History
101: Family, Community, and Class
Spring
2001
Mr. Schwartz
•Syllabus
•Course
Compact
•Information
Form
•Reading
for
Efficiency
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Abstracts
•Assignments
•Discussion
Forum
•Student
work
•My
Father's Life
•History
& Statistics
•Previous
Student
Papers
•Burgundian
Villages
•Census
Records
•Exploratory
Analysis
& Interpretation
•Review:
Main Themes
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Nature and Methods of Historical Study and Understanding
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Themes & Topics |
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Readings |
Historical Change vs. Continuity |
Empathetic Historical Understanding: Prospective vs. Retrospective |
Realities vs. Representations |
Historical Sources: primary & secondary; literary, contemporary observational, demographic, quantitative, and visual |
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Grand d’Aussy & Father Bernard |
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Age: Childhood & children |
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Bonnie Smith: "18th-century worlds" |
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Gender & Age: Womanhood & women: girls, wives, mothers, etc. |
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Restif, My Father’s Life |
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Charleton, “Happy Families” |
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Gender & Age: Manhood & men: boys, husbands, fathers, etc. |
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Poster, “Patriarchy & Sexuality” |
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Le Roy Ladurie, “Restif as Social Anthropologist” |
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Family: organization, size, economic standing |
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Schwartz, “Peasant as Hero” |
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Boilly, Cow’s Hoof Greux, images of wet nursing |
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Class: rural villagers and the urban bourgeoisie |
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Balzac, The Peasantry |
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Sand, The Devils Pool |
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Tindal, Célestine |
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Community: village & city |
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Census records |
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Berenson, Madame Caillaux |
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de Beauvoir, Memoires |
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