Course Syllabus

Please note: The instructor reserves the right to make changes to any part of the syllabus if the needs of class participants call for such changes.

 

HISTORY 139 – FALL 2020

SEX AND GENDER 1500 - 1800

                                   

Professor: Ulrike Strasser

Contact: ustrasser@ucsd.edu                                    

                                                                                                                                                          

Course Description:

Gender and sexuality have had a turbulent history. How humans define what it means to be male and female and what constitutes sexual activity, proper and improper, has varied tremendously over time. It has been both a cause for conflict and catalyst for change. This course explores how Europeans between 1500 and 1800 understood gender and sexuality and how that mattered for the course of history. How were masculinity and femininity defined and contested during seminal periods such as the Renaissance or the Protestant and Catholic Reformations? What constituted acceptable and non-acceptable sexual behavior for men and women of different social classes during these times?

And what role did gender and sexuality play in large-scale phenomena such as the early modern witch-hunts and Europe’s overseas expansion? These are some of the larger questions and themes covered in this class.

 

Content Objectives:

By the end of the course you will increase your knowledge about

  1. how historians use ‘gender’ and ‘sexuality’ as analytical categories for studying the past
  2. how major events in early modern Europe involved both men and women and affected each differently
  3. how sexual norms and sexual practices have evolved over time and how they have interacted with gender norms

 

Skill Objectives:

By the end of the course you will improve your skills in

  1. analyzing primary sources (i.e. those produced at the time)
  2. analyzing secondary sources (i.e. those produced by scholars)
  3. examining and constructing historical arguments in discussion and writing

 

Contact and Communication:

You are responsible for keeping up on the information about deadlines, assignments, etc. on the course website on canvas, regardless of your notification settings.

In addition, please make sure that your UCSD e-mail account is in working order. Important information will also be communicated by email.

I want to answer people's questions and needs outside of class, but there are many of you and one of me.  In order to allow me to most quickly get to your email, please follow these steps.

 

Your Subject Line MUST be:

HIEU 139 Student Question

 

Copy and paste the lines below into the body of your email and fill them in:

Student Name:

PID:

My question is about (place an X on the appropriate line):

___ A grading issue

___ An assignment not yet due

___ Requesting an exception (for a deadline, an exam, etc.)

___ Something else

 

Dr. Strasser,

<Put your email here -- be concise, but professional!>

Thank You!

<Put your name here>

I will respond to your email as quickly as possible. Because constant email checking decreases productivity, I limit my times on email to twice per day, and rarely log on in the evenings or weekends.  

 

Note: Please post any questions about the course content to our discussion board on canvas. You will definitely not be the only one to have content questions. Posing such a question benefits everyone. Either another student will be able to answer, or I will address the issue there.

 

Our Online Format

All of you work in different locations and under different circumstances. To accommodate the challenges of this situation, all course materials, including my lectures, can be accessed asynchronously.

However, on Fridays (starting 10/9) you will be asked to sign up and participate in a thirty-minute small group Zoom discussion to have a live class experience and deepen your engagement with the material. This is also your chance to get to know some classmates and your professor. We may also use the Hypothesis program as part of our group work.

There will be no more than 10 students per session. The following time slots are available and will be filled on the basis of’ first come, first served’.

 

Friday     11.00-11.30     11.30-12.00   12.00-12.30  

                   13.00-13.30       13.30-14.00   14.00-14.30

 

You participation grade will be based on the number of times you attend and are fully present (no multi-tasking or sleeping):

7-8 sessions= A-/A

5-6 sessions=B-/B

3-4 sessions=C-/C

1-2 sessions=D-/D

   0 sessions=F

 

The course is divided into learning modules. Every module is scheduled for a week.

 

Work Rhythm

Starting in week 1, we will follow the same work rhythm every week:

It runs like this

Complete WRITING ASSIGNMENTS by Monday evening

View VIDEOS by Wednesday evening

Finish READINGS before your section on Friday 11.00

 

Grading Information

 

Assignment

Points

Weight

Discussion/Tutorials

25%

Discussion Board Posts

25%

Shorter Analytical Paper

20%

Longer Analytical Paper

30%

 

 

100%

 

Grading Scale

A = 90-100%

B = 80-89%

C = 70-79%

D = 60-69%

F = 59%-below

 

Discussion Board Contributions:

You will be asked to post to the discussion board on three occasions in the course of the quarter. You will receive a prompt describing each assignment that will ask you to write a 150 to 200-word post; in addition to your post, you are also required to comment on one other student’s post.

 

This writing activity will be graded by the following rubric:

            A = answered the question correctly and thoughtfully, met word-limit requirement, and posted a relevant comment to another post

           B = answered question correctly but somewhat superficially and either did not meet word-limit requirement or did not post a relevant comment

            C = answered question hastily and made errors; did not meet word-limit requirement and did not post a relevant comment

            D = answered question incorrectly and did not meet word-limit requirement or did not post a relevant comment

            F = no post

 

Shorter (Midterm) Analytical Paper:

You will be asked to write a shorter analytical paper (3 to 5 pages) in which you will analyze material from one or two course modules from the first half of the class in greater depth.

 

Longer (Final) Analytical Paper:

You will be asked to write a longer analytical paper (7 to 10 pages) in which you will analyze material from three to four modules covered throughout the quarter. There will not be an overlap in modules covered in the shorter and the longer analytical papers.

 

Course Readings:

The course readings come in two sets.

  1. We have a main textbook that we will be using throughout the quarter. You need to get a copy of this book:

Merry Wiesner-Hanks, Women and Gender in Early Modern Europe. FOURTH edition. Cambridge University Press, 2019.

Make sure you get the right (4th) edition of the book!

  1. We will also be working with a selection of primary and secondary sources: I will post these readings for you on canvas. They will be made available for each module as we move through the quarter.

Because our class takes place online during challenging times, I have reduced the course reading load. Of course, there is always more you could read on any topic. If something grabs your interest, or if you are a history major with some familiarity of the subject matter and are itching for more, just let me know.

 

C o u r s e  S c h e d u l e  a n d  T o p i c s

 

WEEK 0 (October 2)

Introductions – Check Canvas Site for Videos and Other Instructions!

 

MODULE 1 (October 5,7,9 )

Defining Sex and Gender in Early Modern Europe: Philosophical, Medical and Legal Frameworks

Readings

* Wiesner-Hanks, Women and Gender, 1-18; 22-30; 50-57

*Primary Source Package Module 1 (pdf)

DISCUSSION SECTIONS #1 

 

MODULE 2 (October 12,14, 16)

Whose Renaissance? Humanism and the Querelle de Femmes

Readings

*Wiesner-Hanks, Women and Gender, 31-38; 170-176; 195-206

* Primary Source Pack Module 2 (pfd;,including Castiglione reading mentioned in interview with Merry Wiesner-Hanks!)

DISCUSSION SECTIONS #2

 

MODULE 3 (October 19, 21, 23)

Renaissance Sexual Practices and Modern Misconceptions

DUE POST #1

Readings:

* Wiesner-Hanks, Women and Gender, 67-74; 78-84.

*Excerpt Michael Rocke. Forbidden Friendships: Homosexuality and Male Culture in Renaissance Florence (pdf)

* Images          

DISCUSSION SECTIONS #3

 

MODULE 4 (October 26, 28, 30)

Redefining Sex and Gender in the Protestant Reformation:  Martin Luther’s Real Revolution 

Readings:

*Wiesner-Hanks, Women and Gender, 38-41           

*Roper, “Luther: Sex, Marriage and Motherhood” (pdf),

*Spierling, “Father, Son and Pious Christian” (pdf)

*Images

DISCUSSION SECTIONS #4

 

MODULE 5 (November 2,4,6)

A Historians’ Debate:

The Protestant Reformation – Progress for Women?

DUE POST #2

Readings:

*Wiesner-Hanks, Women and Gender, 63-64, 84-89; 90-91, 231-247; 267-273

* Primary Sources Package Module 5 (pdf)

DISCUSSION SECTIONS #5

 

MODULE 6 (November 9 & 13 – Veterans Day Nov. 11)

Sex, Marriage, and Gender in the Catholic Reformation

Readings:     

*Wiesner-Hanks, Women and Gender, 63-64; 74-78; 131-134, 247-256,

*Ulrike Strasser, “Pregnant Bodies, Personal Purity, and Public Goods,”

*Primary Source Package Module 6 (pdf)

DISCUSSION SECTIONS #6

 

MODULE 7 (November 16, 18, 20)

Sex with the Devil: Why Witch Hunts? Why Women? And When Men?

DUE SHORTER ANALYTICAL PAPER

Readings:

* Wiesner-Hanks, Women and Gender, 247-256, 325-328

* Excerpt "Malleus Maleficarum" (pdf)

* Roper, "Witchcraft and Fantasy in Early Modern Germany" (pdf)

* Briggs, "Witches and Neighbors" (pdf)

 * Labouvie, "Men in Witchcraft Trials" (pdf)

 DISCUSSION SECTIONS #7

 

MODULE 8 (November 23 & 25 – Thanksgiving Nov. 26)

Catholic Missions: Reforming Sex and Gender Abroad 

Readings:

*Wiesner-Hanks, Women and Gender,

* Primary Sources Marie de L’Incarnation (pdf)

* Mary Laven “Jesuits and Eunuchs” (pdf)

 

 

MODULE 9 (November 30, December 2 & 4)

European Colonialism: Sex, Gender, and Race

DUE POST 3

 *Wiesner-Hanks, Women and Gender, 337-368

* Primary Source Package Module 9 (pdf)

DISCUSSION SECTIONS #8

 

MODULE 10 (December 7, 9, 11)

Wayward Women in Europe and the Colonial World

* Catalina de Erauso, Memoir of a Basque Lieutenant Nun (pdf)

DISCUSSION SECTIONS #9

 

DUE FINALS WEEK – LONGER ANALYTICAL PAPER 

 

STUDENT RESOURCES FOR LEARNING AND SUPPORT 

Academic Integrity

Academic Integrity is expected of everyone at UC San Diego. This means that you must be honest, fair, responsible, respectful, and trustworthy in all of your actions. Lying, cheating or any other forms of dishonesty will not be tolerated because they undermine learning and the University’s ability to certify students’ knowledge and abilities. Thus, any attempt to get, or help another get, a grade by cheating, lying or dishonesty will be reported to the Academic Integrity Office and will result sanctions. Sanctions can include an F in this class and suspension or dismissal from the University. So, think carefully before you act by asking yourself:

  1. a) is what I’m about to do or submit for credit an honest, fair, respectful, responsible & trustworthy representation of my knowledge and abilities at this time and,
  2. b) would my instructor approve of my action?

You are ultimately the only person responsible for your behavior. So, if you are unsure, don’t ask a friend—ask your instructor, instructional assistant, or the Academic Integrity Office. You can learn more about academic integrity at http://academicintegrity.ucsd.edu

(Source: Academic Integrity Office, 2018) 

Library Help

Ask a Librarian

https://library.ucsd.edu/ask-us/

 

Library Help: Course Reserved, Connecting from Off-Campus and Research Support

https://library.ucsd.edu/ask-us/triton-ed.html

 

Learning Resources

Writing Hub

https://writinghub.ucsd.edu/

Improve writing skills and connect with a peer writing mentor

 

Supplemental Instruction

https://aah.ucsd.edu/supplemental-instruction-study-group/

Peer-assisted study sessions through the Academic Achievement Hub to improve success in historically challenging courses

 

Tutoring – Content

https://aah.ucsd.edu/content-tutoring/
Drop-in and online tutoring through the Academic Achievement Hub

 

Tutoring – Learning Strategies

https://aah.ucsd.edu/learning-strategies/

Address learning challenges with a metacognitive approach

 

Office of Academic Support & Instructional Services (OASIS)

https://oasis.ucsd.edu/

Intellectual and personal development support

 

Student Success Coaching Program

https://successcoaching.ucsd.edu/

Peer mentor program that provides students with information, resources, and support in meeting their goals.

Student Resources

UC San Diego (as an institution) and I (as a human being and instructor of this course) are committed to full inclusion in education for all persons. Services and reasonable accommodations are available to students with temporary and permanent disabilities, to students with DACA or undocumented status, to students with health or other personal concerns, and to students with other kinds of support needs. Please feel free to let me know if there are circumstances affecting your ability to participate in class. Some resources that might be of use include:

Basic Needs

Any student who has difficulty accessing sufficient food to eat every day, or who lacks a safe and stable place to live, and believes this may affect their performance in this course, is encouraged to contact:

foodpantry@.ucsd.edu |  basicneeds@ucsd.edu  | (858)246-2632

 

CAPS Student Health and Well-Being

Provides services like confidential counseling and consultations for psychiatric services and mental health programming

https://wellness.ucsd.edu/caps/

 

Community Centers

As part of the Office of Equity, Diversity, and Inclusion the campus community centers provide programs and resources for students and contribute toward the evolution of a socially just campus

https://students.ucsd.edu/student-life/diversity/

 

Triton Concern Line

Report students of concern at (858) 246-1111

https://blink.ucsd.edu/instructors/advising/concern/

 

Undocumented Student Services

Programs and services are designed to help students overcome obstacles that arise from their immigration status and support them through personal and academic excellence

https://uss.ucsd.edu/

 

Accessibility

Students requesting accommodations for this course due to a disability must provide a current Authorization for Accommodation (AFA) letter issued by the Office for Students with Disabilities (OSD) which is located in University Center 202 behind Center Hall.  Students are required to present their AFA letters to Faculty (please make arrangements to contact me privately) and to the OSD Liaison in the department in advance so that accommodations may be arranged. 


Office for Students with Disabilities (OSD)

Documents student disabilities, provides accessibility resources, and reasonable accommodations

858.534.4382 | osd@ucsd.edu | https://disabilities.ucsd.edu/

 

Inclusion

UC San Diego (as an institution) and I (as a human being and instructor of this course) are committed to full inclusion in education for all persons. Services and reasonable accommodations are available to students with temporary and permanent disabilities, to students with DACA or undocumented status, to students with health or other personal concerns, and to students with other kinds of support needs. Please feel free to let me know if there are circumstances affecting your ability to participate in class. Some resources that might be of use include:

 

Office of Equity, Diversity, and Inclusion

858.822.3542 | diversity@ucsd.edu | https://diversity.ucsd.edu/

 

Student Life: Diversity
https://students.ucsd.edu/student-life/diversity/

 

Policy on University of California Diversity Statement

https://regents.universityofcalifornia.edu/governance/policies/4400.html

 

Technical Support

For help with accounts, network, and technical issues:

http://blink.ucsd.edu/go/servicedesk

 

For help connecting to electronic library resources such as eReserves and e-journals:

https://library.ucsd.edu/computing-and-technology/connect-from-off-campus/

 

For help installing Zoom for video conferencing, virtual office hours, synchronous lectures:

https://blink.ucsd.edu/technology/file-sharing/zoom/