Instructor:
Winston Bowman
Office Hours: TR 10:30am-12pm and by Appointment (OS 119)
wbowman@brandeis.edu
Sex, Marriage and the State
in American History
Course Syllabus
Course Description:
This course examines the social, cultural, legal and political histories of sex and marriage
in America from the earliest days of European colonization to the present day. We will engage in
a series of complex interrogations of the relationship between the private and the public spheres
of American life across a broad timeframe. The course proceeds chronologically, beginning in the
early colonial era with an account of the differing sexual and marital practices of European settlers
and indigenous groups. It goes on to track the history of sex, sexuality and marriage throughout
the British colonies, tracing narratives of sexual conformity and deviance and illustrating the
mutability of sexual mores over time. We will also discusses conventions governing inter-racial
relationships and the vexed connections between sex and slavery in antebellum America. We will
explore the changing shape of marriage law throughout the nineteenth century and analyze related
controversies over Mormon polygamy. The twentieth century components of the course focus on
the development of changing gender roles, the post-war “sexual revolution” and nascent legal
recognitions of same-sex relationships.
Learning Goals:
This course uses the complex historical interactions of government power, sexual conduct
and marriage practices to cultivate your knowledge of the cultural, social, political and legal
histories of the United States. It will develop your ability to learn how to use a diverse set of
historical methods and sources. Through a series of papers and class discussions, this course will
also enhance core skills in scholarly research, critical thinking, oral communication, and written
expression.
You should gain the perspective afforded by studying events, ideas and actions in historical
context and sequence. Many of the issues covered in this class continue to resonate in
contemporary social and political debate. By the end of the course, my aim is that you will be
equipped to deal with these debates in a more nuanced, sophisticated manner with the benefit of a
deep understanding of the historical currents underlying these ongoing questions.
Required Readings:
Most of the readings in this class are edited cases and photocopied articles and book
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chapters available through the course LATTE page. In addition to those readings, there are five
required texts:
David Allyn, Make Love Not War: The Sexual Revolution, an Unfettered History (Boston:
Little, Brown and Co., 2000).
Margo Canaday, The Straight State: Sexulaity and Citizenship in Twentieth Century
America (Princeton, NJ: Princeton University Press, 2011).
George Chauncey, Gay New York: Gender, Urban Culture and the Making of the Gay Male
World (New York: Basic Books, 1995).
Nancy Cott, Public Vows: A History of Marriage and the Nation (Cambridge, MA: Harvard
University Press, 2002).
Joshua Rothman, Notorious in the Neighborhood: Sex and Families Across the Color line in
Virginia, 1787-1861 (Chapel Hill: University of North Carolina Press, 2003).
These books are on reserve at the library and are widely available for purchase. Readings from
these books are referred to hereinafter by the author’s last name. You should print out all other
readings and bring them to class.
1.
Informed Participation:
25%.
With relatively few exceptions, class sessions will be based primarily on discussions of the
reading assigned for each meeting. If you do not attend this class prepared to contribute
to these discussions, your grade will suffer (along with the class).
2.
Short Papers:
25% total.
You will write two short (four-to-five-page) papers on assigned topics that call on you to
argue an historical position based on your interpretation of the class readings. You should
meet with me at least once to discuss your drafts before revising them and turning them in
on the due date. Your best grade will account for 15% of your grade; your worst grade
will count for 10%.
3.
Research Paper:
25%.
You will write one (1) long (approximately twelve-page) research paper on any major issue
related to this course (I will provide you with a list of potential topics, but you may research
any other topic I approve). This paper must draw on at least five approved primary sources
we have not read in class. It must also incorporate insights from at least two secondary
sources we have read during the semester and two we have not discussed. You will be
required to submit a brief summary of your topic and a proposed list of sources on or before
the date listed below for my approval. As with the short papers, you will also need to
confer with me over your initial drafts before revising them and turning them in by the final
due date.
4.
Final Exam:
25%.
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The in-class final exam will feature a combination of short answer and essay questions.
Other Policies:
1.
Academic Honesty:
You are expected to be familiar with, and to follow, the University’s policies on academic
integrity. Please consult Brandeis University’s Rights and Responsibilities handbook for
all policies and procedures. All policies related to academic integrity apply to in-class and
take home projects, assignments, exams, and quizzes. Students may only collaborate on
assignments with permission from the instructor. Allegations of alleged academic
dishonesty will be forwarded to the Director of Academic Integrity. Sanctions for academic
dishonesty can include failing grades and/or suspension from the university.
2.
Accommodations:
If you have a documented learning disorder or other disability that may require special
accommodations, please see me as soon as practicable to make appropriate arrangements.
3.
Laptops:
You may use laptops in this class to take notes or call up LATTE documents or other class
materials. In the interests of avoiding needless distractions, please refrain from using
laptops for any other purpose.
4.
Phones:
Endeavor to turn your mobile phones and pagers off before class. Text messaging during
class is very rude. Please do not do it.
5.
Attendance:
As noted above, attendance will count toward your participation grade for this class.
Dispensations for excused absences will be made on the basis of a medical condition or
family or personal emergency only.
6.
Late Papers:
Turn your papers and other assignments in on time. Any late assignments will be graded
down one half-grade for each day between the due date and the time you hand in the paper.
7.
Email:
I frequently communicate with the class and individual students via email. Students should
check their email regularly and respond to any queries promptly.
SCHEDULE
Week 1:
Jan. 13:
Course Introduction
Jan. 15:
Conceiving of the Subject
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Readings:
Scott, “Gender: A Useful Category of Historical Analysis.”
Weeks, “The Invention of Sexuality.”
Cott, 1-8.
Week 2:
Jan. 20:
Readings:
First Encounters
Sayer, “Native Sexual Practices in the Eyes of the Beholders.”
Barr, “From Captives to Slaves.”
Jan. 22:
Readings:
Sexual Practices and Mores in Colonial America
Godbeer, “Chambering and Wantonising.”
Dayton, “Taking the Trade.”
Week 3:
Jan. 27:
Readings:
Same-Sex Relations in Colonial America
Godbeer, “The Cry of Sodom.”
Reis, “Hermaphrodites and Same-Sex Sex in Early America.”
Jan. 29:
Readings:
Marriage in Early America
Cott, 9-55.
Week 4:
Feb. 3:
Readings:
Race, Slavery, and Sex
Rothman, 1-87.
Feb. 5:
Readings:
The Law of Marriage in the Early Republic and Antebellum America
Cott, 56-76.
Hartog, 1-39.
Week 5:
Feb 10:
Readings:
Sex, Work and Gender Roles
Stansell, “Women and Men.”
Rothberg, 89-163.
Feb. 12:
Readings:
Sex, Violence, and the Law
Rothberg 164-168.
Cohen, “Unregulated Youth.”
George v. Mississippi (1859).
Paper 1.
DUE:
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Week 6:
Feb. 17:
NO CLASS (Midterm Break)
Feb. 19:
NO CLASS (Midterm Break)
Week 7:
Feb. 24:
Readings:
Divorce and Gender Roles in Nineteenth-Century Marriage
Hartog, 40-314.
Rothberg, 169-199.
Feb. 26:
Readings:
Polygamy in the Mountain West
Gordon, “The Mormon Question.”
Week 8:
Mar. 3:
Readings:
DUE:
The Slow Transformation of Marriage Law
Cott, 77-155.
Research Paper Proposal.
Mar. 5:
Readings:
Sexuality and Urban Life I
Chauncey, 1-150.
Week 9:
Mar. 10:
Readings:
Sexuality and Urban Life II
Chauncey, 151-354.
Mar. 12:
Readings:
Pathologizing Sexual Conduct
Somerville, “Scientific Racism and the Invention of the Scientific Body.”
Katz, “The Invention of Heterosexuality.”
Week 10:
Mar. 17:
Readings:
Redefining “Modern” Marriage
Cott, 156-199.
Mar. 19:
Readings:
Contraception (and Liberation?)
Briggs, “Demon Mothers in the Social Laboratory”
Griswold v. Connecticut (1965).
Week 11:
Mar. 24:
The “Lavender Scare”
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Readings:
Johnson, “The Lavender Scare” (excerpts).
Mar. 26:
Readings:
Miscegenation Revisited
Loving v. Virginia (1967).
Villiager, “Loving in Post-Racial World” (excerpts)
Paper 2.
DUE:
Week 12:
Mar. 31:
Readings:
A Revolution(?) I
Allyn, 41-118 (skip 85-93).
Apr. 2:
Readings:
A Revolution(?) II
Allyn, 119-183
Week 13:
Apr. 7:
NO CLASS (Spring Break)
Apr. 9:
NO CLASS (Spring Break)
Week 14:
Apr. 14:
Readings:
A Revolution(?) III
Allyn, 206-294.
Apr. 16:
Readings:
Strange Bedfellows: Pornography, Hate Speech and Harassment
MacKinnon, “Only Words.”
American Booksellers v. Hudnut (1985).
Rosen, “In Defense of Gender-Blindness.”
R.A.V. v. City of St. Paul (1992).
Week 15:
Apr. 21:
Readings:
“What are you doing in My Bedroom?”
Irons, “The Courage of their Convictions.”
Bowers v. Hardwick (1986).
Romer v. Evans (1996).
Apr. 23:
Readings:
Same-Sex Relationships and the Modern American State
Ettlebrick, “Lesbian and Gay Rights in Historical Perspective.”
Goodrich v. Dept. Public Health (2003).
Lawrence v. Texas (2003).
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Week 16:
Apr. 28:
DUE:
NO CLASS (Brandeis Friday)
Research Papers to Olin Sang 119 by 5pm.
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