUniversityofNewYork,1996).(UNCDavis:HQ1657.J3A33131996).

• Mitchell,Hannah,TheHardWayUp:TheAutobiographyofHannahMitchell-SuffragetteandRebel(London:Faber,1968).

• Meysenburg,Malwidavon,RebelinBombazine(NewYork:Norton,1936).

• Montefiore,DoraB,FromaVictoriantoaModern(London:E.Archer,1927).

• Pankhurst,Christabel,Unshackled:TheStoryofHowWeWontheVote(London:F.W.Pethick-Lawrence,1959).(UNC:StorageRequestJN979.P251987JN979.P251987)

• Pankhurst,Emmeline,MyOwnStory(Westport:GreenwoodPress,1985).(UNCLIB:JN979P26)

• Richardson,MaryR,LaughaDefiance(London,G:Weidenfeld&Nicolson,1953).(UNCLIB:JN979.R5A3)

• Robins,Elizabeth,BothSidesoftheCurtain:AnAutobiography(London:Heinemann(1940)(DukeLib:923.242P485Bc.1)

• Salomon,Alice,CharacterisDestiny:Autobiography(AnnArbor:UniversityofMichiganPress,2004).(UNCLIB:HV40.32.S35A32004)

• Swanwick,HelenaM,IHaveBeenYoung(London:V.Gollancz,1935).

FIRSTWORLDWARANDTHEINTERWARPERIOD• Baum,Vicky,ItWasAllQuiteDifferent(NewYork:FunkandWagnalls,1964)

• Britain,Vera,TestamentofYouth:AnAutobiographicalStudyoftheYears1900-1925(NewYork:PenguinClassics,2005(UNCLIB:PR6003.R385Z4792004).

• Dayus,Kathleen,WhereThere’sLife(London:Viagro,1985).(UNCLIB:DA690.B6D351985)

• Dayus,Kathleen,AllMyDays(London:Viagro,1988).

1 Online source

18 • Meyer-Leviné,Rosa.InsideGermanCommunism.MemoirsofaPartyLifeintheWeimarRepublic(London:

PlutoPress,1977).(UNCLIB:JN3970.K6M481977)

• Sender,Toni,TheAutobiographyofaGermanRebel(NewYork,TheVanguardPress,1939).(UNCLIB:DD247.S44A3)

THETHIRDREICH,THEHOLOCAUSTANDWORLDWARII

Seealso:• http://www.rememberwomen.org/Library/Bibliographies/teaching.html

• Aubrac,Lucie,OutwittingtheGestapo(Lincoln:UniversityofNebraskaPress,1993).(UNCLib:D802.F8A79131993)

• Bielenberg,Christabel,ThePastisMyself(NewYork:Penguin,1988).(UNCLib:D811.5.B477)

• Bitton-Jackson,Livia,IHaveLivedaThousandYears:GrowingUpintheHolocaust(NewYork:SimonPulse,1999).

• David,Janina,ASquareofSky:MemoirsofaWartimeChildhood(NewYork:Penguin,1981).(UNCLib:D810.J4D271981)

• Delbo,Charlotte,NoneofUsWillReturn(Boston:BeaconPress,1978).(UNCLib:D805.P7D4131978)

• Dewees,Gisela.OutofStep:MyYoungLifeasaResisterinNaziGermany(ElkRiver:DeForestPress,2005).(UNCLib:DD256.3.D4952005

• Eichengreen,Lucille,FromAshestoLife:MyMemoriesoftheHolocaust(SanFrancisco:MercuryHouse,1993).

• Finell,Karin,Good-byetotheMermaids:AChildhoodLostinHitler'sBerlin(Columbia:UniversityofMissouriPress,2006).(UNCLib:D757.9.B4F562006)

• Gaulle-Anthonioz,Genevievede,TheDawnofHope:AMemoirofRavensbrück(NewYork:ArcadePublishing,1999)..(D805.G3G377131999)

• Gershon,Karen,ALesserChild:AnAutobiography(London:P.Owen,1994).(UNCLib:DS135.G4B52451994)

• Isaacson,JudithMagyar,SeedofSarah:MemoirsofaSurvivor(Chicago:UniversityofIllinoisPress,1990).(UNCLib:DS135.H92K3761991)

• Koehn,Ilse,Mischling,SecondDegree:MyChildhoodinNaziGermany(NewYork:GreenWillow,1977).(UNCLib:J92Koehn)

• Korner-Kalman,Anneliese,AcrosstheStreetfromAdolfHitler:AMemoir(Philadelphia:XlibrisCorporation,2001).

• KornreichGelissen,Rena,Rena'sPromise(Boston:BeaconPress,1996).

• Klüger,Ruth,StillAlive:AHolocaustGirlhoodRemembered(NewYork:FeministPressattheCityUniversityofNewYork,2001).(UNCLib:DS135.A93K585132001)

• Lengyel,Olga,FiveChimneys(NewYork:HowardFertig,1983).(UNCLib:D805.P7L421983)

• Mann,Katia,UnwrittenMemoirs(NewYork:AlfredA.Knopf,1975).(UNClib: PT2625.A44Z746195131975c.2)

• Potawska,Wanda,AndIAmAfraidofMyDreams(NewYork:HippocreneBooks,1989).(UNCLib:D805.G3P65131987)

• Poewe,Karla,ChildhoodinGermanyDuringWorldWarTwo:TheStoryofaLittleGirl(Lewiston-Queenston,NY:TheEdwinMellenPress,1988)(UNCLib:D811.5.P5281988)

• Salvesen,Sylvia,Forgive,ButDoNotForget(London:Hutchinson,1958).(DukeLib:940.541481S183Fc.1)

• Shelton,ReginaMaria.ToLoseaWar:MemoriesofaGermanGirl(Carbondale:SouthernIllinoisUniversityPress,1982)(UNCStorage:D811.5.S4841982)

• WeissmannKlein,Gerda,AllButMyLife(NewYork:HillandWang,1995).(UNCLib:DS135.P6K5361995)

• Wolff,Charlotte,Hindsight:AnAutobiography(London:QuartetBooks,1980)(UNCLib:RC339.52.W64A341980).

19 • Zassenhaus,Hiltgunt,Walls:ResistingtheThirdReich–OneWoman’sStory(Boston:Beacon,1976)(UNCLib:

DD256.3.Z34)

POSTWAR• deBeauvoir,Simone,AftertheWar:ForceofCircumstance,1944-1952.TheAutobiographyofSimonede

Beauvoir(NewYork:ParagonHouse,1992).

• Gross,IngeE.,MemoriesofWorldWarIIanditsAftermath:ByaLittleGirlGrowingupinBerlin1940-1954:AnAutobiography,vol.1(Eastsound:IslandintheSkyPub.Co.,2005).(UNCLib:InProcess)

• Lepman,Jella,ABridgeofChildren'sBooks:TheInspiringAutobiographyofaRemarkableWoman(Dublin:O'Brien,2002).(UNC:Information&LibraryScienceLibraryReserveZ718.1.L473c.2)

• Knef,Hildegard,TheGiftHorse(London:Granada,1971).(UNCLib:PN2658.N35A313)

• Lessing,Doris,WalkingintheShade:VolumeTwoofmyAutobiography,1949-1962(NewYork:HarperCollinsPublishers,1997).(UNCLib:PR6023.E833Z4781997c.2)

• Toogood,Hildegard,TimeForeverPast(PennState:PenPressPublishersLtd,1996).

• WehrhanChristian,Gisela,APromiseFulfilled:MemoriesofWorldWarIIanditsAftermath(Philadelphia:XlibrisCorporation,2003).(UNCLib:D805.G7C472002)

• WilderSmith,Beate,TheDayNaziGermanyDied:AnEyewitnessAccountoftheRussianandAlliedInvasionofGermany:AnAutobiography(SanDiego,Calif.:MasterBooks,1982)(UNCLib:D811.5.W49291982)

BIOSOFTHEINSTRUCTORSANDTHEGRC/WRITINGTUTOR:

INSTRUCTOR:

DR.KARENHAGEMANNisJamesG.KenanDistinguishedProfessorofHistoryattheUniversityofNorthCarolinaatChapelHill.Herresearch inModernGermanandEuropeanhistory,Genderhistoryandthehistoryofmilitaryandwar (19th -20thcenturies) includesstudies inthefieldsof thehistoryofwelfarestates, social, and education policies, the gendered history of working-class culture and the labormovement,thehistoryofthewomen’smovement,familyhistoryandthehistoryofeverydaylives.Themorecurrentresearchfocusesontheintellectualhistoryofgenderedpoliticalconcepts,andagenderedculturalhistoryofthemilitaryandwar,thenation,nationalismandregional/nationalidentitiesaswellaspopular national memories. Her most recent books include themonograph Revisiting Prussia’sWarsagainst Napoleon: History, Culture, Memory (2015); and the co-edited volumes Gendered Nations:NationalismsandGenderOrder in the LongNineteenthCentury,ed.with IdaBlomandCatherineHall(2000);Masculinities in Politics andWar:GenderingModernHistory,ed.with StefanDudink and JohnTosh (2004);GenderingModern German History: Rewriting Historiography, ed.with Jean H. Quataert(2007);RepresentingMasculinity:MaleCitizenship inModernWesternCulture,ed.withStefanDudinkandAnnaClark(2007);CivilSocietyandGenderJustice:HistoricalandComparativePerspectives,ed.withSonyaMichel and Gunilla Budde (2008);Gender,War, and Politics: Transatlantic Perspectives, 1775–1830,ed.withGiselaMetteleundJaneRendall(2010);andChildren,FamiliesandStates:TimePoliciesofChild Care, Preschool and Primary Schooling in Europe, ed. with Konrad H. Jarausch and CristinaAllemann-Ghionda(2011);WarMemories:TheRevolutionaryandNapoleonicWarsinModernEuropeanCulture, ed . with Alan Forrest and Etienne François (2012); and Gender and the Long Postwar: TheUnitedStatesandtheTwoGermanys,1945-1989,ed.withSonyaMichel(2014).CurrentlysheisfinishingasthegeneraleditortheOxfordHandbookGender,WarandtheWesternWorldsince1600andworkingonamonograhtitledTheForgottenSoldiers:Women,theMilitaryandWarintheModernAge.

20 GRC/WRITINGTUTOR:

LORNHILLAKER,MA isaPhDcandidate inhistoryatUNCChapelHillwitha focusonModernGermanhistory.HisresearchinterestsincludetheColdWar,culturaldiplomacy,theusesofimagesinhistoricalresearch,historicalmemory,andmediahistory.Heiscurrentlywritingadissertationentitled"PromisingaBetterGermany:CompetingCulturalDiplomaciesBetweenWestandEastGermany,1949-1989"asanexpansionofhisMaster'sThesisproject,"HalfofthePicture:RepresentationsofEastGermany inGDRReview,1958-1989."