THE HISTORY OF SEXUALITY IN THE UNITED STATES
Gilfoyle, Professor of American History
Loyola University Chicago
HIST 392-020 (773) 508-2232
MWF, 11:30 - 12:20, Damen Hall 530
511 Crown Center
Office hours: MWF, 10:15-11:15 a.m. , M, 12:30-1:30 p.m.
E-mail address: firstname.lastname@example.org
This course provides a historical introduction to sexual behaviors and attitudes in the United States from the colonial period to the present. The primary emphasis concerns the impact of social and political change on sexual norms and behavior. Particular attention is paid to changing standards of sexual morality and their effect upon the structure and organization of the American family and physical intimacy over the past three and one-half centuries. As the American population and its institutions changed, so did the boundaries of sexual behavior and ideology. This course seeks to discover and define those evolving boundaries and thereby better comprehend the ongoing transformation of the family, sexuality and personal identity in the United States. Since sexual behavior, ideas and identity define much of the current political and social landscape of the United States, those issues will be studied in their historical context. The course is chronologically structured and interwoven with topical themes, beginning with the colonial period and ending with contemporary America. The more important topics include changing gender roles and their impact on sexual relationships, courtship and marriage, the evolution of birth control and abortion, the role of medicine and politics in defining appropriate norms and forms of sexuality, the rise of sexology as a scholarly discipline, social communities and subcultures defined by alternative sexual behaviors, and so called "deviant" forms of sexuality.
The course also attempts to comprehend the ongoing struggle regarding what it means to be an American as viewed through the prism of sexuality. How has sexuality affected definitions of citizenship and freedom in the United States? Has the meaning of "sexual freedom" and "freedom" changed over time? These questions are not only "political" because they ultimately raise very personal and ethical questions about ourselves: Who am I? Why am I here? Where am I going? How do I lead a good and honest life? How did Americans in the past answer these questions?
The course requirements and their percentage of the final grade are: 1) midterm exam (25%), 2) final exam (25%), 3) participation and class discussion (25%), 4) a typewritten essay (25%). Exams will be based primarily on the readings below and secondarily on lectures and discussions. Midterm exams and grades will be returned to students before 16 October 2006.
A primary responsibility of students is to complete the weekly reading before the date of the scheduled class and contribute their thoughtful, reflective opinions in class discussion. Students should allocate enough time to complete the required reading, approximately 90 pages per week. The readings can be interpreted in a variety of ways and students should formulate some initial positions and questions to offer in the class discussion. For every article or book, students should be prepared to answer all of the questions found in the "Critical Reading" section of the syllabus below. All required readings may be purchased at Barnes and Noble Bookstore in the Granada Center on Sheridan Road.
Students who are disabled or impaired should meet with the professor within the first two weeks of the semester to discuss the need for any special arrangements.
The required texts for the class are:
John D'Emilio and Estelle Freedman, Intimate Matters: A History of Sexuality in the United States (New York: Harper and Row, 1988).
Helen Lefkowitz Horowitz, Attitudes toward Sex in Antebellum America: A Brief History with Documents (New York: Bedford/St. Martin's, 2006).
Timothy J. Gilfoyle, City of Eros: New York City, Prostitution, and the Commercialization of Sex, 1790-1920 (New York: W.W. Norton, 1992).
James C. Mohr, Abortion in America: The Origins and Evolution of National Policy, 1800 1900 (New York: Oxford Univ. Press, 1978).
Allan Brandt, No Magic Bullet: A Social History of Venereal Disease in the United States, 1880 1980 (New York: Oxford, 1986).
Allan Berube, Coming Out Under Fire: The History of Gay Men and Women In World War Two (New York: Free Press, 1990).
Barbara Ehrenreich, Elizabeth Hess, Gloria Jacobs, Re-Making Love: The Feminization of Sex (Garden City: Anchor, 1987).
Students are encouraged to subscribe to the H-NET discussion list on the history of sexuality.
Students who attend class will receive lecture notes via Group Wise electronic mail at the end of every class. The notes serve as the "textbook" for class and eliminate the need to engage in frantic note-taking. Students can more carefully listen and contemplate the arguments and ideas discussed in each lecture. Students are encouraged to take some notes during class, especially if note-taking helps them to remain active and alert. Upon accessing the notes, students should transfer the notes to a disk and print a "hard" copy. To receive the notes, students must attend the class. No attendance, no notes.
Finally, students are reminded that this class will discuss and examine subjects with explicit sexual themes. Readings, lectures, slides and videos may contain ideas and images with a graphic sexual content. Student discretion is advised.
28 Aug.: Introduction
30 Aug.: Indians and Europeans: 17th-C. Sexual Encounters
1 Sept.: 18th-C. Sexuality in the North and South
4 Sept.: Labor Day - NO CLASS
6 & 8 Sept.: Vernacular and Evangelical Sexual Cultures
11 Sept.: Discussion of Attitudes Toward Sex in Antebellum America; Freedman and D'Emilio, Intimate Matters, 3 107.
13 & 18 Sept.: Sexuality in Utopia The Mormons, Shakers and Oneidans
14 Sept.: MIDNIGHT BIKE RIDE, weather-permitting (optional) American History in Chicago
15 Sept.: NO CLASS if Midnight Bike Ride takes place on 15 Sept.
20 Sept.: Discussion of City of Eros.
22 Sept.: The Flash Press and the Birth of Pornography.
Read: "Destruction of the National Theatre," Dixon's
Polyanthos, June 6, 1841.
"The Princess Julia's Ball," Whip, January 14, 1843.
"Whoredom in New York," Whip and Satirist of New York and Brooklyn, April 9, 1842.
Recommended: Dangerous Liaisons (1988), Stephen Frears, director; starring Glenn Close, John Malkovich, Uma Thurman, Michelle Pfeiffer, and Keanu Reeves.
Valmont (1989), Milos Forman, director, starring Annette Bening and Colin Firth.
25 Sept.: The Age of Anthony Comstock
27 Sept.: Henry Ward Beecher and "Amative" Love
29 Sept.: Discussion of Mohr, Abortion in America; and Freedman and D'Emilio, Intimate Matters, 108 67.
2 & 4 Oct.: The Discovery of Homosexuality
Was Abraham Lincoln Gay? See the current debate at History/News Network.
6 Oct.: MIDTERM EXAMINATION
9 Oct.: Midsemester Break - NO CLASS
Reminder: all History Majors should see their academic advisor before registering for Spring Semester classes.
11 Oct.: Advertising Sexuality
13 Oct.: Sex and the Cinema
16 Oct.: Changing Courtship: The Rise of Dating
18 Oct.: Margaret Sanger and the Birth Control Movement
Recommended: History of Planned Parenthood WEBSITE
20 Oct.: The Divorce Revolution
23 Oct.: NO CLASS
25 & 27 Oct.: Abortion, Medicine and Law in the Early Twentieth Century
30 Oct.: Discussion of Brandt, No Magic Bullet and Intimate Matters, 171-235
1, 3, 6 Nov.: The Science of Sex: Freud, Ellis, Reich, Kinsey, Masters and Johnson
Recommended: Kinsey (2004), starring Liam Neeson
8 Nov.: Discussion of Berube, Coming Out Under Fire; and Freedman and D'Emilio, Intimate Matters, 240 74.
10 Nov.: War and Sexuality
13 & 15 Nov.: Bombs and Bombshells: Sexuality in the Nuclear Age
17 Nov.: Film Before Stonewall, followed by discussion
20 Nov.: Homosexuality in the 20th century
Read Allen Ginsberg, "Howl" (1956)
22-24 Nov.: Thanksgiving NO CLASS
27 & 29 Nov.: The Sixties and After: A Sexual Revolution?
1 Dec.: Discussion of Re-Making-Love
4 Dec.: The New Sex Industry
Read the biography of Xavier Hollander, author of The Happy Hooker (1972).
6 Dec.: The Sexual Counterrevolution
8 Dec.: Conclusion: Sexuality and Freedom in American History
FINAL EXAMINATION: Wednesday, 13 Dec. 2006, 1-3 p.m.
Discussion and class participation is a very important part of your grade (25 percent). Incisive, imaginative and thoughtful comments that generate and facilitate discussion are weighed heavily in final grades. Asking questions, responding to student questions and contributing to an ongoing discussion are a necessary part of the learning experience. Failure to speak in class will only lower a student's final grade. Discussions are scheduled for 6 class periods, each worth 4"points." Students will receive 1 point for attendance, 2 points for minimal participation, and 3or more points for active participation. Students who raise questions that generate discussion in other classes will earn extra points.
The best ways to prepare for and contribute to class discussion are: 1) complete the reading on time, and 2) critically analyze the reading. The primary goal of critical reading is to find the author's interpretation and what evidence and influences led to that conclusion. Never assume a "passive" position when reading a text. If students ask and attempt to answer the following questions, they will more fully comprehend and understand any reading.
1. What is the thesis of the author?
2. Does the author have a particular stated or unstated point of view? How does the author construct their argument? Are the author's goals, viewpoints, or agendas revealed in the introduction or preface? Does the author provide evidence to support the argument? Is it the right evidence? In the final analysis, do you think the author proves the argument or does the author rely on preconceived views or personal ideology? Why do you think that?
3. Does the author have a moral or political posture? Is it made explicit or implicit in the way the story is told? What is the author's view of human nature? Does change come from human agency and "free will" or broad socio-economic forces?
4. What assumptions does the author hold about society? Does the author see society as hierarchical, pluralistic, democratic or elitist? Does the author present convincing evidence to support this view?
5. How is the narrative constructed or organized? Does the author present the story from the viewpoint of a certain character or group? Why does the author begin and end at certain points? Isthe story one of progress or decline? Why does the author write this way?
6. What issues and events does the author ignore? Why? Can you think of alternative interpretations or stories that might present a different interpretation? Why does the author ignore certain events or facts?
The essay requirement for this class serves several purposes. First, good, thoughtful writing disciplines and educates the mind. To write well, one must think well. If one's writing improves, so does their thinking and intelligence. Second, students personally experience on a first-hand basis some form of historical writing. Those who elect to write a research paper are exposed to the challenge of "doing" history, of investigative research and methods, and the difficulties associated with historical judgement. Those who elect to write a historiographical essay master a genre of historical literature, learn major and subtle differences among historians, and understand the complexities of historical interpretation. Third, the essay can later function as a writing sample for students applying for future employment positions as well as to graduate or professional school.
Three types of essays are acceptable: 1) research, 2) historiographical, or 3) critical review of a single primary source. Briefly, the three types of essays can be described as follows:
Research essays analyze a specific topic using primary or original sources. Examples of primary sources include (but are not limited to) newspapers, diaries, letters, oral interviews, books published during the period under study, manuscript collections, and old maps. A research essay relies on source material produced by the subject or by institutions and individuals associated in some capacity with the subject. The use and immersion of the writer/researcher in such primary and original sources is often labelled "doing history." Most of the articles and books assigned for class discussion represent this type of historical writing. Research essays should be the length of a standard scholarly article - approximately 20 typewritten pages of text, plus notes.
Historiographical essays are based upon secondary sources, or what historians have written about a subject. Such a paper examines how historians' interpretations have differed and evolved over time regarding a specific topic or theme. The major focus of a historiographical essay are the ideas of historians, how they compare with each other and how they have changed over time. Examples and models for such essays can be found in the following collections:
Eric Foner, ed., The New American History (Philadelphia: Temple Univ.
Press, 1990), especially essays in part II.
Michael Kammen, ed. The Past Before Us: Contemporary Historical Writing in the United States (Ithaca, N.Y.: Cornell Univ. Press, 1980), especially essays in part II.
Stanley I. Kutler and Stanley N. Katz, eds. The Promise of American History: Progress and Prospects, originally in Reviews in American History, 10 (December, 1982).
Historiographical essays should be the length of a standard scholarly article - approximately 20 typewritten pages of text, plus notes. A useful bibliography can be found at "Sex Biblio: Bibliography of the History of Western Sexuality".
Critical review essays examine a single primary source. Texts can be selected from the attached bibliography or students may substitute one approved by the professor. Critical reviews should be 5-7 pages in length.
In evaluation of essays, greater weight (i.e. higher grades) are accorded to research and historiographical papers because of their higher degree of difficulty. For those interested in writing a research paper, a list of possible topics appears at the end of the attached bibliography. These are only suggestions; by no means are students limited to these subjects. All students should select a topic or text as soon as possible and must meet with the instructor to discuss where to find sources, how to frame research or other questions, or inform him what text hey intend to review. Students writing a research or historiographical essay should submit a preliminary bibliography which includes books, articles, oral interviews, or other possible sources by noon, Monday, 25 September 2006.
All papers should be typed and free of typographical errors, misspellings and grammatical miscues. For every eight such mistakes, the essay's grade will be reduced by a fraction (A to A- , A- to B+, etc.). Essays are to be written for this class ONLY. No essay used to fulfill the requirements of a past or current course may be submitted. Failure to follow this rule will result in a grade of F for the assignment. Students whose research in this class overlaps with that in another related class may submit a joint or collaborative essay that combines research done in both classes, but only with the approval of both instructors. TWO copies of the essay should be in the professor's possession by noon on Monday, 6 November 2006. Completion of the essay by this date is 5 percent of the final grade. Students who complete the essay on time have the option to rewrite the paper upon its evaluation and return (remember - the only good writing is good re-writing). Rewritten essays are due by the final class meeting on 8 December 2006. Please hand in both the first, graded essay and the second, rewritten draft. Students who wish to have the final graded essay returned to them should include a self-addressed envelope. Extensions are granted automatically. However, grades on essays handed in 48 hours (or more late) will be reduced by a fraction (A to A- , A- to B+, etc.).
STATEMENT ON PLAGIARISM
Plagiarism will result in a final grade of F for the course as well a letter, detailing the event, to be placed in the offending student's permanent file in the Dean's office. The definition of plagiarism is:
You plagiarize when, intentionally or not, you use someone else's words or ideas but fail to credit that person. You plagiarize even when you do credit the author but use his [or her] exact words without so indicating with quotation marks or block indentation. You also plagiarize when you use words so close to those in your source, that if your work were placed next to the source, it would be obvious that you could not have written what you did with the sources at your elbow. From Wayne Booth, Gregory C. Colomb, and Joseph M. Williams, The Craft of Research (Chicago: University of Chicago Press, 1995), p. 167.
To avoid plagiarism, take notes carefully, putting all real quotes within quotation marks, while summarizing other parts in your own language. This is difficult; if you do not do it correctly, it is better to have all your notes in quotes. The worst thing is to alter a few words from the source, use no quotation marks, and treat the notes as a genuine summary. You will likely copy it out as written on your notecard, and thus inadvertently commit plagiarism. Changing around a word, a phrase, or a clause is still plagiarism if it follows the thought sequence or pattern in the original. On the other had, do not avoid plagiarism by making your paper a string of quotations. This results in poor writing, although it is not criminal.
In any case, do not let this prevent you from quoting your primary sources. As they are the "evidence" on which you build your argument, you will need to quote them at necessary points. Just be sure to put quotation marks around them, or double indent them as in the example above, and follow the quote with a proper foot or endnote. The university has developed a helpful website that you may find useful in preparing your syllabi or in discussing these issues with your class. See: http:www.luc.edu/is/cease/ai.shtml
BIBLIOGRAPHY FOR CRITICAL REVIEWS
Below are some suggested texts for students who elect to write a critical review for the required writing assignment. Most (but not all) of the readings listed are included in the collections of the Loyola Library system. By no means is this list exhaustive, and if students prefer they may select another book. ALL substitutions must have the prior approval of the instructor.
Female Gender Roles
Catharine E. Beecher, An Essay on Slavery and Abolition, with Reference
to the Duty of American Females (1837).
Catharine E. Beecher, Letters to the People on Health and Happiness (1855).
Frederick Douglass, Frederick Douglass on Women's Rights, Philip Foner, editor (Westport, Conn., 1976)
Ralph Waldo Emerson, Love, Friendship, Domestic Life (1876).
Margaret Fuller, Life Without and Life Within (1860).
Margaret Fuller, Love Letters of Margaret Fuller, 1845 1846 (New York, 1969).
Margaret Fuller, Woman in the Nineteenth Century, and Kindred Papers Relating to the Sphere, Condition, and Duties of Woman (1874).
James MaHood and Kristine Wenburg, The Mosher Survey: Sexual Attitudes of 45 Victorian Women (1980).
William I. Thomas, The Unadjusted Girl (1923).
Robert Latou Dickson and Lura Beam, The Single Woman: A Medical Study of Sex Education (1934).
William W. Sanger, The History of Prostitution: Its Extent, Causes and
Effects Throughout the World (New York: Harper, 1859).
Ruth Rosen, ed., The Maimie Papers, 1910 1922 (1977).
Joseph H. Greer, The Social Evil and the Remedy (Chicago, 1907).
Albert E. Bell, Fighting the Traffic in Young Girls; or War on the White Slave Trade (1910).
Frederick Martin Lehman, The White Slave Hell; or, With Christ at Midnight in the Slums of Chicago (1910).
Herr G. Creel, Prostitution for Profit: A Police Reporters View of the White Slave Traffic (St. Louis, 1911).
Clifford Griffith Roe, Horrors of the White Slave Trade; The Mighty Crusade to Protect the Purity of Our Homes (1911).
Jane Addams, A New Conscience and an Ancient Evil (1912).
Robert O. Harland, The Vice Bondage of a Great City; or, The Wickedest City in the World [Chicago] (1912).
Robert F. Walsh, Dr. Parkhurst's Crusade, or New York After Dark (1892).
George Kneeland, Commercialized Prostitution in New York City (1917).
Marcia Carlisle, ed., Madeleine, An Autobiography (1919 orig.)
William I. Thomas, The Unadjusted Girl (1923).
Stephen Longstreet, ed., Nell Kimball, Her Life as an American Madame (1932).
Walter Reckless, Vice in Chicago (1933).
Polly Adler, A House is not a Home (1952).
Sally Stanford, The Lady of the House: The Autobiography of Sally Stanford (1966).
Pauline Tabor, Pauline's (1971).
Xavier Hollander, The Happy Hooker (1971).
Roberta Perkins, Being a Prostitute: Prostitute Women and Prostitute Men (1985).
Sidney Biddle Barrows, Mayflower Madam (1986).
Frederique Delacoste and Priscilla Alexander (eds.), Sex Work: Writings by Women in the Sex Industry (1988).
Dolores French and Linda Lee, Working: My Life as a Prostitute (1988).
G. Pheterson, ed., A Vindication of the Rights of Whores (1989)
Norma Jean Almodovar, Cop to Call Girl: Why I Left the LAPD to Make an Honest Living as a Beverly Hills Prostitute (1993).
Male Gender Roles
William A. Alcott, The Young Man's Guide (1834).
Donald G. Mitchell, Reveries of a Bachelor; or a Book of the Heart (1850).
John D. Vose, Fresh Leaves from the Diary of a Broadway Dandy (1852).
Henry Ward Beecher, Seven Lectures to Young Men, on Various Important Subjects (1844).
James Monroe Buckley, Oats or Wild Oats? Common sense for Young Men (1885).
David J. Burrell, The Lure of the City: A Book for Young Men (1908).
William Mulder, editor, Among the Mormons; Historic Accounts by Contemporary
Observers (New York, 1967).
John Humphrey Noyes, History of American Socialisms (1870).
John Humphrey Noyes, Sexual Indulgence and Denial: Variations on Continence (1876).
Science and Medicine
Thomas Hersey, The Midwife's Practical Directory; Or, Woman's Confidential
Horatio Robinson Storer, Criminal Abortion; Its Nature, Its Evidence, and Its Law (Boston, 1868).
Nicholas Francis Cooke [A Physician], Satan in Society (1876).
Lionel S. Beale, Our Morality and the Moral Question: Chiefly from the Medical Side (1887).
William A. Hammond, Sexual Impotence in the Male and Female (1887).
Augustus K. Gardner, Conjugal Sins Against the Laws of Life and Health and Their Effects Upon the Father, Mother and Child (1870).
J.A. Ingersoll, In Health (1899).
William H. Walling, Sexology (1904).
Havelock Ellis, Man and Woman: A Study of Human Secondary Sexual Characters (1904).
Havelock Ellis, My Life (Boston, 1939).
Havelock Ellis, Psychology of Sex; a Manual for Students (1935).
Havelock Ellis, Studies in the Psychology of Sex (New York, 1905), 2 vols.; (1936), 4 vols.
Havelock Ellis, The Task of Social Hygiene (1922).
Alfred C. Kinsey, et al., Sexual Behavior in the Human Male (1948).
Alfred C. Kinsey, et al., Sexual Behavior in the Human Female (1953).
Wardell B. Pomeroy, Dr. Kinsey and the Institute for Sex Research (1972).
Margaret Mead, Male and Female (1949).
William Masters and Virginia Johnson, Human Sexual Response (1966).
William Masters and Virginia Johnson, Human Sexual Inadequacy (1970).
Sylvester Graham, A Lecture to Young Men (1834).
Rev. George Sumner Weaver, The Ways of Showing the Right Way and Wrong Way; Contrasting the High Way and the Low Way; . . . (1855).
Joseph W. Howe, Excessive Venery, Masturbation and Continence (1887).
Dio Lewis, Chastity (1874).
Anthony Comstock, Frauds Exposed (1870s).
Anthony Comstock, Traps for the Young (1870s).
Caesar Lombroso and William Ferrero, The Female Offender (1897).
William T. Stead, When Christ Came to Chicago (1893).
William T. Stead, Satan's Invisible World Displayed or, Despairing Democracy: A Study of Greater New York (1898).
Illinois Commission on Sex Offenders, Report to the 68th General Assembly of the State of Illinois (1953).
U.S. Commission on Obscenity and Pornography, The Report of the Commission on Obscenity and Pornography (1970)
U.S. Department of Justice, Attorney General's Commission on Pornography, Final Report (1986), 2 vols. (known as the Meese Commission).
Richard von Krafft Ebing, Psychopathic Sexualis, with Especial Reference
to Contrary Sexual Instinct: A Medico Legal Study, trans. Charles Gilbert
George Frank Lydston, Diseases of Society and Degeneracy (The Vice and Crime Problem) (1904).
Ralph Werther [Jennie Jones], The Female Impersonators (1922).
Donald Vining, A Gay Diary, 1933 1946 (1979).
Claude Hartland, Claude Hartland: The Story of a Life, For the Consideration of the Medical Fraternity.
George Henry, Sex Variants: A Study of Homosexual Patterns (1941).
-----, Society and the Sex Variant (1955).
J. Paul de River, The Sexual Criminal: A Psychoanalytic Study (1949).
Donald Webster Cory [Edward Sagarin], The Homosexual in America (1951).
-----, The Lesbian in America (1964).
Keith Vacha, Quiet Fire: Memoirs of Older Gay Men (1985).
Marcy Adelman, ed., Long Time Passing: Lives of Older Lesbians (1886).
Sexual Revolutions and Cultures
Albert Ellis, The Folklore of Sex (1951).
-----, The American Sexual Tragedy (1954).
Vance Packard, The Sexual Wilderness (1968).
SUGGESTED RESEARCH PAPER TOPICS
Changing conceptions about some aspect of sexuality (premarital intercourse, sexually transmitted diseases, dating, birth control) using a single or selected magazines over time (i.e. Ladies Home Journal, Cosmopolitan, Madamoiselle, Good Housekeeping, Women's Home Companion, True Story, Playboy, Playgirl, Esquire, Godey's Ladies Book).
The history of a "sex symbol" - Mae West, Greta Garbo, Raquel Welch, Rudolph Valentino, Rock Hudson, Kevin Costner, for example-and how they were described, portrayed and "socially constructed" by the media.
Compare published autobiographies of prostitutes and madams.
Compare the writings of Anthony Comstock (1870s and 1880s) and the Meese Commission Report [U.S. Department of Justice, Attorney General's Commission on Pornography, Final Report (Washington, D.C., 1986), 2 vols.].
Study the history of sex education programs at selected area high schools.
Compare media coverage of sex crimes in peak years 1937 39, 1949 51, and 1957 59, using New York Times Index and Readers' Guide to Periodical Literature.
Changing conceptions and definitions of sexual psychopaths (rapists, homosexuals, child molesters), using a single or several medical journals (i.e. Journal of Criminal Psychopathology began in 1940, Psychoanalytic Review began in 1913, American Journal of Orthopsychiatry began in 1930, Mental Hygiene began in 1916, Journal of Social Hygiene began in 1914).
Changing definitions of mental illness regarding sex offenders- rapists, child molesters, homosexuals, etc.
History of some aspect of homosexual life in Chicago using gay publications like Windy City Times.
History of some aspect of 19th or 20th century abortion in Illinois using the Abortionists File and/or the Abortifacient File in Historical Health Fraud Collection at the American Medical Association Library in Chicago.
Media and public reactions to the Kinsey Reports in the 1940s and 1950s.
Media and public reactions to the Griswold decision in 1959.
Changes in the debate on the social impact of pornography from 1950 to 1990.
Compare the Lyndon Johnson Report on pornography [Commission on Obscenity and Pornography, Report (New York, 1970)] and the Meese Commission Report [U.S. Department of Justice, Attorney General's Commission on Pornography, Final Report (Washington, D.C., 1986), 2 vols.].
The impact of divorce in Chicago using local court records and testimony.
The rise of singles bars and heterosexual nightlife districts in Chicago after 1950.
The rise of homosexual bars and homosexual nightlife districts in Chicago after 1950.
The "white slavery" controversy in Chicago from 1890 to 1920.
Compare Margaret Sanger and Jane Addams, focusing on their ideas about sexuality.
How did journalists treat the alleged homosexuality of Leopold and Loeb in their famous trial in 1920s Chicago?
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