American Studies - Winter 1999

Instructor: Scott Morgensen

TTh 10 - 11:45 am

Gender and U.S. Society is a foundation course in American Studies, and a core class for American Studies majors pursuing an emphasis on gender. The course also offers credit in Women's Studies, under the concentrations "Race, Class and Ethnicity in the U.S." and "Movements, Institutions, Policy and Legal Studies."

The course's accessible yet theoretically rich material serves students new to gender studies as well as more advanced students. Cutting-edge debates in gender studies are presented at their intersection with ethnic studies and queer studies. New students will be exposed to a variety of possible directions for future study, while advanced students will be assisted in planning or beginning innovative independent study of gender.

If you enroll, please read below: **Special Note to Advance Enrolled Students**

Course Description

"Gender and U.S. Society" introduces the social and cultural analysis of gender in the U.S., emphasizing links between historical and contemporary society. The course uses social science to present gender as a cultural construction, and as a mode of ordering society via relations of difference and power. Course material emphasizes the enormous efforts expended to establish and maintain any social order of gender, as well as the reality of gender's ongoing flux and change. Course material always presents gender in intersection with dynamics of race, class, and sexuality.

The first segment of the course foregrounds women's positions in U.S. society, to emphasize that 'America' was built through struggle over gender, in contexts of colonialism, slavery, class struggle and imperialism. Topics include gender and immigration, race and class origins of U.S. feminism, women and domestic labor, violence against women, and women, poverty and state racism. The second segment explains the emergence of dominant cultures of manhood, by exploring how white, ruling class and heterosexual forms of manhood have been defined vis-a-vis definitions of "deviant" genders among the racially and sexually marginalized. Topics include scientific sexism and racism, violence against men of color, military manhood, scientific regulation of sexuality, variation in men's sexualities, and queer cultures of gender. The final segment explores gender diversity by reading transgender theory, and studying transgender cultures in a variety of race and class communities, with special emphasis on Two-Spirit people of the Native American Nations. The course wraps up by critically examining the cultural particularity and rigidity of official gender discourse in U.S. law and science.

Required Texts (available at Herland Book/Cafe, Downtown Santa Cruz)

Women, Race, and Class, Angela Davis

Manliness and Civilization, Gail Bederman

Gay New York, George Chauncey

Gender Outlaw, Kate Bornstein

A Course Reader (available at UCSC Copy Center)

Required Films (on reserve at McHenry Media Center)

"Dollar a Day, Ten Cents a Dance"

"And Still I Rise"

"La Operación"

"Bontoc Eulogy"

"B.D. Women"

"The Life and Times of Rosie the Riveter"

"Paris Is Burning"

Writing requirements:

* Four reading responses (each 2 pgs. minimum), due on designated days.

* Two take-home midterms (each consisting of one 4 - 6 pg. essay, and multiple short answers), due in the fifth and ninth weeks respectively.

* Final exam/paper (choice of one 6 - 10 pg. essay), due the week of finals.

**Special Note to Advance Enrolled Students**

You are expected to read the articles assigned for the first week of class before we meet Thursday, January 7. The articles will appear in your Course Reader which can for purchased at the UCSC Copy Center on the first day of class, January 5. If for any reason you cannot get your reader on time, you must go to McHenry Reserves to read the articles; they will be available as soon Reserves begins accepting material for Winter Quarter. If you choose to read ahead, check with Reserves to find out if the readings have arrived and when Reserves is open for use over Winter Break. Your first written assignment, due the second week of class, will respond to the arguments of these long articles. **Be sure to read them ahead of time!**

Syllabus, Week One:

T 1/5. The social construction of gender as a relation of power

Recommended Readings:

Anne Fausto-Sterling, "Hormones and Aggression: An Explanation of Power?" (plus packet of news clippings)

Th 1/7. Gender and intersectionality

Required Readings:

Evekyn Nakano Glenn, "Racial Ethnic Women's Labor: The Intersection of Race, Gender, and Class Oppression"

Kimberlé Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color"

Sonia Shah, "Presenting the Blue Goddess: Towards a National, Pan-Asian Feminist Agenda"

Norma Alarcón, "Chicana Feminism: In the Tracks of 'The' Native Woman"

- - - -

For your information...

List of Readings in Course Reader (subject to change)

Evelyn Nakano Glenn, "Racial Ethnic Women's Labor: The Intersection of Race, Gender, and Class Oppression," Review of Radical Political Economics 17, no. 3 (1985).

Kimberlé Williams Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics, and Violence Against Women of Color," in Kimberlé W. Crenshaw, ed. Critical Race Theory (New York: The New Press, 1995).

Sonia Shah, "Presenting the Blue Goddess: Towards a National, Pan-Asian Feminist Agenda" in Karin Aguilar-San Juan, ed. The State of Asian America: Activism and Resistance in the 1990's (Boston: South End, 1994).

Norma Alarcón, "Chicana Feminism: In the Tracks of 'The' Native Woman" in Carla Trujillo, ed. Living Chicana Theory (Berkeley: Third Woman Press, 1998).

"The Constitution of the State of California," in Paula Rothenberg, ed. Race, Class and Gender in the United States, fourth edition (New York: St. Martin's, 1997).

Peter Kwong, "Chinese Exclusion" in Forbidden Workers: Illegal Chinese Immigrants and American Labor (New York: The New Press, 1997).

Gary Okihiro, "Recentering Women," in Margins and Mainstreams: Asians in American History and Culture (Seattle: University of Washington, 1994).

H. Brett Melendy, "California's Discrimination Against Filipinos, 1927-1935" in Letters in Exile: An Introductory Reader on the History of Pilipinos in America (Los Angeles: UCLA Asian American Studies Center, 1976).

Emory S. Bogardus, "Anti Filipino Race Riots" in Letters in Exile (Los Angeles: UCLA Asian American Studies Center, 1976).

UCLA Asian American Studies Center, "Anti-Miscegenation Laws and the Pilipino" in Letters in Exile (Los Angeles: UCLA Asian American Studies Center, 1976).

C.M. Goethe, "Filipino Immigration Viewed as a Peril" in Letters in Exile (Los Angeles: UCLA Asian American Studies Center, 1976).

Chris Braga and Barbera Morita, "Agbayani Village" in Letters in Exile (Los Angeles: UCLA Asian American Studies Center, 1976).

"The Antisuffragists: Selected Papers, 1852-1887," in Paula Rothenberg, ed. Race, Class and Gender in the United States, fourth edition (New York: St. Martin's, 1997).

Jeanne Boydston, "The Pastoralization of Housework" in Home and Work: Housework, Wages and the Ideology of Labor in the Early Republic (New York: Oxford University, 1990).

Marli F. Weiner, "Expectations of White Womanhood" in Mistresses and Slaves: Plantation Women in South Carolina, 1830-80 (Urbana and Chicago: Univesity of Illinois, 1998).

Darlene Clark Hine, "Rape and the Inner Lives of Black Women in the Middle West: Preliminary Thoughts on the Culture of Dissemblance," in Vicki Ruiz and Ellen Carol DuBois, eds., Unequal Sisters, second edition (New York: Routledge, 1994).

bell hooks, "Selling Hot Pussy: Representations of Black Female Sexuality in the Cultural Marketplace" in Rose Weitz, ed., The Politics of Women's Bodies: Sexuality, Appearance, and Behavior (New York: Oxford University, 1998).

Evelyn Nakano Glenn, "Careers in Domestic Service" in Issei, Nisei, War Bride (Berkeley: University of California, 1989).

K. Tsianina Lomawaima, "Domesticity in the Federal Indian Schools" in Jennifer Terry and Jacqueline Urla, eds. Deviant Bodies: Critical Perspective on Difference in Science and Popular Culture (Bloomington: Indiana University Press, 1995).

Mary Romero, "Bonds of Sisterhood, Bonds of Oppression" in Maid in the U.S.A. (New York: Routledge, 1996).

Judith Rollins, "Invisibility, Consciousness of the Other, Ressentiment" in Louise Lamphere, Helena Ragoné, and Patricia Zavella, eds. Situated Lives: Gender and Culture in Everyday Life (New York: Routledge, 1997).

Rita Henley Jensen, "Welfare: Exploding the Stereotypes," in Paula Rothenberg, ed., Race, Class and Gender in the United States, fourth edition (New York: St. Martin's, 1997).

Randy Albelda and Chris Tilly, "Who's Poor: Patterns of Poverty," "The Glass Ceiling and the Sticky Floor: Obstacles to Women in the Workforce," and "Bottomless Pits: Why Single Mothers Fare Worst," in Glass Ceilings and Bottomless Pits: Women's Work, Women's Poverty (Boston: South End Press, 1997).

Dorothy Roberts, "Punishing Drug Addicts Who Have Babies: Women of Color, Equality, and the Right of Privacy," in Kimberlé W. Crenshaw, ed. Critical Race Theory (New York: The New Press, 1995).

Martha Ramírez and Judy Yung, "Women of Color in Collaboration and Conflict: An Annotated Bibliography" in Enunciating Our Terms: Women of Color in Collaboration and Conflict. Inscriptions 7 (Santa Cruz: UCSC Center for Cultural Studies, 1994).

James Baldwin, "Going to Meet the Man," in Going to Meet the Man (New York: Dell, 1986).

Judith Butler, "Endangered/Endangering: Schematic Racism and White Paranoia," in Robert Gooding-Williams, ed., Reading Rodney King. Reading Urban Uprising (New York: Routledge, 1993).

Michel Foucault, "The Repressive Hypothesis," "Scientia Sexualis" in The History of Sexuality, Vol. 1: An Introduction (New York: Vintage, 1979).

Jonathan Katz, "The Heterosexual Comes Out," in The Invention of Heterosexuality (New York: Basic Books, 1995).

Jennifer Terry, "Anxious Slippages Between 'Us' and 'Them': A Brief History of the Scientific Search for Homosexual Bodies" in Jennifer Terry and Jacqueline Urla, eds. Deviant Bodies: Critical Perspective on Difference in Science and Popular Culture (Bloomington: Indiana Univesity Press, 1995).

Eric Garber, "A Spectacle in Color: The Lesbian and Gay Subculture of Jazz Age Harlem," in Martin Duberman, et al, eds., Hidden From History: Reclaiming the Lesbian and Gay Past (New York: Meridian, 1989).

Gloria Wekker, "Mati-ism and Black Lesbianism: Two Idealtypical Expressions of Female Homosexuality in Black Communities of the Diaspora" in Esther Rosenblum, ed. Classics in Lesbian Studies (New York: Harrington Park Press, 1997).

Michael L. Tan, "Sickness and Sin: Medical and Religious Stigmatization of Homosexuality in the Philippines" in J. Neil Garcia and Danton Remoto, eds. Ladlad: An Anthology of Philippine Gay Writing (Metro Manila: Anvil, 1994).

Eduardo R. Nierras, "The Risky Business of Desire: Theoretical Notes For and Against Filipino Gay Male Identity Politics" in J. Neil Garcia and Danton Remoto, eds. Ladlad: An Anthology of Philippine Gay Writing (Metro Manila: Anvil, 1994).

John D'Emilio, "The Homosexual Menace: The Politics of Sexuality in Cold War America" in Kathy Peiss and Christina Simmons, eds., Passion and Power: Sexuality in History (Philadelphia: Temple, 1989).

Miriam Frank, Marilyn Ziebarth and Connie Field, "Black Workers Fight for Double Victory" and "Propaganda on the Home Front" in The Life and Times of Rosie the Riveter (Emeryville, CA: Clarity Educational Productions, 1982).

Judith Butler, "Gender Is Burning" in Bodies That Matter (New York: Routledge, 1995).

Ann Fausto-Sterling, "Of Genes and Gender" in Myths of Gender: Biological Theories About Women and Men, second edition (New York: Basic Books, 1992 [1985]).

Ann Fausto-Sterling, "How to Build a Man" in Roger Lancaster and Michaela di Leonardo, eds. The Gender Sexuality Reader (New York: Routledge, 1997).

Sandy Stone, "The Empire Strikes Back: A Post-Transsexual Manifesto" in J. Epstein and K. Straub, eds. Body Guards: The Cultural Politics of Gender Ambiguity (New York: Routledge, 1991).

Karen Nakamura, "Narrating Ourselves: Duped or Duplicitous?" in Bonnie Bullough, Vern Bullough, and James Elias, eds. Gender Blending (New York: Prometheus, 1997).

Selections from Sue-Ellen Jacobs, Wesley Thomas, and Sabine Lang, eds. Two-Spirit People: Native American Gender Identity, Sexuality, and Spirituality (Chicago: University of Illinois, 1997)

Instructor: A. Yvette Huginnie
T, Th 2-3:45 a.m. 333 Oakes
Social Sciences II, Rm 71 x5622
mess. x2813
E-mail: huginnie@cats.ucsc.edu

This course is the first half of a two-quarter sequence on Labor and the Working Class. Students are free to take one quarter or both, and new students are welcome in the second half. The course is designed as a survey of the history of work, working peoples, and the labor movement in U.S. history, from the colonial period to 1919. American Studies 104b will bring the story up to the present. The course is specifically designed to explore the relationship between race, ethnicity, gender, and working-class history. We also will analyze the nature and development of capitalism and U.S. systems of labor and production. A foundation course in the American Studies program, this course explores the question of "class" in U.S. society and culture: what it means, how it is created, how it is embedded in dynamics of gender, race, and ethnicity, and how it has changed over time.

This first half begins with preindustrial work systems; some attention will be given to Spanish and French labor systems in North America, though focus will be on the English colonies in the era of the American Revolution. We will explore systems of free and unfree labor as they evolved during the pre-Civil War U.S., westward expansion, and the Industrial Revolution. Then we will turn to the period 1840-1919, following waves of immigration from China, Europe, Japan, and Mexico, and the organized responses of working people to industrial capitalism and the new corporations. The course format will include lectures, films, in-class discussions, and required discussion sections.

Requirements:

Your narrative evaluation will directly reflect both the quality and quantity of assignments completed.

1. Attendance at every class, including sections, lectures, and films. Active participation in class discussions. If you miss more than 2 discussion sections or 3 lectures, you will not pass this class. (If you miss a lecture, you need to procure notes from another student and read the notes before coming to the next lecture.)

2. Weekly response papers on starred (*) course readings; these are due AT THE BEGINNING OF CLASS. These response papers should be 2 pages and typed. The purpose of these weekly response papers is to check that you are doing and understanding the reading and to encourage active reading. You response paper should:

(i) Demonstrate your command of the reading; you can do that by providing a short summary of the major points of the reading or by working more closely with one or two key issues in the reading. (Remember if you need to know what themes to focus on, see the course description on the syllabus).

(ii) List and define 2-3 terms that are important in the reading (important to the authorís analysis, to the time period studied, etc).

(iii) After you have done that, if you have space, you can explore your thoughts about or responses to the readings.

I want to see you thinking. This assignment also is intended to encourage more active and thoughtful participation in class discussions. I encourage you to do all eight weekly response papers are assigned in the quarter, but you must successfully complete at least 5 of them in order to pass this class.EVERYONE MUST COMPLETE THE FIRST RESPONSE PAPER ON THE SECOND WEEK OF CLASS (see ** on Schedule).

3. In addition to the particular subject matter, this course emphasizes effective writing skills. In order to convey your ideas to someone else, you must write clearly and in a manner which another intelligent person can understand. Through the paper assignments you will have the opportunity to practice and improve your writing. You will write 2 papers:

a) A 2-3 page paper, topic to be assigned, based on primary documents used in course. This paper is due January 29 AT THE BEGINNING OF CLASS. You must successfully complete this assignment in order to pass this class.

b) A 5-7 page paper, topic to be assigned, based on course readings. This paper is due February 26th AT THE BEGINNING OF CLASS. You must successfully complete this assignment in order to pass this class.

4. A group in-class presentation on assigned primary documents. Sign up on January 29th. You must successfully complete this assignment in order to pass this class.

5. Completion of any assignments in discussion sections.

6. We will be seeing a number of films in this class; these films are intended to help you think about the key issues in the class. You must write one response paper (see guidelines above) to a class film; your paper is due within one week of the film.

7. A comprehensive final examination on Thursday, March 20th, 12:00-3:00 p.m. You must successfully complete this assignment in order to pass this class.

Readings:

The following books have been ordered at the Literary Guillotine (204 Locust St., 457-1195) and are available on 2-hour reserve in McHenry Library.

Harriet Jacobs, Incidents in the Life of a Slave Girl
Christine Stansell, City of Women
David Montejano, Anglos and Mexicans in the Making of Texas
Eric Arneson, Waterfront Workers of New Orleans
Thomas Bell, Out of this Furnace
Ronald Takaki, Pau Hana
Theresa Malkiel, Diary of a Shirtwaist Striker

Also required is a course reader of primary documents; this is available at the UCSC Copy Center (M-F 8:00 a.m. to 8:00 p.m; Sat., Jan. 11 & 18, 10:00 a.m. to 2:00 p.m.). No copies of the reader are available at McHenry. Please bring the reader to class every Thursday. Finally, a few copies of a textbook, Who Built America? have been ordered from those who would like an overview-type book. This book is entirely optional. It is in two volumes: Volume I goes through 1877; Volume II from 1877-1991.

Schedule:

WEEK 1:
January 8 (TH) Introduction to the Course
What is Class?
Primary Document Exercise
** Everyone must complete the response paper for next weekís reading; it is due Tuesday, Jan 14th at the beginning of class. Take one or two of the essay, discuss either variations in labor systems on the North American continent, resistance tactics used by workers, or how race, culture, or gender shaped labor patterns or relations.

WEEK 2:

January 13 (T) Preindustrial Work Systems
** Rdg: Dunn, Rediker, Van Kirk, Lamar
Film: Tea Party Etiquette
January 15 (TH) Indentured Servants and Free Labor
Rdg: Primary Documents for Week

WEEK 3:

January 20 (T) Slavery
* Rdg: Jacobs, Incidents in the Life of a Slave Girl
PICK UP TOPIC FOR FIRST PAPER
January 22 (TH) Slave Resistance
Rdg: Primary Documents for Week

WEEK 4:
January 27 (T) Industrial Revolution
* Rdg: Stansell, City of Women
Film: Daughters of Free Men
January 29 (TH) Birth of Trade Unions
Rdg: Primary Documents for Week
FIRST PAPER DUE TODAY AT THE BEGINNING OF CLASS SIGN UP FOR GROUP PRESENTATIONS

WEEK 5:
February 3 (T) Westward Expansion and Labor Systems
* Rdg: Montejano, Anglos and Mexicans in the Making of Texas pp. 1-156, 309-320.
February 5 (TH) Western Workers
Rdg: Primary Documents for Week
PICK UP TOPIC FOR SECOND PAPER GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 6:
February 10 (T) Knights of Labor
Film: 1877: The Grand Army of Starvation
* Rdg: Arneson, Waterfront Workers of New Orleans
February 12 (TH) African Americans in the Age of Jim Crow
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 7:
February 17 (T) -- EXCHANGE DAY; CLASS DOES NOT MEET
February 19 (Th) Immigrants and the Recomposition of the U.S. Working Class
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 8:
February 24 (T) American Federation of Labor
* Rdg: Bell, Out of This Furnace
February 26 (TH) The Industrial Workers of the World
Rdg: Primary Documents for Week
SECOND PAPER DUE TODAY AT BEGINNING OF CLASS GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 9:
March 3 (T) Agricultural Workers and Domestic Workers
March 5 (TH) The Great Migration and World War I
* Rdg: Takaki, Pau Hana
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 10:
March 10 (T) White Women Workers: Office, Store, and Factory
* Rdg: Malkiel, Diary of a Shirtwaist Striker
Film: Heaven Will Protect the Working Girl
March 12 (TH) Post-war Strikes
Rdg: Primary Documents for Week
GROUP PRESENTATION ON PRIMARY DOCUMENTS

WEEK 11:
March 17 (T) Conclusion
March 20 (F) FINAL EXAM, 4:00-7:00 P.M.

Mondays-Wednesdays 5-8 PM, Porter 148
Instructor: Dr. Sean Griffin
Email: sgriffin@sasquatch.com

Catalog Description: Examines the representation of "America" and the formation of national identities in "America" through recent and historical films produced in the United States. Emphasis on contrasting ideologies of race, class, gender, and sexuality.

Course Objectives:

1) The development of a critical understanding of how American film represents history and political ideology;
2) The analysis of gender, ethnic, and racial constructions in American film;
3) The examination of film as it shapes and is shaped by cultural mythologies;
4) An increased confidence in film analysis, making use of concepts from critical theory and cultural studies.

Required Readings:

Jude Davies and Carol R. Smith, Gender, Ethnicity and Sexuality in Contemporary American Film

AMST 116 Class Reader

Required Work: Percentage of Final Assessment:

Midterm Exam 25%

Term Paper (5-7 pages) 25%

Final Exam 30%

Journal 10%

Attendance & Class Participation 10%

The midterm and final exam will be based on class lectures, assigned readings, and films screened in class. The paper topic will be assigned later in the course and will entail the close textual analysis of film(s) screened outside class. The Journal is explained below.

BREAKDOWN BY CLASS MEETINGS:

January 4 Introduction to the Course; The American Film Industry

Screen: A DATE WITH YOUR FAMILY (1950), THE COOKIE CARNIVAL (1936)

January 6 The Hollywood Studio Style and National Identity

Reading: Davies and Smith, Intro.; Readings by Maltby & Craven, and Smoodin

Screen: MR. SMITH GOES TO WASHINGTON (1939, dir. Frank Capra, 129 min.)

January 11 Genre and Culture (Part One): The Western

Reading: Readings by Coyne and Bataille & Silet

Screen: STAGECOACH (1939, dir. John Ford, 97 min.)

January 13 Genre and Culture (Part Two): Historical Change

Reading: Reading by Coyne

Screen: BROKEN ARROW (1950, dir. Delbert Daves, 93 min.)

January 18 American Film Style and Representations of Race

Reading: Davies and Smith, Ch. 2; Reading by Merritt

Screen: BIRTH OF A NATION (1914, dir. D.W. Griffith, 95 min.

excerpt)

January 20 The "Social-Problem" Film

Reading: Readings by Bogle and Wallace

Screen: PINKY (1949, dir. Elia Kazan, 102 min.)

January 22 African-American Filmmaking (Part One): Blaxploitation

Reading: Reading by Snead and Guerrero

Screen: SUPERFLY (1972, dir. Gordon Parks, Jr., 96 min.)

January 27 African-American Filmmaking (Part Two): Independents of 1980s/90s

Reading: Readings by Baker and Johnson

Screen: JUNGLE FEVER (1990, dir. Spike Lee, 132 min.)

January 29 Asian-Americans in American Film **Journals Due**

Reading: Readings by Oehling and Fong-Torres

Screening: EAT A BOWL OF TEA (1989, dir. Wayne Wang, 104 min.)

February 3 Filmic Representations of Latino/as

Reading: Readings by Velan

Screen: MI FAMILIA (1995, dir. Gregory Nava, 128 min.)

February 5 MIDTERM EXAM (1 1/2 hours)

Screening: I'M NO ANGEL (1933, dir. Wesley Ruggles, 87 min.)

February 7 The "Woman's Picture"

Reading: Reading by Haskell

Screen: ALL THAT HEAVEN ALLOWS (1955, dir. Douglas Sirk, 89min.)

February 12 American Film and the Construction of Masculinity

Reading: Davies and Smith, Ch. 1.

Screen: FALLING DOWN (1993, dir. Joel Schumacher, 115 min.)

February 14 Patriachal Capitalism and Filming Women

Reading: Reading by Berger

Screen: BILLY ROSE'S DIAMOND HORSESHOE (1945, dir. George Seaton, 104 min.)

February 19 Complicating the Issues: The Interaction of Race and Gender

Reading: Readings by Chapkis, Bobo, and Shohat

Screening: MAHOGANY (1975, dir. Berry Gordy, 109 min.)

February 21 The Rise of Female Filmmakers **Papers Due**

Reading: Reading by Wood

Screen: THE BALLAD OF LITTLE JO (1993, dir. Maggie Greenwald, 120 min.)

February 26 Class Barriers: The Unspoken in American Culture

Reading: Readings by Vanneman & Cannon and Ehrenreich

Screening: NORMA RAE (1979, dir. Martin Ritt, 113 min.)

February 28 The Latest Battlefront: Homosexuality in America

Reading: Davies and Smith, Ch. 3; Reading by Doty

Screen: TEA AND SYMPATHY (1956, dir. Vincente Minnelli, 122 min.)

March 5 New "Queer" Filmmakers **Journals Due**

Reading: Readings by and Clark

Screen: ALL OVER ME (1997, dir. Alex Sichel, 90 min.)

FINAL EXAM (2 hours)

The Journal:

This assignment is designed to help you start thinking about class room issues in your everyday lives. It is not meant to be an exhaustive critique of popular culture nor is it meant to consume your every waking hour. I am asking that you keep a journal or notebook and you are required to make at least one entry in your notebook for every class session.

I envision these entries being of at least three different types:

(1) extra comments on the films or the lecture topics that you went unexpressed either in class or discussion section (do not simply reiterate what was already talked about);

(2) personal reactions or comments on popular culture (film, TV, radio, advertising, etc.) related to the issues of American identity, race/ethnicity, gender and/or sexuality;

(3) newspaper or magazine clippings related to the same--with your comments!

If possible, the introduction to your journal should begin with some personal "positioning"--how do you personally position yourself to the ongoing debates surrounding race, gender, and/or sexuality? With this in mind, although the course is focused on film and popular culture, you are free to write entries about these topics that might not directly touch on films or other popular entertainment.

For everyone's ease, it would probably be best to keep these entries on a computer or word processor; however, you may keep the journal longhand if you promise to write legibly! An average entry might be about a (typewritten) page of comments about a TV show or movie, a personal experience, and/or briefer comments related to an enclosed clipping.

First Hand-In Due Date: January 29

Second Hand-In Due Date: March 5

This course focuses on selections from the work of Hannah Arendt, with special attention to THE ORIGINS OF TOTALITARIANISM. Additional readings address resistance to totalitarian dangers in the US. For more information, contact ann_lane@macmail.ucsc.edu or 459-4517.

Call #30806

Instructor: Dana Frank

Tuesday 6:00 p.m. - 9:30 p.m.
Oakes 335

Office: Oakes 103
Phone: 9-2542 office, 9-2813 message

PLEASE NOTE:
THIS IS LAST YEAR'S SYLLABUS. TO BE USED AS AN EXAMPLE ONLY.

This course is an advanced discussion seminar examining political-economic dynamics affecting the United States at the end of the twentieth century, with particular focus on processes of globalization. We will look at the broad political-economic changes from both a U.S. perspective and a global perspective, focusing on issues of the environment, on radicalized and gender-specific effects, and on the general impact of these changes on working people both in the U.S. and abroad. We will end the course with case studies of grassroots organizing for democratic control of political-economic dynamics.

The course meets once a week for three hours. It is built around intensive discussions among all class participants. No prior background is necessary, but the course is not recommended for first or second year students, or for students uncomfortable with serious reading on economic issues. Students who are not able to commit themselves to completing, and thinking in detail about, all the readings, by the beginning of each class, should not take the course. It is assumed that every student will attend every class. Attendance is not optional, and students who do not complete the readings on time, participate in discussions, and attend all classes will not pass.

Course requirements:

-Attendance at every class meeting.

-A two-page summary and critique of each week's readings. Due at the very beginning of every class.

-Active participation in class discussions.

-A group presentation on an economic topic,

-A weekly journal of clippings/copies of newspaper magazine articles on current economic issues, with at least two articles per week, to be presented in class; the journal as a whole will be due the last day of class.

-Two 5-7 page papers, topics to be assigned.

DO NOT TURN IN ANY OF THESE ASSIGNMENTS LATE

The following books are available at the Literary Guillotine on Locust street in downtown Santa Cruz, and on reserve in the McHenry Library:

Richard L. Barnet and John Cavanaugh, Global Dreams

Jeremy Brecher and Tim Costello, Global Village or Global Pillage?

Teresa Amott, Caught in the Crisis

Kim Moody, Workers in a Lean World

William Greider, One World, Ready or Not

Dollars and Sense issues #211 and #213

In addition, copies of the following have been ordered for those who are interested:

Doug Henwood, Wall Street

Robert Heilbroner, Economics Explained

The thesis workshop is designed to assist students at any stage of thesis production--conceptualization, research, drafting, editing. General guidance is provided along with specific attention to students' individual projects. For more information, contact ann_lane@macmail.ucsc.edu or 459-4517.

Revised 7/21/04.