HISTORY 4560 SYLLABUS WOMEN IN ISLAM Dr. Debra Baldwin

Required Student Texts: Women and Gender in Islam, Leila Ahmed, Yale University Press, (1993) Women in Islam and the , Ruth Roded, Tauris Publishing, (2008) Instructor contact info: Please email me within the class on Canvas.

INSTRUCTOR INTRODUCTION______Ahlan wa Sahlan! Many greetings to you all out there in computer online-land! By way of introduction, let me tell you a little bit about myself. I have taught at the university level since 1982 in a variety of venues both in and out of the USA. My last job prior to working at USU was as a US State Department educational consultant to the Philippine Ministry of Education, setting up Muslim programs for integration into mainstream educational channels. Before that, I spent over a dozen years living and working in many Middle Eastern countries (Yemen, Kuwait, , Turkey & ). I speak Arabic fluently (well, did speak it fluently, but not too much practice in Utah makes me a little rusty). I was married to a Palestinian Muslim for 9 years prior to returning to the USA to live permanently in Idaho. I now enjoy living in the Bear River Valley area with my menagerie of chickens & rooster, geese, and a Siamese cat. Things can be a little confusing at times, but we all get along in the end  I hope you will enjoy what I have to add to your educational experience from all my travels and experiences in the Middle East. It is a fascinating area of our world and deserves time and acquaintance to help build our own understanding of world issues today. So sit back, grab a bag of popcorn and enjoy the tour!

COURSE INTRODUCTION Welcome to a study of Women in Islam! From the time of the Prophet until today, women’s issues in the Islamic world provide an intriguing opportunity to explore such diverse topics as gender and social roles, women’s rights, veiling and dress, female circumcision, arranged marriages and expectations, employment opportunities, education, parenting, honor killings, politics, and feminist movements, all within the context of a religious historical framework. This course will provide a background and broadened perspective of these facets through readings, audio lectures, handouts, slideshows, and other visual media. We will also discuss the religious and historical attitudes and attributes in light of modern cultural applications in different countries in an effort to understand what it means to be a woman in Islam today. By way of disclaimer, please be aware that portions of this course are very graphic and highly sensitive. Hopefully, they are presented totally in an academic light, but if you feel that any of the topics mentioned above will not be suitable for you to study due to your own personal preferences, please do not take this class!

COURSE OBJECTIVES AND LEARNING OUTCOMES ______ Developing informed awareness of Islamic religious concepts, culture and thought as it relates to women in Islam.  Becoming conversant with the vocabulary of Islam in the Arabic language as it pertains to women’s issues and religious applications.  Expanding personal knowledge and opinion of Islamic women’s lifestyle choices in the light of Islamic cultural understanding, while exploring multiple sides of any issue.  Gaining an awareness of the historical, religious, anthropological, sociological and gender related issues that shape Islamic women’s lifestyles today.  Increasing personal motivation to study Islamic women’s issues beyond the scope of this course as they relate to present and future events in the world.

COURSE REQUIREMENTS AND INFORMATION  You will be expected to follow the syllabus schedule and do all components, readings, viewings, listenings, handouts and turn in all assignments and take all scheduled quizzes and exams on time.  There are two types of assignments in the course- basic outline question/answer type and more complex summary/essay/writing type. On the basic outlines, you will simply read the chapter or view the DVD and parrot back the information given. These types of question/answer assignments are there as a study guide to help you pull out vital information from an otherwise long chapter or movie full of little bits and pieces. These assignments are self-corrected and you are given full points for just having completed them, which means answering ALL the questions. Your summary assignments require more thought and personal expression and will be subject to additional content grading criteria rather than just completion (e.g., how well you have followed the instructions, how much you have written and what content you have expressed). These assignments often have specific length requirements and are usually worth a substantial amount of points compared to the basic outline assignments (you can check the grade book to see how many points each assignment is worth).  Answer Key Access: When you submit your completed assignments and you receive a grade, you will then be given access to any answer keys for you to self- correct your work. Summary assignments generally do not have answer keys as you are asked to read multiple articles or chapters and synthesize information or give a personal reaction. Most of our textbook chapters do have answer keys, however, so please be sure to check the answer key page regularly (access is from the modules page at the end of a section). Also, I often will include lecture-type information, examples and insights from my own experiences of having lived in the Middle East for a dozen years. So, be sure to READ the answers to the questions on the answer keys as there will be information supplied to you there that will not be included anywhere else in the course (and on which you may be tested)! Please make sure you submit a complete assignment, not leaving any blanks, and follow submission directions accurately so I can read them or they will be returned to edit. Please also note that answer keys are not released until all assignments in a module are completed and have been graded. Outline correction is your responsibility and I will not check to see that you do it, but know that there is information in the answer keys that you will not find anywhere else in the course and from which test questions will be drawn. If there is a problem with your submission of any kind, a zero will be given and a note posted on the assignment of what needs to be fixed so that it can be resubmitted and receive a grade (the zero signifies a no-grade mark until you resubmit the revised assignment.)  Basically, the outlines and summaries provide you with a study guide for taking the midterm and for use on your final paper. The questions (and expected answers) will be drawn from the outline answer keys & chapter readings, slideshows, DVD’s, handouts and lectures for which you do not need to complete outlines but should probably take notes. Please note that for tests, if you use the internet to answer a question rather than the course materials, you may be marked wrong even though the information may be considered right, as the internet is NOT in our course of study  Many times, the internet has incomplete or different interpretations of events than are listed in your book or the lectures, so PLEASE stick with what is given you on the course unless otherwise instructed.  Your midterm exam will be an objective test (T/F, matching, etc.) with some short answer and longer essay questions. It is more of a summary of what you have learned than an actual test where you have to parrot memorized material back. Consequently, it is available for a full week to work on and open-book, so you may use your outlines and notes to answer questions and take your time to formulate your answers. Because it is open-book, you may find the test a bit more challenging, especially in trying to remember where you can find the information for the answer. So, don’t wait until the last minute to think you can find all the answers without reviewing or studying before you take the test as it will take you several hours to actually complete the exam. There is no time limit once you open the test, so you can save your answers and come back into it on another day before the deadline submission time at the week’s end. Please make sure to answer the essay questions FULLY (an essay is not just one sentence or abbreviated group of words). You must write at least 8 sentences to qualify for full points on each question. Deductions will be given for not writing enough on that portion of the test. You will be asked to synthesize some answers based on information you have been given. It is a thinking tests, not just regurgitating back simple information. I believe a test should be something that teaches you more and helps you to summarize and apply what you have learned. So try to ENJOY them as a further learning experience   Regarding the midterm availability dates: YOU MUST TAKE THE MIDTERM DURING MIDTERM WEEK ONLY!!!! IT WILL ONLY BE AVAILABLE FOR ONE WEEK DURING THE SEMESTER AND IF YOU MISS IT, THERE IS NO MAKE-UP!!!! Please check the due date calendar to see when the last date is that you can take the test! There are NO exceptions to this policy!!!  There is a final essay paper in lieu of a final exam for the course. It may ONLY be turned in AFTER the last day of class UP TO the final exam date during finals week. Please see the Final Paper assignment page in module 6 as well as the Final Essay Paper Guidelines and Sample and Paper Grading Rubric at the end of this syllabus for further details and paper requirements.  Everyone in the class will be required to post on the discussion board on a variety of topics as a collaborative assignment with your classmates. The topics listed under each section coordinate with our handouts, assigned readings and section materials. Please see the Discussion Board Assignment in module 1 for further instructions and details on how to do the assignment. Also, be sure to submit the Discussion Board Assignment Form at the end of the semester in order to receive credit. If you do not submit the form, no credit can be given.  There is an Islamic Geography map assignment where you do research on your own to find out locations of important cities and countries. This will help orient you to the places your book is talking about historically.  You are expected to fulfill all components of the sections listed in your syllabus, in the order they are listed as the assignments and test come from the previous readings, listenings and viewings. There are 6 sections, each with multiple parts. With the semester being 15 weeks long minus holidays, you will be able to comfortably get through one section every two and a half weeks or so. Your three credit hours will be the same amount of work as you would expect if you took the class face-to-face on campus. It is not shortened in any respect simply because it is online. Therefore, expect to spend 9 hours/week on this class throughout the semester (150 hours total). You cannot get an incomplete if you run out of time! Please read the incomplete policy carefully at the end of this syllabus- there are NO exceptions to it. So, PLEASE jump in from the start and go for it with all engines running!  The assignments will have due dates listed on the due date calendar on the modules page & in your syllabus. However, you will notice that the individual assignment pages do not have a due date listed. That is because the assignment is not locked after a specific date since there is no penalty for late submissions past the due dates listed on the due date calendar. In actuality, you are free to submit any work without penalty up to the last day of the class for this semester (Dec 6, 2013). IF YOU SUBMIT LATE WORK FROM THE LAST DAY OF CLASS UNTIL THE FINAL EXAM DAY (Dec 7 – Dec 11, 2012) YOU CAN ONLY GET UP TO HALF CREDIT FOR ANY COMPLETED ASSIGNMENT. ADDITIONALLY, PLEASE NOTE THAT 11:59 PM ON DEC 11th IS THE LAST DAY THAT ANY WORK CAN BE SUBMITTED FOR ANY KIND OF CREDIT, INCLUDING THE FINAL PAPER OR RESUBMISSIONS OF ASSIGNMENTS RETURNED FOR EDITING! ANY WORK SUBMITTED PAST THAT TIME WILL RECEIVE A GRADE OF ZERO AND NOT BE COUNTED! YOU ARE THEREFORE EXPECTED TO FOLLOW THE DUE- DATE CALENDAR AND SUBMIT ALL WORK ON TIME WHEN IT IS DUE! PLEASE NOTE ALSO THAT ALL TIMES/DATES/DEADLINES ARE ACCORDING TO MOUNTAIN STANDARD TIME ZONE (here in Utah). Just because you are not penalized for late work up to the last day of class does not mean that you are not required to keep up with the workload or submit assignments on time! The expectation is still there- just the penalty is relaxed as this class is in an online flex-format and you have access to the material at any time rather than only one day on campus when it is given in lecture (except the exams as noted above). So, the final word of warning here is- DO NOT PROCRASTINATE!!!! YOU CANNOT GET AN INCOMPLETE IF YOU GET BEHIND!!!!  A note on editing and returned assignments: Oft times, assignments will be returned to you for redos because of formatting problems, incompleteness or because you did not follow the assignment instructions correctly. There will not be a penalty for resubmitting it at a later date after you correct it up to the last day of class. It will show a zero in the grade book which means it was returned to you to fix something. However, please note that if you wait until the end of the semester to resubmit work, and it still has a problem, you will NOT have time to fix it again before the deadline and will essentially get a permanent zero for that assignment (no assignments are returned for further edits during the last 48 hours of class). So, PLEASE submit assignments on time and resubmit any assignments returned for editing as soon as possible to avoid getting stuck in the end.  Grading: The grading point breakdown is detailed below including the University percentage conversion for letter grades. Please note that I usually grade each section’s assignments once a week (though sometimes if I am traveling or grading midterms, it may be a tad later). If you do not see an assignment graded within two weeks, please send me an email and ask about it as sometimes Canvas does not notify me that a new assignment has been submitted.  In order to read the book and not be hung up by every Arabic name and word that comes your way, I have included an Arabic alphabet pronunciation guide to help you know how to pronounce things. Arabic is a phonetic language, so once you know what the sounds are, you can pretty much figure out how to say the words. Keep in mind that the language uses a different script than English, so any English spellings are done phonetically and may vary from chapter to chapter (for example, it can be Muhammad or Mohammed, or Koran, etc.) Going through the guide is one of the first things you will do on the course, so it should help you with the Arabic words you encounter.  You will be expected to become conversant with about 50 words from the Arabic language that are necessary to know for any study of Islam. They are used frequently throughout the book and in any discussion of aspects of Islam, so please take note when they appear on your outlines. There will also be sections that incorporate those words on the midterm, so please familiarize yourself with them as well as their definitions and applications.  Extra credit: There is an extra credit assignment which is worth 40 points. If for some reason you miss the midterm or do poorly on it, this is the only way to make up points. Please refer to the actual assignment in Section 6 on the modules page for instructions. You are free to submit it any time up to the last day of class for full credit. If you submit it after the last day until the final deadline date, it will be half credit like any other late work submissions.  Office Hours: As this is an online course, there really isn’t an office per se. I will return emails within 48 hours, usually within 24 hours, and you can post any questions on the discussion board if you need some immediate help from some of your classmates who may know the answer! The discussion board can be a fun tool- I hope you post on it frequently. If you ever see me online, you are welcome to chat with me also- that is, if the chat applet is working   Sorry if this syllabus is a rather lengthy dissertation of details and warnings, but everything said above is necessary for you to know to succeed in getting a good grade! So, heigh-ho & off to work we go! I wish you a great adventure, an open mind with lots of light bulbs going off as you voyage through the 1400 years of Islamic Civilization! I think you will find it somewhat challenging, time consuming, but very educational and well worth the investment of time and money in the final accounting!

POLICIES AND TECH SUPPORT HELP______ INCOMPLETE POLICY: There are TWO requirements for receiving an incomplete grade in this class. The first is stated in the university incomplete policy in the form of a list of acceptable ‘extenuating circumstances’. These are: accident or illness resulting in hospitalization, death in the immediate family, jury duty, and military service. With an online class being totally at your own discretion schedule-wise, I will NOT accept changes in work schedule, or alteration of schedule to seek new employment. We do not have classes at a set time, therefore, you would not be missing class activities to which these extenuations refer. Secondly, in order to qualify for an incomplete, you MUST have been keeping up with the due date schedule throughout the semester and have been receiving a passing grade prior to the exception of time loss you are seeking. This means that if you have not worked consistently and actively throughout the class (submitting your required assignments on time and in order as listed in your schedule and completed more than 70% of the workload) or have not received better than 70% on all assignments submitted up until when the extenuating circumstance happens, YOU WILL NOT BE GRANTED AN INCOMPLETE. In other words, if you procrastinate at any point in the semester and repeatedly turn in things late, and then run out of time to complete the work on the last day or week of class, you will NOT be given extra time or an incomplete to finish the course, even if you qualify for it on grounds of the first requirement of circumstance. You will have to accept whatever grade you have earned and then repeat the class to resubmit completed work and finish the missing assignments. PLEASE DO NOT EMAIL ME THE LAST DAY OF CLASS ASKING FOR TIME EXTENSIONS OR INCOMPLETES BECAUSE YOU RAN OUT OF TIME! Again, even if you have an emergency at the end of the semester, you MUST have qualified for the incomplete by having turned your work in on time up until that point! If you are a procrastinator by nature or have a problem with keeping deadlines, this class is NOT for you!!!!!  CLASS DROP PETITIONS: If for some reason you have an extenuating circumstance within the first part of the semester that will affect your performance or ability to do assignments for the majority of the course, you can petition the registrar’s office for Distance Education to drop the class and receive refund of tuition. This allowance is only for EXTREME cases of unforeseen lengthy problems where you are not able to complete the majority of the workload, but it is after the normal add/drop period has ended. Please note that you should not just wait until the end of the class in this situation and then try for an incomplete. You can not get an incomplete unless you have completed 70% of the course at least. The deadline for dropping a course with this kind of petition is usually around midterm- please check with the registrar’s office for details.  TECHNICAL PROBLEM SUPPORT: You will notice a phone number for the help desk on the bottom of the course intro page. If you have any technical problems in viewing or downloading files or DVD’s and slideshows, submitting assignments, or any other technical kinds of issues, please contact them directly rather than sending me an email. I cannot do anything from my satellite location to help you! The techs on the help desk can walk you through things verbally, step by step or they can also refer you to an onsite technician if necessary to help you with your problems. Sometimes, the problem will be because you have not updated your java or used a different browser that it not so compatible- Google Chrome or Mozilla Firefox are recommended as the best for this class to avoid problems. If you have problems, you can also try Internet Explorer as well. The browser check at the beginning of your log-in should help you determine any problems with your browser and offer possible solutions.

COURSE GRADING POINT BREAKDOWN: Final Essay paper = 100 points DVD outline/summary assignments (25 pts each x 8) = 125 points Chapter outline/summary assignments (25 pts each) = 350 points Hijab Summary Assignment = 40 points Roded chapter 7 & 8 Assignments (40 pts each) = 80 points Roded Intro = 20 points Famous Feminists Assignment = 60 points Discussion Board Posts = 50 points Geography Map Assignment = 15 points Syllabus Quiz = 10 points Midterm Exam = 150 points

TOTAL: 1000 points Letter grades are given by strict percentage as follows: Percent Point Total Letter Grade 94 – 100% 940-1000 A 90 – 93% 900-939 A- 87 – 89% 870-899 B+ 83 – 86% 830-869 B 80 – 82% 800-829 B- 77 – 79% 770-799 C+ 73 – 76% 730-769 C 70 – 72% 700-729 C- 67 – 69% 670-699 D+ 60 – 66% 600-669 D Under 60% 0-599 F

COURSE CONTENT AND DUE DATES FALL 2013 1. Islam: A Historical Overview (Aug 26 – Sep 10)  Syllabus Quiz DUE DATE: AUG 27  Audio/Handout: Arabic Pronunciation Guide  Islamic Lands Geography Map Assignment DUE DATE: AUG 29  Slideshow lecture: Visual Tour of the Middle East  DVD Outline Assignment: Inside Islam DUE DATE: SEP 3  Chapter Outline Assignments: Roded Introduction, 1, Ahmed 1, 2 DUE DATE: SEP 10  Audio Lecture on Islamic Culture vs. Religion  Discussion Topics: The Origin of Islam, Pre-Islamic Women’s Status and Restrictions, Influences: Hammurabi & Assyrian Codes 2. Islam and Women’s Rights (Sep 11 – Sep 27)  DVD Assignment: Women’s Rights and Roles in Islam DUE DATE: SEP 13  DVD Assignment: The Prophet’s Empowerment of Women: Understanding the Seerah DUE DATE: SEP 17  Chapter Outline Assignments: Ahmed 3, 4 Roded 2, 3 DUE DATE: SEP 27  Additional readings: -Khadijah’s Cadre: The Wives of the Prophet Muhammad, Ruqaya Nassar (in Voices Behind the Veil, ed. Ergun Craner) -The Prophet’s Women, Geraldine Brooks (in Nine Parts of Desire) -Gender Equity in Islam, Jamal Badawi -Women and Islam, Nawal El Saadawi (in The Nawal El Saadawi Reader) -Liberation Theology: Islam and the Feminist Agenda in the Qu’ran, Omar Naseef  Discussion Topics: Is There Really Gender Equity in Islam?, The Prophet’s Wives as Role Models, What the Holy Quran & Hadith say about Women’s Status and Rights, Important Women in Early Islam 3. Veiling and Social Codes: Expression or Oppression? (Sep 28 – Oct 17)  Slideshow lecture: Women’s Dress in Islam  Slideshow lecture: Islamic Lifestyles  Chapter Outline Assignments: Ahmed 5, 6, 8 DUE DATE: OCT 7  DVD summary assignment: Cut from a Different Cloth: Burqas and Belief and Hijab: An Act of Faith (includes Ahmed 11 and readings) DUE DATE: OCT 10  Midterm Exam (available for one week only) DUE DATE: 11:59 PM Utah Time OCT 17 (will be uploaded OCT 10)  Additional Reading Selections: -I Just Want to Be Me, Pamela Taylor (in The Veil: Women Writers on Its History, Lore and Politics, ed. Jennifer Heath) -The Veil of Masculinity, Fadwa El Guindi (in Veil: Modesty, Privacy and Resistance) -An Alternative Theory of the Veil, Katherine Bullock (in Rethinking Muslim Women and the Veil) -Dress Code and Mores, Aisha Lee Fox Shaheed (in The Veil: Women Writers on Its History, Lore and Politics, ed. Jennifer Heath) -Internet Veiling Articles  Discussion Topics: Veiling: Expression versus Oppression, Regional Differences and Cultural Dress, To Veil or not to Veil: Custom versus Religion, Modesty and Honor in Islam 4. Marriage, Sexuality and Culture (Oct 18 – Oct 29)  DVD Summary Assignment: Ideal Muslim Husband DUE DATE: OCT 22  Chapter Outline and Summary Assignments: Roded 7, 8 & 15 DUE DATE: OCT 29  Additional Reading selections from: -Internet Circumcision Articles -A Handbook on Marriage, The Muslim’s Student Association -Liberation Theology: Islam and the Feminist Agenda in the Qu’ran, Omar Naseef -Nine Parts of Desire: The Hidden World of Islamic Women, Geraldine Brooks -Husband and Wife, Fatima Mernissi (in Beyond the Veil: Male-Female Dynamics in a Modern Muslim Society) -The Muslim Woman’s Handbook, Huda Khattab -The Hidden Face of Eve: Women in the Arab World, Nawal El Saadawi  Discussion Topics: Circumcision: Brutality or Purity?, How to Select an Islamic Spouse, Islamic Expectations in Marriage, Husband and Wife Roles and Responsibilities 5. Boundaries: Feminism and Honor (Oct 30 – Nov 14)  Famous Feminist Summary Assignment DUE DATE: NOV 6  DVD Outline Assignment: Crimes of Honour DUE DATE: NOV 11  Honor Readings Summary Assignment DUE DATE: NOV 14  Additional reading selections from: -Arab Pioneers of Women’s Liberation, Nawal El Saadawi (in The Hidden Face of Eve: Women in the Arab World) -Women in Islam: “The Mother of All Battles”, Yvonne Haddad and Jane Smith/ Feminism Comes of Age in Islam, Radwa El Guindi (in Arab Women: Between Defiance and Restraint, Suha Sabbagh, ed.) -The Very Fine Membrane Called ‘Honour’, Nawal El Saadawi (in The Hidden Face of Eve) -Internet Honor Articles  Discussion Topics: : an Oxymoron?, Honour Killings and Justice, The Islamic Definition of Freedom for Women, Family and Honor in Islamic Culture 6. Modernity: Education, Employment, Politics and the Future (Nov 15 – Dec 6)  Introductory DVD: Women In Islam Please view prior to doing the 3 assignments in this section.  Islamic Women and Politics Summary Assignment DUE DATE: NOV 19  Islamic Women and Work Summary Assignment DUE DATE: NOV 22  Islamic Women and Education Summary Assignment DUE DATE: DEC 5  Ahmed Conclusion (Extra Credit Assignment Only) DUE DATE: TURN IN ANY TIME UP TO DEC 6 PLEASE NOTE: FINAL DUE DATE FOR ALL COURSEWORK IS DEC 6TH ANY LATE WORK SUBMITTED DEC 7 – DEC 11 = 1/2 POINTS MAXIMUM  Final Paper (in lieu of final exam) DUE DATE: 11:59 PM (Utah time) DEC 11 NO WORK (INCLUDING THE FINAL PAPER) WILL BE ACCEPTED AFTER 11:59 PM ON DEC 11.  Additional reading selections from: -Arab Women and Politics, Nawal El Saadawi (in The Nawal El Sadaawi Reader) - Women and Politics in the Middle East, Sarah Graham-Brown (in Arab Women: Between Defiance and Restraint, Suha Subbagh, ed.) - Nine Parts of Desire: The Hidden World of Islamic Women, Geraldine Brooks - Work and Women, Nawal El Saadawi (in The Hidden Face of Eve)  Discussion Topics: Women Leaders in an Islamic Society, Hadith on the Necessity of Education; Women in the Workplace: A Conflict of Roles?, Islamic Women in the Future

FINAL ESSAY PAPER GUIDELINES AND SAMPLE: ______Debra Baldwin A0099999999 SAMPLE PAPER FORMAT (TITLE GOES HERE IN BOLDED CAPS)

In order to get full points, you will need to be aware of several things. First, you will need an introductory sentence that leads into your writing, like above. Also, please notice the use of the tab bar to indent the first line of a paragraph. You should have at least three paragraph indents per page. Make sure to use caps at the beginning of all your sentences. This is standard 12 point size font in New Roman Times. Please use it on your papers (it is usually the default setting on Microsoft Word.) Please notice that the lines are double-spaced. If you are using a template (at the computer lab) that does more than double space, especially between paragraphs, you will need to write an additional half page in length to make up for the spacing deficit.

Please, also use your spell check, grammar check and most importantly of all, proofread your paper when you are done. The computer does not catch wrong word use or missing words most of thyme. The emphasis on this paper is for you to express your own opinions in summarizing and comparing information, rather than just quoting things or giving facts. Therefore, in answering the opinion questions, you should use first person to do so. The rest of the paper, however, should be in standard academic third person tone and style.

Be sure to make your paper the appropriate page length (which means going to the bottoms of the pages). You can spill over onto another page if you need more room to summarize or end your writing, but do NOT end shorter than the minimum requirement. In order to be concise, you should not exceed the maximum page limit as directed.

All your assignments ask you to compare/refer to the text somehow. In order to get full points, you will need to DIRECTLY QUOTE the text or other source material, not just paraphrase it. This should be done using standard citations, such as endnotes or in-line referencing, which give exact page numbers or location where the quote is found.

Use quote marks for “other people’s words” (Baldwin, p. 10) and then give the references afterwards, either by footnote/endnote with a number after the “close quote mark, like this” 1 or by using parentheses with the actual citation information like above. Make sure you have a reference of some kind following ALL close quote marks in your paper. If you paraphrase, you would give credit at the ends of sentences or paragraphs like this.

(Baldwin, p.10)

The whole purpose of a reference is to make it possible for your reader to find the exact material in the original source that you have used. If you do not give page numbers, it will be impossible to find. Please refer to a writing style guide, such as MLA or Chicago for further examples and information on how to cite.

You should also have another page added after your writing on which you give your sources (a formal bibliography), listing the book and author, date and publisher in a standard referencing format or proper internet citations for websites if instructed to use the internet for your research (which include general website info plus full URL’s of all internet references used). If you are using a kindle version of the text, you will also find proper style referencing examples in any online style guides to use (just Google it). If you have any further questions about referencing, please look at the ‘research help’ link on the top of the Canvas course homepage, or go to the USU writing center. (You can also make an appointment for an online tutor if necessary. Please see the RCDE website for further details.)

Grading is roughly done in thirds- 30% for format and mechanics, 35% for following instructions exactly and fulfilling the assignment specs as required, and the

1 Baldwin, Debra. Paper Guidelines, in “3410 Syllabus”, Utah State University, 2012, p. 10. www.usu.edu/3410/syllabus/htm (or whatever citation format you choose to follow here, so long as all the pertinent information is given). final 35% for your content and research skills. Please refer to the paper grading rubric below for more detailed information.

So, now you see by this little example exactly what your entry should look like visually when you finish it. Please be sure to use commas as they will feel badly if you ignore them and your teacher will have cross-eyes when she is done reading your paper from trying to figure out what your sentence means from having long run-on sentences like this or sentence fragments when you do not finish your . Good luck and have fun writing!

SOURCES CITED

Baldwin, Debra. Paper Guidelines, in “3030 Syllabus”, Utah State University, Logan, Utah, 2013. www.usu.edu/3030/syllabus/htm (if online, you need to include the full URL in addition to the general www.website address- again, please access a style guide for proper referencing style in a bibliography section).

Online History 4560 Paper Grading Rubric Dr. Debra Baldwin

LEARNING Excellent Proficient Satisfactory Insufficient No OUTCOME Mastery Mastery Mastery Mastery Mastery 90 – 100% A 80 – 89% B 70 – 79% C 60 – 69% D Under 60% F Historical -Full presentation -Sound -Adequate -Insufficient -Absent of historical presentation of presentation of presentation of presentation of Knowledge context of topic historical context historical context of historical context historical context (Content, including of topic including topic including of topic of topic comparative comparative comparative -Omits major -Omits major research, practices of practices of practices of elements in any of elements in any of topic divergent Islamic divergent Islamic divergent Islamic the following: the following: cultures cultures cultures; treatment of treatment of exploration) -Full treatment -Omits minor -Omits minor historical causation; historical 35% of grade and inclusion of elements in any of elements in any of the influence of any causation; the historical the following: the following: contributing influence of any causation; the treatment of treatment of political ideologies, contributing influence of any historical historical causation; economic political contributing causation; the the influence of any structures, social ideologies, political influence of any contributing organization, economic ideologies, contributing political ideologies, cultural perceptions structures, social economic political economic structures, and practices, and organization, structures, social ideologies, social organization, natural cultural organization, economic cultural perceptions environments on perceptions and cultural structures, social and practices, and the historical events practices, and perceptions and organization, natural shaping the topic natural practices, and cultural environments on the -Omits minor or environments on natural perceptions and historical events major portions of the historical environments on practices, and shaping the topic primary and events shaping the the historical natural -Omits minor secondary source topic events shaping the environments on portions of material regarding -Omits major topic the historical primary and topic using text, portions of -Full exploration events shaping the secondary source additional readings primary and of primary and topic, exploration material regarding and online sources secondary source secondary source of primary and topic using text, as directed material material regarding secondary source additional readings -Insufficient use of regarding topic topic using text, material regarding and online sources multiple direct using text, additional readings topic using text, as directed quotes from text additional and online sources additional readings -Uses multiple and from online readings and as directed and online sources direct quotes from sources as directed online sources as -Uses multiple as directed text and from online directed direct quotes -Uses multiple sources as directed -Omits multiple from text and direct quotes direct quotes from online from text and from text and sources as directed from online from online sources as directed sources as directed -Does not follow assignment instructions or steps as directed regarding content Point Value 31 – 35 Pts 28 – 30 Pts 25 – 27 Pts 21- 24 Pts 0 – 20 Pts Historical -Fully addresses -Adequately -Minimally -Insufficiently -Omission in questions posed or addresses addresses questions addresses addressing Thinking topic argument questions posed or posed or topic questions posed or questions posed (Critical using validated topic argument argument using topic argument or topic argument sources, research using validated validated sources, and/or lack of and/or lack of approach, material or other sources, research research material or validated sources, validated sources, evaluation & acceptable support material or other other acceptable research material or research material & evidence acceptable support support & evidence other acceptable or other argument, -Total exclusion & evidence -Total exclusion of support & evidence acceptable assignment of personal bias or -Total exclusion personal bias or -May contain support & comparative of personal bias or comparative inappropriate evidence criteria) judgments unless comparative judgments unless personal bias or -Contains 35% of grade instructed judgments unless instructed comparative inappropriate -Strong presence instructed -Minor problems judgments unless personal bias or of clarity and logic -Good presence in clarity and logic instructed comparative in formulating of clarity and logic in formulating -May contain judgments unless critical analysis in formulating critical analysis and major problems in instructed and giving critical analysis giving insightful clarity and logic in -Major problems insightful and giving response formulating critical in clarity and response insightful -Demonstration of analysis and giving logic in -Demonstration response intellectual maturity insightful response formulating of intellectual -Demonstration of response in paper -Insufficient critical analysis maturity of of intellectual tone and academic intellectual and giving response in paper maturity of language, including maturity of insightful tone and academic response in paper minimal use of response in paper response language, tone and academic Arabic language tone and academic -Insufficient including full use language, terminology where language and/or intellectual of Arabic including full use appropriate insufficient use of maturity of language of Arabic Arabic language response in paper terminology where language terminology where tone and appropriate terminology where appropriate academic appropriate language and/or insufficient use of Arabic language terminology where appropriate -Does not follow assignment instructions or steps as directed regarding evaluation, argument or assignment criteria Point Value 31 – 35 Pts 28 – 30 Pts 25 – 27 Pts 21- 24 Pts 0 – 20 Pts Historical -Fully -Adequately -Minimally -Insufficiently -Lack of demonstrates demonstrates demonstrates demonstrates satisfactory Skills excellent good satisfactory satisfactory organizational (Mechanics, organizational organizational organizational organizational written skills in written skills in written skills in written skills in written skills in presentation of Organization, presentation of presentation of presentation of presentation of background Format, background background background background information, information, information, information, information, analyses and/or Citations) analyses and/or analyses and/or analyses and/or analyses and/or arguments 30% of grade arguments arguments arguments arguments -Inappropriate -Appropriate -Appropriate -Appropriate style -Inappropriate style use in style use in source style use in source use in source style use in source source citation citation containing citation containing citation containing citation containing containing major minimal errors minimal errors minimal errors major errors errors or missing -Proper paper -Proper paper -Proper paper -Proper paper citations and/or format and format and format and layout format and layout sources entirely layout according layout according according to according to -Improper paper to assignment to assignment assignment assignment format and/or instructions (use instructions (use instructions (use of instructions (use of layout according of proper font, of proper font, proper font, size, proper font, size, to assignment size, paragraph size, paragraph paragraph indents, paragraph indents, instructions (use indents, spacing, indents, spacing, spacing, etc.) spacing, etc.) of proper font, etc.) etc.) -Minimal errors in -Minimal Errors size, paragraph -No errors in -No errors in spelling, grammar, in spelling, indents, spacing, spelling, grammar, spelling, grammar, word choice, grammar, word etc.) word choice, word choice, syntax, punctuation, choice, syntax, -Major Errors in syntax, syntax, capitalization or punctuation, spelling, punctuation, punctuation, other writing capitalization or grammar, word capitalization or capitalization or mechanics other writing choice, syntax, other writing other writing mechanics punctuation, mechanics mechanics capitalization or other writing mechanics -Does not follow assignment instructions or steps as directed regarding organization, format, citations or proofreading Point Value 27 – 30 Pts 24 – 26 Pts 21 – 23 Pts 18- 20 Pts 0 – 17 Pts

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Learning Outcomes, undergraduate program

Historical Knowledge Develop a wide range of historical information ‐ identify the key events which express/define change over time in a particular place or region ‐ identify how change occurs over time ‐ explain historical continuity and change ‐ describe the influence of political ideologies, economic structures, social organization, cultural perceptions, and natural environments on historical events ‐ discuss the ways in which factors such as race, gender, class, ethnicity, region and religion influence historical narratives

Historical Thinking Recognize the past‐ness of the past ‐ explain how people have existed, acted and thought in particular historical periods ‐ explain what influence the past has on the present Emphasize the complex nature of past experiences ‐ interpret the complexity and diversity of situations, events and past mentalities ‐ compare eras and regions in order to define enduring issues Emphasize the complex and problematic nature of the historical record ‐ recognize a range of viewpoints ‐ compare competing historical narratives ‐ challenge arguments of historical inevitability ‐ analyze cause‐and‐effect relationships and multiple causation

Historical Skills Develop skills in critical thinking and reading ‐ evaluate debates among historians ‐ differentiate between historical facts and historical interpretations ‐ assess the credibility of primary and secondary sources Develop research skills ‐ formulate historical questions ‐ obtain historical data from a variety of sources ‐ identify gaps in available records Develop the ability to construct reasonable historical arguments ‐ write a well‐organized historical argument ‐ support an interpretation with historical evidence from a variety of primary and secondary sources Department of History Learning Outcomes for Hist 4560

HISTORICAL KNOWLEDGE 1. Range of historical information: Students will examine a broad range of Islamic experiential perspectives through rigorous analyses of historical contexts, social structures and comparative practices of divergent Islamic civilizations throughout the Middle East. Through these analyses, students will observe and understand how change occurs over time; the complex issue of historical causation; the influence of political ideologies, economic structures, social organization, cultural perceptions and practices, and natural environments on the historical events that have shaped these Islamic civilizations, especially as it applies to women’s roles and gender-related issues.

HISTORICAL THINKING

2. Recognize the past-ness of the past: Students will increase in their ability to understand how various Muslim women have existed, acted, and thought within the contexts of specified cultural pasts and historical settings. Through examining historical perspectives other than their own, students will gain an understanding of unfamiliar structures, cultures and belief systems while suspending personal bias or comparative judgments as they relate these perspectives and influences to current trends.

3. Emphasize the complex nature of past experience: Students will foster intellectual maturity by appreciating the complexity and diversity of situations, events and past mentalities that have shaped behavioral, religious, social, and cultural adaptations of Muslim women in both past and present societies.

4. Emphasize the complex and problematic nature of the historical record: Students will gain an understanding of the problems inherent when examining Islamic historical records and documents: awareness of a range of viewpoints; appreciation of the range of problems involved in the interpretation of complex, ambiguous, conflicting and often incomplete material; a feeling for the limitations of knowledge and the dangers of simplistic explanations.

HISTORICAL SKILLS

5. Develop skills in critical thinking and reading: Students will cultivate intellectual integrity, maturity and critical thinking aptitudes through the analysis of Islamic texts and other primary sources for validity, evidence, and other critical evaluation criteria while addressing questions of genre, content, perspective and purpose. Students will be able to recognize that statements are not all of equal validity, that there are ways of testing them, and that historians operate by rules of evidence which, though themselves subject to critical evaluation, are also a component of intellectual integrity and maturity.

6. Develop research skills: Students will foster intellectual independence by setting tasks and solving problems relative to course assignments. This will include but is not limited to: bibliographic skills; the ability to gather, sift, select, organize and synthesize large quantities of evidence; the ability to formulate appropriate questions and to provide answers to them using valid and relevant evidence and argument.

7. Develop the ability to construct reasonable historical arguments: Students will draw on the above skills in constructing written summaries and papers on selected Islamic topics that contain reasonable historical arguments. Such arguments should show competence in creating structure and relevancy in a concise manner. In the case of written argument it should be expressed in clear, lucid and coherent prose. Through discussion board posting, students should draw on these skills to sustain a reasoned line of argument in the face of others, to listen, to engage in sustained debate, and amend views as necessary in the light of evidence and argument.