Course Syllabus

ANTH 3140 Anthropology of Sex and Gender| Spring 2017

Contact Information

Instructor:Richley Crapo

Preferred email:Canvas email

Office hours: TBD

Course Description

This online course provides a survey of core anthropological perspectives on sex, gender, and sexuality. While gender is a universal principle of social organization in all human societies, human experiences of gender are as dynamic and diverse as the world around us. The same is true of gendered experiences in the more distant human past. In this course, students will gain an in-depth understanding of gender diversity across different human cultures from those of Paleolithic Europe to the night clubs of Manhattan. We will examine how anthropological thinking about sex, gender, and sexuality has changed over the past century in the subfields of archaeology and cultural anthropology. In particular, we will focus on the key contributions of feminist theory to American anthropology. Additionally, this course centralizes critical engagement with contemporary issues ofsocialinequality addressed by the Two Spirit movement and the American transgender movement.

IDEA Learning Objectives

During this course, you will:

  1. Learn fundamental theories related to the anthropological concepts of sex, gender, and sexuality
  2. Develop skills, competencies, and points of view needed by professional anthropologists, including developing an in-depth understanding of cultural relativism
  3. Gain a broader understanding and appreciation of gender diversity from a cross-cultural perspective
  4. Learn to analyze and critically evaluate ideas, arguments, and points of view related tocontemporarysocial issues from an anthropological perspective

Required Texts

You have three required textbooks for this class. All supplemental readings and media content will be provided in Canvas.

  1. Rosemary A. Joyce (2008).Ancient Bodies, Ancient Lives: Sex,Gender, and Archaeology. New York: Thames and Hudson.
  2. Will Roscoe (1998).Changing Ones: Third and Fourth Genders in Native North America.New York: St. Martin's Griffin.

Canvas

This is a fully online course. Canvas is where course content, grades, and communication will reside for this course.

  • Yourusernameis yourA#, and yourpasswordis your global password (the same one you use for Banner or Aggiemail).
  • ForCanvas,Passwords, or any other computer-related technical support contact theIT Service Desk.
  • 435 797-4357 (797-HELP)
  • 877 878-8325
  • If you are new to Canvas, please take theCanvas Orientation for Students. TheCanvas Help Tutorialsare also an excellent resource. Both of these resources can be foundunder the Support tab located at the top of your Canvas homepage.

Grades

Course Assignments

Your grade for this class isbased on the following individual components: two Learning Assessments, 13 total Discussions, three Quizzes, and a Term Paper. The Learning Assessments are worth 5% of your final grade and consist of two assignment components: Learning Assessment 1 and Learning Assessment 2. Discussions are worth 35% of your final grade and consist of three individual components: Introduce Yourself Discussion, OUTSpoken Discussion Questions, and 12 separate Discussions. Quizzes are worth 30% of your final grade and consist of three assignment components: Quiz 1, Quiz 2, and Quiz 3. The Term Paper is worth 30% of your final grade and consists of four assignment components: Selection of Topic, Internet and Library Research, and submission of the Research Report. The topics may be any of those addressed in this course (see weekly assignments).

Learning Activities

Learning Assessments

You will have two Learning Assessments in this class. Learning Assessment 1 will be given during the first week of class, and Learning Assessment 2 will be given during the last week of class. These assessments are designed to track your learning experience in this class.

Discussions

This class is discussion-based. Throughout the semester, we will focus on developing collaborative communication skills through group discussions.Yourparticipation in our groupdiscussions is welcomed and required.

Our online discussions are vital to the shared learning environment of this class. This class focuses on the study of cultures and social identities that may differ from your own and, for some of you, thatareyour own. Be courteous and respectful to your fellow peers. Exercise the anthropological principle of cultural relativism: the idea that an individual's beliefs and activities are best understood within the context of that individual's own culture, not someone else's. Share your ideas. Do not make personal attacks. Avoid racist, ethnocentric, sexist, homophobic, classist, ageist, and ableist language.

I expect you to write discussion posts that invite reflection. In order for us to create a productive, engaging discussion environment, you must complete your readingsbeforehand.Feel free to bring in outside sources or personal knowledge to enrich our discussions; however, please stay on topic. Give credit where credit is due: cite your references when you paraphrase or quote. In your response posts, refrain from writing “Me, too!” and "I liked your post" responses that contribute little to the discussion. The key here is that your original posts and response posts should be substantive. In other words, we want to hear your original thoughts on the discussion topic. Write conversationally but with attention to the basics of grammar and writing mechanics.We’re building an academic community through our discussions, so please avoid "text speak." On the other hand, don’t panic: we aren’t writing a term paper on our discussion threads!

Quizzes

You will take each quiz online in Canvas. Quizzes arenotproctored and are, therefore, open-book and open-note.

Term Paper

Your final project in this class will be based on your own research concerning any topic of your choice that is covered in this course. (See especially the Readings/Media column in the Course Schedule, below.) If you are inspired by a topic that is course appropriate but not specifically covered, contact me for permission. Aim for 10 or 12 pages. Be sure to use standard anthropological citation style, as described in theAmerican AnthropologistorCurrent Anthropology.

Course Schedule

WEEK / READINGS/MEDIA / ASSIGNMENTS
Week 1 (1/9-1/15)
Module 1: Anthropology of Sex and Gender /
  • Banner (2003) "Mannish Women"
  • PowerPoint Lecture: "4 Cross-Cultural Gender Diversity"
/
  • Class Orientation Tutorial
  • Introduce Yourself Discussion
  • Learning Assessment 1

Week 2 (1/16-1/22)
Module1: Sex /
  • Faust-Sterling (1993) "The Five Sexes"
  • Worthman (1995) "Hormones, Sex, Gender"
  • TED Talk: Judi Herring
  • PowerPoint Lecture: 1 Introduction to Anthropology of Sex and Gender
/
  • Discussion 1

Week 3 (1/23-1/29)
Module 1: Gender and Sexuality /
  • Rubin "The Traffic in Women"
  • TED Talk: Sam Killermann
  • Gender-Bread Person:
  • PowerPoint Lecture: 10 Prostitution and Sexual Slavery
/
  • Discussion 2
  • OUTSpoken Questions
  • Quiz 1

Week 4 (1/30-2/5)
Module 2: Archaeology of Gender /
  • Ancient Bodies: Introduction, Chapter 1
  • Solometo and Moss (2013) "Picturing the Past"
/
  • Discussion 3

Week 5 (2/6-2/12)
Module 2: Venus in the Paleolithic /
  • Ancient Bodies: Chapter 2
  • Soffer et al. (2000) Venus Figurines
  • Short Film: Archaeosoup's Venus Figurines
  • PowerPoint Lecture: "14 Venus Figurines"
/
  • Discussion 4

Week 6 (2/13-2/19)
Module 2: Gender in Ancient Mesoamerica /
  • Ancient Bodies: Chapter 3
  • Joyce (2000) "Girling the Girl"
  • PowerPoint Lecture: " 6 Women Who Passed as Men in European History"
/
  • Discussion 5

Week 7 (2/20-2/26)
Module 2: Archaeology of Sexuality /
  • Ancient Bodies: Chapter 4
  • Seiffert et al. (2000) "Mary Ann Hall's"
  • PowerPoint Lecture: "13 Prostitution"
/
  • Discussion 6
  • Quiz 2

Week 8 (2/27-3/5)
Module 3: Thinking about "Berdache" /
  • Changing Ones: Chapters 1-2
  • MTPR: "Crow Indian Culture"
  • PowerPoint Lecture: "2 Supernumerary Genders"
/
  • Discussion 7

Week 9 (3/6-3/12)
SPRING BREAK / None / None
Week 10 (3/13-3/19)
Module 3: Third Genders in Native North America /
  • Changing Ones: Chapter 3
  • RadioWest: "Two Spirits"
  • PowerPoint Lecture: "3 Sexual Orientation"
/
  • Discussion 8

Week 11 (3/20-3/26)
Module 3: Two Spirit Identity /
  • Changing Ones: Chapter 5
  • Short Film: "Two Spirits"
  • NPR: "A Journey of Being Different"
/
  • Discussion 9
  • Quiz 3

Week 12 (3/27-4/2)
Module 4: Imagining Transgender /
  • Imagining Transgender: Introduction
  • USU OUTSpoken Panel Podcast
  • David Yi (2015) "Faces of transgender teen America"
/
  • Discussion 10
  • Initial Research Statement

Week 13 (4/3-4/9)
Module 4: Transgender History /
  • New York Times (2015) "Milestones"
  • PowerPoint Lecture: "13 Women in Advertising"
  • Dove Evolution:
  • Body Evolution:
/
  • Discussion 11

Week 14 (4/10-4/16)
Module 4: Exploring a Transgender Community /
  • Short Film: "One Word: Pronouns"
  • TED Talk: Monique Shafter
  • PowerPoint Lecture: "13 Beauty and Pain"
/
  • Discussion 12

Week 15 (4/17-4/23) / Discussion of Term Paper summaries /
  • Term Paper due

Week 16 (4/24-4/30)
LAST WEEK / Discussion of Term Paper summaries

Course Policies

Canvas Notification Preferences

Please make sure your Canvas notification preferences are set so that you will receive Course AnnouncementsASAPorDaily(click the appropriate link to set your preference). It is your responsibility to receive information given in Announcements in a timely manner.

Late Work

You are responsible for all due dates and times.For a general schedule of assignments, please refer to the Course Schedule in this Syllabus. For specific assignment due dates and times, please refer to specific assignments in Modules pages, Assignments, and/or the Canvas Calendar.Once an assignment closes in Canvas, you cannot turn in late work. This means that you need to check on all assignment due dates in advance and manage your work time effectively. If an emergency occurs that prevents you from turning in your work on time, I expect you to contact me via Canvas emailas soon as possibletoarrange for make-up work. I expect you to contact me regarding an emergency during the week that an assignment is due or very shortly thereafter.

Extra Credit

I donotoffer extra credit assignments in this course. I feel that you can all succeed in this course with the given material. Your time should be spent engaging with and understanding that material. Please do not contact me regarding exceptions to this policy.

Syllabus Changes

This Syllabus is subject to change. I will notify the class regarding all changes via Announcements and update the Syllabus accordingly.

University Policies

Academic Freedom and Professional Responsibilities

Academic freedom is the right to teach, study, discuss, investigate, discover, create, and publish freely. Academic freedom protects the rights of faculty members in teaching and of students in learning. Freedom in research is fundamental to the advancement of truth. Faculty members are entitled to full freedom in teaching, research, and creative activities, subject to the limitations imposed by professional responsibility.Faculty Code Policy #403further defines academic freedom and professional responsibilities.

Academic Integrity – "The Honor System"

Each student has the right and duty to pursue his or her academic experience free of dishonesty. The Honor System is designed to establish the higher level of conduct expected and required of all Utah State University students.
The Honor Pledge: To enhance the learning environment at Utah State University and to develop student academic integrity, each student agrees to the following Honor Pledge:
"I pledge, on my honor, to conduct myself with the foremost level of academic integrity."
A student who lives by the Honor Pledge is a student who does more than not cheat, falsify, or plagiarize. A student who lives by the Honor Pledge:

  • Espouses academic integrity as an underlying and essential principle of the Utah State University community;
  • Understands that each act of academic dishonesty devalues every degree that is awarded by this institution; and
  • Is a welcomed and valued member of Utah State University.
Academic Dishonesty

The instructor of this course will take appropriate actions in response to Academic Dishonesty, as defined the University’s Student Code. Acts of academic dishonesty include but are not limited to:

  • Cheating: using, attempting to use, or providing others with any unauthorized assistance in taking quizzes, tests, examinations, or in any other academic exercise or activity. Unauthorized assistance includes:
  • Working in a group when the instructor has designated that the quiz, test, examination, or any other academic exercise or activity be done “individually;”
  • Depending on the aid of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments;
  • Substituting for another student, or permitting another student to substitute for oneself, in taking an examination or preparing academic work;
  • Acquiring tests or other academic material belonging to a faculty member, staff member, or another student without express permission;
  • Continuing to write after time has been called on a quiz, test, examination, or any other academic exercise or activity;
  • Submitting substantially the same work for credit in more than one class, except with prior approval of the instructor; or engaging in any form of research fraud.
  • Falsification: altering or fabricating any information or citation in an academic exercise or activity.
  • Plagiarism: representing, by paraphrase or direct quotation, the published or unpublished work of another person as one‘s own in any academic exercise or activity without full and clear acknowledgment. It also includes using materials prepared by another person or by an agency engaged in the sale of term papers or other academic materials.
Sexual Harassment

Sexual harassment is defined by the Affirmative Action/Equal Employment Opportunity Commission as any "unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature." If you feel you are a victim of sexual harassment, you may talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office located in Old Main, Room 161, or call the AA/EEO Office at (435) 797-1266.

Withdrawal Policy and "I" Grade Policy

Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all of the coursework because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term ‘extenuating’ circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter a work schedule to secure employment, (4) change in work schedule as required by an employer, or (5) other emergencies deemed appropriate by the instructor.

Students with Disabilities

Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435)797-2444. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print, digital, or audio) are available with advance notice.
Contacting the Disability Resource Center (DRC):

  • On Campus: Room 101 of the University Inn
  • Phone: 435-797-2444
  • Website:

Disability related resources for current students:

  • DRC Student Handbook
  • Deaf and Hard of Hearing Student Handbook
  • Disability Related Scholarships
  • Campus Resources
  • Documentation Guidelines
  • Online Resources for Students with Disabilities

Diversity Statement

Regardless of intent, careless or ill-informed remarks can be offensive and hurtful to others and detract from the learning climate. If you feel uncomfortable in a classroom due to offensive language or actions by an instructor or student(s) regarding ethnicity, gender, or sexual orientation, contact:

  • Student Services: 435.797.1712,, TSC 220
  • Student Advocates: 435.797.2912, TSC 340,
  • Access and Diversity: 435.797.1728,mailto:; TSC 315
  • Multicultural Programs: 435-797-1728, TSC 315
  • LGBTQA Programs: 435-797-GAYS, TSC 314
  • Provost‘s Office Diversity Resources: (435) 797-8176

You can learn about your student rights by visiting:
The Code of Policies and Procedures for Students at Utah State University:

Grievance Process

Students who feel they have been unfairly treated may file a grievance through the channels and procedures described in the Student Code:Article VII. Grievances.

Full details for USU Academic Policies and Procedures can be found at:

  • Student Conduct
  • Student Code
  • Academic Integrity
  • USU Selected Academic Policies and Procedures
  • USU Academic Policies and Procedures
  • Academic Freedom and Professional Responsibility Policy

Emergency Procedures

In the case of a drill or real emergency, classes will be notified to evacuate the building by the sound of the fire/emergency alarm system or by a building representative. In the event of a disaster that may interfere with either notification, evacuate as the situation dictates (i.e., in an earthquake when shaking ceases or immediately when a fire is discovered). Turn off computers and take any personal items with you. Elevators should not be used; instead, use the closest stairs.