The first problem for all of us, men and women, is not to learn, but to unlearn. Course Objectives. We were born to succeed, not to fail

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1 Catalogue Description: Aims Community College WST 240 Goddesses and Women of the Ancient World Woman must not depend upon the protection of man, but must be taught to protect herself. -Susan B. Anthony This course surveys gender socialization and the roles, challenges, contributions, and images of women in the development of cultures. Through a study of arts, literature, music, politics, religion, philosophy, laws, and social standards students are introduced to the history of ideas that have defined women s place in societies. It examines goddesses, rituals, and ceremonies and how the image of the Feminine Divine changed from matriarchal cultures through the establishment of patriarchal cultures. These topics will be viewed through diverse cultures, including European and non-european, from the Ancient World through the Middle Ages. 3 credits The first problem for all of us, men and women, is not to learn, but to unlearn. Course Objectives -Gloria Steinem Students Discover the roles that women played in prehistory and the development of civilization Explore matriarchal societies and the goddesses they worshipped and the rituals and ceremonies that were a part of their religious & daily lives Experience the lost art of ritual and apply it to the present Examine the daily lives, laws, societal standards, and challenges of women from ancient and medieval cultures Discover some specific women from the ancient and medieval world and the contributions they ve made to humanity Examine images of women in ancient art and literature We were born to succeed, not to fail Fall Credit Hours M/W/F: 8/24/09-12/11/09 8:10-9:00 a.m., 8/24/ /11/2009, Westview Hall, Room 686 Kathleen Sullivan-Bailey, Instructor ksulliv8@aims.edu Office: Women s Studies Office Hours: After Class or by Appointment - Henry David Thoreau No one can cheat you out of ultimate success but yourself. - Ralph Waldo Emerson Required Text: The Other Half of the World; Goddesses and Women in Prehistory, Antiquity, and The Middle Ages. Carmen Sullivan Bailey-Garcia, MS. Kendall/Hunt Publishing Co (2nd Printing) ISBN: Additional website readings will be assigned throughout the semester

2 2 Students Responsibility: As part of students responsibility to meet the goals and objectives of the course, students will be expected to complete all readings: supplemental readings, textbook, BB/websites on/before class; research websites and prepare for class work/discussions; write response papers and projects assignments. Thus, students will need to plan several hours per week to achieve in this course. Assignments Schedule & Due Dates: PLEASE SEE STUDENT SYLLABUS Assessment & Grading Scale: Class Attendance and Participation: Total = 20% Weekly Writing Assignments: Total = 20% (In-class, online, homework, reading response papers, draft of thesis and bibliography) Five-eight page persuasive research paper 20% (includes final thesis and bibliography, draft and then the final polished paper Written Exams and in class Projects: Total = 40% (Successfully complete projects and/or exams). Class Weekly Curriculum & Expectations Schedule: Monday: Lecture/Readings Intro/Other Wednesday: Q & A and or Discussion Period Friday: Activities, Films or Quizzes Class Policies & Procedures: Please Turn-Off Cell Phones! Laptops ONLY for Note-Writing! Be prepared to communicate respectfully and honestly with each other in class and online, via and blackboard discussions periodically develop at least one class partner to contact and help you with notes and or assignments in case you miss a class. Please regularly check your and the blackboard class web site for current and or new announcements. Please contact the professor via , Blackboard, telephone or appointment early stating that you need help, and or if you get behind in readings and assignments, including having trouble understanding or completing assignments on time. Make-up Work/Extra Credit: Though it is the student s responsibility to complete all readings and assignments, including projects and or exams ontime, there may be exceptions to this rule; depending on the student s circumstances. ACC, Instructor, Student and or Department will decide upon the circumstances and or approval. If approved, the student may have the option to complete an (extra) assignment. Technology Requirements: Students are NOT allowed to use games or cell phones and are required to turn-off when class begins. Laptops are ONLY for taking notes and not allowed for or other miscellaneous internet use. Thank you in advance for your cooperation! Attendance: Instructor/Class Agreement: Genius is one per cent inspiration, ninety-nine per cent perspiration. -Thomas A. Edison Please notify the instructor via or Blackboard on or before of your absence. Should any student s absences require missing more than one class, students are required to follow Aims Community College Institutional Policies & Procedures (ACC, Page 50). Punctuality:

3 3 Students are required to be respectful of their classmates and instructor by attending class on or before the class begins at 8:10 am; otherwise, it disrupts the class lecture, discussion and activity. Please remember, and thus adhere to class agreement; though, rules have their exceptions. Instructor Absence and or Aims Community College Closure: Students will be notified by either the instructor or the department of the instructor s absence. Should for any reason, i.e. weather, ACC will notify students by and or phone of closure. Instructor Grading Policy: As required by ACC Instructor policy and procedure, the instructor will grade papers, projects and or exams according to these policies and procedures as well as provide grades to students. Always bear in mind that your own resolution to succeed is more important than any other one thing. -Abraham Lincoln Aims Community College: Institutional Polices & Procedures and or Academic Honesty & Plagiarism: ACC Standards of Conduct Aims Community College students are expected to practice academic honesty and refrain from any form of cheating *and+ plagiarism Breaches of academic honesty will be considered misconduct and may result in disciplinary action (AAC Catalogue, Page 52) Attendance: ACC Catalogue Students who miss more than two classes in a row, or in an online class, fail to log in for more than five days, may be dropped without notice. Students are expected to attend all classes for which they are registered, except in case of illness or other emergencies. The instructor shall determine and inform students of the effects of absences on the grade. If any student accumulates so many absences that continued enrollment in the class seems to be of little value, the student may be asked by the instructor to withdraw from the course. The instructor may assign a final grade or develop an Incomplete contract with the student if the student has successfully completed 75% of the course. Withdrawals must be processed by the deadline shown in the schedule of classes (AAC Catalogue, Page 50). Incompletes: ACC Catalogue Only students who have completed 75% of the coursework are eligible for an incomplete; incompletes will be given at the discretion of the instructor (AAC Catalogue, Page 51 ). Withdrawal: (W) Grade, ACC Catalogue Indicates a student's withdrawal after the point marking 15% of the course (the drop/refund deadline) and before the point marking 75% of the course. After the 75% point, students may no longer choose to withdraw from a course, and faculty will either assign the grade earned or complete an "Incomplete" agreement with the student (AAC Catalogue, Page 51). Tuition and Fee Payment Policy: AAC Catalogue By applying for admission, registering for classes or allowing charges to be added to their account, students represent to us that they have the intention and ability to pay, and they promise to pay for all charges placed on their account as well as any service charges or collection costs, if any that may be due (AAC Catalogue, Page 41). Learning & Tutoring Resources: Academic Resource Center, Library: Kiefer Library/Web Address: Women s Studies Librarian/ Ms. Carol Satersmoen at carol.satersmoen@aims.edu Students with Disabilities: Horizon Hall, Room 328,

4 4 Any student with a disability must request accommodations by contacting Supplemental Services during the first week of classes. A document from Supplemental Services must be presented to the instructor before special accommodations can be grated (AAC Catalogue, Page 45). Assignments Schedule & Due Dates: Reading and Class Assignments January 20: Discussion Topic: Intro to the class, introductions, review of syllabus, discussion of student expectations, required classwork, etc. N/A Other assignments due: January 25: Topic: Introduction to the ancient world o Bella Viviante, Introduction: Women s Roles in Ancient Civilizations, xi-xvii o Margaret Ehrenberg: The Search for Prehistoric Women, January 27: Discussion Topic: Women in Antiquity o TOH: xi-10 o Hawley: Approaching Women Through Myth, Paper topic due February 1: Topic: Goddesses o TOH: Chapter 2, February 8: Discussion Topic: Goddesses, cont. o Marija Gimbutas: Shrines and the Role of Figurines, February 10: Topic: Greece, Minoa, Mesopotamia o TOH: chapters 3, February 15: Discussion Topic: Greece, Minoa, Mesopotamia o TOH: Chapters 7 and 8, Draft bibliography due February 17: Topic: Greece, Minoa, Mesopotamia o Tetlow: The Laws of Hammurabi, o Reading on Sappho February 22: Discussion Topic: Egypt o TOH: February 24: Topic: Egypt o Viviante: Women in Ancient Egypt, March 1: Discussion Topic: Hebrews

5 5 o TOH: March 3: Topic: Hebrews o Baring and Cashford Chapter 13, , March 8: MIDTERM Exam PAPER DUE Discussion Topic: Rome and Christianity o TOH: March 10: Topic: Rome and Christianity o Hawley: Re-reading (Vestal) virginity, o Shlain: Illiteracy/Celibacy, March Spring Break March 22: Discussion Topic: Middle Ages o Women of the Middle Ages, celtic readings TBA Draft Thesis due March 24: Topic: Middle Ages o TOH: March 29: Discussion Topic: Inquisition, Witches in-class video: The Burning Times N/A March 31: Topic: Inquisition, witches o TOH: o Selections from Malleus Maleficarum (pp. 74, 93) April 5: Discussion Topic: Women outside the Western World, Intro o TOH: o Shlain: Lingam/Yoni, April 7: Topic: India o (King: Women and Goddess Traditions) Lina Gupta: Hindu Women and Ritual Empowerment, April 12: Discussion Topic: China o Viviante: 3-34 April 14: Topic: China/Asia o Kwan Yin: Selections from Boucher o Nyitray: Confusian Complexities, April 19: Discussion Topic: Women in Islam/Middle East

6 6 o Ahmed?: Women and Gender in Islam, o Nashat (Companion to Gender Hist.), April 21: Topic: Women in South and Central America o Viviante: Women in the Ancient Andes, April 26: Discussion Topic: Women in S. and Central America o Viviante: Women in Ancient Mesoamerica April 28: Topic: Africa Shoenbrun (in Companion to Gend. Hist), May 3: Africa Discussion Topic: May 5: Discussion Topic: Menstrual impurity and taboo o TOH: o Bildhauer (Menstruation), May 10: Topic: Final Paper Due

7 7 Summary of instructions for persuasive Research paper Instructions: You are to write a persuasive paper 5-8 pages ( words) long about the role of the Feminine Divine and relate how depictions of female divinities and holy women affect the status of women in the culture under study. You should select one of the cultures studied in this class, though you may choose a unique culture upon consultation with your instructor. The paper will be written in stages: You will complete an annotated bibliography, formulate a thesis and justify it, and then turn in a draft. The purpose of this assignment is to learn to do original research, to synthesize and evaluate evidence and to write a cogent paper making an argument about the condition of women and the role of the Feminine Divine in a particular culture based on that evidence. You must make and support an original argument in your paper. You should not simply tell a story or relate a quantity of information; rather, you should critically evaluate your sources and synthesize an argument (thesis) in the light of evidence. --Papers which contain many quotes from many different points of view will get a higher grade than will papers which rely heavily on only one or two sources. Papers which quote primary sources throughout will get a higher grade than will papers which use only secondary sources The tone of this paper is formal and critical. Slang and colloquial phrases should be avoided, as should breathy superlatives (great, wonderful, awesome). Formal does NOT mean full of big words; rather, you should write as though you are presenting your findings to Congress or to a court -- plainly, but with weighty dignity. The audience for this analysis is any educated person: me, your classmates. Your audience does not share (or know about) your personal beliefs, so be careful to avoid making statements about religion which are not documented by your sources. You may assume that your reader is knowledgeable about women s studies; assume they know a bit about the subject but are not experts. So, if the subject is the Hindu goddess Kali, assume the reader knows a little about Hindu theology, but perhaps does not know all the details of Indian history and culture. Assume that your reader is not religious, and not political. It is often offensive to such an audience to hear very personal and private things about your religious beliefs and value system. You may talk about religion, but only as it relates to your topic; you may talk about values and politics, but only to discuss the issues of of women s studies, not your personal experience. REMEMBER: NO CHILDREN'S BOOKS. No book intended for people under college age is acceptable. If you do not know if a source is appropriate, ask Tracey or your librarian. No internet websites unless they are primary. A website is defined as any source which has not been in print before it was published to the web. Only one encyclopedia article allowed as a source. No Wikipedia. IMPORTANT: You must include your bibliography with your final research paper (so your instructor doesn't have to look up your other assignments) You are required to rewrite your paper and present a draft to the class. The average professional rewrites her work as many as five times!

8 8 Summary of Paper Requirements pages ( words) long, 1 inch margins, page numbers on every page, double spaced, 12 point font. 2. Spelling and grammar count 3. The first part of your paper is an introduction containing the thesis you submitted earlier and reworked. 4. If you are sending me the source by , make sure you type this is Word or in WordPerfect; I will have trouble opening sources made in any other word processor. 5. Your bibliography is the last part of your paper. Definition: "works cited" means the same as "bibliography". 6. Every paragraph in the research paper must contain support for the argument taken from your sources. All quotes must be explained in your own words. Be sure quotes are properly cited (page numbers are crucial in notes). 7. There must be a conclusion which reiterates the argument you put forth in your introduction. 8. Make a title for your paper. Titles tell the reader what to expect -- they provide essential information. Include your name on the title page to assure you will receive credit! Plagiarism All plagiarism will result in a 0 for that ENTIRE assignment. and the minimum deduction of a letter grade from your semester grade. Plagiarism includes: i. all instances of copying text from another source without proper citation, even if you rearrange the words ii. paraphrasing other authors without proper citation; iii. using the arguments of other authors without proper citation iv. Substituting the work of others for your own ideas, EVEN IF YOU TELL THE READER YOU DID IT with a footnote or bibliography. It is not sufficient to answer any question on an exam, or complete any paper, simply by quoting others. v. AT LEAST 90% OF THE PAPER MUST BE THE ORIGINAL WORK AND WORDS OF THE STUDENT; a good rule of thumb is, no quote should be more than two lines long, and students must use their own words to comment on all quotes or paraphrases. vi. Attempting to submit plagiarized work for any assignment (including extra credit) will result in an automatic deduction of a grade from your semester work; all plagiarized work will receive a 0. --From the Aims Standards of Conduct: "Aims Community College students are expected to practice academic honesty and to refrain from any form of cheating [and] plagiarism...breaches of academic honesty will be considered misconduct and may result in disciplinary action."

9 9 Rubric for Persuasive Research Paper: Criterion A: Advancing the Assignment s Purpose 5 Superior: Central theme(s) or message(s) are engagingly and/or creatively sustained and developed while effectively advancing the writer s purpose and fully achieving the requirements of the assignment 4 Satisfactory: Central theme(s) or message(s) are sustained and developed, perhaps with some minor flaws that do not hinder advancement of the writer s purpose; the requirements of the assignment are met though coverage of material may be thin in one or two sections 3 Uneven: Central theme(s) or message(s) are inconsistently sustained; pervasive weaknesses sometimes obscure the writer s purpose or do not fulfill all of the requirements of the assignment 2 Substandard: Reader has difficulty finding and/or following central theme(s) or message(s), which are poorly established, sustained, and/or developed, thus significantly impairing comprehension of the writer s purpose and failing to fulfill many of the requirements of the assignment 1 Unacceptable: No central theme(s) or message(s) are discernible; writing rambles to fill space without any apparent connection to a purpose; the paper fails to fulfill the requirements of the assignment SCORE FOR CRITERION A: Criterion B: Quantity and Development of Support Materials 5 Superior: Paper provides ample, specific, and concrete support for the writer s message 4 Satisfactory: Support is sufficient but underdeveloped and/or disconnected in a few places, and/or possibly commonplace or unremarkable 3 Uneven: Support is inconsistently provided, with an occasional serious lapse and/or underdevelopment that affects the integrity of isolated sections of the paper 2 Substandard: Support is lacking, superficial, and/or trite and obvious in large sections of the paper, rendering the whole paper of seriously questionable substance and/or validity 1 Unacceptable: Support materials are totally absent Criterion B Not Applicable SCORE FOR CRITERION B: Criterion C: Relevance and Credibility of Support Materials 5 Superior: All support materials are clearly relevant to writer s themes and are consistently borrowed from authoritative sources 4 Satisfactory: Most support materials are relevant and authoritative, with perhaps occasional lapses that don t affect the integrity of the writer s message 3 Uneven: Relevance and authority of support materials is generally adequate but at least one section of the paper demonstrates serious flaws 2 Substandard: Relevance and authority of support materials are questionable in a large number of places, significantly impairing the work s soundness 1 Unacceptable: Relevance and authority are moot issues since no support is included Criterion C Not Applicable SCORE FOR CRITERION C: Criterion D: Background Context 5 Superior: Paper provides full, meaningful background context 4 Satisfactory: Background context is sufficient overall but occasionally thin, spotty, disconnected or superfluous 3 Uneven: Background context is present but generally superficial or inadequate in some other way 2 Substandard: Background context is vague, irrelevant, and/or must be supplied by the reader 1 Unacceptable: No background context is provided and none can be inferred SCORE FOR CRITERION D: Criterion E: Logical and Persuasive Skill 5 Superior: Paper demonstrates superior logical and persuasive skill in argument 4 Satisfactory: Paper demonstrates largely effective logical and persuasive skill in argument with only minor lapses 3 Uneven: Paper demonstrates unexceptional logic and/or persuasive skill with lapses that impair isolated aspects of the argument 2 Substandard: Paper demonstrates inferior skill in logic and/or argument, rendering the paper unpersuasive in several ways or places

10 10 1 Unacceptable: Paper does not attempt argumentation or shows illogical and/or otherwise ineffective persuasive skill throughout Criterion E Not Applicable SCORE FOR CRITERION E: Criterion F: Analytical Skill 5 Superior: Paper demonstrates superior analytical skill in interpreting themes and materials 4 Satisfactory: Paper demonstrates largely effective analytical skill in interpreting themes and materials with only minor lapses 3 Uneven: Paper demonstrates unexceptional analytical skill with an occasional significant lapse that impairs the coherence of part of the analysis 2 Substandard: Paper demonstrates only occasional analysis of either a superficial kind (e.g., comparison or contrast) or analysis that is so inherently flawed as to invalidate the analysis 1 Unacceptable: Paper shows no awareness of or attempt at analysis and only describes the subject matter Criterion F Not Applicable SCORE FOR CRITERION F: Criterion G: Synthetic Skill 5 Superior: Paper demonstrates superior synthetic skill in interpreting themes and materials 4 Satisfactory: Paper demonstrates largely effective synthetic skill in interpreting themes and materials with only minor lapses 3 Uneven: Paper demonstrates unexceptional synthetic skill, or synthesis is not demonstrated consistently 2 Substandard: Paper demonstrates ineffective synthesis; it largely describes themes and materials 1 Unacceptable: Paper shows no awareness of or attempt at synthesis and only describes the subject matter SCORE FOR CRITERION G: Criterion H: Descriptive and/or Narrative Skill 5 Superior: Paper demonstrates superior descriptive and/or narrative skill 4 Satisfactory: Paper demonstrates effective descriptive and/or narrative skill with only minor lapses 3 Uneven: Paper demonstrates unexceptional descriptive and/or narrative skill 2 Substandard: Paper demonstrates inferior descriptive and/or narrative skill 1 Unacceptable: Paper demonstrates no descriptive and/or narrative skill SCORE FOR CRITERION H: Criterion I: Presentation of Support Materials Subcriterion a: Integration of Support Materials 5 Superior: Support materials are smoothly integrated into a nearly seamless whole 4 Satisfactory: Paper shows generally smooth integration of support materials, with occasional minor awkwardness that does not affect comprehension 3 Uneven: Occasional lack of connection and/or integration of support materials begins to impair comprehension in sections of the paper 2 Substandard: Support materials are frequently dumped without integration, resulting in choppiness, incoherence, routine absence of interpretation, and/or defeat of understanding 1 Unacceptable: Support material, if present at all, is always dumped without comment or interpretation; the writer has contributed little or nothing to a concatenation of miscellaneous source borrowings Score for Subcriterion a: Subcriterion b: Documentation of Support Materials 5 Superior: Paper shows consistently accurate use of conventions of quoting, paraphrasing, and citation per assigned documentation style 4 Satisfactory: Use of conventions of quoting, paraphrasing, and citation per assigned documentation style is generally accurate, with perhaps some minor errors that do not yet raise any suspicion of plagiarism 3 Uneven: Use of the conventions of quoting, paraphrasing, and citation per assigned documentation style is generally accurate with some features repeatedly incorrect or only erratically correct; such errors begin to cause ambiguity of attribution that raises concern about possible plagiarism (accidental or purposeful) in a few places

11 11 2 Substandard: Most conventions of quoting, paraphrasing, and citation per assigned documentation style are routinely inconsistent or incorrect, sometimes resulting in obvious plagiarism (accidental or purposeful) 1 Unacceptable: Conventions of quoting, paraphrasing, and citation per assigned documentation style are uniformly incorrect or totally ignored, resulting in wholesale plagiarism (accidental or purposeful) throughout Score for Subcriterion b: OVERALL SCORE FOR CRITERION I: Criterion J: General Presentation Subcriterion a: Usage, Voice, Style, and Tone 5 Superior: Language usage, voice, style, and tone are all appropriate and consistent throughout, giving the presentation superior effectiveness; no padding, redundancy, or overstatement is present 4 Satisfactory: Language usage, voice, style, and tone are appropriate and effective without being exceptional; minor padding, redundancy, and/or overstatement may be present in a few spots 3 Uneven: Language usage, voice, style, and tone are noticeably inappropriate, inconsistent, and/or otherwise ineffective in a number of places, detracting somewhat from the overall quality of the presentation; padding, redundancy, and/or overstatement are beginning to draw attention to themselves 2 Substandard: Language usage, voice, style, and tone are frequently inappropriately used, significantly impairing the presentation; glaringly obvious padding, redundancy, and/or overstatement distract the reader 1 Unacceptable: Language usage, voice, style, and tone are inappropriately used throughout the paper, which may be riddled with padding, redundancy, and/or overstatement Score for Subcriterion a: Subcriterion b: Surface Features 5 Superior: Nearly flawless surface features make reading and comprehension effortless 4 Satisfactory: Minor errors in surface features do not impair reading and comprehension 3 Uneven: Major errors in surface features draw attention and distract the reader without yet affecting comprehension 2 Substandard: Frequent and/or repeated major errors in surface features distract the reader and sometimes significantly hinder comprehension 1 Unacceptable: Major, recurring errors in surface features defeat comprehension Score for Subcriterion b: Subcriterion c: Structure, Coherence, and Flow 5 Superior: Paper shows uniformly appropriate and effective structure, coherence, and flow 4 Satisfactory: Paper has generally effective structure, coherence, and flow, with perhaps a few minor lapses in connectivity 3 Uneven: Problems with structure, coherence, and flow sometimes force rereading to achieve comprehension 2 Substandard: Major problems in structure, coherence, and flow render some parts of the paper incoherent and hard to follow 1 Unacceptable: Paper is totally without structure, coherence, and flow, making comprehension impossible Score for Subcriterion c: OVERALL SCORE FOR CRITERION J: