AP/HIST 1080 6.0AProf. Molly Ladd-Taylor
FW 2015-2016 2136 Vari Hall
Tel: 736-2100 ext. 30419
Email:
Office Hrs: (Fall) Thurs. 2:30-3:30 pm (Winter) Tues. 12-1 pm
Or by appointment
GROWING UP IN NORTH AMERICA
What is childhood? How has it changed over time? This course examines what it meant to be young in different times and places in the United States and Canada, and provides an historical perspective on what is often seen as a ‘natural’ developmental stage. We will ask how gender, race, class, religion, nationality, and ability have affected children’s experiences and concepts of childhood, and how children and childhood have influenced adults. The course also provides an introduction to critical skills in research, writing, and historical analysis.
Meeting Times:
Lecture: Fri. 10:30-12:20 ACW 004 TA Office Hours
Tut. 1: Fri. 12:30-2:20 VH 1158 Erica McCloskey Fri. 9-10 VH 2187C
Tut. 2: Fri. 12:30-2:20 VH 2005 Chelsea Bauer Fri. 9-10 VH 2187A
Tut.3: Fri. 12:30-2:20 VH 2009 Jean Smith Fri 2:30-3:30 VH 2187D
Tut. 4: Fri. 12:30-2:20 CC 208 Victoria Jackson Fri. 9-10 VH 2187D
Course Reading: The assigned readings are on reserve at Scott Library and available for purchase at the York University Bookstore.
History 1080 Course Kit (2 volumes – fall and winter terms)
Horatio Alger, Ragged Dick*
David Nasaw, Children of the City
Mona Gleason, Small Matters
Melba Pattillo Beals, Warriors Don’t Cry
Mary Lynn Rampolla, A Pocket Guide to Writing in History (optional)
*Ragged Dick can also be read online at: .
Course requirements are as follows: (1) regular attendance at lectures and tutorials;
(2) careful reading of the assigned materials on time; (3) active participation in tutorials (including discussions, group work, and tutorial writing assignments); (4) in-class reading quizzes; (5) completion of the academic integrity tutorial; (6) midterm and final exams; (7) completion of written work on time. Twoshort papers,plus the related reading reflections and a mandatory re-write of the first paper,are due during the first term. A 7-8 page analysis of a primary source is due during the second term. All written work must be original, and a process portfolio must be turned in with every essay. Late papers will be penalized; however, no work will be failed for late submission alone.
The final grade will be determined by:
20 %Tutorial participation, 10% each term
15%Article paper (including mandatory re-write)
10%Chase the Source paper(on Children of the City)
10%Midterm exam(date TBA)
20%Winter-term research paper (primary source analysis)
10 %Quizzes
15%Final exam (date TBA)
Grading Scheme: The grading scheme for the course conforms to the 9-point grading system used in undergraduate programs at York (e.g., A+=9, A=8, B+=7, C+=5, etc.). Assignments and tests will bear either a letter grade designation or a corresponding number grade (e.g. A+ = 90 to 100, A = 80 to 89, B+ = 75-79, B= 70-74, C+ = 65-69, C= 60-64, etc.).
Tutorial Participation: Regular attendance and participation in tutorials are essential to your success in, and enjoyment of, this course. In tutorial you willmake friends, discuss the reading and issues related to the course, improve your academic skills, get tips about surviving at York, work on your papers,and get help preparing for exams. You will get a lot more out of the course – and a better mark – if you are well prepared for tutorials and contribute constructively to class discussions. Tutorial grades will be based on attendance; participation in whole-class, small-group and onlinediscussions; and short assignments. Please inform your TA if you are going to miss a tutorial. Unexcused absence from seven (7) tutorials during the year may result in a final tutorial mark of zero (0).
Quizzes: Quizzes on the reading and lectures are a regular feature of History 1080, so you will get a better mark if you do the reading on time and attend both the lectures and tutorials.Twelve (12) quizzes will be given in tutorial over the course of the year (6 each term). Your grade will be based on your top ten.
Writing Assignments: You are asked to write three academic papers in History 1080.Each paper has several steps, and you must complete all the steps before your assignment is considered finished. The work you do for these preliminary steps will go into your process portfolio. A process portfolio must be submitted with every paper. You will receive more specific information about the paper assignments (including how to prepare footnotes and expectations for the process portfolio) in tutorial. Late work will be penalized, so please note ALL the due dates on your calendar.
Paper #1is a 3-page comparative analysis of two scholarly articles (Rotundo & Forman-Brunell). It has three steps:
Oct. 2: Reading worksheetsand academic integrity tutorial due
Oct. 9: Paper due
Oct. 23: Mandatory rewrite due
Paper #2isa3-page analysis of a primary source used in Nasaw’s Children of the City:
Nov. 20: Reading worksheets due
Nov. 27: Chase the source paper due
.
Paper #3, a 7-8 pageresearch paper (primary source analysis) is due in the winter term. It has three steps:
Jan. 22: Research question and preliminary bibliography due
Feb. 26: Thesis statement, outline and mini-presentation due
March 18: Primary source analysis (with your process portfolio) due
Late Papers and Missed Quizzes/Exams: Papers are due at the beginning of tutorial unless other arrangements have been made. If you need an extension, please contact your tutorial leader at least 48 hours before the due date. Normally, late papers without an extension will be penalized 2 percent for every day they are late. Please note that the History office staff will not date-stamp your paper or deliver it to your TA. You may leave written work in the History Department Drop Box, located just outside of the main history office, 2140 Vari Hall. Make sure your TA’s name is clearly marked.
If you miss a reading quiz, you may take it during your TA’s office hours the following week IF you notified your TA ahead of time that you were going to miss the tutorial. If you miss an exam, please contact the course director.
Academic Honesty: All papers must be original, use appropriate methods of citation, and be accompanied by a process portfolio that includes your notes, worksheets, checklists, rough drafts, and primary source (where appropriate). If you have never written a rough draft, this is the time to start. Your paper will be better for it.
Please note: No paper will be accepted without a process portfolio. If you submit a paper on a topic that has not been approved in advance by your tutorial leader, your paper will not be graded. If you are asked to explain your essay in a meeting with your TA and/or the course director, your assignment is considered unfinished (e.g., a mark of 0) until this meeting is held. If you cannot talk knowledgeably about your paper, you may be asked to write another paper on a different topic.
Academic IntegrityTutorial: History 1080 students are also required to complete the online Academic Integrity Tutorial by the beginning of lecture on October 2 (the day your reading worksheets are due). Please go to: .
Violations of the York Senate Policy on Academic Honesty – including submitting work written by someone else or submitted in another course, failing to use quotation marks and citations when using or paraphrasing the printed or electronically-transmitted work of others, collaborating on written assignments, cheating during examinations, and aiding or abetting academic misconduct – will be treated severely. Recent penalties have included failure on the assignment, failure in the course, suspension from the University, and withholding or rescinding a York degree. For further information, see
Moodle: Lecture notes and information about assignments will be posted on Moodle, so please make sure you check your yorku.ca email account and visit Moodle regularly. To access Moodle, go to: log in with your Passport York username and password. If you have technical problems, please contact or 416-736-5800.
Courtesy: Please remember that it is disruptive to arrive late or leave class early, and it is rude to talk, text, go on Facebook, etc. while the instructor or another student is speaking. Laptops may be used in lecture for note-taking only, but they are not permitted in tutorial without the instructor’s permission. All other electronic devices, including cell phones, must be turned off. No texting, please!
Communication: If you miss class or an exam, are dissatisfied with a mark, or have any other concerns about HIST 1080, please speak first to your TA. If your TA cannot resolve the issue, please contact Professor Ladd-Taylor as soon as possible. We can’t address your concerns if we don’t know what they are! If you are still dissatisfied, you may talk to the Director of Undergraduate Studies in History. You can follow this link for history department grading policies, including the grade reappraisal form:
The History Department is located at 2140 Vari Hall (on the 2nd floor). Tel: 416-736-5123.
The office is open during regular business hours. Please stop and talk to the staff or to the Director of Undergraduate Studies, William Wicken, if you need assistance. The DUS is the main contact for advising history majors and minors and for problems that your professor or TA cannot solve. No appointment is necessary; students will be seen on a first-come, first-served basis. (If you have a conflict with the drop-in hours, please contact the department to set up an appointment). DUS advising hours are posted on the history department website, along with course information, degree checklists, and information about History Help, upcoming events, and the Undergraduate History Students Association:
Learning Resources: York has many resources for undergraduate students. We urge you to take advantage of them!
History Help and Mentorship Centre: The History Department offers drop-in tutoring and group seminars for students enrolled in history courseswho would like additional assistance beyond the tutorial. Experienced graduate teaching assistants hold weekly office hours to help with writing assignments, exam-taking, etc.) To find out their office hours or book an appointment, please go to or email
The LA&PS Writing Centreoffers workshops and one-to-one writing instruction to help students learn the skill of academic writing. To sign up, visit
SPARK [Student Papers and Academic Research Kit]: An online guide to successfully completing university-level assignments. Go to
York University Libraries: For the library catalogue (including course reserves), e-resources, and Learning Commons workshops, visit:
Counselling and Disability Services CDS provides a comprehensive package of psychological and academic support, including learning skills workshops, personal counselling, and disability services (learning disability services; mental health disability services;and physical, sensory, and medical disability services). If you require academic accommodation for a diagnosed disability, please register with CDS as soon as possible. If you need personal counselling or are experiencing a crisis, please call 416-736-5297 or go to CDS at N110 Bennet Centre for Student Services.
Important Deadlines for Fall/Winter Courses: The last day to enroll in this course without permission of the instructor is Sept. 24. The last day to enroll with permission of the instructor is Oct. 22. The last day to drop this course without receiving a grade is February 5, 2016.
Schedule of Topics and Assignments
Fri. Sept. 11: Introduction: Childhood and History
Tutorial: Introductions & Course Expectations
Sept. 18: Conceptualizing Childhoodin the ‘Old’ and ‘New’ Worlds
Tutorial: Steven Mintz, “Red, White, and Black in Colonial America”
Sept. 25: Child-Rearing and Nation-Building
Tutorial: Victoria Bissell Brown Timothy Shannon, “Family Values”
Oct. 2: Gender and the Middle-Class Child
Tutorial: Miriam Forman-Brunell,“The Politics of Dollhood in Nineteenth-Century America”
Anthony Rotundo, “Boy Culture”
ACADEMIC INTEGRITY TUTORIAL DUE!
READING WORKSHEETS DUE!
Oct. 9: Working-Class Childhoods
Tutorial: Bettina Bradbury, “Fragmented Family”
Robert McIntosh, “Boys in the Mining Community”
FIRST ASSIGNMENT DUE!
Oct. 16: Stolen Childhood: Slavery and War
Tutorial: Rebecca de Schweinitz, “Waked Up to Feel”
James Pennington, “The Fugitive Blacksmith” (1849)
Harriet Jacobs, “Incidents in the Life of a Slave Girl” (1861)
Oct. 23: Children Reading, Reading Children
Tutorial: Horatio Alger, Ragged Dick (orig. 1868)
MANDATORY RE-WRITE DUE!
Oct. 30: Fall Reading Day - No Class
Nov. 6: What is a Child Worth?
Tutorial: Peter Stevens and Marian Eide, “The First Chapter of Children’s Rights”
Joy Parr, Labouring Children, intro & chap. 4
Nov. 13: Children at Labour
Tutorial: David Nasaw, Children of the City, 1-87
Nov. 20: Children and Child-Savers
Tutorial: David Nasaw, Children of the City, finish
READING WORKSHEETS DUE!
Nov. 27: Children in School I
Tutorial: Selma Berrol, “Immigrant Children at School”
John Charyk, Syrup Pails and Gopher Tails, 2-6
CHASE THE SOURCE PAPER DUE!
Dec. 4: Children in School II: Native Residential Schools
Tutorial: Jean Barman, “Schooled for Inequality”
Isabelle Knockwood, Out of the Depths, chap. 2
DECEMBER EXAM - DATE TBA – GOOD LUCK!
HAPPY HOLIDAYS! CLASS BEGINS AGAIN IN JANUARY
Jan. 8: Child Health: The Nature and Nurture of Children’s Bodies
Tutorial: Mona Gleason, Small Matters, 1-45
Jan. 15: Psychology and Adolescence: The Nature and Nurture of Children’s Minds
Tutorial: Mona Gleason, Small Matters,46-101
Jan. 22: Childhood as Spectacle: Shirley Temple and the Dionne Quints
Tutorial: Mona Gleason, Small Matters, 102-end
RESEARCH QUESTION & BIBLIOGRAPHY DUE!
Jan. 29: School Life and Youth Leisure in the Interwar Years
Tutorial: Cynthia Comacchio, “Dancing to Perdition”
Tamara Myers, “Qui t’a d’ébauchée?”
Feb. 5: Children in Depression and War
Tutorial: Robert Cohen, Dear Mrs. Roosevelt, excerpts
Lara Campbell, “Parents, Children’s Labour, and Youth Culture”
David Suzuki, “My Happy Childhood in Racist British Columbia”
Feb. 12: Child Welfare and Children’s Rights in War and Peace
Tutorial: Dominique Marshall, “Children’s Rights from Below”
Declarations of the Rights of the Child, 1924 & 1959
Feb. 19: Reading Week – No Class
Feb. 26: Growing Up in the Affluent Society
Tutorial: Doug Owram, “Consuming Leisure”
Allan Bérubé with Florence Bérubé, “Sunset Trailer Park”
THESIS STATEMENT, OUTLINE & MINI-PRESENTATION DUE!
March 4: Racism, Resistance and the Child
Tutorial: Melba Pattillo Beals, Warriors Don’t Cry
March 11: Creating “Normal” Families
Tutorial: Katherine Castles, “Nice, Average Americans”
Karen Dubinsky, “A Haven from Racism?”
March 18: Youth Culture in the 1960s
Tutorial: Stuart Henderson, “Toronto’s Hippie Disease”
FINAL PAPER DUE!!
March 25: Good Friday – No Class
April 1: Youth Identity and Culturein School
Tutorial: Gael Graham, “Flaunting the Freak Flag”
Christabelle Sethna, “High School Confidential”
Mon. Apr.4: Conclusion: The Past, Present, and Future of Childhood
Tutorial: Exam Review
AP/HIST 1080 6.0 - Growing Up in North America: Course Kit Citations
Vol. 1 - Fall Term:
Steven Mintz, Huck’s Raft: A History of Childhood in America (Cambridge, MA: Belknap Press of Harvard University Press, 2004), 32-52, 392-394. ISBN 0-674-01508-8. 445 pp.
Victoria Bissell Brown and Timothy J. Shannon, “Family Values: Advice Literature for Parents and Children in the Early Republic,” in Going to the Source: The Bedford Reader in American History (Boston: Bedford/St. Martin’s, 2004), 152-158, 160-168. ISBN 0-312-40204-X. 351 pages
Miriam Forman-Brunell, “The Politics of Dollhood in Nineteenth-Century America,” in The Girls’ History and Culture Reader: The Nineteenth Century, eds. Miriam Forman-Brunell and Leslie Paris (Urbana, IL: University of Illinois Press, 2011), 222-241. ISBN 978-0-252-07765-4. 315 pp. Reprinted from Miriam Forman-Brunell, Made to Play House:Dolls and the Commercialization of American Girlhood (Yale University Press, 1993).
Anthony Rotundo, “Boy Culture,” in The Children’s Culture Reader, ed. Henry Jenkins (New York: NYU Press, 1998), 337-362. ISBN 0-8147-4232-7. From Rotundo, American Manhood: Transformations in Masculinity from the Revolutionary to the Modern Era, pp. 31-55.
Bettina Bradbury, The Fragmented Family: Family Strategies in the Face of Death, Illness, and Poverty, Montreal, 1860-1885,” in Childhood and Family in Canadian History ed. Joy Parr (Toronto: McClelland and Stewart, 1982), 109-128, 204-209. ISBN 0-7710-6938-3. 221 pp.
Robert McIntosh, “Boys in the Mining Community,” in Home, Work & Play: Situating Canadian Social History, 2nd ed., eds. James Opp and John C. Walsh (Toronto: Oxford University Press, 2010), 173-188. ISBN 978-0-19-543124-7. 391 pp. Reprinted from Robert McIntosh, The Boys in the Pits (McGill-Queen’s University Press, 2000).
Rebecca de Schweinitz, “’Waked Up to Feel’: Defining Childhood, Debating Slavery in Antebellum America,” in Children and Youth During the Civil War Era, ed. James Marten (New York: New York University, 2012), 13-28. ISBN 978-0-8147-9608-5. 270 pp.
James W.C. Pennington, “The Fugitive Blacksmith (1849)” reprinted in I Was Born a Slave: An Anthology of Classic Slave Narratives, ed Yuval Taylor (Chicago: Lawrence Hill Books, 1999), 114-119. ISBN 1-55652-331-9. 796 pp.
Harriet Jacobs, “Life of a Female Slave,” excerpted from Incidents in the Life of a Slave Girl (1861), reprinted in America Firsthand: Readings from Settlement to Reconstruction, 4th ed., eds. Robert D. Marcus and David Burner (Boston: Bedford Books, 1997), 215-222.
Peter Stevens & Marian Eide, “The First Chapter of Children’s Rights,” in American Experiences: Readings in American History, 4th ed., vol. 2, eds. Randy Roberts & James S. Olson (New York: Longman, 1998), 58-67.
Joy Parr, Labouring Children: British Immigrant Apprentices to Canada, 1869-1924 (Toronto: University of Toronto Press, 1994), 11-13, 62-81.
Selma Berrol, “Immigrant Children at School, 1880-1940,” in Small Worlds: Children and Adolescents in America, 1850-1950, eds. Elliott West and Paula Petrik (Lawrence, Kansas: University Press of Kansas, 1992), 42-60, 325-327. ISBN 978-0700605101. 426 pp.
John Charyk, Syrup Pails and Gopher Tails; Memories of the One-Room School (Saskatoon, Sask: Western Producer Prairie Books, 1983), 2-6. ISBN 0888331177. 143 pp.
Jean Barman, “Schooled for Inequality: The Education of British Columbia Aboriginal Children,” inHistories of Canadian Children and Youth, eds. Nancy Janovicek and Joy Parr (Toronto: Oxford University Press, 2003), 212-235. ISBN 0-19-541792-5.