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University of Manitoba Syllabus, Summer, 2016 Course: HIST 1400 History of the Canadian Nation Since 1867 Instructor: Dr

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University of Manitoba Syllabus, Summer, 2016 Course: HIST 1400 History of the Canadian Nation Since 1867 Instructor: Dr University Of Manitoba Syllabus, Summer, 2016 Course: HIST 1400 History of the Canadian Nation Since 1867 Instructor: Dr. Lloyd Penner Office Hours: after class or by appointment E-mail: [email protected] Voluntary Withdrawal Date: Wednesday, May 18 Course Description and Objectives The main objective of this course is to introduce students to the main themes in Canadian history since Confederation. These include: laying the foundations for the new country, dealing with the Aboriginal and Métis peoples of the West, promoting immigration and the settlement of the West, the struggle for women’s and workers’ rights, Canada’s experience in World War I, the “Roaring Twenties” and Great Depression, how World War II changed Canada, the growth of Quebec nationalism, the development of modern Canada and Canada’s emergence on the world scene. Optional Texts R. Douglas Francis et.al Destinies: Canadian History since Confederation J.M. Bumsted A History of the Canadian Peoples Methods of Instruction Lectures, readings, discussion, research essays, videos, mid-term test, final exam Grade Distribution Mid-term test (20%) (Friday, May 13, 1 hour in length) Biographical essay (20%) – 1800-2500 words - (Thursday, May 12) Major research essay (20%) – 2000-2500 words - (Tuesday, May 24) Class Participation: attendance, class discussion (10%) Final exam, (30%) (Friday, May 27, 3 hours in length) Letter/Number Grade Range A+ 92-100, A 80-91, B+ 76-79, B 70-75, C+ 66-69, C 60-65, D 50-59, F 0-49 Since this is a course that meets the University Senate's W requirement, students must complete all essay assignments with a passing grade to pass the course. Students who wish to appeal a grade given for term work must do so within 10 working days after the grade for the term work has been made available to them. Uncollected term work will become the property of the Faculty of Arts and will be subject to confidential destruction. Course Topics All topics listed below may not be covered. J.A. Macdonald and laying the foundations for the new country The Red River Uprising, the treaties and the Northwest Rebellion Wilfred Laurier, immigration and the economic boom Canada and World War I Social reform: women’s and workers’ rights movements Mackenzie King and the “Roaring Twenties” Life in the Great Depression and the rise of new political movements World War II changes Canada domestically and its global involvements Post-war Prosperity and Stability The Diefenbaker Era The 1960s: A Period of Dramatic Change The Foreign Policy of Lester Pearson The growing challenge of Quebec nationalism and separatism Trudeau and the Just Society The foreign and defense policies of Trudeau Canadian life and society during the Brian Mulroney Era Canadian life and society during the Jean Chrétien years Canadian Aboriginal Issues The challenges of the 21st century Research Essays Students will write 2 research essays (Essay 1: 1800-2500 words & Essay 2: 2000-2500 words) paying attention to the following guidelines: Late papers will be penalized by 2% for each day they are late including weekends unless the student provides a medical certificate. Essays must be typed or word-processed and double-spaced. Provide a title page that includes your name, student number, course name and number, date and word count. Number your pages. It is recommended that you first make an outline followed by a rough draft. Then revise and edit carefully for paragraphing, sentence structure, clarity, word choice and organization. You must provide between 15 -25 citations (footnotes or endnotes). These are required not just for quotes but all information obtained from a source which is not considered common knowledge. Use short quotes sparingly. Also include a bibliography. The instructor will provide examples of the correct Chicago citation and bibliography style. Students are encouraged to consult the professor in person or by e-mail. A good place to start looking for sources is the extensive bibliographies at the end of each chapter in the optional texts. Use at least 5 approved sources of which 3 must be books (a maximum of 3 citations can come from a history textbook or encyclopedia) and follow proper footnoting and bibliographical procedures (as explained by the instructor). Wikipedia is not a credible source. A credible source must be written by a scholar. If in doubt send the link to the instructor. Government documents can also be used. Students are encouraged to use journal articles. The common penalty in Arts for plagiarism in a written assignment, test or examination is F on the paper and F on the course. For the most serious acts of plagiarism, such as the purchase of an essay or cheating on a test or examination, the penalty can also include suspension for a period of up to 5 years from registration in courses taught in a particular department in Arts or all courses taught in this Faculty. The Faculty also reserves the right to submit student work that is suspected of being plagiarized to Internet sites designed to detect plagiarism." The university's regulations on academic honesty are found in the 2015-2016 UM Undergraduate Calendar. First Research Essay Students will write an essay on one of the following historical figures who played an important part in the history of Canada in the post-Confederation period. Length is 5-6 double spaced pages (1800-2500 words). Note that the main focus is not on telling the person’s life story but analyzing it with particular attention to the person’s impact on the history of Canada. Use the following points as a guide in writing the essay but feel free to include other points: 1. What was the historical situation in Canada when the person lived? (i.e. political, economic and social issues) 2. Briefly describe the person’s background focusing particularly on those aspects that help us understand their later involvement in and contribution to Canadian history (where and when they lived, community, family, childhood, education etc.) 3. What were the person’s main goals as they relate to Canadian history and what did she or he do to fulfill these goals? (Spend at least half of the essay answering this question.) 4. Evaluate the person’s specific impact on the history of Canada giving reasons for your interpretation. (at least 1 page) Historical people to choose from: 1. Jerry Potts 2. Gabriel Dumont 3. Chief Crowfoot 4. Chief Poundmaker 5. Chief Big Bear 6. Henri Bourassa 7. Martha Black 8. Nellie McClung 9. Emily Murphy 10. Irene Parlby 11. Agnes MacPhail 12. Cora Hind 13. Salem Bland 14. R.B. Russell 15. Stephen Leacock 16. Clifford Sifton 17. Duncan Campbell Scott 18. Frederick Loft 19. Frederick Banting 20. Tom Thompson 21. Emily Carr 22. Pauline Johnson 23. William Aberhart 24. Maurice Duplessis 25. T.D. Patullo 26. J.S. Woodsworth 27. Joey Smallwood 28. Viola Desmond 29. Ellen Fairclough 30. Cairine Wilson 31. Phil Fontaine 33. Doris Anderson 34. Rene Levesque 35. Harold Cardinal 36. Judy La Marsh 37. Elijah Harper 38. Kim Campbell Second Research Essay Students will write a research essay (2000-2500 words) on one of the topics listed below. Each topic is written in the form of a thesis (argument). Students can take the opposite side of the argument. Major changes to the thesis require instructor approval. 1. The building of the CPR was a major accomplishment. To achieve this goal many financial, political, organizational and physical challenges had to be overcome. 2. The Pacific Scandal almost ended J.A. Macdonald’s political career. 3. J. A. Macdonald’s racist views and policies regarding Indigenous and Métis peoples mean that statues to him should be dismantled and his picture on our money should be removed. 4. Indigenous people and the federal government had different understandings of the purposes, content and implementation of the first seven numbered treaties that were negotiated with the indigenous peoples in Western Canada (1871-1877). 5. The federal government’s harsh and negligent policies and actions led to the outbreak of war in the Northwest (1884-85). 6. Residential schools were designed to assimilate Indigenous peoples while at the same time providing them with the skills to survive in the “white man’s world”. 7.. John A. Macdonald’s National Policy helped build a country from sea to sea and contributed to the Canadian economy but it had many negative impacts on Western Canada. 8. People in the Maritimes developed a unique lifestyle and culture in the 1867-1914 period. 9. The early Canadian feminists were fighting for a just cause but some of their motives must be questioned. 10. The workers were not justified in launching the Winnipeg General Strike. 11. Canada was not a welcoming place for many groups of immigrants up to 1939 period. (Focus on one or two of the following groups: Asians, Blacks, Ukrainians and Jews.) 12. The Social Gospel played a major role in stimulating the reform movements in Canada (1880-1930). 13. Canada used its military contribution to the victory of Allied forces in World War I. to enhance its status in the British Empire and recognition in the world. This made Canada’s participation in the war worthwhile even though the cost was very high. 14. The conscription crisis in World War I was avoidable. 15. Canadian artists developed a distinct style in the period between the two world wars led by the Group of Seven and Emily Carr 16. Anti-Semitism in Canada was very strong in the 1919-1950 period. This affected our immigration policies and the ways Canadian Jews were seen and treated economically and socially.
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