HIST 1017: Sex, Violence, and Power in Early America
WI 2015
R308/9
8:30–9:30 M W
Seminar as per the university course schedule
Professor N. Kozuskanich
Office: H310 nathank@nipissingu.ca ext. 4189
https://twitter.com/Prof__K OFFICE HOURS 10:00 – 12:00 M, or by appointment
History Department: http://twitter.com/NipUHistDept
https://www.facebook.com/NipUHistDept
By remaining registered in this course you are agreeing to abide by the policies contained herein.
COURSE DESCRIPTION
The American past was shaped in part by the construction of gendered categories. Whether to
colonize, enslave, disenfranchise, or resist one another, the peoples of the Americas often used
differences in gender and sexuality to justify their actions. Through lectures and small seminars,
students will explore the various processes of objectification by which human beings became
subjects throughout the history of early America.
COURSE EXPECTATIONS
By the end of the course students will be able to:
1. Identify, understand, and analyze key themes and developments in the history of the
United States.
2. Identify and analyze continuity and change in the history of the United States.
3. Analyze primary documents as a source of historical understanding about the American
past.
4. Identify and assess historical arguments in secondary sources.
5. Synthesize primary and secondary source material into an original piece of writing.
6. Write clearly and logically in coherent prose.
7. Demonstrate a promising ability to communicate effectively, both orally and in writing.
COURSE OUTCOMES
Successful graduates of this course will demonstrate:
1. A promising ability to analyze and interpret primary and secondary sources.
2. A working knowledge of the key peoples and events that have shaped the history of sex,
violence, and power in the United States.
3. The ability to communicate effectively in clear and correct writing.
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REQUIRED BOOKS
1. HIST 1017 Course pack
2. Foster, Thomas et al eds. Documenting Intimate Matters: Primary Sources for a History
of Sexuality in America (2013).
3. Johnson, Paul E. and Sean Wilentz. The Kingdom of Matthias (1994).
RECOMMENDED BOOKS
1. Rampolla, Mary Lynn. A Pocket Guide to Writing in History, 7th ed. (2012).
ENROLLMENT
All students must be officially enrolled in the course. Those who withdraw from the course after
March 12 will receive a WDR on their academic record. Enrolling officially and on time is
solely the responsibility of each student
ASSIGNMENTS, EXAMINATIONS AND PAPERS
This course is made up of short and more focused written assignments. The assignments are as
follows:
1. Primary Source Response Papers (150-200 words x 3)
 Primary sources are the nuts and bolts of history. Your job is to use the primary
source(s) for the week (choose any three weeks) to write a brief analytical
paragraph that makes a concise historical argument about sex, violence, and/or
power in American history. Things to consider: How does the document help us
understand the period in which it was written? How does it help us understand the
cause and effect relationships of the past? What can this document help you
prove about the past? What conclusions can you draw? Focus on analysis, not
summary. Do not describe the document, use its contents to prove a thesis. Due
at the beginning of seminar the week after the document was assigned.
2. Article Review x 2: (700-800 words) DUE Feb. 11 and March 18 @ 8:30 am
 Write a review of two of the articles assigned for seminar. You can only review
an article that has already been discussed in seminar. A good review does the
following:
a. Summarizes the article’s content.
b. Places the article in historiographical context.
c. Identifies the article’s thesis and themes, and assesses the evidence used to
support them.
d. Offers a critique.
While a) and b) are straight forward (and will comprise about 60% of the essay),
c) may seem like a daunting task. Keep in mind, though, that a critique is an
assessment of value. Questions you should consider: Of what use is this article to
historians? What contribution, if any, does it make to our understanding of sex,
violence and/or power in the past?
 All essays MUST be formatted as follows:
a. 700-800 words (no more, no less)
b. 12 pt Times New Roman font
c. double spaced
d. proper Chicago style footnotes (see Rampolla)
3. Annotated Bibliography: DUE April 1 @ 8:30 am
 Choose a week from lecture as a topic.
 Write a brief 250-300 word introduction to your topic.
 Compile an eight source bibliography, of which at least three sources must be
monographs. You may not use a sources assigned for class. Keep the parameters
of the course in mind.
 Annotate each bibliographic entry with a 3-4 sentence explanation of that source’s
unique historiographical/methodological/theoretical contribution.
 Organize the bibliography in whatever way makes sense for your topic.
4. Final Exam: as per the university exam schedule.
GRADING STANDARDS (FROM THE ACADEMIC CA LANDAR)
"A" - (80-100%)
"B" - (70-79%)
"C" - (60-69%)
"D" - (50-59%)
"F" - (0-49%)
"A" indicates Exceptional Performance: comprehensive in-depth knowledge of the principles and
materials treated in the course, fluency in communicating that knowledge and independence
in applying material and principles.
"B" indicates Good Performance: thorough understanding of the breadth of materials and
principles treated in the course and ability to apply and communicate that understanding
effectively.
"C" indicates Satisfactory Performance: basic understanding of the breadth of principles and
materials treated in the course and an ability to apply and communicate that understanding
competently.
"D" indicates Minimally Competent Performance: adequate understanding of most principles and
materials treated in the course, but significant weakness in some areas and in the ability to
apply and communicate that understanding.
"F" indicates Failure: inadequate or fragmentary knowledge of the principles and materials
treated in the course or failure to complete the work required in the course.
PLAGIARISM
Plagiarism is simply taking someone else’s words and ideas and pretending they are your own.
As you no doubt know, this is a serious academic offense and will not be taken lightly in this
course. Any student who plagiarizes will be reported to the Dean of Arts and Science and
penalized at the discretion of the instructor. Unless otherwise indicated, NO INTERNET
SOURCES ARE PERMITTED WHEN COMPLETING YOUR ASSIGNMENTS. Using
unauthorized internet resources will result in a zero for the assignment.
LATE PAPER, AND GRADE PETITION POLICIES
If for any family or medical reason you find it absolutely necessary to miss an examination or an
essay deadline, you must contact me before the examination or deadline and have my consent if
you wish to take a make-up exam/submit a late paper.
No late papers will be accepted under any circumstances save medical or family emergencies.
Papers are due at the beginning of class on the dates indicated. LATE PAPERS WILL
NOT BE ACCEPTED.
Please note that computer failure or other technological mishaps will not excuse a paper’s
lateness. Be prepared well in advance and back up all your files.
If students wish to dispute an assigned grade on an essay or exam, they must do so no later than
one week after the assignment is handed back. The student must submit a type-written
explanation of why their assignment deserves a higher grade, addressing the specific comments
made by the instructor.
ROUGH DRAFTS AND EXAM HELP
I am happy to help you with your essays and exams. In seeking my help, students should be
aware of the following guidelines:
1. I will read draft introduction paragraphs, thesis statements, and outlines. Due to class
size, I cannot read full drafts.
2. I will only read drafts from students who make an appointment to see me in my office.
3. Students may make as many appointments as they wish.
4. I will not accept emails or appointments any later than 24 hours before an assignment is
due.
METHOD OF DETERMINING FINAL GRADE
Primary Source Responses 10%
Article Reviews
20%
Annotated Bibliography
30%
Final Exam
40%
SCHEDULE
OF
READINGS
AND
ASSIGNMENTS
WEEK ONE (Jan 12-16): Introduction: Sex, Violence, and Power in Early America
 Seminar: “Clio in Search of Eros”
 Seminar: “The Productive Hypothesis”
WEEK TWO (Jan 19-23): Sexual Power and Colonization
 Primary Source: Witchcraft Trial of Catherina Lujan, New Mexico (1708)
 Primary Source: John Lawson on Native American Women, North Carolina (1709)
 Seminar: Verena Stolcke, “Invaded Women” in Women, “Race,” and Writing in the
Early Modern Period, (1994).
WEEK THREE (Jan 26-30): Sex, Race, and Resistance
 Primary Source: Diary of William Byrd, Virginia Planter (1710-1712)
 Seminar: “Fruits of Passion,” from Winthrop Jordan, White Over Black (1968)
WEEK FOUR (Feb 2-6): Sex, Procreation, and the American Family
 Primary Source: Jane Sharpe, The Midwife’s Book (1671)
 Primary Source: Anne Bradstreet, “To My Dear and Loving Husband” (1678)
 Seminar: Smith, “The Study of the Family in Early America”
WEEK FIVE (Feb 9-13): Gendered Power and the Founding of the United States
 Seminar: Introduction and Chapter 7 of Kann, A Republic of Men
 Article Response 1 due Feb. 11 @ 8:30 am
WEEK SIX (Feb 16-20): READING WEEK
WEEK SEVEN (Feb 23-27): Intimate Violence in the Early Republic
 Seminar: Roth, “Spousal Murder in Northern New England” in Over the Threshold
WEEK EIGHT (March 2-6): Same-Sex Sexuality
 Primary Source: The Boston News-Letter on “Sodomitical Clubs”
 Seminar: “Lender, Lorenzo, and Castalio: An Early American Romance” in Long Before
Stonewall
WEEK NINE (March 9-13): The Sexual Regulation of Men
 Primary Source: Graham, Lecture to Young Men (1838)
 Primary Source: John Humphrey Noyes, Male Continence
 Seminar: Mark E. Kann, “The Bachelor and Other Disorderly Men,” in A Republic of
Men (1998).
WEEK TEN (March 16-20): The Sexual Regulation of Women
 Primary Source: Horatio R. Storer, Criminal Abortion (1868)
 Primary Source: Depositions in the Case of Sarah Muckamugg (1752-1774)
 Seminar: C.H. Dayton, “Taking the Trade”
 Article Response 2 Due March 18 @ 8:30 am
WEEK ELEVEN (March 23-27): Bastards and Other Undesirables
 Seminar: “Through Our Children: Bastardy Comes Under Attack,” in Clare Lyons, Sex
Among the Rabble.
WEEK TWELVE (March 30-April 3): Prostitution in the Early Republic
 Primary Source: Keeping a House of Fornication (1754)
 Seminar: “Disorderly City, Disorderly Women”
 Annotated Bibliography Due April 1 @ 8:30 am
WEEK THIRTEEN (April 6-10, and April 13): Sex and Religion in the Nineteenth Century
 NO CLASS April 6 (Easter Monday), class is rescheduled for April 13
 Seminar: The Kingdom of Matthias