England didn't start its first successful colony in North America until 1607, …
England didn't start its first successful colony in North America until 1607, more than 100 years after Columbus arrived in the New World. In this video, Kim discusses the problems that prevented England from following in Spain's footsteps, including struggles for the throne, war in Ireland, and economic depression.
Scholia are the annotations found in medieval manuscripts of Greek authors. They …
Scholia are the annotations found in medieval manuscripts of Greek authors. They are found in the margins and between the lines of a primary text, or occasionally gathered in a separate codex or section of a codex. The annotations represent an amalgamation of commentary and glosses made over a long period of time, from the 2nd century BCE to the Renaissance.
During Reconstruction, three new amendments to the Constitution redefined freedom, citizenship, and …
During Reconstruction, three new amendments to the Constitution redefined freedom, citizenship, and democracy in the United States. But how much really changed? In this video, Kim examines continuity and change over time in the lives of African Americans in the South before and after Reconstruction.
This course concentrates on close analysis and criticism of a wide range …
This course concentrates on close analysis and criticism of a wide range of films, including works from the early silent period, documentary and avant-garde films, European art cinema, and contemporary Hollywood fare. Through comparative reading of films from different eras and countries, students develop the skills to turn their in-depth analyses into interpretations and explore theoretical issues related to spectatorship. Syllabus varies from term to term, but usually includes such directors as Coppola, Eisentein, Fellini, Godard, Griffith, Hawks, Hitchcock, Kubrick, Kurosawa, Tarantino, Welles, Wiseman, and Zhang.
The varying landscapes in the Southeast meant that the Native American tribes …
The varying landscapes in the Southeast meant that the Native American tribes who lived there were very diverse. The result was a region of unique lifestyles and overall political complexity. When watching the video, consider how did the environment affect pre-Columbian Indian cultures in the Southeast? What characterized these groups?
Major narrative texts from diverse Western cultures, beginning with Homer and concluding …
Major narrative texts from diverse Western cultures, beginning with Homer and concluding with at least one film. Emphasis on literary and cultural issues: on the artistic significance of the chosen texts and on their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Syllabus varies, but always includes a sampling of popular culture (folk tales, ballads) as well as some landmark narratives such as the Iliad or the Odyssey, Don Quixote, Anna Karenina, Ulysses, and a classic film. This class will investigate the ways in which the formal aspects of Western storytelling in various media have shaped both fantasies and perceptions, making certain understandings of experience possible through the selection, arrangement, and processing of narrative material. Surveying the field chronologically across the major narrative genres and sub-genres from Homeric epic through the novel and across media to include live performance, film, and video games, we will be examining the ways in which new ideologies and psychological insights become available through the development of various narrative techniques and new technologies. Emphasis will be placed on the generic conventions of story-telling as well as on literary and cultural issues, the role of media and modes of transmission, the artistic significance of the chosen texts and their identity as anthropological artifacts whose conventions and assumptions are rooted in particular times, places, and technologies. Authors will include: Homer, Sophocles, Herodotus, Christian evangelists, Marie de France, Cervantes, La Clos, Poe, Lang, Cocteau, Disney-Pixar, and Maxis-Electronic Arts, with theoretical readings in Propp, Bakhtin, Girard, Freud, and Marx.
This course covers French politics, culture, and society from Louis XIV to …
This course covers French politics, culture, and society from Louis XIV to Napoleon Bonaparte. Attention is given to the growth of the central state, the beginnings of a modern consumer society, the Enlightenment, the French Revolution, including its origins, and the rise and fall of Napoleon.
In the 1600s, French and Dutch settlers in North America took a …
In the 1600s, French and Dutch settlers in North America took a very different approach to colonization than their English or Spanish counterparts. In this video, Kim examines the trading relationships that French and Dutch settlers established with Native Americans in North America and how colonial goals affected patterns of settlement.
This course introduces incoming students in the Master in City Planning (MCP) …
This course introduces incoming students in the Master in City Planning (MCP) program to the theory and history of planning in the public interest. It relies primarily on challenging real-world cases to highlight persistent dilemmas, the power and limits of planning, the multiple roles in which planners find themselves in communities around the globe, and the political, ethical, and practical dilemmas that planners face as they try to be effective. As such, the course provides an introduction to the major ideas and debates that define what the field labels ŰĎplanning theory,Ű as well as a (necessarily) condensed global history of modern planning. Courses in planning history, politics, and ethics--often several of them--are required in all accredited graduate programs in planning in the U.S. Gateway: Planning Action combines those contents, with a stronger focus on real-world cases than more conventional lecture-based planning theory and history courses at other schools. It also adds several opportunities to strengthen hands-on professional competencies, especially in communication.
This subject explores the legal history of the United States as a …
This subject explores the legal history of the United States as a gendered system. It examines how women have shaped the meanings of American citizenship through pursuit of political rights such as suffrage, jury duty, and military service, how those political struggles have varied for across race, religion, and class, as well as how the legal system has shaped gender relations for both women and men through regulation of such issues as marriage, divorce, work, reproduction, and the family. The course readings will draw from primary and secondary materials in American history, as well as some court cases. However, the focus of the class is on the broader relationship between law and society, and no technical legal knowledge is required or assumed.
The Gettysburg Address was delivered by Abraham Lincoln on November 19, 1863. …
The Gettysburg Address was delivered by Abraham Lincoln on November 19, 1863. In this video, Kim sets the stage for the address and describes the scene at the cemetery.
This guide outlines how to conduct an online oral history project with …
This guide outlines how to conduct an online oral history project with an institutional focus in a classroom. Conducting an oral history project enables students to engage in a real history research project that improves their research, writing, communication, and listening comprehension skills and abilities. The students will be able to better understand the past and recognize that examining the past events is not always straightforward, and each story provides an intimate portrait of the past that is unlikely to be revealed otherwise. This guide can be used in a public history course as a final term project to be completed over the course of the semester.
This textbook introduces aspects of the history of Canada since Confederation. “Canada” …
This textbook introduces aspects of the history of Canada since Confederation. “Canada” in this context includes Newfoundland and all the other parts that come to be aggregated into the Dominion after 1867. Much of this text follows thematic lines. Each chapter moves chronologically but with alternative narratives in mind. What Aboriginal accounts must we place in the foreground? Which structures (economic or social) determine the range of choices available to human agents of history? What environmental questions need to be raised to gain a more complete understanding of choices made in the past and their ramifications?
HIST 3326: W01 U.S. History, Post-1945 Instructor: Dr. Beth Robinson (she/her) Course …
HIST 3326: W01 U.S. History, Post-1945 Instructor: Dr. Beth Robinson (she/her) Course Description This course examines the rise and disintegration of that postwar order and the legacy it left for the United States and the world as we enter the twenty-first century. We will focus on major events including the Cold War, the social movements of the 1960s and the conservative revival of the 1980s but also trace key trends such as the emergence of the welfare state, changing patterns of gender and sexuality, and the increasing importance of immigration. We will seek not only to recount these developments, but also to understand how they shaped the world in which we now live.
This course provides an overview of the United States from pre-Columbian North …
This course provides an overview of the United States from pre-Columbian North American and European antecedents to colonization, Colonial America, Revolutionary America; development of U.S. government, economy, and society to 1840. Course Outcomes: 1. Articulate an understanding of key historical events from pre-Columbian North America and European antecedents to colonization, the development of slavery, Native American history, Colonial America, Revolutionary America and the development of U.S. government, economy, and society to 1840. 2. Identify and investigate historical theses, evaluate information and its sources, and use appropriate reasoning to construct evidence-based arguments on historical issues. 3. Construct an historical argument integrating both primary documents and secondary sources.
The idea behind the creation of this open textbook is twofold. First, …
The idea behind the creation of this open textbook is twofold. First, it is written as a resource for educators to teach students about the Indigenous historical significance of the lands encompassing the Robinson-Huron Treaty area and more specifically the Greater Sudbury and Manitoulin area. Secondly, through the use of interactive mapping strategies, the textbook will serve as a guide for educators to develop a similar resource to document Indigenous stories from their own areas.
This open textbook is designed primarily for teacher candidates in Queen’s University’s …
This open textbook is designed primarily for teacher candidates in Queen’s University’s Faculty of Education enrolled FOUN 102: Historical and Philosophical Foundations of Education. By using this open textbook to support learning in the course, we hope to free students from the costs of textbooks (and of the challenge of receiving textbooks in the midst of this global pandemic) and create a space that permits bounded exploration of what it means to think, live, and breathe philosophy and history in the multiverse that is education. This open textbook is supported financially by a grant made available by Open Library Services at the Queen’s University Library.
In this 14-minute video lesson, Sal gives an overview of the cycles …
In this 14-minute video lesson, Sal gives an overview of the cycles of regulation, de-regulation and government in 20th century US capitalism. [History playlist: Lesson 13 of 26]
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