Module Brief - Additional Information Note: Please note that the information in this brief is tentative as faculty could still be in the process of developing or refining their module details.
Module Code and Title YHU3299 Sex, Decadence & Decay: Weimar Berlin Module Description Exploring a transformative period in European history, this module will The 100 word course immerse students in the vicissitudes of the short-lived Weimar Republic description from Course (1918-1933) through the lens of Berlin’s roaring twenties and with Catalogue will be made particular reference to the life and work of the queer, Jewish sexologist available to students. Please and activist Magnus Hirschfeld. Weimar Berlin, the 1920s’ global capital provide additional information of decadence, offers an illuminating window onto past ambivalences if you wish. regarding democracy, liberalism, modernity, art, gender sex and social change wich are once again very much with us in the present. Learning Objectives This module is designed to let students engage with a range of important topics by making a cross-section of a historical juncture that connects the political problem of democracy with the societal legacy of World War, with the social consequences of economic breakdown and urban transformation, with the cultural impact of modernism and Americanization, and with the rise of revolutionary populism in times of crisis and polarization. During the Weimar Republic sex, gender and the urban underground often served as the focal points of celebrations and anxieties pertaining to social transformation. The case-study of Magnus Hirschfeld, who found himself at the intersection of all these tensions, will allow students to negotiate the historian’s problem of perspectivism through a variety of narrative sources. They will also learn to look historically at cultural products such as art, images and film as source materials as well as be confronted with the historiographical complexities of historical memory, memorialization, and mythology. The central goal is to allow for a seminar that appeals to students interested in the cultural history of politics, modern European history, the globalization of knowledge circulation, and issues of gender and sexuality. Modes of Learning & - in-class discussions Teaching - film analysis (takes up a central place) Please provide details of the - presentations on art history learning activities learners will - explorations of various types of primary sources participate in etc. - role playing - assisted research development Assessment Criteria In-class part. : 10% Please provide details of the Assignment 1 : 10% (group project roaring 1920s) assessment methods or what Assignment 2 : 20% (film review) proportion of the overall grade is composed by each Assignment 3 : 5% (research proposal) component of assessment Assignment 4 : 15% (presentation of work-in-progress & discussion leadership) Assignment 5 : 40% (final research paper) Required Reading List Required Reading List for Semester X AY20XX/20XX will be enabled at the following site during module registration: http://courses.yale-nus.edu.sg/required-reading-list/ Reading List (additional/supplementary) Any other Information
YHU3299, Weimar Berlin: Urbanity and Sexology before the Nazis Second Semester, 2019-2020: Tuesdays and Fridays, 1:00-2:30pm, Room Y-CR1 Note: Classes end 10 minutes prior to the timetabled end time
Instructor: Wannes Dupont Office Location: Cendana College, RC3-2-02I Office Hours: Tuesdays & Fridays, 2:30pm-3:30pm Always pre-book office hours via wannesdupont.youcanbook.me Email Address: [email protected]
Course Description: Exploring a transformative period in European history, this module will immerse students in the vicissitudes of the turbulent Weimar Republic (1918-1933) through the lens of Berlin’s roaring twenties and with particular reference to the life and work of Magnus Hirschfeld, a Jewish physician who was the face of scientifically enlightened sexual reformism, who travelled the globe as the ‘Einstein of Sex’ and who became a prime target of Nazi oppression as the Weimar Republic collapsed in the early 1930s. Weimar Berlin offers an illuminating window onto Europe’s ambivalences regarding democracy, liberalism, modernity, social and sexual change in the early twentieth century.
Learning Objectives or Course Goals: Students will gain an understanding of the most important episodes of Weimar history. They will learn to situate this history within the wider trajectory of European transformation. More particularly, students will learn to appreciate Weimar Berlin as a key site where (pan-Western) social, political and cultural problems of modernity crystallized, especially with regard to the crisis of democracy and the rise of totalitarianism. They will learn to combine a diversity of narrative sources, alongside images, architecture, artwork and films as some of the instruments in the historian’s toolbox. By zooming in on the figure of Magnus Hirschfeld, they will develop an appreciation of diverse methodological approaches to history writing, and engage with the complexity of biography and the post-factum and politically inflected construction of historiographical narratives.
Course Materials: The bulk of required reading materials will be placed on reserve or made available through Canvas. In addition, even if one will be available in the library too, students may consider purchasing a personal copy of the following books (paperback or electronic):
MARHOEFER Laurie, Sex and the Weimar Republic. German Homosexual Emancipation and the Rise of the Nazis, Toronto, Buffalo and London: University of Toronto Press, 2015. ROTH Joseph, What I Saw. Report from Berlin, 1920-1933, London: Granta, 2003 [1996].
1
Course Assessment Breakdown: In-class part. : 10% Assignment 1 : 10% (group project roaring 1920s) Assignment 2 : 20% (film review) Assignment 3 : 5% (research proposal) Assignment 4 : 15% (presentation of work-in-progress & discussion leadership) Assignment 5 : 40% (final research paper)
Description of Assignments For assignment due dates, please refer to the Schedule of Course Topics and Readings below.
In-class participation: 10%
Students are expected to complete all the required readings (or view the required films) before class. They are also expected to participate actively while discussing these materials when we meet. During each meeting the extent to which students’ have absorbed the literature will be gauged and afterwards notes will be made about their individual input.
Assignment 1 : 10% - Group project roaring 1920s
This is an exercise in communication, creativity and presentation techniques and co-operation. Each group will be graded on (a) the correctness and clarity of the way in which they introduce their assigned theme in condensed form to a peer audience, (b) the verve with which they give their oral presentations, (c) the design and effectiveness of their supporting materials, and (d) their personal contribution to a group effort. This last element will be weighed through anonymous peer-assessment.
Assignment 2: 20% - Film review
This is an exercise in associative ingenuity, analytical percipience, intertextuality, historical contextualization, and in clear and creative writing. Student papers will be graded on the basis of (a) the extent to which they can lucidly connect specific scenes, themes or techniques with the wider context of the Weimar Republic as well as (b) with the historiographical texts and debates addressed so far in the course. Wherever they refer to or draw on relevant sources, (c) correct and consistent references are required. Lastly, papers will be assessed on the basis of the precision of the language used, the intelligibility of the arguments made and the stylistic elegance and coherence of their writing.
Assignment 3: 5% - Research proposal
This third assignment constitutes the first and a critical phase of the research process finalised in assignment 5. It should constitute outcome of a heuristic, synthetic, critical and creative process. The goal here is to skilfully descry argue and articulate
2
a historical and historiographical problem that calls for elucidation through research. Rather than merely selecting a theme of topic for illustration at random, the successful research proposal (a) astutely identifies an unresolved issue or a tension between existing interpretations of a historical phenomenon, (b) conceives of relevant research questions that would help to resolve this issue or tension, and (c) makes informed suggestions about how these questions could be addressed empirically. Naturally, it will be taken into account that students are new to the historian’s craft, but their research proposals will be graded on the basis of which they are able to include the elements listed above, to go beyond mere description, to demonstrate targeted heuristic efforts already undertaken, and to think with analytical precision and methodological practicality.
Assignment 4: 15% - Presentation of work-in-progress
This constitutes a second exercise in oral presentation, but this time on an individual basis. Furthermore, part of the exercise is also the extent to which students can engage critically, but constructively, with the work of others. The point here is not to compete with, but to learn from and help each other. Therefore, Assignment 4 consists of two parts. The first is to present, with panache, concision and clarity, the reasons for and the historiographical relevance of your research, the main question(s) put forth, the materials gathered to resolve them and how these contain the information you require (by providing examples), partial results and the main problems you are dealing or struggling with. The second part consists of each student’s effort in contributing actively and constructively to the discussion of others’ research projects.
Assignment 5: 40% - Final research paper
The research paper constitutes the end product of a phased research process. What this research process encompasses will be elaborated on in the course of the semester. Of critical importance, however, is that the research paper makes a sound and coherent point and that it is able to substantiate this point by reference to historical evidence and historiographical authority. Each research paper must include and string together in fluid form, a historical contextualization of the main theme, a critical engagement with the relevant literature on the issue, a clearly formulated problem, the resolution of which will constitute the main aim of the text, a presentation of and justification for the historical sources used to achieve this aim, a preview of the argumentation to follow, an intellectually honest, well-written and duly segmented presentation of this argument and the historical evidence in support of it, and, finally, a concise review of the results obtained. The more original, convincing, substantiated and gracefully written the paper, the higher the grade.
Late Assignment Policy Written assignments are due on the day mentioned in this syllabus at 11.59pm at the latest. Assignments will be considered late if they miss the deadline without a valid VR note or Medical Certificate from a Doctor. For each 24h delay one third of a grade will be subtracted from your grade as a penalty (e.g. B+ to B). In case of force majeure or
3 unforeseen circumstances, students are strongly encouraged to reach out to the lecturer by e-mail before the deadline passes.
Students who, for valid reasons, cannot deliver their oral presentations on the assigned dates should contact me as soon as possible and at any rate before the presentation in question is scheduled.
Attendance: 1. Students are expected to attend all classes. Students must request the permission of the faculty member to be absent from classes.
2. Students are generally entitled to miss one class meeting of a course for the purposes of required fieldwork for another course. Students must nevertheless still request and agree this absence with the faculty member teaching the course they will be absent from.
3. Permission to be absent from class for reason of extra-curricular activities is not automatic and is at the discretion of the faculty member.
4 . Faculty members may permit a student to be absent for a reason other than fieldwork, but is entitled to apply grading penalties. Faculty members determine their own practices in this respect and these will be clearly stated on the course syllabus.
5. Faculty members may penalize students for unauthorized absence.
6. Penalties for both authorized and unauthorized absence will normally be on a sliding scale of severity.
7. Students who miss film screenings must undertake to view the films in question by library loan before the class in which they are discussed.
Canvas Page Usage Policy Readings. All of the required readings in the form of book chapters and journal articles will be electronically available via Canvas. All others are either on reserve in the library or online (see syllabus).
Discussion forum. A discussion forum will be set up on Canvas for course-related matters.
Updates. Students are requested and expected to check their Canvas page regularly, at least 2-3 times per week for any updates. Concerning important updates, such as changes to the syllabus, assignments and required readings, they may expected to be notified by e-mail.
E-mail Etiquette, Office Visits & Draft Reading Policy E-mail etiquette. Questions are important, and I am very happy to provide answers and feedback, but students should respect a reasonable delay before receiving a response.
4
Office visits. Students are welcome and encouraged to visit my office during scheduled office hours. Available slots can be booked via wannesdupont.youcanbook.me. If necessary, they can make an appointment outside of the office hours by e-mail. If a student comes by with questions of substance, pertaining to their personal research projects for example, it is not only appreciated, but it also much more efficient if they send me a brief summary of their questions 24 hours before their visit, so that I may look up the relevant information and references in advance.
Draft Reading Policy. Students may ask for guidance on specific methodological, heuristic and substantive matters. It should be noted, however, that no full draft versions can be submitted for feedback.
Classroom Etiquette: Despite the great benefits of technology for structuring notes and saving paper, electronic devices are all too often unhelpful distractions in the classroom. Phones should be stowed at all times during class. Students are allowed to bring and use their laptops or tablets, but they should switch off Wi-Fi. Non-observance will lead to a ban of all devices.
Sensitive Issues and Sexual Content: Students taking this course should be aware of the fact that it will explore historical evidence of a broad variety of human sexual experiences and politics. An open and non- judgmental attitude is essential.
Discriminatory language and conduct will not be tolerated. Students should not use racist, sexist or other discriminatory language in class discussions or written work. Mild uneasiness is fine, prejudice is not.
Academic Integrity Policy Yale-NUS College expects its students to abide by the highest standards of academic integrity as a matter of personal honesty and communal responsibility. Acting with academic integrity requires that (a) students do their own work, (b) students not interfere with the work of others, (c) students accurately and honestly represent the content of their work, and (d) students properly attribute others’ work. Violations of the College’s academic integrity standards undermine both the community and the individual growth of students. Accordingly, they will be addressed with the utmost seriousness and sanctions ranging from grade penalties to expulsion. Examples of violations of academic integrity include plagiarism, copying or sharing homework answers, submitting work completed for one course as ‘new’ work for another course, or fabricating or falsifying research data. For more information please visit the Student Services website, Policies and Procedures section: https://studentlife.yale- nus.edu.sg/policies/academic-integrity/
The Yale-NUS Library provides resources on citations and plagiarism here: http://library.yale-nus.edu.sg/plagiarism/
Health and Wellness Contacts
5
If you are experiencing undo stress or feel you might benefit from private counseling, please contact the Yale-NUS Health and Wellness Centre. The wellness centre also offers a wide range of enriching workshops and events. You may also wish to reach out to Vice Rector within your residential College. For this and other kinds of support. https://studentlife.yale-nus.edu.sg/wellness/
6
Schedule of Course Topics and Readings
Please note that any changes to the schedule will be communicated through Canvas. Always check before starting the readings for the next class.
Week 1 - Introduction
1A (14/01) Why Weimar? The Doomed Republic, Germany and Europe
No Reading required.
1B (17/01) Sexual Memories of Weimar Berlin
Required Readings: HERZOG Dagmar, Sex after Fascism. Memory and Morality in Twentieth- Century Germany, Princeton: Princeton University Press, 2005, introduction + chapter one. (https://www-fulcrum- org.libproxy1.nus.edu.sg/concern/monographs/df65v816g)
Suggested Reading: HAWES James, The Shortest History of Germany, London: Old Street Publishing, 2017.
AS1 Brief: The culture of Weimar Germany. Aims and guidelines will be provided
Week 2 – Weimar 101 and Its Historiographical Emplotment
2A (21/01) Timeline of a Short-Lived Republic
Required Readings: HENIG Ruth, The Weimar Republic, 1919-1933, London and New York: Tyale & Francis and Routledge, 1998, whole book. (http://linc.nus.edu.sg/record=b3221896)
Suggested reading: MAZOWER Mark, Dark Continent. Europe’s Twentieth Century, London: Penguin, 1998, chapters 1-4.
2B (24/01) Writing and Re-writing the Story of Weimar
Required Readings: HUNG Jochen, "Beyond Glitter and Doom. The New Paradigm of Contingency in Weimar Research", in: Jochen HUNG, Godela WEISS- SUSSEX and Geoff WILKES (eds.), Beyond Glitter and Doom. The Contingency of the Weimar Republic, München: Iudicum, 2012, 9-18.
7
Week 3 – Weimar Berlin: City & Culture
3A (28/01) Modernity as Metropolis + AS1 Student Presentations
Watch before Class: Film: Metropolis, 1927. (http://linc.nus.edu.sg/record=b3879047) (https://www.youtube.com/watch?v=-I9FD21k7Cs)
3B (31/01) Deutschtum and the Urban Spectacle + AS1 Student Presentations
Required Readings: SPENGLER Oswald, The Decline of the West. Perspectives of World-History, translated by Charles F. ATKINSON, 2 vols., vol. 2, London: Allen, 1928 [1922], 90-91, 97-100, 107. Download at https://archive.org/details/declineofwest02spenuoft ROTH Joseph, What I Saw. Report from Berlin, 1920-1933, London: Granta, 2003 [1996], 14(foot of the page)-20, 35-39, 105-108 , 171-175.
Suggested Readings: LARGE David C., Berlin, New York: Basic Books, 2000, chapters 4-5.
Week 4 – Inflammatory Sexual Politics
4A (04/02) Bodies and Authorities
Required Readings: USBORNE Cornelie, "Body Biological to Body Politic. Women’s Demands for Reproductive Self-Determination in World War I and Early Weimar Germany", in: Geoff ELEY and Jan PALMOWSKI (eds.), Citizenship and National Identity in Twentieth-Century Germany, Stanford: Stanford University Press, 2008, 129-145 and 278-280. STARK Gary D., "Aroused Authorities. State Efforts to Regulate Sex and Smut in the German Mass Media, 1880-1930", in: Michael T. THOMAS, Annette F. TIMM and Rainer HERRN (eds.), Not Straight From Germany. Sexual Publics and Sexual Citizenship Since Magnus Hirschfeld, Ann Arbor: University of Michigan Press, 2017, 110-132.
Suggested Readings: PRETZEL Andreas, "Homosexuality and the Sexual Ethics of the 1930s. A Values Debate in the Culture Wars between Conservatism, Liberalism, and Moral-National Renewal", in: Scott SPECTOR, Helmut PUFF and Dagmar HERZOG (eds.), After the History of Sexuality. German Genealogies With and Beyond Foucault, New York and Oxford: Berghahn Books, 2012, 202-215. USBORNE Cornelie, "The New Woman and Generational Conflict. Perceptions of Young Women’s Sexual Mores in the Weimar Republic", in: Mark ROSEMAN (ed.) Generations in Conflict. Youth Revolt and
8
Generation Formation in Germany 1770-1968, Cambridge: Cambridge University Press, 1995, 137-163
AS2 Brief: Film Review. Aims and guidelines will be provided.
4B (07/02) Sex and the Weimar Republic I
Required readings: EVANS Richard J., The Coming of the Third Reich, London: Penguin, 2004 [2003], 118-129. ROOS Julia, "Backlash against Prostitutes’ Rights. Origins and Dynamics of Nazi Prostitution Policies", Journal of the History of Sexuality, 11/1-2, 2002, 3-21.
Week 5 – One Step Forward, Two Steps Back
5A (11/02) Sex and the Weimar Republic II
Watch: Die Freudlose Gasse (The Joyless Street), 1925. (http://linc.nus.edu.sg/record=b3857979)
Required readings: MARHOEFER Laurie, Sex and the Weimar Republic. German Homosexual Emancipation and the Rise of the Nazis, Toronto, Buffalo and London: University of Toronto Press, 2015, chapter 6 and conclusion, 174-217 (notes 280-295).
5B (14/02) Debating Progress
Required Readings: DICKINSON Edward R., Jochen HUNG, Laurie MARHOEFER et al., "A Backlash Against Liberalism? What the Weimar Republic Can Teach Us about Today’s Politics", International Journal for History, Culture and Memory, 5/1, 2018, 91-107. See https://www.history-culture- modernity.org/articles/10.18352/hcm.533/ DICKINSON Edward R., "Complexity, Contingency, and Coherence in the History of Sexuality in Modern Germany. Some Theoretical and Interpretive Reflections", Central European History, 49, 2016, 93-116. HARRIS Victoria, Selling Sex in the Third Reich. Prostitutes in German Society, 1914-1945, Oxford: Oxford University Press, 2010, prologue and chapter 1. (http://tinyurl.com/wc7hgfb)
Week 6 – Weimar’s Queer Politics
6A (18/02) Weimar incarnate? A Jewish, socialist sex reformer + designing research
Required Readings:
9
DOSE Ralf, Magnus Hirschfeld. The Origins of the Gay Liberation Movement, New York: Monthly Review Press, 2014, whole book. (http://linc.nus.edu.sg/record=b4034725)
6B (21/02) Scandals and the Printed Press
Required Readings: STEAKLEY James, "Iconography of a Scandal: Political Cartoons and the Eulenburg Affair", in: Martin DUBERMAN, George CHAUNCEY and Martha VICINUS (eds.), Hidden from History: Reclaiming the gay and lesbian past, New York: Meridian Books, 1989, 233-264. MOSSE George L., The Image of Man. The Creation of Modern Masculinity, Oxford: Oxford University Press, 1996, chapter 4.
Recommended Reading: SUTTON Katie, The Masculine Woman in Weimar Germany, s.l.: Bergahn Books, 2011, chapter 3.
AS3, 4 & 5 Briefs. Aims and guidelines will be provided.
AS2 Deadline: Friday 21 February 2020, 23u59. To be uploaded in pdf through Canvas.
***Recess Week***
No classes.
Week 7 – Representations
7A (03/03) Weimar’s Activist Cinema
Required Readings: Film: Anders als die Andern [Different from the Others], Germany, 1919, directed by Richard Oswald and co-written by the same and Magnus Hirschfeld. (http://linc.nus.edu.sg/record=b3855024) STEAKLEY James, "Cinema and Censorship in the Weimar Republic. The Case of Anders als die Andern", Film Studies, 11/2, 1999, 81-203. SMITH Jill S., "Richard Oswald and the Social Hygiene Film. Promoting Public Health or Promiscuity?", in: Christian ROGOWSKI (ed.) The Many Faces of Weimar Cinema. Rediscovering Germany’s Filmic Legacy, Rochester: Camden House, 2010, 13-30. (http://linc.nus.edu.sg/record=b3829049)
7B (06/ 03) Guidelines to Writing History
Suggested Reading: KELLEHER STOREY William, Writing History. A Guide for Students, edn. 3, New York and Oxford: Oxford University Press, 2009.
10
AS3 Deadline 06/03, 23:59. To be uploaded through Canvas.
Week 8 – Social History
AS3 Individual feedback by appointment in the course of this week.
8A (10/03) Transgressions
Required Readings: HIRSCHFELD Magnus, Transvestites. The Erotic Drive to Cross-Dress, Amherst: Prometheus Books, 1991 [1910], cases 14 (94-95) and 17 (109-123). HOYER Niels (ed.) Man Into Woman. An Authentic Record of a Change of Sex. The True Story of the Miraculous Transformation of the Danish Painter Einar Wegener (Andreas Sparre), London: Jarrolds, 1933 [1931], “intro by Norman Haire, introduction + 58-69 & 92-100. (https://archive.org/details/in.ernet.dli.2015.200416/page/n7) SUTTON Katie, "‘We Too Deserve a Place in the Sun’. The Politics of Transvestite Identity in Weimar Germany", German Studies Review, 35/2, 2012, 335-354.
Recommended Readings: HIRSCHFELD Magnus, Transvestites. The Erotic Drive to Cross-Dress, Amherst: Prometheus Books, 1991 [1910], cases 5, (35-50), 8 (60-61), 9 (61-64), 13 (83-93), case 15 (95-102) and chapter 10 (215-236). HILL Darryl B., "Sexuality and Gender in Hirschfeld’s ‘Die Travestiten’. A Case of the ‘Elusive Evidence of the Ordinary’", Journal of the History of Sexuality, 14/3, 2005, 316-332.
8B (13/03)
Sex and War
Required Readings:
HARRIS Victoria, Selling Sex in the Third Reich. Prostitutes in German Society, 1914-1945, Oxford: Oxford University Press, 2010, introduction. (http://tinyurl.com/wc7hgfb) WEHRLING Thomas, “Berlin is Becoming a Whore”, in: Anton KAES, Martin JAY and Edward DIMENDBERG (eds.), The Weimar Republic Sourcebook, Berkeley, Los Angeles and London: University of California Press, 1994, 721-723. GORDON Mel, Voluptuous Panic. The Erotic World of Weimar Berlin. Expanded Edition, Los Angeles: Feral House, 2000, chapters 2-4 (11-77). (http://linc.nus.edu.sg/record=b4034727) Week 9
11
9 A (17/03) No meeting due to instructor’s conference visit overseas
Work on AS4 & AS5.
9B (20/03) No meeting due to instructor’s conference visit overseas
Work on AS4 & AS5..
Week 10 – Transnational History and (Post)Colonial Perspectives
10A (24/03) – Urban Heterotopias
Required Readings: WOLFF Charlotte, Hindsight. An Autobiography, London: Quartet Books, 1980, 72-78. HIRSCHFELD Magnus, Berlin’s Third Sex, translated by James J. CONWAY, Berlin: Rixdorf, 2017, whole booklet. ISHERWOOD Christopher, Christopher and His Kind, 1929-1939, London: Methuen, 1977, chapters 1-2. GORDON Mel, Voluptuous Panic. The Erotic World of Weimar Berlin. Expanded Edition, Los Angeles: Feral House, 2000, chapters 5-7 (79-129).
10B (27/03) Sexological Encounters beyond the Familiar Required Readings: HIRSCHFELD Magnus, Men and Women. The World Journey of a Sexologist, New York: G.P. Putnam's Sons, 1935, part III (on India). https://archive.org/details/b20442257/mode/2up
Week 11 – Drawing Borders
11A (31/03) Sex, Race and Racism
Required Readings: HIRSCHFELD Magnus, Racism, London: Gollancz, 1938, 35-37, 77-78, 97-98, 112-115, 120-129, 149-154, 161-174, 233-239, 249-265. (https://archive.org/details/in.ernet.dli.2015.216219/page/n5)
11B (03/04) Transnational Activism
Required Readings: HIRSCHFELD Magnus, "Presidential Address", in: Norman HAIRE (ed.) World League for Sexual Reform. Proceedings of the Third Congress, London, 8-14 September 1929, London: Kegan Paul, 1930, xi-xv. See: https://web.archive.org/web/20100416054953/http://www2.hu- berlin.de:80/sexology/BIB/sexology.htm Also reproduced in: “The Development and Scope of Sexology”, in: Anton KAES, Martin JAY and Edward DIMENDBERG (eds.), The Weimar
12
Republic Sourcebook, Berkeley, Los Angeles and London: University of California Press, 1994, 708-710. Browse the source fragments of the World League for Sexual Reform at: https://web.archive.org/web/20110524234938/http://www2.hu- berlin.de/sexology/GESUND/ARCHIV/WLSR.HTM https://wellcomelibrary.org/item/b16237298#?c=0&m=0&s=0&cv=21 &z=-0.6525%2C-0.0728%2C2.3052%2C1.448 GROSSMANN Atina, Reforming Sex. The German Movement for Birth Control and Abortion Reform, 1920-1950, New York: Oxford University Press, 1995, 37-45. MATTE Nicholas, "International Sexual Reform and Sexology in Europe, 1897-1933", Canadian Bulletin of Medical History - Bulletin canadien d'histoire de la médecine, 22/2, 2005, 253-270.
Recommended Readings: DOSE Ralf, "The World League for Sexual Reform: Some Possible Approaches", Journal of the History of Sexuality, 12/1, 2003, 1-15. BRANDHORST Henny, "From Neo-Malthusianism to Sexual Reform. The Dutch Section of the World League for Sexual Reform", Journal of the History of Sexuality, 12/1, 2003, 38-67.
Week 12: Life Stories
12B (07/04) Critical & Biographical History
Required Readings: HIRSCHFELD Magnus, "Autobiographical Sketch", in: A Homosexual Emancipation Miscellany, c. 1835-1952, New York: Arno, 1975 [1935], pages unnumbered. LENG Kirsten, "Magnus Hirschfeld’s Meanings. Analysing Biography and the Politics of Representation", German History, 35/1, 2017, 96-116.
12B (10/04) Public holiday.
No class.
Week 13 – Student Presentations
13A (14/04) Student Presentations (AS4)
No readings.
13B (17/04) Student Presentations (AS4) & evaluations.
No readings.
AS5 Deadline final papers: 29 April 2020, 23:59 to be uploaded via Canvas.
13