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Women’s Health, Families, and the Environment (Apr. 23–30)

Women’s Health, Families, and the Environment (Apr. 23–30)

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Appendix B: Examples of Syllabi

Creating a Better World (May 5–7)

[key concepts: social justice, activism, responsibility, humanity, liberation, making

a difference, vision, community]

• Bell hooks, “Black Women Writing: Creating More Space” (1989)

• Adrienne Rich, “Taking Women Students Seriously” (1978)

• Cindy Lewis, “Meeting the Leadership Challenges of Women with Disabilities”


• Penguin Atlas: 1. States Against Discrimination and 40. Feminisms

Syllabus IX: Introduction to Women’s Studies

Professor Anita Harker-Anderson

Brief Course Description As an interdisciplinary introductory class, the material

in this course is designed to highlight the diversity and richness of the field of

Women’s and Gender Studies. This course will survey both historically relevant and

contemporary literature and debates within the field, with a focus on deconstructing

the discourses that have lead to hegemonic social constructions of gender, race,

sexuality and citizenship and its impact upon the lived experience of individuals.

While largely from a western perspective, we will also take into consideration transnational issues and experiences where possible.

General Themes This course is organized around ten broad themes—understanding gender, sex, and sexuality; the history and plurality of feminisms; intersectionalities; the invention of the modern family; body politics and reproductive rights;

gendered media, art and culture; the economy, labor and work; gendered violence;

and finally, the organization and collective action of feminists. Effort to provide

relevant material, assignments and assessments in various formats has been made in

an attempt to bring these topics to life.

Expected Learning Outcomes

• Explains and understands the difference between gender, sex, and sexuality.

• Describes the field of Women’s and Gender Studies and what its place in the

academy means.

• Demonstrates an awareness of the wide range of lived experiences across the

spectrums of race, class, gender, sexuality, ability, and citizenship.

• Critically analyzes the cultural representations of women and men in the media at large.

• Explain the contexts that gave rise to and continue to perpetuate the mommy

wars, as well as assess what is at stake in this conflict.

• Articulate the intricacies of work within a global context.

• Identifies matrices of oppression and privilege.

• Recognizes the complexities of the embodied experience.

• Understands the plight of First, Second, and Third Wave feminists.

Appendix B: Examples of Syllabi


• Explore men’s connection to Women’s and Gender Studies.

• Explain what it means to be a feminist. Analyze and critique current approaches

to feminist activisms.

• Applies readings and empirical evidence to discussions and in all written work

as they pertain to the topic.

Texts and Materials

The assigned readings by topic will be listed and available each week in their

respective modules. Required texts and materials for this course include:

1. Evans, Mary and Carolyn Williams. 2012. Gender: The Key Concepts.

2. Brumberg, Joan. 1997. “The Body Project: An Intimate History of American


3. Shaw, Susan and Janet Lee. 2011. Women’s Voices, Feminist Visions: Classic

and Contemporary Readings, 5th Edition.

4. Netflix streaming account. (You will be required to watch one film available on

Netflix—you may already have an account, OR wish to watch with a friend who

does, OR sign up for a 1-month subscription).

All additional readings will be available online. Occasionally you will be asked

to listen to a podcast as part of your preparation for class [links will be provided

where applicable]. I encourage you to take notes as you listen to refer back to.

Overview of Activities and Assignments

This course is designed to include much discussion and interaction with classmates.

In order to make that interaction more manageable, you have each been randomly

assigned to groups of an average size of 10. It is within these groups that you will

be completing your discussion board assignments. I expect you to actively participate and comment on each other’s work, and be respectful of one another. In addition, you will be compiling a portfolio of assignments to turn in during finals week.

Details on each are included below.

Participation on Discussion Board [50 % of final grade]:

Because this class would be heavily on the discussion side were we to meet in a traditional classroom, I hope to replicate this learning tool online through active threads

on the discussion board. Each week you will be required to respond to discussion

questions (if you are inspired to respond to more, or bring up other related topics,

please feel free to do so! Also, you will be given directions that week according to

the number I expect you to respond to—typically 3). In addition, you must respond

at least once to a classmate’s response (or my response). This means that in order for

our course to work, everyone needs to be on top of their readings and ideally post

early enough in the week to read each other’s responses. To facilitate this, all discussion questions are due Thursdays by midnight. You will have until midnight on

Saturday to respond to your group member’s posts. You cannot receive full points

without a response. They will be assessed for their completeness, for evidence of

engaging with the material, and insightfulness. I am not expecting you to understand

all of the material—the discussion board is a place for us to ask questions and sort

out answers. Please don’t be intimidated to ask for help in making sense of some of


Appendix B: Examples of Syllabi

the readings or concepts. This is completely acceptable and encouraged. This exercise will be an integral part of your learning throughout the course. While you will

be expected to participate in each week that discussion questions are assigned, you

will have the opportunity to drop your lowest grade at the end of the semester. For

helpful tips on reading texts with a critical eye, please review this information. Your

lowest grade received for discussion questions will be dropped.

For full credit, discussion question responses should:

• Actively and explicitly engage the texts; integrate specific textual passages/

quotes. It must be evident through your posts that you read the texts

• Go beyond your own personal feelings about the readings/issues and discuss the

broader social and theoretical context(s), including discussion of tensions in the

texts (statements and assertions you find problematic, contradictory, or disagree

with), as well as those you support or agree with (and why)

• Pose questions and invite discussion from others.

• Include responses to one another, active engagement with classmates—this is a

class discussion, so discuss!

• Exhibit proper spelling/grammar/language use; I suggest you compose your

posts in Word then cut and paste—it not only provides spell check, but will save

you from losing a post by a technological glitch.

Portfolio [50 % of Total Grade]

Your portfolio consists of a number of short assignments that you will ideally be

completing throughout the semester. Click on each link to see instructions and

guidelines for these assignments. As with discussion questions, please pay attention

to the grading rubrics for each assignment.

Suggested deadlines for each assignment is listed below (aside from the first

“What is Feminism? Original” paper, which has an actual deadline). You have the

option of turning these in to me at that time for ungraded feedback. If you do not

turn in your assignment before the suggested deadline, I am unable to provide feedback. The final deadline for all assignments in your portfolio is June 9th.

Portfolio Checklist

1. What is Feminism? Original [DEADLINE: April 4th]

2. Mixed Tape Assignment (paper) [suggested deadline: May 9th; FINAL deadline:

June 9th]

3. Key Concept Paper: Activism [suggested deadline: May 23rd; FINAL deadline:

June 9th]

4. What is Feminism? Revised [suggested deadline: June 1st; FINAL deadline: June


***See the schedule below for links to weekly assignments [links are also included

in each module]. For a complete list of the weekly readings and assignments, see


Appendix B: Examples of Syllabi


Reading/Film/Podcast Schedule by Week




1. Rich, Adrienne. “Claiming an Education.”

2. Women’s Studies/Gender Studies [Gender: Key Concepts text].

3. Berger, Michelle Tracy. Fall 2012, Ms. Magazine. “So You Want to Change

the World? ”

4. Wilson, Natalie. 2011. Tina Fey and Ellen: Making the F word and the L

word okay for the masses.



1. Feminist Politics [Key Concepts text]

2. Untangling the “F”-word [Women’s Voices, Feminist Visions text].

3. Film: MAKERS: Women Who Make America


INTERSECTIONALITIES: Matrices of Oppression and Privilege

1. Systems of Privilege and Inequality in Women’s Lives [Women’s Voices,

Feminist Visions text].

2. Comic illustration of PRIVILEGE (Links to an external site.)

3. Intersectionality [Key Concepts text]. **If interested, see also Citizenship;

Class; and Gender Identity from the Key Concepts text]

4. Film: The T-Word [46 min]



1. Brumberg, Joan Jacobs. The Body Project: An Intimate History of

American Girls [read Chapters 1–4].

2. The Body [Gender: The Key Concepts text—make sure to at least skim

over this]

3. The Audacity of Lena Dunham (Links to an external site.)

4. Teenage Girl Blossoming Into Beautiful Object (Links to an external site.)

5. Dove’s Real Beauty Isn’t (Links to an external site.)

6. Prologue to This American Life Episode 483: Self-Improvement Kick

[8 min].


MASCULINITIES: Men’s Experience, Compulsory Heterosexuality, and


1. Men, Masculinity and Masculinities [Gender: The Key Concepts]


Appendix B: Examples of Syllabi

2. Messner, M. “Boyhood, Organized Sports and the Construction of


3. Kimmel, M. “Masculinity as Homophobia: Fear, Shame, and Silence in the

Construction of Gender Identity.”

4. Johnson, Alan. “Patriarchy, the System: An It, Not a He, a Them, or an


5. Gordon, Mary. “Raising Sons” [Best of Ms. issue, pp 88–89]

6. The Manly Origins of Cheerleading (Links to an external site.)

7. Film: Tough Guise 2 [80 min—warning: graphic images/languages and

sensitive topics, you may not want to watch this with children present].

8. Suggested listening: This American Life Episode 220: Testosterone


BODY POLITICS: Reproductive Rights, Abortion and Eugenics







Petchesky, Rosalind Pollack. “Beyond A Woman’s Right to Choose.”

Luker, Kristen. “Medicine & Morality in the 19th Century.”

Davis, Angela. “Racism, Birth Control & Reproductive Rights.”

Davidson, Amy. What does Todd Akin Think “Legitimate Rape” is?

Rubin, Nilmini Gunaratne. “A Crime Against Motherhood.”

Burroughs, Gaylynn. “A Frightening Prosecution: What about the personhood of a pregnant woman?” [Ms. Magazine, Spring/Summer 2012,

p. 46–47].

7. Robb, Amanda. “Bringing Abortion Back to Wichita: A colleague of murdered doctor George Tiller bravely takes the challenge,” [Ms. Magazine,

Winter 2013: p. 12–13].

8. Kort, Michelle. Sarah Weddington: Still Arguing for Roe. [Ms. Magazine,

Winter 2013: p. 33–35].

9. Watch: FRONTLINE: The Last Abortion Clinic [53 min].


A BRIEF HISTORY OF MOTHERHOOD: Or, How to be a ‘good’ mother







Coontz, Stephanie. The Way We Never Were.

Crittenden, Ann. Where We Are Now.

Douglas, Susan J. and Meredith W. Michaels. The New Momism.

Lepore, Jill. Baby Food.

Sexual Division of Labour [Gender: Key Concepts text].

Hey Mom on the iPhone (Links to an external site.)! and In Defense of the

iPhone Mom. (Links to an external site.)

7. Podcast: The Good Mother: A History of American Motherhood [55 min]


ECONOMY, LABOR, and WORK: The American Experience in a Global


Appendix B: Examples of Syllabi







Garey, Anita Ilta. “Motherhood on the Nightshift.”

Hays, Sharon. Excerpt from Flat Broke with Children.

Dwyer, Augusta. “Welcome to the Border.

Salzinger, Leslie. “A Maid By Any Other Name.”

Ehrenreich, Barbara and Arlie Russell Hochschild. “Nannies, Maids, and

Sex Workers in the New Economy.”

6. Listen to This American Life Episode 142: Barbara [59 min]



1. Gender-Based Violence [Gender: Key Concepts text].

2. Griffin, Susan. “Rape: The All-American Crime.”

3. Hersh, Lauren. Military Sexual Assault: The Time to Address This Shameful

Legacy is Now.

4. Clarkson, Helen. “War Crimes.”

5. Ginty, Molly. “The Tipping Point: Now that women are allowed in combat,

will the rampant problem of military sexual assault finally be taken more

seriously?” [Ms. Magazine online, Spring 201, p. 26–29]

6. Brazile, Donna. “Breaking the Chain: How to help STOP military sexual

assault,” [Ms. Magazine online, Spring 201, p. 63].

7. Fletcher, Pamela. “Whose Body is it anyway?”

8. Watch: The Invisible War [97 min. You will need access to Netflix to view

this film. WARNING: this documentary “calls attention to little-known

facts about the high prevalence of rape within the ranks of America’s

armed forces. Interviews with military personnel, elected officials and rape

victims provide alarming evidence.” If you would prefer an alternative

assignment due to the sensitive and disturbing nature of the topic, please

contact me].

9. Listen to Jackson Katz’s TED talk on Violence against Women [17 min].


ORGANIZING: Feminist Activism and the Future of Women’s Studies

1. Kirk, Gwyn and Margo Okazawa-Ray. “Creating Change, Theory, Vision

& Action.”

2. Baumgardner and Richards. “Manifesta: Young Women, Feminism, and

the Future”

3. Enloe, Cynthia. “Beyond the Global Victim.”

4. Laduke, Winona. “Struggles of Responsibility.”

5. Gross, Lori. “Voices of Women’s Studies Graduates, Real life: Women’s

Studies in Action.”

6. Watch: Half the Sky: Turning Oppression Into Opportunity for Women

Worldwide, Parts One and Two [Available streaming via Netflix].


Appendix B: Examples of Syllabi

Syllabus X: Integrated Seminar in Women’s and Gender Studies

Professor Danielle Hidalgo

Course Description

Building upon Women’s Studies 201: Introduction to Feminist Theories and

Methodologies, this courses utilizes a wide variety of literature and disciplines to

address both academic and non-academic approaches to feminism and gender that

are creating a “revolution” or transformation in our understandings and performances of gender. As many theorists and writers have asserted, “today’s transpeople, genderqueers, and other sex/gender radicals are writing a drastically new world

into being” (Bornstein and Bergman, back cover). In this course, we will critically

analyze these on-going debates and closely consider both how gender, sex and sexuality—as categories of knowledge—are transforming and what these transformations mean for the future of Women’s Studies and for the larger social, political and

philosophical gender debates of our time.

For many of you, the ideas presented in this class will challenge the way you

think about gender, sex, sexuality and life, in general. I ask that you keep an open

mind, read texts closely, and come prepared to work through the ideas presented in

the readings and other resources covered in class. Also, please be respectful of

other peoples’ opinions, identities, and experiences.6

Course Objectives

• Develop an intellectual community among students by critically and collectively

addressing the social, political and economic dynamics of gender

• Promote a high standard for class preparation and critical reflection of course


• Encourage students to reflect upon and return to material that piqued their interest in a particular subject or subjects covered in the course (e.g., genderqueer

identities as they intersect with non-dyadic relationships)

• Foster academic excellence by challenging and encouraging students to both

engage the course readings in class discussions and articulate their critical analyses through writing and in-class discussions

• Create a space in which students can creatively address gender possibilities and

contemporary genders via a critical lens


Some sections of this syllabus are modified and inspired by syllabi from Mimi Schippers, Tonya

Lindsey, and Kristen Barber.

Appendix B: Examples of Syllabi



Required Texts

J. Jack Halberstam. 2012. Gaga Feminism: Sex, Gender, and the End of Normal.

Boston, Massachusetts: Beacon Press.

Recommended Books

Butler, Judith, 1990, Gender Trouble: Feminism and the Subversion of Identity,

New York: Routledge.

Butler, Judith, 2004, Undoing Gender, New York: Routledge.

These books are available in the campus bookstore. All other readings are available

via D2L.

Schedule of Activities

Class Participation

While there will be lectures, much of the class time will be spent discussing the

readings and reflecting on the material. Therefore, you are expected to attend class,

be prepared to review the main concepts of the readings, and to talk. In addition to

completing all of the assigned reading before the class period, you must critically

reflect on what is interesting/troubling/useful about what you have read. Be prepared to offer your questions, insights, and critique in class each day. Attendance

will be taken randomly.

15 % of Final Grade

In-class Quizzes

Throughout the course, I will ask students to synthesize, analyze, and/or apply class

material and readings via a short quiz. While the quiz date is random, if you do the

readings and come prepared to discuss the readings in class, you will be prepared to

answer short quiz questions.

10 % of Final Grade

Writing Assignments

Critical Review Essays:


Appendix B: Examples of Syllabi

Students will write two 2-page, typed, double-spaced, critical review essays on the

relevant reading. Late papers will lose half a letter grade for each day past the due

date unless you receive permission in advance, and permission will be granted only

for very compelling reasons.

At the top of your paper, include your name and a title for your essay.

40 % of Final Grade (20 % per Paper)

Final Paper (35 % of the Final Grade)

You will complete a final 10–13 page paper. In this paper, you will do a critical

feminist/gender analysis of any cultural artifact of your choosing (this can be a

documentary film, blockbuster movie, independent film, magazine, book and/or

book series, etc.). Three weeks before the due date, I will post a paper description

and rubric on the course website. In addition to considering these questions as you

write your final paper, you are expected to use at least two to three of the theoretical

approaches discussed in class to analyze your film. Make sure you speak with me

about your paper topic before you begin writing.

Questions to consider for a final paper that analyzes a film:

How does the main character “do” gender? How does the main character challenge


How do other characters in the film “do” gender?

Discuss their “gendered practices”—what they do.

If there is a key turning point in the film, discuss how gender plays out in the story.

How do class, race and/or sexuality inform their gendered selves?

What purposes do characters’ displays of masculinity, femininity and/or genderqueer serve?

Discuss how the characters challenge and/or subvert gender norms.

Discuss how the story might offer a new way of seeing and understanding gender.

Are there gender outlaws in this film? If so, how so? What do they do? What do they


Student Expectations and Contacting Me

During the second week of class, you should exchange contact information with

your interview partner(s) and, if for whatever reason, you have to miss class or you

missed something I said in class, ask these students for this information. If you still

do not have your questions answered, then speak with me during office hours. Some

questions are best answered in person as they may require explanation. In this case,

you may visit me during office hours—no appointment required. I will not discuss

Appendix B: Examples of Syllabi


individual grades before or after class as these types of discussions must be handled

in person during office hours.

As your last resort, you can send me e-mails with the subject heading “WGSS

301.” Make sure you have exhausted all of your resources (study partners, speaking

with me, my office hours) before you send me an e-mail.

Suggestions: Although It Is Not Required, You Are

Encouraged to

1. Work collaboratively with fellow classmates. Exchange contact information.

Studies show that students who practice collaborative learning tend to do better

in college courses.

2. Visit the professor as often as is necessary to do well in this class. Notify me

when problems arise, and do not wait until your concerns are irreparable or outdated. If you make the effort, I am willing to assist you in excelling in this class.

Try to attend my office hours. I am also available by appointment.

Grading Scale

























Honor Code Montana State University takes academic honesty very seriously.

Should there be a problem with cheating and/or plagiarism, these cases will be

reported to the Dean of Students. Further, cases of cheating and/or plagiarism may

result in an incomplete grade for the class, academic probation, or expulsion.

Students with Disabilities In order to make the necessary arrangements, students

with disabilities should contact the MSU Office of Disability Services and speak

with me within the first one to two week(s) of class.

Class Schedule of Readings and Assignments

Week 1

1/9/14: Introduction to the Course

No reading

Review Syllabus


Appendix B: Examples of Syllabi

Week 2

1/14/14: Early Gender Outlaws: Doing and Theorizing Non-Normativity:

• Introductions and Meet your Study Partner(s)


• Foucault, Michel. 1978. “Part One: We “Other Victorians,” in The History of

Sexuality: An Introduction, Vol. 1, pp. 3–13.

Week 3

1/21: More Early Gender Outlaws: Doing and Theorizing Non-Normativity:

• Bornstein, Kate. (1994). Gender Outlaw: On Men, Women and the Rest of Us.

Chapters 1-3 and Chapter 8, pp. 1–19 and 70–85.

• Jackson, Peter A. (1996). “Non-normative Sex/Gender Categories in the

Theravada Buddhist Scriptures.” See: http://www.australianhumanitiesreview.


• FILM: Venus Boyz (2002), Director: Gabriel Baur


• Leila Rupp, Verta Taylor and Eve Illana Shapiro. (2010). “Drag Queens and

Drag Kings: The Difference Gender Makes,” Sexualities, Vol. 13, No. 3:


• Recommended Reading:

• Susan Archer Mann. (2012). “Doing Feminist Theory,” in Doing Feminist

Theory: From Modernity to Postmodernity, pp. 1–30.

Week 4

1/28: A New Wave or No Wave at All?: Reflecting on Second and Third Wave

Feminist Theory:

• Tarrant, Shira. (2006). “Introduction: Tending the Embers,” in When Sex Became

Gender, pp. 1–10.

• Bornstein, Kate. (1994). Gender Outlaw: On Men, Women and the Rest of Us.

Chapter 11, pp. 99–111.

• 1/30:

• Tarrant, Shira. (2006). “Confronting the Bonds of Ideology: Feminist Theory in

the Cold War Years,” in When Sex Became Gender, pp. 11–33.

Week 5

2/4: A New Wave or No Wave at All?: Reflecting on Second and Third Wave

Feminist Theory:

• Mimi Schippers and Erin Grayson Sapp. (2012). “Reading Pulp Fiction:

Embodied Femininity and Power in Second and Third Wave Feminist Theory.”

Feminist Theory 13(1), pp. 27–42.

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