1000 Level Courses

AP/HIST 1010 6.0A: War, Revolution and Society in the 20th Century

Course Director: D. Neill, 2140 Vari Hall, (416)736-2100 x 66968, dneill@yorku.ca

Course Calendar Description:
A study of the major political and social upheavals which have helped to shape the contemporary world. The course will concentrate on the origins of the two World Wars and the Cold War, and on their consequences. Topics chosen for detailed examination will vary from year to year. Course credit exclusions: None. Prior TO FALL 2009: Course credit exclusion: AS/HIST 1010 6.00.

Expanded Course Description:
In this course we explore the most violent century in human history. We will pay special attention to the two defining wars of the 20th century, World Wars I and II, and we also aim to contextualize and understand the world-changing revolutions in Russia, China and Latin America. We will discuss the crucial development of colonialism and the consequences of decolonization, the impact of the Cold War, and the roots of horrific genocides such as the Holocaust, the Rwandan genocide, and the Killing Fields of Cambodia. We will also explore the ways in which societies have sought to deal with the impact of the traumas they have faced, and discuss how concepts of human rights have developed and changed as a result of the horrors of the twentieth century.

As we learn about the major social, political, and economic upheavals of the twentieth century, we will also hone our historical skills, with an emphasis on reading primary and secondary materials, learning the basics of historical research, and preparing essays and other written assignments.

A full list of readings will be available on the final course syllabus, but the main course textbooks will be:
Richard Goff et al., The Twentieth Century and Beyond: a Global History (7th edition)
Sean Kennedy, The Shock of War. Civilian Experiences, 1937-1945

Specific skills to be enhanced include learning about important events of the 20th century; learning how to construct a historical argument, working with primary and secondary sources, developing critical thinking and writing skills, and debating historical issues in small group settings.

Tentative Grade Breakdown/Overview of Assessment:
Assignments vary from year to year, but students are usually evaluated based on some or all of the following: Tutorial attendance and participation, Map quizzes, small writing assignments and/or a book review, a historical essay and a final exam.

A full and complete breakdown of assignments will be available on the course syllabus.

NOTE: Prior to buying textbooks, students should consult the detailed course outline which will give the final versions of the weekly syllabus and the detailed breakdown of assignments with weighting and due dates.  The course outline will be posted in Moodle and discussed on the first day of class.

More information:  http://history.laps.yorku.ca/

AP/HIST 1025 6.00A: Ancient North America From the Last Ice Age to European Contact (Lecture & Tutorial Online)

Course Director: C. Podruchny, 718 Kaneff Tower, carolynp@yorku.ca

Moodle will be used for the course.
Here is a link to the course trailer: https://youtu.be/CAR4CbXETKA
Here is a link to the instructor’s personal website: http://www.carolynpodruchny.ca/pages/

Special Features: This course is fully online, with lectures, threaded discussions, assignments, and exams all done online. It includes a variety of guest lectures from various experts in the field.

Course Calendar Description:
This course studies the history of Indigenous people in North America from “time immemorial” to the regular settlement of Europeans in the 16th, 17th, and 18th centuries. Using a wide variety of sources it ranges from Meso-America to the High Arctic, and examines theories of the peopling of the continent; hunting, fishing and gathering; and the rise of corn civilizations.

Expanded Course Description:

a) ethics, Kennewick Man, peopling of the world, oral traditions, scientific evidence, megafauna and spearpoints, Archaic Period, corn, Early Mesoamerica, Olmecs, Teotihuacan, Mayans, Earthworks in Woodlands, bison and salmon, affluent foragers, dykes and roads in the southwest, Hohokam, Mogollan, Anasazi, Militarizing Mesoamerica, Toltecs, Aztecs, Mississippi moundbuilders, Late Woodland, Iroquoians, Algonquians, Paleo-Eskimos, Norton, Yu’Pik, Aluetians, Dorset, Thule, Inuit, Vikings, Parsons Site, colonization, Indigenous resistance and resurgence

A detailed course outline/syllabus will be provided on the first day of class.

b) some idea of the readings :

  • Alice Beck Kehoe, America Before the European Invasions (Longman, 2002), ISBN: 0582414865
  • Timothy Pauketat, Cahokia: Ancient America’s Great City on the Mississippi (Penguin 2009), ISBN: 978-0-14-311747-6
  • Jules Benjamin, A Student’s Guide to History, 10th edition (Cambridge: Bedford/ St. Martin’s, 2007). ISBN 0312446748, 97803124

c) objectives/outcomes of the course

Course Goals:

  1. To provide a broad and inclusive understanding of Indigenous history in North America from the last Ice Age to European contact. The course invites students to engage with Indigenous ways of knowing, and finds connections with traditional academic (often colonizing) methodologies.
  2. To introduce students to the craft of history and assist them in becoming apprentice historians. Students will learn about different types of primary sources, methods of analyzing them, theories in historical interpretation, and a diverse range of secondary sources.
  3. To help students succeed as university students in the liberal arts and become effective communicators and analyzers. Communication skills include reading, writing, listening, and speaking, and analytical skills include recalling, summarizing, synthesizing, interrogating, and assessing.
  4. As an online course, students have the added goal of engaging with new eLearning technologies. Students will practice communicating and learning in the electronic formats, and develop their skills in navigating online history resources, reading and assessing websites, and participating in online discussion forums.

Tentative Grade Breakdown/Overview of Assessment:

Assignment Percentage of total grade Due date
Article Summary 10% October 3, 2016
Web Site Comparison 10% November 21, 2016
Book Review 10% February 6, 2017
Essay on Significance 10% March 27, 2017
Participation in Online Tutorials 20% weekly
Midterm Exam 20% December Exam Period
Final Exam 20% April Exam Period

NOTE: Prior to buying textbooks, students should consult the detailed course outline which will give the final versions of the weekly syllabus and the detailed breakdown of assignments with weighting and due dates.  The course outline will be posted in Moodle and discussed on the first day of class.

More information:  http://history.laps.yorku.ca/

 

AP/HIST 1040 6.0A: The Presence of the Past: Commemoration, Memorials, and Popular Uses of Public History

Course Director: J. Bonnell, 2130 Vari Hall, 416-736-2100 ext. 30422, bonnellj@yorku.ca

Special Features: This course includes two field trips during class time (one per term).

Course Calendar Description: This course focuses on the problem of memory and history, and especially on the ways historical interpretations are negotiated through commemorations, monuments, museums, historical reenactment, living history sites, film, and other locations constituting access points to history for the general public. Foregrounding issues of race, class, ethnicity, and gender, we explore debates surrounding the production of historical interpretation and memory.

Expanded Course Description:

This course focuses on the problem of memory and history, and especially on the ways historical interpretations are negotiated through commemorations,monuments, museums, historical reenactment, living history sites, film, and other locations constituting access points to history for the general public. Foregrounding issues of race, class, ethnicity, and gender, we explore debates surrounding the production of historical interpretation and memory.

Central to the course is the question: what do we choose as a society to remember, and what (and whom) do we choose to forget? We will focus our explorations on a series of case studies of the interplay between history and memory in the interpretation of events such as the sinking of the Titanic, World War I, 9/11, and Truth and Reconciliation processes in Canada and South Africa. Throughout, we will pay particular attention to the way power has enabled certain groups (political, social and intellectual elites) to dictate how the past is understood, and how these interpretations have been challenged by less powerful groups, including women, workers, and ethnic and racialized groups.

Over the duration of the course, we will take up and explore some of the diverse forms that popular histories take, from monuments and museums to online exhibitions, documentary film, and historical fiction. Reflections on popular points of entry to the past, such as ghost stories and haunted landscapes, heritage tourism, and the growing public fascination with industrial ruins in North American cities, will also inform our analysis. Course content focuses predominantly on late-nineteenth and twentieth-century Canada, with reference to comparative case studies from the US and other parts of the world.

Students will learn to critically connect, debate and discuss historical themes and narratives, and use them to shed light on the interpretation of present-day events. Course assignments and class discussions will help students to develop their formal writing skills and more effectively communicate their ideas. Two field trips (one per term) will take place during the designated class meeting time.

Course readings: TBA. Readings will include a combination of required texts for purchase and articles posted to the Moodle course site.

Learning objectives: This course will introduce students to core skills in historical practice, such as distinguishing between primary and secondary sources, and interpreting and criticially evaluating secondary sources and historical arguments. Students who complete this course will also gain some knowledge of the field of public history, and an awareness of ways historical knowledge is constructed and contested in the public realm. A term 1 historical site analysis, for example, will see students research the history and changing interpretations of a Toronto memorial, applying questions and concepts from the course readings.

Tentative Grade Breakdown/Overview of Assessment:

Participation: 20%
Writing assignments and oral presentations: 50% (two short assignments in term 1 and a longer essay in term 2)
Quizzes and Exams: 30% (In-class quizzes: 10%; Final Exam: 20%)

NOTE: Prior to buying textbooks, students should consult the detailed course outline which will give the final versions of the weekly syllabus and the detailed breakdown of assignments with weighting and due dates.  The course outline will be posted in Moodle and discussed on the first day of class.

More information:  http://history.laps.yorku.ca/

AP/HIST 1075 6.0A: Food and Clothing in Traditional China and the West: Daily Life, Technology and Science in Cross-Cultural Perspective

Course Director: J. Judge, 2122 Vari Hall, (416)736-2100 x 20593, judge@yorku.ca

Course Calendar Description: This course introduces students to the study of the history of science and technology through the comparison of two major aspects of daily life in traditional China and the West.
Course credit exclusions: None.
Prior TO FALL 2009: Course credit exclusion: AS/HIST 1075 6.00.

Expanded Course Description:

This course uses the Chinese body as an entry point into the richness and complexity of daily life as it was lived and experienced in Chinese history. It focuses on two preeminent concerns in Chinese civilization—health and food—and on one of the most mysterious, widely condemned, and little understood Chinese bodily practices—footbinding.

The course is divided into three sections:
HEALING THE CHINESE BODY
NOURISHING THE CHINESE BODY
FOOTBINDING AND THE CHINESE BODY

We will explore these themes through readings, images, film, and literature. Throughout these explorations we will continue to revisit the following overriding questions: How does an examination of everyday bodily experience deepen our understanding of Chinese history and highlight the particularities of Chinese history in comparative perspective? How do Chinese and Western notions of the body differ and what do these differences signal about broader cultural differences?

A detailed syllabus will be handed out on the first day of class.

We will use three kinds of materials in class:
-books that students are encouraged to purchase and which they can also borrow from the library’s Reserve desk
-electronic resources which will be posted on our class moodle site
-electronic resources which can access through York library accounts

BOOKS
The main course textbook:
Patricia Buckley Ebrey. The Cambridge Illustrated History of China. Cambridge University Press; 2nd edition, 2010.

Our main textbook for the section on food:
E.N. Anderson. The Food of China. Yale University Press, 1990.

A novel we will read in the third part of the course on footbinding:
Feng Jicai, The Three-Inch Golden Lotus: A Novel on Foot Binding. University of Hawaii Press: 1994.

ELECTRONIC RESOURCES
-marked in the syllabus as available either on our Moodle site or through electronic resource collections such as JSTOR, Project Muse

Samples of assessments:
-there will be two small assignments, one on using electronic resources and our Moodle site and one map exercise
-there will also be two mid-terms and a short essay and a final long essay
-for both of the essays 5 potential topics will be handed out 2 weeks in advance
-students will work on these in groups in the tutorial. Two of these five topics will be on the assignment handed out the last day of class, students will write on one of the two.

Tentative Grade Breakdown/Overview of Assessment:

Participation: 20%
Small assignments: 10%
Exams: 30%
Short essay: 15%
Final essay: 25%

NOTE: Prior to buying textbooks, students should consult the detailed course outline which will give the final versions of the weekly syllabus and the detailed breakdown of assignments with weighting and due dates.  The course outline will be posted in Moodle and discussed on the first day of class.

More information:  http://history.laps.yorku.ca/