Ideas of Sexuality. From Antiquity to the Present - Department of ...

Ideas of Sexuality. From Antiquity to the Present
UC Berkeley, History Department, Summer Course
Instructor: Monica Libell
E-mail: mlibell@berkeley.edu
Class Meetings: Tu Wed Thur 3:00-5:30, 223 Dwinelle Hall
COURSE DESCRIPTION
In this introduction to the critical study of sexuality, we will examine the ways in which notions
of body, gender, and sexuality have been organized from Antiquity to the present. Focusing on
the geographical regions of Europe and the United States, we will use history, literature, and
theory to deepen our understanding of these transformations.
The course will follow a chronological order with emphasis on five historical time-periods:
Antiquity, Middle Ages, Enlightenment, 19 th century and 20 th century. In these time-periods, we
will pay special attention to political, religious, intellectual, medical, and social factors. We will
examine the emergence, transformation, and contestation of various analytical sexual and gender
categories: the cultural norms of heterosexuality, gender performance, bodily perceptions, as well
as how the carnevalesque has been used to create and disturb norms of gender and sexuality.
By focusing our attention on the challenged and changing meanings of sexuality, this course aims
to strengthen your skills of critical analysis.
We also expect to have lots of fun!
COURSE OBJECTIVES
A. Strengthen your tools of critical analysis by focusing your attention on the different meanings
of sex, body, and gender and the influence of their meanings in history.
B. Strengthen your ability to produce clear, concise and potent arguments that include an
analysis of gender, body, and sexuality and that are based on evidence.
C. Strengthen your ability to participate in and cultivate environments of productive dissent and
experimental thought.

D. Develop a deeper understanding of the distinctive constructions of sexuality, body, and gender
in various historical and cultural contexts and how those constructions transform history,
culture, and relations of power.
E. Develop skills to critically analyze primary sources.
REQUIRED READINGS
Anna Clark: Desire: A History of European Sexuality, Routledge, 2008
Robert C. Solomon & Kathleen M. Higgins: The Philosophy of (Erotic) Love, Prometheus Books
fourth edition, 2009
Please order the books well ahead of the course, so that you have them at the start of the first
class.
COURSE ASSIGNMENTS & RANGE OF WEIGHTS
The maximum number of points for the course is 100.
1. Three class preparation responses (CPR) @10 p each max 30 p
2. Critical review of a primary source max 20 p
3. Final in-class exam max 30 p
4. Active participation max 20 p
A = 90% B = 80% C = 70% D = 60% F < 60%
PARTICIPATION
Class discussion is essential to this course. I will circulate a sign-in sheet at the beginning of each
class and any student who does not sign the sheet, or arrives after the circulation is complete,
will be considered absent. I expect that you will actively participate in the conversations and be
prepared for every class meeting by carefully reading and reflecting on the material. I expect that
you will challenge the viewpoints of the authors and students in the class, but you must do so in a

espectful manner. Since some of the issues might be personally sensitive, please monitor how
you express your point of views. You must also be willing to listen to other’s points without
taking it personally. The focus should always be on the effectiveness of the arguments. Here are
the general criteria for your class participation grade:
A =
B =
C =
D =
F =
Always prepared and attentive during class, which translates into relevant contributions
to class discussions, yet not dominating. Often gives accurate statements about the
material and asks probing questions.
Usually prepared and attentive during class. Contributes to class discussion but not
consistently. Typically gives accurate observations about the material and occasionally
asks probing questions.
Somewhat prepared and sometimes inattentive in class. Only occasionally responds to
questions and unwilling to offer opinions. Often quiet during class discussions.
Often unprepared and inattentive in class. Unable to respond relevantly when asked a
question. May interrupt and derail class discussions.
Not attending class or seriously derails or interrupts discussions.
CRITERIA FOR CLASS PREPARATION RESPONSES, (CPRs), PRIMARY
SOURCE REVIEW, AND FINAL EXAM
During the course, you will need to prepare three short papers (CPR). I will give you a few
questions to answer on the reading or readings for the next day. The questions usually involve
comparisons, interpretations and/or argumentation. Your typed responses must be concise yet
sufficiently explained and will be no more than four pages, double-spaced. The purposes of these
responses are to motivate you to read more carefully, to focus your attention on some of the
essential ideas of the reading, and to improve our class discussions. Reading responses cannot be
made up unless there is a compelling excuse. If you miss class, it is your responsibility to keep
track of when the class preparation responses are due.
You will be asked to review a primary source. Although you may choose your own source it will
have to be approved by me. The source is expected to be about 5-10 pages and you will receive
further instructions down the road on how to write an effective review. With minor
modifications, the criteria for the review will be the same as for the CPRs and exam.

Please note that all CPRs and the review are to be submitted electronically. I will not accept
hard-copies.
The final exam will consist of five short questions (3 pts each) and two essay questions (7.5 pts
each) with a maximum of 30 points. Here are the general criteria for your class preparation
response grade and for the final exam:
A: A factually correct answer that also very effectively argues for a specific interpretation or
why a comparison or development of a practice, idea, etc can be understood in a certain way.
The answer discusses important perspectives and shows engagement with or deliberation on an
issue, beyond what is simply stated in the readings or on the lecture slides.
B. Same as above. Except for minor mistakes, the facts are correct. The argumentation is
thoughtful but somewhat less complete, coherent, or persuasive.
C. An adequate knowledge of the material is demonstrated along with fair but basic
argumentation of the issues involved.
D. Inadequate knowledge and understanding of the material. May include weak argumentation.
F. Seriously inadequate or wrong answer, cheating (to which I include plagiarism).
CLASSROOM PROCEDURES AND MANNERS
1. Class begins on time. Make sure you arrive in time.
2. You will find yourself becoming excited about the new concepts and activities in this
course and you will want to add your opinion to the discussions and participate actively.
Communication with the entire class is expected and participation is encouraged.
Inappropriate chatting during class, however, is not acceptable because it is impolite to
those who have the floor and is disruptive.
3. Consistent disruptions of class - this includes frequent tardiness - will result in failing
grades. You may not use cell phones, personal computers or any personal electronic
device during class unless it is a specified component in the instructional process. All
devices must be turned off and placed inside of your bag out of view during class. If you
must have a cell phone on for an emergency purpose it is your responsibility to notify the
instructor prior to class.
4. You will frequently be asked to participate in classroom activities, or to discuss some
issues with your classmates in small groups. These activities will help you become
involved in the course and will provide you with food-for-thought for your preparation
response papers. I am sure that you will find these activities helpful.
5. Emergencies occasionally take place in a person’s life. If you have to miss a class, be
sure to e-mail me promptly.

6. You are expected to follow UC Berkeley’s rules of conduct, show consideration for
others, demonstrate integrity in your academic work and participate with enthusiasm.
MY TEACHING STYLE
The course is lecture-based, interspersed with seminar-style discussions. The reading material
has been carefully chosen to fit your level of understanding. You are therefore expected to have
read, understood, and reflected upon the reading material before class. In my role as instructor, I
will provide you with background information to the readings, make connections, clarify difficult
concepts and ideas. I will not summarize the texts, since this is part of your job. However, if you
do feel that you have trouble understanding any section, let me know and we will work through it
together.
ATTENDANCE POLICY
I expect you to attend all classes and to be on time, but there is no penalty for two unexcused
absences; however, each unexcused absence thereafter will reduce your final course grade by
one-third of a grade. For example, if you miss three days of class without a valid excuse, your
final grade for the course will be lowered by one-third of a grade (i.e., from a “B+” to a “B”).
Excused absences are legitimate, such as illness, family emergencies, etc. You must contact me
as soon as possible if you miss class.
LATE WORK POLICY
Unless you have a compelling reason, late work will be penalized one-third of a grade per day
(e.g., a ‘B’ becomes a ‘B-’). You must talk to me as soon as possible if you are unable to
complete your work on time.
COURSE SCHEDULE July 2 – Aug 10
WEEK 1: ANTIQUITY

July 3
July 4
July 5
Introduction to course
No Class!
Body, gender, and sex in ancient Greece and Rome
WEEK 2: THE MIDDEL AGES AND EARLY MODERN TIMES
July 10 To penetrate or to be penetrated?
July 11 Marriage and reproduction
July 12 ‘Sexotism’ – Colonialism and sex
WEEK 3: THE ENLIGHTENMENT
July 17 The ‘two’ sexes. Medicalization of the body. (CPR #1 due)
July 18 Pornography and politics
July 19 Philosophy in the bedroom; Marquis de Sade on sex, violence, and death.
WEEK 4: 19 th CENTURY
July 24 Desires and ‘Victorian’ ideals in Europe and the US (CPR #2 due)
July 25 Medical classifications of sexual behavior, norms and deviations
July 26 Race, class, and sex
WEEK 5: 20 th CENTURY TO THE PRESENT
July 31 The welfare state and sexual education (CPR #3 due)
Aug 1 Devices, Internet and, the pursuit of satisfaction
Aug 2 Sex and identity meet subversion and playfulness
Week 6: CONTEMPORARY ISSUES
Aug 7 How sexually knowledgeable and liberated are we? (Review due)
Aug 8 No class
Aug 9 Final in-class exam and course evaluations