American History: Revolution to Reconstruction, 1776 to 1877 Author: J.M. McCutcheon
Course Subject: American History
Posted: November 4, 2016

This course was a general survey of U.S. history from the American Revolution (War of Independence) to the Civil War and if time permits, a consideration of the Reconstruction era. Lectures and readings provided students with an overview of the major social, political, cultural, economic, and demographic trends that affected and challenged the American republic between 1776 and the 1870s. Students considered how history was constructed and specific historical events have been commemorated and depicted over-time.
Students used the Valley of the Shadow website to complete their final research project by doing history. Students were also introduced to digital tools to further enhance their analysis of the past.

Material History and Material Culture in Canada Author: J.M. McCutcheon
Course Subject: Material History
Posted: November 4, 2016

This course explored Canada’s history using material history methods and material culture research. Using inter-disciplinary approaches including, but not limited to archaeology, art history, Indigenous studies and museum studies, students examined and contextualized artifacts and objects to learn about Canada’s past. The course followed a thematic approach that included a consideration of pre-Contact material cultures, New France, British North America to the twentieth-century. Students were introduced to digital tools to display artifacts and to systematically analyze sources and objects relevant to Canada’s material past. Students will have opportunities to visit and become familiar with collections from institutions like the Canadian Museum of History, the Canadian War Museum, the Museum of Science and Technology and the Library and Archives Canada. Students went on a walking tour and visit to Laurier House on Laurier Street. Students evaluated, interpreted and created history through their course work throughout the session.

This course may be taught with a blended learning model. A survey of student access to the Internet and devices for learning will be undertaken during the first week to determine how to approach this element of the source. We may have some flipped classes where students will watch relevant tutorials and lectures related to key concepts and then trouble shoot and collaborate in-class and using Adobe Connect.

Legacies of Indigenous Education in North America Author: J.M. McCutcheon
Course Subject: History
Posted: November 4, 2016

This course examined the complex history of Indigenous education during the colonial era, through the nineteenth and twentieth centuries. In the American context, how Native American children experienced boarding schools and federal education policies will be compared with the diversity of approaches missionaries, Church officials, bureaucrats sought to erase Indigenous identities and culture using Christianity to ‘civilize’ and educate. Students will study the history and legacies of schools, federal policies, inter-generational trauma to consider the processes of decolonization, reconciliation and healing in contemporary society.

Modern Germany, Part 1 1871-1945 Author: Lisa Todd
Course Subject: German History/European History
Posted: May 11, 2016

Beginning with the 1871 Unification of Germany, and ending with the Third Reich’s defeat in the Second World War, this upper-year lecture course uses myriad themes to make sense of the tumultuous 20th century, including: violence, cultural innovation, diplomacy, gender relations, everyday life under democracy and dictatorship, memory and commemoration, war and genocide, and the changing place of Germany within Europe. We will discuss the fractures and divisions within Imperial German society, the home and fighting fronts of the First World War, the short-lived, but influential, Weimar Republic, the rise of Adolf Hitler and the Volksgemeinschaft of the Third Reich, and the Nazi’s “Final Solution to the Jewish Problem” in Occupied Europe.

The course will consist of lectures, class discussions, and films. Students will complete regular written assignments using primary documents from the on-line website German History in Documents and Images and the graphic novel Maus, a research essay, a midterm test, and a final exam.

Modern Germany, Part 2 1945 to the Present Author: Lisa Todd
Course Subject: German History/European History
Posted: May 11, 2016

This upper-year lecture course examines German History from the end of World War II to the present. Beginning with the Allied occupation of Germany in 1945, we will study the formation of two separate states: the German Democratic Republic and the Federal Republic of Germany. Using the tools of social, cultural, political, and gender history, we will then consider everyday life under communism and democracy, relations between the two Germanies, and the role of these states in the Cold War. We will analyze the rise of left-wing terrorism, consider the role of the “68ers”, discuss the role of atonement for the crimes of the Holocaust, and compare the lives of workers in the two states. We will then trace the events leading to the fall of the Berlin Wall in 1989, and think about the many challenges Germans continue to face following (re-) unification.

We will read primary documents and view documentaries and popular films (such as The Lives of Others and Good-bye Lenin) to further consider the interconnections between popular culture, memory, and political systems. Students will complete regular written assignments using primary documents from the on-line website German History in Documents and Images, a research essay, a midterm test, and a final exam.

The Holocaust: Victims, Perpetrators, Bystanders Author: Lisa Todd
Course Subject: European History/History of Genocide
Posted: May 11, 2016

This upper-level lecture course examines the Nazi German attempt to create a “racially pure” society between 1933 and 1945. We will begin by looking at the long history of prejudice, anti-Semitism and racism in European society, before focusing on the rise of the Nazi party in Germany. We will consider how society increasingly became polarized between those Germans who fit the racial, social and gendered mold of the perfect “Aryan” and those Jews, Gypsies, homosexuals, Afro-Germans, Jehovah’s Witnesses, and physically and mentally disabled peoples who did not. We will then examine how the Nazi genocide unfolded across Europe, and consider the motivations of the perpetrators, the responses of victims, and the potential compliance of the bystanders. We will end the course with an examination of war crime trials, discuss the politics of Holocaust commemoration, and consider the shifting definition of genocide after 1945.

Throughout the course, students will make regular use of the website of the United States Holocaust Memorial Museum (USHMM). Course requirements consist of regular primary document responses, participation in class discussions, a midterm test, a final exam, and a research essay.

Canada, 1900-1945 Author: James Muir
Course Subject: Canadian history
Posted: March 8, 2016

The period 1900 to 1945 saw the birth of modern Canada. So much happened in this brief period that either continues to shape our experience today or that mirrors, however blurrily, events of our time. And yet it was a period unique and distinct from our own. In this course we will explore the period 1900 to 1945 both to understand it on its own terms as much as possible and to think about its relevance to the present.
The course is a collaborative effort between professor and students. Although the three texts are assigned in advance, everything else is up to the students. They decide on the the teaching method (in this case lectures), the lecture topics, and the evaluation methods. This means the course changes year from year, but, remarkably, not very much. I've attached a combined outline: the two pages they receive on the first day and this year's detailed outline post class discussion about content and evaluation.

Rebellion, Confederation, Revolution: Canada, 1837-1901 Author: James Muir
Course Subject: 19th century Canada
Posted: March 8, 2016

Rebellion: In 1837, just months after Victoria was crowned queen of the United Kingdom, people in the Canadas took up arms against their governments. In the next sixty years this happened several more times: in Prince Edward Island, in the prairie west and in British Columbia.
Confederation: Between 1857 and 1873 all of the British North American colonies except Newfoundland and the Arctic Archipelago joined together into a single political state. Between the 1860s and 1900 the people in the new country began to think of themselves as Canadian.
Revolution: the Victorian era was a period of several revolutions in Canada: In the economy, an industrial revolution that radically changed the way goods were produced, people laboured and goods and information moved. In scientific thought the spread of Darwinian theories and other nineteenth century innovations and discoveries radically changed how understood their world. Religious practice and belief was revolutionised in the wake of both the industrial and scientific revolutions. Changes in transportation, communication, production and belief all in turn revolutionised culture: the way people experienced the world and understood it.
This semester we will look at several of these changes in Canada to better understand the changes brought about in the Victorian era. We will do this through lectures, discussions, and a game that will stretch over three weeks of class. You will have the opportunity to do a variety of different sorts of assignments, working on your own and in groups.
The course is not a survey.

Pre-Confederation Canada Author: James Muir
Course Subject: Era from pre-contact up to Confederation
Posted: March 8, 2016

This course is an introduction to the history of what would become Canada up to and including Confederation in 1867. It is about big things beyond individual control such as climate, culture, disease, economies, and war. It is about people, some named and some not, in families and communities and engaging in personal acts like work and recreation, love and sex, staying put and moving, politics and devotion. As people met each other and faced their circumstances they struggled. Sometimes these struggles were private and limited, such as finding food for the day. Sometimes the struggles were public such as achieving responsible government. These struggles could be wars and rebellions, but many were not. The struggles could occur in forests, along rivers, on plains or in the street; in marketplaces, churches, legislatures, work-places, and homes. In this course we will trace this story of individuals, circumstances and struggles to understand more of the history of what would become Canada.
Regardless of whether you take more courses in History, you will be required to read, research and write through the rest of your university career and in your life at work and at play. Thus, some part of the course will be devoted to working on research and writing skills.

Hist. 102 -- Canada: 1867 to the Present (A Flipped Course) Author: Molly Ungar
Course Subject: Canadian History
Posted: February 17, 2016

This course is designed to give students an understanding of the main themes in the history of Canada after Confederation. Our discussion will start in 1867, a turning point in the lives of many Canadians, and trace the direction of Canadian society through four generations to the present day.

The evolving characteristics of Canada and Canadians will be presented from a social, political, economic and cultural perspective, through an examination of issues, events, institutions and personalities. You will be encouraged to engage with a variety of historical sources, such as personal or literary accounts, and audio or visual works.

This is a Flipped Course

All electronic course content, such as lecture outlines, lecture notes and PowerPoint components will be available online on BlackBoard Learn. The textbooks for this course are available in hardcopy at the UFV Bookstore as well as on reserve in the UFV Library. Course participants are responsible for accessing online material, textbook material and assigned readings before the relevant classes.

All in-class time in this course will be devoted to acquiring skills in critical analysis, historical research, scholarly writing, thoughtful, effective group and individual presentation, and peer discussions.

There are no in-class lectures in this course.

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