Course Syllabus: University of Wisconsin-Eau Claire
Women’s Studies 280: Sexism in the 60s
Spring Semester
2002
Dr. David M.
Jones, Instructor
Office: 414 HHH;
Office Phone: 36-4949; e-mail: jonesm@uwec.edu
Office Hours:
11-11:45 MTWF and by appointment
Course Description:
The women’s liberation movement of the 1960s had a historic impact on sex and gender in American culture and the related balances of economic, political, and personal power. Among the many significant social movements of the 1960s, the women’s liberation movement may have had the widest overall effect, since sex and gender roles influence the lives of every individual in very intimate personal ways and in ways that are predominantly social and institutional. This course will examine the history and legacy of this wide-ranging social and political movement, with particular emphasis on the difficult process of creating social change and the varieties of resistance to the women’s liberation movement expressed both by the general public and by participants in other activist movements during the 1960s, such as the civil rights and Black Power movements and the New Left.
The women’s liberation movement is also referred to as
second-wave feminism, a new phase of activism that continued where the suffrage
movement ended after the passing of a voting rights amendment for women in
1920. Interestingly, there is wide
resistance to (or even disdain for) the term “feminism,” even though there is
wide agreement in principle that women should participate fully in American
society. Examining the 1960s (when many
identity groups in the
On at least two occasions during the course, students will present information to the class using both individual and group methods of facilitating discussion. The instructor encourages students to help shape the direction of the course as well if there are particular issues related to the 1960s social movements, the definitions and forms of feminism, religion and gender roles, social class and feminism, sexual orientation, feminists of color, conservative politics and feminism, abortion rights, or other topics that might be treated at length during class sessions.
Course assignments and class interaction are designed to fulfill several instructional goals that this university considers to be core components of a liberal arts education. Specifically, this course will help students develop:
an ability to write, speak, and listen
an historical consciousness
an ability to inquire, think, analyze
an understanding of human behavior and human institutions
Students are encouraged to include the writing assignments for the course in their graduation portfolios.
Course Texts (in order of use during the class):
Jakobsen, Janet. Working Alliances and the Politics of Difference.
Brown, Elaine. A Taste of Power.
Crow, Barbara, ed. Radical Feminism: a Documentary Reader.
Graded Assignments:
The course will be conducted in a seminar format, which emphasizes student preparation and participation. By the end of the semester, all students will act as discussion leaders, using literary research, visual aids, and starter questions as methods of initiating and sustaining discussion.
Students will submit the following for evaluation and grading during this course.
Discussion Respondent: On one occasion during the term, each student will be designated as a discussion respondent, meaning that the student should be especially prepared to assist the instructor by preparing a set of 5 questions suitable for leading discussions, and by responding to other questions and comments by class members and the instructor. In addition to preparing 5 questions related to that day’s reading assignment, discussion respondents will give a brief summary of their general reaction either before or after the open discussion period that day. Grades will be awarded based on the specificity and detail of the questions and the student’s level of preparation as demonstrated by the in-class responses to student and instructor comments. Please check the schedule for your day as respondent. This assignment will be awarded a maximum of 10 points (10 points total).
Group Presentation: On one occasion during the term, each student will participate in a group that gives the initial reaction and background for the course material scheduled for a given day. Students will be responsible for a 20-minute presentation on the assigned material. Any combination of class handouts, selections from documentary or feature film (5 minute maximum for the film selection), visual aids or computer-assisted material, small group discussion, or traditional literary explication would be suitable for this assignment. Each group must consult with the instructor before the presentation, and on the due date each group member will hand in a brief summary of what role they played in preparing the presentation. If the group would like to offer a presentation for more than 20 minutes, this can be arranged with the instructor. Each group member will receive a maximum of 20 points (20 points total).
For both presentations, students should be prepared to aid the class in examining closely one single important paragraph within the assigned reading for that day, a paragraph chosen by the student(s) because of its importance to the text as a whole.
Response Paper: On one occasion during the term, students will submit a 2-3 page paper on a topic related to required course texts and relevant historical, cultural, or political issues. This paper will combine close reading of the assigned material, discussion of the historical importance of the issue or text, and consultation of at least three secondary sources. Specificity and integration of course material will weigh heavily in the grade. This paper will be worth a maximum of 25 points (25 points total).
Contemporary Culture Response Paper: For this assignment, students will pick one printed article, one example of public communication from mass media, or a public figure in politics or entertainment who expresses a particular take on issues related to sex and gender in American culture. The student will write a critical response, considering questions of sex/gender ideology. What are the cultural, normative, religious, or political views of gender that influence this text or personality? This 4-page paper will require three secondary sources, and will be worth a maximum of 35 points (35 points total).
Attendance/Participation: Students are expected to attend class consistently and to contribute their thoughts during discussion. Excellent attendance and participation will have a positive impact on the final grade. Inconsistent attendance and participation will also be reflected in the final grade. The instructor will use the following criteria to determine attendance and participation grades (10 points total)
Attendance:
5 points 3 or fewer absences from class
1-4 points 4-6 absences from class
0 points 6 or more absences
possible loss of course credit
Participation:
5 points Consistent engagement in course activities
Extensive verbal contributions to discussion
1-4 points Satisfactory engagement in course activities
Occasional verbal contributions to discussion
0 points Inattention during course activities
Talking in class, doing homework for other courses
Other class disruptions
Breakdown of Grading Components:
Discussion Respondent 1
x 10 (10%)
Group Presentation 1
x 20 (20%)
Contemporary Culture Paper 1 x 35 (35%)
Attendance/Participation 1
x 10 (10%)
Late/Make-Up/Attendance Policies:
Students who expect to earn an “A” or “B” grade for the course must demonstrate their interest in high achievement with strong attendance records, consistent preparation, and on-time submission of all course assignments during the semester. Failure to achieve in any of these areas constitutes grounds for a “C” grade or below.
To insure fairness to all
students and validity of grading, assigned work must be submitted during
class on the due date for full credit.
If there are any extenuating circumstances that would prevent submission
of work at this time, students must inform the instructor before the due
date. Late work will receive half
credit, but only at the instructor’s discretion. In case of medical and family emergencies
that prevent on-time submission of any assignment, students must provide
documentation on the day that they return to class to be assigned make-up
work.
The instructor encourages
students to establish strong attendance records as a way of meeting course
objectives. Please note that more than
six absences constitutes grounds for a loss of course
credit unless there are extenuating circumstances that can be documented, such
as illness.
Students who are participating in extracurricular activities must establish an authorized absence through the Dean of Students’ Office and inform the instructor before the activity takes place. The instructor also encourages students that are having difficulty with any assignment to speak with the instructor two or more days before the assignment is due, so that assistance can be provided.
The instructor will follow the university policy
on academic dishonesty, and will not tolerate any instance of plagiarism or
other forms of cheating. A summary of
the university policy attached to this syllabus. Please see the student handbook for the full
text of this policy.
Course Schedule (subject to
occasional change):
Week
1 (January 22-25)
W:
Course introduction: definitions of sex/gender system, biology/socialization
F:
Feminism and social change. Why seek
social change? Definitions of
sexism/patriarchy
Week
2: (January 28-February 1)
M:
Film: One Woman, One Vote
W:
Film: One Woman, One Vote
F:
Diversity, difference, alliances (Jakobsen 4-12)
Complexity in intellectual and cultural work
(Jakobsen 12-19)
Alliances, agency, and social change
(Jakobsen 19-33)
Week
3: (February 4-8)
M:
Film: Eyes on the Prize (Power!)
W:
Sexism and the civil rights movement: background on Ella Baker and Fanie Lou
Hamer
F:
Brown, 3-35. Reflections
on power and urban beginnings.
Week
4: (February 11-15)
M:
Brown, 36-82. Adolescence,
love, and civil rights.
W:
Brown, 83-131. Sex,
celebrity, and radical black politics.
F:
Brown, 132-170. Party
politics and political violence.
Week
5: (February 18-22)
M:
Brown, 171-207. Prison,
murder, and people power.
W:
Brown, 208-267. Radical
chic and party commitments.
F:
Brown, 268-327. Party politics:
Week
6: (February 25-March 1)
M:
Brown, 328-376. Party politics:
extortion and elections.
W:
Brown, 377-400. Sexual
politics and continuing struggle.
F:
Brown, 401-440. Leaving
the party.
Week
7: (March 4-8)
M:
Film:
W:
Film:
F:
The New Left defined: student activism.
Week
8: (March 11-15)
M:
Jakobsen, 58-66. Defining second-wave
feminism.
W:
Jakobsen, 66-73. The New Left defined:
multiple oppressions.
F:
Jakobsen, 73-97. The New Left defined:
privilege and complicity.
Response Paper Due
Week
9: (March 18-22)
M:
Jakobsen, 98-110. The New Left defined:
counterculture.
W:
New Left defined: counterculture.
F: How does difference lead to connection? Case studies in coalition politics.
Week
10: (April 1-5)
M:
Jakobsen, 122-149. Engaging the public.
W:
New Left defined: sexual and reproductive rights for women.
F:
New Left/neoconservative sexual politics.
Week
11: (April 8-12)
M:
Jakobsen, 150-172. Conclusions for
Jakobsen’s text.
W:
Film: Who Shot Andy Warhol?
F:
Film: Who Shot Andy Warhol?
Week
12: (April 15-19)
M:
Manifestos and methods. Crow,
199-222. Film discussion and SCUM
manifesto.
W:
What is the fourth world? Crow, 238-264.
F:
What methods of social change are most effective? Crow, 273-300.
Week
13: (April 22-26)
M:
Theories of oppression. Crow,
introduction to radical feminism. (1-15)
W:
What is liberation? Crow, 57-70.
Presentation, Group 5
F:
Personal lives and political work. Crow,
113-121; 167-182.
Week
14: (April 30-May 3)
M:
Sexuality. Lesbianism: what relation exists between lesbianism and
feminism? Crow, 305-324.
W:
Heterosexuality. Is heterosexuality a
repressive force? Crow, 378-381.
F:
Heterosexuality. Sexism,
Heterosexuality, and birth control.
Crow, 382-400.
Week
15: (May 6-10)
M:
Children’s rights, economic class, and day care. Crow, 401-420.
Presentation, Group 6
W:
Women’s work and class politics. Crow,
486-493; 525-534.
Contemporary Culture
Paper Due
F:
Course conclusions.