Think globally and act locally has been a staple of environmentalism since the early 1970s. What does it mean to think globally, and historically, about the environment? How have global historical processes like industrialization, urbanization, and the agricultural revolution affected local environments? Local and individual actions have long played out in a global context. We will focus in particular on interrelated developments in climate, agriculture, energy, and cities.
Through readings, writing, research, and discussion, we will examine the connection of global and local environments. Case studies will include historical responses to climate change in Europe and North America, the transformation of indigenous foodways and the urban development of Vancouver. By the end of the course, students will have an understanding of the dynamic and complex place of the environment in world history, of interdisciplinary approaches to historical thinking, and of the ways in which their own lives are embedded in the history we will be exploring.
Includes immigration policy; the welfare state; Aboriginal peoples; the Cold War; resource economies and national politics; continentalism and free trade; constitutional crises; conflicting nationalisms; and new social movements. Credit will only be granted for one of HIST 326 or 426, if 426 was taken before 2007W .
This course gives an overview of land use and environmental change in Canada and the United States; examines ideas and practices that shaped indigenous and non-indigenous resource exploitation, and discusses management and activism to the end of the twentieth century.
This seminar investigates major topics and debates in the history of modern democracy (c. 1750–present) with an emphasis on Europe and North America. What makes democratic life possible? Why does it fail? What does it mean for the people to rule? Who is included and who is excluded? Where did our own democratic ideas and institutions come from? Reading primary sources as well as pathbreaking new scholarship, we will work together to better understand the nature of democracy from the French and American Revolutions to the present. We will consider intellectual foundations (equality, common sense, popular sovereignty, etc.) as well as more specific topics including elections and voting, the rise of constitutions, citizenship, the force of activism and protest, and more. And we will see that historians have brought a stunning range of methodologies to bear on the democratic past, from intellectual history and political theory to social history, political and cultural history, histories of gender and sexuality, transnational history, and the history of emotions. Guided by these readings and class discussions, students will produce 15-20pp. research papers on topics in the history of democracy since 1750. Geographical focus is open. Together, we’ll read and generate new research on the ideas, institutions, practices, and feelings that stitch together our modern democratic lives.