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HomeMy WebLinkAboutSOC-106 Bergen Community College Division of Business, Arts Social Sciences Department of Social Sciences Departmental Syllabus SOC-106 Introduction to Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Cultures Date of Most Recent Syllabus Revision: March, 2021 Course Typically Offered: Fall____ Spring____ Summer____ Every Semester__x__ Other_________________ Syllabus last reviewed by: BCC General Education Committee ____ Date:____________ (Most courses need review Ad Hoc Committee on Learning Assessment ____ Date:____________ by only one of the following) Curriculum Committee: ____ Date:____________ Semester and Year: Course and Section Number: SOC-166-xxx Meeting Times and Locations 3 contact hours/week Instructor: Office Location: A-306B Phone: 201-493-3608 Departmental/Division Secretary: Office Hours: Email Address: Course Description SOC-106 presents an introductory and interdisciplinary approach to lesbian, gay, bisexual, transgender, and queer (LGBTQ) cultures, including biopsychosocial and historical perspectives regarding voices and experiences of LGBTQ people in the U.S. since Stonewall in 1969. Topics include exploring 1970s gay liberation and lesbian feminism, 1980s AIDS epidemic, the rise of “queer” theory in the 1990s, popular fiction and memoirs in the 2000s, and the emergence of current transgender and intersex issues, research, and theory. 3 lectures, 3 credits Prerequisites: None Co-requisites: None General Education Course Diversity Course Student Learning Outcomes/Means of Assessment Outcomes: Upon successful completion, the student will be able to: Means of Assessment: This outcome will be measured by one or more of the following: 1) Identify and critically analyze key concepts and themes in the field of LGBTQ and/or Queer studies using appropriate necessary vocabulary for discussing LGBTQ people and issues and demonstrating familiarity with the needs, challenges and contributions of LGBTQ people in America. Objective tests, essay questions, oral reports, class discussions, and writing assignments 2) Analyze the intersections of sexuality with gender, race, class, culture, and nation and explore how a person’s experiences are shaped by their identities and group memberships. Objective tests, essay questions, oral reports, class discussions, and writing assignments 3) Explain how sexuality—including sexual identity, orientation, and desire—is influenced by socially constructed norms. Objective tests, essay questions, oral reports, class discussions, and writing assignments 4) Demonstrate an understanding of the consequences of the ways perceived differences in sexual identity and/or orientation, or gender identity, combined with institutional power and privilege, often result in discrimination among marginalized groups. 5) Analyze the role of social and cultural institutions, including familial, religious, educational, economic, healthcare, and criminal justice institutions on LGBTQ populations 6) Evaluate the historical overview of LGBTQ experience and related social movements in America by recognizing important figures, events, and views within LGBTQ studies 7) Discuss the importance of political power for LGBTQ issues and social issues in general. Objective tests, essay questions, oral reports, class discussions, and writing assignments Objective tests, essay questions, oral reports, class discussions, and writing assignments Objective tests, essay questions, oral reports, class discussions, and writing assignments Objective tests, essay questions, oral reports, class discussions, and writing assignments Course Content The sequence in which these topics are covered in class is suggested by the following outline, but instructors are free to rearrange the suggested sequence. Exams, projects, essays, research papers, etc. are to be scheduled accordingly. I. Introduction to the discipline of LGBTQ studies . Queer Axioms, Key Terms . History: Before Identity . Before Stonewall: Being LGBT II.During and After Stonewall; Rising Up . Documentary: Stonewall Uprising, (American Experience, PBS) . Stonewall—Eyewitness Accounts . Visions After Stonewall: 1970s – Politics of Sexuality and Sexual Identity . Adrienne Rich, Gloria Anzaldua . Judy Grahn, Audre Lorde . Gay Liberation . Inclusion/Equality/Diversity III.Intersectionalities . Lesbianism/Feminism . Queer Theory & the 80s and 90s . Pride . AIDS & Queer Theory . Film, “Angels in America” IV.Trans Lives & Theories . Guest Speaker . LGBTQ Issues in the Present . LGBTQ Stories . The Law . LGBTQ Issues—What’s Next? . The Future . Wrap up, Grades, Course Assessment Research, Thinking, Writing, and/or Examination Requirement(s) Writing Activity: All students in the Introduction to LGBTQ Studies course will be expected to engage in weekly written assignments. These assignments may be essay questions on one or more tests, short essay reading responses, or written report based on readings or activities. Critical Thinking: Students should be encouraged through classroom activities to think about, analyze, and use basic psychosocial concepts. Memorization of key concepts and theories should be thought of as the first, not the final, stage of learning significant course materials. Student Evaluation: In determining a student’s semester grade, a minimum of three, and preferably more, objective and subjective grading mechanisms will be employed. Term projects and research papers will be encouraged. Attendance Policy BCC Attendance Policy: All students are expected to attend punctually every scheduled meeting of each course in which they are registered. Attendance and lateness policies and sanctions are to be determined by the instructor for each section of each course. These will be established in writing on the individual course outline. Attendance will be kept by the instructor for administrative and counseling purposes. Social Sciences Department Attendance Policy: The department has agreed to leave attendance policies up to the discretion of each instructor. Attendance Policy in this Course: To be determined by the instructor Student and Faculty Support Services Accommodations for Disabilities: Bergen Community College aims to create inclusive learning environments where all students have maximum opportunities for success. Any student who feels he or she may need an accommodation based on the impact of a disability should contact the Office of Specialized Services at 201-612-5269 or via email at ossinfo@bergen.edu for assistance. The distance Learning Office-for any problems you may have accessing your online courses Room C-334 210-612-5581 psimms@bergen.edu Smartthinking Tutorial Service On Line at: www.bergen.edu/library/learning/tutor/smart/ind ex.asp The Tutoring Center Room L-125 201-447-7908 The Writing Center Room L-125 201-447-7908 The Online Writing Lab (OWL) On Line at: www.bergen.edu/owl The Office of Specialized Services (for Students with Disabilities) Room L-115 201-612-5270 www.bergen.edu/oss The Sidney Silverman Library Room L-226 201-447-7436 SAMPLE Textbook, Readings, Assignments, Format for Course Outline and Calendar Finding Out: An Introduction to LGBT Studies, edited by Michelle Gibson, Jonathan Alexander, and Deborah Meem (Sage, 2017—3rd edition) Alternate: The American LGBTQ Rights Movement: An Introduction, Kyle Morgan, and Meg Rodriguez, Humboldt State University, Copyright Year: 2020; ISBN 13: 9781947112445 Publisher: Humboldt State University Press The Stonewall Reader, The New York Public Library, Penguin USA, 2019 (This acronym for this text is *SWR in our syllabus). The Routledge Queer Studies Reader, (RQSR), edited by Donald Hall, Annamarie Jagose, et al (Routledge, 2012) Excerpts from The Lesbian and Gay Studies Reader, (LGSR) edited by Henry Abelove, Michele Barale, and David Halperin, (Routledge, 1993) Note: Other handouts and media will be assigned. All readings need to be completed by the class date in which they appear and be brought to class. GRADING POLICY A variety of objective and subjective evaluation methods can be utilized including critical and opi nion essays, tests, related topical research papers, reviews of related agencies and organizations by students, etc. The following is an example: -Attendance/Participation Your participation and input into our collective knowledge-making is valuable. You are responsible to your classmates as well as to yourself for the success of our joint teaching and learning; therefore, your active participation is expected. You will demonstrate your commitment to the class by contributing respectfully to discussions and helping us to build a safe space for all ideas to be expressed. -Critical Response Essay You will submit a critical response essay. This essay paper should reflect critical observations and ideas about topics and will include discussion and analysis o f course readings. Correct quotations/ citations are required. -Review of LGBTQ Organizations You will explore at least three LGBTQ social, political, or activist-oriented organizations working to challenge the oppression of or discrimination against LGBTQ communities. You may do so by exploring their websites and/or other literature, as well as through discussion or correspondence with their staff or volunteers. (More info to be shared later). -Research Paper You will choose a topic based on the themes, readings and films discussed in class (topics to be approved). No late papers accepted. Course Calendar UNIT # TOPIC ASSIGNMENT Week 1 I. Introduction to the discipline of LGBTQ studies Queer Axioms, Key Terms READINGS: The ABCs of Week 2 History: Before Identity L.G.B.T.Q.I.A.+ by Michael Gold (NYT, 7/7/2019); The Heterosexual Questionnaire by Martin Rochlin Ph.D., and Glossary from A Queer History of the United States for Young People by Michael Bronski Ph.D Finding Out: intro and Ch. 1-2 (1-64); LGSR: Ch. 28—“Is there a History of Sexuality” (Halperin, 416-31); Jeffrey Weeks, “The Challenge of Gay and Lesbian Studies” (from Lesbian and Gay Studies edited by Theo Sandforth, et al, pp. 1-14.) Finding Out: Ch. 2 and 3 (pp. 43-90); LGSR: Ch. 29 ’They Wonder to Which Sex I Belong’: The Historical Roots of Modern Lesbian Identity” (Martha Vicinus,432-52); Foucault, intro & excerpts from The History of Sexuality, vol 1 Week 3 Before Stonewall Being LGBT READINGS: (In *SWR) Audre Lorde, from Zami:A New Spelling of My Name, pp3-11; Del Martin and Phyllis Lyon, from “Lesbians United,” pp24-33 READINGS: (In *SWR) Franklin Kameny, from Gay is Good, pp 34-41; Mario Martino, from Emergence: A Transsexual Autobiography, pp 82- 86; Virginia Prince, “The How and Why of Virginia,” pp 42-48 Week 4 II. During and After Stonewall; Rising Up . Documentary: Stonewall Uprising, (American Experience, PBS) . Stonewall—Eyewitness Accounts Critical Response Essay Due READINGS: (In *SWR) Dick Leitsch, “The Hairpin Drop Heard Around the World,” pp 99-104; Howard Smith, “View from Inside: Full Moon over the Stonewall,” pp 108-112 Finding Out: Ch. 4 and 5 (91-148);Iintro to Letters to ONE (Craig Loftin, 2012, 1- 12); view excerpts from Coming Out Under Fire (Arthur Dong, 1994) Week 5 Visions After Stonewall: 1970s – Politics of Sexuality and Sexual Identity -Adrienne Rich, Gloria Anzaldua -Judy Grahn, Audre Lourde -Jonathan Katz Gay Liberation READINGS: (Handout) “Homosexual Bill of Rights,” in The Stonewall Riots: A Documentary History by Marc Stein, PhD Week 6 Inclusion/Equality/Diversity Finding Out: Ch. 6 and 7 (151-98); view Tongues Untied (Riggs, 1989); RQSR Ch. 6 E. Patrick Johnson, “’Quare’ Studies, or (Almost) Everything I Know about Queer Studies I Learned from My Grandmother” (96- 118); Ch. 24, Jose Esteban Munoz, “Feeling Brown, Feeling Down” (412- 21) Week 7 III. Intersectionalities Review of LGBTQ Organizations Due Finding Out: Ch. 8 (201-30) and Ch. 9 (art and lit, 231-60); RQSR Ch. 7, Roderick Ferguson, “Introduction: Queer of Color Critique, Historical Materialism, and Canonical Sociology” (119-33); Ch. 19, Richard T. Rodriguez, “Making Queer Familia” (324- 32) READINGS: White Privilege: Unpacking the Invisible Knapsack by Peggy McIntosh, PhD.; (Handout) “Native Peoples— Different Genders, Different Sexualities” in A Queer History of the United States for Young People, by Michael Bronski, Ph.D. Week 8 Lesbianism/Feminism LGSR: Marilyn Frye, Ch. 4, “Some Reflections on Separatism and Power” (991-98); Ch. 16, Adrienne Rich, “Compulsory Heterosexuality and Lesbian Experience” (227-54); Ch. 19, Sue Ellen Case, “Toward a Butch-Femme Aesthetic” (294-306); Ch. 22, Audre Lorde, “The Uses of the Erotic” (339-43); Ch. 9, Teresa De Lauretis, “Sexual Indifference and Lesbian Desire” (141-58); and Ch. 34, Esther Newton, “Just One of the Boys: Lesbians in Cherry Grove, 1960-88” (528- 41); Finding Out Ch. 10 (lesbian and gay pulp, 269-84); Freeman on LBGT fiction (Blackboard) Week 9 Queer Theory & the 80s and 90s Pride Finding Out Ch. 11 and 12 (289-344); LGSR Ch. 1 Gayle Rubin, “Thinking Sex” (3-44), Eve Sedgwick, “Epistemomology of the Closet” (45-61); RQSR, Ch. 1, Eve Sedgwick, “Queer and Now” (1-17), Ch. 2, Judith Butler, “Critically Queer” (18- 31), Ch. 14, Tavia Nyong’o, “Do you Want Queer Theory (or Do You Want the Truth): Intersections of Punk and Queer in the 70s” (223-35) Week 10 AIDS & Queer Theory Film, “Angels in America” LGSR Ch. 13 Simon Watney, “The Spectacle of AIDS” (202-11), Ch. 8, Cindy Patton on AIDS in Africa, “From Nation to Family” (127-40); RQSR, Ch. 22, Ann Cvetkovich, “AIDS Activism and Public Feelings” (371-97); watch excerpts from United in Anger (2012); Blackboard: Michael Warner, “The Politics of Shame and HIV Prevention” from The Trouble With Normal Week 11 IV. Trans Lives & Theories RQSR, Ch. 3 Jay Prosser, “Judith Butler: Queer Feminism, Transgender, and the Transubstantion of Sex” (32-59); RQSR, Ch. 26, Ian Morland, “What Can Queer Theory do for Intersex Lives” (443-63), Ch. 27, J. Halberstam, “Transgender Butch” (464-87), Ch. 28, Robert McRuer, “Compulsory Able- bodiedness and Queer/Disabled Existence” (488-97), Ch. 33, Lucas Cassidy Crawford, “Transgender Identity without Organs” (558- 67) Week 12 Guest Speaker Week 13 LGBTQ Issues 2000-Present LGBTQ Stories The Law - https://www.hrc.org/resources/federal-legislation READINGS: (Handout) ”Queer in Trump’s America,” in Real Queer America: LGBT Stories from Red States.; (Handout) “Jennifer Finney Boylan, Love Prevails, Mostly,” New York Times, June 16, 2019 READINGS: (Handout) “Homosexual Bill of Rights,” in The Stonewall Riots: A Documentary History by Marc Stein, PhD Week 14 LGBTQ Issues—What’s Next? The Future Research Paper Due READINGS: “Young People Today: The Future of Queer History,” in A Queer History of the United States for Young People, M. Bronski Week 15 Wrap up, Grades, Course Assessment Note to Students: This Course Outline and Calendar is tentative and subject to change, depending upon the progress of the class.