- ?
SiMON FRASER UNIVERSITY
S.2-1
14-
?
DRAFT ?
MEMORANDUM
To ..... ...... .SENATE .... .. ........ ............... ........ ...... ............ ............. ........... .......
.
From..
SENATE
.
COMMITTEE-ON ... UNDERGRADUATE ...............
STUDIES
CURRICULUM CHANGES - HISTORY
Subject................ ...
?
...... .. ...... ............. ........... .......... .. ...... ......
..........
?
....
?
....... .
?
Date ... SEPTEMBER..23,...1980. ......... ...
....................... .... ........ ......
Actions undertaken by the Senate Committee on Undergraduate
Studies at its meeting of September 23, 1980 give rise to the following
motion:
"That Senate approve and recommend approval to the
Board of Governors, as set forth in S.80-114, the
proposed changes in History, including:
i)
New courses;
HIST 202-3 - B.C. and Confederation: Studies
?
in Historical Method
HIST 326-3 - The History of Native People in
Canada (discontinue HIST 434)
HIST 328-3 - The Province of Quebec: Confederation
to the Present (discontinue HIST 429)
HIST 340-3 - United States Foreign Policy
•
?
HIST 348-3 - A History of South Africa (discontinue
HIST 475)
HIST 379-3 - The Transformation of American Culture
1830-1900
HIST 435-3 - The Canadian Prairies (discontinue
HIST 432)
HIST 436-3 - British Columbia (discontinue HIST 432)
HIST 473-3 - The Emergence of the Apartheid State
1902-1948 (discontinue HIST 475)
HIST 482-3 - Colonial Administration and Emergent
African Nationalism
HIST 483-3 - The Penetration of Zimbabwe 1889-1899
ii)
Description Change - HIST 405-3 - Absolutism and
Enlightenment in
Europe."
These changes follow from the significant revisions made during
the past year in offerings of courses in the Department of History
,
and
the assignment of semester hours credit to the various courses.
1^1
SiMON FRASER UNIVERSITY
?
cos oo
MEMORANDUM
To ?
Mr...M.Evans ..ecretary
s.C.U.s.
Subject
....Curriculum
....Urn
CU1
urn Changes .
?
r.Y
From... ?
.!try
Faculty of Arts Curriculum Committee
Date. ...1980-09-10
..
The attached submission from the Department of History was approved
by the Faculty of Arts Curriculum Committee at its meeting of September 4,
1980. ?
Would you please place this on the agenda of next SCUS meeting.
Thank you.
S. Roberts
Attachment
nl
cc. D. Barnhill
SiMON FRASER UNIVERSITY
?
..
g
o- -
?
MEMORANDUM
To ?
Chairman, Faculty of Arts ?
.From.. ?
D. Cole, Chairman
?
.................
Curriculum Committee ?
.
?
History Department
OFFICE OF THE
DEAN
Subject
..................
?
........ .... ?
............ .... ?
........... ?
.... ?
.
?
........ ...... .........
?
.... .....
.
Date ...... ?
...........
?
............. ...................... ............ ...................
?
..... ?
....... ......
JUL_16_1980
FACULTY OF ARTS
Attached are the following new course proposals for the Department of
History:
S
Hist 202-3
B.C. and Confederation: Studies in Historical Method
Hist 326-3
The History of Native People in Canada
Hist
328-3
The Province of Quebec: Confederation to the Present
Hist
340-3 United States Foreign Policy
Hist
348-3 A History of South Africa
.Hist 379-3 The Transformation of American Culture
Hist
435-8
The Canadian Prairies
Hist
.436-3
British Columbia
Hist
473-3
The Emergence of the Apartheid State
Hist 482-3
Colonial Administration and Emergent African Nationalism
Hist 483-3
The Penetration of Zimbabwe 1889-1899
If these courses are approved, the following courses will be dropped:
Hist
434-3
A History of Native People in Canada
(will never be taught)
Hist 429-3 . French Canada
Hist
475-3 South Africa
Hist
432-3
Canadian West
In addition, a revised calendar description is attached for the following
course:
Hist 405-3 Absolutism and Enlightenment in Europe
Rationale:
Most of the changes are necessitated by the decision made last year to
reduce credit in upper division history courses from five units to three. While,
with most of our departmental offerings, the change has been effected by selectively
eliminating elements from courses, in some cases the only answer is to split
courses or to add courses to provide a depth of treatment that otherwise would be
lost. Consequently, Hist
435
(The Canadian Prairies) and Hist
436
(British Columbia)
S
-2
replace list 432 (Canadian West); Hist 348 and Hist 473 replace Hist 475; and
.
?
list 482 and Hist 483 are added. For a similar reason, Hist 434 and Hist 429
(seminar courses) are replaced by Hist 326 and Hist 328 (lecture/tutorial
courses). With these courses, we have come to the conclusion that, given a
reduction in the amount of reading time that students will have, the lecture
format is called for. The same reasoning has also led us to place our American
Foreign 'Policy course at the 300 level as list 340. This course was previously
taught as Hist 449 under the general rubric Problems in American History - a
number and title that are to be retained.
History 379 is a new course developed by Professors Feliman, Aberbach
and Kirschner and complementary to Hist 380: Culture and Counter-culture in
Modern America which covers the later period. These courses are important
innovations in our American history offerings.
History 202 has been added to replace Hist 110 which was a core course
in the B.C. 'Studies program and which was dropped in our 1979 curriculum
revision.
The calendar entry for Hi 405 has been rewritte to more adequately
describe the emphasis of the course.
•
?
D. Cole
Chairman
Department of History
/ww
Enclosures
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
Department
Abbreviation Code:
Hist ?
Course Number: ?
202 ?
Credit Hours: 3 Vector:
Title of of Course: B.C. and Confederation: Studies in Historical Method
Calendar Description of Course: This course is intended to teach students how to investigate
historical problems. The subject - B.C. and Confederation - will be used as a vehicle to
introduce various types of history: social, economic, ethnic, diplomatic and biographical.
The emphasis will be on examining the documentary evidence of the period and the process
by which historians made historical judgements.
Nature of Course ?
Lecture/Tutorial
Prerequisites (or special instructions):
?
History 101 or 102 recommended
Students with credit for the former Hist 110 may not take this course for further credit.
What course (courses), if any, is being dropped from the calendar if this course is
approved: ?
None
2. Scheduling
How frequently will the course be offered?
?
Once a year
Semester in which the course will first be offered?
?
82/1
Which of your present
faculty
would be available to make the proposed offering
possible?
R. Fisher, D. Cole, H. Johnston, J. Little
Objectives of the Course To
materials
provide
in
instruction
B.C. and confederation
in historical investigation using
?
S
Budgetary and Space Requirements (for information only)
at additional resources will be required in the following areas:
acuity
Staff
None
Library
'dio Visual
'-ace
Equipment
5.Approval
Date: _.\
I1(,
L
1
ft
?
S9?J1
c c
Department Chairman
?
Dean
?
irnian,
..US.73-34b:- (When completing this form, for instructions see Memorandum SCtJS 73-34a.
Attach course outline).
1. Calendar Information
Arts 78-3
History 202-3
?
R. Fisher
S
Studies in the Historical Method
British Columbia: The Confederation Era
This course is intended to teach the student how to do history. The subject -
British Columbia: The Confederation Era - will be used as a vehicle to
introduce various types of history; social, economic, ethnic, diplomatic,
political, and biographical. The emphasis of the course will be on examining
the documentary evidence for the period and attempting to understand the
process whereby the historian uses that evidence to make and substantiate
historical judgements. Considerations such as objectivity, determinism, cause
and effect, historical 'facts', and interpretation will be central to this
course, and the objective is to enable each student to become his own historian
by learning to read critically and to evaluate evidence.
Through the semester the weekly lecture will be used to introduce some of the
problems to be discussed in the tutorials. Occasionally this will be done by
a guest lecturer or by screening a film. The core of the course will be the
tutorial discussions, and these will be largely based on a collection of
documents that each student will purchase at the first meeting.
As well as the work in class each student will be required to produce a piece
of historical writing. The essays will deal with an aspect of British Columbia
• ?
during the confederation era and will, to some extent at least, be based on
primary sources. These essays will be written in close consultation on an
individual basis with the tutorial leader. 50% of the grade will be based on
the essay, 20% on a short final examination, and 30% on class participation.
Set Text:
Shelton, W. George, ed., British Columbia and Confederation
40
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Information ?
Department
Abbreviation Code:
fist ?
Course Number: ?
326 ?
Credit Hours: 3
?
2-1-0
Title of Course: ?
The History of Native People in Canada
Calendar Description of Course: An examination of native history and the evolution of
native policy in Canada with emphasis on a particular region or native group.
Nature of Course Lecture/Tutorial
Prerequisites (or special instructions):
?
History 101 or 102 recommended
What cuurse courses), if any, is being dropped from the calendar if this course is
approved: ?
History 434: The History of Native People in Canada
2.
Scheduling
How frequently will the course be offered? ?
Once a year
Semester in which the course will first be offered?
?
82/1
Which of your present faculty would be available to make the proposed offering
possible?
R. Fisher, D. Cole, H. Johnston
Objectives of the Course
To instruct students in the historical problems and
issues associated with the history of native people in Canada
B igetary and Space Requirements (for information only)
at additional resources will be required in the following areas:
aculty
staff
5rary
Aio Visual
Space
Equipment
5 Approval
Date:
Ii ?
Th
c
ci
Department Chairman ?
j ?
Dean
U ?
73-34b:- (When completing this form, for instructions s
Attach course outline).
7
Chaiiman, SCU
Memorandum SCUS 73-34a
f.
Art; 78-3
History 326
?
Robin Fisher?
THE HISTORY OF NATIVE PEOPLE IN CANADA
Having been neglected by historians until recently, the
native peoples of Canada are now receiving considerable attention in
historical literature. Whereas once they provided the "background for
Canadian history" they have now stepped forward to become major players in
the story of Canada's past.
This course will look at the nature of the indigenous cultures
and the ways in which they changed after the coming of the European. It will
examine the relationship between the Indian and European during the period of
early contact and the fur trade in both eastern and western Canada and then
at the way the fur trade was replaced by the settlement frontier. The
attitudes and actions of settlers, the acculturative schemes of missionaries, and
the policies formulated by governments will all receive attention, as will the
response of the native peoples to these pressures.
Set Texts
Upton, L.F.S.
?
Micmacs and Colonists: ?
Indian-White Relations in the
Maritimes.
1713-1867
Jaenen, Cornelius Friend and Foe: Aspects of French-Amerindian Cultural
Contact in the Sixteenth and Seventeenth Centuries
Ray, Arthur J.
?
Indians in the Fur Trade: Their ROle as Hunters,
Trappers and Middlemen in the Lands Southwest of
Hudson Bay
1660-1870
?
-
Fisher, Robin
?
Contact and Conflict:
?
Indian-European Relations in
British Columbia, 1774-89O
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Infotmation
?
Department
Abbreviation Code: Hf.t
?
Course Number: ?
328
?
Credit i1ours:
3 ?
Vector: 2-
Title of Course: ?
The Province of Quebec from Confederation
Calendar Description of COurse:
The econoic, sOcial , political and cultutal history of Quebec
Nature of Course
?
LéctUre/THtorial
Prerequisites (of special instrOctions):
?
History 101 Or 102 recommended
Students with credit for HIST
42
9
?
ñiày riot
take this course for further credit.
What course (coUrses); if any; is being dropped from the calendar if this course is
approved:
?
History 429
i ?
Canada
2.
Scheduling
How frequently will the course be offered?
?
Ohce Or twice a yeat
Semester in which the couse will first be Of feed?
?
81/3
Which of your preseht facU1t would be availab1' b äké the proposed offering
possible? ?
j. Little,D. COle, H. Johhstbh
Objectives of the Course
?
?
tO provide Instruction in the major thémés in Québec history
since bonfedéiätibn
B"dgetary and Spaë A64direffieiit8 f or Information only).
•it additiOnal rCsoirces will be requlr'ed In the foilOt
.
iHg areas:
culty
?
None
;taff
-ibrary
Jio Visüál
Space
Equipment
. Approval
?
Department Chäirmán
?
Dean
?
a titian, SCUS
SC ?
73-34b:- (When comp1etin his form, for instructiOns see Memorandum SCUS 73-34a.
Attach course outline).
Arts 78-3
HISTORY
328 ?
J. Little
The Province of Quebec. Confederation to the Present
A.
Description
Quebec entered Confederation as a separate province in
1867
because its distinct cultural identity made it impossible to continue
the legislative union with Upper Canada. Since that date Quebec has
never been a province "come les autres". Nonetheless its alienation
from the federal system has been a slow and complex process. Many
questions concerning that process are still open to debate. Did French
Canadians originally look to their representatives in Ottawa as their
principal national spokesmen, or did they identify primarily with the
provincial level of government? Did the Québécois feel that Confeder-
ation would enable them to maintain their language and culture "from
sea to sea", or were their horizons limited to the boundaries of their
own province? Was the Catholic Church the crucial guardian of "Ia
survivance" in a hostile Anglo-Protestant continent, ordid it in fact
facilitate the socio-economic subjugation of the French Canadians to
English-speaking capitalists? Has the separatist movement been a genuine
spokesman for the freedom of the Quêbécois people, or has it been a tool
for the exclusive interests of a privileged bourgeoislite?
This course will also study many questions not directly related
to the Confederation issue, but the impact of the nationalist ideologies
•
?
will be a persistent theme throughout. Preceding our examination of
the economic, social, political and cultural history of Quebec as a
province, there will be a brief survey of the period between the Conquest
and the B.N.A. Act.
We will meet for three consecutive hours each week, approximately
half of this time being devoted to a lecture and half to seminar discussion.
Required readings are in English.
B.
Outline
1. Background Week 1 - Introduction. Space and Population.
1760-1980. ?
Week 2 - Economy and Society.
1760-1867.
Week
3 -
Politics and Ideology.
1760-1867.
11.
1867-1896 ?
Week
l
i - Economy
Week
5 -
Society and Culture
Week
6 -
Politics
Week
7 -
Mid-term test. Film.
0
Ill.
1896-1929
Week 8 - Economy
Week
9 -
Society and Culture
Week 10- Politics
1V.
1929-1980
Week 11- Economy
Week 12- Society and Culture
Week 13- Politics
C. Assignments
- ?
Class participation - 20
- ?
Mid term test (week 7) - 10
- ?
Essay. (sources: approximate equivalent of 1 book and
5 articles) (week 11 - outline and descriptive
bibliography are due week 9) - 40
-
?
Final examination - 30
D. Purchase
Required: :fle Levesque, My Quebec
Optional: Dale Posgate and Kenneth McRoberts, Quebec
Social change and POlitical Crisis
S
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
Calendar Information
?
Department ?
History
Abbreviation Code: gist
?
Course Number: 340
?
Credit Hours: 3 Vector: 210_
Title of Course:
?
United States Foreign Policy
Calendar Description of Course: The development and aim of U.S. foreign policy, with
special emphasis on the post 1890 period
Nature 'of Course ' ' Lecture/Tutorial
Prerequisites (or special instructions): Hist 212 or 213 recommended
Stucents with credit for HIST 449
.
under the title "United States Foreign Policy may not
take this course for further credit.
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
None
2. Scheduling
How frequently will the course be offered?
?
Once a year
Semester in which the course will first be offered?
?
82/1
Which of your present faculty would be available to make the proposed offering
possible?
D. Kirschner, M. Fellman, A. Aberbach
Objectives of the Course
?
To provide instruction in the historical development of
U.S. foreign policy
4. Budgetary and Space Requirements (for information only)
What additional resources will, be required in the following areas:
a
Faculty
Staff
Library ?
None
Audio Visual
Space
Equipment
5. Approval
Date:__________________
?
(9,)
Vc
(t2 ?
C
Department Chairman
?
Dean
e
S 73-34b:- (When completing this form, for instructions
ach course outline).
'-'C1i'riah SCS
randum SCUS 73-34a.
Arts 78-3
History 340:
UNITED STATES FOREIGN POLICY
During the last twenty-five years and particularly during the last
fifteen, a growing number of American scholars have attempted to provide
new explanations for American foreign policy. One of the main elements in
this attempt has been the analysis of the radical historians who are under-
taking a fundamental re-examination of the sources, causes, conduct and
results of American diplomacy in the twentieth century.
The radical historians, like any other such group, are by no means
uniform in their approach or conclusions; but they have, also like other
groups to which their interpretations have been opposed, a number of fund-
amental notions in common. Principal among these is the idea that the
course of American foreign policy is defined largely according to the
economic interests of the American ruling class and the institutions it
controls - that is, according to the requirements of corporate capitalism.
This course will attempt, to examine the radical critique of American
foreign policy, both in general. terms and in relation to particular series
of events.
1. ?
Course requirements -
Students will be encouraged to approach the problems posed by the
course from two directions. The seminar topics, listed below, have been
arranged largely episodically sO that students will have an opportunity to
examine, in some detail, the radical critique as it applies to particular
areas of United States policy. In their term'papers, on the other hand,
students will àttempt an examination of more general aspects of the radical
critique as a schOOl of historical interpretation.
Thus, the major course requirements will be two in number:
a.
a seminar presentation, designed to introduce and examine the
literature of the area under discussion.
b.
a term paper, focussing on some general aspect of the radical
critique rather than on a particular event or series of events. It is
expected that both of these presentations will be substantial pieces of
work, demonstrating familiarity with the literature of the topic selected
and attempting to analyse it in some depth.
S
S
Cont/ .....
Sç
Topics for the tern paper will be selected, in consultation
with the instructor, early in the semester • Tern papers will be
submitted by the Friday of the Last week of classes.
Readings for the course have been asaigned as listed below.
Three major works form the bulk of the required readings. Theee
are as follow.:.
William
A.
Williams, The Tragedy of American DiplcacY
The Roots of the
Modern
AS
UICAn
2021TO
David Horowitz, Free World Colossus
?
-
a.,
Other readings, which are also required, have been placed on
reserve in the library and are listed under each seminar topic.
A further
bibliograph
y
of suggested readings is
also appended.
2.
5.4ftr
topics —
Week
2.
Theories
of
American Society: I
3.
Theories
of American Society: II
Gabriel Xolko, The Triumph of Conservatism
C. Wright Mills, The Power Elite
Martin Weinstein, The Corporate Elite in the Liberal State.
4.
The Spanish-Mdtafl War
Philip Ponsr, Why the U • S • went to war with Spain in 1898
Gerald A. Markowitz, Progressive Idealism
I. Wayne Morgan. America's Road to Empire
3. The Open Door policy
Lloyd B. Young, Msricafl PnrMg* Policy, 1900-1921
Marilyn B. Young, American Expansion, 1870-1900
Along with the above readings for weeks 2-5, students will also
read ViIJlaas, Roots, and Williams,
?
chapters 1-3.
Coat/ ....
-3-.
C
orit/ ?
.
6. Isolationism
Selig Adler, The War-Guilt Question and American Disillusiorunent,
1918-1928
Robert F. Smith, American Foreign Relations, 1920-1942
7 • New Deal Diplomacy
Barton J. Bernstein, The New Deal
America- in War and Peace
Lloyd C. Gardner, Economic Aspects of
New
Deal Diplomacy
Along with the above readings for weeks 6 and 7, students will also
read Williams, Tragedy, chapters 4,5 and 6(I).
The Cold War
8.
Background
9.
The Truman period
10.
The Eisenhower period
11.
Cuba
12.
Vietnam
13. Vietnam
The readings in this section have been arranged as a single group.
Students will find it helpful to
refer
extensively to -
Walter Cohen, U.S. Foreign Policy: a radical study guide.
Other readings are
Isaac Deutecher, Vietnam in Perspective
Richard Duboff and E.S. Herman, Corporate Dollars and Foreign Policy
Lloyd C. Gardner, The Cold War in History
J.L. Granatae.in
, Looking Back at the Cold War
David Horowitz, Sinews of Empire
Michael Kiare, The Great South Asian War
Walter LaPeber, America, Russia and the Cold War
R. Merbaym, Rand: Technocrats and Power
N. Piloui and Tom Hayden, Is there a military-industrial complex
which prevents peace?
Robert Stayer,
Responsibility for the Cold War
U.S. House of Representatives: Committee on Foreign Relations, The
Cold War: Origins and Developments
James Weinstein, The Ultra-Right and Cold War Liberalism
William A. Williams, The Cold War Reviaionists.
Cont/. ..
0
.. ?
-4-
See also -
Horowitz, Free World Colossus
Oglesby and Shaull, Containment and Chang, part I
Williams, Tragedy, chapter 6 (II,III,Iv), 7 and Conclusion
S
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
Department ?
History
Abbreviation Code:
list Course Number: ?
348
?
Credit Hours:
?
3
Vector:
2-1-0
Title of Course:
?
A History of South Africa
Calendar Description of Course: An examination of the economic, social and political
history of South Africa from the 17th to the 20th century
Nature of Course ?
Lecture/Tutorial
Prerequisites (or special instructions):
?
?
At least one of the following is recommended:?
Hist 146, list 231
Students with credit for
H/yr
may not take this course for further credit.
What course (courses),. if any, is being dropped from the calendar if this course is
approved: ?
History 475
2.
Scheduling
How frequently will the coun,e be offered?
?
Qtce a year
Semester in which the course will first be offered?
?
81/3
Which of your present faculty would be available to make the proposed offering
possible?
P. Ross
Objectives of the Course
?
To provide instruction in the main themes in South
African history from the 17th to the 20th century
I Igetary and Space Requirements (for information only)
at additional resources will be required in the following areas:
S
Faculty
None
Staff
rary
'tdio Visual
Space
Equipment
Approval
Date:_______________
Department Chairman
Dean
cus 73-34b:- (When completing this form, for instructions see
Attach course outline).
Arts 78-3
c'
History 348
A HISTORY OF SOUTH AFRICA
In this course students will examine the economic,
social and
political history of South Africa under colonial rule from the 17th to
the early 20th century, providing a foundation for further study of
modern South
.
Africa.
The requirements include a final examination (with 40% of the marks
awarded) and one or two written papers (also worth 40%)
Weekly reading lists will be provided by the instructor.
Introductory Book
Leo Marquard, The Story of South Africa
Text Books
J.S. Marais, The Cape Coloured People
L.M. Thompson, African Societies in Southern Africa
C.W. De Kiewiet, A History of South Africa
R. Robinson and J. Gallagher, Africa and the Victorians
C.W.F. Muller, Five Hundred Years
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
Department
?
History
Abbreviation Code: Hist
?
Course Number:
?
Credit Hours:
3 ?
Vector: 2-1-0
Title of Course:
?
The Transformation of American Culture 1830-1900
Calendar Description of Course: In 1830 most Americans lived on farms or in small towns,
worked on the land, and dreamt of salvation. By 1900 cities, industry, the railroad,
electricity, consumerism had transfbrmed material lives. Ideals and fears had also shifted.
This course discusses elements of this change, particularly in popular ideology, everyday,
life, and literary, political, and artistic movements.
Nature of Course
Lecture/Tutorial
Prerequisites (or special instructions):
?
Hist 212 or Hist 213
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 or twice a year
Semester in which the course will first be offered?
?
81/3
Which of your present faculty would be available to make the proposed offering
possible?
?
N. Fellman, A. Aberbach, D. Kirschner
Objectives of the Course
To instruct students in the issue associated with the
ansformation of American culture in the period 1830-1900
P Igetary and Space Requirements (for information only)
at additional resources will be required in the following areas:
faculty
3taff
None
otary
Auio Visual
Space
Equipment
S
Approval
Date: ?
4 ?
i15L'
Department Chairman
SCUS 73-34b:-- (When completing this form, for instructions
Attach course outline).
randum SCUS 73-34a.
/1
?
/9Ji
Arts 78-3
Proposed Course
?
Michael Feilman
June 2,
1980
History,
379:
THE TRANSFORMATION OF AMERICAN CULTURE,
18301900
In
1830
almost all Americans lived on farms or in small towns,
worked the land and dreamt of salvation. By
1900,
capitalism, cities, industry,
the railroad, electricity, consumerism had transformed material lives, and ideals
and fears had shifted as well. In this course we will discuss elements of this
change, particularly in popular ideology, everyday life, literary, political and
artistic movements.
The course will meet for two.one hour lectures and one one hour discussion
group each week. Students will be graded on informed discussion participation,
a mid-term, in-class exam, an analysis of one df three social novels (noted below),
and a take-home final exam.
Weekly Schedule:
I) Introduction: Concepts of Cultural. History
2)
Ante-Bellum Social Structure and Ideology
Reading: David Brion Davis, American Culture; An Interpretive
Anthol2y,
99-208
3)
Perfectionism: Religious, and Secular
0
?
Reading: Davis,
345409
Abolitionism and Utopianism
Reading: Davis,
411-68
5)
'Slaves and Other Outsiders
Reading: Davis,
209-33
6)
The New Self: Education, Self-Culture and the Roots of Feminism
Reading: Davis,
1-97
7)
Mid-Term Exam
8)
The Cultural Dissolution of the Civil War
Reading: Michael Fellman, "Theodore Parker and the Abolitionist
Role in the
1850s";
Fellman, "Rehearsal for the Civil War";
George Fredrickson, The Inner Civil War, Ch. IV
9)
From Slavery to Segregation
Reading: Booker T. Washington, Up From Slavery
10)
New Women, New Families
,
New Self
Reading: Anita Clair Fellman & Michael Fellman, "Making Sense
of Sex in Late Nineteenth-Century America"; Selections from
Gail T. Parker, The Oven Birds
Papers due: A concise analysis of one of the following three books, viewed as
social 'documents: Harriet Beecher Stowe, Uncle Tom's Cabin,
Henry Thoreau, Walden, Robert Herrick, The Web of Life
^ 0
2
11)
Fading Churches; Distant Utopias
Reading: Edward Bellamy, Looking Backward
12)
Economic and Urban Consolidation
Reading: Two Horatio Alger Stories
Take Home Finals Distributed
13)
Protests Against Moloch
Reading: Kate Chopin, The Awakening
.
0
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
History
1.
Calendar Information
?
Department
Abbreviation Code: Hist
?
Course Number:
?
435 ?
Credit Hours: 3
?
Vector: 0-3-0
Title of Course:
?
The Canadian Prairies
Calendar Description of Course:
Selected problems in the social, economic, and
political development of the Canadian Prairies
Nature of Course
?
Seminar
Prerequisites (or special instructions):
?
Hist 101 and 102 recommended
Students with credit for Hist 432- may not take this course for further credit.
What course (courses), if any, is being dropped from the calendar if this course is
approved:
This course and Hist 436 British Columbia replaces the old
2.
Scheduling ?
Hist 432: Canadian West.
?
• How frequently will the course be offered?
?
once or twice a year
Semester in which the course will first be offered?
81/3
Which of your present faculty would be available to make the proposed offering
possible?
0
R. Fisher
• Objectives of the Course
To instruct students on the main themes of Canadian
Prairie history
4. Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
Faculty
Staff
None
Library
Audio Visual
Space
Equipment
5. Approval
Date:____________________
Department Chairman
• CUS
73-34b:-- (When completing this
Attach course outline).
Arts 78-3
'IHE CANADIAN_VRAIRIES
-
The Prairie Identity
Regionalism
has beer a central fact of Canadian life since, the
time of the Conquest, and is of growin importance in Canada in the 1970's.
The vast expanse of the country in the post-Confederation pet.iod and the
varied physical environment of the different parts of the country
have
prousoted inter-regional
tensions which have often worked against the
creation of a national consensus about economic and political policy.
The
pervasive
force of regionalism has also worked against the creation
of a strong national personality, and has promoted in its stead a series
of distinctive regional identities. Nowhere has regionalism been stronger
than in the three prairie provinces. The present course is based on these
assumptions about the importance of regionalism in Canada, and will try
to define the extent to which life in the prairie provinces since the
beginning of European settlement has promoted an identity among its
citizens which is both regional, and hence unique, and which is national,
and shared by others across the country.
The course wilibe organized around class dl&cuSSiOflS of a number
of major themes in the history of the prairie west. Readings will be made
available in the library, or will be drawn from the material each student
is required to purchase; all students will be expected to complete the
fairly extensive quantity of reading required for the course and to
participate actively in class discussions. Students will be asked to
complete two written assignments, a critical analysis of the use of the
concepts 'melting pot', 'anglo-conformit
y
' and 'mosaic' in John arlyti'B
Under The Ribs of Death and Fredelle Maynard's Raisins and Almonds, and
an examination of some additional aspect of the 'Prairie Identity' as
revealed in historical or literary sources. Students will also be asked
to complete a 1500 word take-home examination at the end of the course
to present their definition, based on the readings, class discussions and
written work throughout the course, of the 'Prairie Identity'.
REQUIRED READING (available in the University
.
Bookstore)
1.
Wallace Stegner, Wolf willow (1967)
2.
Sinclair Ross, As For Me and My House (1957)
3.
F. P. Grove, Settlers of the harsh (1965) OR R.J.C. Stead, Grain (1963)
4.
John Marlyn, Under the Ribs of Death (1957)
5.
Freddie
Maynard, Raisins and Almonds (1973)
SEMINAR TOPICS
I. ?
Introduction
2.
Interpretations
of the Prairie Identity
3.
Interpretations
of Prairie Development: The Frontier and Metropolitan TheseE
4.
The National Policy and The West
5.
Ethnicity and Class in Manitoba Politics
6.
The Reform Movement in the Prairie West
7.
Ethnic Minorities and the Uost Society (Marlyn and .iaynard)
8.
The Progressive Movement: Radical or Conservative?
9.
The Prairie Farmer: Socialist or Capitalist?
10.
Images of the Early West (Stegner)
11.
The Piopeer Experience: Two Interpretations (Grove and Stead)
12.
The Prairie Town (Ross)
.
History 435
?
- 2 - ?
Robin Fisher
Week
6.
Student Papers (continued)
a)
The Colony of Vancouver Island in the 1850's
b)
The Gold Rushes
Week
7.
a)
British Columbia
in the 1860's
b)
Confederation
Week
S.
a)
IndianEurOPearl Relations in the Colonial Period
b)
Indian-European relations after confederation
Week
9.
a)
The development of the 'Company Province' to 1903
b)
The McBride era
West
10.
a)
The origins of socialism in British Columbia
b)
The impact of the first World War
Week
11.
a)
The Depression
b)
The treatment of orientals
Week
12.
a)
The rise of Social Credit
andum SCUS 73-34a.
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
Department History
Abbreviation Code: Hjst ?
Course Numbe:
?
436 ?
Credit Hours: 3
?
Vector:
?
0-30
Title of Course: British Columbia
Calendar Description of Course:
Selected problems in the social, cultural, economic,
and political development of British Columbia
Nature of Course
?
Seminar
Prerequisites (or special instructions):
- ?
History 101 and 102 recommended
Students with credit for FIST
432
may not take this coursei for further credit
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
This course and History 435
2.
Scheduling ?
The Canadian Prairiesreplace the old Hist 432: Canadian West
How frequently will the course be offered?
?
Once or twice a year
Semester in which the course will first be offered?
Which of your present faculty would be available to make the proposed offering
possible? ?
R. Fisher, A. Seager
• Objectives of the Course
To instruct students on the main themes of British
Columbiañ History
Budgetary and Space Requirements (for information only)
lhat additional resources will be required in the following areas:
'aculty
Staff
Library ?
None
Audio Visual
apace
Equipment
5. Approval
Date:
Department Chaii:inan
SCUS 73-34b:- (When completing this form, for instructions see
A, rach course outline).
Arts 78-3
History 436
?
?
Robin Fisher.
BRITISH .COLU'ffihi\
This course will be divided into two segments.
i. During
the first four weeks we will look at general approaches to
the history of British Columbia. Readings will be assigned and
discussed in class. During this period students will also be
expected to select a research topic and prepare a bibliography of
sources available for the study of the subject.
2. The final eight weeks will be devoted to the preparation and discussion
of student's research papers. Three copies of the essay should be
presented to the instructor
.
a week before they are due to be discussed
in class. Two copies will be pirced on two hour reserve in the library
and all sembers of the class will be expected to Toad the paper before
Each student will also be responsible for criticizing
the
the paper of one
week's
other student.
class.
RE
Ormsb y
, Margaret A., British Columbia: A Hi
stor
I
Vancouver 1971
Robin Martin, The Rush for
Soil8
The ?
1871-1
toronto, 1974
This
course is not a survey, but will be topical in approach, and it is based
on the assumption that students have read both these books before the first
vsek of classeS.
PNGRA)IE
Week 1.
?
OrganizatiOfl and selection of topics
Week 2.
?
DiSCUSSIOn
of Re4&!
The Overviews
Week 3.
?
The frontier thesis. The metropolit
an
thesis
Week 4
?
The Rartzian thesis
Week 5.
?
Student Papers
a)
The maritime fur trade
b)
The land based fur trade
.
?
•i• ?
._,,_Ij '(_••_'
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
Department -
Credit Hours:
NEW COURSE PROPOSAL FORM
1. Calendar Information
Abbreviation Code:
?
Hist
Course Number: _______
Title
Calendar
of Course:Description
?
7e
of Course:
3 Vector: 0-3-0 ?
0
/L—/7JP
History
An examination of the way
in
which the South
African social system evolved, 1902-1959. Particular attention will
be paid to the pressures that brought into evidence the apartheid state.
Nature of Course
?
Seminar
Prerequisites (or-special instructions): ?
Hist 146, Hist 231, list 348 recommended.
Students with credit for
Kisi
may not take this course for further credit
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
list 475
2. Scheduling
How frequently will the course be offered? ?
Once a year
Semester in which the course will first be offered? ?
82/1
Which of your present faculty would be available to make the proposed offering
possible?
?
D. Ross
Objectives of the Course
To instrUct students on the historical basis of
apartheid in South Africa
Judgetary and Space Requirements (for information only)
W1 Lt additional resources will be required in the following areas:
ulty
caff ?
None
Library
" io Visual
Equipment
Ap E)roval
Date:
Department Chairman
CUS 73-34b:- (When completing thi
:rch course outline).
\rts 78-3
History 473
THE EMERGENCE OF THE APARTHEID STATE,
1902-1958
Although racial discrimination is practised in many states only in
South Africa is the whole social economic and political structure based
on such discrimination. During this course an attempt will be made to
discover how this unique state evolved.
The course will be conducted as a seminar course. At the end of the
semester an examination will be held. During this semester a student will
be required to produce one major paper. This paper will be worth 40% of
the marks awarded. The exam will also be worth 40% of the marks awarded.
A copy of the weekly reading list can be obtained from the instructor.
History 348 is a recommended prerequisite.
Text Books:
C.W. De Kiewiet, A History of South Africa; Social and Economic
Oxford History of South Africa, vol II
W.K. Hancock, Smuts, vol I and II
L.N. Thompson, Politics in the Republic of South Africa
Peter Walsh, The Rise of African Nationalism
.
0
Department
Credit Hours: 3
History
Vector:
0-3-0 •
1. Calendar Information
Abbreviation Code:
?
Hist Course Number: 482
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
Title of Course: ?
Colonial Administration and Emergent African Nationalism
Calendar Description of Course:
An examination of myths and realities in the emergence of
mass movements in Kenya and mainland Tanzania between World
War II and independence.
Nature of Course
Seminar
Prerequisites (or special instructions): ?
Hist 344, Hist 477 or
permission of the department
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
None
2. Scheduling
How frequently will the course be offered? ?
Once a year
Semester in which the course will first be offered? ?
82/1
Which of your present faculty would be available to make the proposed offering
possible?
?
P.. Stigger.
Objectives of the Course
To provide instruction on post World War II colonial history
in Kenya and Tanganyika to re-evaluate the meaning of nationalism
in those states.
Budgetary and Space Requirements (for information only)
What additional resources will be required in the following areas:
iculty
caff
Library
- ? None
Audio Visual
pace
Equipment ?
.
?
.
5.
Approval
2-c-
Department Chairman
?
Dean
?
SCUS 73-34b:- (When completing this form, for instructions see
?
randum SCUS 73-34a.
Attach course outline).
Mts 78L3
History 482
COLONIAL ADMINISTRATION AND EMERGENT AFRICAN NATIONALISM
Current academic interpretations suggest that African states achieved
independence because of the pressure generated by mass movements, which
are supposed to have reflected various forms of African consciousness in the
period from c.
1945.
The sources on which such interpretations are based, in respect of
British territories, contain one serious flaw: they make no reference
to official Colonial Office papers, since the relevant documents only began
to become available in 1978.
Since Secretariat papers are embargoed in
former colonial territories, and since Colonial Office papers have not been
available until, recently, much use has been made of African participants'
recollections and very little of official publications. The results are
therefore not surprising: when "people power" has proven inadequate, undue
credit has been given to the charismatic leader - Nyerere in Tanganyika,
Kenyatta in Kenya —or else events have been perverted to fill a perceived
need, notably by converting the Kenya Emergency into, 'the National Liberation
War.
Current interpretations thus amount to convenient myth and are far
removed from historical reality.
The objective of this course is to review the evidence used by
commentators on the post-World War II colonial history of Kenya and Tanganyika,
to augment that evidence by reference to official publications and then to
re-evaluate all the evidence in light of the Caine Memorandum, which can be
described as the Colonial Office's
191+7
ground-plan for decolonisation.
The seminars thus break down into four parts: the existing evidence
on nationalism in Kenya and Tanganyika; a re-evaluation of nationalism in
Tanganyika; a re-evaluation of Kenyan nationalism in light of the Tanganyikan
"norm"; and, finally, a re-evaluation of the Kenya Emergency in light of
the conclusions reached on Kenyan nationalism.
Students will be expected to analyse material for' the benefit of their
peers and otherwise actively participate in seminars; to submit a term paper;
and to write a final examination involving two essay-type questions out of
a choice of eight.
The final grade will be arrived at on the basis of 20 for participation
in the seminar, 1+0 for the essay and 1+0? for the examination.
Recommended texts are:
G. Bennett, Kenya - A Political History '
-The 'Colonial Period; and
J. Iliffe, A Modern History of Tanganyika
0
randum SCUS 73-34a.
S
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
NEW COURSE PROPOSAL FORM
1.
Calendar Information
?
Department History
Abbreviation Code:
Hist
?
Course Number: 483
. ?
Credit Hours:
?
3 Vector: 0-3-0
Title of Course: The Penetration of Zimbabwe 1889-1899
Calendar Description of Course:
An examination of myths and their impact on the interpretation
of historical events in colonial Rhodesia.
Nature of Course Seminar
Prerequisites (or special Instructions): ?
Hist 346, Hist 477 or
permissn of the departmen
What course (courses), if any, is being dropped from the calendar if this course is
approved:
?
None
2.
Scheduling
How frequently will the course be offered? Once or twice a year
Semester in which the course will first be offered?
?
82/1
Which of your present faculty would be available to make the proposed offering
possible? ?
P. Stigger
• Objectives of the Course
?
To provide instruction on the European penetration
of Zimbabwe by examining the myths and evaluating
the historical evidence on the subject.
Budgetary and Space Requirements (for information only)
at additional resources will be required in the following areas:
aculty
Staff
None
Library
t idio Visual
pace
Equipment
5.
?
pproval
Date: ?
I
D partment Chairman
?
Dean
-CUS 73-34b:- (When completing this form, for instructions see
Aich course outline).
Arts 78-3
History
1+83
0
?
THE PENETRATION OF ZIMBABWE
1889-1899
In the course of the armed struggle for the liberation of Zimbabwe
in the
1970s,
the Patriotic Front and the Rhodesian security forces spent
much time and effort attempting to secure control of the M'limo oracles -
and failed to do so, because they did not exist. Both sides engaged in this
futile activity because historians have claimed that these same oracles
played a major role in both the Ndebele and Shona Risings of
1896,
which is
a myth.
The Rhodesian period of Zimbabwean history
(1890-1980) is
in practice
riddled with myths, ranging from the nature of European settlement through
the causes of the Risings to some roots of segregation and the nature of
imperial authority, all of which stem from perceptions of the
1890s
which
themselves can be traced to Chartered Company propaganda.
Since the myths created in the
1890s
influenced African and European
actions in the
19705,
it is essential to account for the circumstances in
which the myths were first generated. To achieve this end, it is necessary
first of all to identify the myths and then to establish reality, which can
be achieved by careful analysis of British South Africa Company reports
and Colonial Office correspondence, available on microfilm, and published
.
?
contemporary journals and monographs, augmented by recent published research
articles.
The seminars thus fall into two unequal parts:
(a)
the initial identification of myths; and
(b)
detailed examination of the reality, which any specific myth
was to disguise or pervert.
Participants will be expected to present book reviews and contribute
generally to seminar discussions, to submit a term paper and to write a
final examination involving two essay-type questions out of a choice of six.
The final grade will be arrived at on the basis of 20 for seminar
participation, L+O for the term essay and iO for the examination.
The required text is T.O. Ranger's Revolt in Southern Rhodesia,
1896-7.
0
LMIbt UI
-
LUUKL Ut3UKiVIIUII ULT
SENATE COMMITTEE ON UNDERGRADUATE STUDIES
COURSE PROPOSAL FORM
1.
Calendar Information ?
Department
History
Abbreviation Code:
Hist ?
Course Number:
405 ?
Credit Hours:
3 ?
Vector:
0-3-0
Title of Course:
Absolutism and Enlightenment in Europe
Calendar Description of Course:
An examination of the economic, social, political and
intellectual developments in 17th and 18th century continental Europe, with emphasis
either on the period of Absolutism or on the Enlightenment. Students will read exerpts
from important contemporary sources, such as Locke, Voltaire, Rousseau, and Kant.
Natureof Course
Seminar
Prerequisites (or special instructions):
Hist 223 or 224 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?
Semester in which the course will first be offered?
Which of your present faculty would be available to make the proposed offering
possible?
Objectives of the Course
Budgetary and Space Requirements (for information only)
at additional resources will be required in the following areas:
:culty
Staff
Library
! dio Visual
z.pace
Equipment
S.
rate
f t'
4
i
4
0
?
cM
(C
Dean
SUS 73-34b:- (When completing this form, for instructions see Me'orandum SCUS 73-34a.
A''
ach course outline).
Arts 78-3
M.L. McDoiagl
Itetor
y
405
A3SOWTISM
AND ENLIGHTENMENT
IN EUOP1
/
This
advanced
seminar
will analyze the theory of royal
absolution formulated
by B
odin, Bossust, H
obbes
and
Louis XIV
as
well
as critiques of absoluti
on
by the
ri!Vz
oolute
nteaquieU,Voltaire and Rousseau. We will consider concepts about
authority in the context of the breakdown of the political and
e
c
on
omic
order
in the
seventeenth century (the crisis of
the
seventeenth century)
mod look
at
the political thought of the enlightenment in light of the evolving
state,
notably
the
increasing independent royal bureaucracies, and social developments,
particularly the resurgence of the aristocracies. Finally, we will assess
how
closely monarchs, particularly in France and Prussia, approached the successive
l4sals
of absolution
and
enlightened despotis
m
-
l reports, be responsible for
Students
will
be
expected
to make
two
ora
ipate kn
owledgea
b
ly in all
leading discussion of a topic on occasion, and partic
•e*inars. Written assignments will include a paper proposal, first
^raft and
term paper of approximate
?
5000 words. An optional take—home
examination
distributed
The final grade will be determined
as
follows:
in the final
sthar
session.
Oral reports
?
20%
Seminar
participation
30%
Paper
proposal
?
10%
First draft of
term
paper ?
20%
Final draft of term
paper ?
20%
-.
look.
to
Purchase:
Church,
Willi am,
F.,
The
Impact
of Absolutism
in France
(Wiley)
Lier.te&d,
R.F. (ed.), State
and 3Ociqty in
(N.w
Viewpoints)
Krieger,
Leonard, Kinas and PhlP.2Ph!
?
1689-
1
7
8
9.
?
3
History of
Modern
Eurqp!.
Richter, Ilelvin, The
political Theory of MontaSQUi (C
ambridge
Univerlity
Press)
H.N.-.._-' ?
41nh(al
Letters (Robbi, 1961)
de Voltaire, F.M. (tr.
UN
u1.Lwuu/
----
Rousseau, J.J.,
Th
e
Soci
a
l
Contract
and
Dig
(ah*ngtc% Square Press)
Is
(all in
paperback)
of In
.
Calendar Description revised.
?
.
list 405-3
?
MMMI
Title: ?
Absolutism and Enlightenment in Europe
Calendar Description: An examination of the economic, social, political
and intellectual developments in 17th and 18th
century continental Europe, with emphasis either
on the period of Absolutism cr on the Enlightenment
Students will read exerpts from important contemporary
sources, such as Locke, Voltaire, Rousseau, and Kant.
.
0
