1. 10-10:50 Harvill 428 Pit/Wiseman

2. 9-9:50 Modern Languages 203 Pabón/Jackson

3. 11-11:50 Modern Languages 411 Pabón/Jackson

4. 11-11:50 Psychology 307 Pit/Wiseman

5. 9-9:50 Modern Languages 204 Briggs

Course Description: History of Modern Sexualities examines how the concept of what sexuality is changes over time, and by place and person, how sexual categories are socially constructed, and how sexuality acts in relation to other identity factors such as gender, religion, class, race, and national origins. Focusing on how norms have been deployed from Europe to the Americas and throughout colonized areas allows us to consider the mutual transformations on colonizers and colonized people. We will use feminist theory, queer theory, class analysis, and theories of race to look at the mechanisms by which power relations between variously gendered people are established and maintained and the effects of capitalism, urbanization, secularism, imperialism, sexology, and sexual identity politics.

Course Readings: The required textbook available at the U.A. bookstore is Kathy Peiss, ed., Major Problems in the History of American Sexuality (Houghton Mifflin, 2002). A reading packet is available through electronic reserves.

Day-to-day Business of the Course: The goal of this course is to introduce provocative, controversial topics. Students are invited and encouraged to express opinions and thoughts, and to interrupt lectures by raising their hands with questions and/or objections. Of course, the real place for questions and opinions to get a thorough airing is in Friday sections, and discussion may need to get cut off during Monday/Wednesday lectures. Nevertheless, it is the experience of the instructor that the best time to raise a question is when it occurs, so students are welcome to raise questions or start conversations during lecture sessions.

Assignments: This is a history course, so the point is to learn historical methodology. One of the most important things students can learn about history and historians is that there is no such thing as an historical "fact," and relatively few settled questions. Written assignments are structured to teach students how to enter the conversation--the ongoing, passionate, and engaged controversy that is the study of history.

There are two kinds of written assignments:

Footnote Chase: Students are asked to take one footnote from a secondary source and look it up. You should write a 1-2 pp paper describing the document, setting it in a context, and assessing how well you think the author used that source.

Five-page paper: This paper is to be responsive to a question handed out ahead of time and based on the previous few weeks' assignments. Students are expected to make an argument, provide evidence, and produce a well-structured essay. Papers are to be double-spaced; margins should be one inch all around, and font size should be 10 or 12 point, in some standard font (i.e., not kidprint or anything cute). Grades will be based on clarity, persuasiveness, responsiveness to the question asked, evidence of original thought, and spelling, structure, and formal grammar. An A paper will be excellent on all of these dimensions. An argumentative paper must (1) state a clear argument in the first paragraph, (2) be followed by paragraphs that demonstrate that argument with (3) evidence. Papers that do not meet these three criteria will not receive a grade higher than a D.

Quizzes: In addition, there will be 10 unannounced quizzes. Their purpose is to encourage you to come to class on time with the reading done. Quizzes will consist of two to five questions, intended to be easy if you have done the reading. They may be given at the beginning of lecture or of section. There will be no make-up quizzes. The two lowest scores will be dropped, so you have essentially two free missed classes. After that, you lose points. Anyone who must miss more than two classes because of athletic schedules, illness, or family emergency is expected to provide their section leader with official documentation to that effect, and will be eligible to have additional quiz grades dropped.

Participation grade: You are expected to attend and participate in section. You will receive a grade for it. If you come to every section with the reading done and make one or two comments, you can expect an A. If you do less, expect less.

Cumulative Final Exam: The exam will include short answer, multiple choice, and short essay items. It is cumulative, covering the entire course. Before the exam, you will be given a study sheet with a list of things that might possibly be on the exam. Students are encouraged to form study groups and work together to develop exam answers.

Grades will be computed based on 100 points.

15 footnote chase

20 5 pp. paper

15 participation

24 quizzes (8 quizzes @ 3 pts. each)

26 final exam

___________

100 points

Jan. 15--Introduction; Peiss, pp. 1-25

Week 2. American Conquest (1500s-1700s Anglos, French, and Spanish in America)

Jan. 20--no class, Martin Luther King Day

Jan. 22--Peiss all of ch. 2

Jan. 24--first discussion section meeting

Week 3. Community Reproduction and Expansion (1600s-1700s New England)

Jan 27--Cornelia Hughes Dayton, "Taking the Trade: Abortion and Gender Relations in an Eighteenth-Century New England Village," Linda K. Kerber and Jane Sherron De Hart, eds., Women's America: Refocusing the Past 5th ed. (2000), 90-106.

Jan. 29--Peiss all of ch. 3

Week 4. Discourses of Women's Sexuality in Early Modern Europe

Feb. 3--Song of Songs

Feb. 5--Lyndal Roper, "Oedipus and the Devil," Oedipus and the Devil: Witchcraft, Sexuality and Religion in Early Modern Europe (1994): 226-248.

Week 5. Industrialized Class-Formation and Sexuality, Part I (late 1700s-1800s Britain and U.S.)

Feb. 10--Leonore Davidoff, "Class and Gender in Victorian England: the Diaries of Arthur J. Munby and Hannah Cullwick," Feminist Studies 5:1 (Spring 1979): 87-141.

Feb. 12--Peiss, ch. 4: Stansell only

Feb. 14-- Footnote chase assignment due in section

Week 6. Racialized National Unification (ca. 1830s Latin America)/ Racialized Separation and Expansion (esp. 1800s U.S. South)

Feb. 17--Doris Sommer, Foundational Fictions: The National Romances of Latin America (1991), 7-29.

Feb. 19--Peiss all of ch. 5

Week 7. Romantic Friendships (1800s U.S. & Britain)

Feb. 24--Peiss all of ch. 6

Feb. 2--Lisa Moore, "'Something More Tender Still Than Friendship': Romantic Friendship in Early-Nineteenth-Century England," Feminist Studies 18:3 (1992): 499-520.

Week 8. European Imperialism

March 3--Ann Stoler, "Carnal Knowledge and Imperial Power: Gender, Race and

Morality in Colonial Asia," in Micaela Di Leonardo, ed., Gender at the Crossroads of Knowledge: Feminist Anthropology in the Postmodern Era (1991): 51-101.

March 12--From Kenneth Ballhatchet, "Contagious Diseases and Cantonment Acts" in Race, Sex, and Class Under the Raj

March 14--5 pp. paper due in section

Week 9. Spring Break, No Class

Week 10. Popular/Scientific Invention of Heterosexuality and Homosexuality? (U.S)

March 24--Peiss all of ch. 10 through Katz

March 26--Peiss: Chauncey article

Week 11. Eugenic Parenthood and the Politics of Reproduction

March 24-- Gisela Bock, "Racism and Sexism in Nazi Germany," When Biology Became Destiny, 271-296.

March 26--Peiss ch. 9

Week 12. Nationalisms and Sexualities

April 7-- Cherríe Moraga, "From a Long Line of Vendidas: Chicanas and Feminism"

Peiss Almaguer only in ch. 14

April 9--Costlow, Sandler, and Vowles "Introduction" to Sexuality and the Body in Russian Culture

Week 13. Sexual Revolutions (1960s-1980s U.S. and France)

April 14--Peiss, ch. 12

April 16-- Monique Wittig, "One Is Not Born a Woman" in The Straight Mind and Other Essays (Boston, Beacon): 9-20.

Week 14. Sexually Transmitted Diseases

April 21-- Peiss ch. 13

April 23-- Rosalind Harrison-Chirumuuta and Richard Chirumuuta, "AIDS from Africa: A Case of Racism vs. Science?" AIDS in Africa and the Caribbean (Westview, 1997), pp. 165-80.

Week 15. Transgender (1970s but esp. 1990+ U.S.)

April 28--Kate Bornstein, "Which Outlaws" and "Gender Terror, Gender Rage," in Gender Outlaw: On Men, Women, and the Rest of Us (1994), 55-85.

April 30-- from Don Kulick, "The Context of Travesti Life," Travesti: Sex, Gender, and Culture Among Brazilian Transgendered Prostitutes (1998).

Week 16. Sexiles and Globalization (1990s+)

May 5--Manuel Guzmán, "Pa' La Escuelita con Mucho Cuida'o y por la Orillita: A Journey through the Contested Terrains of the Nation and Sexual Orientation," in Frances Negrón-Muntaner and Ramón Grosfoguel, eds., Puerto Rican Jam: Rethinking Colonialism and Nationalism (1997), 209-228.

May 7--last class/wrap up

MAY 14--11-1, Econ 110: FINAL EXAM