Course Description

This semester we will investigate the evolution of the impact identifying as a member of the LGBTQIA community has had on the individual from multiple angles, including race, religion, professional, gender identity and sexual. How has this identity impacted family and interpersonal relationships? How has this aspect of a person impacted behavior in the public and private spheres? Since these influences are imposed from without and from within, it’s important to hear from the people who have experienced these pressures.  To do this, we will read and explore a variety of non-fiction works, including memoir, diary/journal entries, essays, interviews, academic articles, poems, song lyrics, autobiographical fiction, and documentaries. No class of this kind can expose you to every relevant LGBTQIA writer/artist; however, this course will provide you with a (hopefully) representative cross-section of voices pulled from different decades (1950s-present) to illustrate the evolution this community has undergone. This exposure will indicate the breadth of diversity in our community, which will hopefully encourage you to explore this diversity further outside of class. Since this course is being taught in Japan, I will pay special attention to queer identity in Japanese culture through the course.

 

By course’s end, you will have an understanding of how a person’s queer sexuality and/or gender identity has impacted his/her/their sense of self, the influence the era in which LGBTQIA have lived has had on their lives, and also appreciate the evolution of acceptance (such as it is) mainstream society has afforded those who identify as LGBTQIA. I have organized the class readings according to the era they handle, not the era in which they were written.  This should provide an interesting discussion about how important historical perspective is on how we process events in our lives. You will also learn the names of these people, which enables you to discuss at least a few different people from each decade we explore.

 

Course Learning Goals & Related Assessments

	Course Learning Goals	Corresponding Assessments to Measure Goal Achievement
1.	Analyze how a person’s queer sexuality and/or gender identity has impacted his/her/their sense of self	Weekly Discussion Boards, Weekly Assignments, Group discussions
2.	Analyze the influence the era in which LGBTQIA have lived has had on their lives	Weekly Discussion Boards, Weekly Assignments, Group discussions
3.	Analyze the approach taken to advocate for queer acceptance	Weekly assignments
4.	Apply understanding of an era and analysis of identity to a queer life.	Era wrap-up assignments
5.	Conduct research to explore the ways in which a queer identity has impacted a queer individual’s life/work.	Short Paper, Research paper

    

Course Materials

• Access to pdf versions of assigned readings (on Canvas under ‘Readings’)
  • You must have copies of the assigned readings available in class. You may not use your phone to access them.
• Ability to watch assigned films/videos (when indicated) for homework via a computer.

 

Instructional Methods

Course is asynchronous (no set meeting times); however, each weekly module has specific due dates throughout the week. This means you must follow this schedule to enhance your grasp of the course material and stay on schedule with your peers.  synchronous (set meeting times), or hybrid. Provide a description of what this means for your course. 

Possible Instructional Methods: Readings, video-based lectures, individual activities, discussion boards, Group Zoom meetings.

  

Course Communications

My preferred method of communication is through email. During the semester, I will generally respond to emails within 24 hours of receiving them. Keep in mind that I am faculty on Main campus, which means that fr the majority of the semester I am 13 hours behind Tokyo time. I do not respond to emails on Saturdays. 

Students can generally expect assignments to be graded within two days of submission. 

   

Course Technology Requirements

You will need the following to participate fully in the course:

• A computer and/or tablet with high-speed Internet access. A smartphone alone will not be sufficient.

  Recommended Internet Speed: 8mbps download & 5mbps upload. You can test your connection at https://www.speedtest.net. Please note: Hard-wired connections are more consistent than Wi-Fi for Zoom sessions.

• A web-enabled video camera and microphone.

• Access to Temple University’s Canvas site and email server.

• Microsoft Office. A free copy is available to you at https://its.temple.edu/office-365

This course requires the use of Canvas, including access to materials and assignment submission. Some videos posted via Canvas will require the use of speakers. 

This course requires the use of Microsoft Office (i.e., Word, Excel, PowerPoint). To access these materials, please log in to TUportal and look for the Microsoft Download link under TUapplications within the My Portal tab.

Students should check their Temple email daily for course updates. 

All students are required to comply with  Temple University’s Computer and Network Security Policies.

Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wi-Fi access, should submit a Student Technology Assistance Application in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Wifi device, a refurbished computer, or subsidized internet access. The Affordable Connectivity Program is available to purchase discounted internet services and devices for qualified individuals. 

Note that technology resources are available for students, including laptop and battery share. Some software is available for free download on the ITS Academic Support page. Other specialty software may be available for remote access through ITS.

Statement on Recording and Distribution of Class Sessions 

Distribution of course content to those outside of our class is forbidden.

Statement on the Use of Generative AI in This Course

 All work that you submit must be yours; this means that you are not working with AI in any way to shape or provide content to submit as your own. If you use AI for this course, you will receive a failing grade--this is for any assignment, including (but not limited to) Discussion Board post and all papers/assignments.

Grading Scale

A Range	B Range	C Range	D Range	F Range
A  93 - 100	B+ 87 - 89.49	C+ 77 - 79.49	D+ 67 - 69.49	F 0 - 59
A- 90 - 92.49	B  83 - 86	C  73 - 76	D  63 - 66
	B- 80 - 82.49	C- 70 - 72.49	D- 60 - 62.49

 

Your final grade is composed of the following assignments:

Discussion Board posts—original posts and replies (20%). For each discussion board prompt, you are required to post once initially in the beginning of the week and two replies in the second part of the week.

Quizzes 20%: For every reading. You are encouraged to have the assigned text with you while answering the quiz.

Assignments (25%)- Weekly individual assignments as well as group conversations

Short paper 10% – in a 2-3 page paper, you will discuss and analyze a single significant work of the author you are researching for your final paper. (Refer to assignment sheet under ‘Assignments’ on Canvas).

Research paper 25% - An 7-8 page research paper devoted to an LGBTQIA author/artist we have not discussed in class (Refer to assignment sheet under ‘Assignments’ on Canvas).

Total = 100%

 

Course Structure and Assignment Descriptions

Each week, you are to begin with completing the assigned readings and/or video/movies as well as watch the course lectures (when assigned).  Then, the weekly quiz is designed to see what you have understood about the assigned texts--you are encouraged to have the course materials with you while answering the quizzes. Then, the weekly discussion boards have been designed to help you refine your ideas, clear up any misunderstandings or confusions with the texts, and broaden your understanding of these texts (and by extension, course concepts). This then sets you up for the second party of each week, during which time you will complete and individual assignment that demonstrates your developed understanding of the week's materials as well as how you further engage with your pees in the discussion boards (for your follow up responses.course has been designed to foster your understanding of the course content and develop your understanding of course materials.For these reasons, due dates are critical--you cannot merely complete each week's material in just one day.

For detailed weekly assignment descriptions, click on the 'Assignments' tab to your left.

  

Course Minimum Grade

Although D- is a passing grade, a minimum grade of C- is required in General Education courses and, in many programs, courses required by the major.

For more information, please see Temple University's Academic Policies on Grades and Grading.

     

 

General Policies

All Temple University Academic Policies will be upheld.

The General Education Policies and Requirements details program expectations.

   

Attendance and Your Health

Students must attend and participate in classes according to their instructors’ requirements to achieve course learning goals. If you feel unwell or are under quarantine or in isolation because you have tested positive for the coronavirus, you should not come to campus or attend in-person classes or activities.

It is the student’s responsibility to contact their instructors to create a plan for participation and engagement in the course as soon as they can do so and to make a plan to complete all assignments in a timely fashion when illness delays their completion.

 

Incomplete

A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.  

Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13). 

  

Withdrawal from the Course

If a student wishes to withdraw from a course, it is the student’s responsibility to meet the deadline for the last day to withdraw from the current semester.

See Temple University's Academic Calendar for withdrawing deadlines and consult the University policy on Withdrawals (Policy # 02.10.14). 

  

Statement on Academic Rights & Responsibilities

Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02).

   

Academic Honesty

Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited.

Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, or another person's assistance. Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person. This also includes utilizing AI to help you generate content.

The penalty for academic dishonesty can vary from receiving a reprimand and a failing grade for a particular assignment, to a failing grade in the course, to suspension or expulsion from the university. The penalty varies with the nature of the offense, the individual instructor, the department, and the school or college.

Refer to the following link for the full TU policy on plagiarism and academic cheating: http://bulletin.temple.edu/undergraduate/about-temple-university/student-responsibilities/#academichonesty

NOTE: If you plagiarize in this class, you will fail the course (W will not be an option).  This is not negotiable.  If you are uncertain about anything, ask BEFORE you hand in the work.  It will be too late afterwards. You will also receive a report of academic misconduct.

 

 

Netiquette and Class Conduct Expectations

It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.

Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.

For more information, please visit https://diversity.temple.edu/.

Sensitive/Controversial content warning: During this class—either through our readings or class discussion—you are very likely to hear or encounter words and/or phrases that make you uncomfortable or you find offensive. I will never tell you that you are wrong to react the way you do to this content; for the purposes of this course, I would ask you to consider how this content is being used. When it is applied to members of the LGBTQIA community in a derogatory fashion, we will bring this content forward to explore the hateful nature of this rhetoric. There are, however, members of the LGBTQIA community who have chosen to reclaim some of these words/phrases for a variety of reasons. In these cases, this does not mean that these words/phrases can be applied liberally to all people; rather, a person (or in some cases, an organization/collection of people) has chosen to co-opt these words/phrases for the purposes of their identity—and some authors have expressed this through their writing. Therefore, we will talk about what doing so might accomplish (positively or negatively), but I would ask that we not suggest that these people (writers/directors) don’t have the right to do so. As we will discuss all semester, these people have the right to their truth. However, don’t confuse one person’s truth (A truth) with THE truth (applying to everyone).

Disability Disclosure Statement

Any student who has a need for accommodation based on the impact of a documented disability should contact Disability Resources and Services (DRS), Ritter Annex 100, (215) 204-1280 or 215-204-1786 (TTY) or drs@temple.edu, to make arrangements.  If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact the instructor as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. Accommodations are not retroactive. All discussions related to your accommodations will be confidential.

Information regarding accessibility for additional technologies is provided below:

• Canvas
• Zoom
• GoogleDrive
• Outlook

    Technical Support 

For a listing of technical support services available to Temple University students, see the Tech Support page.

Live Chat or Request Help:  tuhelp.temple.edu.

Phone: 215-204-8000

Email:  help@temple.edu

Website: its.temple.edu

 

Academic and Support Services

Temple University provides a variety of services to support you throughout your studies. Please take a moment to view these by visiting the Academic Support Services page.

The following academic support services are available to students:

• Student Success Center
• University Libraries
• Undergraduate Research Support
• Career Center
• Tuttleman Counseling Services
• Disability Resources and Services

  
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, theTemple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs.  

Privacy Policy

Please see the links below to become familiar with the privacy policies for each of the following: 

• Temple University
• Canvas Instructure
• Zoom

    

Course Schedule

Key Dates:

• Monday, September 1: Classes Begin
• Friday, September 5: Last Day to Add a course
• Friday, September 12: Last Day to Drop a Course and Receive a Tuition Credit
• Monday, December 1: Last Day to Withdraw from a Course
• Monday, December: Last Day of Regular Undergraduate Courses

Undergraduate Holidays

• Monday, September 15: Respect for the Aged Day
• Tuesday, September 23: Autumnal Equinox Day
• Monday, October 13: Health Sports Day
• Thursday, October 23: Undergraduate Holiday
• Monday, November 3: Culture Day
• Monday, November 24: Replacement Holiday

Class Schedule

Module	Date	Topics	Readings	Assignments
Module 1	9/1-9/7	Queer History and Social Identity Theory	Hogg, et al, “A Tale of Two Theories: A Critical Comparison of Identity Theory with Social Identity Theory”	Discussion Board, Module 1 Assignment, Module 1 Quiz, Course Orientation Quiz
Module 2	9/8-9/14	The 1950s	Baldwin, “The Preservation of Innocence”   Cooper, “Coming Out”  Frank O’hara, from Poems Retrieved and from ‘Why I am Not a Painter’ and Other Poems	Discussion Board, Module 2 Assignment, Module 2 Quiz
Module 3	9/15-9/21	The 1950s wrap-up and Begin 1960s	Bishop, “Rain towards Morning” McLelland, “Japan’s Original Gay Boom” Loftin, "I Shall Always Cherish Sundays" Kirara, "A Lesbian in Hokkaido"	Discussion Board (2), Module 3 Assignment, Module 3 Quiz (2)
Module 4	9/22-9/28	The 1960s, with an emphasis on Stonewall	Watch: Marsha P. Johnson Doc, "Pay It No Mind..." Watch: Stonewall Uprising Read: Martino, "Legally, I Am a Male!"	Discussion Board, Module 4 Assignment, Module 4 Quiz
Module 5	9/29-10/5	The 1970s	Sedaris, “i like guys,” Whitmore, from The Confessions of Danny Slocum Lorde, “Love Poem,” Nihongi photo selections,	Discussion Board, Module 5 Assignment, Module 5 Quiz
Module 6	10/6-10/12		Cordova, from When We Were Outlaws Tree, “My Coming Out Herstory,” Hitomi "Wakakusa no Kai"	Discussion Board, Module 6 Assignment, Module 6 Quiz, Recorded Group Chat
Module 7	10/13-10/19	The 1980s, with an emphasis on the implications of the AIDS epidemic	Kazuo, “Out of the Silence” Louganis, from Breaking the Surface Wojnarowicz, “Living Close to the Knives” Haring (Artwork): “Silence = Death” and “National Coming Out Day” Bono, from Transition	Discussion Board, Module 7 Assignment, Module 7 Quiz
Module 8	10/20-10/26	The 1980s (continued)	Bechdel, from Fun Home **Piece contains mention of suicide. Tsui, “A Chinese Banquet”  Anonymous, “A Married Woman” Watch: Paris is Burning	Discussion Board, Module 8 Assignment, Module 8 Quiz, Short Paper
Module 9	10/27-11/2	The 1990s	RuPaul, “Mr. and Mrs. Television” Kikumi, “A Young Woman’s Story” Malsunga, “A Bisexual Life” Viloria, “Gendercide” Pansy Division, “Big Bottom” and “Boyfriend Wanted”	Discussion Board, Module 9 Assignment (2), Module 9 Quiz (2)
Module 10	11/3-11/9	The 2000s	Watch: Interview with Kate Bornstein O’Connell, “Growing up Gimp” Dariotis, “On Becoming a Bi Bi Girl” Mark Doty, “Homo Will Inherit”  Amaechi, from Man in the Middle	Discussion Board, Module 10 Assignment (2), Module 10 Quiz (2)
Module 11	11/10-11/16	The 2010s	Kreiger, “Packing”        Watch: Shinjiro Atae, “Into the Light” Watch: “5 Asexual People Explain What "Asexual" Means To Them”	Discussion Board, Module 11 Assignment, Module 11 Quiz Recorded Group Chat
Module 12	11/17-11/23	The 2010s	Laura Jane Grace (from Against Me!), “True Trans Soul Rebel”, “Transgender Dysphoria Blues” Chang, “Token Act” Watch: “Deaf Trans Asian Coming Out Stories: Wonha Park	Discussion Board, Module 12 Assignment, Module 12 Quiz
Module 13	11/24-11/30	Queer Japan and Course Wrap-up	Watch: Queer Japan	Discussion Board Final Research Paper Course evaluations (SFFs)

 

 

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