S.89-52
SIMON FRASER UNIVERSITY
MEMORANDUM
From:
L. Salter
Chair, SCAP
Subject: ?
Departn?ent
of History -
?
Date: ?
November 9, 1989
Curriculum Revisions
Reference: SCUS 89-20, 89-21
SOAP 89-36
Action undertaken by the Senate Committee on Academic Planning/Senate Committee on
Undergraduate Studis gives rise to the following motion:
Motion:
?
I
"That Senate approve and recommend approval to the Board of Governors
as set forth in S.89-52 the proposed
?
New course 1
?
HIST 317 - 3
?
Popular Culture in Great Britain
For Information:
Course prereqi!Jisites and revised course descriptions.
ri
.
To: ?
Senate
L
MEMORANDUM
SIMON FRASER UNIVERSITY
?
Department of History
TO: Evan Alderson ?
FROM: Richard Debo
Acting Dean of Arts
? Undergraduate Chair
RE: Calendar lChange ?
DATE: June 1, 1989
Please put these proposed changes to the calendar before the
appropriate committee:
FROM: Hist 316-3 ENGLISH SOCIETY FROM THE MID-18th to the 20th
cENmRIY.
An examination of social change in England from the pre-
industrial age to the èñd of the Victorian era.
TO: Hist 316-3 1NGLISH SOCIETY SINCE THE MID-18th CENTURY
A study of English society, culture and politics from the
accession of George III to the present.
FROM: Hist 41-3 VICTORIAN BRITAIN
An examination of some of the major achievements, problems
and controversies--economic, social, political, religious,
imperial, culture--in the world's first industrial society as it
approached its maximum imperial extent and the zenith of its
prosperity.
TO: Hist 415-3 VICTORIAN BRITAIN
A study of major developments and controversies --social,
cultural, political, religious, economic--during the period of
the rise of industrial and class society.
RATIONALE FOR BOTH CHANGES:
The revised descriptions will describe more accurately what
is
actuaily being taught.
C
.
1.
5. Approval
Date: ?
May 26, 1989
?
c..2c
-
•CO3 1QB
Chairman, SCUS
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
FACC 89-25
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
Department
MW
Abbreviation Code:
Hist
?
Course Number: 317
?
Credit Hours: 3
?
Vector:
1-2-0
Title of Course: Popular Culture in Great Britain
Calendar Description of Course:
This course will study culture in Great Britain since 1500.
Themes may include the sixteenth- century separation between popular and elite culture,
Carnival, the witch-craze, popular ballads, the institution of "rational recreation" during
the Industrial Revolution, the late Victorian Music hall, the cultural emancipation of women,
and the effects on working-class culture of economic depression and world war.
Nature of Course ?
Lecture/Tutorial
Prerequisites (or special instructions):
?
?
Nine hours of lower division History credits.
?
History 105 or 106 Recommended.
What course (courses), if any, is being dropped from the calendar if this course is
approved:
2.
Scheduling
How frequently will the course be offered?
?
Once a year
Semester in which the course will first be offered?
?
90-3
Which of your present faculty would be available to make the proposed offering
possible? ?
Dr. Ian Dyck, Dr. C. Hamilton
3.
Objectives of the Course
See attached syllabus
4.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
-None
Staff
-None
Library
-None
Audio Visual
-None
Space
-None
Equipment
-None
SCUS 73-34b:- (When completing this form, for instructions see Memorandum SCUS 73-34a.
Attach course outline).
Arts 78-3
?
2.
. S
?
SAMPLE
?
3tY
IAN
rvcx
POPULAR CIJEJTURE IN GREAT BRITAIN
Calendar Caption:
This course will study popular cul t:ure In Great: Br It:a in since 1500..
?
Themes
will include the s ixt:eefllh-C(2tt1IE y ;tpari ion
?
t:ween popular and elite
?
c:ul t.ure, Carnivj3l , the wit.c:h-craze, popular.
hiliUt3,
the Inst I t:ut:i on of
"rat: ional recreation" during the industrial Revolution, the late Victorian
music hall, the cul Lural ci&nci pat: ion of women, and the ef fec:Ls on working-
class culture o economic depression and world war.
?
While the focus will be
on Great Britain, reference will also be iw3de to the cultural traditions of
the Continent of Europe.
Prerequisites history 105 or 106
Classes
The course will consist of one lecture and one two-hour tutorial.
XT
(EsLim..1tt(1 CuL: $65-$70)
Val.-or Burke,[i]jai.LLin_iiJY ..!t1R_EWcL!
Keith ThoIr3S, ?
S
Peter Bailey,
?
1iCi
?
lJfl!iliiPii
George Orwell, TheRoad toWi
g
an Pier
Richard Ilogqart,
.
J
?
t,radinq
Three tutorial assignments....................................ssignments..........................................30%
?
—30%
essay...................................................
Class particirtion ................................................. 20% 25%
Final examiiiat.ofl.................................................
?
.
25%
COtJRE Otfl'IINI
Week I
?
The "Great" and "Lit:lle" TradiLions Popular and Elite Culture in
the SixteenthCCfltUrY
Rejtlin'js: Burke
Week II ?
"The World Turned Upside Down": Carnival
Readings: Burke
Natal
IC
tjvi:;, ?
1t . e
PJJ yjinderfl
(article on reserve)
Week III
?
"The Triumph of I,ont" : SevenleeuthCefllutY Purl Lanism and the
Reforinof Popular Culture
Readings: Ti icm3s
Burke
n
3.
4.
.
* ** * ****** ** *** * ****** ***
Week IV
Religion and Magic.: The
Priest:
and the Cunning-Folk
Readings: Thomas
Film: "The Return of Martin Guerre"
Week V
The Witch-Craze of the Sixteenth and Seventeenth Centuries
Readings: Thomas
Week VI
The Last Great Innovation in Oral. Tradition: cautionary Tales and
Peasant Stories of the Seventeenth Century
Readings: Robert Darnton,
?
'Peasants Tell Tales'
?
(article on
reserve)
Discussion of FIRST TtITORIAI.
AI.I
Week VII
The.nergence of Print in Popular Culture: Broadside Ballads,
Chapbooks and Almanacs
Readings:
?
Articles by Victor Neuburg and Louis James (on
reserve)
Week VIII "Honour Among Thieves": The London Underworld
Discussion of SECOND ThTORTM,
ASSJ1MIT
Week IX
"Rational. Recreation" and Social Control in the Industrial
Revolution: The Culture of the Factory
Readings: Bailey
Article by F.iward Royle (on reserve)
Week
• X
The Late Victorian Music Hall
Readings: Bailey
Discussion of
THIRD TuTORIAL ASSIG4HE4T
Week XI
The "Roaring" Twenties and the "New" Woman
Readings: Bailey
Week XII
World War, Depression and the Re-Making of Working-Class Culture
Readings:
?
George Orwell, The Road to Wigan Pier
Week XIII
"Us" and "Them": Mass Culture In the Mid-Twentieth Century
Readings: Richard Hoggart, The Uses of Literac
y
(on reserve)
S
.,
.7
The essay should be approximat:eiy 5000 words.
?
Refer to the attached
bibliography.
?
Suggested topics:
1)
Account fOE the preponderance of women among persons accused of witchcraft
between 3
. 500 and 1700.
?
-
2)
To what: extent, if at all, (lid Carnival improve relations between men,
women, and children?
3)
Analyze the objects and motivations of the Puritans in the seventeenth-
century reforms of popular culture.
4)
Was Methodism the friend or foe of traditional popular culture?
5)
Analyze the
l
effects of factory time-discipline upon tradional cultural
forms.
6)
Assess the role of the music-hall in the period of the 're-making' of
working-class culture between 1870-1914.
7)
"Women's clture was distinct from that of men by the
conclusion of
World War
II. ?
And so it remains today.'
?
DISCUSS.
SNPLEIV11UMJASS1LM1TS
• ?
The submitted tutorial assignments need not be polished. Treat them as
discussion papers, posing problems and questions for discussion
in
tutorial.
Tutorial Assi
gnment 11
With reference 'to at )east 3 volumes of the Q tgI..fl12Ai
?
(7 vols., on
?
zecrv(--: PR 1.181 R7), come as near as you can to defining the function of
Tudor and Stuar1t bzoacl; ide 1 all ads.
?
(1 as fy t:he ba1la(l; Into at: least five
areas accordin' to theme, subject, or function (e.g. gender, protest, love,
cuckoldry, vaiur,
providence,
tales of warning, etc.).
?
Feel free to use
sub-categories
Se]ect: at least three ballads as representative of each of your
categories, and write a brief exegesis of the ballad which you deem most
representative of each of your categories.
?
Be prepared to defend your
selection and your cateqorie.
Finally, with reference to Louis James' LiJ ap t.JQQi, or Victor
Neuburg's Pot 'ilar Lite.rat:nrQ, or t4irtha Vicinus' The Industrial Muse,
compare the furction of the Tudor and St.uart broadsides wi
t
h that
of
the
broadsides of the eighteenth and nineteenth centuries.
?
how do the latter
?
differ from the former in theme and purpose?
Length: 1500-2900 words
TURIAI. ?
MMEN
T
A2
•
?
The mid-Victor
iafl
middle-classes viewed the East London Underworld with fear
and distrust. ?
For them it was a "darkest Africa", where the labouring
?
classes were the "dangerous classes", and where ignorance, vice and sedition
61
ruled.
?
In the 18 50s a journalist. for the
Horflifl'l
?
_chrlC1
on
named Henry
0
uyhew (1812-1887) undertook a sociological survey of the East London working-
classes. With reference to the works cited below, write approximately 1,500-
2,000 words on one of the following topics:
1)
The Moral Code of the East London Poor (diffecintiate between
occupations, but also attempt to reach a universal Underworld moral code)
2)
Popular Notions of Honour and Respectability
3)
The sociological and Psychological Ef
f
(
icts
of Prostitution (under
this heading consideration should be lent to the relative number of
occupational opport:nnities for young men, on one hand, and for young women, on
the other)
4)
Relations between the Sexes in the Underworld
5)
The Occupational Hierarchy of the Underworld
6)
The Level of "PoliL.icization" of the Underworld (Mayhew claimed that
East Londoners were about "as political as footmen")
Rihi iograr>hv
Use the indeces of the volumes to locate those biographies most applicable to
your topic.
eds. Eileen Yco and F,.P. Thompson (liD 8390
Y4)
The MorninO Chronicle Survey
of Labour and the Poor, vol . IT (MD 8386 M38) or
.
London
Labour and the Ldon Po, vols. I, II, and 1V (vols. II and IV are on
reserve-- IN 4088 L8 M52) t4yhew's Characters, ed Peter Quennell
You need not research additional source.s, but you might: find it helpful to
consult K.
'
Chesney, TheLondon underworld.
'1IJTORIIsL ASSTGNMFNT #3
Using the works cited below, write a brief essay (1500-2000 words) on the
following topic:
Was the late Victorian music hail mere entertainm
ent
or did it negotiate
and express the culture of the late Victorian work inc3-class? What do the
songs suggest about the nature of lath Victorian working-class culture?
Suggested themes for consideration:
- who ront:rol led the music hal is?
- how political were the songs?
-
(11(1 ihe songs
?
rss c:liss liosi. I ii ty? (how did t:he fli(i(1le-Cli55
music
1
1
, 1
1.1s differ from the working-class halls in theme and sentiment)?
can the
surxjs
be
deemed the aut:herit:ic voice of the people?
-
were the songs intended for internal class consumption, or were
"national" themes also considered?
(p.
a.
H
T.
.
FVcc'
cL
OFFICE OF THE DE/
I
DEPARTMENT OF HISTORY
?
FACULTY
Me rn
or and
urn
To: Ellen Gee, kssociate Dean
Faculty ofArts
Subject: Course Prerequisites
From: Charles Hamilton, Chair
Department of History
Date: 6 February 1989
Until recently the History Department did not consider it
necessary to impose lower-division prerequisites on upper-division
courses. They assumed that, with suitable advice, students would.
enroll in those lower-division courses they required prior to
enrolling in upper-division work. Increasing enrollments and
static resourceshave compelled the History Department to conclude
that this assumption Is no-longer valid.
Growing numbers of unqualified students in upper-division
History courses and the increasing difficulty of History Majors
and Minors to obtain admission to the same courses have forced the
History Department to conclude that a general lower-division
prerequisite for lall upper-division courses should be established.
The History Department have adopted the following resolution:
"Prerequisites for all upper division History courses
are nine-hours of lower level history credit unless
otherwise stated or by permission of the department."
This statement would be placed at X on page 178 of the
present calendar while a slightly modified form (All students must
obtain credit in a least 9 hours of lower-division history credit
before enrolling in upper-division work) would be placed at Y on
page 89 of the same calendar.
The effect of this would be to debar anyone from entering our
upper-division History courses who does not have 9 lower-division
credits in History. This would discourage unqualified students
from attempting to enroll in upper-division courses and Increase
the possibility that History Majors and Minors would secure
admission to the pepartrnent's upper-division courses.
IV2
IRM
.
?
CLH/bh
7.
