Course Outline

Introduction to Women and Gender

Studies
WS100OC – Online Learning
WINTER 2020
Instructor: Lorraine Vander Hoef

Phone: 519-998-2525 for emergency contact

Please email me through My Learning Space; alternatively through Laurier Email when
MyLS is not available at lvanderhoef@wlu.ca

Office Hours: Please email me for an appointment.

The Department acknowledges that we are on the traditional territory of

the Neutral, Anishnawbe and Haudenosaunee peoples.

Course Description: 
As a multi-disciplinary course, we raise profound questions around the status of women.
We begin and end this course by looking at the tremendous history of women acting to
change conditions that set them at risk in their own homes and beyond, as well as the
women whose ideas and efforts have brought about substantial changes. While
examining the successes women have brought about is exciting, the nature of this
course is to arrive at a profound understanding of why women continue to be battered,
earn less than men, and constitute the majority of Canada’s poor. Therefore, we are
required to scrutinize how and why sexism, racism, classism, and sexual discrimination
continue in complex ways to mark our daily lives by inhabiting our larger systems and
institutions (health care, education, media, politics, and economics).  

Caveat:
This course is welcoming of all students. Some of the issues we cover can be personally
difficult. This may require us to put aside our own judgments of others and to remember
that undoubtedly some of our class colleagues have known violence, racism,
homophobia, and poverty. Should you be worried for personal reasons about your
ability to address some of the issues (i.e. violence or racism) please feel free to contact
the instructor in advance. 

This course is designed to build your critical thinking skills but at the same time asks you
to examine your own biases. What this course decidedly is not is one that pits one
gender against another. It is a course of analysis, examination, and critical thinking.

Learning Outcomes: 
1. Ability to explain the purpose and impact of the feminist movement on women’s
rights in Canada, and to classify the rights won and the rights yet to be won.
2. Ability to use an analytical lens that is attentive to race, sexuality, class, age,
ethnicity and gender to examine the structures and systems in Canadian society.
3. Ability to identify the major gender issues and discuss how men and women are
socialized into masculine and feminine identities.
4. Ability to recount the history of women’s activism in Canada.
5. Ability to discuss the basic tenets of feminism and feminist theory.
6. Ability to employ a feminist analysis when interpreting relevant features in the
student’s own personal, educational and work life.
7. Ability to discuss the major feminist thinkers and report on prominent elements
of their thinking.

Required Reading: 
The primary textbook for the course is Gendered Voices, Feminist Visions, 7th ed., edited
by Susan M. Shaw and Janet Lee (Oxford, 2020). It is important that you have access to
this newly updated edition. We will also be reading the novel, Cane River, by Lalita
Tademy. All texts are available through the Laurier bookstore for purchase or order.
The Course Package can be purchased from the Bookstore in hardcopy, but has also
been linked electronically to your Weekly Readings. The film, My Feminism, is available
to borrow with a deposit from the Teaching and Learning Commons (TLC), 2 nd Floor,
Frank C. Peters Building, Waterloo Campus and the film, Killing Us Softly 4, is available
via a link from the MyLS course site.

1. Course Package (Canadian articles and profiles). Because the principal text is
American, it is important to know what women in Canada have done and
written. This course package is designed to fill the gap left by the text listed
below although there are a few articles still from major thinkers across the
border.
2. Shaw, Susan M. and Janet Lee eds. Gendered Voices, Feminist Visions: Classic
and Contemporary Readings, Seventh Edition. This is an American text, and
 although it contains outstanding writings from women not only from the United
States, it does still maintain a U.S. perspective. Please be aware that when the
authors use statistics or refer to laws they are speaking about the American
experience. Still, the writers of these articles are relevant to feminism, and to
feminist theory as we know it here in Canada. Know the names of these writers
(many are activists as well) and what the core of their analysis tells us. But enjoy
the profiles, the activism challenges and the quizzes as well.
3. Tademy, Lalita. Cane River.  Please begin reading this novel immediately. For
your understanding of racism, it would be of benefit to you to have it completed
by that lecture. The novel will be discussed in one of our chat room discussions
and covered by the final exam. Check the chat room schedule for the date of our
novel examination.
4. In addition to these textbook readings, you are required to read the online
Lessons found in the four Modules under the Content tab.  See weekly outline
below. 

Suggested Reading: 
Many of the lectures will call your attention to other articles and texts that will engage
your thinking in the particular area further. This will help you to access additional
materials when it comes to writing your papers, but they are not required readings for
the course. 

Assignments and Evaluation: 

Assessment Weighting Due Date

Participation 10% Regularly over term; see
list of available chat
sessions and other
requirements for earning
participation below.
Advertising Critique 15% Feb. 14th
Mid-term Exam (online) 15% Feb. 28th
Major Essay 30% Mar. 27th
Final Exam (online) 30% During University’s final
examination period of Apr.
8-28th

Assignment Due Dates, Submission and Late Penalties:  

All due dates are located on the Calendar, and you will receive reminders regarding
upcoming assignments via News item bulletins throughout the term. 
**Please note papers will lose one full letter grade (10%) for each week late unless prior
permission has been granted by the instructor. The late penalty is applied at a 2%
deduction rate per school day, which excludes further deductions for weekends and
university holidays. Both written assignments must be submitted to Turnitin.com via
the Dropbox tool by 11:59PM on the due date to be considered on time. Do not
assume if you have requested an extension for an earlier assignment a subsequent one
will be granted without pressing justification. 

***ALL LATE ASSIGNMENTS MUST BE SUBMITTED NO LATER THAN 4:30 pm ON THE

LAST DAY OF TERM, IF YOU WISH TO HAVE THEM COUNTED TOWARDS YOUR FINAL
COURSE GRADE. 

Assignment Descriptions:
(Additional Rubrics, Writing Guidelines and Library Resources can be found through the
MyLS course website)                                    

1.    Participation Mark/Chat Discussion Groups:  Chat rooms allow you to discuss
material together, to hear what your colleagues have to offer in terms of analysis, and
to have the opportunity to relate your thinking to actual events or issues.  Our first
group work together will be The Email Handshake which allows us an opportunity to try
out the Chat rooms and at the same time get to know one another.  As you can see from
the Chat room schedule, there are many opportunities to probe issues at a profound
level. Included in additional Course Information materials, you will find the discussion
topics and questions you will need to prepare for each of these sessions. 

Seven chats are scheduled and included in the participation mark. You are expected to
make a significant contribution to five Chats, including either the hand-shake or final
review, and four of the regular topical chats.  You are free, however, to attend all Chats
in order to earn additional points towards the remainder of your participation grade. 
Alternatively, each student may take one (1) opportunity over the term to make up for a
missed session for any reason by sending me their prepared responses to the discussion
questions for that week by email.

Each Chat is run at three different session times during the week to accommodate
various schedules.  A posting of the Chat session times can be found on both the
Calendar and the Roadmap (via the link to Chat Discussions).  Chat marks and
evaluation are further explained in the Chat Room Discussion material also under
Course Information.  Groups are very much a part of the learning experience as you
engage theory to analyse issues relevant to both the course and to Canadian society,
and I look forward to hearing you share your ideas and thoughts during our Chats.

In addition to the mandatory participation in five Chat sessions, you have several
options for earning your remaining five participation grades, including the Introductory
Survey, additional Chat Session participation, Essay Topic approval, use of the Discussion
Forums and regular use of your Course Content files.  

In advance of our first chat room session, please be sure to read through the Syllabus,
Roadmap and Chat Session Discussion files thoroughly and earn your first participation
grade by completing the Introductory Survey accessed under the Surveys tool from the
“Other” tab.  At the end of the survey you will be asked to include a short note
introducing yourself and explaining why you decided to take this course. Feel free to
include your expectations for the course and your level of familiarity with Women and
Gender Studies. Questions regarding the course can be sent directly through MyLS mail.

 All final essay topics not chosen from the list under Handouts in MyLS must be
submitted for approval to ensure that your final paper will meet the assignment
requirements.  A set of guidelines outlining the content to include in your proposal can
also be found under Handouts. The Guidelines must be followed fully in order to receive
participation credit for your proposal. Essay topics should be submitted via the Dropbox
on MyLS by which you will also receive feedback.  The feedback can be very helpful in
the research process and students are encouraged to follow up with the instructor on
the feedback via email as often as necessary throughout the writing process. It can be
helpful to consult with the instructor by email, whether you are developing your own
topic or choosing one from the approved list.

Please note that a minimum of five (5) participation grades must be earned through
Chat participation, including participation in at least four (4) topical sessions (Chats 2-6).
You will be able to log into each of the Chat sessions under the Chat tool under the
“Other” tab at the posted times by simply clicking on the Chat session you wish to
access.  Please try to log in for each session 5-10 minutes before the hour, so that the
room is fully populated by the time the Chat begins. There will be at least two (2) chat
rooms available during each session; when the first room has ten (10) participants,
please log into the next room. Attendance will be monitored and further rooms posted
when necessary. Each Chat runs for one hour and you are expected to be in attendance
for the full session. In order to participate you need only type and return to post your
questions or comments.  When logging in for the first chat, please adjust your Chat
Settings to highlight your name in a colour.  Please also change your alias to your full
name.  This will help those in the chat room to track your comments and aid in the
collection of attendance and participation records.    For more information about Chat
room procedure please consult the Chat Room Discussions file under Course
Information.  

2.    Advertising and the Body: For this assignment, you are asked to watch the video,
Killing us Softly 4, by Jean Kilbourne. After viewing the video, find an ad from a magazine
(the lecture on the body will provide you with examples to start your search), then use
the video and your two texts for the course to analyse your choice. Since you may wish
to draw on a variety of materials, feel free to look ahead in the textbook and make use
of articles assigned in later weeks of the course. Be sure to begin with a clear and
detailed description of your ad; do not allow the copy of the ad you have included with
your assignment to speak for itself.  In your analysis, you may want to address some of
the following questions: How are women objectified? What sex roles are women
assigned? How are values implied through the use of race, gender and class? What kind
of heterosexual relationship do advertisements often create? How is power assigned sex
roles through advertising?

This assignment asks you to go one step further, by examining the influence of
advertising on you personally and your self-worth, but also how you believe advertising
affects other women and perhaps even men. This paper should be two or three double-
spaced typed pages. Include your ad with your essay. You are required to use articles
from your texts to support your argument. Remember to cite all sources and include a
bibliography.

See the Chat Room Discussion Schedule on the Roadmap or Calendar, for the date that
advertising is examined. 

3.    Major Research Paper: Choose a Canadian issue, person, event, theory, or
movement from the list of approved topics under Handouts in MyLS or about which you
are particularly passionate. Research it extensively and remember to think and write
critically as well. This is not simply a descriptive research paper. It should have a thesis
statement that is supported by evidence and a discernible analysis. Use a wide array of
sources. A research essay of this size should have at least five (5) sources (scholarly
books and journal articles). These sources can include articles from your textbooks.  The
paper ought to be 8-10 typed, double-spaced pages, including citations, and a
bibliography, but excluding a title page if one is used.

Please note: All topics not chosen from the list of topics posted on MyLS under
Handouts must be approved by the course instructor. Please see further details on the
Essay Topic Approval process under Participation above.

If you are choosing your own topic for the major research paper, consider one of the
following topics within a Canadian context: women and poverty, women and work,
women and violence (this should be narrowed down), the glass ceiling, women and
unions or women and politics.  If you choose a topic like women and religion try to
narrow the topic down to a particular practice and period of time.  If you choose to look
at an outstanding historical figure, keep in mind that this is a research paper, not a
biographical or persuasive paper.  You are not simply to describe the person's career in
activism, but rather to make a particular argument about the person's contribution to a
specific feminist movement, or her particular politics, activist strategy, biases, etc.

In all cases, analyse how the movement or the person contributed to additional rights
for women in Canada and whether or not the gains have been sustained, OR analyse
the factors involved in a particular social development or concern affecting
women in Canada and why we see specific social or political effects.  In
addition, please incorporate a personal response to the importance of the issue, the
struggle, the gains or the retreat. 

All essays written for this course must include an introduction, an analysis, and a
concluding paragraph. Sources must be carefully cited and a bibliography attached.
You are permitted to use any standard form of citations (Chicago style, MLA, APA –
just be consistent in your application) in your papers.  You will be expected to avoid
the use of exclusive language in all your written submissions. 

4.    Mid-term and Final Examinations:  The questions may appear in a variety of formats
including multiple choice, definitions, short answer, or essay style.  In your responses
you will need to use articles from the Shaw and Lee text, your course package, the
online lessons and the novel, Cane River, as well as the two films.  A study guide will be
posted a week in advance of each exam. The Final Exam will be discussed in further
detail during the seventh Chat session. 

Evaluation: 
A range: Excellent. Work has exceeded all requirements in research. The paper contains
a well argued position involving original critical thinking and superb research. The
writing is clean and the prose flows well. An A+ would suggest the work is publishable.

B range: Very good. The student has gone beyond the minimal requirements but the
work still contains some errors or limitations in mechanics, research, or argumentation.

C range: Acceptable. The student has met the basic requirements for the assignment
but the work may fall short in understanding concepts, analysis, organisation of the
argument, or writing mechanics.

D range: Poor. The work fails to meet even minimal standards in understanding of the
material, engagement with key concepts, research, analysis, and or writing mechanics.

The student at this point is urged to meet with the instructor for advice.

F range: Failure. The paper fails to meet any of the criteria mentioned above. The
student should meet with the instructor to discuss future assignments and problems
with the material. 

Please Note: If you are concerned about your writing and analytical skills, please contact
the instructor prior to the submission of the first paper. You may want to create an
outline for your paper and have the instructor review it with you for comments. 
When your paper is returned included will be comments/a breakdown of your mark so
that you can see where you might improve for future submissions. 

Evaluation Categories include: 

Structure: topic relevant to course, ideas focused and coherent, topic covered in depth

Argument: evidence presented accurately, logically developed, engages concepts

covered in course, complexity of ideas

Sources: a variety of appropriate sources consulted, sources used effectively, correct

referencing

Style: well written, clear writing, appropriate tone

Mechanics: grammar, spelling, punctuation, well presented 

Use of language in your written and group work: 

In Women and Gender Studies, the focus is on using “inclusive” language, recognizing
that language has often excluded women’s perspectives and experiences. In concrete
terms, “exclusive or androcentric” language refers to the use of words such as
“mankind” or “he” when we are including women. Many of our faculties encourage
students to be aware of their use of exclusive language here at Wilfrid Laurier. There are
reasonable substitutes like “humankind” that are more inclusive all people. See your
Glossary under “androcentric” for an extended explanation. If you are concerned about
this please contact your instructor. You will be expected to avoid the use of exclusive
language in all your written submissions. 

The Internet: 
The Internet is a useful vehicle for accessing a wide range of information. Should you
need recent statistics or to find access to feminist sites of activism – the Internet is a
great place for material of this nature. However, for your written assignments please
use library sources (academic books and scholarly articles as well as your own texts)
unless you have spoken to the instructor and received special permission.  

Approved Internet Sources: 

For statistics or the most recent reports on women worldwide, Statistics Canada and the
United Nations web sites are your most reliable sources. See www.statcan.ca. The
United Nations web site contains a number of useful areas: Womenwatch (UN Division
for the Advancement of Women), Unesco (UN Educational, Scientific and Cultural
Organization), UNRISD (UN Research Institute for Social Development), and finally
UNICEF (particularly their work on gender). The World Economic Forum Reports on the
global gender gap are also available online.

Plagiarism: 
Wilfrid Laurier uses software that can check plagiarism. Students may be required to
submit their written work in electronic form and have it checked for plagiarism. There
are several ways to cite your ideas. If you are concerned about how to cite your work
please contact the library for sources you may find useful.  You may use any method
(Chicago style, MLA, APA) as long as you are consistent throughout your paper.  A
general rule of thumb is that all ideas not your own, paraphrases and direct quotes
(even a few words linked together) must be cited. 

Communication Guidelines and Policy: 

Communication with the Instructor:  For all questions related to the course content,
please email your instructor through the MyLS Email tool and allow a two-day turn-
around for responses.  (Laurier mail is to be reserved for periods when the MyLS system
is inaccessible.)  The instructor can also be reached at the phone number and during
office hours as posted above. If you wish to meet with the instructor at an alternate
time, please email for an appointment.

General Communication:  For reminders and class announcements from the instructor,
please consult the News Board throughout the term. 

If you wish to post general comments or questions for your classmates, please make use
of the General Forum (Discussion Board).  Questions for your peers related to the exams
can be posted to the Exam Discussion Boards.

Technical Difficulties:  If you are experiencing problems with the technical aspects of
this course, please contact the TLC through email at myls@wlu.ca or by posting your
technical questions on the dedicated Forum (Discussion Board).  All questions related to
course materials and assignments, however, should be directed to the instructor through
the MyLS E-mail tool.  

**Please remember that all communication must be made with the utmost respect for
others. 

Library Contact: 
Sometimes finding material in the library to meet our research needs can be difficult.
Start with the Library’s research guide for Women’s Studies students at
http://library.wlu.ca/subject/womensstudies.  All electronic resources can be accessed
from off campus, but you will need to log in first.  Click on “off-campus login” at the top
of any Library page, and log in using the barcode from your OneCard and your last
name.  If you have any questions or need help, contact Joanne Oud (ext. 2293,
joud@wlu.ca). Additional library support can be found under Assignment Tips and Help
in your Content files.
 
If you are taking this course from outside Waterloo Region and need access to books or
journal articles that exist only in print, please contact Julie Schnurr (ext. 3477,
jschnurr@wlu.ca) and she will send them to you. 

Special Needs:
Students with disabilities or special needs are advised to contact Laurier’s Accessible
Learning Centre for information regarding its services and resources. Students are
encouraged to review the Academic Calendar for information regarding all services
available on campus.

Conduct Policies:
Students are expected to be aware of and abide by University regulations and policies,
as outlined in the current Undergraduate Calendar (the web version is the official
Calendar). 

The University has an established policy with respect to cheating on assignments and
examinations, which the student is required to know.  Students are cautioned that in
addition to a failure in the course, a student may be suspended or expelled from the
University for cheating and the offence may appear on one’s transcript, in which event
the offence can have serious consequences for one’s business or professional career.
For more information refer to the current Undergraduate calendar <see:
http://info.wlu.ca/~wwwregi/ugcalendar/index.html >.  

Students are to adhere to the Principles in the Use of Information Technology.  These
Principles and resulting actions for breaches are stated in the current Undergraduate
Calendar.

Academic Integrity:
Laurier is committed to a culture of integrity within and beyond the classroom. This
culture values trustworthiness (i.e., honesty, integrity, reliability), fairness, caring,
respect, and responsibility. Together, we have a shared responsibility to uphold this
culture in our academic and non-academic behaviour. The University has a defined
policy with respect to academic misconduct. As a Laurier student you are responsible for
familiarizing yourself with this policy and the accompanying penalty guidelines, some of
which may appear on your transcript if there is a finding of misconduct. The relevant
policy can be found at Laurier's academic integrity website along with resources to
educate and support you in upholding a culture of integrity. Ignorance is not a defense.

Privacy Policy: 
Students’ names may be divulged in the online classroom to other members of the class.
Students who are concerned about such disclosures should contact the course
instructor to identify whether there are any possible alternatives to such disclosures.  

Additional Support Services:

Multi-campus Resource:

 Good2Talk is a postsecondary school helpline that provides free,

professional and confidential counselling support for students in Ontario.
Call 1-866-925-5454 or through 2-1-1. Available 24-7.
 The Diversity and Equity Office is also available should you have questions or
concerns involving equity, diversity, social justice or gendered violence. Contact
diversity@wlu.ca or Dr. Laura Mae Lindo, Director, Diversity and Equity at
llindo@wlu.ca . Website: https://students.wlu.ca/student-life/diversity-and-
equity/index.html  

 Kitchener/Waterloo Resources:

 Waterloo Student Food Bank: All students are eligible to use this service to
ensure they’re eating healthy when overwhelmed, stressed or financially
strained. Anonymously request a package online 24-7. All dietary restrictions
accommodated.

 Waterloo Foot Patrol: 519.886.FOOT (3668). A volunteer operated safe-walk

program, available Fall and Winter daily from 6:30 pm to 3 am. Teams of two
are assigned to escort students to and from campus by foot or by van.

 Waterloo Student Wellness Centre: 519-884-0710, x3146. The Centre

supports the physical, emotional, and mental health needs of students.
Located on the 2nd floor of the Student Services Building, booked and same-
day appointments are available Mondays and Wednesdays from 8:30 am to
7:30 pm, and Tuesdays, Thursdays and Fridays from 8:30 am to 4:15 pm.
Contact the Centre at x3146, wellness@wlu.ca or @LaurierWellness. After
hours crisis support available 24/7. Call 1-844-437-3247 (HERE247).
 Brantford Resources:

 Brantford Student Food Bank: All students are eligible to use this service to
ensure they’re eating healthy when overwhelmed, stressed or financially
strained. Anonymously request a package online 24-7. All dietary restrictions
accommodated.

 Brantford Foot Patrol: 519-751-PTRL (7875). A volunteer operated safe-walk

program, available Fall and Winter, Monday through Thursday from 6:30 pm
to 1 am; Friday through Sunday 6:30 pm to 11 pm. Teams of two are assigned
to escort students to and from campus by foot or by van.

 Brantford Wellness Centre: 519-756-8228, x5803. Students have access to

support for all their physical, emotional, and mental health needs at the
Wellness Centre. Location: Student Centre, 2nd floor. Hours: 8:30 am to 4:15
pm Monday through Friday. After hours crisis support available 24/7. Call 1-
884-437-3247 (HERE247).                                      

Topics and Readings 

Module One / Understanding the History of the Women’s Movement

Lesson 1

Part A: An Introduction to Women’s Studies

Read the introduction and readings 2, 4, and 5 from Chapter 1 in the Shaw and Lee text.

Read “How to be a Good Wife” and Samantha Sacks’ article, “Why are you a Feminist” in
your course package. 

Part B: The Early Years of Feminism

Read Leila Rupp’s “The International First Wave,” Nellie McClung’s “In Times Like
These,” Margaret Sanger’s “My Fight for Birth Control,” and Winona Stevenson’s
“Colonialism and First Nations Women in Canada” in your course package. 

Lesson 2

The Struggle at the Turn of the Century

Read the introduction and readings 8 and 9 from Chapter 2 in your Shaw and Lee text.
Lesson 3

The Beginning of Second Wave Feminism

Read the introduction and readings 17 – 19 from Chapter 3; and the introduction and
reading 72 from Chapter 11 in your Shaw and Lee text.

View the ads included in your course package and read Emily Martin’s “The Egg and the
Sperm.” 

Lesson 4

What is Feminism?

Read readings 10, 11, 12 and 15 from Chapter 2 in your Shaw and Lee text.

Read the article “Feminist Theories” by Patricia Elliot and Nancy Mandell in your course
package. 

Module 2 / The Body 

Lesson 5

The Body

Read the introduction and readings 23, 28, and 29 from Chapter 4 in your Shaw and Lee
text. 

Lesson 6

Race and Representation

Read the introduction and readings 37 and 43 from Chapter 6 in your Shaw and Lee text.

Read Dionne Brand’s “We Weren’t Allowed to go into Factory Work until Hitler Started
the War,” Anne McClintock’s “Imperial Leather,” and Peggy McIntosh’s “White Privilege
and Male Privilege” in your course package. 

Lesson 7

Sex and Sexuality

Read the introduction and readings 50 - 52 from Chapter 8 in your Shaw and Lee text.  

Module 3 / Issues of Subordination 

Lesson 8

Women and Work

Read the introduction and readings 57, 58 and 62 from Chapter 9 in your Shaw and Lee
text.

Read Ruth Frager’s “Sewing Solidarity,” Jo-Anne Kirk’s “Gender Inequality and

Medical Education,” Roberta Hamilton’s “Women Work and Globalization of the

Tomato Trail,” and Marjorie Griffin Cohen’s “Globalization” in your course package. 

Lesson 9

Women and Violence

Read the introduction and readings 63, 66, and 67 from Chapter 10 in your Shaw and
Lee text.

Read Metro Toronto Committee against Wife Assault and Metro Abuse Council’s
“Before and After a Woman’s Story with Two Endings,” and Kamala Kampadoo’s
“Globalizing Sex Worker’s Rights.” 

Lesson 10

Medicalization

Read the introduction and readings 44, 45, and 47 from Chapter 7 in your Shaw and Lee
text.

Review the article by Emily Martin in your course package.  

Module 4 / Finding Voice/Daring to Change the World 

Lesson 11

Writing to Live

Read the introduction and readings 30, 33, and 35 from Chapter 5 in your Shaw and Lee
text. 

Lesson 12

Women and Activism

Read the introduction and readings 79 and 82 from Chapter 12; and the introduction
and reading 86 from Chapter 13 in your Shaw and Lee text

Read Roberta Hamilton’s “Challenging the State” in your course package. 

(A summary list of the textbook readings can be printed out from the Readings folder
under your Content files.)

Weekly Schedule: 
Week One:

1. Read assigned articles and online lessons as above.

2. Complete general survey from Surveys tab.
3. View film, “My Feminism.” (This film is only available from the Teaching and
Learning Commons and is not available online. Please arrange to order or pick-
up the film from the TLC).

Week Two:

1. Read assigned articles and online lessons as above.

2. Chat room session one.
3. Deadline for Introductory Survey.

Week Three:

1. Read assigned articles and online lessons as above.

2. Chat room session two.
3. View film, “Killing Us Softly, 4.”

Week Four:

1. Read assigned articles and online lessons as above.

2. Chat room session three.

Week Five:

1. Read assigned articles and online lessons as above.

2. Chat room session four.

Week Six:
 1. Read assigned articles and online lessons as above.
2. Deadline for first assignment (Ad Critique).***

Week Seven:

1. Read assigned articles and online lessons as above.

2. Mid-term Examination on Weeks 1-6.**

Week Eight: 

1. Read assigned articles and online lessons as above.

2. Chat room session five.

Week Nine:

1. Read assigned articles and online lessons as above.

Week Ten: 

1. Read assigned articles and online lessons as above.  Finish Cane River.
2. Chat room session six.

Week Eleven: 

1. Read assigned articles and online lessons as above.

2. Final assignment is due (research paper).***

Week Twelve:

1. Read assigned articles and online lessons as above.

2. Chat room session seven.
3. Final Examination (to be held during University exam period).** 

**The Mid-term and Final Examinations will be held online and accessed under the
Quizzes tool as per Calendar and News announcements.  The Midterm will be limited to
1.5 hours and the Final Exam to 2 hours once the assessment has begun. You must
ensure that you have uploaded Lockdown Browser and that you have a working
webcam by completing the Practice Test in advance of the Midterm. Completion of the
Practice Test will gain you access to the exams.

***Assignments are due on the Friday of the week in which it is assigned.  Assignments
must be handed in to the online Dropbox by 11:59 PM. Grading feedback will be
received through the dropboxes.