Canadian Museum of Flight & Transportation: Post-Confederation Canada
Course Description: Welcome to the Department of History at Trinity Western University. Over the next few months we will be exploring the history of Canada from its
entry into Confederation in 1867 to the 1980s. For most of you, this will be your first (but not, I hope, your last) university level history course; in the days that
follow I want to convince you that the study of the Canada’s past is of fundamental importance if we wish to understand this complex and bewildering nation. We will
not only look at the more traditional perspectives of history such as politics, economics, and military, but also more recent social interpretations that include an
exploration of the themes of race, ethnicity, gender and the environment. This class is a lecture/seminar format that will allow for the greatest possible
interaction with not only the professor, but also other students as well. The many hours that are spent attending lectures, viewing multi-media presentations,
discussing the readings, writing the term paper and studying for the exams are not to be a chore or an obligation; they all should be intellectually challenging and,
hopefully, even interesting and exciting! I will do my best to make your time in this course worthwhile, however, much of the energy and enthusiasm in the class will
come from you.
Course Objectives: This course will encourage you to examine the nature of the discipline of history; to acquire a basic knowledge of the history of Canada and its
various regions after its Confederation; to explore the relevant secondary literature in the field; to interpret the readings and lectures in relation to the national
experience; to utilise the knowledge learned to intelligently discuss and debate contemporary issues; to develop your ability to think critically; and to articulate
your ideas in writing with clarity and precision.
Prescribed Reading:
J.M. Bumsted. A History of the Canadian Peoples. 4th Edition. Don Mills, On: Oxford University Press, 2011.
You will also be required to read and understand the content of the following web-sites:
http://www.canadianmysteries.ca/sites/donnellys/indexen.html
http://www.canadianmysteries.ca/sites/klondike/indexen.html
http://www.canadianmysteries.ca/sites/thomson/indexen.html
http://www.canadianmysteries.ca/sites/gagnon/indexen.html
http://www.canadianmysteries.ca/sites/norman/indexen.html
Assessment:
Quizzes (5 x 3% each) 15%
Experiencing History Assignment 30%
Final Exam 30%
Mid-Term Exam 15%
Class participation 10%
Total 100%
Grading Scale:
A+ = 90-100% B+ = 77-79% C+ = 67-69% D+ = 57-59% F = below 50 %
A = 85-89% B = 73-76% C = 63-66% D = 53-56%
A- = 80-84% B- = 70-72% C- = 60-62% D- = 50-52%
Evaluation:
Great Canadian Mysteries Quizzes: (5 @ 3% = 15%)
Five times in the semester we will be discussing an issue arising out of a GCM website. Students will preview the assigned web-site and have a good working knowledge
of its basic content and concepts. Students will be tested on their understanding of the web-site through a quiz administered during their assigned discussion group.
Students who miss the quiz will not be able to make it up.
Mid-Term Exam (15%) and Final Exam (30%)
The mid-term exam asks students to represent their knowledge of the themes explored from the first half of the course by answering multiple choice questions and
historical identifications; the Final Exam, which covers material presented after the Mid-Term, will test your understanding through multiple choice questions and an
essay question. See MyCourses for Mid-Term and Final Exam study guides.
Class Participation: (10%)
Students will be evaluated on their willingness to interact in discussions and their grasp of the readings. Attendance at all classes is mandatory.
Experiencing History Assignment: (30%)
Are you ready to touch, feel, smell and, perhaps, taste some of Canada’s past? The “Experiencing History Assignment” is structured around experiential learning
outcomes. You are required to physically visit one of many possible historic sites located in the Lower Mainland or Victoria from the list below. If you know of
another site that might be suitable in the Lower Mainland or elsewhere in B.C. or Canada (if you are able to access it) please suggest it and have it pre-approved by
me.
List of Possible Historic Sites (or an alternate site as approved by Professor Shelvey):
BC Sports Hall of Fame & Museum
Agassiz-Harrison Museum BC Golf Museum
Pitt Meadows Heritage & Museum Society Canadian Craft Museum
Canadian Museum of Flight & Transportation Chinese Cultural Centre Museum and Archives
Chilliwack Museum & Archives Old Hastings Mill Store Museum
Delta Museum & Archives The Roedde House Museum
Fort Langley CN Station Museum University of BC: Museum of Anthropology
Vancouver Maritime Museum
Port Moody Station Museum Museum of Vancouver
Irving House/New Westminster Museum/Archives Britannia Heritage Shipyard
Surrey Museum & Archives Burnaby Village Museum
Gulf of Georgia CanneryJapanese-Canadian National Museum and Archives,
Bralorne Pioneer MuseumRichmond Museum
B.C. Museum of MiningJewish Museum and Archives of BC
Maritime Museum of BC (Victoria)North Vancouver Museum & Archives
Pemberton and District Museum and ArchivesLangley Centennial Museum & National Exhibition Centre
BC Farm Machinery & Agricultural Museum AssociationWest Coast Railway Heritage Park
Stave Falls Power HouseMaple Ridge Museum and Walking Tour
Steveston Museum and Walking TourHistoric Stewart Farm
Vancouver Art Gallery (CDN/BC Collection)Royal BC Museum (Victoria) (Post-Confed. sections)
BC Legislative Assembly (Victoria)
Remember: Your analysis needs to focus on the representation of Canada’s past after (post) Confederation (1867). And, the ‘site’ must be a physical place; I will
require proof (like a receipt or pictures) that you have indeed visited the site. You MAY NOT use the Fort Langley National Historic Site as an option.
Your 5-page Experiencing History Assignment will include:
1. A 1-page introduction that includes a clear statement of your position on the representation of history at the site and an assessment of its “mission/values/goals”.
First, you MUST make a clear, concise statement outlining your understanding of the ‘narrative’ that the site is trying to communicate. What is its central ‘thesis’?
What specific ‘history’ is it telling and how is it relating it? Secondly, you should state how the site’s mission influences its representation of history (ie:
educational, preservation, tourism, community pride, etc.) especially as it relates to things like gender, race, socio-economic class, environmentalism, ethnicity and
power.
2. A 2-page analysis of the historical literature that might help you to interpret the site and its place within the broader context of CDN history. Your research
MUST includes at least 5 academic library sources (peer-reviewed articles or books … see research guides posted on MyCourses) beyond the resources found on the site’s
web-page and their own published materials. If you have any questions about what constitutes as “academic source” please submit your bibliography for my approval. It
is really important that you show your understanding of the arguments presented by these authors.
3. A 3-page “Critical Assessment” section where you will analyze how ‘history’ was presented at the site and in the published materials. DO NOT JUST DESCRIBE THE
CONTENTS OF THE SITE! Everything that you interact with at the site is communicating something of the history that it is telling. You must show with specific
examples from your site how the exhibits and related materials represent a certain interpretation of the past. Based on your research (#2 above), how does the site
reflect broader academic opinion on your historical topic, issue or event? What is being included? What is excluded from the ‘story’ or ‘narrative’ of the site?
Does the site have any ‘negative’ or overly critical aspects to it or is it a celebration of community/regional/provincial/ ethnic/national pride? What are the
strengths and weaknesses of the construction of history that you observed? Remember, everything you see, hear and interact with is specifically designed to
communicate something of the past.
4. You should wrap up your paper with a thoughtful conclusion that shows how the representation of history and your analysis of it relate to Canadian society today.
An example of an excellent EHA is posted on MyCourses.
Academic Integrity and Plagiarism:
Academic integrity is a core value of the entire TWU community and therefore students required to abide by the principles of sound academic scholarship. This includes,
but is not limited to, avoiding all forms of plagiarism and cheating in scholarly work. TWU has a strict policy on plagiarism (see academic calendar). Learning what
constitutes plagiarism and avoiding it is the student’s responsibility. If you have any doubts or questions about academic dishonesty, please contact either Professor
Shelvey or librarian Bill Badke.
Campus Closure and Class Cancellation Policy:
In the event of deteriorating weather conditions or other emergency situations, every effort will be made to communicate information regarding the cancellation of
classes to the following radio stations CKNW (980 AM), CKWX (1130 AM), STAR FM (107.1 FM), PRAISE (106.5 FM) and KARI (550 AM). As well, an announcement will be
placed on the University’s campus closure notification message box (604.513.2147) and on the front page of the University’s website (http://www.twu.ca – also see
http://www.twu.ca/conditions for more details). An initial announcement regarding the status of the campus and cancellation of classes is made at 6:00 AM and covers
all classes beginning before 1:00PM. A second announcement is made at 11:00AM that covers all classes which begin between 1:00PM and 5:00PM. A third announcement is
made at 3:00PM and covers those classes which begin after 5:00PM.
History 136: Proposed Course Outline and Schedule of Readings:
Week Topic/Discussion Question Readings
Jan 7, 9 Introduction. Defining Canada? What is History
Pre-Confederation Highlights A History of the Canadian Peoples (HCP), Preface and Introduction
Jan 12, 14, 16 The West, 1885 Rebellion; National Policy
GCM: The Black Donnellys (HCP), pp. 210-230
http://www.canadianmysteries.ca/sites/donnellys/indexen.html Jan 19, 21, 23
Industrialisation; Immigration; (HCP), pp. 230-255
Jan 26, 28, 30 Laurier Boom; Internal Colonization
GCM: The Klondike (HCP), pp. 256- 289
http://www.canadianmysteries.ca/sites/klondike/indexen.htmlFeb 2, 4, 6 Social Reform and the Gospel
GCM: Thomson (HCP), pp. 289-303
http://www.canadianmysteries.ca/sites/thomson/indexen.htmlFeb 9, 11, 13
Black Experience in Canada; Women’s Movement (HCP), pp. 304-324
EHA Seminar
Feb 16, 18, 20 Making Canada? Imperialism and WWI; Labour Unrest; Progressives; Depression;
MID-TERM EXAM (February 18) (HCP), pp. 324-346
Feb 23, 25, 27 Independent Study Week No Classes.
March 2, 4, 6
WWII and CDN Identity
GCM: Gagnon (HCP), pp. 346-355
http://www.canadianmysteries.ca/sites/gagnon/indexen.htmlMarch 9, 11, 13
No Class on Family Day Pride and Prejudice: Post-War Canada (HCP), pp. 356-377
March 16, 18, 20 Return of the Good Life;
Quiet Revolution (HCP), pp. 377-402
March 23, 25, 27
Quebec Crisis, Free Trade, Americanization
GCM: Norman
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