The History of Sexuality (HIST2603)

Course overview

This course offers students the opportunity to consider some of the key ideas about sexuality and scandal in Europe, Australia, America and the Empire, from the Victorian period to the most recent past. This broad period saw concepts of sexuality radically redefined, with sexual constructions and sexual identities entirely reconceived. The unit course also explore the ways sexuality intersects with other tropes, particularly race, class and gender. Students will gain an understanding of the concept of sexuality as an historical category and knowledge of the ways in which sexuality is relevant to the consideration of major intellectual, political and social developments in history. This will allow students to understand and appreciate sexual difference in the past, and also provide valuable critical tools for the study of sex in the present.

Welcome to HIST2603 - The History of Sexuality!

Our goal in The History of Sexuality is to provide a space to analyse and understand the significance of sex, sexuality, and gender in the historical past, and learn how to apply this understanding to contemporary issues.

Sexuality has become an increasingly important field of discourse since 1800. As French social theorist and historian Michel Foucault suggested, sex has come to be seen as "the truth of our being".

As such, the study of sexuality is fundamental to any historical understanding of the nature of modernity.ﾠThis course focuses on the social construction of sexuality, and seeks to reveal its changing and contingent nature. In other words, it rejects the notion that sexuality is a definable thing or a universal experience, and assumes instead that, along with biological elements, the content and meaning of sexuality is provided by social relations or interactions that range across time and place.ﾠ

Family and kinship networks, economic and social organisation, social regulation, scientific theorisation, political intervention, popular cultures of resistance and other forces which organise sexuality will be examined, as will the role played by ideology, gender, class, and race in structuring sexual relations of power.

Course contact

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Aims and outcomes

This course will examine the history of sexuality from the Victorians to the present, crossing Britain, Europe, the United States and Australia. We will explore the range of changing behaviours, practices and identities, including homosexuality, heterosexuality and early concepts of queer and trans*. We will think about an ideal "normal" sexuality, and what was and is considered perverse, deviant and dangerous. We will examine shifts and changes in sexuality over time, and consider the ways that sexuality was constructed. Finally, we will consider the multiple ways that sex moves beyond the bedroom and into the public world, forming and permeating social, cultural and political frameworks.

By the end of the course students will be able to:

* Explain why sexuality is an important category of historical analysis.

* Outline dominant understandings of the body and sexuality.

* Pinpoint moments of sexual crisis within this timeframe.

* Explain how these historical moments reflect upon and interact with the present.

* Evaluate information, ideas, and arguments including those of diverse cultural assumptions.

* Develop advanced research, writing and information literacy skills relevant to history.

* Develop the ability to communicate orally at an advanced undergraduate level in a large discussion group.ﾠ

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

Assessment details

Primary Source Analysis Exam

• In-person

Mode

Written

Category

Examination

Weight

20%

Due date

1/09/2025 2:00 pm

The Primary Source Analysis Exam will take place in the Week 6 Lecture: Monday 1st September, 2:00pm - 4:00pm.

Learning outcomes

L01, L02, L03, L04

Task description

Exam details

Submission guidelines

Deferral or extension

You may be able to defer this exam.

Research Essay

Mode

Written

Category

Essay/ Critique

Weight

30% 1200-1500 words

Due date

10/10/2025 2:00 pm

Learning outcomes

L01, L02, L03, L04

Task description

Submission guidelines

Submit via Turnitin on Blackboard.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

Exam

• In-person

Mode

Written

Category

Examination

Weight

40%

Due date

End of Semester Exam Period

8/11/2025 - 22/11/2025

Learning outcomes

L01, L02, L03, L04

Task description

Exam details

Submission guidelines

Deferral or extension

You may be able to defer this exam.

Tutorial Participation

• Identity Verified
• In-person

Mode

Activity/ Performance

Category

Participation/ Student contribution

Weight

10%

Due date

4/08/2025 - 20/10/2025

At weekly tutorials.

Learning outcomes

L01, L02, L03, L04

Task description

Submission guidelines

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Additional course grading information

ASSESSMENT CRITERIA

Primary Source Analysis Criteria

Your analysis will be assessed according to the following criteria: 

Students will be assessed on:

1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.

Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.

Research Essay Criteria

Your essay will be assessed according to the following criteria: 

1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.

To achieve a grade of 7 (High Distinction, 85-100%), your essay will reflect an exceptional level of achievement. It will demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It will also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing and expression. Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.

To achieve a grade of 6 (Distinction, 75 – 84%), your essay will reflect an advanced level of achievement. It will demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing and expression.  Your work must demonstrate your own analysis, argumentation, and use of evidence through thoroughly verified sources. You must demonstrate close engagement with sources in their disciplinary context.

To achieve a grade of 5 (Credit, 65 – 74%) your essay will reflect a proficient level of achievement. It will demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in expression, and demonstrate your ability to communicate effectively. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. You work will have some inconsistencies or contradictions that fail to demonstrate proficient understanding. You must demonstrate engagement with sources in their disciplinary context.

To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, and expression will be adequate and use some of the discipline conventions to communicate appropriately. Your work must demonstrate your own analysis, argumentation, and use of evidence through verified sources. Your work will have inconsistencies and contradictions that demonstrate only adequate understanding. You must demonstrate engagement with sources in their disciplinary context.

To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, and expression will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. Your work will have inconsistencies and contradictions. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. The overall response will not adequately address the task.

To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent. Your work will fail to adequately demonstrate independent analysis and argumentation that arises from your own engagement with and synthesis of source materials or assessment stimuli. You will demonstrate a mostly stereotypical and/or superficial understanding of concepts, ideas, and source materials/stimuli, failing to demonstrate engagement with sources in their disciplinary context. Your work will have inconsistencies and contradictions The overall response will not adequately address the task.

To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate. Your work will show no original analysis or evidence of independent thought, with factual errors and misrepresentation of source material and no meaningful correspondence to the assignment prompt.

Failing Criteria and Academic Misconduct

Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct

Exam Criteria

Your exam will be assessed according to the following criteria:

Multiple–Choice/One-Word Answer Questions

Students will be assessed on:

1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.

Short Answer Questions

1. Students will be assessed on:
2. Ability to produce a succinct response to a directed question.
3. Knowledge of key themes or ideas.
4. Ability to employ relevant terminology, as required.
5. Clear and concise written expression, well presented.

Gobbets/Textual/Object Analyses

1. Students will be assessed on:
2. Ability to identify author and/or creator of the item.
3. Ability to explain the context of the item.
4. Ability to identify the key components, themes or features that allow critical appreciation.
5. Ability to explain the significance of the item.
6. Clear and concise written expression, well presented.

Essay Questions

Students will be assessed on:

1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5.  Clear and concise written expression, well presented.

Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.

Tutorial Participation Criteria

Your tutorial participation will be assessed according to the following criteria: 

1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance in class and online is necessary to fulfil the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.

To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.

To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.

To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.

To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.

To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.

To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.

To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

• Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
• By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
• All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
• A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
• Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero.
• In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
• It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available.
• If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
• Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
• Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
• For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Library resources are available on the UQ Library website.

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

• Student Code of Conduct Policy
• Student Integrity and Misconduct Policy and Procedure
• Assessment Procedure
• Examinations Procedure
• Reasonable Adjustments for Students Policy and Procedure

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.