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HISTORY 2HI3 Historical Inquiry

Academic Year: Fall 2017

Term: Fall

Day/Evening: D

Instructor: Prof. Jennifer Tunnicliffe

Email: tunnicje@mcmaster.ca

Office: Chester New Hall 401

Phone: 905-525-9140 x 24382

Website:

Office Hours: Monday 10:30 to 11:20 / Tuesday 1:30 to 2:20



Course Objectives:

This course teaches students to conduct historical research through investigating the transformative era of the “long sixties” in Canada. Particular attention will be paid to placing the Canadian experience into an international context.

The course promotes inquiry-based learning. This approach encourages students to help determine what they need to learn, identify necessary resources, report back on their use of these resources, and self-evaluate their learning process. The goal is to develop the necessary skills for good historical research, writing, and presentation.

HIST 2HI3 is designed to:

  • teach students to develop strong research questions;
  • instruct students on how to identify and locate appropriate primary and secondary sources, including digital sources;
  • develop critical reading skills, which help students interpret and use their sources effectively;
  • teach students to develop an historical argument, and pull together the components necessary for a strong essay;
  • promote effective written and oral communication, helping students present their arguments skillfully and persuasively.


Textbooks, Materials & Fees:

You will use many online sources in this course, but the following text is required:

Williams, Robert C. The Historian’s Toolbox: A Student’s Guide to the Theory and Craft of History, Third Edition (New York: M.E. Sharpe, 2012).

Weekly readings are listed in the course schedule. Journal articles are available online through the library catalogue, book chapters are available on reserve at Mills Library. Where copyright permissions allow, scanned copied of the readings will be available on the Avenue to Learn site.


Method of Assessment:

Class Participation = 20%

Research Skills Assignment (Due Thurs, Sept 28th) = 15%

Critical Reading Assignment (Due Thurs, Oct 19th) = 20%

Evaluating Visual Sources Assignment (Due Thurs, Nov 2nd) = 15%

Project Proposal

  • Presentation (Due Date to be set in class) = 10%
  • Written Submission (Due Mon, Nov 20th) = 20%


Policy on Missed Work, Extensions, and Late Penalties:

  • All assignments are due at the beginning of class on the assigned date.
  • Written work that is late will be penalized 3% each day, including weekends.
  • Extensions or other accommodations must be prearranged with the instructor, and will only be considered if supported by appropriate documentation.
  • All written course material will be graded on content, argument, and writing style.
  • All written work must include appropriate referencing of all sources, in Turabian/Chicago Style. A guide can be found online at: http://library.mcmaster.ca/guides/turabian-chicago-style-guide
  • Students are required to keep all research notes and rough drafts for their papers, and may be required to hand them in. Students are also responsible for keeping a back up copy of every written assignment submitted.
  • Assignments should be submitted in paper copy with an electronic copy also submitted to the Dropbox on Avenue to Learn.
  • Any late assignments should be submitted directly to the Dropbox on Avenue to Learn, with a paper copy submitted on request.


Please Note the Following Policies and Statements:

Academic Dishonesty

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:

  1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
  2. Improper collaboration in group work.
  3. 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 sas@mcmaster.ca. 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:

Note: All textbook readings come from Williams’ The Historian’s Toolbox.
Other readings can be accessed online, through the McMaster library or our A2L site.

WEEK ONE:

Thursday, September 7th – Course Introduction (no assigned readings)

 

WEEK TWO:

Monday, September 11th – What is History? / What is Historiography?

Readings:

Textbook, Chapters 1 through 4 (pages 3-26)

Jennifer Llewellyn and Steve Thompson, “What is historiography?” in Alpha History http://alphahistory.com/what-is-historiography/

 

Thursday, September 14th –Approaches to the study of 1960s Canada

Readings:

Campbell, Lara and Dominique Clément. Introduction “Time, Age, Myth: Towards a History of the 1960s.” In Debating Dissent: Canada and the 1960s. Toronto: University of Toronto Press, 2012.

Palmer, Bryan. “Prologue: Canada in the 1960s: Looking Backward.” In Canada’s 1960s: The Ironies of Identity in a Rebellious Era, 3-24. Toronto: University of Toronto Press, 2009.

 

WEEK THREE:

Monday, September 18th – Your Research into 1960s Canada / How to Reference Sources

Textbook, Chapters 8 and 10 (pages 47-55; 79-90)

Handout – “What is a Good Inquiry Question” (A2L)

 

Thursday, September 21st – Library Session (no assigned readings)

Meet in Mills Library, Wong E-Classroom L107 - Please come to this session with an idea for your research project.

 

WEEK FOUR: ** Research Skills Assignment due Thursday, September 28th

Monday, September 25th – Analyzing Primary Sources / Seminar #1: Domestic Insecurity

Readings:

Textbook, Chapter 9 (pages 56-78)

Adams, Mary Louise. “Youth, corruptibility, and English-Canadian postwar campaigns against indecency, 1948-1955.” Journal of the History of Sexuality 6, no. 1 (July 1995): 89-117.

Robinson, Daniel J. and David Kimmel. “The Queer Career of Homosexual Security Vetting in Cold War Canada. ” Canadian Historical Review 75, no. 3 (1994): 319-345.

 

Thursday, September 28th – Seminar #2: Canadian Foreign Policy in the Early 1960s

Readings:

Preston, Andrew. “Balancing War and Peace: Canadian Foreign Policy and the Vietnam War, 1961-1965.” Diplomatic History 27 (Winter 2003): 94-103.

McKercher, Asa. “The Centre Cannot Hold: Canada, Colonialism and the ‘Afro-Asian Bloc’ at the United Nations, 1960-62.” Journal of Imperial and Commonwealth History 42, no. 2 (2014): 329-349.

 

WEEK FIVE:

Monday, October 2nd – TBD

 

Thursday, October 5th – Reading Critically / Seminar #3: 1960s Quebec

Readings:

Textbook Chapters 11 and 12 (91-127)

Bédard, Éric. “The Intellectual Origins of the October Crisis.” In Creating Postwar Canada: Community, Diversity, and Dissent, 1945-75, edited by Magda Fahrni and Robert Rutherdale, 45-60. Vancouver: University of British Columbia Press, 2007.

Igartua, José E. “The Sixties in Quebec.” In Debating Dissent: Canada and the 1960s, edited by Lara A. Campbell, Dominique Clément, Greg Kealey, 249-268. Toronto: University of Toronto Press, 2012.

 

** Mid-Term Recess: Monday, October 9 – Sunday, October 15 **

 

WEEK SIX: ** Critical Reading Assignment due Thursday, October 19th

Monday, October 16th – Seminar #4: Food Culture

Readings:

Penfold, Steve. “Selling by the Carload: The Early Years of Fast Food in Canada.” In Creating Postwar Canada: Community, Diversity, and Dissent, 1945-75, edited by Magda Fahrni and Robert Rutherdale, 162-191. Vancouver: University of British Columbia Press, 2007.

Carstairs, Catherine. “Food, Fear, and the Environment in the Long Sixties.” In Debating Dissent: Canada and the 1960s, edited by Lara A. Campbell, Dominique Clément, and Greg Kealey, 29-45. Toronto: University of Toronto Press, 2012.

 

Thursday, October 19th – Oral Histories

Readings:

Textbook, Chapter 15 (156-163)

Steven High, “What Can ‘Oral History’ Teach Us” -
http://activehistory.ca/papers/what-can-oral-history-teach-us/

 

WEEK SEVEN:

Monday, October 23rd – Using Visual Sources / Seminar #5: “Hippie” Culture

Readings:

Martel, Marcel. “‘They smell bad, have diseases, and are lazy’: RCMP Officers Reporting on Hippies in the Late Sixties.” Canadian Historical Review 90, no. 2 (June 2009): 215-245.

Henderson, Stuart. “They're Both the Same Thing?: Transnational Politics and Identity Performance in 1960s Toronto.” Journal for the Study of Radicalism, 5 no. 2 (2011): 35-63.

 

Thursday, October 26th – Seminar #6: Protest and Confrontation

Readings:

Walker, James. “Black Confrontation in Sixties Halifax.” In Debating Dissent: Canada and the 1960s, edited by Lara A. Campbell, Dominique Clément, Gregory S. Kealey, 173-191. Toronto: University of Toronto Press, 2012.

Palmer, Bryan. “Wildcat Workers: The Unruly Face of Class Struggle.” In Canada’s 1960s: The Ironies of Identity in a Rebellious Era, 211-241. Toronto: University of Toronto Press, 2009.

 

WEEK EIGHT: ** Evaluating Visual Sources Assignment due Thursday, November 2nd

Monday, October 30th – Writing a Research Proposal / Seminar #7: Indigenous Activism

Readings:

Palmer, Bryan. “‘Indians of All Tribes’: The Birth of Red Power.” In Debating Dissent: Canada and the 1960s, edited by Lara A. Campbell, Dominique Clément, and Greg Kealey, 193-210. Toronto: University of Toronto Press, 2012.

Rutherdale, Myra and Jim Miller. “It’s Our Country”: First Nations’ Participation in the Indian Pavilion at Expo ’67.” Journal of the CHA 17 no. 2 (2006): 148-173.

 

Thursday, November 2nd – Seminar #8: Drug Culture

Readings:

Marquis, G. “From Beverage to Drug: Alcohol and Other Drugs in 1960s and 1970s Canada.” Journal of Canadian Studies/Revue d'études canadiennes 39 no. 2 (2005): 57-79

Martel, Marcel. “Law versus Medicine: The Debate over Drug Use in the 1960s.” In Creating Postwar Canada: Community, Diversity, and Dissent, 1945-75, edited by Magda Fahrni and Robert Rutherdale, 315-333. Vancouver: University of British Columbia Press, 2007.

 

WEEK NINE:

Monday, November 6th – Digital Histories

Readings:

Textbook, Chapters 19, 20, 21 (182-201)

Roy Rosenzweig, “Can History be Open Source? Wikipedia and the Future of the Past,” in Essays on History and New Media http://chnm.gmu.edu/essays-on-history-new-media/essays/?essayid=42

 

Thursday, November 9th – Seminar #9: Women in the 1960s

Readings:

Sethna, Christabelle. “Chastity Outmoded!”: The Ubyssey, Sex, and the Single Girl, 1960-70.” In Creating Postwar Canada: Community, Diversity, and Dissent, 1945-75, edited by Magda Fahrni and Robert Rutherdale, 289-314. Vancouver: University of British Columbia Press, 2007.

Sethna, Christabelle and Steve Hewitt. “Clandestine Operations: The Vancouver Women’s Caucus, the Abortion Caravan, and the RCMP.” Canadian Historical Review 90, no. 3 (Sept 2009): 463-495.

 

WEEK TEN:

Monday, November 13th – Effective Presentations (no assigned readings)

Thursday, November 16th – Project Presentations

 

WEEK ELEVEN: ** Written Project Proposals are due on Monday, November 20th

Monday, November 20th – Project Presentations

Thursday, November 23rd – Project Presentations

 

WEEK TWELVE:

Monday, November 27th – Project Presentations

Thursday, November 30th– Project Presentations

 

WEEK THIRTEEN:

Monday, December 4th – Course Wrap Up


Other Course Information:

This course will use the Avenue to Learn site heavily. The above reading list is subject to change. BE SURE TO CHECK THE A2L site regularly for instructions from the instructor, detailed outlines for assignments, and reading lists/resources.