INTL 190: SEMINAR IN INTERNATIONAL STUDIES TENATIVE THESIS/OUTLINE ASSIGNMENT As you are all aware, INTL 190 requires students to submit a 20-22 page research paper as part of the department's graduation requirements

INTL 190: SEMINAR IN INTERNATIONAL STUDIES TENATIVE THESIS/OUTLINE ASSIGNMENT As you are all aware, INTL 190 requires students to submit a 20-22 page research paper as part of the department's graduation requirements. Subsequently, the goal of each INTL 190 course is to provide you with enough background on a topic to be able to meet this requirement successfully. As we have stated in class, thinking through your thesis statement and crafting an outline can seem daunting, but a solid thesis and outline will make writing the research paper easier. Please be aware that a research project of this size CANNOT be done at the last minute, subsequently we will be working on crafting the paper in stages throughout the quarter. As we have stated in class, the research process can seem daunting, but if you start identifying laying out the framework of your paper now, the writing process will go much more smoothly later in the quarter. On this front, using Baglione and the video clips from the course as your reference for framing your thesis and crafting a solid outline, please submit the following: 1) Your tentative thesis (crafted according to Baglione's guidelines in CH 5). 2) Your tentative outline (using Baglione's advice on structuring the paper). Please note that I WILL be looking for an outline that has all the sections discussed in Baglione and the lecture videos (i.e., introduction, literature review, theory, research design, data analysis, conclusion) and this project will not receive full credit without including each section. Length: Varies. Use any outline structure to convey where your paper is at as the goal of this assignment is to give you (and the reader) a sense of where the project is at, including at least a perfunctory characterization of each of the required sections of the paper. Please realize that I can be of more assistance when the thesis and outline are clear and gives the reader a sense of where the paper is going. At this stage, please do not feel like you are "locked in" to this outline per se, but you should be at the point where you can start finalizing some of your claims and where you can start to see a rough "road map" leading towards the proverbial "finish line”. If you have any questions, please let me know. Running head: ANNOTATED BIBLIOGRAPHY ASSIGNMENT Annotated Bibliography Assignment Student’s Name Course Code and Number Institutional Affiliation Date of Submission 1 ANNOTATED BIBLIOGRAPHY ASSIGNMENT 2 Annotated Bibliography Assignment Research Question: Should LGBTQ History be taught in Elementary and High School? Thesis: As learning centers play a key instrumental role in modeling young minds, teaching the history of the LGTBQ community to the tender learners will play a crucial role in cultivating a culture of tolerance and inclusion, thus deterring the fragmentation of the social fabric further. Annotated Bibliography Bosia, M. J., McEvoy, S. M., & Rahman, M. (2020). The Oxford handbook of global LGBT and sexual diversity politics. S.l.: s.n. Bosia et al., editorial will be key in expounding more about the historical, geographical, and topical case studies pertaining to the LGBT movement. Additionally, it will expound more on several theories including social movement theory, indigenous theory, and international relations theory all in a bid to capture the commonalities and differences with regards to the LGBT state of affairs. Berman, S. B. (2019). " Be Ready to Fight, Because It's Worth It": Efforts to Include LGBTQ History in High School US History Classes, 1990-2017 (Doctoral dissertation, New York University). Primarily, this article emphasizes how incorporating LGBTQ history in U.S. history classes is imperative and worth fighting for in high schools under a proper historical contextualization. “How to Survive a Plague” film about the AIDs crisis and the origins of ACT UP was seen by Robert Cohen as a platform to advocate for greater attention to LGBTQ history and the gay ANNOTATED BIBLIOGRAPHY ASSIGNMENT 3 rights movements in high school classrooms. As such, the article asserts that learning this history was instructive and necessary for high school learners. Bernstein, M. (1997). Celebration and suppression: The strategic uses of identity by the lesbian and gay movement. American Journal of Sociology, 103(3), 531-565. According to Bernstein (1997), the lesbian and gay movement has used “identity deployment” as a form of strategic collection action to bring positive political and cultural shifts in the organizational mindsets. Often, these movements tend to downplay their differences before the media while celebrating them in private in a way that will not make enemies or potential allies. Therefore, the lesbian and gay movement often uses either suppression or celebration strategies to determine the types of identities deployed. Block, C. R. (2019). Educator Affect: LGBTQ in Social Studies Curriculum. Critical Questions in Education, 10(1), 1-16. Block (2019) argues that gender and sexuality have been taboo subjects in both elementary and secondary schools. Profoundly, this article explains that heterosexuality is sustained by the curriculum and that changing the curriculum entails incorporating LGBTQ in social studies. In this case, this article advocates for LGBTQ history to be incorporated in the curriculum because it will explain how the government functions and how the constitution is made. Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. Routledge. This book typically sees the topic of LGBTQ inclusion in the curriculum as a crucial step in the education system in the understanding of perennial problems related to critical democratic education. In addition, it pushes public schools to participate in local, multicultural, democratic, ANNOTATED BIBLIOGRAPHY ASSIGNMENT 4 and global communities, as a way of embracing inclusivity and sexual diversity orientation. Therefore, it provides policymakers and educators with a framework for increasing critical democratic education and social justice in public schools via an LGBTQ-inclusive curriculum. Engel, S. M. (2001). The unfinished revolution: Social movement theory and the gay and lesbian movement. Cambridge: Cambridge University Press. Engel (2001) explains the revolution of the social movement by comparing the post-Second World War histories of British and American gay and lesbian movements. Also, this book uses social movement theories to explain how distinct political-institutional environments affect the goals, strategies, development, and outcomes of a social movement. Hence, it helps to provide a better understanding of the unfinished revolution of the gay and lesbian movement to clear the misunderstanding of its historical foundation. Miller, H. C. C. (2020). Moving from Inaction to Action: Challenging Homo-and Transphobia in Middle School English Language Arts. Middle Grades Review. With the rise in challenges facing the LGBTQ, this journal advocates for the introduction of LGBTQ issues and discussions in Junior High School. Miller emphasizes the necessity to address homo-and transphobia in middle school as a way of preventing harassment, discrimination, and violence. Therefore, there is a need to prepare for LGBTQ topic discussions that are not centered on debating an individual's humanity, but rather understanding LGBTQ texts and topics. Sauntson, H. (2020). Changing educational policies: Language and sexuality in schools. In Professional Communication (pp. 273-290). Palgrave Macmillan, Cham. ANNOTATED BIBLIOGRAPHY ASSIGNMENT 5 Sauntson (2020) clearly in his article advocates for the change in educational policies, particularly focusing on their method of communication on sexual orientation. More specifically, the author highlights the verb “promote” as a work that collocates negatively with same-sex marriage. Therefore, he argues that language and sexuality play a major role in delivering Relationships and Sex Education (RSE) in secondary schools. As such, in order to make it more inclusive, it is crucial to remove completely this spectral language of Section 28. Snapp, S. D., Burdge, H., Licona, A. C., Moody, R. L., & Russell, S. T. (2015). Students’ perspectives on LGBTQ-inclusive curriculum. Equity & Excellence in Education, 48(2), 249-265. According to Snapp et al. (2015), implementing a curriculum that is inclusive of LGBTQ has the potential to create an equitable learning environment. This article explains how incorporating LGBTQ lessons in the curriculum is vital for creating a supportive school climate and understanding sexuality. Also, from the findings, students have shown a positive perspective on the LGBTQ-inclusive curriculum, especially in history and health subjects. Standish, A., & Cuthbert, A. S. (2017). What should schools teach? Disciplines, subjects, and the pursuit of truth (pp. 1-262). UCL Press. This book emphasizes that school curriculums are designed to facilitate deep thoughts about the nature of knowledge and its values to society and students. Though there are many critical questions raised in relation to what schools should teach, the knowledge passed should focus on bringing the truth into light and understanding how society functions. As such, teachers should be informed by values of intellectual autonomy and freedom when teaching. Running head: RESEARCH QUESTION Research Question Student’s Name Course Code and Number Institutional Affiliation Date of Submission 1 RESEARCH QUESTION 2 Research Question Research Question, How does nationalistic cultural warfare support political motivations for Anti-LGBT legislation? Brief Background In the recent decade, the progress towards the embrace of LGBT acceptance and integration into the community has been commendable, thanks to massive activist movements that have agitated for equality of the members who identify themselves within the LGBT status. Sadly, several nations spreading from Africa, Asia to Russia have been vocal in criticizing and criminalizing same-sex relationships, an aspect that has not only received global backlash from international NGOs but has also shaken the progress that the LGBT movement has garnered over the years. Compelled by the need to understand the motive of the given decisions, this research question will guide me to assess how national culture politically motivates the given nations to criminalize LGBT values and relationships, given that they are mostly acts birthed out of consent and the desire to appreciate intimacy among adult individuals. Furthermore, the research scope will ascertain whether there is a hypocritical agenda that the given nations uphold and benefit from by criminalizing same-sex relationships.