Embed Size (px)
Citation preview
Spring 2008 Issues: Gender in Historical Perspective
Gender Variance Through the Ages
16:015:006 10:55 – 12:10, T Th 27 Macbride Hall (MH)
Instructor: Katrina C. Rose
Office Hours: T-Th: 10:00-10:45 and 12:15-
[subject to change] 1:00, and by appointment
E-mail: [email protected]
Office: 380 Schaeffer Hall
Office Phone: 335-2585
History Department Information:
History Department Office: 280 Schaeffer Hall
Chair: Colin Gordon
Phone: 335-2299
Hours: 8-12, 1-5
Supervisor of Issues Courses: If you have questions/concerns about this class, please discuss them
with me. If we cannot resolve an issue, you may contact Prof. Paul Greenough, the Issues Courses
faculty supervisor. Call the History Dept. Office at 335-2299 for more information.
Course Description: This course will examine the history of those who either do not fit
comfortably into either of the two standard gender ‘boxes’ of male and female or who at one time
were easily classifiable as one but came to be classifiable as the other. In other words, it will be a
historical examination of individuals who would today be viewed as transgendered or transsexual or
intersexed - and their place(s) in society. In doing so, the course will involve looking at broad
historical developments (not just in the United States - and we do look at Iowa in particular - but
also in Europe and elsewhere) as well as the lives of specific individuals - some well- known, but
others less so. Queer theory? Not exactly. Trans-History? Yes.
NOTE: This course will involve frank discussions of sexual matters, including (but not limited
to) transsexualism, intersexuality, other transgender issues as well as other matters involving
human genitalia and sexuality.
Required Reading Materials: The books for this course are available at the Prairie Lights Book
Store (15 South Dubuque St.)
Ashley, April, with Douglas Thompson. The First Lady (London: John Blake 2006).
Dreger, Alice Domurat. Hermaphrodites and the Medical Invention of Sex (Cambridge:
Harvard Univ. Press 1998).
Meyerowitz, Joanne. How Sex Changed – A History of Transsexuality in the United States
(Cambridge: Harvard Univ. Press 2002).
Other reading materials will be accessible only through the course website. Consequently, use
of the course website is absolutely essential in order not only to be able to fully participate in
discussions and class assignments, but also to be able to succeed on the exams. The readings
that are on the course website are denoted by [ICON].
Required out-of-classroom viewing: This material for this course will include, in addition to the
reading material, a number of in-class video presentations. Most of these will be material that is not
readily available either commercially or at the library. Two items that we will be dealing with that
are readily available at the library (as well as at video stores) are Boys Don’t Cry and a documentary
about the events depicted in it, The Brandon Teena Story. You will be expected to have viewed
2
these two movies prior to the April 8th class session. The main library has DVD versions of each
that can be checked out or viewed in the media services area of the library. If you have previously
seen one (or both), I will not require that you do so again. However, if it has been a while, I would
suggest refreshing your memory.
Grading for the Course
Midterm Exam 25%
Essay 25%
Quizzes / Homework 15%
Attendance / Participation 10%
Final Exam 25%
100%
Assignment Descriptions
Midterm Examination: This exam will be given on March 6th. You will complete multiple
choice, true/false, short answer and essay questions.
Essay: You will write a five-page research paper. This paper will be due in class on May 6th.
Specific instructions will be provided, but it will involve the April Ashley autobiography.
Pop Quizzes / Homework: Quizzes and homework assignments will be given throughout the
semester. I will ask questions regarding major terms and/or concepts from the reading, lectures and
other presentations; homework assignments may include reaction papers or involve outside
research. The best way to do well on these quizzes and homework assignments is to attend class
regularly, take good notes and keep up with all reading assignments.
Attendance and Participation: You may miss two classes without any penalty solely for missing
the class, though you will still be responsible for learning any material that is discussed in class and
you will receive a zero if a pop quiz is given that day. Each unexcused absence after these two
‘free’ ones will result in a deduction of three points from the participation portion of your grade
(NOT the overall course grade.) Regarding these two ‘free’ absences, you do not need to tell me
why or when you will miss class, though if you are aware ahead of time that you will be taking one
of these ‘free’ absences and you wish to make me aware of such (with or without informing me of
the reason), this will be appreciated. You will need to inform me of circumstances surrounding any
absence if you wish it to be considered ‘excused.’ An absence is ‘excused’ if it is because of
circumstances such as athletics (not intra-mural) or other university-sanctioned activity, death of a
relative, major illness, etc. The following do NOT qualify for ‘excused’ status: oversleeping, merely
attending sports events (any level) out of town, missing the bus, attending a wedding, etc.
Attendance must be accompanied by thoughtful participation in order to do well in this
course. If you sleep during class, you will be regarded as being absent.
According to the College of Liberal Arts and Sciences, students should expect to spend six hours
per week outside of class preparing for a three-hour course.
Final Exam: The final examination will be given on Friday May 16th at 9:45 a.m. (room TBA.)
Essay questions on this exam will involve material from the entire course. Multiple choice, T/F,
short answer questions will only involve material from the second half of the course.
Optional Extra Credit Assignment: This will be explained in class.
3
Explanation of Grades
“A” (90-100%) : Excellent Work. An “A” student does the reading required for class and participates in
class discussion. Such a student is willing to ask questions about the material and arguments presented,
and is willing to offer comments on them. An “A” student is helpful to others during group work, and in
written assignments shows originality, initiative and insight as well as hard work, good organization,
sophisticated and well-developed writing skills, and convincing evidence for points being made.
“B” (80-89%) : Good Work. An “B” student attends class regularly and sometimes participates in
discussion of the material being presented. During group work, this student does his or her share, but
usually does not try to help others to perform well. In written work, such a student shows solid
understanding of concepts, good organization of materials and sustained effort. Evidence of points made
is adequate.
“C” (70-79%) : Average Work. An “C” student attends class regularly and but usually does not
participate in discussion of the material unless called upon to do so. Such a student does not do all of the
required readings for class. A “C” student usually expects that others will do the work in small
discussions and exercises, or will contribute common knowledge and personal opinions rather than
information from the course materials (lecture, readings and other presentations.) In written work, this
student shows an understanding of some, but not all, concepts. Organization is passable, but the student
does not always demonstrate an understanding of the significance of evidence, and tends to reword what
others have written rather than constructing an original synthesis of information and arguments.
“D” (60-69%) : Acceptable Work. An “D” student has spotty attendance and poor participation habits
but does demonstrate some evidence of an understanding of the material that is covered in the course.
“F” (Below 60%) : Unacceptable Work. Work that does not even rise to the level of “D” work will not
result in a passing grade.
PLAGIARISM
This course is given by the College of Liberal Arts and Sciences. This means that class policies on
matters such as academic dishonesty are governed by the College of Liberal Arts and Sciences.
Unacknowledged use of another person’s ideas or language is called plagiarism. All forms of
plagiarism and any other activities that result in a student presenting work that is not really the
student’s own work are considered academic fraud. Academic fraud includes these and other
misrepresentations:
presentation ideas from any sources you do not credit;
direct quotations without quotation marks and without credit to the source;
paraphrasing information and ideas from sources without credit to the source;
inadequate citations for material obtained through electronic research
downloading and submitting work from electronic databases without citation;
participation in a group project which presents plagiarized materials;
copying from someone else’s exam, quiz, homework or laboratory work;
allowing someone else to copy or submit one’s work as that person’s own work;
taking credit as part of a group without participating as required in the work of the group;
submitting material created/written by someone else as one's own, including purchased
term/research papers.
4
See: http://www.clas.uiowa.edu/students/academic_handbook/ix.shtml. Also, please see me if you
have any questions about what might constitute plagiarism. Many problems in this area can be
averted by discussing matters of proper citation prior to handing in an assignment. Moreover, I am
able to utilize, and reserve the right to require use of, services such as turnitin.com, which
analyze written assignments for plagiarized material.
All cases of suspected cheating or plagiarism will be pursued and, if verified, penalized and
reported to the Associate Dean for Academic Programs.
At the University of Iowa, plagiarism is taken seriously, and the History department takes an es-
pecially grave view of plagiarists. In addition to the penalties imposed by the instructor of this
course, the College of Liberal Arts & Sciences reserves the right to impose additional sanctions.
Penalties could range from receipt of a disciplinary warning until graduation, suspension from the
college for a calendar year or longer, to the recommendation of expulsion from the University by
the Provost. For information about how Issues instructors handle suspected cases of plagiarism,
refer to “Course of Action for Issues Instructors: What to Do If You Suspect a Student Has
Plagiarized,” attached to the syllabus.
History Department Writing Center
I strongly encourage students to utilize the History Department’s Writing Center.
Location: 303 Schaeffer Hall Phone: 335-2584
Website: http://www.uiowa.edu/~histwrit/ E-mail: [email protected]
Student Disability Services
I encourage students with disabilities to participate fully in this course. I need to hear from anyone
who has a disability which may require some modification of seating, testing or other class
requirements so that appropriate arrangements may be made. Please consult with me early in the
semester to arrange any necessary accommodations. Feel free to contact me after class, via e-mail
or during my office hours.
Student Disability Services is Located at 3100 Burge Hall. Phone: 335-1462. TTY: 335-1498.
Website: http://www.uiowa.edu/~sds/
Returned Assignments
When I turn back assignments, you may have questions about your grade, the comments you see, or
the content of the paper or the exam. I employ a 24/5/10 policy in addressing such questions.
Please wait 24 hours after I turn back a paper or exam before approaching me with questions. This
gives you time to re-read your work and the comments in an unrushed manner. If you would like to
discuss the assignment with me, you must make an appointment within five days of the time I return
the assignment. The meeting must occur within ten days of the return of the assignment, and any
questions must be resolved by the end of that period. If you have a severe personal emergency that
5
prevents your keeping this schedule, consult with me. Be aware that the 24/5/10 period begins
when I hand back the assignment, irrespective of whether you are present in class that day.
Communication
You must activate and use your UI email account (or another e-mail service.) This is how I
will contact you and this is how I will distribute announcements. You are also encouraged to use e-
mail to contact me. However, please bear in mind that although I am a confirmed compu-geek (I
generally read my email daily and keep rather late hours) it is possible that you may not get an
immediate response.
As for other types of communication: Absolutely NO cell phone usage (be it talking, text-
messaging, image-snapping or any other activity) of any kind is to take place during class. I will try
not to be overly-draconian on my attendance policy, but I will be on the cell phone policy, because
cell phone usage of any kind during class is rude and disruptive.
Course Schedule
WEEK ONE:
1 / 22 Review Course Syllabus
STRONG SUGGESTION: Begin reading Dreger, Hermaphrodites and the
Medical Invention of Sex.
1 / 24 Some Introductory Stuff: Words, Words, Words and More Words
Read: Bracton on the Laws and Customs of England, pp. 31-32 [the
English parts, not the Latin parts] [ICON]
Meyerowitz, How Sex Changed, 1-13
OUTSIDE RESEARCH ASSIGNMENT
Find a newspaper article that you think would be of relevance to this course,
make a copy of it and write a paragraph (or so) about it and how you
went about finding it.
Guidelines: (1) The article must be from before Jan. 1, 2002 and not be on the
syllabus for this course; (2) the article must come from newspaper archived
on microfilm (the University’s library is a good place to go, but if you know of
other microfilm collections, feel free to utilize them.)
Due: In class on Tuesday, Feb. 5.
6
WEEK TWO:
1 / 29 Trans History: Substance and Process
In-Class Video Presentation: Screaming Queens
1 / 31 This is Not Your Father’s Primary Source Exercise (or…Hermaphrodites
in the Heartland I)
Read: “A Woman Becomes a Man”
(a) As it appeared in the Springfield (Mass.) Republican,
Jan. 20,1868 [ICON]
(b) As it appeared in the Des Moines Daily State Register,
Feb.18,1868 [ICON]
“He, She or It. A Correct Account of the Mysterious Female Man. Truth
Stranger Than Fiction,” Ohio Democrat, March 13, 1868 [ICON]
Eddie Krell, “Honeymoon Murder of the Transsexual Bride” [ICON]
Two articles on the Richard Moore trial from the Newton Daily News
(Feb. 14 & Feb. 17, 1977) [ICON]
City of Newton (Iowa) Code of Ordinances § 22-23 (1977) [ICON]
Skim: State v. Moore, 276 N.W.2d 437 (Iowa 1979) [ICON]
WEEK THREE:
2 / 5 Intersexuality
Read: Hermaphrodites and the Medical Invention of Sex, pp. Chapters 1-2
Figal, Civilization and Monsters, pp. 21-22 [ICON]
→ OUTSIDE RESEARCH ASSIGNMENT DUE
2 / 7 Read: Hermaphrodites and the Medical Invention of Sex, pp. 46-78
WEEK FOUR:
2 / 12 Read: Hermaphrodites and the Medical Invention of Sex, pp. Chapter 3
2 / 14 Read: Hermaphrodites and the Medical Invention of Sex, pp. Chapter 4
STRONG SUGGESTION: Begin reading the autobiography of April
Ashley (The First Lady.) You will not be responsible for it for the Mid-
Term, this book will later be the focal point of the major essay later on.
7
WEEK FIVE:
2 / 19 Read: Chase, “Hermaphrodites With Attitude” [ICON]
Peipho v. Peipho, 88 Ill. 438 (1878) [ICON]
“N.C. Confused by Man Who Wed White and Negro Women” [ICON]
“Miss. Lad Undergoes Surgery; Changed From Girl to Boy” [ICON]
Marriage of C and D (falsely called C), 28 A.L.R. 524 (1979), particularly
the last three paragraphs [ICON]
Skim: Brief of Appellants, Peipho v. Peipho [ICON]
2 / 21 Fictional Intersexuality, etc.
In-class video presentation: Freaks and Geeks: The Little Things
Read: Pohl, “Day Million” (from Bio-Futures, Pamela Sargent, ed.) [ICON]
Vidal, Myra Breckinridge, Chapter 41 [ICON]
WEEK SIX:
2 / 26 A Brief Introduction to Modern LGBT Politics
Read: Aravosis, “How Did the T Get in LGBT?” [ICON]
Stryker, “Why the T in LGBT is Here to Stay” [ICON]
Stryker, “It’s Your History—Use It!” [ICON]
2 / 28 A Brief Introduction to Early Modern and Not-So-Modern Trans Stuff
Read: Three 1968 articles from the Baton Rouge Morning Advocate [ICON]
1968 La. Acts No. 611 [ICON]
K. Rose, “The Proof is in the History…,” pp. 447-55 [ICON]
Vaughan, “The Sad Case of Thomasine Hall” [ICON]
Norton, Founding Mothers and Fathers: Gendered Power and the
Forming of American Society, 183-97 [ICON]
WEEK SEVEN:
3 / 4 A Second Brief Introduction to How Sex Changed
Read: Meyerowitz, How Sex Changed, 14-50
3 / 6 Exam I
8
WEEK EIGHT:
3 / 11 Back to How Sex Changed
Read: Meyerowitz, How Sex Changed, 51-97
Skim: 1952 Des Moines Register articles on Christine Jorgensen [ICON]
Optional Listening: “Christine Jorgensen Reveals” (included in GenderTalk,
Episode # 561) [ICON]
3 / 13 Read: Meyerowitz, How Sex Changed, 98-129
OUTSIDE RESEARCH ASSIGNMENT
Find a court opinion that you think would be of relevance to this course,
and write a paragraph (or so) about it and how you went about finding it. (If it is
a relatively short opinion, print out a copy and include it with your paper; if not,
try to cut and paste a portion of the opinion – sufficient enough to identify it.)
Guidelines: The court opinion must not be on the syllabus for this course
Due: In class on Tuesday, March 25.
WEEK NINE:
3 / 18
SPRING BREAK – NO CLASS
3 / 20
WEEK TEN:
3 / 25 In-Class Video Presentation: The Brandon Teena Story (first 75 min.)
3 / 27 Be prepared to discuss: Meyerowitz, How Sex Changed, 130-254
→ OUTSIDE RESEARCH ASSIGNMENT DUE
WEEK ELEVEN:
4 / 1 In-Class Video Presentation: Georgie Girl (New Zealand documentary)
4 / 3 Biographies, Autobiographies and Other Presentations of Trans Lives
By this class session, you must have read:
Ashley with Thompson, The First Lady
(And, it would be a good idea if you have read the essay assignment
sheet [ICON])
Read: Califia, Sex Changes, pp. 11-48 [ICON]
9
WEEK TWELVE:
4 / 8 Documentary v. Drama: The Brandon Teena Story v. Boys Don’t Cry
Outside Viewing: Prior to this class session you should have viewed The
Brandon Teena Story (or at least the first 75 minutes of it; I’ll
run the conclusion at the beginning of class) and Boys Don’t
Cry, which are both available for viewing at Media Services in
the main library.
Skim: State v. Lotter, 586 N.W.2d 591 (Neb. 1998) [ICON]
Brandon v. County of Richardson, 624 N.W.2d 601 (Neb. 2001) [ICON]
These are rather long court opinions. Just skim over them with an eye
toward watching a documentary and a dramatization of the events that
the court is talking about in the opinions.
4 / 10 Law – Identity
Read: M.T. v. J.T., 355 A.2d 204 (N.J. Super App. Div. 1976) [ICON]
In re Ladrach, 513 N.E.2d 828 (Ohio Prob. 1987) [ICON]
Littleton v. Prange, 9 S.W.3d 223 (Tex. App. 1999) [ICON]
Skim: Corbett v. Corbett, 2 All E.R. 33 (P. 1970) [ICON] This is a
very long opinion, and the language of it is difficult to wade through
(even for lawyers.) However, it is the court opinion that is mentioned in
The First Lady, and serves as an interesting comparison.
WEEK THIRTEEN:
4 / 15 Read: In re Leber (Switzerland 1945) [ICON]
Campbell, “Successful Sex in Succession” [ICON]
Skim: Playdon, “The Case of Ewan Forbes” [ICON]
In re Kevin & Jennifer (Australia Family Court) [both opinions] [ICON]
These are both very long opinions. Do just skim them, though make note
of what, if anything, jumps out at you when skimming them.
4 / 17 Back to Modern LGBT Politics: Existence vs. Politics vs. Reality
Read: E. Rose, “A Feminist Transsexual Speaks Out for Self-Definition,” and,
Raymond, “Transsexuals are Castrated Men,” pp.6-8 [ICON]
Vincent, “Cunning Linguists” [ICON]
Califia, Sex Changes, pp. 86-119 [ICON]
Meyerowitz, How Sex Changed, 255-86
10
WEEK FOURTEEN:
4 / 22 Read: DeMotier, “The ‘Trans’ Movement is Not What Gay Pride’s All
About” [ICON]
Bennett, et. al., letters responding to DeMotier [ICON]
Cook-Daniels, “Many Belong in Both Trans and Gay Boats” [ICON]
K. Rose, “Pride Overlaps in Common Past, Pain, and Goals” [ICON]
Schulter, “Transsexophobia: Old Arguments Against New
People” [ICON]
Schulter, “Transphobia” [ICON]
“Trans Leaders Haven’t Made Case For Changing
HRC’s Mission” [ICON]
Epperly, “Transgender Political Machinations” [ICON]
Carpenter, “The Myth of a Transgender Stonewall” [ICON]
4 / 24 Read: Clendenin & Nagourney, Out For Good, 225-38 [ICON]
Griffin, “‘No Compromise’ Gay Coalition Bill May Sink
Rights Bill” [ICON]
Currah & Minter, Transgender Rights, 19-22 [ICON]
“Midwest TS’s and TV’s Fight for Civil Rights” [ICON]
Minnesota House Journal, May 8, 1975 (excerpt) [ICON]
Garrett, “1975 Legislative Session” [ICON]
“MCGR in ‘76” [ICON]
Skim: “A Little Bit of Our History: An Interview With Lee Brewster” [ICON]
Griffin, “Allan Spear: One Year Out and Going Strong” [ICON]
WEEK FIFTEEN:
4 / 29 Law – Employment
Read: Ulane v. Eastern Airlines, 742 F.2d 1081 (7th Cir. 1984) [ICON]
Schwenk v. Hartford, 204 F.3d 1187 (9th Cir. 2000) [ICON]
Goins v. West Group, 619 N.W.2d 424 (Minn. App. 2000) [ICON]
Goins v. West Group, 635 N.W.2d 717 (Minn. 2001) [ICON]
Extra Resource: Briefs from the Goins case [ICON]
5 / 1 [CURRENTLY OPEN – THOUGH THIS OPEN DATE MIGHT MOVE]
11
WEEK SIXTEEN:
5 / 6 Transsexuals in Iowa
Read: Sommers v. Iowa Civil Rights Comm’n, 337 N.W.2d 470 (Iowa
1983) [ICON]
Audra Sommers’ Charge of Sex Discrimination, May 13, 1980 [ICON]
Iowa Civil Rights Commission’s Rejection Letter, May 23, 1980 [ICON]
Newspaper items on the Gayla McDowell case [ICON]
Newspaper items on the Lauren Jansen case [ICON]
Deirdre McCloskey, Crossing, pp. 96-111 [ICON]
1976 Iowa Laws Ch. 1111 [1 page] [ICON]
Items related to the Iowa City Human Rights Ordinance [ICON]
ESSAY DUE
5 / 8 REVIEW FOR FINAL
FINALS WEEK:
12/11 Final – Friday, May 16th, 9:45 a.m., Room TBA
12
This page contains no information related to the course, but does contain a
wonderful illustration of a polar bear in a blizzard – all just to avoid the indignity of me having to
utilize the phrase ‘this page left intentionally blank.’
13
Spring 2008
Course of Action for Issues Instructors:
What to Do If You Suspect a Student Has Plagiarized
This is a basic step-by-step guide for what to do if you get a plagiarized paper from a student and you have
found the source(s). If you have any questions about any part of this process, do not hesitate to send
inquiries to the Issues Coordinator.
You may want to post this document near your desk for quick reference.
Issues Coordinator: _Professor Paul Greenough___ e-mail: [email protected]_
Director of Graduate Studies: __Professor David Arkush_ e-mail: [email protected]___
Once you have identified the original source(s) of the plagiarized paper:
1) Make a copy of the student’s paper. Highlight the plagiarized portions so others can see the
problem at a glance. Then print out or duplicate the original source(s) the student drew
upon without citing. Staple the two sets of paper together. Indicate on the student’s paper
and on the copy the nature of the plagiarism you have detected—i.e. copying verbatim or
nearly so without using quotation marks or giving a source, close paraphrasing without
attribution, citing false sources. For a list of the many possible types, see the CLAS website
on “Academic Fraud and Cheating” at
http://www.clas.uiowa.edu/students/academic_handbook/ix.shtml
2) Estimate what percentage of the student’s paper was taken from the source(s).
3) Decide on the course of action you
wish to take in terms of the
student’s standing in the course.
Assuming that you have clearly stated the penalty for
plagiarism on your syllabus:
a) How much is this particular assignment worth?
b) What penalty for plagiarism will you impose?
c) Will the student have the option of re-doing the
assignment?
4) As soon as you have sufficient evidence and you have completed steps 1-3, send an e-mail
message to the student alleging that plagiarism has occurred and request a face-to-face
meeting to discuss the allegation and evidence. (See Template #1: “Initial E-mail to
Student”); send a carbon-copy to the Issues Coordinator and the Director of Graduate
Studies (DGS). Also keep a copy of this e-mail for your records.
14
5) Next, consider how to
discuss the incident face
to face with the student.
a) During your meeting with the student, state the fact that you have
found instances of plagiarism in his/her essay. Show the student
the specific passages from the original sources and compare
them to their papers.
b) Ask the student to explain why they plagiarized. Write down the
gist of their response.
c) Explain the disciplinary steps that you intend to impose for the
infraction, and inform the student that you have notified the
Issues Coordinator. Tell the student that the Issues Coordinator
will notify the Dean of CLAS, who may impose additional
sanctions. Point out that even if the student cancels his/her
registration for the course, that will in no way lessen the degree
of culpability and that the disciplinary procedure will be the same
(except the option of giving the student an F for the particular
assignment or even for the course will have been forgone).
d) Refer the student to the academic handbook for more information
on the University’s policies on plagiarism
http://www.clas.uiowa.edu/students/academic_handbook/ix.s
html
6) If, after meeting with the
student, you remain
confident that
plagiarism has occurred,
complete Template #2:
Official Notice of
Plagiarism.
The official notice must
contain the following
information:
a) Basic information: the course number and section, the student’s
name and ID number, the date and time of of the face to face
meeting with the student.
b) Description of the situation: the nature of the assignment and how
much it is worth for the course, the percentage of the paper that
was plagiarized, and a notation of the original source(s).
c) The instructor’s course of action: what the consequences will be in
the course, notice that the Issues instructor has informed the
student of these consequences, and that the student has been
informed that the matter will be turned over to the faculty
coordinator.
7) Send the completed Official Notice of Plagiarism form, any notes on the student’s explanation
given at the face to face meeting, a copy of the student’s paper and a copy of the original
source(s) to the Issues Coordinator.
8) Send a hard copy of the Official Notice of Plagiarism to the student’s mailing address
(departmental office staff will provide postage.) Keep a copy for your records.
9) The Issues Coordinator will review the case, share papers and notes with the DGS and send
all relevant documents with his/her own observations to CLAS deans.
The steps outlined above should help you to respond to most instances of plagiarism. If you suspect a
student of plagiarism and cannot find the original source, contact the Issues Coordinator as soon as
possible to discuss the situation and plan a course of action. The Department cannot emphasize
enough the importance of not accusing a student of plagiarism without convincing evidence.
16:015:006 – Gender Variance Through the Ages Spring 2008 – Mid-Term Study Aid – Time Line
Bracton d. 1278
(early Old
English Common Law treatise)
Thomasine Hall’s trial in Virginia
1629
Abel / Herculine Barbin commits suicide in France
1868
Articles about Waterloo, Iowa, resident Edgar Burnham appear in
several U.S. newspapers
1868
Iowa enacts transsexual birth certificate statute
Feb. 1976
MTF Terri Moore murdered by her
husband near Lynnville, Iowa
May 1976
Louisiana enacts transsexual birth certificate statute
1968
Marriage of C and D
1979
Freaks & Geeks
1999-2000
California enacts transsexual birth certificate statute
1977
Transgender-inclusive version of the
Employment Non-Discrimination Act
(ENDA) introduced.
Political confrontation between inclusionists
(including United ENDA) and
exclusionists ensues
2007
Peipho v. Peipho
1878
Pauli Murray investigates possibility of transitioning
from female to male
1930s-40s
Modern intersex activism (ISNA, etc.)
1990s ►
Illinois enacts first of the American transsexual birth
certificate statutes
1955
Marie Rosine / Gottlieb Gottlich self-exhibits for profit
Early 19th c. (1830s)
The ‘testicle girl’
Japan – first decade of 19th c.
Compton’s Cafeteria Riot
(San Francisco)
1966
Day Million
Myra Breckinridge
Both 1968
Stonewall Riots (New York City)
1969
16:015:006 – Gender Variance Through the Ages Spring 2008 – Final - Study Aid – Time Line
Bracton d. 1278
(early Old
English Common Law treatise)
Thomasine Hall’s
trial in Virginia
1629
Abel / Herculine Barbin commits suicide in France
1868
Articles about Waterloo, Iowa, resident Edgar Burnham appear in
several U.S. newspapers
1868
Iowa enacts transsexual
birth certificate statute
Feb. 1976
Louisiana enacts transsexual birth certificate statute
1968
Marriage of C and D
1979
Freaks & Geeks
1999-2000
California enacts transsexual birth certificate statute
1977
Transgender-inclusive version of the Employment
Non-Discrimination Act (ENDA) introduced.
Political confrontation between inclusionists
(including United ENDA) and exclusionists ensues
2007
Peipho v. Peipho
1878
Pauli Murray investigates possibility of transitioning
from female to male
1930s-40s
Modern intersex activism (ISNA, etc.)
1990s ►
Marie Rosine / Gottlieb Gottlich self-exhibits for
profit
Early 19th c. (1830s)
The ‘testicle girl’
Japan – first
decade, 19th c.
Compton’s Cafeteria Riot
(San Francisco)
1966
Day Million
Myra Breckinridge
Both 1968
Stonewall Riots (New York City)
1969
Illinois enacts first of the American transsexual birth
certificate statutes
1955
Citizen Lobbyist
2004
Goins v. West opinions
2000-01
Littleton v. Prange
1999
M.T. v. J.T.
March 1976
In re Leber - 1945
Corbett v. Corbett
1970
Minnesota 1974-75
1) 1974 Gay-only rights ord. in Mpls. 2) May 1975 battle for T-inclusion at state legislature 3) Dec. 1975 Mpls. ord. adds the trans- inclusive language
Audra Sommers litigation
1980-83
Ulane v. Eastern Airlines
1984
Schwenk v. Hartford
2000
Gender identity added to Iowa City ordinance
1995
In re Ladrach
1987
Minnesota passes T-inclusive civil
rights law
1993
MTF Terri Moore murdered by her husband near
Lynnville, Iowa
May 1976
