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HT Skills Blank Chart

Type of Source: ________Secondary (PBS Newshour Feature)___

Title:

______________14-Year-Old Girl Shot for Going to School in Pakistan


__________________
Authors Name: ____________Thaisi H. Da Silva and Allison McCartney___________
Date published/written: ______October 10, 2012__________
Historical
Reading
Skills
Sourcing
(Before
Reading)

Question

1. This author probably believes

- that Malala was right in speaking out against the Taliban


and standing up for her rights

2. Why was this piece


audience for this writi

- to expose an incredible

- Malalas persistence and tenacity is very brave

- to bring light to Malala

- women cant have equal access to education when their

- to inform a Western aud

lives are at stake for doing so

Sourcing
(Before
Reading)

Question

3. Based on this sourcing information, I predict this


author will

- tell the story from Malalas point of view


-

reference Malalas contributions to Pakistan and the girls


trying to get an education there

Pakistan to even attem

4. I do/dont trust (or

I trust this document bec

- its from a credible sour

- it provides a lot of outs

their information and h

- it came from a compila


trustworthy

Contextualiza
tion

1. I already know that ____ is happening at this time


(describe as many relevant political/social events as
possible):

- struggle for power between Pakistani Taliban and


government

- other attacks on people who didnt side with the Talibans


views

- Osama bin Laden killed by United States

Contextualiza
tion

2. From this docume


time were feeling

fearful in Pakistan beca

worry in the west of es

relief at having killed O

anger from the Taliban

3. What things were different back then? What things


were the same? (relevant to the source and topic)

- since then, Malala has gained international attention , which


she has focused on her cause

- Malala and her school are now under western protection

Close
Reading

1. What major claims does the author make?

2. The author is tryin


using/saying)___
highlight significa
(pathos/ethos/logo

- Malalas shooting was a tremendous injustice


- it wasnt fair for Malala to be in danger simply because she
wants to go to school

- the problem preventing girls from getting education in the


Middle East is religious extremism

this problem is out of c


number of attacks on s

Malala should be suppo


shes a young girl who
That is horrible, so we s

this issue is widely and


quotes the Prime Minis
credibility

Corroboratio
n

Choose one piece of evidence that you find particularly shaky


or biased and summarize that here:

Choose one piece of evid


or persuasive and summa

- the Talibans actions against Malala are, for the most part,
condemned by the people of Pakistan

- Malalas contributions w
for an International Childr
Peace Prize for the blog s

Using your other historical sources, summarize what other


authors or piece of evidence say about this issue/event/topic:
- while the Taliban wasnt widely supported, some peoples
religious views led them to agree that women shouldnt be
educated and have the same rights as men

Using your other historica


authors or piece of eviden

- Malalas blogs are prolifi


other sources.

- She put herself at grea

HT Skills Blank Chart

Type of Source: __Primary ______________

Title: ________I Incite This Meeting to

Rebellion______
Authors Name:___Emmeline Pankhurst____________
_____October 17, 1912_____
Historical
Reading
Skills
Sourcing
(Before
Reading)

Date published/written:

Question

1. This author probably believes

- that women at that time deserved to be heard


- that the government denying women their rights was a
terrible yet preventable crime
- the government has the power to make changes, so its
important to push them in the right direction

Question

2. Why was this piece


audience for this writi

- to express the injustice


female

- to tell the story from th

the male-dominated me

- to giver her cause new l


could continue to make c

Sourcing
(Before
Reading)

3. Based on this sourcing information, I predict this


author will

- express anger at the government for its inaction

4. I do/dont trust (or

- Pankhurst was a promin


movement

- pass on the responsibility of garnering womens rights to the - taken from a compilatio
audience

Contextualiza
tion

1. I already know that ____ is happening at this time


(describe as many relevant political/social events as
possible):

- suffragists being apprehended and imprisoned by the


government for obstructing political campaigns and
proceedings

2. From this docume


time were feeling

angry at the governme


suffragists

frustration with women


established cause

distrust of each other


against the movement
of civil disobedience

- World War I: History of oppression and other civil


rights for black men inspiring women

- suffragists released from prison for being in poor condition


from not eating in prison

Contextualiza
tion

3. What things were different back then? What things


were the same? (relevant to the source and topic)

- womens suffrage was a central issue in media


- women hardly had any rights
- women would be arrested for standing up for their rights

Close
Reading

1. What major claims does the author make?

- women should be free to disagree with governmental values


- the government is at fault so long as it upholds these antisuffragist values

- the criticism of the militant nature of the protests sets a


double standard, but women are not recklessly endangering
the lives of others

Corroboratio
n

2. The author is tryin


using/saying)___
highlight significa
(pathos/ethos/logo

to join the suffragists m


audience angry at injus

the government is in th
political movements an
they are wrong

Choose one piece of evidence that you find particularly shaky


or biased and summarize that here:

Choose one piece of evid


or persuasive and summa

- Biased saying that militancy of women is more selfless and


honorable than that of men

- Strong saying that if p


important it is the job of t
how important it is

Using your other historical sources, summarize what other


authors or piece of evidence say about this issue/event/topic:
- Some sources would argue that militancy is not a good
quality of civil disobedience and that peaceful protest is the
only way for change to happen.

Using your other historica


authors or piece of eviden

- This would relate to the


UN regarding feminism. S
significance to an audienc
otherwise.

Type of Source: Primary

Title: Half the Sky Chapter 3: Learning to Speak Up


Author: Nicholas D. Kristof and Sheryl WuDunn
Summary:
This chapter tells the story of Usha Narayane, an Indian woman living in the infamous
slum of Kasturba Nagar. It contrasts her more educated, career-oriented life with those of the
other women of the slum, who have been taught that docility and submissiveness mark the
epitome of femininity. The author claims that this makes them targets, as when a gang started to
take control of the slum, they raped and violated women to establish a sense of fear, rather than
having to deal with the bodies that would result from simply killing. The police, though they
were accessible to the community, held little concern for these people as they were poor and
uneducated, while the gang that victimized them had the money to bribe the authorities. Usha
was the first of the women to fight back against the gangs leader, Akku Yadav, which ultimately
led to the women of the slum confronting and stabbing him to death. The chapter emphasizes
how after Yadavs death, Usha made it her mission to educate and protect the community, and as
a result it is a much safer place to be.
Critical Analysis:
This chapter, despite the horrors that both sides contributed to, remains fairly objective.
Although it spends a lot of time describing how manipulative and abusive Akku Yadav was
towards the people of Kasturba Nagar, it also points out how gruesome his murder was and that
we should be careful when we consider condoning murder, no matter the circumstances.
However, Usha Narayane is cast in a generally positive light, and her actions against the gang
were made out to be commended rather than condemned. It blatantly answered my essential
question by saying, The single most important way to encourage women and girls to stand up
for their rights is education.
What surprised me about this chapter was the difference between the community Usha
lived in before and after she started trying to educate people. The women of Kasturba Nagar
were seen as worthless and easily manipulated since they were taught to obey men
unconditionally. After Usha taught them that they could find safety and meaning in
empowerment, the entire atmosphere of the slum shifted drastically.
I also thought it was interesting how the author made a point to recognize that we should
be wary of fighting violence with violence. Since rape is an unforgivable atrocity, what do we
make of a murder so gory the walls of the room Akku Yadav was killed in were stained with his
blood? It seemed that the story had two opposing resolutions: one in which the perpetrator of the
sex crimes was brutally killed and one in which Usha educated the population of the slum to
empower them. I think it was interesting how they were contrasted, so as a reader I could
consider whether one was dependent on the other or if just one of them was the solution to
gender equality.

Type of Source: Secondary


Title: Islamic Feminism in the Middle East
Author: Rob L. Wagner
Summary:
This article outlines the struggles of Islamic feminists or, more specifically, how the
progression of their movement is being helped and hindered by their religion. While women and
their lifestyles are often restricted by Islamic culture and ideals, Islam offers a sense of cohesion
and purpose to the Middle East, and abandoning that to pursue feminism doesnt sit well with a
lot of people. It describes two groups of feminists: one that is content to achieve equality within
Islamism, so as to maintain communal connection and traditional cultural values, and another
that feels oppressed by their religion and wants to define feminism on its own terms. The second
group receives a lot of public backlash for their goals, as its abandonment of Islam seems radical
and unfounded, almost seeming like a sort of ideological warfare. This is where the controversy
lies Islamic feminists, whose progress has been at practically a standstill since the more
racially-based attacks on Islam following 9/11, are certainly at a crossroads. While maintaining
Islamic tradition while pursuing equality would result in stronger support from the public, it is
likely to come with some heavily-enforced limitations. On the other hand, abandoning Islam
would lessen public support, but would also provide more freedom to the activists in the form of
ways their movement could potentially develop.
Critical Analysis:
I thought the article was slightly biased towards the secular Middle Eastern feminists, as it
elaborated more on the negative backlash they have received over other aspects of the story. For
instance, it went into detail on how anti-feminist Islamic groups have posted vicious comments
on social media regarding more publicly prominent women. It seems to propose that feminism
and Islam cannot coexist completely.
Pertaining to my essential question, I thought that it suggested that both groups
mentioned have things to learn from each other to progress Middle Eastern feminism. Islamic
feminists can grow to further understand how non-Islamic cultures portray and treat women, and
make a more well-informed decision based on that knowledge, while secular feminists can work
more within their religion, and not rule cooperation out entirely.
I was disappointed to see that the role of education in progressing feminism in the Middle
East wasnt as heavily stressed. However, I thought it was interesting how, once again, there was
a division between two methods of progression: violence/rebellion versus cooperation/unity. This
is the second source Ive read that has been more an advocate of the former, which is interesting
to me because neither of these sources are told directly from an Islamic womans perspective. I
think there might be some discrepancy between what the authors are proposing these women
endure for equality and what the actual women are able and willing to endure for equality.
Oli Sakadinsky

Education: The Foundation of a Movement


Womens inequality is a pandemic issue deeply ingrained in world cultures by the
historical pressures of patriarchal values that transcend any one religion or mores. While we still
have a long way to go on the road to equality, our progress can be greatly aided through the
intervention of thorough education of both men and women. Ignorance only perpetuates
oppression, hate crimes, and the hierarchy of the sexes.
The most historically significant action against this ignorance in our history took the form
of the Womens Suffrage Movement, dating back to the early 1900s. The movement was fueled
by independent, educated women. When women achieved the right to vote, with the support of
the men educated on the importance of womens equality, they could use their education to
make informed decisions and could thus elect leaders to best represent their interests as
women (Pankhurst).
Despite a significant cultural gap, this principle of education as a means for change still
held true in the small Indian village of Kasturba Nager. This village, for lack of any money, was
completely under the control of a violent gang led by a man named Akku Yadav. While it held
authority over all the villagers, including the police (through bribery and threats), the women
were especially terrorized, as the members of the gang preferred rape opposed to murder as a
fear tactic. However, one of the women, Usha Narayane was spared from this brutal
harassment. Her family very much valued education, and remarkably put her and her four
siblings through schooling, after which they all graduated from college. This was especially
notable, considering no other person, much less a woman, had ever even attended college.
When Usha returned to Kasturba Nager, she was horrified by the extent Akku Yadavs
gang had prospered through its utterly unchallenged violence. Impervious to police intervention
due to his ability to pay them off, Yadav would go so far as to sexually assault thirteen year olds,
chopping their older sisters and their mothers to bits on public streets. Upon involving the police
when she intervened with an assault on her neighbor, Usha was targeted by the gang and was
confronted by forty of its members. She barricaded her house and awaited help from the police,
who never came. In a tremendous display of courage, Usha turned on the gas in her house and
threatened to blow herself and the entire gang up if she was not left alone. The thugs fled,
fearing for their lives. She served as an example for the other women of the village, who banded
together and stabbed Yadav to death in the courtroom in which he was defending his innocence.
While this was still an incredibly gory conquest, it was representative of the power of just one
educated woman in an oppressive culture. Without Usha, the women of Kasturba Nager would
still be subjected to the brutality of Yadav and his gang.

As the authors of Half the Sky describe the factors behind Ushas successes, The first
step towards greater justice is to transform that culture of female docility and subservience so
that women themselves become more assertive and demanding. Without the proper education
of women, this step is almost completely unachievable. The difference this educated woman
made despite the economic and cultural factors working actively to her detriment is astounding
(Kristof, Learning to Speak Up).
A more recent and publicized instance of male obstruction of female education which
was overcome by an educated and empowered young woman is that of Malala Yousafzai, the
now seventeen year old Nobel Peace Prize recipient from Mingora, Pakistan. Already an activist
for her own rights at the age of thirteen, Malala was shot in the head by the Taliban for simply
attending school and documenting her life as a girl under a Taliban-dominated culture. Her
activism included not only her frequent blog updates on what she experienced on her
educational path but also her blatant insistence on furthering her knowledge and attending
school, which contradicted Taliban beliefs. For this, she was specifically threatened and
targeted. Rather than succumbing to their extremist fear mongering, Malala rose up from this
tragedy to be an even fiercer advocate for womens rights and the importance of education for
women. She now had the ability to extend this to a global scale, as her story quickly gained
international attention. The foundation of Malalas beliefs and opportunities all stemmed from
her and her familys faith in education as a conduit for change (Teaching Girls
Empowerment).
Many Western womens rights activists hold what they call oppressive Islamic beliefs
and practices at fault for these occurrences. However, a closer look at religious history reveals:
When Mohammed introduced Islam in the 7th Century, it was a step forward for
women. Islamic law banned the previously common practice of female infanticide
and it limited polygamy to four wives, who were supposed to be treated equally.
Muslim women routinely owned property with rights protected by the law, while
women in European countries often did not have the equivalent property rights.
All in all, Mohammed comes across in the Koran and the traditions associated
with him as much more respectful of women than early Christian leaders (Kristof,
Is Islam Misogynistic?).
While this proves that Islam is not inherently misogynistic, of course there are instances
in which cultures have interpreted it to be oppressive towards women. For example, in Kabul,
Afghanistan, women are forbidden to see male doctors under any circumstances, yet are also
forbidden to receive the education they need to become doctors themselves. This leaves all sick
and injured women to die without any medical care provided to them. This detrimental practice is
not explicitly condoned by the Koran or even supported by basic common sense, and thus
reflects more of a cultural bias rather than religious restrictions.

This can be most easily remedied through the education of both the men and women of
these cultures, as it is their localized interpretations of the overarching religion of Islam that is
driving the majority of the oppression. An additional factor in places with these oppressive
interpretations is the misconception that Western womens activism and equality cannot
coincide with the traditions held in such high esteem by both men and women. When this factor
is present, education of women is obviously crucial. However, in male-dominated cultures so
saturated in inequality that women cannot visit a doctor, it is just as important for men to be
educated on the necessity for womens rights as well as the means through which these rights
can be applied in the context of their religion (Young).
Ultimately, misogyny is no more intrinsic to Islam than it is to any religion practiced
worldwide, despite Western depiction of Islam as oppressive to women. Western culture still
contributes to the obstruction of womens equality, so it is almost hypocritical to pass judgement
on these Muslim-populated countries when were perpetuating similar problems. In fact, the
same religion we hold at fault for violent atrocities committed and misogynistic restrictions
upheld has paradoxically elected women for leadership positions in government, scientific fields,
and other prominent sectors, something we are still attempting to accomplish ourselves as a
Western culture. Such women include President Megawati Sukarnoputri of Indonesia (Muslim
population of 88%), Prime Minister Benazir Bhutto of Pakistan (Muslim population of 96%), and
President Roza Otunbayeva of Kyrgyzstan (Muslim population of 86%), all of whom have been
elected by predominantly Muslim populations into positions still coveted by Western women
(Muslim Female Political Leaders).
Thus, the demonization of the Islamic faith almost seems to be a redirection of a more
profound issue we depict Muslim women as not having any freedom or rights when in some
cases theyve achieved more than many Western women. This is where education comes so
much into play across drastically diverse cultures, as all womens equality movements deserve
acknowledgement and credibility no matter where they originate from. With knowledge of these
other movements, we can make strides towards equality together internationally rather than
working in isolation towards similar goals. Part of education is to recognize equality within the
context of all cultures and religions, and it is through achieving this recognition that we can best
bring about womens equality worldwide.

Works Cited
Kristof, Nicholas D., and Sheryl WuDunn. "Chapter 3: Learning to Speak Up." Half the Sky:
Turning Oppression into Opportunity for Women Worldwide. New York: Alfred A.
Knopf,
2009. N. pag. Print.
Kristof, Nicholas D., and Sheryl WuDunn. "Chapter 9: Is Islam Misogynistic?" Half the Sky:
Turning Oppression into Opportunity for Women Worldwide. New York: Alfred A.
Knopf,
2009. N. pag. Print.
"Muslim Female Political Leaders." Wikipedia. Wikimedia Foundation, n.d. Web. 04 Jan. 2015.
<http://en.wikipedia.org/wiki/Muslim_female_political_leaders>.
Pankhurst, Emmeline. "I Incite This Meeting to Rebellion." History Is a Weapon. N.p., n.d. Web.
04 Jan. 2015. <http://www.historyisaweapon.com/defcon1/pankhurstincitetorebel.html>.

"Teaching Girls' Empowerment in the Developing World." PBS Newshour Extra. PBS, n.d. Web.
04 Jan. 2015. <http://www.pbs.org/newshour/extra/2014/09/top-resources-teaching-girlsempowerment-developing-world/>.
Young, Cathy. "NewsObserver.com." Don't Equate East and West Misogyny. Newsobserver, n.d.
Web. 06 Jan. 2015. <http://www.newsobserver.com/2014/04/02/3752969_dont-equateeast-and-west-misogny.html?rh=1>.

Oli Sakadinsky
Honors Humanities 11

Independent Study Project Proposal


My independent study project will be based around education and how it has contributed
to, and is essential to, the development of womens equality in the United States. Additionally, I

will be studying how Western progression of the womens equality movement has impacted
Middle Eastern cultures. I chose this topic because the development of womens equality is still
ongoing, and as a girl living in the United States Im interested to see the steps my country has
taken and to investigate how those steps have affected other countries.
ESSENTIAL QUESTION:
Is education a key to bringing about womens equality in the world?
RESEARCH QUESTIONS:
What motivated the actions of the Womens Suffrage movement and how is that paralleled in
modern day situations?
Can education alone bring about womens equality?
How do other factors, such as technology, economic development, and religious freedom
impact the education, and thus, the change?
What can we do to obtain the goals of laws already put in place regarding womens equality?
How do gender norms vary between America and the Middle East in both culture and religion?
What problems still exist in the United States with gender norms and should we impose our
ideals onto the rest of the world in light of those problems?
My topic relates to the essential questions were covering in class by focusing on the
mechanisms that bring about justice in society. By studying the effects of rhetoric, religion, and
culture on the womens rights movement, I am simply applying the factors that contribute to
overall political change to a more specific subject. As far as the approaches to justice, I am
concentrating on the equality aspect and bringing to light changes which have already taken
place as well as changes that have yet to come to fruition.
READING LIST:
A Call to Action: Women, Religion, Violence, and Power by Jimmy Carter
This book follows former president Jimmy Carter and his wife Rosalynn as their
foundation travels the world investigating the status of women in various countries. They study
the effects of religion, violence, and warfare on the conditions women are forced to live under.
The book concludes that the state of womens equality is not improving, but in fact, deteriorating.

Dont equate east and west misogyny by Cathy Young


This article addresses the problems that exist in the United States relative to womens
education, economics, and religion. It questions whether or not we have a basis upon which to
pioneer change in womens rights globally based upon our ongoing struggles in achieving them
ourselves.

Equality: Womens Strike for Equality


This source is a short film that historicizes the importance of the Womens Suffrage
Movement and its celebration of accomplishments in 1970. It clearly defines ongoing struggles
which still remain prevalent today. The historical perspective and modern application push us as
a society to initiate change.

Half the Sky by Nicholas D. Kristof and Sheryl WuDunn


Half the Sky demands the world to deal openly with the massive humanitarian issue that
is gender inequality. It outlines what perpetuates this injustice, including religion, economics,
and historical precedence. The compilation of various factors that inhibit change are broken
down and examined in this book.
Chapter 3: Learning to Speak Up
This chapter emphasizes the importance of women standing up for themselves in spite
of the possibility of being being perceived as unreasonable. In doing this, they can spread a
message of change while also deconstructing societal norms prohibiting them. It urges women
to defy whatever expectations they have been burdened with, and that courageous actions of
self-definition are manifestations of education.
Chapter 9: Is Islam Misogynistic?
This chapter can be summarized by just one of its quotes: A majority of the dwellers of
hell will be women, who curse too much and are ungrateful to their spouses. This quote was
written by Muhammad Imran, who wrote the book Ideal Women in Islam. In essence, this
suggests that if women are not in every way perfect to the ideals of Islamic culture, they are
deserving of hell. This brings to light an obvious barrier between Muslim men and women
standing up for their rights.

I Incite This Meeting To Rebellion by Emmeline Pankhurst


This was a speech delivered in October of 1912. It calls upon the audience to unite
against the daily injustices that women face. She advocates for confidence and tenacity against
the criticism and opinions surrounding the feminist movement and explicitly recognizes the
difference in the expectations of men and women. In it, she blames the government for not
taking action and urges the people to rise to the challenge of making equality a reality.

Islamic Feminism in the Middle East by Rob. L Wagner


This article describes how womens rights movements in the United States and the
Middle East differ, especially in terms of goals. It outlines the importance of Western ideals of
liberty and voice versus the Islamic ideals of finding a place in the context of religion.
Additionally, it overviews factors contributing to the oppression of women, such as sexual
violence and harassment, media portrayal, and cultural rhetoric, and shaming of independence.

Of Woman Born by Adrienne Rich


Passage: Of Woman Born
This passage addresses the objectification of women in 1977 (just a few years after the
organized public recognition of the struggles of the Womens Suffrage Movement), and how their
dreams are stifled by by societal norms. It goes on to explain how this violates fundamental
rights and the reasons that women not having control over their own bodies is blatantly wrong.

Reading Lolita in Tehran by Azar Nafisi


This book tells the story of a group of women and their teacher, Azar Nafisi, and takes
place in the Islamic Republic of Iran. Together, they secretly work through a variety of classic
Western books. It explores how education can be a savior to those under oppressive forces, and
other ways women can overcome adversity in seeking equality. Also, it brings in the influence of
Islamic culture in shaping the girls lives, highlighting the raids and violence that took place.

Final Project Proposal

Oli Sakadinsky

The research question Ill focus on for my project is: What problems still exist in the
United States with gender norms and should we impose our ideals onto the rest of the world in
light of those problems? My thesis is that striving for equality and adhering to religious beliefs
shouldnt be mutually exclusive, so by forcing ideal western equality onto middle eastern women
we would be doing more harm than good. When we are no longer focused on trying to fix
problems that are no longer present in the middle east, we can evaluate ourselves and assess
similar problems present in the United States.
To express this thesis, my project will take the form of an interactive awareness
campaign. I will include a picture of a typical western woman alongside a picture of a typical
middle eastern woman and have a survey pulled up on my computer (or already completed) for
people to say which woman they think is more overtly oppressed by her culture and why. As the
exhibition progresses, Ill hopefully have compiled substantial evidence of the stereotypes
surrounding middle eastern gender equality movements. I will ensure that my project clearly
conveys my thesis by showing actual statistics (like amount of women in leadership) to show
that by dispelling those harmful stereotypes we bring to light our own equality issues as a
country. This will serve as an example of education and the power it has to invalidate
misconceptions of equality in different cultures.
My perspective on this topic is unique because as a United States citizen, Im very
familiar with how middle eastern women are portrayed in western culture. However, having

extensively researched and listened to women of other cultures, Ive also developed a grasp of
the other side of this issue, which I think is unique to someone of my age and background.
I plan to integrate quotes from Half the Sky into the pictures/art pieces, as well as
statistics Ive collected on the articles on the backsides of them. Also, I want to feature the
comparison of the Bible and the Koran to serve as evidence of the seeds of inequality planted
by religious texts and how they might not have been equally harmful to the women of their
respective cultures.
For this project to look polished, I think I will refine it by testing out the survey portion to
determine whether it would be better to have it already prepared or to have it be an interactive
experience at exhibition. If I do prepare it ahead of time, I would could further refine it by
collecting results from a second survey, taken after its participants were more informed. This
would showcase the difference between a mindset uneducated about the situation and one well
educated about it.

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