Hist3P55
London, Paris, Berlin:
History through the Urban Landscape
Brock University Fall 2014
Lectures: Thursdays, 12-2pm (WH 208)
Seminar 1: Tuesdays, 12-1, MC D300); Seminar 2: Tuesdays, 11-12 (MC J205)
Instructor:
Office:
Phone:
E-mail:
Office hours:
Dr Elizabeth Vlossak
573 Glenridge Ave, rm 217
905-688-5550 Ext. 4020
[email protected]
Monday, 11.30-12.30; Thursday, 2.30-3.30; or by appointment
Description:
What are cities? How do they emerge and evolve over time? How do people experience the city, and how is the
city in turn shaped by its inhabitants? How does the urban environment drive history, and to what extent is
national history and its commemoration reflected in the urban landscape? This course in comparative history
focuses on the capital cities London, Paris and Berlin as a means of studying Western Europe from around 1900
to the present day. Themes include: industrialization and urbanization; social and political upheaval; class
conflict; national and urban identities; cultural life; women and gender; cities at war; the metropole and the
empire; postwar reconstruction; immigration, globalization and gentrification; memory and the politics of
commemoration.
Required textbooks:
Colin MacInnes, Absolute Beginners (2011, originally published in the UK in 1959)
Peter Schneider, The Wall Jumper: A Berlin Story (1998, originally published in West Germany in 1983)
Faïza Guène, Kiffe Kiffe Tomorrow (2006, originally published in France in 2004) – available on Kindle only.
(Students are welcome to purchase used hard copies through online booksellers if they prefer.)
These books are available at the Brock Bookstore, and copies will be available on reserve at the Brock library.
You may choose to purchase the books from Amazon or another online bookseller. However, you are
responsible for making sure you receive the books in good time so you are able to read them for the appropriate
seminars.
Additional required readings:
Additional texts required for lectures and seminars are available on Sakai and course reserve ONLY. Please
download and/or make copies of these texts and bring them to the appropriate class.
Background reading:
Students are expected to already have a decent understanding of 20th-century European history, and are
responsible for doing additional reading if they are unfamiliar with a particular period or event. There are a
number of general history texts that you can purchase online or borrow from the library. A particularly good (as
well as short and inexpensive) text is Michael D. Richards and Paul R. Waibel, Twentieth-Century Europe: A
Brief History, 1900 to the Present (3rd ed., 2014).
Evaluation
Seminar participation
25%
Seminar leadership
10%
‘City Sites’ papers (2 x 5%)
10%
‘Walking the City’ – Walking tour and analysis (15% + 10%)
25%
Final examination
30%
All the elements that make up the final grade are obligatory. A grade of ‘incomplete’ will be given to students
who fail to complete all parts of the evaluation.
Seminars
(Participation: 25%; Leadership/facilitation: 10%)
Students must prepare for and actively participate in the weekly student-led seminars. This is an essential part of
the course – not only is more than a third of the final mark based on seminar participation and leadership, but
questions on the final exam will also draw from seminar readings and discussions.
Each seminar will be led by two students who will introduce the readings in a 5- to 10-minute presentation, and
then engage the class in a 40-minute discussion. The seminar leaders should begin by providing some brief
historical background, and then highlight the central themes, problems and possible controversies of the
readings. This should NOT be a factual narrative or summary of the material (ie. ‘In the first reading, X says
such-and-such. In the second reading, Y says such-and-such.’).
Seminar presenters must meet with the instructor in advance (preferably the previous week) to go over their
presentation and main discussion questions. 20% of the leadership mark will be based on this meeting. They
must also submit their notes to the instructor at the end of the seminar.
In order to guarantee a fruitful discussion in every seminar, each week students will prepare and submit 1 page
of ‘reading notes.’ These notes will consist of answers to questions that the instructor will post in advance on
Sakai, as well as any additional points of interest or issues that the student wishes to raise in class. These notes
are due at the end of each seminar (students are encouraged to refer to these notes throughout the seminar
discussion) and must be submitted to the instructor in person. They cannot be sent by e-mail or left in the
instructor’s mailbox. These assignments will be awarded either a ‘pass’ or a ‘fail’ – the instructor is looking for
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proof that the student has done the readings and spent some time thinking about them. Ultimately these notes are
to help students prepare themselves more effectively for seminars and for the final exam.
The marking of ‘seminar participation’ will thus be based on attendance, the quality of participation in the
discussion, and the reading notes, for a maximum of 25 points each week. Marks will be granted as follows:
Attendance: Zero (absent) or 5 points (present)
Participation: Maximum of 12 points
Notes: Zero (not submitted or unsatisfactory) or 8 points (satisfactory)
For example, if you attend the seminar, submit satisfactory reading notes, but do not participate in the in-class
discussion, you will receive a mark of 13/25 (52%). If you attend seminar, do not submit your reading notes, but
contribute to the discussion, you will still only be able to score between 13/25 (52%) and 17/25 (68%). But if
you attend seminar, submit your reading notes, and contribute to the discussion, you can expect a mark between
18/25 (72%) and 25/25 (100%).
Please note that two or more unexcused absences from seminars will seriously jeopardise your grade.
City Sites (10%)
To help prepare for the ‘Walking the City’ assignment, as well as to help students familiarize themselves a bit
more with London, Paris and Berlin, each student will write two short (250-300 words) essays about a particular
city site. Sites include: monuments, memorials and museums; buildings of special interest such as hospitals,
stores, train stations, and private houses; streets, parks and squares.
Students will conduct their research using the internet (travel blogs, newspaper articles, official tourism
websites, etc.).
Each essay must include a picture of the particular site, its location, and a brief description of it and its historical
significance. This first part should be no more than 150 words long. The essay must then include a 100- to 150word explanation of how the site fits into the urban environment and how it has shaped it over time. Please
provide a list of the online sources used for your research.
The first ‘City Sites’ paper is due in lecture on Thursday, 25 September. The second is due in lecture on
Thursday, 23 October.
‘Walking the City’ – Walking tour and analytic essay (25%)
Imagine you are a history professor who is taking a (very lucky!) group of students to London, Paris and Berlin
as part of a course called ‘20th-Century Europe: History through the Urban Landscape.’ During your trip, you
will visit buildings, museums, monuments, and many, many places of historical importance and interest. The
challenge is figuring out how to organize each of the day-long tours you are responsible for leading – each tour
needs to be carefully planned so that it is coherent and allows you to fulfil the goals of the course. While each
tour should be intellectually challenging, you must also be careful not to include too much material – remember
that walking around a city can be tiring, and ‘monument fatigue’ can settle in after a few hours.
With this in mind, your main writing assignment for this course is to design a walking tour of London, Paris or
Berlin. The project consists of two parts: a description of the walk and an accompanying essay that critically
defines and justifies the places you have chosen to include.
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The tour: Your walking tour can be about any part of the city and/or any particular period of the 20th century
(you can, of course, refer to earlier periods, but make sure that the focus is on post-1900). You can organize it
around a historical event, a particular neighbourhood, or a specific theme (political power, gender, class conflict,
revolution, etc.) that you could trace across the century. Your walk should include a day’s worth of exploring. It
should outline the sites you deem to be important and give a short description of what the students are seeing and
its relevance to the overarching theme of the tour. You must also provide a map. Although most of the tour
should be conducted on foot, your students can also take public transit to important sites that fit within the
thematic parameters of the tour but are not within walking distance of one another. If the tour does include some
travelling by bus, train or even bicycle, make sure you provide some information about how to access these
services, what station to go to, etc. You are welcome to include images, but they are not necessary.
Your description of the walk should be 1,250-1,500 words.
Hint: If you are unsure about how to write up your tour, read samples from online travel blogs, popular guide
books (such as the Lonely Planet), or descriptions provided by walking tour companies. But be careful: even
though you are welcome to take inspiration from these tours, make sure that the walk you design is original and
reflects the goals of the course.
The analytic essay: In addition to the walking tour description and map, you will submit an essay that explicitly
outlines your reasons for choosing this particular itinerary, and the ways you devised it. You should explain what
you have included and why, as well as some of your omissions (ie. what could you have included, but chose
specifically NOT to). This is also your opportunity to reflect on the more theoretical readings we have done on
urban history, the impact of the cityscape on historical developments, and questions of memory and
commemoration. Make sure to include a bibliography with at least 5 sources. The essay should be between 800
and 1,000 words.
Please use the Chicago Style for your footnotes and bibliography. If you are unfamiliar with this referencing
format please see Mary Lynn Rampolla, A Pocket Guide to Writing in History (2007), or refer to the Chicago
Manual of Style Online: http://www.chicagomanualofstyle.org/tools_citationguide.html.
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Additional important information:
Late assignments will be given a penalty of 5% per day. Assignments that are more than 1 week late will not
receive comments. Assignments that are more than 2 weeks late will receive a mark of zero.
Make sure your assignments include a cover page and page numbers, and that all pages are stapled together. A
penalty of up to -5% will be given for assignments that do not meet these requirements. Points will also be
deducted for general sloppiness and typos/ spelling errors.
Turnitin.com
Students must also submit their essay and review to Turnitin.com. While it is within a student’s rights not to
submit his/her work to Turnitin.com, students who choose not to submit their assignments must instead hand in
regular installments of their written work to the instructor.
If you decide you do not wish to submit your work to Turnitin.com, please inform the instructor as soon as
possible.
Academic Dishonesty
Please ensure that all sources that you use in your assignments are thoroughly documented (including material
from websites). If you do not do this, you are guilty of plagiarism. Brock University’s Academic Misconduct
Regulations define plagiarism as ‘…presenting work done (in whole or in part) by someone else as if it were
one’s own.’
If you have any doubts about what practices are characterised as plagiarism, please refer to
http://www.brocku.ca/library/plagiarism.htm or consult the instructor. Penalties for academic dishonesty will
vary according to the particular case, but may be severe. In this course, a student found guilty of plagiarism will
get a zero on the assignment, which may result in a failure in the course.
A few final remarks regarding in-class behaviour
We all have the right to a respectful learning environment, and we are all responsible for creating and
maintaining such an environment.
While the instructor is lecturing, students must refrain from conversations or any other behaviour that may
distract others.
The instructor maintains the right to make a student leave the classroom if he/she is being disruptive.
Laptops:
Laptops and tablets are allowed in class, but only in order to take notes. Students using a laptop must sit at the
back of the classroom so that their screens do not distract other students. Playing games, watching videos,
reading e-mails, online shopping, etc. is strictly forbidden. Students caught engaging in these activities will be
asked to shut off and put away their laptop for the rest of the class. The instructor maintains the right to impose
supplementary discipline on students who choose to repeatedly ignore this rule. This includes asking the student
to leave the classroom, and banning laptops for all students.
Please note that the instructor encourages students to leave their laptops at home, and to take notes by
hand. Research shows that this is a far more effective way of learning and of retaining information. If you are
reluctant to abandon your laptop, the instructor recommends that you read the following articles:
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‘Laptop use lowers student grades, experiment shows,’ The Canadian Press, August 14, 2014.
http://www.cbc.ca/news/technology/laptop-use-lowers-student-grades-experiment-shows-1.1401860
Dan Rockmore, ‘The Case for Banning Laptops in the Classroom,’ The New Yorker, June 6, 2014.
Article available online at: http://www.newyorker.com/tech/elements/the-case-for-banning-laptops-in-theclassroom
Fred Barbash, ‘Why students using laptops learn less in class even when they really are taking notes,’ The
Washington Post, April 28, 2014.
Article available online at: http://www.washingtonpost.com/news/morning-mix/wp/2014/04/28/why-studentsusing-laptops-learn-less-in-class-even-when-they-really-are-taking-notes/
Cellphones:
Cellphones and smartphones must always be turned off during lectures and seminars, and be kept out of
sight for the duration of the class. Texting or tweeting in class is forbidden. The instructor maintains the right to
confiscate any phones visible to her. Phones will be returned to their owners at the end of class.
Communication between students and the instructor
All students are responsible for checking their Brock e-mail account regularly (at least once a week) – your
Brock address is the only one the instructor will use to contact you with Sakai updates or additional information
about the course.
E-mail etiquette
E-mails to the instructor must be sent from a Brock account, and should be written in a formal manner. Please
use the proper salutation (e.g., ‘Dear Professor Vlossak’), and not informal forms of address such as ‘yo’ or
‘hey’. Make sure that you include your full name at the end of all your messages – e-mails that are not properly
signed will not get a response. Please also note that the instructor receives dozens of messages every day, so
cannot reply to messages immediately. Do not be concerned if it takes up to three days to get an answer. If you
send an e-mail after Friday at 4pm you will not receive a reply until Monday at the earliest.
‘The most enduring feature of the city is its physical build, which remains with remarkable persistence, gaining
increments that are responsive to the most recent economic demand and reflective of the latest stylistic vogue, but
conserving evidence of past urban culture for present and future generations… [At the same time] urban society
changes more than any other human grouping, economic innovation comes usually most rapidly and boldly in cities,
immigration aims first at the urban core forcing upon cities the critical role of acculturating refugees from many
countrysides, and the winds of intellectual advance blow strong in cities…’ (J.E. Vance)
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Lectures and seminars:
Lecture 1 (Thurs., 4 Sept.) – Introduction: Studying history through cities
Seminar 1 (Tues., 9 Sept.) – Urban planning and reform in the early 20th-century
Readings:
• Janet Horne, ‘The “Lungs of Paris”: Urban Reform, Hygienic Strategies, and the Politics of Parks, 19021920,’ Proceedings of the Western Society for French History 27 (1999), 102-110
• Robert Thorne, ‘Hampstead Garden Suburb,’ History Today 32, 5 (1982), 46-49.
• Stefanie Hennecke, ‘German Ideologies of City and Nature: The Creation and Reception of Schiller Park
in Berlin,’ in Greening the City: Urban Landscapes in the Twentieth Century, Ed. Dorothee Brantz and
Sonja Dümpelmann (Charlottesville : University of Virginia Press, 2011), pp.75–94.
Lecture 2 (Thurs., 11 Sept) – Work, life and leisure, 1900-1914
Seminar 2 (Tues., 16 Sept.) – The department store
Readings:
• Theresa M. McBride, ‘A Woman's World: Department Stores and the Evolution of Women's
Employment, 1870–1920,’ French Historical Studies 10, 4 (1978), 664-684.
• Brian Wemp, ‘Social Space, Technology, and Consumer Culture at the Grands Magasins Dufayel,’
Historical Reflections 37, 1 (2011), 1-17.
• ‘The Opening of Selfridge’s Department Store,’ History Today 59, 3 (2009), 12.
• ‘Consumerism: Berlin Department Stores’ (1908) – http://germanhistorydocs.ghidc.org/pdf/eng/217_Consumerism_Berlin%20Dept%20Stores_30.pdf
• The Wertheim Department Store in Berlin (c. 1906) http://www.germanhistorydocs.ghidc.org/print_document.cfm?document_id=2176
Lecture 3 (Thurs., 18 Sept.) – Cities of Empire
Readings:
• Andrew Lees and Lynn Hollen Lees, ‘Imperial and colonial cities,’ in Cities and the Making of Modern
Europe, 1750-1914 (Cambridge University Press, 2007), pp.244-280.
Seminar 3 (Tues., 23 Sept.) – National and Imperial identities on display
Readings:
• William Schneider, ‘Colonies at the 1900 World Fair,’ History Today 31, 5 (1981), 31-37.
• Deborah S. Ryan, ‘Staging the imperial city: the Pageant of London, 1911,’ in Imperial Cities:
Landscape, Display and Identity, ed. Felix Driver and David Gilbert (Manchester and New York, 2003),
pp.117-135.
• John Philip Short, ‘Carnival Knowledge: Enlightenment and Distraction in the Cultural Field,’ in Magic
Lantern Empire: Colonialism and Society in Germany (Cornell University Press, 2012), pp.80-107.
• Central Africa Expedition Poster (1909):
http://germanhistorydocs.ghi-dc.org/print_document.cfm?document_id=1712
Lecture 4 (Thurs., 25 Sept.) – Cities at War, Part I: The Great War
Readings:
• Rationing in Practice: Queuing for Food (October 1917):
http://germanhistorydocs.ghi-dc.org/pdf/eng/905_Rationing%20in%20Practice_169.pdf
• Peter Allen, ‘“Second Paris” built towards end of First World War to fool Germans,’ The Telegraph, 9
November 2011: http://www.telegraph.co.uk/news/worldnews/europe/france/8879053/Second-Parisbuilt-towards-end-of-First-World-War-to-fool-Germans.html
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•
‘The Post Office and the First World War.’ http://www.postalheritage.org.uk/page/firstworldwar
** First ‘City Sites’ essay due in class.**
Seminar 4 (Tues., 30 Sept.) – Everyday life on the homefront
Readings:
• Emmanuelle Cronier, ‘The Street,’ in Capital Cities at War: Paris, London, Berlin 1914-1919. Volume
2: A Cultural History. Ed. Jay Winter and Jean-Louis Robert (Cambridge University Press, 2007),
pp.57-104.
• Tyler Stovall, ‘The Consumers’ War: Paris, 1914-1918,’ French Historical Studies 31, 2 (2008), 293325.
• Jerry White, ‘No Room to Live,’ History Today 63, 11 (2013), 43-49.
• The Strikes of January 1918: http://germanhistorydocs.ghi-dc.org/pdf/eng/919_Strikes_January_183.pdf
Lecture 5 (Thurs., 2 Oct.) – Museums and Memorials
Readings:
• K.S. Inglis, ‘Entombing Unknown Soldiers: From London and Paris to Baghdad,’ History & Memory
5,2 (1993) 7-31.
• Gaynor Kavanagh, ‘Museum as Memorial: The Origins of the Imperial War Museum,’ Journal of
Contemporary History 23, 1 (1988):77-97.
Seminar 5 (Tues., 7 Oct.) – Opposition and conformity
Readings:
• Ruth Percy, ‘Picket lines and parades: labour and urban space in early twentieth-century London and
Chicago,’ Urban History 41, 3 (2014), 456-477.
• Betty Scholem on the Chaos of Revolution (January 1919).
http://germanhistorydocs.ghi-dc.org/pdf/eng/WR_SCHOLEM_ENGLISH_.pdf
• Eve Rosenhaft, ‘Organising the “Lumpenproletariat”: Cliques and Communists in Berlin during the
Weimar Republic,’ in Richard Evans (ed.), The German Working Class, 1888-1933: The Politics of
Everyday Life (London, 1982), pp.174-219.
http://libcom.org/history/organizing-lumpenproletariat-cliques-communists-berlin-during-weimarrepublic-eve-rosenh
• Jeffrey H. Jackson, ‘Jazz and the City of Paris,’ in Making Jazz French: Music and Modern Life in
Interwar Paris (Duke University Press, 2003), pp.52-70.
Lecture 6 (Thurs., 9 Oct.) – Cities of Vice: Drugs, Prostitution and the ‘criminal underworld’
Readings:
• George Orwell, Down and Out in Paris and London (1933), chapters 1 and 31:
http://www.telelib.com/authors/O/OrwellGeorge/prose/DownandOut/downandout_1.html
http://www.telelib.com/authors/O/OrwellGeorge/prose/DownandOut/downandout_31.html
• Christian Goeschel, ‘The Criminal Underworld in Weimar and Nazi Berlin,’ History Workshop Journal
75, 1 (2013), 58-80.
Thanksgiving and Fall Term Break
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Seminar 6 (Tues., 21 Oct.) – Interwar Berlin: From Weimar to the Nazis
Readings:
• Elizabeth Harvey, ‘Culture and Society in Weimar Germany: the impact of modernism and mass
culture,’ in German History since 1800. Ed. Mary Fulbrook (Arnold, 1997), pp.279-297.
• Harold Nicolson, ‘The Charm of Berlin’ (1929)
http://germanhistorydocs.ghi-dc.org/pdf/eng/ARCH_NICOLSON_ENG.pdf
• Kurt Tucholsky, ‘Berlin and the Provinces’ (1928)
http://germanhistorydocs.ghi-dc.org/pdf/eng/PROB_TUCHOLSKY_BERLIN_ENG.pdf
• Joseph Goebbels, ‘Around the Gedächtniskirche’ (1928)
http://germanhistorydocs.ghi-dc.org/pdf/eng/PROB_GOEBBELS_ENG.pdf
• Molly Loberg, ‘The Streetscape of Economic Crisis: Commerce, Politics, and Urban Space in Interwar
Berlin,’ Journal of Modern History 85, 2 (2013), 364-402.
• Model of the ‘World Capital City Germania,’ Built According to Plans by Albert Speer (1939)
http://germanhistorydocs.ghi-dc.org/print_document.cfm?document_id=2335
Lecture 7 (Thurs., 23 Oct.) – Cities at War, Part II: The Second World War
Readings:
• Tara Kelly, ‘Cecile Widerman Kaufer, Holocaust Survivor, Recounts 1942 Vel D'Hiv Roundup In Paris
Stadium,’ The Huffington Post, July 17, 2012:
http://www.huffingtonpost.com/2012/07/17/france-vel-d-hiv-70-anniversary_n_1678941.html
• Anonymous, A Woman in Berlin, pp.34-44.
**Second ‘City Sites’ paper due in class.**
Seminar 7 (Tues., 28 Oct.) – The London Blitz
Readings:
• Winston Churchill’s speech on the Blitz, 11 September 1940:
https://www.youtube.com/watch?v=getugf_i7E0
• Angus Calder, The People’s War: Britain, 1939-45 (London, 1969), pp.163-193.
• Jose Harris, ‘Great Britain: The People’s War?’, in Allies at War: The Soviet, American and British
Experience, 1939-1945. Ed. David Reynolds, Warren F. Kimball and A.O. Chubarian (New York,
1994), pp.233-259.
• Brad Beaven and John Griffiths, ‘The Blitz, civilian morale and the city: Mass-Observation and
working-class culture in Britain, 1940-41,’ Urban History 26, 1 (1999): 71-88.
• ‘Bomb Sight interactive map created’: http://www.bbc.com/news/uk-england-london-20637222
Lecture 8 (Thurs., 30 Oct.) – Postwar reconstruction and the Cold War
Seminar 8 (Tues., 4 Nov.) – The Berlin Wall
Readings:
• Peter Schneider, The Wall Jumper
Lecture 9 (Thurs., 6 Nov.) – Youth in Revolt
Readings:
• ‘A Twen Stroll through Berlin’ (1960):
http://germanhistorydocs.ghi-dc.org/pdf/eng/Vol.8_Chap.25_Doc.07_ENG.pdf
Seminar 9 (Tues., 11 Nov.) – Paris, 1968
Readings:
• Time Line from Le Monde: http://www.marxists.org/history/france/may-1968/timeline.htm
• ‘The Night of the Barricades’, excerpts from Le Monde, May 12-13:
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•
•
•
http://www.marxists.org/history/france/may-1968/night-barricades.htm
Slogans and graffiti: http://martinfrost.ws/htmlfiles/paris_1968.html#Slogans_and_graffiti
Manus McGrogan, ‘Art on the Street,’ History Today 58, 5 (2008): 34-36.
Sean O’Hagan, ‘Everyone to the barricades,’ The Observer, 20 January 2008:
http://www.theguardian.com/world/2008/jan/20/1968theyearofrevolt.features
Lecture 10 (Thurs., 13 Nov.) – Film viewing: A Hard Day’s Night (England, 1964)
Readings:
• Jerry White, ‘Social and Cultural Change in 1960s London’
http://www.lse.ac.uk/geographyAndEnvironment/research/london/events/HEIF/HEIF2_0608/glctothegla/social_and_cultural_change_in_1960s_london.pdf
• Peter Bradshaw, ‘A Hard Day's Night review – a larky and quaint Beatles fantasy,’ The Guardian, 3 July
2014: http://www.theguardian.com/film/2014/jul/03/a-hard-days-night-review-beatles-50th-anniversary
• ‘Swinging 60s: Capital of Cool’:
http://www.history.co.uk/study-topics/history-of-london/swinging-60s-capital-of-cool
• Keith Gildart, ‘From ‘Dead End Streets’ to ‘Shangri Las’: Negotiating Social Class and Post-War
Politics with Ray Davies and the Kinks,’ Contemporary British History 26, 3 (2012): 273-298.
Seminar 10 (Tues., 18 Nov.) – British Youth Culture
Readings:
• Colin MacInnes, Absolute Beginners (1959)
Lecture 11(Thurs., 20 Nov.) – Immigration, gentrification and globalization
Readings:
• Enoch Powell, ‘Rivers of Blood Speech’ (April 20, 1968). Full transcript of the speech available online
at http://martinfrost.ws/htmlfiles/rivers_blood2.html#Transcript
• Zafer Senocak, ‘But the Heart Still Beats Turkish’ (1998). Available online at
http://germanhistorydocs.ghi-dc.org/pdf/eng/Ch.7,Doc.10FIN.pdf
• Matt Shea, ‘Berliners are waging war against gentrification,’ Vice (online newspaper), April 6, 2013.
http://www.vice.com/en_ca/read/berlins-war-against-gentrification
Seminar 11 (Tues., 25 Nov.) – The ‘beurs’ and the banlieues
Readings:
• Faïza Guène, Kiffe Kiffe Tomorrow
• Lucy Lyford, ‘Paris: A Global City and Its Immigrants,’ International Affairs Review (Fall 2013):
https://www.usfca.edu/International_Studies/international_affairs_review/fall2013/articles/Paris_A_Glo
bal_City_and_Its_Immigrants/
• Youssef Boudlal, ‘Living as a Muslim in Paris’
http://blogs.reuters.com/photographers-blog/2013/08/15/living-as-a-muslim-in-paris/
Lecture 12 (Thurs., 27 Nov.) – Places of memory in the urban landscape
Readings:
• Karin Till, ‘Memory in the New Berlin,’ The New Berlin: Memory, Politics, Place
(Minneapolis: U of MN Press, 2005), 193-228.
• Charles Rearick, ‘Contemporary Paris – Images, Spirit, Soul and Sites,’ Paris Dreams, Paris Memories:
The City and Its Mystique (Stanford University Press, 2011), pp.186-221.
• Owen Hatherley, ‘How to make sense of the senseless 7/7 graffiti,’ The Guardian, 9 July 2014
http://www.theguardian.com/commentisfree/2014/jul/09/senseless-77-graffiti-london-memorial
Tuesday, 2 December – No seminar
**‘Walking the City’ assignments due at Professor Vlossak’s office no later than 4pm.**
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