For a list of my major publications, click on the Publications tab
For additional information about my teaching and research, please go to my research and teaching website: www.history.ubc.ca/faculty/friedrichs
My current major area of research concerns social networks and patterns of acculturation among German Jews of the nineteenth and twentieth centuries. I recently published an annotated edition of the diary of a young Jewish bank apprentice in Dresden from the years 1833 to 1837 (see listing under Publications). I am now studying the family and household structure of the Jewish community of Dresden in the early nineteenth century. A later project will involve the Jewish community of Bernburg (Anhalt) in the mid-nineteenth century.
In addition, I am currently engaged in a research project on house-razing as an extension of punishment for serious crimes in early modern Europe. Papers presenting some of my preliminary findings have been presented at a number of conferences.
After many years devoted chiefly to working on the social and political history of cities in early modern Germany and Europe, in 2003-2004 I undertook a comparative study of urban political cultures in early modern Europe and Asia. In connection with this project I was awarded a Shastri Indo-Canadian Institute faculty training grant to spend three months in India during the fall of 2003. From February to June 2004 I continued my work on this project as a Visiting Fellow at the Shelby Cullom Davis Center for Historical Studies at Princeton University. Two papers based on this research have been published and are listed under Publications.
Publisher's description: "This impressive survey of the early modern city from 1450 to 1750 launches the new History of Urban Society in Europe series in fine style. Christopher Friedrichs' uniquely comprehensive overview is the first attempt to cover the urban society of early modern Europe as a unified whole. He challenges the usual emphasis on regional and national diversity, stressing instead the extent to which cities all over Europe...
The civilizations of Asia, Europe, Africa and the Americas, with emplasis on the political, economic, ecological and cultural links among them, and the impact of oceanic contact, imperialism, warefare, migration, and globalization. This course offers a broad survey of the history of the world from the end of the fifteenth century to the early twentieth century. The course begins at the pivotal moment in world history when oceanic contact created new connections between Europe, the Americas and Asia. During the first term the course will focus on the period from 1500 to 1750. We will examine and compare the political, social, economic and religious systems of some major civilizations – particularly those of East Asia, South Asia, Europe and the Middle East – and consider how increased contact among these cultures resulted in highly variant patterns of conquest, collaboration and exchange. The second term will cover the history of the world from the later eighteenth to the early twentieth century. We will study the heightened globalization that resulted from the intensification of European colonialism in the nineteenth century and see how these trends contributed to the political catastrophes of the early twentieth century.
In addition to attending two lectures each week, students will also attend a weekly discussion. Every student who registers for the course must also register for a discussion tutorial. Evaluation will be based on written work, examinations, and participation in the weekly discussions.
This tutorial will examine aspects of life-writing by men and women in Europe, Asia and North America from the seventeenth to the twentieth century. We will examine how diaries, memoirs and autobiographies come to be written and preserved and how historians use (or misuse) such source material. We will pay close attention to the reasons why memoirs, diaries and other ego-texts are composed –– whether for private record-keeping, or as a legacy for family and friends, or with an eye to immediate or eventual publication –– and consider how such purposes shape the actual content of these sources. In addition to reading diaries or memoirs composed by men and women from the seventeenth century to the present in places ranging from North America to India, we will examine some secondary works based on the interpretation of such ego-texts. While primarily concerned with diaries and memoirs, we will also consider how authors use other media such as autobiographical novels or graphic non-fiction to narrate their life stories. In addition to writing some short commentaries on the assigned readings, each student will submit one longer paper based on a published European, Asian or North American diary, memoir or other ego-text; fourth-year students may wish to examine an ego-text related in an indirect way to the topic of their graduating essay.
In recent years I have taught History 102 (World History from 1500 to the Twentieth Century), History 103 (World History since 1900, formerly History 125), History 220 (History of Europe formerly History 120), History 436 (European Social History, formerly History 316), History 366 (Europe during the Reformation, formerly History 413), History 368 (Europe in the Nineteenth Century), History 369 (Europe, 1900-1950, formerly History 462), History 490 (Seminar for History Majors) and numerous Honours and graduate courses.
Like all university teachers, I am concerned that students should understand the importance of giving credit for insights and information they draw on in constructing and defending their own arguments. To see my personal guide to correct footnoting (Footnotes: A Guide for the Perplexed), go to my Web Site (www.history.ubc.ca/faculty/friedrichs) and click on "Footnote Guide."
I have supervised master's theses and doctoral dissertations on various aspects of European history, including German social and urban history (especially prior to 1900), German Jewish history, and early modern British social history. As I expect to retire in 2018, I do not anticipate taking new doctoral students. Potential master's degree students who plan to apply to UBC and wish to consult me about their research plans are welcome to contact me at email@example.com.
Princeton University, Ph.D., 1974.
Princeton University, M.A., 1970.
Columbia University, A.B., 1968.
University of British Columbia:
Professor of History, 1996–.
Associate Professor of History, 1978-96.
Assistant Professor of History, 1973-78.
Universität Konstanz: Gastprofessor (Visiting Professor), July 2004.
Shelby Cullom Davis Center for Historical Studies, Princeton University: Visiting Fellow, Spring 2004.
Max-Planck-Institut für Geschichte, Göttingen: Stipendiat (Visiting Member), July 2002.
Universität Augsburg: Gastprofessor (Visiting Professor), Summer 1995.
Institute for Advanced Study, Princeton, N.J.: Member, School of Historical Studies, 1986-87.