Plans de cours

This is an MA-level course on the history of consumption in modern Europe. Much European historiography considers the production side of the economy by discussing the Industrial Revolution and explaining its rise, stages, consequences, and apparent lack in certain contexts. It is only in the last thirty years or so that historians have begun to take seriously the consumption side of the economy, some going as far as to argue that the development of consumer culture was the true engine of modernity (concepts to be unpacked, for sure). In this course, students will identify and analyze key debates, priorities, and methodologies that have been at work in writing about consumption in European history. We may contend with concepts of the domestic sphere, consumer revolution, emulation theory, modern advertising, mass distribution, consumer agency, addiction theory, thing theory, habitus, performativity, the history of the senses, the digital revolution, and the history of everyday life. Students will begin by considering how consumption is conceived of in theoretical texts. We will then analyze examples of how the history of consumption has been written. Students will end the course by identifying current trends in the field and considering how the frameworks and concepts they have learned can be applied to their graduate projects.

This course is an introduction to public history in Canada. Through lectures, discussions, assignments, and activities, we explore how and why Canadian history has been interpreted or represented in public, and consider why it matters. Units explore common professional settings for public historical work in Canada; how historical interpretation enters our lives in more everyday ways; and controversies or points of contention in public history in Canada today. Like other 200-level courses in the UBC History department, HIST 236 is also designed to introduce key areas of historical practice including primary source analysis, historical writing, library and media skills, and (of course) public history.

This is a 200-level course with no pre-requisites, and is designed to be suitable for students with little or no background in Canadian history. (This means that the course doubles as an introduction to public history and an introduction to Canadian history.) In this version (2017-18), the assigned materials are almost all publicly accessible sources, and I am teaching the course with a parallel « light » version on Twitter that is intended to allow interested members of the public to follow along with course content – making the course both about public history, and a form of public history itself.

This is a syllabus for HIST 2500: Canadian History. This is an introductory survey course in Canadian history taught at York University in 2016-17.

What happens when the study of the past is presented in the digital realm? How does research and writing in a time when millions of significant primary and secondary source texts, photographs, videos, audio sources, artifacts, maps and much more have been made available via academic and public realms? Students will be introduced to a range of works on evaluating, interpreting and creating history using digital tools. Beyond course readings we will also critically engage a range of digital tools and resources as students will also learn how to construct, post, maintain and implement new media in their course work. This course will explore the current and potential impact of the use of digital media on historical analysis, practice, research and presentation.

This course will be taught with a blended learning model, including 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.

This course will survey the history of girls and women in Canada from both a chronological and a thematic perspective. There will lectures along with interactive learning activities and discussions based on assigned readings. There will also be a focus on primary documents. Students will consider a specific identity, career or life cycle phase and explore change over time. Students will be encouraged to engage in social media tools for their projects and use technology to facilitate learning and enhance their research processes.

This survey course covered the major political, social, cultural, and military themes in Canadian history from the time before contact to the present. This course combined traditional lectures with workshops to learn about a diversity of approaches to studying Canadian history. Students examined specific events, people and learn to identify, critically evaluate and interpret a diversity of primary sources.

Students were introduced to digital tools like Zotero to help them manage their research and digitally born material relevant to course material like primary sources from Canadiana.org, digital newspapers, House of Commons Debates, the Dictionary of Canadian Biography and online news sources.

Students also selected a novel related to Canadian history and evaluated the effectiveness of learning history from fiction.

This course will examine the history of history within a global context. It will also include an analysis and study of specific theoretical frameworks used in historical interpretations and how the practice of history has changed over time. We will focus on the origins and development of historical narratives, practices, methods and ideas, and question the use and consequences of history in a variety of contemporary contexts.

Students will be tasked with understand what is history and how this idea, while common to all societies, has been studied and transmitted differently. How have and how do historians undertake historical inquiry? Other questions that will we consider includes: What role does history play in daily life? Communities? Nations? What is the use of history? What is the relationship between history and theory? What distinguishes history from other disciplines? We will use contemporary media sites, blogs, and other resources frequently.

As students of history and members of the university community, we should question and reflect critically on the diverse uses of history in contemporary society. Students should also begin to think about your own epistemological position – how do we know what we know about the past? How important is what is not known?

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.

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.

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.