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 – WINTER 2022

SEX AND GENDER 1500 - 1800

Professor: Ulrike Strasser

Contact: ustrasser@ucsd.edu

Office Hours: Thursday 10 to 12.00 & by appointment

Place: RWAC #0835 (Department of History, 8th Floor)

Teaching Assistant: Nicholas Pacetti

Contact: npacetti@ucsd.edu

Office Hours: Tuesday 10 to 12 & by appointment

Place: RWAC #0752 (Department of History, 7th floor)

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

how historians use ‘gender’ and ‘sexuality’ as analytical categories for studying the past
how major events in early modern Europe involved people of different genders and affected each differently
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

analyzing primary sources (i.e. those produced at the time)
analyzing secondary sources (i.e. those produced by scholars)
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,

Thank You!

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.

Course Requirements:

All readings for the week need to be finished by before our first meeting.
Regular attendance and readiness to participate in various in-class activities 10%
Three discussion board contributions, worth 40% of the total course grade
A mid-term, worth 25% of the total course grade
A final oral exam, worth 25% of the total course grade

All course requirement must be met/completed in order to receive a passing grade.

Please make sure you can live with the set discussion and exam dates before continuing with this class. In addition, plan ahead to avoid last-minute glitches like lost internet connections, parking or printing problems or having to take out your roommate’s dog. These are not acceptable excuses. I do not accept late papers or offer make-up exams except in cases of a documented medical or family emergency.

If you are registered with the Office for Students with Disabilities and require different accommodations, please check the section on Accessibility 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 based on 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

Mid-term Examination:

This exam will be an in-class blue book exam. It will take place on February 9 8am to 9.20am. The exam will consist of IDs, short essay/s, and a source analysis. You will receive more information as we get closer.

Final Oral Exam:

The final oral exam will last a maximum of 15 minutes. You will be asked to prepare a five-minute report on a topic (provided ahead of time), followed by questions on this topic and about the course in general. The exams will take place during finals week. There will be a sign-up for specific slots.

Course Readings:

Our course readings come in two sets.

We will read the following book:

Catalina de Erauso, Memoir of a Basque Lieutenant Nun Transvestite in the New World (Boston: Beacon Press, 1996)

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. You are strongly encouraged to work with printed copies rather than the electronic version.

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.

Finally, a general note on trigger warnings: Although I will make every attempt to help all students feel comfortable and respected while participating in this course, the fact is that some of you may be offended or troubled by some of the language, images, ideas, or readings that are assigned. There is simply no way to study the history of sexuality (and gender) except by examining all elements of the history of sexuality (and gender) --- clearly and analytically -- even those that offend us, our current value systems, beliefs, or personal experiences. My belief is that we cannot learn and grow unless we critically examine our own beliefs and experiences through our exposure to the beliefs and practices of peoples of the past. Ultimately, all readings and assignments will be required for this course. If you find the material too personally difficult to complete, I am happy to talk to you about this, but I will not assign alternative readings. In the past, some of my students have found support through campus counseling service.

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

WEEK 1 (Jan 10 & 12)

Introductions & MODULE 1

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

*Primary Source Package Module 1 (pdf)

MODULE 2 (Jan 17 & 19)

Whose Renaissance? Humanism and the Querelle de Femmes

* Excerpts Moderata Fonte: On the Worth of Women (pdf)

MODULE 3 (Jan 24 & 26)

Renaissance Sexual Practices and Modern Misconceptions

* Excerpts M. Rocke, Forbidden Friendships (pdf)

*** Discussion post #1 due on Thursday (prompt released on Tuesday)***

MODULE 4 (Jan 31 & February 2)

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

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

*Wiesner, “Lusty Luther” (pdf)

*Karant-Nunn, "The Masculinity of Martin Luther" (pdf)

MODULE 5 (Feb 7 & 9)

The Protestant Reformation – Progress for Women?

*** MID-TERM: FEBRUARY 9 ***

MODULE 6 (Feb 14 & 16)

Marriage Formation, Catholic Reformation, and the Beginning of the Witch Hunts

* Munich Court Records 1638 (pdf)

* Excerpt "Malleus Maleficarum" (pdf)

MODULE 7 (Feb 21 & 23)

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

* Excerpts Witch Trial (pdf)

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

* S. Briggs, "Witches and Neighbors" (pdf)

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

*** Discussion post #2 due prompt released on Thursday for completion before next class/Tuesday Feb 28***

MODULE 8 (Feb 28 & March 2)

European Colonial Expansion and Catholic Missions : Reforming Sex and Gender Abroad

* Primary Sources Marie de L’Incarnation (pdf)

* Movie "Black Robe"

MODULE 9 (March 7 & 9)

Frontiers of Sex and Gender: Wayward People in Europe and the Colonial World

* Catalina de Erauso, Memoir of a Basque Lieutenant Nun

*** Discussion post #3 due on Thursday (prompt released on Tuesday)***

MODULE 10 (March 14 & 16)

Sex and Gender: Past, Present, and Future

* Excerpts A. Srinivasan, The Right to Sex

*** ORAL EXAM/FINALS WEEK***

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:

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,
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

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/