This course is a survey of the major ideas that collectively constitute the cultural heritage of western civilization. The course begins with visions of the creation of the universe and its nature and observes the changing ideas that have culminated in the vision of modern science. Students are introduced to the views of the classical age on governing a society and to some of the subsequent major ideas on political structures, down to our own time. The aim of the course is to help the contemporary student develop vocabulary that will aid in understanding the contemporary world. The course is presented through a combined weekly lecture and seminar discussion format. The weekly lecture and seminar have been designed to work in tandem and neither is optional. The weekly lecture provides necessary background to the more intensive seminar discussions where groups of moderate size meet to discuss material that has been read in advance. The readings are excerpts from the actual writings of thinkers who influenced the development of Western Civilization. Students should be prepared to do to their weekly reading and to participate in class discussion (which comprises a percentage of the final mark). Material drawn from the lectures and the seminar discussions will constitute both the December and April exams. To do well in this course you must attend all lectures, do all the seminar readings, constructively participate in seminars, complete all seminar assignments with care, and study for exams.
This course is a thematic introduction to world history from prehistoric times to the present, with particular emphasis on the changing balance of power between regions of the globe and the contributions of the peoples of Africa, Asia, Oceania and the Americas to modernity. In questioning what has been a European-centered explanation for progress and development, this course examines ingrained patterns of thinking about non-European peoples, the environmental aspect of the north/south divide, the emergence of social inequalities within and between states, as well as the role of modern capitalism, colonialism and militarism in enforcing an order from which only a small percentage of the world's population benefit. In introducing students to conceptual tools and basic chronology, this course provides a firm foundation for future studies in history and the social sciences.
This course is in two parts: i) a lecture and ii) a seminar. There will be a lecture once a week of approx. 245 students usually led by professors, and a weekly seminar of some 30-40 students led by different seminar instructors. Lecturers will determine all in-lecture assignments and examinations. Seminar instructors will determine seminar assignments, mark all coursework and exams, and make decisions regarding your grades for the seminars.
This course is a critical survey of the main social, economic, and political developments in Canadian history. The approach taken can be called "a history of the present." Approaching the Canadian past as a history of the present offers at least three advantages. First, it defamiliarizes some of the defining features of present-day Canada, such as liberalism, capitalism, or multiculturalism by subjecting them to historical scrutiny rather than treating them as timeless or taken-for-granted categories of Canadian history. Second, it questions the linear narrative of Canada's development from 'colony to nation' by exploring both the nation's own complicated history of colonizing and the competing claims of other nations within Canada. Third, it fosters a dynamic dialogue between the past and the present, and in doing so encourages us to consider the crucial role critical historical thinking can play in our everyday lives as we ponder news ways of inhabiting the world.
The course comprises three parts: a weekly lecture by the course coordinator; a bi-weekly, in-class seminar led by Teaching Fellows; and, in the weeks between seminars, exercises in self-directed learning. Course requirements - assignments, tests/exams, participation, etc. - will be set by the course coordinator and will be the same for all students in the course, while Teaching Fellows will supervise and mark the work of students in their particular sections. Written work will emphasize the art of book critiquing and the analysis of primary historical documents.
A survey of Western and Central Europe and Great Britain from the 18th to the 20th century. The focus is on the revolutions which produced modern Europe, notably the political revolutions (1789 and 1848), industrialization, urbanization, population growth, secularization, the rise of new classes, and changes in ideologies and popular attitudes.
For more details see Continuing and Distance Studies
For more details see Continuing and Distance Studies
This course provides a narrative overview of European history from the Reformation to the Age of Napoleon. Major themes to be explored over the course of the semester include religious transformation, social relations, state formation, colonialism, gender dynamics, the slave trade, intellectual movements, and political revolution. Readings and lectures will focus on both historical narrative and close analysis of primary sources.
An introduction to the history of the United States during the turbulent period from 1868 until 1920. Topics may include industrialization, reform movements, mass consumption, corporations, imperialism, immigration, urbanization, the rise of segregation, agricultural transformation, art, and literature.
History 208 is a course predicated on the idea that a sound knowledge of the Canadian past is indispensable in understanding current social, cultural, and political issues. It proceeds from the belief that for the "conquered" - Indigenous Peoples and the Québécois - history holds meaning and significance that it does not hold for Canadians descended from peoples who were on the "winning" side. Understanding of Indigenous Peoples and the Québécois must be based in more than an abstract commitment to tolerance, diversity and respect for the "Other;" it must be anchored in historical understanding of who these peoples are, and how their histories affect the ways in which they think, feel and act. History 208 is a Canadian history course that problematizes what Canadian history means. For Indigenous Peoples, "Canadian" history has historically been a story in which they have not been considered Canadians, but rather the Peoples who were little more than an impediment to economic progress and the consolidation of the Canadian nation. Since at least the middle of the 19th century, the Québécois have been writing a "Canadian" history radically different from the one most English Canadians still learn to this day. In effect, History 208 asks a simple question: "Does such a thing as "Canadian" history even exist?" It is not that all historical interpretations are equally valid, or that the English - Canadian version of the Canadian past must give way in all cases to the Indigenous or Québécois versions. In recognizing that there is no absolute truth in history, we must not give up what history is all about – the search for truth. The journey is the thing, not the destination. Let's see how the journey goes if we do not send Indigenous Peoples and the Québécois to the back of the bus.
History 209 is organized around two thematic approaches to Canadian history. The first is the "traditional" approach to Canadian history, with a focus on major individuals, events and political ideologies. Essentially a narrative approach to Canadian history, it is the approach that has come under increasing scrutiny, indeed strong opposition, from what is usually called social history, a history that focuses on the history of women, "ethnic" groups, and the working class, among others. History 209 will focus on ethnicity, immigration and multiculturalism, and will explore how differently Canadian history, and at the same time the Canadian identity, looks when approached from the perspective of the marginalized and disenfranchised of the Canadian past. History 209 will assess the strengths and weaknesses of each approach, and explore how they conflict and complement each other.
From First Nations to Queer Nation, this course is an introduction to Canada's sexual past. We will explore the diverse history of sexualities in the nation we now call Canada, from "berdache" to buggery in Nouvelle France and from lesbian bars to the birth control pill in the postwar period. We begin with several classes on how to think about sexuality as historical – as the basis for identities and communities, as a form of regulation, and as a hotly contested terrain of politics. Subsequent lectures approach sexuality as a prism through which to view the operations of power in the past, both in its pleasurable and dangerous manifestations. Drawing on Foucauldian, feminist, and post-colonial thought, we will investigate sexuality's historical intersections with gender, race, age, class, colonialism and nation in Canadian history.
In terms of format, this is a lecture course. Lectures will provide broad overviews and interpretations of Canada's sexual past. Lectures will be supplemented by readings and film and video. Written work will include critiquing both recent scholarship on and the public presentation of the history of sexuality in Canada.
Exploring the post-Second World War struggle between the United States and the Soviet Union, this course considers how the nature of this ideological and geopolitical rivalry had an enormous impact on relations between the two countries, but also on international relations in general. Course lectures, readings and assignments will consider the Cold War from American, Soviet, and various global perspectives using political, diplomatic, social and cultural historical approaches. This course will ask students to consider the following themes: the effect of personality and individual leaders, the relationship between domestic and foreign policy, possibility for change at given moments, and the effect of decolonisation and of the 'third world' on the actions of the superpowers.
Offers credit for non-academic work in historical practice. Examples include but are not limited to work in or at: museums, archives, historic sites, NGOs, or government agencies. Students must submit to the chair of Undergraduate Studies a one-page proposal before the work experience and a ten page report after the work has been completed.
The world of Byzantium – that of the 'other' Middle Ages of the Eastern Mediterranean – is a fabled and exotic one. If you've ever heard of Constantine or Justinian & Theodora, of Constantinople or Antioch, of Hagia Sophia or the Hippodrome, of the battle of Manzikert or the Fourth Crusade, of iconoclasts, monophysites or the schism of the churches, of eunuch courtiers or pillar saints, and if you've ever wondered who or what they really were, this is the course for you! This lecture will survey some of the most interesting and key aspects of Byzantine history, society and culture from the fourth to the fifteenth century. One aim of the course will be to familiarize students with the general shape of the political history of the Byzantine state during the nine hundred years from its foundation in Late Antiquity as the successor of Rome down to its final crippling and ultimately fatal encounters with the crusading powers of Western Medieval Europe and the emerging Ottoman Turks. The lectures also aim, through a series of snapshots of vital topics, to provide a broad understanding of some of the most important features of Byzantine society, culture, and belief as well as its complex identity. It will also attempt to give some sense of Byzantium's place in the world – its relations with and attitudes towards the numerous and diverse peoples, powers, and religions of the regions that surrounded it. In doing so it will encourage broad interest in Medieval, Middle Eastern and Mediterranean studies while being of particular interest to students of the Roman Empire, the Middle Ages, the Eastern Mediterranean, the Middle East, Greece, Turkey, and the Balkans, as well as the history of Christianity and Islam.
As a special topic for 2015, this course will be a dialogue course that will pay particular attention to the relations between Jews, Arabs, and Christians in History. Beginning in the time of the Bible, the course will follow the emergence of Hebrews/Jews and Arabs, and subsequent developments under Greeks, Romans, Christians, and Muslims. The course will examine the changing political, religious, social, and cultural interactions among and between Muslims, Christians, and Jews.
As a special topic for 2014, this course will be a dialogue course that compares the changes in Jewish life in Christian Europe and in the Ottoman Empire; the dynamics of relationships between Christians and Muslims and Ashkenazic, Sephardic, Eastern Jews; the resettlement of Jews in the west and in the east; modernization of Jewish life and culture and resistance to it in Western and Eastern Europe, North America, Palestine, the Middle East, and the State of Israel; heresy, political emancipation, developments in enlightenment, secularization, modern religious movements, radicalism, antisemitism, Zionism, and the Holocaust.
In her hymn to late twentieth-century consumerism, Madonna celebrated "living in a material world" in a chart-topping single entitled "Material Girl" (1984). Manufactured things – from cars, home appliances, televisions and cell phones to outings in shopping malls and vacations in make-believe kingdoms like Disneyland-- have come to define middle class lives. Although for many individuals under 30, it is difficult to imagine a world before the production and consumption of mass marketed commodities, for most of human history the immediate, natural world determined choices of food, settlement patterns and possibilities for exchange. Beginning with an investigation of the ancient trade in luxuries and the first global markets created by sugar, tobacco and coffee, this course retraces the rise of consumer societies. We ask how early consumerism reshaped geography, culture and interpersonal relations. Along route, we consider the political systems that have made mass production possible, the toll that industrialization has taken on ecosystems, and the costs born by millions, from the silver miners of sixteenth-century Bolivia to the garment workers in today's Bangladesh, whose unpaid or underpaid labour satisfies our demand for things.
The course will help students develop the skills required to synthesize information and to create knowledge. Coursework will be case-based and will proceed from assignments that will require students to interpret basic data sets to more complicated ones that will challenge students to develop multi-faceted approaches to understanding, interpreting, and presenting solutions to high-level problems. Students will work individually and in groups, and the emphasis in their work will be on practicing creative thinking, developing presentation skills, and experimenting with collaborative working relationships. Because of the case-based approach to the coursework the class will meet only periodically to discuss work that has been done and to prepare for work that is coming up. For the most part, however, learning hours will occur outside of the traditional classroom.
This course is an overview of the history of Imperial Russia from the reign of Peter the Great up to the Russian Revolution. Particular attention will be paid to the intellectual and cultural developments of the age. Readings include memoirs, documentary sources, and works by Dostoyevsky and Turgenev.
An introduction to the history of the Soviet Union from its origins in the Revolution of 1917 to its collapse in 1991. This course examines and assesses the Bolshevik attempt to found a new social, economic and political order and to create a new man and woman in the process. Particular attention will be devoted to the policies and practices of the state as well as to the experiences of individual Soviet citizens.
Lectures are an integral component of this course, and attendance is mandatory. The readings have been selected to complement the lectures and consist of a wide array of primary sources ranging from recently declassified party documents to propaganda posters, from eyewitness accounts to architectural designs. Students will have the opportunity to read two books in their entirety: Journey into the Whirlwind, a memoir written by a Communist Party member who was arrested in the midst of the Stalinist terror, and a satirical novel, The Fur Hat, written by Soviet émigré Vladimir Voinovich.
This course will explore the Middle Ages, spanning approximately from 300 to 1500 CE. A Eurasian rather than a limited European scope defines the scope of this course, as topics will include regions as far east as Persian's Asian frontier, as far south as Africa, as far west as Ireland, and as far north as Scandinavia and the Vikings. This course will not only emphasize the political transformations of early medieval power; students will explore a range of themes that allow us to contextualize the post-Roman period. This course will highlight topics of religion, language, economics, and art; all of which may serve as prisms to understanding the transformation between what we term the ancient world to medieval civilization.
The autumn semester explores the aftermath of what has been traditionally described as the decline and fall of the Roman Empire. The extinguishing of the "light of Rome" in the fourth and fifth centuries has led to descriptions of the subsequent centuries as the "Dark Ages": the regression of western civilization. But such a narrow view does not adequately describe the transformation that took place. Framing the period in terms of the "end" of the Roman Empire too often implies a definitive moment in history, an image of a descent from civilization into barbaric chaos. But the survival of the Eastern Roman Empire, the Persian Empire, the origins and rise of the Islamic Empire, and finally the "rebirth" of Rome in the west with Charlemagne's coronation in 800 does not indicate a vacuum of political power in the Mediterranean basin, but rather a surplus.
This course also will introduce students to the variety of formats and genres of historical sources and, in so doing, teach students how to choose sources, read them reliably, and use them to construct relevant narratives about the past. Students will also be asked to confront constructions of the medieval period. As an epoch traditionally delineated by being "in the middle", usually between Rome and the Renaissance, this course will examine to what extent perspectives of the middle ages are constructed by later time periods, up to and including the modern era.
Accordingly historical perspective will also be a major theme of this course, as the class will discuss how sources are subject to the changing attitudes and interpretations of each generation of historians.
For more details see Continuing and Distance Studies
The major theme of this course in Winter 2015 will be the history of environmentalism as a social movement from the late nineteenth century to the present. Introductory lectures will survey ideas about nature in world history and discuss the emergence of environmental history as a field of scholarly endeavor. In short essays, you will examine primary sources and critically review influential publications in environmental history and thought. In a longer essay, you will engage in one of several debates that have spurred the development of the field. The final exam will review major events and trends in the development of environmentalism.
In the context of the development of French politics and society, HIST 274 examines French art, literature, and philosophy, as well as some of the venues and institutions of culture. In these forms and media of mainly high culture, we will analyze some of the dominant ideas and issues of French intellectuals, writers, and artists from 1750 to 2000. Among the themes we examine are changing images or representations of selfhood, gender, class (aristocracy, bourgeoisie, and working class), sociability or social interaction, of the meaning and meaninglessness of life, and of how history might have an intimate and personal, as opposed to public and prescribed significance.
For more details see Continuing and Distance Studies
This course surveys the history of Central and South America, Mexico, and the Spanish-speaking Caribbean from the mid nineteenth century to recent years. Major political events and trends of the late 19th, 20th, and early 21st centuries are explained in their broader economic, cultural, and intellectual context, with significant attention to issues of development, political conflict, and movements for social change. The approach is a mix of chronological and thematic. Argentina, Mexico, Chile, Brazil, and Peru probably get the most attention, but at appropriate times we bring in such themes as early social reformers in Uruguay, the Cuban Revolution, civil wars in Colombia and Central America, and the new left in Venezuela and Bolivia.
This lecture course will focus on the origins of the Nazi genocide of Jews, the interlocking roles played by perpetrators and bystanders, and the various interpretations that scholars have brought to bear on the subject in an attempt to explain how and why it happened. By way of comparison, the experience of other racial minorities under Hitler's regime, e.g., Roma and Afro-Germans, will be briefly examined.
As a core seminar the course will have as one of its primary intended learning outcomes the development of the research, analytical, writing and communication skills appropriate to students entering upon a concentration in History. Assignments and practical activities will be directed to this end while being based in continued exploration of Byzantine history, society and culture.
In 2014-15, students in this core seminar will have taken HIST 218* Byzantium in the Fall Term and will thus already be generally familiar with many aspects of that society (for details please see the description of that course). In HIST 301 students will continue with a more focused study of ways in which Byzantine society helped to shape the world of Europe and the Mediterranean in the medieval period. With an emphasis on the interpretation of primary sources in translation and of debated issues, the course will explore some of the more significant episodes and aspects of Byzantine history and culture and will relate them to Byzantium's place in the broader medieval world and its relations with and attitudes towards the many diverse peoples, powers, and religions of the regions that surrounded it. Among topics to be studied will be Constantine and the emergence of a 'Christian' empire, the construction of orthodoxy, Justinian, the coming of Islam and the end of the ancient world, iconoclasm, interaction with the Crusades, the conception and practice of imperial and military power and of justice, the development of Constantinople and the decline of the ancient city, the construction of gender (masculine, feminine and eunuch), the lives of 'ordinary' people, the construction of sanctity and the practice of monasticism, the place of icons, relics and amulets in religious behavior, belief in angels and demons, and the practice of magic and sorcery.
Taught in conjunction with HIST-295, the first half comprises the lecture component (described above) of the course; the second half is made up of a seminar component. Among the controversies covered latterly: Holocaust memorials and their discontents; Holocaust denial; and the intentionalist/functionalist debate.
This core seminar covers selected themes and moments in the history of the Indian subcontinent from 1857 to the present, to serve as a basis for a wider discussion on the historian's craft. Beginning in 1857-the first armed revolt against British colonial occupation and a cataclysmic event that left traces on the imagination of race, nation and empire in Britain and India, the course ends with the events of 1947- the moment of Indian independence from colonial occupation, and the partition of land and lives that created three separate nation-states and displaced over ten million people.
To encourage critical thought on the discipline of history and the history of the subcontinent, this course presents a survey of major 'schools of historiography' (including imperialist, nationalist, Marxist, and the highly influential 'subaltern studies') and a wide array of sources and narratives- official reports, biographies, travel accounts, news reports, novels and film. Besides historical texts, materials include novels (eg. Mulk Raj Anand's Untouchable, 1935) and films (A Passage to India, 1984). Evaluation is based on seminar and workshop participation, four short papers, and (take-home) midterm and final examinations.
Some of Canada's most enduring myths and symbols stem from its image as an egalitarian and multicultural society. However, nationalist histories of Canada rarely dwell on the sacrifices that it took to forge Canada's myth-symbol complex. This course aims to reclaim the voices, memories, experiences, and histories of the vast array of people who have been excluded from the Canadian nation-building project. The goal of this course, then, is to get students in the habit of challenging normative discourses about what it means to be "Canadian." We will explore the way concepts of 'race', gender, 'class', ethnicity, age, religion, sexual orientation, and culture have intersected with immigrant experiences, policing and state surveillance, social policies, constructions of class and gender, and moral/religious regulation and reform. This course focuses on the diversity of the Canadian experience, with special attention to women, children, the elderly, first nations, the LGBTQ community, immigrants/refugees, and workers.
This core seminar in early Canadian history has two basic goals. First, it will introduce students to the full range of scholarship on the British colonies and their diverse Aboriginal, European, and African populations from the conquests of Nova Scotia and Quebec to the union of several British colonies in 1867. How have historians written about this period and why have their framing questions and conclusions changed over time? What's at stake for the discipline and for us living in the present? Second, as a core seminar, it will focus on developing the skills required of history students as readers, researchers, discussants, and writers.
Topics will include major historical problems and themes such as Native-newcomer relations, the loyalist and later emigrant diasporas, the creation of neo-British settler communities, the emergence of capitalist economies, and the evolution of social, cultural, and political institutions. In a number of weeks, Kingston will serve as a case study to help ground these problems in a common local context. Weekly readings and discussions will also focus on analytical categories (such as ethnicity, racialization, social class, gender, and colonialism) and the practicalities of historical research and writing. Students will have ample opportunities to work with a range of primary sources (such as official documents, newspapers, art and material culture, novels and emigration narratives, and diaries and personal letters) and be exposed to major resources for historical research (such as digital databases, biographical dictionaries, historical atlases, archives, and art galleries).
This course provides an examination of selected themes and events in the social and cultural history of the United States in the twentieth century. Particular emphasis is placed on the development of an urban-industrial culture and society, on popular and/or mass cultural forms, and on continuity and change in the ways Americans have lived their lives. In short, the course explores what "culture" meant in the everyday lives of working-class and middle-class Americans as well as to members of intellectual, cultural, and social elites. It looks as well at the emergence of social hierarchies based on gender, race, class, and ethnicity.
This course combines an in-depth introduction to the post-1800 history of South and Central America, Mexico, and the Spanish-speaking Caribbean with a focus on developing the practical skills that students will need to succeed as History majors or medials. In FALL semester, students join with the lecture course Latin America from 1850 to Today: The Modern Era. In WINTER semester, students deepen their exploration of Latin America's modern history in weekly 3-hour seminars, with emphasis on major controversies, critical reading of historical sources and texts, and the development of speaking, research, and writing skills.
Welcome to HIST 316! This intensive survey course examines major political and social developments in Europe from the late 18th through the 20th centuries and the significance of these developments in shaping the modern European world. Coursework will introduce students to major historical debates and the usage of a variety of primary source documents in the discipline. In the fall term, topics of study include the French and Industrial Revolutions and the socio-political changes that emerged from them, the rise of new ideologies, imperialism, and nationalisms. The winter term will focus on the First World War, the Russian Revolution, the emergence of totalitarian states, World War Two, the Holocaust and the Cold War. The course will culminate with an examination of the processes that led to the formation of the European Union and Eurozone, as well as the collapse of communism in Eastern Europe toward the end of the 20th century.
The formation of modern China, Vietnam, Korea, and Japan in historical and regional contexts. War, colonialism, anti-colonial and communist movements, economic change and environmental challenges are the general themes of the course. The development of a historian's skills is emphasized, along with structured discussion of readings and research. Previous coursework or knowledge of an East Asian language is not required or assumed. The instructor will provide introductory surveys of national and regional histories. In short assignments, you will explore a variety of accessible source materials, review important secondary works, and develop ideas for term essays. A 1,250-word essay will be due each term, and you will present your research findings in term-end class conferences. The final assignment will be a take-home examination worth 15 percent of the total mark.
The purpose of HIST 335 is to reveal the tumultuous period of life in the antebellum United States between 1800 and 1850. While usually overshadowed by the Revolutionary era and the Civil War, this period witnessed economic and political growth and turmoil as the United States moved from a new colonial nation to a continental power. Through this course students will gain a deeper understanding of the lived experience of ordinary Americans during these fifty crucial years in US history. How did ordinary United States citizens, First Nations, slaves, and freedmen negotiate the legacy of the American Revolution? What differing ideas of democracy, republicanism, and liberalism did contemporaries believe the new republic should embody? What should the boundaries – geographic, ethnic, racial, gender, political, and social – of the United States be?
Both chronologically and thematically, the course will place the Jacksonian period within wider histories of North America and broader historical themes. Students will delve into nineteenth-century America through weekly readings and discussion of major works in the field, exposure to primary sources, and in-class activities. Assessment will be based on seminar participation, a short presentation, and small historiographical assignments culminating in a major research paper. On completion of the course, students will have a greater knowledge of and interest in the Jacksonian period, an ability to 'think historically,' and effective research and writing skills.
In the late thirteenth century, an emir named Osman (Uthman) founded a small principality in western Anatolia (today's Turkey). Over the next three centuries, his descendents and their allies would expand this small state into a tri-continental empire. The sultans ruled North Africa, with the exception of Morocco, southeastern Europe, including Hungary, the horn of Africa and Yemen, as well as the Middle East from Egypt and Syria to Iraq and Western Iran. Although it is possible to measure the scale of this territorial endeavor, almost every other facet of the Ottoman past remains subject to scholarly debate. Over the course of the semester students will examine some of the important questions that animate discussions among contemporary historians: Who was Osman and how did he and his allies practice Islam? How did the Ottoman state treat its non-Muslim subjects? Why was the Ottoman army so successful in its campaigns against Western Christian states? How did Ottoman royal women exert power in the palace and in society? Did the empire decline because of poor policies or because of climate change?
What does the secular Jew believe in? From the emergence of Baruch Spinoza—the first secular Jew—in the 17th century, to the eruption of ideology in the 19th and 20th centuries, many modern Jews lost their faith in G-d and placed it in humanity instead. Jewish involvement in modern movements (e.g., socialism, liberalism, and nationalism) will be the focus of this course.
This course will examine the social, political, and cultural history of French Canada from the Rebellions of the 1830s to the Constitutional Debates of the 1990s. It will probe French Canada's place within the Canadian nation while examining its distinct and changing culture. With an emphasis on Quebec, it will examine debates surrounding sovereignty and independence, provincial autonomy, and cultural preservation. The emphasis of this course will be on civic activism and popular movements, which shaped much of the French Canadian experience through this period. It will look at pivotal moments in French Canadian history and explore voices of opposition and dissent. Examining key moments such as: the forging of the Canadian nation in the 1860s; the Conscription Crisis; the "Quiet Revolution;" and the rise of the independence movement, this course seeks to demonstrate that French Canada's history has been marked by a legacy of voices demanding to be heard.
The course readings will provide a survey of the historiography of French Canada, while incorporating primary source materials. (All of which will have English translations available). While focused primarily on Quebec, the course will also incorporate histories of other French-speaking communities in Canada, including the Acadians, Métis, Franco-Ontarians, and Franco-Manitobans.
The first objective of this seminar is to provide a balanced introduction to the historiography of the first generation of the Reformation in Germany and adjacent countries. It takes a critical approach to a broad range of subjects including nominalism, Christian humanism, Luther, Zwingli, Muntzer, the urban Reformation, the Peasants' War, and the Anabaptists. Calvin, the Catholic Reformation, and the English Reformation will be referenced in seminar presentations. The second objective is to provide a context for source research exercises related to problems arising from this historiography.
This course studies the historical role of Jews as migrants—as strangers in a strange land—and their eventual transformation from "Outsiders" to "Insiders", as a way of understanding their current place in North American society. For the sake of context, readings will include comparisons with the experiences of other minority groups.
The genesis of History 348 is the widespread belief that more than communism collapsed in 1989. To defenders of the Western status quo it is not just communism, but any and all alternatives to capitalism, that was discredited once and for all by the fall of the Soviet Union.
Directly contradicting this view of recent events, History 348 is based on the premise that thinking of alternative ways of organizing human society is one of the things that makes us human. Over the course of the 19th and 20th centuries, and into the 21st, a rich array of strategies has been used to call into question liberal capitalism and its allies in church and state. History 348 takes a wide-ranging look at these alternatives, including utopian socialism, feminism, anarchism, Marxism, the writing of utopian novels, and Irish republicanism/nationalism. The course is based in a belief that rebellion and advancing alternatives, far from being the realm of starry-eyed fantasy or violent fanatics, is indispensable in motivating human beings to think and strive to make the world a better place.
History 348 introduces students to some of the great rebels of the past, explores their ideas, and assesses the impact they on their own society, and on ours. In the process it is hoped that students will develop a greater appreciation of what the rebels of the past thought possible, and thereby gain insight into what it might be possible to make of human society in the future.
Research seminar on revolutions, civil wars, and political violence in Twentieth-Century Latin America. Includes case studies of Mexican and Cuban revolutions, Central American civil wars, and other insurgencies. Explores theories of revolution, patterns of unrest, and attempts to bring about revolutionary change.
As a research seminar, the course is designed to result in a substantial original research essay that: a) incorporates a primary source or group of primary documents that students will find on their own, research, and analyze, and b) uses secondary sources to place that original period document in context and to inform historical analysis of the event to which the document refers.
As the first preliminary step toward that final research essay, students will choose and write a short (1600-2000 word) essay on a particular country or topic, based on the assigned weekly course readings. Due date will depend on which topic students choose, but everyone must make a choice by no later than Week 3 of the course.
As the second step, students are required to find an original document from the time period they are studying, generally in English or English translation. They will provide a short (1000-word) preliminary analysis/synopsis of what the document is, where it comes from, what it says and what its purpose/intent was. Students will also provide a preliminary bibliography that they will be using for the final research essay. Documents will be grouped by topic and presented in class to form the basis for discussion during the final 2 weeks of the course.
Diseases are small things, caused by microbes or malignancies, that make a big impact. Whether their effects are felt individually or by an entire population, the human interaction with disease is a historical constant. This course examines the way that disease has influenced and altered societies from antiquity to the present, with an emphasis on the 19th and 20th centuries. We will explore medicine and society's experience with specific diseases ranging from plague to cancer, and how the very definition of a particular set of symptoms as a disease can serve as an entry point into analysis of a society at a particular moment in time. In this way, we will look at how diseases have shaped society, and inversely how social, cultural, political and economic factors have influenced our understanding of what counts as a disease over time. Our reading and weekly discussions will emphasize how historians have grappled with the dynamic relationships that characterize medicine and healthcare, namely those between doctors and patients, the state and individuals, and between patients and diseases.
Through weekly readings and discussion, students will develop a familiarity with the history and historiography of medicine, but we will also draw from the methods of other historical subfields and approaches, while devoting attention to issues of class, race, gender and sexuality. The diverse methodological and theoretical approaches at work in our readings will demonstrate the multitude of ways in which historians have used disease as a framework for analysis. Students will similarly develop an understanding of disease as an agent of social, political, and economic change, and as a historical force unto itself.
The course's emphasis is on teaching students how non-textual sources can be used as a source of historical information. To this end, we examine television, landscapes, architecture, photographs, graffiti, popular culture, advertising, oral history interviews, and household objects, among other things. Students were required, in 2009, to submit a photographic analysis of a landscape or street scene, a museum review, and a final research paper.
This course is designed to introduce upper-year students to the use of historical research materials that go beyond the usual printed sources. Nevertheless, since printed materials remain the historian's primary tool, these unconventional materials should be used to supplement the printed record, not supplant it. This has particular applicability when studying groups for whom textual sources may be scanty, fragmentary, or non-existent, as is often the case in social history. Since one of the aims of social history is to allow the voiceless to have a voice, the use of non-textual sources is invaluable in the field.
During the term, we will be looking at and working with material culture, for the most part, namely the objects and items produced by a society that reflect its development and processes. The objects, in turn, can tell us about the people within a society. We will also be looking at the way in which historians use these sources, as well as the uses and pitfalls of oral history, the way in which the physical environment can act as a historical record, and finally, how printed sources can be re-examined.
This course prompts students to explore some of the major domestic and global themes and issues that have shaped American culture from the turn of the twentieth century to the War on Terror. Using the lens of cultural history, students will engage with digital history and diverse primary sources, including advertisements, film, television, and music. The course begins with an introduction to the study of cultural history and then expands to examine major themes which may include popular culture, leisure, identity, gender, race, food, mass culture, consumption, and media production.
This seminar surveys early encounters between European explorers and aboriginal peoples in the Americas from the 10th to 17th century – the Norse to Jamestown. Readings include a variety of primary sources such as explorer journals, aboriginal oral histories and archeological studies.
Public history refers to the many ways in which historical knowledge is presented to the public. Public historians study and critique historical representations but they are also practitioners engaged in the act of creating representations and sharing historical knowledge. This course is an introduction to public history in both theory and practice. It lays some of the groundwork in preparing to work on reflective and responsible public history projects. Topics addressed in the course include forms and sites of historical representation (museums, historic sites, archives, oral history, documentaries, digital history, etc.), and notable case studies in public history. Most case studies are drawn from American, British, and Canadian examples. Students should be prepared to take part in group work as part of a public history project. This will allow them to apply their knowledge and to confront the challenges and compromises involved in seeing a public history project through to completion. A more traditional research paper is also part of the course, ensuring that students are grounded in historiography and research as well as public history practice.
The Jewish presence in American filmmaking has long been the obsession of hate-mongers. But historians have begun to approach the matter as a legitimate subject of enquiry and have shown that it is possible to avoid the bigot-booster trap that so often plagues the study of hot-button issues such as this one. This course attempts to answer the following questions: Has Hollywood's "Jewishness" had a discernible impact on the content of cultural products? Have the changes in American society--and in the film industry--since the early 20th century had an effect on the way in which Jews and Jewish identity are represented on screen? Have Jewish images become "normalized"?
He is one of the most frequently cited authors in the humanities. His impact on a remarkable range of disciplines is profound. But what is the "Foucault effect" on the practice of history? In this seminar, we will explore the productive tensions in the encounter between historians and Foucault. We will sidestep the sterile debate – philosophe ou historien? – to instead examine Foucault as an archivist, archeologist, genealogist, and cartographer in the many historical fields in which he intervened, including madness and medicine, prison and punishment, sexuality and the self. We will also look at how historians have made use of the 'Foucauldian toolkit' – concepts such as governmentality, biopolitics, security/territory – in their own research and writing. Our aim will not be to genuflect before Saint Foucault, but to examine how historians have adapted, elaborated, and critiqued Foucault, notably in the areas of gender, race, and colonialism. Finally, we will consider what we might learn from Foucault in terms of the ethics and politics of doing history.
In terms of format, for each historical subject or concept we take up, we will read Foucault (emphasis will be placed on Foucault's more accessible interviews, lectures, and short writings) and pair this with the work of several historians on the same topic and influenced by Foucault in one way or another. There will be occasional mini-lectures by the instructor, but, in the spirit of Foucault who much preferred the collective work of the seminar over the lecture, our primary mode will be intensive seminar discussion. Note: For students who prefer their history unadulterated by theory or philosophy, this may not be the course for you.
History 400 examines selected themes in post-World War II American cultural history and historiography. Topics for discussion include the development of mass consumption, the postwar rise of the "affluent society," anti-communism, sexuality and gender, the television age, popular music, suburbanization, social upheaval in the 'long sixties', and the culture wars of the 1980s and 1990s.
In nineteenth-century Russia, religion, politics, and literature were inextricably intertwined. This course will look at how Turgenev, Dostoyevsky, and other Russian writers grappled with religious questions, revolutionary activism, and the role of the writer in society. In turn, the course will examine how literature influenced wider society, from radical political movements to artistic and poetic cultural organizations.
A dialogue seminar on the geographical, historical, and cultural setting of the Land of Israel\Palestine; impact of foreign powers and ideas; its role in religious and political thought; nationalism; construction of narratives, competition for hegemony and territory; attempts to divide the land; the role of dialogue between Palestinians and Jews.
This course will examine selected themes in post-World War II Canadian social and cultural history. Themes include the intersection of foreign relations and nation-building, the ever-increasing influence of a largely U.S. based mass culture, Canadian elite and popular responses to perceived "Americanization," baby-boom culture, the development of the "affluent society" Canada style, suburbanization, gender constructions in "cold war Canada," narratives of English-Canadian national identity, and social movements in the "long 1960s."
In this 12-week senior seminar, students will explore the prevalence of pseudo-history and pseudo-archeology in Canadian popular media (books, television, web). The course aims to provide students with critical tools to identify and debunk these attractive and pervasive modern myths. Popular media, especially television, is filled with wild claims of secret origins, hidden discoveries and forgotten ancestors. From ancient aliens to destroyed civilizations, we are used to being told we have been either lied to by governments or that scientists wilfully blind themselves to the "truth". Why does history and archeology so easily inspire endless theories about aliens, lost civilizations, dark conspiracies, apocalyptic predictions, and mysterious technologies? How do we tell the truth from the bunk?
This course will examine the history of slavery in the pre and post- Revolutionary United States, New France and British North America through the prism of the law. It will explore how laws, legal institutions and legal cultures shaped the contours of slavery and anti-slavery.
This semester-long seminar, which focuses its attention on the subject of the Renaissance in Italy, will be divided into two sections. The first section will comprise the Fall term. During that time we shall survey our subject chronologically, looking at the major political, economic, and social events that occurred in Italy between roughly 1350 and 1550, particularly in Florence, Venice, Rome, and Urbino. Along the way we shall also read from primary sources left behind by prominent historical figures. This should provide us with the foundation needed for the successful completion of the second section, a thematic exploration of the Italian Renaissance. In the Winter term we shall discuss special topics in the history of state formation, republicanism, courtly life, science, religious reform, heresy, prostitution, venereal disease, marriage, masculinity, fashion, and the visual arts. Major figures under discussion include Isabella D'Este, Machiavelli, Castiglione, Cosimo I Grand Duke of Tuscany, Michelangelo, and Galileo. The basic questions guiding each of these thematic explorations will be: what is the Italian Renaissance (assuming it is anything at all) and what have we inherited from it today?
This course examines the origins, experience and fate of the Revolution in the lands of the former Russian Empire. Drawing on newly available sources and scholarship, it aims to give students a firm grasp of the cultural, political and social history of the Soviet Union from the Revolution through to Stalin's death in 1953. Particular attention will be devoted to revolutionary visions, popular mentalities and state practices. Students will evaluate the meaning of the Revolution through critical engagement with both historians' interpretations and contemporaries' assessments. To this end, we will read not only scholarly literature, but also revolutionary tracts as well as novels and letters, pamphlets, diaries and the protocols of politburo meetings. While the course will devote considerable attention to the repressive dimensions of the Soviet experiment, students will be asked to assess not only what was repressed but also what was produced in the process.
This course aims to provide students with a thorough introduction to the French Revolution and the historiographical debates it has engendered. In 2014-15 we will spend considerable time on the Old Regime and the origins of the Revolution in addition to examining the Revolution itself. Themes to be explored include the financial and political crises of the Old Regime, social unrest and protest, Enlightenment ideas and culture, the political mobilization and then revolution of 1789, peasant revolt in France and slave revolt in the colonies, experiments in democracy and social leveling, how the revolution affected family law and the role of women, the Terror, war, and the rise of Napoleon Bonaparte. Course readings will consist primarily of historians' writings on the Revolution, but will also include a substantial number of primary sources such as Enlightenment treatises, revolutionary tracts, and speeches.
The crusades were among the most formative as well as dramatic episodes of the Middle Ages. While their history has been heavily romanticized or vilified over time, depending on the cultural perspective from which they are viewed, there can be no doubt that they brought people from the societies of medieval Western Europe into direct contact, often into violent conflict, but also into situations of significant cultural exchange with those, Muslim and Christian, of the Eastern Mediterranean. In doing so they forged new relationships, developed new attitudes and ideas, created new patterns of behaviour and thought. These would play a vital role in Western Europe and the Middle East during the twelfth and thirteenth centuries but would also continue to be of influence for centuries afterwards, even down to the present day. Study of the crusades has in recent years become one of the most vibrant topics in the discipline of history. This upper year seminar will give students the opportunity to examine key topics in the history and interpretation of the medieval Crusades both in the Middle East and Western Europe from the late eleventh to the late thirteenth centuries. The society established by the crusaders in the Eastern Mediterranean and its interactions both with the different peoples of the region and with those of Western Europe will also be studied in some depth, while students will be encouraged to relate medieval crusading to relevant present day debates and issues. Stress will be placed on the use of original source material (in translation) and the development of research, analytical, writing, and communication skills of students in the upper years of a History concentration. The course will be of particular interest to students of the Middle Ages, the Middle East, Byzantium, the Eastern Mediterranean, and the history of Christianity and Islam.
This course will explore the history of the territory that today comprises New Brunswick, Nova Scotia, Prince Edward Island and Newfoundland. Though the course will span from the first human migrations on the territory to the present day, most of the course will focus on the 17th century forward.
This course explores the events and people that shaped the 20th Century Canadian left. After an interaction with core theoretical thinkers and concepts, it will examine how each generation of activists and intellectuals responded to changes in capitalism and liberalism and how new generations redefined the meanings of socialism and leftism.
Topics include the question of reform and revolution, the meaning of class, the role and evolution of labour unions, the tensions between communists and social democrats, the struggles of women and ethnic minorities, the significance of Quebec, the importance of religion, the development and motivations of the welfare state, the role of various nationalisms, and the limits of the Charter of Rights and Freedoms.
Students can not only expect to absorb content from a wide array of secondary sources, but will also engage with various primary sources bases, from government documents to newspapers to archival records. In addition, students will gain valuable experience through class presentations and the production of book reviews, historiographic papers, and a major research essay, which will be developed from a first-term proposal.
Covering a variety of topics in legal history from the seventeenth to the twentieth centuries, this course focuses on two themes: the history of crime and punishment; and how the law's claim to be universal and impartial has been implicated in the history of colonialism and of relations between men and women, social classes, and dominant societies and racialized minorities.
Specific topics will include: the history of punishments aimed at the body, the rise of the penitentiary, debates about the death penalty and the pardon process, the extension of European courts and laws to First Nations societies, prostitution and urban policing, creating the category of 'juvenile delinquent,' and the role of the law in underwriting so-called 'free' markets. How has the law and legal institutions worked in different historical contexts? How has law expressed and shaped norms, identities, and power relations in French, British, and Aboriginal societies in colonial and post-Confederation Canada, providing some of their defining rituals and theatres of both conflict and accommodation? Why does legal history matter to understanding the past and to current legal controversies?
Ideas about gender and sexuality draw upon cultural impulses, political contexts and social structures of a particular place and time; this course takes these ideas as a lens through which to study key themes in colonial and post-colonial Indian history. Students will consider a variety of sources (documentaries, film, novels, oral accounts) to engage with key theoretical and historical literature on themes such as: the imagery of Indian womanhood in imperial discourse; the politics of nationalism and feminism; gender anxieties in the constitution of religious identities; the retrieval of the voices of women (and children) from official archives; the social construction of masculinities; the evolution of homosexualities in the Indian context.
Students are not required to have prior knowledge of Indian, but should aim to acquaint themselves with basic information by consulting a basic textbook. (Thomas and Barbara Metcalf, A concise history of India, is available for purchase at the Campus Bookstore; others are available at Stauffer). Evaluation is based on seminar participation, a class presentation and two short responses to weekly readings. The final paper is a longer research essay drawing on themes discussed in class.
The influences of social history and cultural history have broadened and enriched the interpretations of our medical past. This course offers an introduction to the new history of medicine that includes attention to politics and economics, ethnography and language, and that crosses disciplinary boundaries. Focusing on the medical study of sexuality in the past, this course looks at the economic, social and cultural contexts that have informed medical understandings of race and sex in the modern period.
Each week we take up three thematically related texts to understand their argument and subject them to close critical reading. We will discuss how society and culture inform medical knowledge about human bodies and organs, hygiene and disease; debate how ideas about 'race' and 'sex' are created in medical knowledge; and study selected themes that relate the study of history of medicine to the study of race and gender.
Assignments include fortnightly responses to readings, the presentation of a primary source document, a short historiographical essay and a longer research paper based on a primary source.
This course examines transformations in the practice, experience, and representation of war in 20th century Europe. Focusing on the two World Wars, it asks students to grapple with the European culture of war as manifest in spheres as diverse as behaviour on the battlefield, popular propaganda, and conceptions of women's place in war. The course does not aim for a comprehensive treatment of either war. Rather, attention will be devoted to specific themes and problems. Themes to be explored include international law, gender and the home-front, trench warfare, popular violence and genocide, collaboration and resistance, and memory. Special attention will be devoted to the primary sources historians use to reconstruct the past. To this end, weekly readings will consist of both scholarly literature and primary sources such as diaries, letters and posters.
This course focuses on the political, social, and religious institutions that shaped Islamic societies in the past and will examine some of the intellectual and scholarly traditions that have characterized the Arab and Muslim world from pre-Islamic time to today. The course material emphasizes the ways histories of different religious communities began to be intertwined and illustrates the consequential interrelations between Islamic and European societies. The readings consist of a selection of translated primary sources as well as complementary background essays.
This course is organized around the premise that non-elites played an important part in the history of Canada. Their importance to how we look at the past was only recognized within the last generation of historical research, through the introduction of social history as a field. During the year, we will be examining various groups and topics in Canadian history to uncover the experiences and contributions of women, immigrants, Native peoples, the poor, and workers, among others. This course will be both topically and chronologically organized, and the time frame will be limited to approximately 1850 to the present. In addition to examining topics in depth, for example, the Canadian labour movement and women's roles in the Canadian social movements, students are taught skills useful in post-graduate education. They will be required to write a Historiography paper, submit a research proposal, and produce a primary source-based research paper. Active, analytical participation will be required on a weekly basis.
In 1850 Latin America was still recovering from the unrest of the Independence era. The region was predominantly rural, under-populated and poor, with glaring social divisions. By 1950, Latin America had undergone a genuine transformation: economic development gave rise to modern states and bustling cities, where social and cultural patterns were increasingly liberal and secular. But as poverty and inequality persisted, many became disillusioned with progress and turned to ideas of revolution. Was Latin America's great embrace of "modernity" for the better or for the worse? How did society, culture, politics, and daily life change for millions of ordinary women and men in the cities and countryside? Who benefited from modernization, and who did not? Could things have happened differently? This seminar will consider these questions by looking at such issues as urbanization, consumption, the role of science, the rise of new social classes, changing gender roles, crime and punishment, cosmopolitanism and nationalism. Examples come from a variety of countries. Students are encouraged to debate why Latin Americans made the choices they did, and what, if any, were their alternatives, to think about the dilemmas of development, and to form their own opinions about such contemporary issues as globalization, free trade, and social policy. A few M.A. students may be taking this course as HIST 867.
In this course we will delve into the extensive history of First Nations peoples in North America, from early times to the present, and consider how this history impacts the present. We will cover a range of topics including trade, war, treaties, colonization, religious conversion, identity and resistance. Particular attention will be placed on peoples and events in what is now Canada. We will also consider how historians' approaches to First Nations history have changed in recent decades. This course aims to provide students with an increased knowledge of the history of the Indigenous inhabitants of North America, to underline the contemporary relevance of this history and to allow students to develop strong analytic, research, presentation and discussion skills.
This year HIST 468 examines some of the key issues of modern selfhood, with a particular focus on cultural developments in France but with an eye to how other intellectual currents both influenced the French and were influenced by them, as well as a consideration of "global" selfhood. The course looks at four main themes: first, the new emotionalism of the late eighteenth and early nineteenth century, from sentimentalism to surrealism; second, the arrival of modern urban culture in Paris; third, early twentieth-century "selves" of existentialism and the "invention" of hatha yoga; and fourth, mid-twentieth-century semiotics and popular culture. The courses makes heavy use of literature, art, photography, as well as historical studies.
A seminar on the revolutionary movements led by Sun Yat-sen (1866-1925), by China's Nationalist Party (GMD/KMT) and by the Chinese Communist Party (CCP). Readings will explore the rival revolutionaries' goals and programs, illuminate the social and cultural changes taking place in early twentieth-century China, and examine the internal and international struggles affecting the outcome of the civil war of 1946-1949. We will also survey Mao's "continuing revolution" (1949 to 1976). Because the course has no prerequisites, it will begin with a "common ground" assignment based on China's Republic by Diana Lary (Cambridge University Press, 2007). The major assignment is a research essay prepared in stages. You will identify accessible primary sources in one stage, review secondary literature in another, submit a proposal, and discuss your progress in a class conference.
Offers credit for archival work undertaken in conjunction with Queen’s University Archives. One month before the beginning of the term during which the work will be undertaken, students must submit an application to the Chair of Undergraduate Studies requesting credit hours commensurate with the project’s learning hours.
Offers credit for archival work undertaken in conjunction with Queen’s University Archives. One month before the beginning of the term during which the work will be undertaken, students must submit an application to the Chair of Undergraduate Studies requesting credit hours commensurate with the project’s learning hours.