POL 210-G: Black Women in US Politics and Media Spring 2021 Professor Melissa Harris-Perry Maya Angelou Presidential Chair Department of Politics and International Affairs Department of Women, Gender, and Sexuality Studies Wake Forest University
PICTURED: Rep Maxine Waters (D, CA), the late Shirley Chisholm (D, NY), Minneapolis City Councilwoman Andrea Jenkins, Vice President Kamala Harris, Activist Patrice Cullors
This course examines black women’s participation in American politics as citizens, residents, voters, activists, candidates, elected officials, and media makers. Topics include traditional political action such as voting, campaigning, and protesting and less traditional engagement such as education, research, media, sports and art. We will consider the intersections of race, gender, class, and sexual orientation and identity. The format for this class is decidedly non-traditional. The primary work of this course is producing an ongoing multi-media project titled The Beauty of Change. Students are required to complete significant professional writing , visual and audio media production. There will be some opportunity for skill enhancement, but students need to have prerequisite skills. 1
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
LEARNING OBJECTIVES: Students will critically engage a wide range of scholarly and popular texts focused on social constructions of politics, race, and gender. Students will become familiar with broad themes and approaches to social science research and contemporary writing by and about Black women political actors and media makers. Students will have opportunities for professional publication with a national media partner. Students will gain skills as emerging digital storytellers. Students will gain competency with professional and scholarly analysis, speaking, and writing. Because all elements of this course are delivered online, it is likely you will find it easier to follow the course plan through the Canvas Site. This Google Doc version of our syllabus contains the same information. To assist with organization and legibility, it is organized in “Chapters.” This is a lot of information! You do not need to memorize all of this. You will receive reminders, nudges, and explanations and have many opportunities to ask questions.
PICTURED: Stacey Abrams Photo Credit: DUSTIN CHAMBERS, GETTY IMAGES
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
TABLE OF CONTENTS ABOUT YOUR PROFESSOR CLASS MEETINGS SCHEDULE CLASS POLICIES ASSESSMENTS MODULES MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5 MODULE 6 MODULE 7 MODULE 8
Bio, Contact, Office Hours
Sections, Times, Pro Tips, Wellness
Expectations, Code of Conduct, Tools, Books
Assignments, Rubrics, Grade Scale
Getting Started
Voting and Elections
Profile Pitch Workshop
Speaking for Change: Media and Organizing Profile Workshop
Podcasting Workshop Beauty of Change Final Projects Speakers and Extra Credit
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
ABOUT YOUR PROFESSOR MELISSA HARRIS-PERRY Maya Angelou Presidential Chair Department of Politics and International Affairs Women, Gender, and Sexuality Studies Founder and President, Anna Julia Cooper Center She, Her, Hers EMAIL POLICY Professor Harris-Perry typically responds to all necessary and appropriate emails directly related to course matters within 3 business days. Professor Harris-Perry does not respond to unsolicited student emails from Friday at 3:00 PM until Monday at 12:00PM unless specifically designated. Please be aware that Professor Harris-Perry will provide regular updates to the syllabus and various course materials on CANVAS. Office Hours Playlist: I’ll Be There, Mariah Carey PRO TIPS ABOUT PROF MHP ● How to address me: Professor Harris-Perry, Professor MHP, Prof MHP, Prof are all acceptable. “Melissa” is not. ● I get a lot of email. A lot. If you don't get an immediate response, do not take it personally, I am probably just “doing all the things” and will respond as soon as I can. ● Teaching and learning online is weird and new and stressful. If you get stuck about small or big issues, please ask for help! ● I love/adore/write about Beyonce. Feel free to illustrate any communications with appropriate Beyonce GIFS. For example, this is how I feel about our semester beginning!
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
ABOUT YOUR COURSE ASSISTANT Jamie Crockett Course Assistant Assistant Director of Media Projects, Anna Julia Cooper Center She/Her/Hers About Jamie Jamie Crockett is the AJC Center’s Assistant Director of Media Projects. In this role she helps create, guide and shape the center’s programming, research, and production in broadcast media and journalism. Jamie is also the executive producer and host of the forthcoming “Anna Taught Me” podcast, which amplifies the work of the Anna Julia Center and our partners. Jamie earned an MPA from the MU Truman School of Public Affairs and is currently pursuing an M.A. in strategic communication from her alma mater, the Missouri School of Journalism. Jamie believes her life’s purpose is to illuminate the work individuals and organizations accomplish in and for the community. Her entrepreneurial venture, Shining Light Media, provides strategic consultation and captures others’ shine through multimedia storytelling. Her other professional endeavors have included working in state government and nonprofit communications, and most recently in university media relations. She was a runner up for the Women’s Media Center inaugural Girls State of the Union Address video contest, and was selected as a Student Press Law Center Active Voice fellow.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
CLASS MEETING SCHEDULE CLASS MEETINGS
TUESDAYS, 4:00-5:30 PM We will begin this class with weekly synchronous meetings for the entire cohort. As the course progresses we will increasingly meet in editorial teams to produce digital content. We will also have meetings with experts, speakers, and subjects of our reporting. We will strive for a predictable schedule, but flexibility is extremely important in this endeavor as we move into April production month. All aspects of this course will occur virtually. There will be no required face-to-face interactions.
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We will host several guest speakers throughout the semester. Typically speakers will be scheduled at times that do not coincide with the Tuesday afternoon course schedule, as a small class we will work to schedule these speakers at a time convenient to all.
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PRO TIPS FOR ATTENDING CLASS MEETINGS ● Do your best to attend all meetings. ● When possible, please use your camera while on Zoom. This will help us to build community. This is not a requirement. ● Please use your MUTE function when not speaking. It will improve overall sound quality for everyone. ● When possible, use reaction functions to react to other members of the class and to raise your hand. ● The chat function will be available in each section. Use it to ask questions and contribute even if you don't have a chance to talk during the Zoom. ● See Zoom Guidelines linked to Canvas site.
PRO TIPS for HEALTH and WELL BEING ● Drink more water than you think you need. ● When possible, take a nap. ● Feel free to stand up or move around during class. Just turn off the camera if it will be distracting to others. ● Do you need a bit more support? The Counseling Center is a great place to start. ● On campus? Complete daily wellness screenings on SNEEZSAFE.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
Health and Wellbeing We are living and learning in the midst of a global pandemic. No assignment, meeting, discussion, or any other aspect of this class is more important than our individual and collective physical, mental, and emotional health. Please be familiar with and follow the guidelines established by Wake Forest University outlined in Our Way Forward. Please prioritize your health and the health of others. If any assignments, meetings or expectations of class are likely to negatively impact your health please opt out and discuss alternatives with Prof MHP. This will be a semester of high expectations and substantial flexibility. Prof MHP will seek to create a fair and equitable learning environment. As a member of this class you have a right to learn and to engage in a meaningful way. If technology, software, hardware, meeting times, or any other aspects of this course present meaningful barriers to your ability to learn and engage, please discuss these concerns with Professor Harris-Perry. We will find a solution.
Late Assignment Policy
All students have TWO Free Passes to be used on any assignments except the final project. This means any TWO (2) assignment can be turned in up to 48 hours late with no questions asked and no negative consequences for the grade. After the two (2) Free Passes are used, any assignment submitted late will be subject to the late assignment policy. Assignments submitted late will lose 1/3 letter grade for any late submission within the first 48 hours. Each additional 24 hours results in another 1/3 letter grade reduction. Exceptions to this policy will only be made for emergencies or health challenges that are documented by a physician, university administrator, or other reasonable source. If any student or student’s family members becomes ill during the semester, the late assignment policy will be adjusted appropriately to accommodate all concerns. Academic Integrity
Plagiarism is a serious violation of ethical conduct and academic integrity. Plagiarism need not be intentional. All cases of plagiarism – the theft of words, ideas, sources, and conclusions whether from written, audio, oral, or digital materials –is unacceptable. At the same time, learning and completing assignments online can make it difficult to discern precisely how to ensure your use of sources, information, images, and ideas is appropriate. Please see the Canvas site for a primer about Academic Integrity and proper citation practices online. And if you are stuck or confused, ask! 7
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
COVID-19 Conduct Due to COVID-19 our campus is operating with new Code of Conduct rules and a Student Compact for COVID-19 prevention. Please be aware of these and protect yourself and others.
Disability and Accommodations Students with disabilities requiring accommodations should contact Professor Harris-Perry no later than February 1, 2021, to ensure appropriate accommodations are available. Be certain to also connect with the Office of Disability Services at Wake Forest. Tutoring and Writing Assistance
Wake Forest offers trained peer tutors and effective writing and assignment assistance through The Writing Center @ Wake Forest University. This is a great resource if you need assistance with course assignments.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
Expectations for Classroom Conduct Learning and teaching virtually during a global pandemic is difficult. We will proceed with empathy for one another, kindness towards ourselves, and enthusiasm for our collective journey. We will each do our very best to be present and prepared in our synchronous and asynchronous learning environments. We acknowledge that racism, sexism, heterosexism, classism, ableism, and other forms of interpersonal and institutionalized forms of inequality exist in society. This does not mean we all agree on the causes, consequences, or solutions for these forms of inequality. It does mean we agree to do our best to better understand them, refrain from repeating misinformation, and refrain from personal attack. No student is expected to have all the answers. Mistakes and questions are welcomed in the spirit of cooperative learning. We will work to create an atmosphere where: We keep an open mind and listen; Everyone is valued and respected; Everyone can work and learn; Everyone engages in the thoughtful presentation of ideas, shares the floor, and can critically assess each other’s ideas; No individual is ridiculed or demeaned for sharing personal experiences and ideas; Personal experiences shared in the context of the classroom remain confidential unless otherwise agreed; No individual is expected to be a representative spokesperson for a given group of people, given there is intra-group diversity of skills, beliefs, attitudes and behaviors. REQUIRED BOOKS AND ARTICLES Most assigned readings are available through links on our Canvas site . You will need the following books. You are welcome to have these texts in hard copy or in a digital/ kindle/ebook or audio book form. REQUIRED FOR ALL: Telling True Stories: A Nonfiction Writers Guide CHOOSE ONE from each choice category. ● Kamala Harris, The Truths We Hold: An American Journey OR ● Mary Beth Rogers, Barbara Jordan, An American Hero ● Stacey Abrams, Lead from the Outside OR ● Alicia Garza, The Purpose of Power: How We Come Together When Things Fall Apart
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
ASSESSMENTS
INDIVIDUAL ASSIGNMENTS BRIEF REFLECTIONS ON ASSIGNED READINGS 100 POINTS FOUR (4) reflections./ Twenty-Five (25) points each Students will write FOUR (4) brief reflections. Approximately 1000-1500 words. Each reflection will engage the texts of the assigned module, describe the primary takeaways from these readings, and offer reflections about personal growth or change resulting from these readings. PERSONAL CHANGE REFLECTIONS JOURNAL 60 points SIX (6) reflections / 10 points each Each student will choose to introduce one element of change into their personal life, their family, their friend circle or their community. For example, you may choose to begin a daily 20 minute yoga practice. You may choose to call your older sister every Wednesday. You may choose to volunteer 2 hours every weekend. Students may choose any element of change they seek to introduce. During the semester students will produce SIX (6) journal reflections about this change, their success or setbacks, what is surprising, what is disappointing, and what is beautiful about the effects of this change. Journal entries can be written or in video format.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
COLLABORATIVE ASSIGNMENTS THE BEAUTY of CHANGE STUDENT STORYTELLING PROJECT
We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty.
- Dr. Maya Angelou BEAUTY OF CHANGE PODCAST EPISODE and VIDEO TRAILER: 140 POINTS
Students will work collaboratively to produce a limited series podcast titled the Beauty of Change. The podcast will focus on Black women changemakers in contemporary US politics and media. Students will research, pitch, interview, script, and produce these podcast episodes with the guidance of Professor MHP and course assistant Jamie Crockett. Podcast episodes will be publicly released for a general audience in May 2021. Each episode will be 20 minutes. Students will produce brief 3 minute video trailers for each episode.
BEAUTY OF CHANGE PROFILE 100 POINTS Students will produce six (6) written profiles for each principal source.Students will pitch, research, write, and edit the profiles with guidance of Professor MHP and course assistant Jamie Crockett.Profiles will be publicly released for a general audience in May 2021. ENGAGEMENT/ PRODUCTION/PROMOTION PARTICIPATION: 100 POINTS All students are expected to participate and engage multiple aspects of the collaborative project, to bring creative ideas, to research thoroughly, and to assist with promotion and production. EXTRA CREDIT Extra credit opportunities will be made available throughout the semester. TOTAL POSSIBLE COURSE POINTS: 500 11
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
ACTIVITY
POINTS PER ASSIGNMENT
REFLECTIONS ● Students will write FOUR (4) REFLECTIONS during the semester. ● These responses should not exceed 1500 words ● These responses must include full citations and a list of works cited. ● These responses must be written by individual students, not groups.
MAX POINTS POSSIBLE
25 Points/ each Format/Tone: 4 points
Text appropriate to upper level college paper Follows requirements of length and tone Uses reasonable fonts, margins, spacing etc. Clarity of sentences and paragraphs No errors and spelling, grammar and use of language Organization and coherence of ideas
100
Content: 15 points
All elements of the prompt are addressed Information and ideas presented are sound and coherent Information based on accurate and complete engagements with assigned texts. Coherence of information: specifically, the thesis statement should be clear, the "road map" of the argument should be clear and the conclusions should be clear No opinions are offered without some sort of supporting evidence to explain how the opinion was crafted The best papers will include some nuance and acknowledge the complexity of historical and political arguments
Insight and originality: 4 points
Assigned for the unique, particular, surprising and original insights
References: 2 points
How effectively the references are used in the essay Soundness of references Consistent style in citations
PERSONAL REFLECTIONS Students will write SIX (6) Personal Reflections during the semester based on introducing an element of change in their personal lives. BEAUTY OF CHANGE PROJECT Expectations will be made clear at each stage of this project. Extra Credit
10 Points/ each
60
340 points
340
Will be made available throughout the semester
TOTAL POINTS POSSIBLE
500 (+ EC)
Each essay or video should describe the introduced change, reflect on successes and setbacks, indicate learning, growth, or disappointment.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 1: GETTING STARTED MODULE 1 DATES TUESDAY, February 2, 2021 Read/Watch Before Synchronous Session Watch Professor Harris-Perry’s Introduction Video Login to the Canvas site and look around to familiarize yourself with the upcoming content, expectations, and tools. Synchronous Sessions TUESDAY February 2, 2021 4:00-5:30 Assignments 1. Complete STUDENT SURVEY 2. Use GETTING STARTED: Class Introductions Discussion Board on Canvas to Introduce yourself by video (no more than 5 minutes). a. Tell us your name, major, and hometown b. Tell us about any experiences you have had with professional/ media writing c. Tell us one person you'd like to interview for this project
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 2: VOTING AND ELECTIONS
MODULE 2 DATES 2.1 Black Women Voters 2.2 Black Women Candidates 2.3 Black Women Trailblazers
Tuesday, February 9 2021 Tuesday, February 16, 2021 Tuesday, February 23, 2021
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2.1 Black Women Voters February 9 WATCH: STORYTELLING EXAMPLE
19th Amendment: 'A Start, Not A Finish' For Suffrage | NPR (Approx 6 minutes) https://www.youtube.com/watch?v=XcrGQ0npuCw&feature=emb_logo READ: Tasha Philpot and Hanes Walton Journal. 2007. One of Our Own: Black Female Candidates and the Voters Who Support Them. American Journal of Political Science. WFU LINK HERE PDF LINK HERE READ Claudine Gay Katherine Tate. 2003 Doubly Bound: The Impact of Gender and Race on the Politics of Black Women. Political Psychology. W FU LINK HERE P DF LINK HERE READ Simien EM. Race, Gender, and Linked Fate. Journal of Black Studies. 2005;35(5):529-550. READ Gillespie, Andra, and Nadia E. Brown. "#BlackGirlMagic Demystified: Black Women as Voters, Partisans and Political Actors." Phylon (1960-)56, no. 2 (2019): 37-58. Accessed January 26, 2021. READ Why Black Men and Black Women Vote So Differently. Leah Wright Rigueur The Atlantic. N ovember 2020. READ Women of Color: A Collective Powerhouse in the U.S. Electorate. Danyelle Solomon and Connor Maxwell November 19, 2019. Center for American Progress.
Watch: Truthteller Videos #BlackWomenVote
2.1 Synchronous Session TUESDAY February 9, 2021 4:00-5:30 2.1 Assignments Respond to prompt on Module 2.1 Discussion board. 2.1 PROMPT In what ways are Black women voters unique from other American voters? What are the consequences of those differences?
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
2.2 Black Women Candidates February 16 READ AND WATCH STORYTELLING EXAMPLE Cori Bush: Can She Bring the Movement for Black Lives to Congress? Teen Vogue January 2021
https://www.teenvogue.com/story/cori-bush-cover-january-2021?utm_medium=social&utm_source=twitter&mbi d=social_twitter&utm_brand=tv&utm_social-type=owned READ: Wendy Smooth. Standing for Women? Which Women? The Substantive Representation of Women's Interests and the Research Imperative of Intersectionality. Politics & Gender, 7 ( 3), 436-441. 2011 READ ”Black Women in American Politics 2019” Report of the Center for American Women and Politics
READ: Black Women in the 117th Congress , Report of the Center for American Women and Politics
READ: Kathleen A. Bratton, Kerry L. Haynie & Beth Reingold (2006) Agenda Setting and African American Women in State Legislatures, Journal of Women, Politics & Policy, 28:3-4, 71-96, READ: Status of Black Women in American Politics.
READ: Mia Love, Loses Reelection Bid, NY Times Watch Andrea Jenkins on her History Making Win. Watch Rep.-Elect Cori Bush Recaps Historic Win in Missouri | NowThis
Watch: The 'quagmire' facing Black Republican women who run for Congress
2.2 Synchronous Session TUESDAY February 16, 2021 4:00-5:30 2.2 Assignments Respond to prompt on Module 2.2 Discussion board. 2.2 PROMPT When Black women run for elected office do they face particular challenges and/or enjoy particular benefits related to their identities? What are some of the strategies these candidates use for navigating these issues? Remember to ground your responses in the assigned readings and cite any sources you use.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
2.3: Choose a Trailblazer February 23 Storytelling Example Watch Kamala Harris' family tells about life with her as she is nominated for vice president https://www.youtube.com/watch?v=aCXBhRJJQvg Read Before Synchronous Sessions Kamala Harris, The Truths We Hold: An American Journey OR Mary Beth Rogers, Barbara Jordan, An American Hero.
MODULE 2.3 Synchronous Session TUESDAY, February 23, 2021 4:00-5:30 PM MODULE 2.3 Assignments Respond to prompt for Module 2.3 Discussion board. 2.3 Prompt This is your first chance to practice storytelling. Tell the story of your trailblazer. Focus around the “Beauty of Change” theme. How does your trailblazer experience change in her life? How does she approach the work of change making? What has been beautiful or grotesque about change in her life and politics? Assess some of the key strengths and weaknesses of your trailblazer. Remember your assessment must be based in clear examples and citations of sources. This response can be written or produced as a digital story using audio or video tools.
*** TUESDAY MARCH 2, 2021*** NO UNIVERSITY CLASSES 17
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 3: PITCH WORKSHOP
MODULE 3: March 9 STORYTELLING EXAMPLES: READ: Harris-Perry, Stacey Abrams on Being VP for Elle. READ: Harris-Perry, Sherrilyn Ifill: Civil Rights Superhero Read/Watch: READ: ALL From Telling True Stories Talese, “Delving into Private Lives “ DeGregory, “Finding Good Topics: A Writer’s Question” Kramer, “Reporting for Narrative: Ten Overlapping Rules” Wilkerson, “Interviewing: Accelerated Intimacy” Tizon, “Every Profile is an Epic Story” READ: How to Write a Profile WATCH: How To Pitch for Freelancers (Approx 10 min) MODULE 3 Synchronous Session TUESDAY March 9 4:00-5:30 MODULE 3: Assignments Work collaboratively to create and submit pitches for ten (10) principal subjects for the Beauty of Change project. 18
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 4: SPEAKING and WORKING FOR CHANGE MEDIA and ORGANIZING
MODULE 4 DATES 4.1 March 16 4.2 March 23 4.3 March 30
Making Media for Change
Organizing for Change Choose an Organizer
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MODULE 4.1 : Making Media for Change March 16 Storytelling Example Watch: You Are My Pride , Read Jerald, Morgan C., L. Monique Ward, Lolita Moss, Khia Thomas, and Kyla D. Fletcher. “Subordinates, Sex Objects, or Sapphires? Investigating Contributions of Media Use to Black Students’ Femininity Ideologies and Stereotypes About Black Women.” Journal of Black Psychology 4 3, no. 6 (September 2017): 608–35. https://doi.org/10.1177/0095798416665967. Williams, Sherri. Digital defense: Black feminists resist violence with hashtag activism. Feminist Media Studies. 2015, Adams-Bass, Valerie N., Keisha L. Bentley-Edwards, and Howard C. Stevenson. "That's Not Me I See on TV . . . : African American Youth Interpret Media Images of Black Females." Women, Gender, and Families of Color 2, no. 1 (2014): 79-100. Melissa Brown, Rashawn Ray, Ed Summers & Neil Fraistat (2017) #SayHerName: a case study of intersectional social media activism, Ethnic and Racial Studies, 40:11, 1831-1846, Maya A. Poran. The Politics of Protection: Body Image, Social Pressures, and the Misrepresentation of Young Black Women McArthur, Sherell A. 2016. “Black Girls and Critical Media Literacy for Social Activism.” English Education 48(4): 362. REVIEW Black Women in Film REVIEW Black Women Directors REVIEW: ARRAY EXPLORE: Wear Your Voice Mag . Choose three recent articles on different topics to read. EXPLORE Raquel Willis.com, read at least two profiles she’s written. Watch at least two media clips where she appears as an expert. EXPLORE Wagatwe Wanjuki, read at least one piece she’s written and watch at least one media clip. 4.1 Synchronous Session 20
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
TUESDAY March 16, 5:00-5:30 4.1: Assignment Respond to prompt for Module 4.1 Discussion board. 4.1 Prompt: Is media a tool for change and progress for Black women or a weapon on suppression against Black women? Remember to base your responses in the readings and cite your sources.
CREDIT: “American Uprising” Illustration by Kadir Nelson for Rolling Stone
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 4.2 : Organizing for Change: March 23 Storytelling Example As black protests continue, Black women activists lead again READ African American Policy Forum, Did you know, the plight of Black Women? Chapters 1,2,3 and 11 from Robert Korstad Civil Rights Unionism: Tobacco Workers and the Struggle for Democracy in the Mid 20th Century South. “Their Side of the Case” Domestic Workers and New Deal Labor Reform Harris, LaShawn. In Keona K. Ervin. Gateway to Equality: Black Women and the Struggle for Economic Justice in St. Louis. Oxford University Press. 2018. Aimee Meredith Cox “Narratives of Protest and Play” from Shapeshifters: Black Girls and the Choreography of Citizenship. Duke University Press 2015 Lindsey, Treva B. "Post-Ferguson: A “Herstorical” Approach to Black Violability." Feminist Studies 41, no. 1 (2015): 232-37. Let Her Learn Toolkit- National Women’s Law Center Black Girls Matter Report Alicia Garza, A Herstory of the Movement, Feminist Wire 2014 Read and Watch, Fannie Lou Hamer, DNC testimony, 1964 Eyes of the Rainbow, Assata Shakur, 2019 (about 46 minutes) 4.2 Synchronous Session TUESDAY March 23, 4:00-5:30 4.2: Assignment Respond to prompt for Module 4.2 Discussion board. 4.2 Prompt: How did the readings this week challenge or confirm your prior expectations of what it means to be a “Black woman organizer?” 22
*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 4.3 : Choose an Organizer March 30 Storytelling Example: Watch: Sole Search with Alicia Garza https://www.youtube.com/watch?v=2adqkH-QQXY&feature=emb_logo Read READ Stacey Abrams, Lead from the Outside OR READ Alicia Garza, The Purpose of Power: How We Come Together When Things Fall Apart 4.3 Synchronous Session TUESDAY March 30 4:00-5:30 4.3: Assignment Respond to prompt for Module 4.3 Discussion board. 4.3 Prompt: Tell the story of your organizer. Focus around the “Beauty of Change” theme. How does your organizer experience change in her life? How does she approach the work of change making? What has been beautiful or grotesque about change in her life and politics? Assess some of the key strengths and weaknesses of your organizer. Remember your assessment must be based in clear examples and citations of sources. This response can be written or produced as a digital story using audio or video tools.
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
MODULE 5: PODCAST PROFILE WORKSHOP Topics will include: Riverside Basics Acquiring royalty free music. Editing basics. Transcript basics. Script basics. Podcast Listen/Critique
MODULE 5 Synchronous Session TUESDAY April 6 4:00-5:30 MODULE 5: Assignments Work collaboratively to: 1. Schedule all interviews 2. Create Interview Guides 3. Create series audio intro
MODULE 7: FINAL BEAUTY OF CHANGE PROJECT We will spend April 2-May 1 completing three aspects of the Beauty of Change project. Details and schedule to come. (1) Podcast episodes (2) Video Trailers (3) Written Profiles
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*Created by Melissa Harris-Perry @harrismv@wfu.edu, January 2021
Security and Privacy Issues
Below you will find resources addressing security and privacy concerns associated with several of the applications and extensions we are using in this course. How to Use Google’s Privacy Settings. https://www.consumerreports.org/privacy/how-to-use-google-privacy-settings/ Google's privacy and security settings can take a little explanation to understand and use effectively. Here's a guide to the most important ones. Google’s New Privacy Features Put the Responsibility on Users https://www.wired.com/story/googles-new-privacy-features-put-the-responsibility-on-use rs/ 2019 WIRED article on Google and privacy. Approachable and clear. Security Issues with Chrome Extensions https://www.inc.com/jason-aten/google-chrome-security-problem-allows-spying-on-millio ns-of-users.html Chrome extensions have siphoned off user web history and login credentials. That information was then sent to hackers through a variety of websites. "Online Meeting Essentials" https://pdc.wfu.edu/events/3584/ WFU training addressing security features in Zoom, including multiple ways to enable and disable features from Zoom meetings including waiting room, chat, annotations, setting up co-hosts, removing people and reporting incidents. Zoom Security Nightmares https://www.forbes.com/sites/kateoflahertyuk/2020/06/05/zooms-security-nightmare-just -got-worse-but-heres-the-reality/#7e37602d2131 Spring 2020 Forbes piece on Zoom
Is it Safe to Use Zoom? https://nymag.com/intelligencer/2020/04/the-zoom-app-has-a-lot-of-security-problems.ht ml Spring 2020 NYMag piece on Zoom security issues
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