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.
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.
The Civil War has been the defining moment in American history. This lecture course examines the political, cultural and social origins of the conflict, looks that experiences of the war itself for both soldiers and civilians, studies the unfinished revolution of Reconstruction, and considers the legacy of the Civil War and Reconstruction in the contemporary United States.
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.
Jewish, Arab, and World Civilization until 1492
As a special topic for 2013, this course will be a dialogue course that will pay particular attention to the relations between Jews and Arabs in History. Beginning in the time of the Bible, the course will follow the emergence of the Hebrews and the Arabs, and subsequent developments under the Greeks, the Romans, the Christians, and Muslims. The course will examine the changing political alliances among Muslims, Christians, and Jews and cultural interactions between Judaism and Islam.
An introduction to the history of social welfare and public policy in Western Europe and North America. Topics include health care and public assistance; employment, pension and education policy; economic and urban planning. A major theme of the course is the emergence and development of civil, political, economic and social 'rights'.
Students will read documents of sexual science produced in the late nineteenth and early twentieth centuries to analyze the changing scientific understanding of marriage, reproduction, homosexuality auto-eroticism and other such institutions, practices and identities, and to consider the social and political contexts that underpinned the science of sex. Particular attention will be paid to how race, class and gender relations were reinforced, or challenged, through evolving scientific understandings of sex and sexuality. Topics considered will include: shifts in the understandings of sex-difference and gender roles; overlaps in the theorization of sexual and racial 'deviance'; the politics of birth control and eugenics; exoticism in the scientific classification of global sexual practices. Materials assigned include primary documents produced by sexologists, historical accounts of sexual science, and theoretical debates on sexuality as a category of historical analysis.
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.
This course examines slavery in North America from the colonial era to 1865. Main themes will include the political, social and economic dimensions of the institution and the ideas, movements and events that eventually brought it to an end.
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
This lecture course (there will be no separate tutorials) examines the significance of pre-contact Mexica (Aztec) and Inca civilizations, Africa and Iberia in the late medieval period, the European invasion, colonialism as a historical "problem", the Independence movements in the early nineteenth century, and the struggle of the new nations to build viable economic, political, and social institutions within the shadow of what some historians call the "colonial legacy". We will focus primarily upon the Spanish Viceroyalties of Mexico and Peru, as well as the Portuguese colony of Brazil. Readings include biographical accounts that tease out the nuances and complexities of social relations and what it meant to be a colonial vassal. This course is meant to increase your knowledge of Latin American history, enhance your analytical and independent thinking skills, and help you gain a clearer sense of how to write a historical essay. There will be a mid-term, final, and a seven-page essay.
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. Midterm (25%), 6-7 page document analysis ( 25%), scheduled final exam (50%). 2 books for purchase, other readings on Moodle.
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.
This course surveys the process by which the Middle East became predominantly Muslim while maintaining a cosmopolitan and plural social order—what I call "Islamicate" societies. The story begins with the Late Antique world and the advent of Islam and continues until the aftermath of the devastating Mongol invasions, before the emergence of the Ottoman empire in the fifteenth century. The course will examine the myriad political, social, religious, cultural and intellectual transformations of the region through the Arab conquests, the establishment of a new Muslim empire on the foundations of ancient Near Eastern polities, and the process of forging a Muslim society and culture from its classical efflorescence through its medieval elaboration and extension from al-Andalus (Muslim Spain) to Central Asia. It will introduce students to Islamic civilization through a broad, interdisciplinary range of topics: political formations including empires, "slave" states, and Turkic tribal confederacies; the historical development of Islamic religious institutions, practices, doctrines, and literatures, their relationships to political authority and its legitimation, and the manifold sectarian and mystical movements of the region, including the challenge of Shi'ism to Sunni Islam and the spiritual aspirations of Sufism; social structures and their evolution; the historical content and context of intellectual and cultural productions including philosophy, theology, mysticism, literature, art and architecture; and the problem of medieval encounters with Christendom in the Levant and the Maghrib (the Muslim West in North Africa).
The course is meant to deepen your knowledge of the impacts of invasion and colonialism on the lives of colonial Latin American subjects, while also learning how to read and interpret primary and secondary sources, conduct historical analysis, discern a thesis and methodology in a secondary source, and write analytical and cogent short essays. We will examine chronicles, film, legal documents, a spiritual diary, Inquisition records, etchings and paintings: all sources that will be read in tandem with books and articles on the specific topic of the week. The course involves short written assignments, presentations, and a take-home essay final based on the topics covered in the course. The professor will give consistent feedback, encouragement and guidance on written and oral work that will serve students as they enter their third and fourth years at Queen's.
HIST 304 examines causes, events and consequences of the Civil War in the United States. The first half of the course is taught in conjunction with the lecture course, HIST 216; the second half is a seminar. USing a range of materials, with particular emphasis on historical documents, the course considers slavery, antebellum social and political divisions, secession, the experiences of soldiers and civilians during the war itself, Reconstruction's efforts to remake the nation, and the place of the Civil War in American culture since 1877. A second-year core seminar, this course focuses on developing analytical and writing skills, with particular emphasis on developing and writing research projects. We will work with a range of materials and methodologies. Assignments will include exams and short essays as well as a longer research paper.
This course is taught in conjunction with History 296: the Making of the Muslim Middle East, which it uses as a broad base to continue an exploration of various topics related to the historical experience of pre-modern Muslim societies. In particular, this course will examine the intersections between Jewish and Muslim experience in the Medieval and Early Modern Mediterranean world, so students are also encouraged to take History 221 in Fall 2013 as it is addressing Jewish-Muslim historical relations, though this is not a pre-requisite. This collaborative course aims to develop skills of critical reading of historiography, primary source interpretation and analysis, and engagement in historical argumentation in writing and oral discussion in the special context of Jewish-Muslim interchange, dialogue, and interaction in the pre-Modern Mediterranean. To accomplish this we will examine primary sources like Islamic and Jewish religious writings, chronicles, philosophical treatises, literary and artistic productions, and cultural artifacts alongside scholarly studies and debates on major historical questions in the field. Some topics include: messianic movements and apocalypse; conversion and religious identity; expulsion and diaspora; merchant networks and commercial communities; cosmopolitanism and religious pluralism; co-existence, conflict and violence among religious communities; "Islamicate" intellectual culture that integrated Jews and Muslims in poetry, science, philosophy, polemics, theology and mysticism.
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.
Canadian Social History is about reclaiming the voices, experiences, and histories of the vast array of people who have been neglected in the grand sagas that make up Canada's history. It is about everyday life, strategies for survival, social norms, identity, representation, and individual and group motivations, at home, at work, at play, and within constructed communities. It is also about the ways that we understand the past, and the ways that we accredit and use a variety of sources to understand these histories. Using a roughly chronological and thematic approach, this course considers the experiences and challenges faced by those involved in the dynamic and often turbulent history of Canada's peoples. We will explore the way concepts of 'race', gender, 'class', ethnicity, age, religion, sexual orientation, culture, and space have intersected with community, 'cultural' and family norms, settlement and demographic patterns, immigrant experiences, policing and judicial relations, social policies, constructions of class, and moral/religious regulation and reform. This course focuses on the diversity of the Canadian experience, with special attention to women, children, the elderly, natives, 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).
History 314: American Society and Culture Since 1877 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 â€œLatin America 1850-Today.â€ In WINTER semester, students deepen their exploration of Latin Americaâ€™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.
Canada has always been ethnically heterogeneous. Even before European contact there were at least fifty distinct Aboriginal societies. Today, Canada's social and cultural landscape is consciously diverse; ethnic newspapers, voluntary associations, churches and schools all attest to this diversity. This course will examine race relations and immigration in Canadian history from pioneer times to the present. The course covers various topics including: native-non-native contact, European immigration, the Loyalist migration, Asian immigration, anti-Semitism, the Japanese internment, post-World War II immigration, human rights and multiculturalism. Themes explored include: the experiences of migration and settlement, militancy and radicalism, sojourners, communities and networks, host society attitudes, 'whiteness' and state responses to changing definitions of 'race.'
A survey of southern Africa's social history before 1890. Major themes include: human origins (the 'cradle of humankind'); social organization before European settlement; Dutch settlement at the Cape; Portuguese colonization of Mozambique; and ways in which these major social events shaped gender relations, health and disease and the role of religion. Course material includes a range of primary and secondary written and visual sources.
A survey of developments that shaped the southern Africa we know today. Major themes include industrialization in South Africa; decolonization; and apartheid and resistance in South Africa and consequences for the region; challenges facing Zimbabwe; the historical roots of diseases such as the AIDS epidemic. The course will also use these developments to understand histories of gender, patriarchy and race. Course material will include primary and secondary written and visual sources about 20th century South Africa and Southern Africa.
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?
This senior seminar focusses the way European schools of ethnohistory have tackled First World minority cultures since the 1950s, by zeroing in on the broader intersections of study that include ethnicity, race, nationality, gender, class, sexuality, (dis)ability and imperialism. Ethnohistory methods combine oral history, folklore, anthropology and sociology, to bring light on little known groups, communities, or social classes, as well as so-called «History-less» cultures.
European ethnohistory since the 1960s has focussed equally between those living within the Occidental hegemony that surrounds all of us and non-National cultures in Africa, Asia and South America. Conversely, since the mid-twentieth century, the methods and theories of American ethnohistory have evolved alongside the growing number of Native American land claims cases, and therefore has concentrated primarily on First Nations, after the Second World War. Today, ethnohistory approaches show up in a number of different fields, although the disciplines of history and anthropology contribute the greatest number of interdisciplinary scholars.
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.
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.
Hist 367 FW Utopian Visions and Movements for a New Society
Instructor:Dr. Richard Bailey
The purpose of this course is to acquaint members of the university with the recurring dream of a glorious future and of attempts to describe and realize it. We shall see how the dreams of such a future were a function of society as it was and how in turn they affected the future. The course begins with the problem of definition and the challenge of how to read literary utopias. It then moves on to look at images of the past and future from Antiquity to seventeenth and eighteenth century France and England, concluding with critical reflections on the status of utopian thought today.
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 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.
Few words have inspired as much debate, passion, and confusion in history as the term "nation" – but what does it mean? In this course, students will learn the key approaches to thinking about nationalism and their applications in the writing of history. This will be developed further through a wide range of weekly primary source analyses. Students will assess how multiple and competing visions of "nation" in Canada were developed and expressed, and how they were shaped by various factors including the role of the state, politics, media, international affairs, and changing technologies and demographics.
Rather than examining Canadian history through chronological milestones or prominent personas, this course will pivot around various manifestations of "nationalism" that have emerged and evolved throughout Canadian history. Starting with the Loyalists in the eighteenth century and ending with the development of economic nationalism in the twentieth century, students will assess the various forms of nationalism that have shaped Canada's history and the ways in which they have been constructed and resisted.
This course provides an overview of public history in Canada through an examination of the field's history, theories, and methodologies as they apply to a Canadian context. Assigned readings and class discussions will largely focus on Canadian examples, with the exception of some keystone readings in the field which provide background on important issues and concepts in public history. Themes and questions in the course include the tensions and challenges of creating historical narratives for public consumption (particularly national narratives), an examination of different mediums of historical representation, the history of museums, and the history of heritage, historic site, and preservation movements. Major assignments include a group exhibit proposal in the fall term and a research essay in the winter term.
Too often when studying political and social movements in history the question is asked, "But where were the women?" The traditional view of women in historical scholarship sees them confined to the private sphere of their homes for much of the nineteenth and twentieth centuries. This course instead explores women's involvement in social movements across North America from the 1840 onwards. Beginning with the abolition movement, this course will expose students to important questions in the fields of social, political, cultural and labour history, including the "big question" of this course on the use and utility of both women's and gender history as categories for interrogating historical questions. Touching on women's involvement in broader movements such as the labour movement, and in more gender specific efforts such as suffrage, the birth control movement, and social work, this course will provide students with a breadth of opportunities to discuss and re-interpret the role of women in shaping social and protest movements across the centuries. Through studying works that touch on such a vast number of fields, students will also learn to interrogate the strengths of approaching historical questions from a number of perspectives. Research and historical methodology will be emphasized in this course and students will be expected to contribute to each week's discussion with a critical eye on the texts and their times. Key expectations from students in this course will include completing weekly readings, participating actively in class discussions, contributing to leading discussions themselves, working diligently towards the final major research for the course, and completing the three shorter assignments along the way.
A dialogue course 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
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.
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.
Winter 2014: Term dates Jan 10 – April 15; no class in Reading Week Class (Feb 22)
This course is a combined senior undergraduate/graduate-level seminar on the history of historical writing in various parts of the world at different periods from antiquity to the current era. Traditional courses such as this focus on a number of canonical "great" historians, and these are almost invariably drawn from the western tradition. While due attention will be paid to Western historiography from Herodotus on, we will also be examining the historical writing of understudied parts of Europe, of China, Japan, South and Southeast Asia, and Latin America. Some attention will also be paid to alternative forms of historical commemoration, such as indigenous beliefs about the past. The intent is thus both to familiarize the student with the "origins" of the current discipline and to place the western theory and practice of history into a much broader and comparative context.
This senior seminar will introduce students to the basics of material history methodology while exploring the many meanings of the «stuff life is made of», i.e. the artefacts among which Canadians have lived since 1900, those things that have shaped Canadian identities and cultures to this day. This course will look at how artefacts can inform and enrich historical enquiry. Because historians have traditionally and primarily relied on texts, they have often overlooked artefacts, therefore ignoring the methodological frameworks found in archeology, anthropology, art history, folklore, etc., where objects are at the centre of analysis.
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 1200 and 1550. 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 republicanism, capitalism, courtly life, science, religious reform, heresy, opera, prostitution, venereal disease, marriage, masculinity, erotica, and the ideology which posits a separation between man and animal. 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?
Like the First and Second World Wars, the Russian Revolution of 1917 was one of the most crucial watershed moments to emerge in European and world history in the first half of the twentieth century. This course sets out to explore not only the extensive socio-political and intellectual roots, but also the far reaching consequences of the revolution. Students will learn to read the Russian revolution as a long process involving many figures and facets that began with new thinking and discourses about state and social structures that emerged soon after the Napoleonic Wars and continued to Stalin's consolidation of power in the Communist Party and the Soviet Union. Students will come away from the course having learned that the Revolution involved much more than events unfolding in Russia between February and October 1917. Rather students will appreciate the long-view of the whole revolutionary epoch by focusing first on the broader developments in Russian and Soviet thought, society, culture, economy, and politics through the 19th and early 20th centuries and second, on the historical scholarship and debates that these developments continue to inspire.
History 429: American Thought and Culture in the Nineteenth Century provides an examination of selected themes and events in the social and cultural history of the United States in the nineteenth century. Particular emphasis is placed on the development of an urban-industrial culture and society, the cultural significance of the "frontier" in American history, and on the emergence of social hierarchies based on gender, race, class, and ethnicity. The seminar will also focus on the operation of these historical themes and issues in the early 21st century, in contemporary mass and/or popular culture and in public history.
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 also 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.
Some of the most innovative work in Canadian history before the twentieth-century has addressed questions of power and the state. Aboriginal, French and British imperial, and multiple 'Canadian' forms of governance developed among the diverse regions and peoples of what emerged as the incomplete and contested Canadian nation-state. The questions this scholarship asks are wide-ranging, integrate subfields such as political, social, and cultural history, and help us see our own local, national, and global institutions more reflexively.
The questions we will explore in weekly seminar readings include: how did different types of societies at different times make and enforce collective decisions, school their young, punish wrongdoers, and express the legitimacy of their leaders and institutions; what forms have popular political participation taken; how has the state responded to dissent and resistance; and how did multiple forms of governance reflect or foster different understandings of public and private, familial authority and the role of women, and relations between church and state and between markets and public authority? We will explore patterns in how power was conceived, exercised, and contested, not only in traditional political institutions, but also in First Nations communities and on later reserves; in fur trading posts and corporations; through riots, rebellions, and strikes; in schools, prisons, and asylums; and within local communities and families. We will ask when (if?), and by what means Canada became a modern liberal democracy and how its particular variant of liberal modernity reflected the diverse institutional forms and communities from which it was fashioned and over which it claimed to rule.
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.
This fourth-year seminar will consider topics relevant to the colonial (16th-18th c.), indigenous Andean worlds of Peru, Bolivia, Colombia, and Ecuador. The course is geared toward students who do not have a specialization in Latin American history, but who are interested in broadening their understanding of this area of the world. Kenneth Andrien's, Andean Worlds, provides background knowledge and is required reading for all students. Throughout the term we will read and analyze both primary and secondary sources. Topics of consideration include Inca notions of sovereignty, indigenous responses to the Spanish invasion, aspects of material culture, notions of history, forms of religious expression, female labour, and rebellions. This course is meant to enhance your understanding of the complexities of colonial Andean social, political, and cultural history as well as improve your written and verbal skills.
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.
This course is organized around the premise that non-elites, although largely excluded from traditional history, played an important part in the history of Canada. Their centrality has only been recognized within the last 30 to 40 years with the advent of social history. We will be considering these groups as well as the way the Canadian state has tried to deal with them. 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. To allow a closer focus, the time frame will be limited to approximately 1840 -2000 C.E. In addition to examining topics in depth, for example, the Canadian Parks movement and women's roles in the Depression, 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 research paper using archival sources, as well as engage in article analysis and discussions.
Social historians often face considerable obstacles in reconstructing the lives of those who left few or no written records. Part of our class time will be spent discussing the ways this problem may be partially overcome through oral history and material culture, the records of government bodies, and other means.
Starting with the study of British Imperialism in the late eighteenth century, this course traces developments over the nineteenth and twentieth centuries in southern Asia. The course will cover themes and historiographical currents that are fundamental to the study of this region today. The course is modeled in a manner that allows students to take up historical and political themes, concepts and events simultaneously in order to strengthen their understanding of current scholarship. Themes will include environmental and ecological histories, gendered and contested landscapes, colonial and national borderlands, as well as forms of social control and resistance. Students will be encouraged to critically work through the readings in order to evaluate events, agents and actors that have shaped the histories of southern Asia. The historiographical tendencies which will be used for this course include imperialist, mainstream nationalist, Marxist, critical Marxist and Subaltern Studies frameworks. These counter-positions and debates will help students to critically read through concepts like colonialism, imperialism and nationalism while being empathetic to different and complex subject locations - that of post-colonial diasporas, displaced refugees, untouchable castes, militant women in struggles, 'criminal tribes', and the 'poor white' population in the 'British Raj'. All kinds of sources and narratives will be up for criticism and appraisal - official reports from the colonial archive, biographies, travel accounts, journalism, novels and films.
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.
Assignments: 1. Three short discussion papers for three class sessions (students choose from 9-10 different classes/topics: 15% each). 2. A 15-page take-home examination or the option of a research essay that in most cases builds on the topic of one of your three short papers (40%). 3. Participation (15%).
Gaining their independence only a few decades after the United States, the nations of Latin America can be counted among the oldest constitutional republics in the world. In this they differ from the postcolonial nation-states of Africa or Asia. Yet paradoxically, scholars often characterize Latin America as prisoner of its colonial past, with an anti-liberal, centralist, authoritarian political culture. This course examines this notion of a distinct Latin American tradition in order to spark debate about major events and turning points in the regionâ€™s political history. The tension between liberalism and authoritarianism provides an organizing framework, informing discussion of early and mid 19th century instability and civil war, late 19th century state-building, 20th century populism, revolution in the 1950s-1970s, military rule and repression in the 1970s-1980s, and redemocratization since the 1980s. A limited number of MA students could take the course as HIST 888. Two 6-7-page Discussion Papers (25% each, choice from 9 different topics and due dates). Take-home Exam 35%. General Participation 15%.
For the academic year of 2013-2014 the topic of this course will be "Gender and the Nation." This course explores the history of the modern nation through the lens of gender, considering how identities are tied to citizenship and nationalism across time and place. The focus is primarily on Western conceptualizations of the nation and its connections with gender since the French Revolution. Although the emphasis is primarily on women and their relationship with the nation, gender is treated as an intersectional category affecting all citizens and thus concepts of masculinity, race, class, religion, etc, are also explored. Each week interrogates related themes across time and in different national contexts. Throughout the course, students will develop critical analytical skills in both reading and writing. This development is fostered through the choice of readings and the academic debates they engage in, as well as a variety of analysis-based assignments.
In this course, we will examine the extensive history of the First Nations of North America, from early times to the present, through the investigation of a number of thematic topics, including trade, war, diplomacy, population movements, colonization, disease, religious conversion 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 over the decades, and the relevance of the history of the First Nations of North America in the present.
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.
Exploring big issues in the study of war and of Canada, this course examines Canadian experiences of war both on the homefront and on the battlefront. Particular attention will be paid to social aspects associated with war including the meaning of war as seen through understandings of gender, empire, and Anglophone/Francophone relations, and the construction of heroes, myths, and memory. Canadians approached war in a variety of ways from the War of 1812 and the Northwest Rebellions to twentieth century conceptualizations of citizen-soldiers and peacekeepers. Heavy emphasis will be placed upon the use and analysis of primary sources in the classroom, and discussions of representations of war both in the past and the present. Course activities will include in-class group work and student-led research presentations
Explores political, economic, and cultural change in the People's Republic of China, while providing an introduction to specialized research methods. Attention will also be devoted to the recent history of Taiwan and Hong Kong.
The establishment of the People's Republic in 1949, agricultural collectivization and decollectivization, socio-economic inequality, environmental problems and environmentalism will be the main themes of History 499 in Winter 2014.