An examination of a series of problems in the history of First Nations-Settler Relations will give the student ample opportunity to practice and improve these skills (see course Objectives).
Classroom sessions will be divided between lectures and discussions. The discussions sessions will serve as a forum for the exchange of student reactions and criticism and as a testing ground for student hypotheses. By acting as referee and devil’s advocate the instructor will encourage the student to elaborate, refine, revise his/her ideas. Participation in class discussions is therefore essential. Reluctance to participate can result in a failing grade for the class work section of the term evaluation since credit cannot be given for work not done.
NOTE: Content may vary according to the instructor’s selection of topics.
- Introduction (note here some concepts besides overview)
- Aboriginal Worlds (a brief pre-contact overview)
- Contact (Atlantic-New France)
- Contact (Pacific Coast-Russian/British/American)
- Trade (of New France)
- Hudson Bay Trade, 1670-1760
- War (New France-Iroquois-Micmac in Acadia)
- The Middle Ground, 1760-1814
- Western Fur Trade
- Acculturation (Structures (Gender-Kin)/Beliefs)
- Demographic Impact (include Beothuk)
- Mid Term Exam
- A People Apart - Treaties and Reserves (Colonial Models)
- Western Treaties to the Indian Act
- The Metis (include settlement colonies experiment)
- Bible and Plough
- Economic Choices (Modern fur trade/fishery/wage labour)
- False Dawn: Early Organization (to 1939)/US alternative
- Liberal Reform, 1945-70
- Struggle for Self Determination, 1970 to 2000
- BC Model: Reserves No Treaties
- Guest Speaker re: BC Treaty Making Process
- The Urban Challenge
- Debates: from Self Government to a new Indian Act
- International Dimensions (Aust/NZ/Sami in Scandinavia)
- Interpretations
- Final Exam
At the conclusion of the course the successful student will be able to:
- The critical examination of historical sources (reading history). These sources include not only survey texts and articles but also short monographs and extended primary sources.
- The creation and communication of personal interpretations of historical problems (writing history). Forms for communication of personal interpretations include annotated bibliographies, medium-length essays (1500-3000 words), comparative book reviews, and three-hour final examinations.
- The independent analysis of the ideas of other students and the instructor in class in both tutorials and seminars (discussing history).
The evaluation of this course follows ÁñÁ«ÊÓƵ policies as outlined in the current calendar. During the first week of classes the instructor will provide students with a typed course outline handout setting out the evaluation scheme for the course. A copy of this handout will be filed with the History Discipline convenor. A sample evaluation scheme follows.
SAMPLE EVALUATION
| Written/oral analysis of article | 10% |
| Bibliography - Review analysis | 15% |
| Midterm exam | 10% |
| Research essay | 25% |
| Final exam | 25% |
| Class/seminar participation | 15% |
| Total | 100% |
Textbooks and Materials to be Purchased by Students:
Texts will be updated periodically. Texts will be chosen from the following list:
Brown, J.S.H., and E. Vibert, eds. (1996). Reading beyond Words: Contexts for Native History.
Dickason, O.P. (2002). Canada’s First Nations: A History of Founding Peoples from Earliest Times. 3rd ed.
Fisher, R. and K. Coates. (1988). Out of the Background: Readings on Canadian Native History. Toronto: Copp Clark Pitman.
Miller, J.R. (2002). Skyscrapers Hide the Heavens: A History of Indian-White Relations in Canada. 3rd ed.
Ray, A.J. (1996). I Have Lived Here Since the World Began: An Illustrated History of Canada’s Native Peoples.
ONE 1000-LEVEL HISTORY COURSE