- Schedule of Classes (for enrolment caps, class times and location)
- Undergraduate calendar (course descriptions and pre-requisites)
- Past undergraduate course offerings
- Profiled courses
|HIST 102||War and Society in Europe, 1914-1945||L. Taylor|
|HIST 103||Canadian History Through Biography||W. Lackenbauer|
|HIST 109||Ten Days That Shook the World||H. MacDougall & I. Milligan|
|HIST 111||A History of the Western World II: from the 17th Century to the present||T. Osborne|
|HIST 113||Canadian Business History Innovators and Entrepreneurs||C. Briggs|
|HIST 200||History and Film (ONLINE)||D. Schweitzer|
|HIST 203||Methods of Applied History: Visual Communications in Public History||D. Hunter|
|HIST 209||Smallpox to Medicare: Canadian Medical History||H. MacDougall|
|Introduction to the Modern Middle East||S. Kholdi|
|A History of Peace Movements||M. Bailey-Dick|
|History of Christianity||M. Tataryn|
|Law and Society in the Middle Ages||D. Hutter|
|Roman History||A. Coskun|
|Canada since 1867: A New Nation||G. Hayes|
|HIST 260||Europe 410 -1303||S. Bednarski|
|HIST 263||Age of Revolution: Europe in the 19th Century||L. Taylor|
|HIST 271||Global Indigenous Issues||S. Roy|
|HIST 275||The Modern World in Historical Perspective||D. Travers|
|Canadian Legal History||C. Briggs|
|HIST 282||History of Modern South Asia, 1750-2000||R. Touhey|
|HIST 291||The Beatles and Their Times||A. Hunt|
|HIST 303||History Gone Digital: An Introduction to History with the Web||I. Milligan|
|Heresy and Religious Crises in Late Medieval Europe||N. Must|
|HIST 312||The First World War||G. Hayes|
|History of Sexuality: The Pre-Modern Period||J. Nicholas|
|Human Rights in Historical Perspective||J. Tunnicliffe|
|Witches, Wives, and Whores||G. Kroeker|
|The Radical Reformation||T. Osborne|
|The Politics of Decolonization||D. Gorman|
|HIST 380||History of the Canadian North: Pre-contact to the Creation of Nunavut||W. Lackenbauer|
|HIST 385||From Macdonald to Laurier: Canada 1841-1921||TBA|
|HIST 421||Drink and Drinkers in History||J. Roberts|
|HIST 422 (1)||Premodern Environmental History||TBA|
|HIST 422 (2)||Canada and the Cold War||R. Touhey|
|HIST 422 (3)||History of Science and Sexuality||H. Chiang|
|HIST 422 (4)||Germany after 1945||O. Haller|
|HIST 105||Rock 'n' Roll and US History||A. Hunt|
|HIST 110||History of the Western World I||G. Kroeker|
|HIST 113||Canadian Business History: Innovators and Entrepreneurs||C. Briggs|
|HIST 115||Crusading in the Middle Ages||S. Bednarski|
|HIST 200||History and Film (Online)||D. Schweitzer|
|HIST 202||Introduction to Applied History||S. Roy|
|HIST 205||History of Western Sport||D. Schweitzer|
|HIST 209||Smallpox to Medicare: Canadian Medical History||H. MacDougall|
|HIST 210||History of Ancient Law||Classics Department|
|HIST 221||Racism and Response in Canadian History||J. Walker|
|HIST 224||Food, Culture, and History||Grebel|
|HIST 225||History of Education in Canada||Renison|
|HIST 226||Canada in World War II||G. Hayes|
|HIST 234||The Catholic Church in Canada||St Jerome's|
|HIST 239||History of Modern China||H. Chiang|
|HIST 242||Greek History||Classics Department|
|HIST 250||What is History? An Introduction to Historical Thinking||I. Milligan|
|HIST 253||Canada: Cultures and Conflicts in the Colonial Era||C. Briggs|
|HIST 254||Canada since 1867: A New Nation||St Jerome's|
|HIST 257||America: From Slavery to Civil War||A. Hunt|
|HIST 262||Early Modern Europe 1450-1700||G. Kroeker|
|HIST 268||A Global History of Empire||D. Gorman|
|HIST 269||Aboriginal History of Canada||S. Roy|
|HIST 278||Red Star vs Swastika: Russia and WWII||A. Statiev|
|HIST 315||U.S. and the World||J. Sbardellati|
|HIST 316||The Russian Revolution||A. Statiev|
|HIST 356||Russia: From Tsars to Putin||A. Statiev|
|HIST 358||Nazi Germany||G. Bruce|
|HIST 379||Reformation History||Grebel|
|HIST 388||Modern Canada||I. Milligan|
|HIST 389||Canada in World Affairs||R. Touhey|
|HIST 421||Topic: Readings in the History of Human Rights||J. Walker|
|HIST 422||Topic: Pre-Modern History of the Environment||S. Bednarski|
|HIST 450 (1.0 Unit)||History Capstone||H. MacDougall|
This course explores the politics, culture, media, race relations, and gender relations of the United States after 1945 through the lens of rock and roll. Watch video on YouTube
In this course, we study the history of Western Europe from its Greek foundations to the Reformations of the 16th century. We focus, in particular, on the changes in and development of European religion, culture, and social organization. This course explores the origins of Greek culture, the development of the Christian Church, the growth of Islam, Medieval European everyday life, Renaissance thought and art, the religious changes of the 16th century, the Witch Hunts, and the Age of European exploration.
This course examines major business enterprises as well as the people or families involved, from the beginnings of Canadian business in the late 1500s to the modern day.
The course moves chronologically, beginning with the fishing and fur trade industries, to modern day enterprises like the automobile and oil industries. The focus of the course is on specific industries, the entrepreneurs behind them, the role of the state in the development of business, as well as the impact of business on the development of Canada over the course of its history.
This course examines the historical events and cultural assumptions that led to the European phenomenon of crusading, or holy war, between 1095 and 1453.
This course is an introduction to issues in modern social, cultural and political history through the study of selected films with supplementary lecture modules, readings and other activities.
During the course students will view various films on DVD and evaluate by asking questions including:
- Can films be properly called ‘history’ and how well do they represent the past?
- How do they add or detract from our knowledge of the past? Is it possible for historical films to tell the truth objectively?
- Do films reveal information about the past with accuracy and meaning?
- To what extent do propaganda films reveal more about the era in which they were created than the producers had intended?
- To what extend can or should film be used as a scholarly educational medium?
The course grading scheme will be based on a combination of online discussions, a text/film analytical comparative essay and online quizzes and activities throughout course. The provisional grade values, which may be subject to change, for these course components are:
Online Discussions (5 X 10%)
Analytical Comparative Essay
Online Quizzes (2 X 10%)
HIST 202 Introduction to Applied History
Are you interested in MAKING HISTORY? Would you like hands-on research experience?
What is an archive and how do you find materials there? How can you use images and photographs as a source about the past? How can you arrange objects to create and/or challenge historical narratives? What can oral history tell us about the past in the present? How is history presented on the internet?
This course introduces students to the key methods of applied history, including archival and oral history research, visual and material culture, and digital history. Applied (or public) history examines history as it is produced, experienced, represented, and debated in the public sphere, including museums, websites, film, and heritage sites. It is an innovative field of historical exploration that offers students critical engagement with the production and politics of local, national, and international narratives about the past.
In this exciting new course, students have the opportunity to try their hand at conducting different kinds of historical research. You visit the archives to learn how to find and interpret historical documents, develop interviewing skills and conduct an oral history interview, develop critical strategies for analyzing historical photographs and objects, and engage in discussions about the new digital history.
The course is organized into four modules that introduce core research methods and incorporate a small project that exposes students to the thrills and challenges of research. The course also includes field trips and guest speakers.
Tentative grade breakdown:
Archival research project 20%
Visual culture project 20%
Oral history project 20%
Digital history project 20%
This course considers the historical impact of Western sport. It traces the history from individual play through amateurism to professionalism, big business, and media. It examines sport's social role within local, national, and international communities, and its relationship to class, gender, leisure, race, and politics. To commemorate the centenary of the outbreak of World War I we will include the topic of Sport and World War I.
We will approach are subject through the division of time used by historians teaching ancient, medieval, and modern history with our studies becoming more detailed when we arrive at the nineteenth and twentieth centuries, the most important era for trade and commerce in the West, during which we will see a clear advance in the development and spread of modern sports. From this time we will follow the process of sports becoming global as a part of European and North American expansion into the world as a part of the West’s historical development, communication, and influence. We will also consider how sports are connected to other aspects of modern history such as politics, commerce, nationalism, culture, gender, class, modern media etc.
The course will employ lectures, media presentations, I>clicker remote questions and online discussions using forums in our course Waterloo LEARN website.
The purpose of this course is to introduce students to the range of beliefs and practices that the first peoples and their European and Canadian counterparts adopted when faced with ill health. Using primary sources and scholarly studies of specific issues, six key topics will be the focus of this survey course. We will begin by studying health and disease in First Nations’ societies from 1500-2015, next we will examine home healing and self-help during the pioneer period, then we will analyze the formation of medical institutions from 1800-1920, next we will study the paradigm shift that produced modern biomedical science from 1880 to the present, subsequently we will examine the rise of public health from the 1870s to today, and we will close by learning about the evolution of the Canadian healthcare system from 1914 to the present. Each of these units is designed to demonstrate the social dimension of health and disease and to demonstrate how science and biomedical research superceded folk medicine and home remedies.
The first part of this course will focus on the laws of the Ancient Near East. The laws codes that will be analyzed specifically include the Law of Hammurabi (LH), considered the most complete statement of the common legal wisdom of the ancient world, the Middle Assyrian Laws (Tablet A) (MAL), and Hebrew laws as contained in the Books of Exodus and Deuteronomy (which reflect particular responses to historic and cultural circumstances).
The second half of the course will focus on the laws of Rome and its development as Rome grew from a small city-state to expansive empire and world power. The laws that will be analyzed will begin with the XII Tables (circa 450 BCE), continuing through the Classical period as evidenced in the opinions of the great jurists contained in the Digest. We will then end the course with an examination of Book IX Titles 1 – 40 of the Code of Theodosius, a fifth century compilation, and the Roman law of Divorce in the Code of Justinian from the sixth century.
Throughout the course, our particular, though not exclusive, focus will be on family and criminal law and procedure.
A topical survey of significant episodes in the history of race relations in Canada. This course introduces students to the study of "race" as an issue in Canadian society and public policy from pioneer times to the present. Lectures and assigned readings explore different perspectives on significant episodes (e.g. the Underground Railroad, the internment of Japanese Canadians during World War II, movements for redress and reparations), and on the "race" factor in Canadian history more generally.
Tentative grade breakdown:
Reports on Assigned Readings 10%
Discussion Report 10%
Book Review 40%
Final Examination 40%
The Canadian experience in World War II is still a subject of considerable debate. This course will employ lectures, films and discussion groups to examine the war's impact on the social, economic, political and military life of the country from 1939 to 1945.
An examination of the role played by the Church in the social, political, and economic life of Canada from 1867 to the
This is an introductory course on modern Chinese history. The course explores the historical transformation that led to the emergence and development of modern China. The course starts with an examination of Chinese civilization and traditional Chinese culture, followed by a brief discussion of the evolution of imperial China. The course then explores both internal and external forces in the early 20th century that drove China toward first a Republican Revolution and then a Communist Revolution. While the course provides sufficient discussion of the Republic of China, it focuses on the People’s Republic of China that was founded in 1949 as a result of a successful Communist Revolution, covering the periods of Mao Zedong, Deng Xiaoping, Jiang Zemin and Hu Jintao. The course primarily addresses the political and economic development of modern China, but it also examines the social transformation of the modern Chinese nation. The course finally explores the complex cross-Taiwan Straits issue as a major challenge that is facing both the People’s Republic of China on the mainland and the Republic of China on the island.
A survey of ancient Greek history, from the Bronze Age to Alexander the Great, emphasizing particularly its political and military aspects.
This course has two inter-related objectives.
Firstly, we explore the idea of history.
Topics covered include:
- What is history?
- What isn’t history?
- What is the history of history?
- Why is it useful?
- What makes it different from or similar to other disciplines?
- What are the limits of historical enquiries?
- Is history a science?
- What is the relationship between past and present?
- What kinds of history are there?
Secondly, we explore how we can all think like historians. What is a primary source? What is a secondary source? This will help you build up a foundation of knowledge that will serve you well in your courses going forward. In tutorial, we put all of this into practice through a series of workshops that will have you writing better, arguing better, avoiding pitfalls better, and finally, thinking more clearly about what it is we all do.
Finally, we’re going to hopefully have some fun. You’re all history majors for a reason, and it’s my hope that we can all share our passion for the topic and enjoy things along the way.
This course surveys selected topics in Canadian History in the long era that culminates with Confederation in 1867. The history of the period begins with the ‘old world’ order of First Nations on the continent. It moves through the story of contact and encounter between aboriginals and Europeans, and continues in the complex processes of colonial development in politics, the economy, and society over more than two and a half centuries. Migration, displacement, and settlement are fundamental themes. The course considers the differential meanings each held for peoples who differed by race, ethnicity, gender, creed, and class. As well, students will become more familiar with the variety of ways that historians have of going about their work, and students will sharpen their abilities to read critically, to evaluate arguments, and to communicate clearly and effectively
This course examines Confederation, the rise of political parties, Canadian external relations, western discontent, the impact of both world wars, and political and economic changes in Canada since 1867.
Until very recently, modern global history was the history of empires. Our course examines the history of empires, beginning with a look at empires in the early modern world and then focusing on empires in the nineteenth and twentieth century. We will examine how empires were formed, how they functioned, how they were resisted, and how they collapsed. We'll look at what life was like for the people who lived under imperial rule, and also for those who lived "at home" in the imperial centre. We will focus primarily on the major European empires, but will also compare them to other empires, including those of the Ottomans, the Japanese, the Chinese, and the United States. Our goal is to understand how and why empires rose and fell, and what their legacies are for us today.
What are the historical roots of the "Idle No More" movement? How does the history of the residential school system in Canada impact Indigenous peoples today? What are Aboriginal rights and the land claims of the Six Nations of the Grand River and other First Nations in Canada? What is the history of treaty making in Canada? What is the relationship between the Indian Act and Indigenous identity? How do we address issues of cultural representations and repatriation of ancestral remains?
This course is an introduction to the histories of First Nations, Inuit, and Métis in Canada from "time immemorial" to today. We will investigate how Canada’s colonial past has shaped debates about Aboriginal and treaty rights, disputes over lands and resources, identity politics, and cultural representation. The course emphasizes the many forms of Indigenous resistance to colonialism and dispossession, the assertion of rights, the dynamic and diverse nature of communities and cultures, and the relationship between local and national histories.
Students will gain an understanding of Aboriginal perspectives in historical narratives; become familiar with the broad narratives of Aboriginal histories from the many regions of Canada and explore regional differences, and learn how Aboriginal histories challenge larger national narratives.
The class includes lectures, small-group discussions, guest speakers, and field trips.
By 1936, the Red Army had the most advanced military doctrine in the world. Yet the political turmoil the Soviet Union experienced during the following four years undermined its military potential. When Germany attacked Russia in 1941, the Soviets failed to stop the invaders before they reached the outskirts of Moscow. Later, however, the Red Army “drove the fascist monster back into his lair”. This course presents a comprehensive history of the war on the Eastern Front. It focuses on peculiarities of the actions at this military theatre. While military history is a large component of this course, we will also address many issues beyond the confrontation of the opposing armed forces, such as interwar diplomacy, the Nazi racial theories and their implementation in the occupied territories, war propaganda and the mobilization of the economies and societies for a total war. In addition, we will investigate little-known aspects of World War II, such as the Winter War between the Soviet Union and Finland, the actions of minor Axis states on the Eastern Front, the collaboration, the anti-Nazi and the anti-Soviet resistance and the participation of women in combat.
This course examines the history of American foreign policy during the twentieth century. We will begin with the outburst of American imperialism following the Spanish-American War of 1898, and will proceed through the First and Second World Wars, as well as the Cold War. We will explore several key themes central to understanding America in the context of its relations with the outer world. These themes include: the tension between isolationism and interventionism; the expansion of American hegemony; the notion of American exceptionalism; the many dimensions of the superpower conflict between the United States and the Soviet Union; and the interplay between America’s political culture and its foreign policy. Course assignments include: paper proposal/annotated bibliography (10%); 10-12 page research paper (30%); participation in discussion tutorials (30%); and a comprehensive final exam (30%).
In the beginning of the 20th century, Russia went through a series of revolutions that ended with the establishment of the communist regime. This course investigates the revolutionary process that culminated with the Bolshevik Revolution and the subsequent Civil War. The course covers the period between the birth of Russian socialist thought in the mid-19th century and the consolidation of communist power in the early 1920s after the Bolsheviks had won the Civil War. We will analyse the social strains beneath the tsarist monolith, the roots of Russian socialism, the emergence of revolutionary groups with various ideologies and agendas, the methods revolutionaries used to attain their goals and the mentality of their leaders. Having begun as a movement for freedom, democracy and social harmony, the Revolution ended with a dictatorship of fanatics who viewed themselves as managers of historical progress and suppressed dissent even more ruthlessly than the autocracy they had replaced. This dictatorship, however, enjoyed a greater popular support than any of its political opponents.
This course surveys Russian history from the beginning of the 20th century to the present. Russia’s “normal development” ended in October 1917 when the Bolshevik Party took power and then attempted to build a perfect egalitarian society, free of exploitation and coercion. Instead, the Bolsheviks established one of the most brutal dictatorships in modern history that exterminated the revolutionary idealists along with millions of people. First, we will investigate the roots of the Bolshevik Revolution and examine how Marxist philosophy shaped Bolshevik policies. Then we will focus on the major topics of Soviet history: industrialization, collectivisation, the purges, the cultural revolution, the Great Patriotic War, the post-Stalinist liberalization, the Cold War and the disintegration of the Soviet Union. Finally, we will discuss the impact of the communist experience on the present-day Russia. The goal of the course is to provide insights into the nature of the Soviet state and to show its peculiarities. The course will help students to understand the mentality of communists, the appeal of their ideology and the causes for their ultimate failure to build a paradise on Earth.
An examination of the social, economic and political history of Nazi Germany. Topics may include the rise of the Nazis, the secret police, war, population policies and mass murder, culture, and women.
The events, ideas, and movements collectively known as Europe’s Reformations reshaped the religious, political, artistic, and intellectual map of Western Europe for the next 500 years. With a primary focus on the German-Speaking territories, the course places the Reformations in their historical context, beginning with an overview of western Christianity on the eve of the Reformations. It then examines the ideas of the Protestant and Catholic reformers about areas they hoped to reform. After exploring the background and the ideas, we will look at the success and failure of reformers’ efforts to enact their agendas, some of the resulting violence and wars, and the long-term legacy of the Reformations.
This course examines the development, successes and failures, of Canadian foreign relations since 1867. The course explores themes and events such as Canada and the Commonwealth, the impact of the World Wars and the Cold War on Canadian diplomacy, Canada and decolonization in Asia and Africa, Canada and the United Nations, NATO, and Canada’s relations with the United States. The role of Canadian society in shaping Canadian foreign relations is also discussed. This course provides students with an understanding of how the Canadian state and Canadians have interacted with, and reacted to, the world around them since Confederation to 2000.