Colloquium in
“The History of Sexuality in the
History H650 - Section 15485 (4 credits)
Fall
2004, Wednesdays,
Cavanaugh Hall 537
Instructor: Dr. Nancy M. Robertson Cavanaugh Hall 503T
Office Hours: Tuesdays,
Wednesdays,
or by appt. (In a pinch: nmrobert@iupui.edu )
Study the historian before you study the facts. -E.H. Carr
We do not know yet what our past is going to be. -Eastern European aphorism
Course Description and Objectives:
This course is the readings colloquium for students in the M.A. program. Graduate colloquia are intended to provide a survey of classic and recent scholarly literature in a particular field. Goals include assisting students in framing their own research program and learning how to evaluate historical scholarship. The readings for this course will focus on the topic of sexuality. Even in this relatively new subfield, it will not be possible to cover all the material so another goal will be to learn how to determine what the broader historical trends in a field are. The history of sexuality, like the rest of the discipline, intersects with other subfields. Particular reference will be placed on students discovering the ways in which it is (and is not) useful to them in their present areas of interest.
Supreme Court Justice Stewart said of obscenity that he could not define it, but “I know it when I see it.” People coming to the topic of sexuality have a sense of what it is, how it relates to family, gender, sex, etc., but often cannot articulate their beliefs. Three traits of this sometimes vague subfield are worth highlighting as they will come up for discussion.
! The idea that sexuality is a topic with a history is relatively new (and we will talk about some of the reasons that is the case). The Journal of the History of Sexuality is less than 15 years old, and many would still not think there is a valid subfield.
! Whatever sexuality is, it touches deeply emotional chords in many people. It seems to be at the heart of who people believe they are and their understanding of the world–although it is worth asking how that understanding is historically shaped.
! It is at the heart of many current
debates. The “Brandeis brief” in Muller v. Oregon in the early 20th
century dramatized the usefulness of sociological studies in Supreme Court
decisions. By the mid 20th century,
psychologists weighed in during the Brown
v. Board of Education decision. But
in the 21st century, it was historians that carried the day in last summer’s
ruling in
As will be explained in the first class, the structure of the class will evolve after discussion during the first weeks. Generally, there will be both common readings and presentations from class members on related research. The common reading is intended both to present students with a background on the topic of sexuality, but also to give students a chance to evaluate other scholars’ work (their thesis, the persuasiveness of their argument, their use of sources, etc.). In the case of related readings, many of them will be books and I encourage you to draw on a variety of libraries (and used book sources).
The written work will generally be historiographical–that is: what historians have written are essentially the primary materials, rather than the sources used to illustrate their points (although we will evaluate the interplay of the two).
I will provide longer descriptions of the written work, but the assignments will include:
! Active participation in class (this may include informal written assignments). By definition a seminar requires a give and take that can happen only when people are there and participate. Please note that participation means not just speaking. It means being prepared and contributing thoughtful ideas, questions, or opinions - 15% of final grade.
! Summary of a book and the critical reception that it received, 3-4 page range each–this will be done twice - 15% total. The first one will be on Johnson & Wilentz, The Kingdom of Matthias and is due 9/15. The other will be your choice from the lists of suggested books.
! Two book reviews, 3 page range, 15% each - 30% total (from your choice from the lists of the suggested books).
! A historiographical essay that incorporate at least five sources on a topic (books or essential articles), 15 page range; may include interim steps - 30%.
! Peer review of a classmate’s work - 10%.
Although there will be some lecture to provide background, classes will primarily be discussion. Students should come prepared to talk about the issues raised by the readings, their own research and writing, and their understanding of their colleagues’ projects (and lectures, when applicable).
Two expectations of students in the class are worth emphasizing:
1. Attendance (prompt) is mandatory.
2. All papers (and written responses) will be handed in or distributed on time.
Because the class is in a seminar format, class participation forms a significant portion of the final grade. To state the obvious, it is hard to participate when one is not there. IF it is absolutely necessary to miss a session, the student must notify the instructor in advance. A written assignment may be required of the student to cover the missed session.
Tardy submission of written work inconveniences your classmates as well as the instructor and should not happen.
Books:
The
required books and Turabian can be purchased at the bookstore in Cavanaugh or
at Indy’s College Bookstore (
Required:
! John D’Emilio and Estelle B. Freedman, Intimate Matters: a History of Sexuality in America, 2nd ed (Chicago: University of Chicago Press, 1997).
! Paul Johnson and Sean
Wilentz, The
! Kathy L. Peiss, Major Problems in the History of American Sexuality
(
! Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th edition (Chicago: University of Chicago Press, 1996). You may find earlier editions provide sufficient instruction; they will, however, make it harder to understand references by number rather than topic.
Note: if you plan to do extensive scholarly writing or editing in the future, you may want to consider purchasing a copy of the Chicago Manual of Style, now in its 15th edition (2003). Turabian’s manual ought to get you through the M.A.
Recommended:
! William Strunk, Jr. and E.B. White [yes, the author of Charlotte’s Web], The Elements of Style, 3rd edition [or later].
! Anne Lamott, Bird by Bird: some instructions on writing and life (New York: Anchor, 1994).
Expected:
! You should have a recent
Logistics:
As stated above, I expect both prompt, regular attendance and that written material will be submitted on time. If you must miss a class, there will be a required written assignment (primarily as a way of allowing you to engage the material). If for some reason you do need an extension on written work (and extensions are by no means automatic), you must arrange this in advance. You must get the extension from me in writing and attach that to the written work.
Depending on how much your fellow students are inconvenienced by late work, there will be a penalty in your grade for late assignments. Material that is handed in after the due will generally be marked down at least a 1/3 of a letter grade for each day it is late. That is: a paper that would have been an A, will be an A- if it is one day late and a C- if it is 7 days late, etc. Days means days of the week, not class sessions.
Developing your intellectual skills is possible only when you actually do the work assigned. We will have a longer discussion of intellectual work, intellectual dishonesty, and plagiarism. Plagiarism and cheating will result in an “F” for the work in question and possible disciplinary action by the University. See the IUPUI Campus Bulletin, 2004-06 (pp.36-38) or talk with me if you have questions about what is or is not permissible.
A grade of “incomplete” is troublesome for everyone. The University’s policy is that they are only for students who have completed almost all course requirements and have been prevented by significant or unanticipated circumstances from finishing them.
Information for this class will be posted on ONCOURSE. This will include announcements to the class, changes in the syllabus or due dates, some handouts, etc. This is particularly helpful when you have to miss a class. If you miss a class, you are still advised to contact a classmate about what happened in class. I will not be using the “chat room” or discussion features of ONCOURSE, but will use it for e-mail and announcements. You can also contact your classmates via class mail. I encourage you to set your ONCOURSE options to let you know when you have ONCOURSE mail.
I
expect that all students in this class will access ONCOURSE regularly. Generally, I will post materials for class by
Normally,
I will respond to e-mail within 48 hours (except for messages sent after
As
you may know, you are entitled to an e-mail account through IUPUI. I realize that many of you prefer to use
another provider for e-mail and web work.
The University encourages you to set up your IUPUI account to forward
information to your other accounts. It
means that you can easily access information from the University. If you need help setting up the account or
forwarding mail, contact:
I have voice mail that is on twenty-four hours a day. You are welcome to call me should you need to do so. Note, however, that I will not play “phone tag.” If you leave a phone message, speak slowly and clearly, provide a phone number where you can be reached, and state when you will be at that number.
FYI: There is a University web page that will let you know if the campus is closed for snow:
http://registrar.iupui.edu/adverseweather.html
The Dean’s Office has advised me to warn students that “ultimately, they are responsible for activity on their computer accounts.” Be so advised.
THREE IMPORTANT POINTS:
1. I cannot stress too heavily the usefulness of planning ahead, saving work on your computer OFTEN, making backups, and printing out your paper early. I will recount suitable horror stories of people who did not take these precautions. Please do not become another one of my instructive tales.
2. Unless it becomes necessary, I do not expect to assign pages in Turabian, Struck and White, or Lamott. I will make the following observations.
a. Turabian (the “ruler lady” of the
b. You may also find Strunk and White helpful (with the exception of Ch 5, pt. 17).
c. Be sure to begin following the format laid out in the University’s Guide to the Preparation of Theses and Dissertations, esp. pp. 7-9.
http://www.iupui.edu/~resgrad/grad/theses_dissertation.pdf
3. Handouts, your copy of articles, and other reading material should be brought to class the day/s they are being discussed.
COURSE OUTLINE
The syllabus for this course will be on ONCOURSE. I will post additions, corrections, handouts, and other supplemental materials there as well announce them in class. It is the responsibility of the student to stay on top of changes.
8/25: Introductions and overview of the course objectives and design
By
9:1: What does it mean to say that sexuality has a history?
Finding sources and
resources.
Identifying key terms,
questions, and themes.
Class will start off in the Library UL 2115E (in the Philanthropic Studies Collection area). We will be joined by Kristi Palmer, the subject specialist for history for the Library.
READ:
D’Emilio & Freedman. Intimate Matters: Preface and Introduction
Peiss, Major Problems, Preface and ch. 1
LOCATE AND READ:
The decision and opinions in:
Bowers v. Hardwick (1986)
Also the historian’s brief in the case written by George Chauncey, et al.
WRITE:
1. What are key terms (at least five) and questions (at least 3) in the field as it is presented in these materials? AND What is a question you have or something you think others must understand? Bring six copies.
2. Pick another field/subfield of history. Skim the reviews, abstracts, or literature itself: What are at least three topics or themes where they overlap? Include references (full citations) to relevant pieces.
3. What are your goals/interests in this field?
4. What topics interest you? Email it to me ahead of time, but bring two copies to class.
9/8: Sex and the Birth of a Nation
READ:
Edmund Morgan. “The Puritans and Sex,”
D’Emilio & Freedman, Intimate Matters, Part 1 (ch. 1-3)
Peiss, Major Problems, ch. 3 & 4
9/15: Sex, Religion, and Violence
READ:
Paul Johnson &
Sean Wilentz, The
Find scholarly reviews (you may look for others, such as the Nation, the New York Review of Books, the New York Times, but make sure at least one review is from a scholarly journal).
(continued)
9/15: Sex, Religion, and Violence (cont.)
WRITE:
A 3-4 page paper which is a summary of the book and the critical reception that it received, (7% of final grade). You should have a thesis statement, but you are not writing your own analytical review.
THEN READ:
Painter, “Soul Murder and Slavery,” in Peiss, Major Problems, pp.173 ff.
9/22: What’s Love Got to Do With It?
READ:
D’Emilio & Freedman, Intimate Matters, ch. 4 & 5
Peiss, Major Problems, Preface and ch. 1
Books
to choose from:
Bardaglio Reconstructing the Household: Families, Sex, & the Law in 19th-Century South (1996)
Barker-Benfield, The Horrors of the
Half-Known Life: Male Attitudes Toward Women and Sexuality in 19th-Century
Brodie,
Contraception and Abortion in
19th-Century
Bynum, Unruly Women: The Politics of Social and Sexual Control in the Old South (1992)
Edwards, Gendered Strife and Confusion: the Political Culture of Reconstruction (1997)
Haller
and Haller, The Physician and Sexuality
in Victorian
Hodes, White Women, Black Men: Illicit Sex in the 19th Century (1997)
Lystra, Searching the Heart: Women,
Men, and Romantic Love in 19th-Century
Rothman,
Hands and Hearts: a History of Courtship
in
Ryan, Cradle of the Middle Class:
the Family in
Seidman,
Romantic Longings: Love in
9/29: What’s Law Got to Do With It?
READ:
D’Emilio & Freedman, Intimate Matters, ch. 6
Peiss, Major Problems, ch. 7
DuBois on “Feminism and Free Love” at http://www.h-net.org/~women/
And hand-out of responses
(continued)
9/29: What’s Law Got to Do With It? (cont.)
Books to choose from:
Beisel, Imperiled Innocents:
Anthony Comstock and Family Reproduction in Victorian
Blatt, Free Love and Anarchism: the Biography of Ezra Heywood (1989)
Boyer, Purity in Print: the
Vice-Society Movement and Book Censorship in
Brodie,
Contraception and Abortion in
19th-Century
De Grazia, Girls Lean Back Everywhere: the Law of Obscenity and the Assault on Genius (1992)
Foster, Religion and Sexuality: Three American Communal Experiences of the 19th Century (1981)
Fox, Trials of Intimacy: Love and Loss in the Beecher-Tilton Scandal (1999)
Groneman, Nymphomania: a History (2000)
Kern, An Ordered Love: Sex Roles and Sexuality in Victorian Utopias (1981)
Mohr,
Abortion in
Nissenbaum, Sex, Diet, and Debility
in Jacksonian
Passat, Sex Radicals and the Quest for Women’s Equality (2003)
Pivar, Purity Crusade: Sexual Morality and Social Control, 1868-1900 (1973)
Sears,
The Sex Radicals: Free Love in High
Victorian
10/6: “Sex and the City” and “Gold in Them Thar Hills”
READ:
D’Emilio & Freedman, Intimate Matters, ch. 7
Peiss, Major Problems, ch. 8
Books to choose from:
Brenzel, Daughters of the State: a
social portrait of the first reform school for girls in
Cohen, The Murder of Helen Jewett:
the life and death of a prostitute in 19th-century
Gilfoyle, City of
Goldman, Gold Diggers and Silver
Miners: Prostitution and Social Life on the
(continued)
10/6: “Sex and the City” and “Gold in Them Thar Hills” (cont.)
Books
to choose from:
Hobson, Uneasy Virtue: the Politics of Prostitution and the American Reform Tradition (1987)
McBee, Dance Hall Days: Intimacy
and Leisure Among Working-Class Immigrants in the
Pascoe, Relations of Rescue: the Search for Female Moral Authority in the American West, 1874-1939 (1990)
Rosen,
The Lost Sisterhood: Prostitution in
Stansell,
City of
10/13: “Women Adrift” and “The White Man’s Burden”
READ:
D’Emilio & Freedman, Intimate Matters, ch. 8
Books to choose from:
Alexander, “The Girl Problem”:
Female Sexual Delinquency in
Bederman, Manliness and Civilization:
a Cultural History of Gender and Race in the
Duggan, Sapphic Slashers: sex, violence, and American modernity (2000)
Katz, The Invention of Heterosexuality (1995)
Kunzel, Fallen Women, Problem Girls: Unmarried Mothers and the Professionalization of Social Work, 1890-1945 (1993)
Langum, Crossing Over the Line: Legislating Morality and the Mann Act (1994)
Odem, Delinquent Daughters:
Protecting and Policing Adolescent Female Sexuality in the
Peiss, Cheap Amusements: working
women and leisure in turn-of-the-century
White, The First Sexual Revolution:
The Emergence of Male Heterosexuality in Modern
10/20: “Made a Man of Him”
READ:
D’Emilio & Freedman, Intimate Matters, ch. 9
Peiss, Major Problems, ch. 10
(continued)
10/20: “Made a Man of Him” (cont.)
Books to choose from:
Brandt, No Magic Bullet: a social
history of venereal disease in the
Bristow, Making Men Moral: Social Engineering during the Great War (1996)
Chauncey, Gay
Gustav-Wrathall, Take the Young Stranger by the Hand: Same-Sex Relations and the YMCA (1998)
Ullman,
Sex Seen: the Emergence of Modern
Sexuality in
10/27: “No woman can call herself free who does not control her own body”
READ:
D’Emilio & Freedman, Intimate Matters, ch.10
Peiss, Major Problems, ch. 9
Books to choose from:
Chesler, Woman of Valor: Margaret
Sanger and the Birth Control Movement in
Gallagher, Breeding Better
Vermonters: the Eugenics Project in the
Gordon, The moral property of
women: a history of birth control politics in
Larson,
Sex, Race, and Science: Eugenics in the
McCann, Birth Control Politics in the United States, 1916-1945 (1994)
Reagan, When Abortion was a Crime (1997)
Reed, From Private Vice to Public Virtue: the Birth Control Movement and American Society since 1830 (1978)
Reilly, The Surgical Solution: A
History of Involuntary Sterilization in the
Tone,
Devices and Desires: a History of
Contraceptives in
11/3: The New Woman in the New Era
READ:
D’Emilio & Freedman, Intimate Matters, ch. 11
(continued)
11/3: The New Woman in the New Era (cont.)
Books to choose from:
Bailey,
From Front Porch to Back Seat: Courtship
in 20th-Century
Cook, Eleanor Roosevelt, v. 1 & 2 (1992, 1999)
Dubinsky, The Second Greatest
Disappointment: Honeymooning and Tourism at
Faderman, Odd Girls and Twilight
Lovers: a History of Lesbian Life in 20th-Century
Hall, Revolt Against Chivalry: Jessie Daniel Ames and the Women’s Campaign against Lynching (1979)
11/10: A Hot Time in the Cold War
READ:
D’Emilio & Freedman, Intimate Matters, ch. 12
Peiss, Major Problems, ch. 11
Canaday, “Building a
Books to choose from:
Bailey and Farber, The First Strange Place: the Alchemy of Race and Sex in World War II (1992)
Bérubé, Coming Out Under Fire: Gay Men and Women in World War II (1990)
Cahn, Coming on Strong: Gender and Sexuality in 20th-Century Women’s Sport (1994)
Coontz, The Way We Never Were: American Families and the Nostalgia Trap (1992)
D’Emilio, Sexual Politics/Sexual Communities: the Making of a homosexual Minority in the United States, 1940-1970 (1983/1998)
---------. Lost Prophet: the life and Times of Bayard Rustin (2003)
Eisler, Private Lives: Men and Women of the Fifties (1986)
Jones, Alfred C. Kinsey: A Public/Private Life (1997)
Kennedy and Davis, Boots of Leather, Slippers of Gold: the History of a Lesbian Community (1993)
May, Homeward Bound: American Families in the Cold War Era (1988)
Meyer, Creating G.I. Jane: Sexuality and Power in the Women’s Army Corps During World War II (1996)
Robinson, The Modernization of Sex:
Solinger, “Wake up Little Suzy”: Single Pregnancy and Race Before Roe v. Wade (1992)
Stein, City of Sisterly and Brotherly Loves: Lesbian and Gay Philadelphia, 1945-1972 (2000)
11/17: “You say you want a revolution”
READ:
D’Emilio & Freedman, Intimate Matters, ch. 13
Peiss, Major Problems, ch. 12
READ two Supreme Court’s decisions from the following (we will divvy these up, I am open to other choices):
Roth
v. the
Griswold v.
Memoirs of A Woman of Pleasure v.
esp.
Loving v.
Eisenstadt v. Baird (1972)
Roe v. Wade (1973)
A DRAFT OF YOUR LONG PAPER DUE TO CLASSMATES
Books to choose from:
Bailey, Sex in the Heartland (1999)
Echols,
Daring to be Bad: Radical Feminism in
Ehrenreich, Hess, & Jacobs, Re-Making Love: the Feminization of Sex (1986)
Garrow,
Luker, Abortion and the Politics of Motherhood (1984)
May, Barren in the Promised Land: Childless Americans and the Pursuit of Happiness (1995)
Petchesky, Abortion and Woman’s Choice: the State, Sexuality, and the Conditions of Reproductive Freedom (1984)
12/1: Sex Wars/Culture Wars
READ:
D’Emilio & Freedman, Intimate Matters, ch. 14 & 15
Peiss, Major Problems, ch. 13 & 14
COMMENTS ON
CLASSMATES’ DRAFTS DUE (copy for student, copy for me)
DISCUSSION IN CLASS OF DRAFTS
12/8: What does it mean to say that sexuality has a history? COURSE WRAP-UP
READ:
D’Emilio & Freedman, Intimate Matters, Afterward
Review selected pieces (TBA)
FIND, READ, and WRITE:
Take an American history textbook–relatively recent–how has it incorporated the changing attitudes and information about sexuality (copy relevant passage). I am open to other choices: an exhibit, a documentary film, etc., but talk with me
One page: Assess it. Does it work? Why/why not? How would you do it?
Oral report on your long paper.
ADDITIONAL RESOURCE
The pre-history of sexuality
John C. Burnham, “American Historians and the Subject of Sex,” Societas: A Review of Social History, 2 (1972): 307-316.
Ronald Walters, “Sexual Matters as Historical Problems,” Societas: A Review of Social History, 6 (1976): 157-75.
Howard Gadlin, “Private Lives and Public Order: a Critical View of the
History of Intimate Relations in the
Robert Padgug, “Sexual Matters: on Conceptualizing Sexuality in History,” Radical History Review 20 (1979): 3-33.
Ellen Ross and Rayna Rapp, “Sex and Society: A Research Note from Social History and Anthropology,” Comparative Studies in Society and History, 33 (1981): 51-72.
Estelle B. Freedman, “Sexuality in 19th-Century