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Gender Violence and Justice in a Global Era 20F-HIST-T121-F03

Fall 2020/Full Semester August 24, 2020 – December 16, 2020

Class Logistical Information Location: Marquette 401 & Online Days/Times: Mon/Wed 3:30 and 4:55

Professor & Contact Information: Dr. Patricia Boyett

Office: Marquette Hall 318 Office Hours: Wed, 1:00-3:00 Email: pbboyett@loyno.edu Phone: (504) 865-3082

Terms of Use A student's continued enrollment in this course signifies acknowledgment of and agreement with the statements, disclaimers, policies, and procedures outlined within this syllabus and elsewhere in the Canvas environment. This Syllabus is a dynamic document. Elements of the course structure (e.g., dates and topics covered, but not policies) may be changed at the discretion of the professor.

Course Information Prerequisite Courses: No prerequisites. Course Location: This course is a hybrid/hyflex course in which we will have online and in-class components. In order to comply with social distancing policies, we will divide the class into groups in which students will have the opportunity to attend an in-class session once a week and will engage in an online session once a week until Thanksgiving break. All sessions after Thanksgiving break will be held online. (Please note: This is partially an online course. However, it is NOT self-paced. Readings as well as all learning activities must be completed according to the weekly schedule provided in this syllabus.) Credit Hours: 3 Credit hours Weeks and Dates of the Course: August 24 to December 9

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Class Meeting Time: Students are expected to attend class online or in-class depending on your group schedule during the class time (Mondays and Wednesdays from 3:30 p.m. to 4:45 p.m.). Some classes will involve viewing and taking notes on films and pre-recorded lecture series. Others will involve virtual class sessions. Please follow the class schedule. Expectations of Workload: According to the Loyola University Credit Hour Policy http://academicaffairs.loyno.edu/credit-hour-policy, you are supposed to spend at least 6300 minutes (that is 105 hours including 35 hours of classwork and 70 hours of out-of-class work) for the whole semester regardless of how many weeks it is offered. That is rounded to at least 13 hours each week for an 8-week course. It includes about 4 hours of your classwork in Canvas and about 9 hours of out-of-class work preparing, reading, etc. Expectations of Skills and Competencies for Successful Completion of Assignments: You must have basic computer and Canvas skills to complete the assignments, such as able to identify and click on buttons to access and navigate the course content, being able to find your course assignments, grades, and feedback in Canvas, and being able to add attachments, links, images, and submission of the assignments, etc. In addition,

Course Description In 1993, the General Assembly of the United Nations released the Declaration on the Elimination of Violence Against Women. Over twenty-seven years later, violence against girls and women remains pervasive on every continent. 1 in 3 women still experience physical or sexual violence. Over 700 million women alive today were married as children. At least 200 million women have suffered from genital mutilation. Approximately eighty percent of sex trafficking victims are women. Members of the LGB community suffer from similar or higher rates of sexual violence than the heterosexual community. The 2015 US Transgender Survey revealed that 47 percent of transgender persons experience sexual assault. Justice often eludes survivors of gender violence, particularly when survivors are from marginalized populations. Men from privileged and marginalized populations also suffer from various forms of gendered violence. In “Gender Violence and Justice in a Global Era,” we will explore the patriarchal and prejudicial structures that foster gender violence in modern history and in our era. We will examine how survivors of gender violence and their advocates have resisted these structures and sought justice. Modern struggles like #SayHerName, the Women’s March on Washington, and #MeToo in the United States of America as well as extraordinary movements opposing gender violence across the world, including #BringBackOurGirls, #AmINext? #MosqueMeToo, #NoPiwouma, #BalanceTonPorc, #NiUnaMenas, #QuellaVoltaChe, #YoTambien, #MeQueer have grown and achieved monumental successes, but they have also faced massive backlashes. The world has also witnessed record numbers of women and persons from the LGBTQIA community running

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for office across the world and given hope to feminists that gender equality might be achieved through a greater balance in gender representation in political arenas. This course explores the historic roots of these struggles, the current movements, and the obstacles that they seek to overcome. It encourages students to critically evaluate how patriarchy and prejudice perpetuate gender violence and explore the movements to dismantle patriarchal and prejudicial systems and build a more just world. To that end, students will also explore how prejudice has often emerged within movements and how activists fought and continue to fight such prejudices by practicing intersectional feminism. Multidisciplinary in its approach, this course allows students to experiment with academic, literary, media, cinematic, legal, and political sources. The nature and involvement with the work encourages students to answer the Ignatian call to think critically, to act justly, and to contribute to the liberation of the oppressed.

Course Goals/Objectives: Upon successful completion of this course, you will have achieved the following:

● Demonstrated proficiency in information literacy ● Advanced critical thinking skills by exploring and analyzing controversial issues through a

variety of theoretical lenses, narratives, and scholarly perspectives ● Produced college-level research, papers, and group projects by constantly improving

your writing skills, oral communication, and research work. ● Collaborated effectively with students and the professor in group projects, class

exercises, debates, and discussions ● Cultivated leadership and cooperatives skills by leading discussions and debates and

taking on a leadership as well as cooperative roles in the group project. ● Advanced your understanding of Loyola’s Jesuit values of academic excellence, service,

and social justice through compassionate and critical engagement of the course materials

● Improved your technical and creative abilities by experimenting with educational technologies and creative works and projects to contribute to an active, interactive, and collaborative learning environment.

Course Content Trigger Warning Please note that as we are studying gender violence, the lectures, assigned sources, and discussions will include sensitive material that students may find disturbing and/or traumatic. The purpose of exploring the material is to understand the historic roots that have created the world in which we live, the contemporary struggles that continue to shape it, and how we might positively affect change. We engage in critical analysis and civil exchanges to learn how we might create a more just world in the Igantius tradition. It is important that if students find

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the material triggering that they do not hesitate to reach out to the professor and to the University Counseling Center.

Questions We Will Address 1. How have historical developments created and perpetuated privilege, patriarchy, and

power and the gender violence that sustains it?

2. How have privileged groups misused religion, culture, and science to justify patriarchy?

3. What is intersectionality? Why and how does intersectionality play such a significant role in gender violence as well as in social justice movements?

4. How do feminists define feminism? How has it been defined historically and in the contemporary era? What is intersectional feminism? What does feminism mean to you?

5. Why are national and international allies vital when launching global campaigns against gender violence and patriarchy?

6. In what ways are education, employment opportunities, and financial independence for women, the LGBTQ community, and marginalized male populations necessary to successfully resist gender violence?

7. Why is it necessary for women, the LGBTQ community, and marginalized men to have access to power, including representation in politics, the media, legal apparatuses, the economic powerhouses, and the military to combat gender violence?

8. As a social justice community, how might we create a more just and equitable world?

Course Materials/Sources

Course Materials Purchase and Fees Information: You are welcome to purchase the book, We Are Displaced: My Journey and Stories from Refugee Girls Around the World at the campus bookstore or via any medium you select. All other required materials are provided without charge and are accessible on Canvas (Loyola’s Learning Management System). Book Yousafzai, Malala, We Are Displaced: My Journey and Stories from Refugee Girls Around the World. New York: Little Brown Books, 2019. *ISBN-13: 978-0316523646

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Sources on Canvas Articles & Chapters Crenshaw, Kimberlee. “Why Intersectionality Can’t Wait.” Washington Post. September 24,

2015. Fox Kara and Diehm, Jan. “MeToo’s global movement: the anatomy of a Viral Campaign.” CNN, November 9, 2017, https://www.cnn.com/2017/11/09/world/metoo-hashtag-global- movement/index.html. Grady, Constance. “The Four Waves of Feminism and Why People Keep Fighting Over Them.”

Vox, July 20, 2018. https://www.vox.com/2018/3/20/16955588/feminism-waves. Greenhalgh, Hugo, “#MeQueer Takes Twitter by storm as LGBT Community cries MeToo,” Reuters, August 22, 2018, https://www.reuters.com/article/us-lgbt-rights- twitter/mequeer-takes-twitter-by-storm-as-lgbt-community-cries-metoo- idUSKCN1L71WW Johnson, Allen. “What is This Thing Called Patriarchy,” in The Gender Knot: Unraveling Our

Patriarchal Legacy. Philadelphia: Temple University Press, 2014, 3-25, 40-47. McGuire, Danielle. “ ‘It Was Like All of Us Had Been Raped’: Sexual Violence, Community

Mobilization and the African American Freedom Struggle.” Journal of American History. 91 (2004): 906-931.

Stone, Rachel and Volgenstein Meighan. “Celebrating #MeToo’s Global Impact.” FP Magazine, March 7, 2019. Statements, Studies, US Government Documents & United Nations Documents Human Rights Campaign. Dismantling a Culture of Violence: Understanding Anti-Transgender

Violence and Ending the Crisis. New York: Human Rights Foundation, 2019. Jesuit Tradition, Loyola University New Orleans, New Orleans, Louisiana, http://www.loyno.edu/jump/about/loyola-at-a-glance/jesuit-tradition.php. Loyola University New Orleans Mission & Vision Statements, Loyola University New Orleans, New Orleans, Louisiana, http://www.loyno.edu/mission-statements/, United Nations General Assembly. Universal Declaration of Human Rights, December 10,

1948, 217 A (III). http://www.refworld.org/docid/3ae6b3712c.html.

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United Nations. Free & Equal: Sexual Orientation and Gender Identity in International Human Rights Law. New York & Geneva: United Nations, June 2012 9-13.

Victim Impact Statement, Santa Clara, California, Accessed December 4, 2018.

https://www.sccgov.org/sites/da/.../B-Turner%20VIS.pd. Poetry Anzadúla, Gloria. “To Live in the Borderlands.” Borderlands-La Frontera. The New

Mestiza. San Francisco: Aunt Lute Books, 1987, 194-195. Lorde, Audre “Sister in Arms.” The Collected Poems of Audre Lorde. New York: W. W. Norton

and Company Inc., 1997. Yamada, Mitsuye, “Neutralize.” Wild Poppies. Freedom Archives, January 1, 2004. Speech Janet Mock, “I Am My Sister’s Keeper.” Women’s March on Washington, January 21, 2017,

Janet Mock website, https://janetmock.com/2017/01/21/womens-march-speech/ (accessed August 10, 2018).

Assigned Films Call Me Kuchu. Dir. by Malika Zouhali-Worrall and Katherine Fairfax Wright, Cinedigm

Entertainment Group, February 12, 2012. Finding Jen’s Voice. Dir. by Tracy Schott, Schott Productions, 2015. Persepolis. Dir. by Marjane Satrapi, Culver City, Sony Pictures Home Entertainment, 2008. Scottsboro: An American Tragedy. Dir. by Daniel Anker, PBS Home Video, 2005. Optional Films For colored girls who have considered suicide when the rainbow is enuf. Dir. by Ntozake Shange, New York Shakespeare Festival Productions, 2002. Girls Rising. Dir. by Richard E. Robbins, Ro*Co Films Educational, 2013. Milk. Dir. by Gus Van Sant, Universal City, Calif.: Universal Studios Home Entertainment, 2009.

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Overview of Assignments, Due Dates, Points

Assignments Dates/Location/Time Possible Points

UNIT I: Patriarchy, Power & Privilege & Social Justice Models & Movements for Gender Equality

Vision Board or Vision Journal I Aug. 26 In-Class Exercise 5 Annotated Bibliography I Aug. 30, 11:59 p.m. Canvas 20 Participation Unit I Aug. 24 – Sept. 9 20 Critical Essay Submit Sept. 13 11:59 p.m. 50

UNIT II: American Feminism & The Long Struggle for Intersectional Justice Annotated Bibliography II - #MeToo Piece Sept. 21, 11:59 p.m. Canvas 20 Participation Unit II Sept. 14 – Oct. 5 20 Exam I October 7 Class Time, Take on Canvas 50 Vision Board or Vision Journal II Oct. 14, Virtual Class 5

UNIT III: Hope Shall Survive: The Struggles of the Displace, the Denied, & the Determined Annotated Bibliography III Oct. 21, 11:59 p.m. Canvas 20 Participation Unit III Oct. 14 – Nov. 2 20 Exam II Nov. 8: Take Home on Canvas 100

UNIT IV: We Will Not Be Silenced: Gender Violence & Global Struggles For Justice Annotated Bibliography IV Nov. 10, 11:59 p.m., Canvas 20 Group Pitch Nov. 16, Virtual Class 10 Research Paper Nov. 29, 11:59 p.m. Canvas 100 Group Research Presentations Nov. 29 – Dec. 7 (virtual, class time) 25 Student Evaluation of Presentations Dec. 8, 11:59 p.m. Canvas 10 Vision Board/Journal IV Dec. 16 (virtual, class time) 10 Participation Unit IV Nov. 4 – Dec. 9 20

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Attendance: You may have 2 unexcused absences; thereafter you lose 5 points per missed class.

Scale A 465-500 B 415-439 C 365-389 D 300-339 A- 450-464 B- 400-414 C- 350-364 F 0-299

B+ 440-449 C+ 390-399 D+ 340-349

Cushion Points: I grade on a 500-point scale; however, you may earn up to 25 bonus points with the regular assignments. And you may earn bonus points on exams. I designed the class with these opportunities to provide freshmen with a bit of a cushion. It allows students who might struggle at first as they adjust to college an opportunity to earn a high grade by improving their work.

Explanation of Each Assignment

Vision Boards/Vision Journals: Students will develop a vision board or a vision journal in which they develop their vision for their academic career. The journal or board will present their goals, their methods and plans for pursuing their goals, the steps they have taken throughout the semester to pursue each goal, their reflections of their experiences, and any changes in goals, methods, and plans based on their experiences. The journal and board could also include visual or written materials that inspire them. The vision board uses more visual elements, but the journal could as well if students wish to include more visual pieces. The purpose of the assignment is to assist students in their transition to college and provide them an opportunity to align their goals with Loyola’s Jesuit values of academic excellence, service, and social justice. To that end, it will assist students in developing and achieving academic excellence, meaningful campus involvement, and compassionate engagement with social justice. Annotated Bibliography & Analysis of Sources: Throughout the semester students will develop an annotated bibliography that will include all of the assigned class materials in the first three units as well as the sources they find in their research in Unit IV for their particular #globalmetoo project. Each entry will begin with the full bibliographic citation of the source in Chicago Manual style followed by a summary of the main argument, supporting points, and core evidence they found in that source. The professor will provide educational modules that teach students how to create the annotated bibliography and how to use Chicago Manual style. We will reserve workshop class time to revise entries before they are due. At the end of each unit, students will include an analytical section in their annotated bibliography in which they will compare/contrast sources and/or explore a source through the lens of a theory or argument. Over the course of the semester, students will submit a few of these entries to the professor for feedback and for a grade. They will also bring the annotated bibliography to every class workshop/discussion and be prepared to share their work with the class when called upon. The purpose of the annotated bibliography is to assist students in summarizing and analyzing the material that we cover as well as to prepare them for

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discussions, the critical essay, the exam, and the research paper. In addition, it will assist students in developing and perfecting research and writing skills on a college level. Critical Essay: Students will write a critical essay on the material we cover in Unit I.

• Length: 800 to 900 words

• Content: Using the readings from Johnson’s Gender Knot and the introductory lecture as a lens, explore the relationship between patriarchy and gender violence and evaluate the struggle for justice.

• Sources: You must use Johnson’s Gender Knot, the introductory lecture, at least one of the readings on #MeToo, one of the readings on the LGBTQ struggle, and one other assigned reading of your choice. *To use an outside source, you must receive permission from the professor. In general, if you use an outside source, the paper needs to be longer as you must demonstrate that you read and analyzed the assigned sources.

• Citations: Chicago Manual (in-text citations either footnotes or endnotes and Works Cited page).

• Format: Times New Roman, 12-point font, double space text. Purpose: The purpose of the assignment is to cultivate critical thinking, information literacy,

and writing skills.

Participation: Throughout the semester, students will engage in and lead discussions, present their arguments and supporting points, participate in writing exercises, and share their ideas in workshops. The participation grade is based on attendance and effort. The purpose of participation is to cultivate critical thinking skills by calling on students to examine controversial topics, explore varying perspectives, and engage in civil debate. In addition, these activities will foster leadership and cooperative skills as students take on both leading and cooperative roles in these activities. #MeToo Academic Narrative or Artistic Presentation: After reading Danielle McGuire’s “It Was Like All of Us Had Been Raped,” students will focus on one of the stories of the victims/survivors in her article and either write a legal summary case study of the piece or develop a creative piece such as turning the narrative into a monologue, writing a song or poem about it, or creating a visual art piece. They will share their piece in class. The purpose of this assignment is to cultivate compassionate engagement and imagination by calling on students to think deeply about the survivors of gender violence and develop creative mediums for exploring their experiences. Exams: We will have two class exams that include short answer and an essay. Students will be permitted to use their notes when they take the exams. I highly recommend that students follow the class schedule in taking robust notes and creating strong outlines and annotated bibliography entries so that they are fully prepared for the exams and able to access the notes

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they need easily. The purpose of this assignment is for students to demonstrate their information literacy competency. To succeed on the exams, students must demonstrate an ability to think critically by developing arguments in their exam essay, supporting it by selecting evidence from the sources we explored that proves their argument, analyzing the material by also considering counter evidence, and presenting persuasive conclusive statements. In addition, the exams will access the students’ commitment to learning the material in the course. Research Project: The research project has an individual and group component. The class will select six global #metoo and/or #mequeer movements to explore. Each student will join one of those groups and select a portion of the struggle to research. Every student will write an individual research paper. They will also collaborate with their group to develop a group presentation of the movement the group researched. Students will be graded individually on their papers and on their group presentation. The professor will grade the presentation based on each student’s ability and willingness to collaborate with his/her/their group during class meetings as well as how well they presented their individual pieces. Consequently, students will not lose or earn points based on the work of others. They will be graded on their own work. Each group will engage in a group pitch and presentation. All students will submit an individual paper and individual evaluations of all the groups. This project provides students the opportunity to demonstrate competency in information literacy, critical thinking, and writing and oral communication. In addition, it provides students an opportunity to advance their collaborative and leadership abilities and calls on them to engage compassionately with the material. Research Paper Content: Select an aspect of the global #metoo and/or #mequeer movement assigned to your team and write a research paper.

• Title Page – use Chicago Manual Style

• Compose a 1,500-word research paper

• Format: Times New Roman, 12-point font, double space

• Sources: You may use any of the sources assigned for the class that help you make your argument. In addition, you must use five sources that you find. At least three of those sources must be primary sources.

• Citations: Use Chicago Manual format. Make sure to include both in-text citations (footnotes or endnotes) and a bibliography.

Research Presentation: (length: 25 minutes) Students will decide as a group during class meetings how they wish to present their research. They are welcome to use any of the following structures: academic panels, media presentations, and artistic performances. They may also use formats not listed above and/or engage in hybrid formats in which they combine various mediums. For example, groups in previous classes have had one student present an academic paper that provided the historic context for the topic and then the rest of the

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students presented monologues they developed from their research. In another presentation, one student wrote a song about the topic that she sang, which was interspersed with oral histories that the other participants presented in monologue formats. Other ideas include one student acting as an anchor interviewing students who are playing the roles of experts, reporters, or participants in the topic they explored. Of course, students are also welcome to present papers in more typical academic formats, such as a panel presentation or a debate. In addition to the points already mentioned about the purpose of the research project, the presentation provides students with the opportunity to engage in experiential learning by developing creative presentations or modeling professional academic panels. Attendance: You may have 2 unexcused absences; thereafter you lose 5 points per missed class. The experiential learning design of the course makes it necessary that students attend the course regularly. Certainly, some students might be fully prepared to produce strong essays, research papers, and exams without attending the virtual class portions of the class. However, by attending class regularly, not only will they gain greater knowledge, receive oral feedback, and improve their work, they will obtain the experience of engaging in and leading intellectual discourse. Debates challenge students to consider controversial issues from a myriad of perspectives and encourages them to reevaluate their ideas in light of new information and either reconfirm their perspectives by digging deeper for the evidence to prove it or to change their interpretations when they find a different perspective and new evidence persuasive. Class writing exercises pushes them to improve their writing skills by challenging them to complete pieces in an allotted timeframe. Group projects calls on them to develop leadership and collaborative skills and to engage compassionately and intellectually with each other even when the disagree – which is a vital skill in any rational civilization.

Class Schedule *Please note this schedule will be updated in August when students are organized into Group and Group B in-class attendance schedules.

UNIT I: Patriarchy, Power & Privilege

and Social Justice Models & Movements for Gender Equality August 24: Virtual Class

• Welcome, Introductory Lecture Discussion: PowerPoint: gender violence cases and struggles for justice. Discussion Questions:

• What is Gender Violence? How is it related to patriarchy? How is patriarchy related to various prejudices, including sexism, racism, classism, ethnocentrism, bigotry, homophobia, and transphobia?

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• What is justice? How do we achieve justice in communities? How do we achieve justice in the courts? How do we achieve justice in socioeconomic and governing structures? How do we achieve justice through culture?

• How might Loyola’s mission and your personal mission relate to the struggle for justice?

• Introduction to syllabus and the research project

• Introduction to Group Research Projects: #MeToo and #MeQueer & Related Global Movements

• Present the different movements students could explore

• Inform students to begin thinking about which movement they would like to research

Homework - Due August 26

• View: “Introductory Lecture Unit I: Section I, “Resisting Patriarchy, Power, & Privilege: Social Justice Models for a Movement”

• View: “Succeeding in Academia”

• Module I: Taking Notes: Identifying Arguments, Supporting points, and Evidence.

• Module II: Creating an Annotated Bibliography

• *Annotated Bibliography: create your first draft entries for your annotated bibliography by writing the full citation for each reading. Under each citation, write a summary of the source. See the tips below:

• United Nation, Universal Declaration of Human Rights, note the main purpose of the document and some of the universal rights it articulates.

• Under the citation for Loyola’s Mission & Vision Statements and Jesuit Tradition: ask yourself what are the main points of each of these documents? How does it call on the Loyola community (faculty, staff, and students) to act? What are the ideals and values expressed? By answering these questions, you will be able to summarize each of these documents.

• Contemplation: Consider your personal mission for justice and for your academic career at Loyola and jot down some notes about how they might relate to the readings.

Virtual Class – August 26

• Workshop Annotated Bibliography: review how to prepare an annotated bibliography – ask for volunteers to share their entries and discuss them. Spend 20 minutes revising your entries. You are welcome to engage in dialogue with the professor to assist you with your revision.

• Discussion of Research Project: Examine the social justice component of the project and explore how the Universal Declaration of Human Rights, Loyola’s Mission and Vision Statements, and the Jesuit Tradition (Jesuit vision of education and Jesuit Ideals) relate to the project. How might you use one or all these sources in your project.

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• Presentation & Workshop: Creating & Developing Your Vision Board for Your Academic Career at Loyola. Present the project. Spend 20 minutes in a workshop beginning to develop your vision board.

Homework: Due August 30 *Submission: You must submit in pdf annotated bibliography entry on Johnson’s book on Canvas– see *below for assignment.

• View: Succeeding in Academia Module III: Writing Academic Papers

• Read and Take Notes:

• Alan Johnson, “What is This Thing Called Patriarchy,” in The Gender Knot: Unraveling Our Patriarchal Legacy, pages, 3-25, 40-47.

• *Annotated Bibliography Entry: add Johnson’s book to your annotated bibliography by providing the full citation of the book and summarizing the main argument, supporting points, and primary evidence. *As noted above, submit in pdf your annotated bibliography entry on Johnson’s book.

August 31: Virtual Class

• Consent 101 Presentation: professor presents Loyola’s Title IX Consent 101

• Class Discussion: professor-led discussion of Loyola policies and resources

• Introduction to Unit I, Section II: “MeToo: Building Global Movements Against Gender Violence”

Homework: Due September 2 Review:

• Review the professor’s comments on your submitted annotated bibliography. What worked? What might you change to improve the annotated bibliography? Make the changes and apply what you learned to this week’s assignment.

Read and Take Notes on the following sources:

• Kar Fox and Jan Diehm’s “MeToo’s global movement: the anatomy of a Viral Campaign,”

• Rachel Stone and Meighan Volgenstein, “Celebrating #MeToo’s Global Impact

• Victim Impact Statement, Santa Clara, California. Discussion Questions: prepare to address in class:

• What do these readings teach us about rape culture and injustice?

• How does Victim Impact Statement as well as the #MeToo Movement and similar global movements provide a voice to survivors?

• What do these readings teach us about social justice movements and their ability to foster change and empowerment?

Annotated Bibliography: add these sources to your annotated bibliography

• Under each of the citations for the articles, summarize the main argument, supporting points, and three examples of global #MeToo movements.

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• Under the citation for the Statement, summarize the survivor’s main points and narrative, keeping in mind her perspective for justice in this case.

• Using the lens of the arguments Johnson makes in The Gender Knot, write a paragraph about how it applies to these readings.

September 2: Virtual Class

• Call on students to share their paragraphs and/or portions of their annotated bibliography.

• Engage in class discussion about the readings.

• Workshop: Spend 20 minutes revising your entries. You are welcome to engage in dialogue with the professor to assist you with your revision.

• Introduce to Unit I: Section III: “#MeQueer: Building Global Movements to Resist the Culture of Violence & Injustice Against Transgender and Non-Binary Persons”

September 7 Labor Day – No Class Homework: Due 9

• Read and Take Notes:

• Human Rights Campaign, Dismantling a Culture of Violence: Understanding Anti-Transgender Violence and Ending the Crisis

• Hugo Greenhalgh, “#MeQueer Takes Twitter by storm as LGBT Community cries MeToo.”

• View and Take Notes:

• Ted Talk: Lee Mokobe, “What It Feels Like To Be Transgender” and outline main points Mokobe makes about his struggle.

• Discussion Questions: prepare to discuss in class:

• What does anti-transgender violence teach us about prejudice and access to justice?

• How might social justice movements dismantle such a culture of violence?

• How does the poem and the #MeQueer Movement provide voices to the LGBTQ community?

• How might this movement empower people and the struggle for equal justice and gender equality?

• Annotated Bibliography I

• Add these three sources to your annotated bibliography.

• Using the lens of the arguments Johnson makes in The Gender Knot, write a paragraph about how it applies to these readings.

September 9: Virtual Class

• Student-led presentations: The Gender Knot analysis and application to the readings.

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• Discussion/Debate: Student & professor take time leading discussion and debate on the readings.

• Preparation for paper: workshop & writing exercises Homework – Critical Essay – Untying the Knot

• Due Date September 13 on Canvas, 11:59PM

• Submission: You must submit in pdf format

• Length: 800 to 900 words

• Content: Using the readings from Johnson’s Gender Knot and the introductory lecture as a lens, explore the relationship between patriarchy and gender violence and evaluate the struggle for justice.

• Sources: You must use Johnson’s Gender Knot, the introductory lecture, at least one of the readings on #MeToo, one of the readings on the LGBTQ struggle, and one other assigned reading of your choice. *To use an outside source, you must receive permission from the professor. In general, if you use an outside source, the paper needs to be longer as you must demonstrate that you read and analyzed the assigned sources.

• Citations: Chicago Manual (in-text citations either footnotes or endnotes and Works Cited page).

• Format: Times New Roman, 12-point font, double space text

Unit II: American Feminism: The Long Struggle for Intersectional Justice

September 14

• View: American Feminism Lecture Series, Part I

• Take Notes: While taking notes, outline the main argument and supporting points of the lecture. Include the significant participants and groups, the challenges feminists confronted, the goals and strategies of the different groups, the obstacles they confronted, the internal divisions in the movement, the accomplishments of the first wave, and the persistent challenges.

• Annotated Bibliography: Add Part I of the lecture to your annotated bibliography. Homework:

• View: Documentary: Scottsboro: An American Tragedy

• Outline: the main points of the documentary. What does it teach us about patriarchy, racism, and gender violence?

September 16: Virtual Class

• View: American Feminism Lecture Series, Part II

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• Take Notes: While taking notes, include the main argument and supporting points of the lecture and the discussion of the emergence of the second wave. Include the major participants and groups, the various goals and methods, the internal and external struggles the feminists confronted, the obstacles and backlashes, the achievements of the second wave, and the persistent challenges.

• Annotated Bibliography: Add Part II of the lecture to your annotated bibliography. Homework: Due Sept. 21

• Read & Take Notes: Danielle McGuire, “It Was Like All of Us Had Been Raped.”

• Annotated Bibliography: Add this source to your annotated bibliography. Summarize McGuire’s argument about the ties between white supremacy and patriarchy and the long struggle for justice. How does the struggle of survivors relate to the Civil Rights Movement and the Women’s Movement?

• *#MeToo Piece – Annotated Bibliography II: Select one of the survivors of gender violence that McGuire discusses and create one of the following pieces to bring to class a draft.

o A narrative #MeToo piece that shares the survivor’s story (approximately 300 words)

o A monologue that is written from the perspective of the survivor or witness (approximately 300 words)

o A song you wrote about the survivor (could be from your point of view or from the point of view of the survivor (length – a song that would play for about 2 minutes)

o A poem or spoken word piece that you wrote about the survivor (explanation 100 words; poem length is up to the student.)

o A visual artistic piece that reflects in some way the survivor’s story (screen shot it and post it to Canvas with a 100-word explanation of the piece)

September 21:

• Writing Exercises: What does Part II of the lecture series, Scottsboro: An American Tragedy, and McGuires, “It Was Like All of Us Had Been Raped,” teach us about patriarchy, racism, gender violence, and access to justice?

• Class Share: Students share #MeToo pieces September 23 Virtual Class

• View: American Feminism Lecture Series, Part III

• Read & Take Notes: While taking notes, include how the third wave became increasingly intersectional, how third wave feminists broadened the definition and space for feminism with ‘choice feminism’, and how they struggled to achieve equality more through individual and collective advancement in the workforce and in positions

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of power than through marches and protest. Outline the major participants, developments, obstacles, backlashes, and advancements.

Homework:

• Read & Take Notes: Kimberlé Crenshaw, “Why Intersectionality Can’t Wait.” Create an outline that includes her thesis and main points.

• Read one of the poems by Gloria Anzadula, Audre Lord, and Mitsuye Yamada. Create a short outline to share in a class discussion about how these poems reflect intersectional feminism.

• Annotated Bibliography: Add the lecture and the assigned sources to your annotated bibliography

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• Student Presentation: MeToo pieces

• Class Discussion – Student-led: What do the lecture series, the poems, and Crenshaw’s article, teach us about intersectional feminism and the persistent struggle for justice?

Homework

• View: Film Option Three: Finding Jen’s Voice

• Notes: What does the documentary teach us about intimate partner violence and the American judicial system’s response?

• Annotated Bibliography: Considering the question above, compose your annotated bibliography entry for this documentary.

September 30 Virtual Class

• View & Take Notes: American Feminism Lecture Series, Part IV: While taking notes, include the main argument about the fourth wave, the significant participants, the goals and methods of the struggle, the major events and groups, the successes, backlashes, and persistent struggles.

• Annotated Bibliography: Add Part IV of the lecture as an entry in your annotated bibliography.

Homework Due October 5 – Exam Preparation

• Peruse Guides & Review Modules: Exam Review Guide, Writing in Academia Guide, Exam Rubric, Succeeding Academia Module III

• Lecture, Reading, & Viewing Notes & Outlines: Review your notes and outlines of the lectures, readings, and films. Create a master outline.

• Helpful Tips: create flashcards, practice writing the essay.

October 5: In-Class

• Exam Review: Professor short presentations and facilitated discussion with students.

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• Student led debate: Students lead debates about arguments regarding the topics the exam will cover.

Homework: Preparation for Exam I Review on October 7

• Assigned: Study the material in Unit I & II for the exam

• Optional: View one of the TWO films below to prepare for the bonus question on the exam should you wish to complete the bonus. o For colored girls who have considered suicide when the rainbow is enuf

▪ Bonus Question: What does the film teach us about intersectionality, gender violence, and justice?

o The Invisible War ▪ Bonus Question: What does the documentary teach us about rape culture

and the judicial system in the military? October 7 – Virtual Class (Canvas) - EXAM

• Take Exam – Open Notes

Unit III: Hope Shall Survive:

Struggles of the Displaced, the Denied, and the Determined Homework: Due October 14

• Read and Take Notes: Part I: We Are Displaced: My Journey and Stories of Refugee Girls Around the World

• Annotated Bibliography: Add Part I of We Are Displaced to your annotated bibliography that summarizes Malala Yousafzai’s story. Notate the main points she makes about her life, her family, her country and how it changed under the Taliban. Explore her struggle for an education, the challenges she confronted, and how she responded and continues to respond to those challenges.

October 12 – Virtual Class

• Introductory Lecture: “Educate a Girl and Liberate Half the World”

• Student-led Discussion Malala’s story

• Vision Board Workshop – add to your vision board and share one new addition. October 14: NO CLASS: FALL BREAK Homework: Due October 19

• Read and Take Notes: We Are Displaced the stories of Zaynab, Sabreen, Zaynab, Muzoon, Nalja, Maria). Create outlines as you read, noting the main points about each of the stories.

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• Annotated Bibliography: Select two of the stories and write a paragraph summary of each story that has a thesis (an argument about why the story is important), supporting evidence, and analysis.

October 19: Virtual Class

• Writing Workshop: Engage in writing exercises We Are Displaced.

• Debate: Student-led discussion of We Are Displaced October 21: Virtual Class

• View and Take Notes: Persepolis

Homework: Due October 26

• View: Finish viewing Persepolis

• Read & Take Notes: Finish reading We Are Displaced (Analisa, Marie Claire, Jennifer, Ajida, Farah, Epilogue)

• Annotated Bibliography:

• We Are Displaced: select two of the assigned stories and the epilogue and write a paragraph summary of each. Note why the story is important, supporting evidence of the narrative, and analysis.

• Persepolis: add Persepolis to your annotated bibliography by summarizing the film and its relation to the struggle against gender violence and oppression.

• Comparison Section of Annotated Bibliography: Write one paragraph exploring how the themes and narrative of Persepolis relate to stories in We Are Displaced.

October 26: Virtual Class

• Writing Workshop: We Are Displaced and Persepolis

• Student Led Discussion & Debate: the film and book Homework: Work on your Vision Board October 28: Virtual Class

• Introductory Lecture: The Right to Exist: The LGBTQ Movement Across the Globe

• Workshop: Vision Board discussion/workshop: open to students - opportunity to share components of their vision board.

Homework:

• Read & Take Notes: United Nations. Free & Equal: Sexual Orientation and Gender Identity in International Human Rights Law. New York & Geneva: United Nations, June 2012.

• Annotated Bibliography: add Free & Equal to your annotated bibliography by summarizing the main argument, supporting points, and evidence.

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November 2: Virtual Class

• View: Call Me Kuchu Homework:

• Finish viewing: Call Me Kuchu and outline main points. What is the struggle about? What obstacles does the LGBTQ community confront? What methods does the LGBTQ community use to resist the oppression they confront? What methods do their oppressors use? What is the result of the conflict?

• Review: View Ted Talk: Lee Mokobe, “What It Feels Like To Be Transgender” and outline main points Mokobe makes about his struggle.

• Read and Take Notes: Janet Mock, “I Am My Sister’s Keeper.” Women’s March on Washington and consider: How does she address intersectionality and gender equality?

• Annotated Bibliography:

• Add Call Me Kuchu by summarizing the struggle in the film, the main leaders, their challenges, and the outcome.

• Add Janet Mock’s speech by summarizing the main argument in her speech and the supporting points.

November 4: Virtual Class

• Exam Review: Review “Succeeding in Academia” modules and prepare for the short answer and essay questions.

• Student Led Debate: Explore issues that the exam will cover to help students deepen their arguments and evidence for the essay on the exam

Homework: Take Exam II by November 8, 11:59 p.m. on Canvas Submit exam in pdf

Unit IV: We Will Not Be Silenced:

Gender Violence & The Global Struggles for Justice November 9: Virtual Class

• Review: Group Research Project

• Selecting Groups & Topic: Students propose and vote on the six gender violent movements they wish to explore and sign up for the group they want to join.

• Management: Professor creates group google drive folders for each group.

• Discussion – Presentations: professor-led discussion on how to conduct research and develop a presentation

*Homework Annotated Bibliography IV - Source - Due November 8, 9:00 a.m.

• View: Succeeding in Academia: Module V: Writing Research Papers

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• Read & Review: Peruse on Canvas the documents on conducting research, Writing in Academia, and the Chicago Manual Guide

• Research: Find two sources on your research topic; summarize them and add them to your class annotate bibliography.

• *Annotated Bibliography IV: Submit ONE of your annotated sources on Canvas November 11: Virtual Class

• Group Meetings: Each group meets with the professor

• Prepare pitches: while waiting to meet with the professor, students work in groups on their pitches.

Homework:

• Research: Find and summarize three more sources for your research project to add to your annotated bibliography

November 16: Virtual Class - Workshop

• Group Meetings: Meet with your group to develop a plan for your project pitch o Contribute a thesis statement and supporting points about your research;

contribute two slides to the pitch presentation.

• Professor Meeting: Professor will check in with each group and provide guidance November 18: Virtual Class

• Pitches: Groups Present pitches (5-7 minutes per group)

• Evaluations: Class & Professor feedback on pitches *Homework: Due November 23 - Complete rough draft of paper – bring to class Nov. 23 November 23: Virtual Class

• Student Presentations: Students present main theses of their paper

• Workshop: Writing workshop and discussion Thanksgiving Break & Move To All Virtual Courses Post Break *Homework - *Submit Research Paper & Presentations on Canvas by November 29, 11:59PM November 30: Virtual Class

• Virtual Presentations Groups I & II

• Discussion & Evaluations of Presentations December 2: Virtual Class

• Virtual Presentations Groups III & IV

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• Discussion & Evaluations of Presentations December 7: Virtual Class

• Virtual Presentations V &VI

• Discussion & Evaluations of Presentations December 9: Virtual Class

• Virtual Presentations V &VI December 16: Virtual Class – Final

• Vision Board IV Presentations

• Class Discussion

Code of Conduct Late Assignments:

• Unexcused Late Essay & Research Paper. Students will be permitted to submit the critical essay and the Research paper one day late for a loss of five points and one week late for a loss of ten points. No assignments will be accepted after one week late without a serious excuse that demonstrates why the student could not submit the assignment on the original and late due date.

• Exams: Students will not be able to make up exams without a written, verifiable excuse. Cheating/Plagiarism: will result in an “F” on the assignment or exam and possibly an “F” in the class or expulsion from the university. Departmental Statement on Plagiarism: “Plagiarism is the use of another person’s ideas or wording without giving proper credit – results from the failure to document fully and accurately. Ideas and expressions of them are considered to belong to the individual who first puts them forward. Therefore, when you incorporate ideas or phrasing from any other author in your paper, whether you quote them directly or indirectly, you need to be honest and complete about indicating the source to avoid plagiarism. Whether intentional or unintentional, plagiarism can bring serious consequences, both academic, in the form of failure or expulsion, and legal, in the form of lawsuits. Plagiarism is a violation of the ethics of the academic community.”i1

1 William G. Campbell, Stephen V. Ballou, and Carole Slade, Form and Style: Thesis, Reports, Term

Papers, 6th edition (Boston: Houghton Mifflin, 1982), 52. See too Loyola’s website:

http://library.loyno.edu/researchtech/research/citing/plagiarism.php.

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University Academic Honesty & Plagiarism: Please be noted about our University Academic Honesty and Plagiarism policy that violations of the Academic Honor Code include but are not limited to cheating, lying, false citations, falsified data, falsification of academic records, plagiarism, participation in any form of unauthorized collaboration, misuse or misrepresentation of academic work or the academic work of others in any manner, misuse of electronic material, and violation of academic property laws and that a student in doubt about whether a particular course of conduct violates the University’s Academic Honor Code should consult with the course instructor before engaging in that conduct. This policy is also listed in Syllabus Part II. Using Unassigned Sources: Do not use unassigned sources for the critical essay without my permission (with the exception of a small quotation). If you use an unassigned source, you will need to expand the length of your paper to ensure that you have enough space to also explore the assigned sources. For the exams, you may bring outside knowledge, but you also need to make sure you cover the material we explored in class. Plagiarizing Other Students or Plagiarizing Oneself: Please note that taking the ideas from the papers of other students and from one’s previous work (without citing it) is also plagiarism. Safe Assign checks all assignments submitted on Canvas. If you wish to use a portion of a paper you wrote for another class because it is relevant, please discuss it with me. I might allow you to use some of that work, but you must expand upon it, and you might need to then write a longer paper to ensure that you are meeting the necessary writing requirements for the class. Questioning Grades: Students have the right to question their grades. Before contesting a grade, students must take the assignment home, read the comments, circle or highlight comments that they question, make a written argument as to why they think the grade is low and approach the professor on the day of the next class period to schedule a meeting to present their case. Minimum Technology Requirements: You MUST be familiar with Canvas. It is your responsibility to learn how to navigate Canvas and to check it daily. You should use your own secure login and password for Canvas to complete all coursework and assignments on an individual basis. You must check Canvas daily for any updates and announcements. Canvas keeps accurate records and all claims are verified with the Canvas Administrator. False claims, such as false Canvas issues, are considered cheating and will be pursued to the maximum extent possible. For Canvas help, please call toll free 1-866-562-7278 or visit the Canvas web support portal: https://help.Canvas.com/, or Loyola Canvas help website: http://researchguides.loyno.edu/OnlineStudents. You are responsible for your computer and internet connection. A faulty internet connection or computer system crash does not excuse you from completing assignment or exam. You MUST

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check the connection and functionality of your computer before you begin working on assignments, exam, or other coursework. Data Management and Privacy: Please try to keep your assignments postings on a google doc to avoid accidentally losing them. Please refer to the following university website for more details about Data Management and Privacy: http://researchguides.loyno.edu/c.php?g=534314&p=3654468 Class Rules:

• Basic Etiquette: Please respect the professor and other students in the virtual classes by refraining from conducting independent conversations or participating in other distracting behavior such as sleeping, coming late, or leaving before the end of class.

• Absences: The professor allows two unexcused absences from the virtual course. Thereafter, you will lose 5 points per unexcused absence.

• Leaving Early & Arriving Late: Please try to be on time. In addition, please do not exit the virtual sessions early without letting the professor know ahead of time. To earn full participation points and to avoid losing attendance points, you must attend the entire virtual class.

• Absences & Administrative Withdrawal Policy: Please also be noted about our university Administrative Withdrawal policy that students who do not participate in the certain timeframe will be administratively withdrawn.

• Phone: Turn off and put away cell phones and other distracting electronic equipment while in class.

• Notes: I encourage students to share their notes with other students who have missed virtual classes but advise them to provide copies rather than original notes. I discourage students from sharing their notes with another student who never attends class and who is expecting to succeed off the work of others. If such a situation occurs, please come see me. To be fair to students attending class, I do not provide my notes to students.

No Class Recording: The virtual class involves constant dialogue between the professor and the students. Thus, to protect students’ rights, the recording of class sessions is prohibited, unless a student presents a documented reason showing they have the right to record sessions. Emails: Please use a professional tone in your emails. Include your first and last name and note the class name and time. Use complete sentences and proper capitalization. Please do not use internet jargon, acronyms, and abbreviations. Please also realize that though I check my email regularly during the work week and respond as soon as possible, my ability to help you will be limited if you wait until the last minute to request aid.

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Incomplete Grade: Students will only receive an incomplete in the course if they present to the professor a written and verifiable excuse that shows that circumstances prevented them from completing a small percentage of the work that they will be able to complete within the six week allotted time frame. Incompletes require approval of department chairs and deans.

Purpose of Core and FYS/Learning Objectives/Goals

What is the Loyola Core? In addition to the major you will pursue at Loyola, you will take a broad range of courses in the liberal arts and sciences known as the Loyola Core. This Loyola Core offers you an educational experience you will not find at state institutions and other private schools. It is a large part of the “Loyola Difference”—that is, it defines what makes our university and the education you receive here distinctive. The Loyola Core…

• Includes courses taught in English and history, philosophy and religious studies, the sciences and the arts

• Teaches important foundational subject matter for your major study

• Gives you a broad education outside your major, preparing you for the demands of a complex world

• Is grounded in the core values of our Jesuit mission and identity

• Develops your understanding of human values and social justice

• Develops your critical thinking, writing, and speaking skills What is a First-Year Seminar? First-Year Seminars introduce you to academic inquiry and teach you to think and learn as a college student. The seminars are interdisciplinary, focusing on a single topic from several academic perspectives. While each seminar is on a different topic, they all explore the larger theme of “thinking critically, acting justly” as an introduction to study at Loyola. The seminars are required and carry three credits, just like other courses in the Loyola Core and majors. They are a valuable first step on your path to a Loyola education. Learning Outcomes for First-Year Seminars: 1. Critical Thinking Students will demonstrate the ability to think critically in a variety of contexts; students will be able to evaluate evidence. 2. Effective Communication Students will be able to formulate a position and organize information to defend that position. 3. Information Literacy

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Students will demonstrate the ability to use information literacy skills in a variety of contexts; students will be able to identify appropriate sources of information relative to a topic.

Goals for Our Course

• Think Critically/Information Literacy: Students will advance their ability to think critically by discerning the purpose and reliability of a source and the pertinent information, including the argument, contrary points of view, significant evidence and analysis of that evidence that helps prove or disprove a thesis. Discussions and practice of critical reading and note taking will help students advance their skills.

• Think Critically/Information Literacy: Students will learn to distinguish the art and science of academics by understanding that they must rely on the facts as clearly as they are able to discern them, but that they may develop different conclusions by formulating varied interpretations of those facts. They will advance their ability to discern through writing assignments and discussions.

• Written & Oral Communication: Students will learn to express their understanding of material in written and oral forms. They will constantly improve their writing by practicing, by learning how to determine their grammatical errors and fix them through feedback from the writing lab and the professor, by working on writing in active voice, by debating arguments and evidence with the professor and fellow students, and by finding their unique voices. They will demonstrate how much they have learned in the course via the final exam as well as the final project, which has a written and oral component.

• Information Literacy: Every assignment requires students to obtain proficiency in information literacy. Class exercises in which we explore documents by the United Nations will teach students how to locate and identify the nature of the source, analyze the history that led to the creation of the source, and to critically evaluate the source. The critical essay, writing exercises, and discussions on documentaries, films, poetry, government documents, articles, and essays will allow students to explore multidisciplinary mediums of conveying perspectives on gender issues and will help them develop their own informed interpretations. Class explorations of artistic sources will offer students an opportunity to examine the effectiveness of art as a vehicle for both negative and positive messaging and to discuss the impact and influence of art on society. The exam questions and preparation for the exam will help students recognize how to develop an argument and how to use the source to find evidence to support that argument. The #MeToo global movement project will guide students to work collaboratively and individually. They will learn how to locate and evaluate sources, to seek sources that convey various perspectives, to develop their

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own interpretations, and to articulate those perspectives and the supporting evidence in both written and oral communication.

• Compassionate Engagement: To encourage students to engage compassionately with the subject matter, the professor will draw on a variety of resources including scholarly articles, music, art, poetry, documentaries, government documents, activist publications, and media. Students will write about and discuss their perspectives of gender violence in the world in which they live to help them connect the personal to the political and pique their compassion and empathy for others.

i

Women’s Resource Center

Director: Dr. Patricia Boyett Office: Marquette 315

Mission: The mission of the Women’s Resource Center is to provide Loyola students with a

positive college experience by responding to their needs as gendered human beings and by

fostering an environment that is free of sexism and other forms of institutional and individual

oppression. We seek to advance social justice by practicing intersectional feminism. We engage

in experiential learning by producing programming and publishing our The Feminist Forum

magazine. We cultivate a devotion to the service of others by acting as advocates. And we help

students find their calling in life by providing them with opportunities to learn, to serve, to

explore, and to lead.

Magazine: My student staff and I publish a magazine, The Feminist Forum, several times a year

that explores historical and contemporary feminist issues and struggles. In the path of the

Ignatius mission at Loyola University New Orleans, we, as a feminist community, developed the

magazine to educate ourselves through critical analysis; to empower the oppressed through

devotion to diversity and uplift; and to pursue equality through social justice. If you wish to

submit a piece for the magazine, we welcome submissions through wrc@loyno.edu. Publication

depends upon the judgment of the editors.

At The Intersection IGTV: The WRC is in the process of developing an IGTV feminist talk show,

At The Intersection, which focuses on celebrating intersectional feminism as well as exploring

the struggles and triumphs of the feminist movement.

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Programs: I work with a student staff, volunteers, departments, and centers to host Take Back

the Night in October and our Feminist Festival in March. We also collaborate with student

organizations, university partners, and community groups to host a variety of workshops,

seminars, and forums on gender equity. If you wish to join our email list to be alerted about

events, please email me. Everyone is always welcome to our events. For more information

about the center, see WRC website: http://www.loyno.edu/womenscenter/

WRC Facebook page: https://www.facebook.com/LoynoWRC/?ref=aymt_homepage_panel

Working or Volunteering at the WRC: If you are interested in volunteering for the WRC or are

eligible for work study and wish to join our student staff, please email me. We divide our work

into teams: creative team (writing & art); marketing team (public relations, social media,

marketing, web), advocacy (research, training, support, programming), development (create

and execute programs, including forums, podcasts, television talk show etc.).

POSSIBLE CHANGES IN SCHEDULE: Please note based on class or university needs, we might alter

the schedule or assignments.

Welcome to Loyola! I look forward to an exciting semester!