HISTORY 4SC3 SportAndCulture
Academic Year: Winter 2017
Instructor: Dr. Nancy Bouchier
Office: Chester New Hall 603
Phone: 905-525-9140 x 24136
Office Hours: by appointment (email me: firstname.lastname@example.org)
- Course Objectives
- Textbooks, Materials & Fees
- Method of Assessment
- Policy on Missed Work, Extensions, and Late Penalties
- Additional Policies and Statements
- Topics and Readings
The course is designed to introduce students to the vast and growing scholarly literature in the field of sport history, which is influenced by a variety of other varieties of history (e.g., cultural, social, gender, and urban history, and the history of popular culture, for examples). The term sport history is used in this course in its broadest sense, and covers things like amateur and professional leagues, leisure, recreation, exercise, and disciplining the body through physical activity. Various themes and approaches to sport and culture are explored under the topical headings: Thinking; Globalizing Moralizing Colonizing, Modernizing, and Traditionalizing; Boundarying Visualizing Olympicizing; and Exceptionalizing of/by/through sport.
Textbooks, Materials & Fees:
- Hist 4SC3 ATL and assigned readings
We will be using the Hist 4SC3 ATL web site and its Class Discussions Area for ongoing class communication in addition to email. It will provide a list of the readings; weekly topic-related www sites; assignment instructions and information; weekly seminar readings study questions; and for required post hoc discussion postings. Be sure to come to class prepared with your ATL and email account already accessed.
To log in at the Hist 4SC3 ATL you will need to start your web browser and go to: http://avenue.mcmaster.ca/
Method of Assessment:
Seminar participation 25% (participation in weekly discussions and facilitation; question framing; peer review; post hoc analyses posted on ATL discussions, etc.)
Weekly Reading activities 15% (written work including Reading Activities - Synopses/Outlines/Annotations/mind maps/biblio, etc; Approximately 1 ½ single spaced pages written entirely in your own words per week)
Assignment #1 +peer review 25% (see ATL for instructions)
Assignment #2 + peer review 35% (see ATL for instructions)
Twenty-five percent of the final grade is devoted to seminar participation - for the discussion of the readings and for class discussion and question-asking and question-answering related to course readings and other work. Students must therefore come to class prepared to discuss and critically analyze the seminar readings and other types of assigned work. It’s best to develop a weekly schedule to keep up with course reading and your research. Students will also conduct weekly self-assessments of their seminar participation (assessing both the quality and the quantity of their contributions) and regularly assess the participation of others.
Students will be forwarded specific instructions throughout the term via the Hist 4SC3 ATL regarding the submission of weekly readings questions and readings activities, as well as instructions for Assignments #1 and #2.
Since you must write well to effectively present your ideas, all course material (including the creating of readings questions and participation in Hist 4SC3 ATL discussions) is graded on content and writing style, among other things. Write clearly and concisely. Use the active - not passive - voice. Create carefully-worded topic sentences for your paragraph arguments. Omit needless words and jargon. Write everything in your own words. Remember, good writing typically involves several drafts. Unless otherwise noted, all assignments must be submitted at the beginning of class on the day that they are due. While extensive referencing of secondary sources is required, your assignments will be written entirely in your own words (no quotations from secondary source works). Citations will be formatted according to the Turabian/Chicago Style. Format examples for this style are available online: http://library.mcmaster.ca/guides/turabian.htm
Policy on Missed Work, Extensions, and Late Penalties:
To pass, students must attend all classes, read the required readings, actively participate in the Hist 4SC3 ATL and class discussions, lead seminar discussions and presentations, submit and present all course activities, assignments, presentations, and papers on the day and at the time that they are scheduled to be due. Late papers will receive a grade of zero. Exceptions will be made in cases of illness and other vital events but you need to contact the Instructor by phone or email as soon as possible if something comes up that impedes your ability to come to class or do work on time so we can make alternate arrangements to accommodate your situation. . Absences of less than 5 days may be reported using the McMaster Student Absence Form (MSAF) at http://www.mcmaster.ca/msaf If you are unable to use the MSAF, you should document the absence with your faculty office. In all cases, it is YOUR responsibility to follow up with me immediately to see if an extension or other accommodation will be granted, and what form it will take. There are NO automatic extensions or accommodations.
Please Note the Following Policies and Statements:
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic credentials you earn are rooted in principles of honesty and academic integrity.
Academic dishonesty is to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: "Grade of F assigned for academic dishonesty"), and/or suspension or expulsion from the university.
It is your responsibility to understand what constitutes academic dishonesty. For information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at www.mcmaster.ca/academicintegrity
The following illustrates only three forms of academic dishonesty:
- Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
- Improper collaboration in group work.
- Copying or using unauthorized aids in tests and examinations.
Email correspondence policy
It is the policy of the Faculty of Humanities that all email communication sent from students to instructors (including TAs), and from students to staff, must originate from each student’s own McMaster University email account. This policy protects confidentiality and confirms the identity of the student. Instructors will delete emails that do not originate from a McMaster email account.
Modification of course outlines
The University reserves the right to change dates and/or deadlines etc. for any or all courses in the case of an emergency situation or labour disruption or civil unrest/disobedience, etc. If a modification becomes necessary, reasonable notice and communication with the students will be given with an explanation and the opportunity to comment on changes. Any significant changes should be made in consultation with the Department Chair.
McMaster Student Absence Form (MSAF)
In the event of an absence for medical or other reasons, students should review and follow the Academic Regulation in the Undergraduate Calendar Requests for Relief for Missed Academic Term Work. Please note these regulations have changed beginning Fall 2015. You can find information at mcmaster.ca/msaf/. If you have any questions about the MSAF, please contact your Associate Dean's office.
Academic Accommodation of Students with Disabilities
Students who require academic accommodation must contact Student Accessibility Services (SAS) to make arrangements with a Program Coordinator. Academic accommodations must be arranged for each term of study. Student Accessibility Services can be contacted by phone 905-525-9140 ext. 28652 or e-mail email@example.com. For further information, consult McMaster University's Policy for Academic Accommodation of Students with Disabilities.
Academic Accommodation for Religious, Indigenous and Spiritual Observances
Students requiring academic accommodation based on religion and spiritual observances should follow the procedures set out in the Course Calendar or by their respective Faculty. In most cases, the student should contact his or her professor or academic advisor as soon as possible to arrange accommodations for classes, assignments, tests and examinations that might be affected by a religious holiday or spiritual observance.
Topics and Readings:
Each week you are responsible for 4 things beyond attending and participating in class: 1. Reading the Assigned Readings for the week’s period/topic listed below before each class. See the weekly folders of the Hist 4SC3 ATL for these readings. 2. Creating readings questions. Every week you are to submit questions for each of the readings as informed by Bloom’s Taxonomy and as identified by the Instructor (the number and type of questions will vary each week). These questions will be submitted every week by email by 5pm the night before class (Mon night) to firstname.lastname@example.org 3. Submitting Weekly Reading Activities. You will also submit a weekly Readings Activity for every class (e.g., synopsis sheet; outline; mind map, reaction paper, etc.) for one reading per week, marked below by # (or decided upon by the Instructor). They should be no longer than 1 - 1 ½ pages single spaced and they are intended to provide you with various ways in which to identify and write about the central themes and debates that emerge from the assigned secondary source (2o ) readings, and examining/problematizing their use of primary sources (1o ). 4. Post hoc Discussion Postings.You are also responsible for a 1-2 paragraph posting a post-hoc analysis of the class discussion on ATL by the end of the day after class. Refer to the following helpsheets found on ATL to prepare you for the weekly seminars: Question-Asking using Bloom's Taxonomy; Synopsis Sheet Help Sheet; Readings and Facilitator Helpsheet
Week 1: no class this week (school begins Wed 4)
Week 2: 10 Jan Introduction to Hist 4SC3
1. No assigned readings but go to Hist 4SC3 ATL and respond to the discussion posting before this first class [the Communication and then Discussions icon is found above the maroon banner at the top of the ATL home page]; post your post-hoc discussion answer to the question]
2. You will be posting a post hoc discussion [after-class discussion] posting on ATL by the end of the day after class
Week 3: 17 Jan Thinking
[Read all of the readings below and submit one question for each of the four readings by 5pm Mon night to email@example.com; This week’s Reading Activity: write a one-page single-spaced response paper to one of the readings; in future weeks the designated reading activity and the nature and number of readings questions to be submitted will be announced in class the preceding week and posted on ATL]
2.1 Johan Huizinga, Chapter I. Nature and Significance of Play as a Cultural Phenomenon. in Idem, Homo Ludens: A Study of the Play Element in Culture. Boston: Beacon, 1944, 1955 ed, 1-18.
2.2 Jaimie Schultz, Leaning into the Turn: Towards a New Cultural Sport History. Sporting Traditions 27(2)(Nov. 2010), 45-59.
2.3 Manjita Mukharji, Metaphors of sport in Baul songs: Towards an alternate definition of sports. International Journal of the History of Sport 26 (12) (09/15)( 2009), 1874-88.
2.4 Mel Adelman, Table I: The Characteristics of Premodern and Modern Ideal Sporting Types. In Idem., A Sporting Time: New York City and the Rise of Modern Athletics, 1820-1870. Urbana: University of Illinois Press, 1986, p.6.
Week 4: 24 Jan Globalizing
3.1 # Maarten Van Bottenburg, Chapters 1, 3, 5, 6. Global Games. Urbana: University of Illinois Press, 2001.
Week 5: 31 Jan Moralizing
- in preparation for your Assignments #1 and #2, before class you are to complete the following items from the How Library Stuff Works website: How to Sign Up for RACER and How to Request an Item from RACER (and sign up for RACER account), Finding Journal Articles, Finding and Choosing a Database, How to Choose Keywords, How to Search JSTOR
4.1 Hughes,Ch. XI "Muscular Christianity." in Idem., Tom Brown at Oxford, 1888 ed.(pp. 107-124) Just skim this to get the gist of Hughes's writing. [just skim to get the gist of it]
4.2 Tom Brown's Schooldays Comic Book [just skim]
4.3 Bruce Kidd, "Muscular Christianity and value-centred sport: The legacy of Tom Brown in Canada." The International Journal of the History of Sport 23, no. 5 (2006): 701-713.
4.4 # Boria Majumdar, Tom Brown Goes Global: The ‘Brown’ Ethic in Colonial and Post-colonial India. The International Journal of the History of Sport, 23(5)(August 2006), 805-820.
4.5 Joseph S. Alter, Yoga at the Fin de Siecle: Muscular Christianity with a ‘Hindu’ Twist. The International Journal of the History of Sport, 23(5)(August 2006), 759-776.
Week 6: 7 February Colonizing, Modernizing, and Traditionalizing
5.1 # Hamad S. Ndee, Sport, Culture and Society in Tanzania from an African Perspective. reprinted in International Journal of the History of Sport 27 (5)(4)(2010), 733-983.
Read the following: Appendices, 984–1000 [Skim and look at this First]; Prologue, 733-758 [read entire chapter]; - Eastern Africa [Skim – read topic sentences & conclusion only]; Pre-Colonial East Africa [Skim]; Germany and Eastern Africa, 820-844 [read entire chapter]; Public Schools in Britain in the Nineteenth Century, 845-871 [read entire chapter]; Physical Education in State and Private Schools [Skim]; Western Influences on Sport in Tanzania, 905–936 [read entire chapter]; Modern Sport in Independent Tanzania[Skim – read topic sentences & conclusion only]; Epilogue: Traditionalism, Colonization, Modernization, 960–983 [read entire chapter]
Week 7: 14 Feb Boundarying
6.1 C.L.R. James. Beyond a Boundary. [selections]
6.2 # Malcolm MacLean. Ambiguity within the Boundary: Re-reading C.L.R. James’s Beyond a Boundary. Journal of Sport History, 37 (1)(Spring 2010), 99-117.
Week 8: 21 Feb No Classes - Mid-term recess
Week 9: 28 Feb Visualizing
- this week's reading activity: create a mind map/diagram for your two (one good, one bad) book reviews of scholarly research monographs on sport history (they can be on any topic, but it might be nice if they are related to your area of research interest). Put the book review citations at the top of the page. You can diagram both works on the same page. We will be discussing your assessment of the reviews at the beginning of class.
8.1 # Jaime Schultz Contesting the Master Narrative: The Arthur Ashe Statue and Monument Avenue in Richmond, Virginia, International Journal of the History of Sport, 28 (8/9)(May/June 2011), 1235-1251
Week 9: 7 March Assignment #1 due: Peer review class - remember to bring 4 copies of your assignment to class for the peer review.
Week 11: 14 March* Library research day [independent work]
Week 12: 21 March Exceptionalizing
12.1 Mark Dyerson. Prologue: The paradoxes of American insularity, exceptionalism and imperialism, The International Journal of the History of Sport, 22(6)(2005), 938-945.
12.2 # Susan Brownell. Challenged America: China and America – women and sport, past, present and future, The International Journal of the History of Sport, 22(6)(2005), 1173-1193.
12.3 Sean Fredrick Brown. Exceptionalist America: American sports fans' reaction to internationalization, The International Journal of the History of Sport, 22(6)(2005), 1106-1135.
Week 13: 28 March Assignment #2 due: Peer review class - remember to bring 4 copies of your assignment to class for the peer review.
Week 14: 4 April Revisiting
Everyone will give a report on their research project to the rest of the class.