221 Cumberland Ave North
Saskatoon SK S7N 1M3 Canada
Telephone: 306-966-5563
Please Note: This Class Syllabus is an important step in updating the format of our distance courses. If for any reason the Class
Syllabus does not match the print Course Guide or online course information, the Class Syllabus shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
Europe in Age of Mass Culture 1789 to Present
COURSE CODE:
HIST 122.3
TERM:
Winter 2017
COURSE CREDITS:
3
DELIVERY:
Independent Studies
COURSE SECTION:
X02
START DATE:
January 4
END DATE:
April 6
Course Description
A survey of European history with focus on: Population growth; the age of political revolutions;
Romantics and Liberals; nationalism and socialism; the industrial revolution; towards gender
equality; the two World Wars and the Cold War; towards economic and political integration.
Note: Students with credit for HIST 112, HIST 120, or INTS 101.12 may not take this course for
credit. A maximum of nine credit units of 100-level HIST may be taken for credit. A maximum of
six credit units may count toward a History major or minor. The additional three credit units will
count as a junior elective in Requirement 7.
Course Objectives
By the end of this course, students should be able to:
1. Develop a broad chronology of events that occurred from 1789 to present.
2. Identify the principal people and ideas behind these events.
3. Identify the major trends in political, social, cultural, religious, and intellectual development.
4. Understand and appreciate that change is affected by many diverse causes.
5. Demonstrate that within change there is also continuity.
6. Understand the origins of contemporary social structures.
7. Demonstrate improved writing skills.
Course Overview
While the focus of this class is almost exclusively on Europe, it is important to recognize that
multicultural Canadian society has been profoundly influenced by events in Europe and by the
ideas, customs, beliefs, and structures of numerous cultures. Canada’s First Nations, as well as
immigrants from all parts of the world, have added immeasurably to the fabric of Canadian
society but, whether for good or ill, the primary ideas, beliefs, institutions, laws, political
structures, science and technology have been largely shaped by influences from western
November 8, 2016 ck gm sj dh
HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
civilization. For the most part, these are synonymous with European civilization. Thus, learning
about who we are as a society is dependent upon developing a keen understanding of Europe’s
past.
Your Instructor
Sylvi Johansen
Contact Information
Sylvi Johansen may be contacted through email [email protected] or by phone at
(306) 955-6039. Contact hours are daytime (9 a.m. – 3 p.m.) Tuesday or Thursday and
evenings (5 p.m. – 7 p.m.) on Monday or Wednesday.
Profile
Dr. Johansen has taught History at the University of Saskatchewan for a number of years. Her
areas of interest are modern history and cultural history, but she likes all history from Alexander
the Great to Vladimir Putin. She is originally from Norway but has lived in Canada for over 15
years. She encourages you to read the Course Guide carefully and to feel welcome to contact
her if you have questions or would like to discuss any aspect of the course.
Required Resources
Readings/Textbooks
1. Donald Kagan, Steven Ozment, Frank M. Turner. The Western Heritage. Volume C:
Since 1789. 11th ed. Upper Saddle River, New Jersey: Prentice Hall, 2013. 978-0-20596239-6
2. Marx, Karl and Friedrich Engels. The Communist Manifesto. New York: W.W. Norton,
2012. ISBN: 978-0-393-93560-8
3. Rampolla, Mary Lynn. Pocket Guide to Writing History. Eight Edition ISBN: 978-1-45769088-4
Textbooks are available from the University of Saskatchewan Bookstore:
http://www.usask.ca/consumer_services/bookstore/textbooks
Downloads
Please Note: The Western Heritage comes with a primary set of documents (readings) for this
course, which will be uploaded as a PDF and available on PAWS. (If you do not have access
to a computer or the Internet, let your instructor know immediately and alternative
arrangements will be made for you.)
The documents are from the following CD:
Kagan, Donald, Steven Ozment, and Frank M. Turner. The Western Heritage Volume C, 9th
Edition, ©2007, CD-Rom.
Electronically reproduced by permission granted from Pearson Canada, Higher
Education.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
Class Schedule
Week
Module
Readings
1 – The French
Revolution
The Western Heritage (textbook): Chapter 18
2 – The Age of
Napoleon and the
Triumph of
Romanticism
The Western Heritage (textbook): Chapter 19
3 – The Conservative
Order and the
Challenges of Reform
The Western Heritage (textbook): Chapter 20
4 – Economic
Advance and Social
Unrest
The Western Heritage (textbook): Chapter 21
5 – The Age of Nation
States
The Western Heritage (textbook): Chapter 22
See the Course Guide for details about
your assignment.
Assignment #1
Due
Jan 26
Winter Midterm Break
Feb 20-25
The Western Heritage (textbook): Chapter 23
Assignment #2
Due
6 – The Building of
European Supremacy:
Society and Politics to
World War 1
Feb 28
See below for
substitute for
the source
discussion in
Module 8
Hand in
Midterm Exam
with
Assignment 2
on Feb 28
MIDTERM EXAM
7 – The Birth of
Modern European
Thought
Evaluation
Due Date
The Western Heritage (textbook): Chapter 24
The Western Heritage (textbook): Chapter 25
8 – The Age of
Western Imperialism
See the note right under this schedule for a
minor change to the assignments for this
module if you use the 11th edition of the text.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
The Western Heritage (textbook): Chapter 26
9 – Alliances, War,
and A Troubled Peace
10 – The Interwar
Years: The
Challenges of
Dictators and
Depression
The Western Heritage (textbook): Chapter 27
11 – World War II
The Western Heritage (textbook): Chapter 28
12 – The Cold War
Era and the
Emergence of the
New Europe
The Western Heritage (textbook): Chapter 29
FINAL EXAM
Assignment #3
Due
March 21
Also due date
for your
Research
Essay. See
below for
essay
questions.
Assignment #4
Due
April 3
April 7, 8 or
10, 2017
(Exact
Time/Date
TBA)
Note: If for any reason the Class Syllabus Reading List does not match the Module Reading
List, the Class Syllabus shall be taken as correct.
Note: The new edition of the textbook (The Western Heritage) has made it necessary to change
one module assignment.
For module 8 (chapter 25 in the textbook)
For assignment “Primary Document Analysis”
Substitute
With reference to the following source inserts: “T.B Macaulay Prescribes English for Indian
Education” and “General Trotha Demands that the Herero People Leave Their Land,” discuss
the various European attitudes to cultures and peoples in other areas of the world.
With
Read the source inserts “A Chinese Official Appeals to Queen Victoria to Halt the Opium
Trade” and Gandhi Questions the Value of English Civilization,” and compare and contrast
these two authors’ responses to Western imperialism.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
Grading Scheme
Assignment 1
10%
Assignment 2
10%
Assignment 3
10%
Assignment 4
10%
Midterm Exam
10%
Essay
15%
Final Exam
35%
Total
100%
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/academics/grading/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at: http://policies.usask.ca/policies/academicaffairs/academic-courses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing
these aspirations by students, instructors and the institution. A copy of the Learning Charter can
be found at: http://www.usask.ca/gmcte/learningcharter
Evaluation Components
DEU Writing Centre - Quality writing help for free!
Anyone taking a distance class (online, independent studies, televised, or multi–mode delivery)
administered by the DEU can use this free service. The Writing Centre provides tools and
support to help you write effective essays, reports, or reviews. Simply submit a project draft, and
a qualified tutor will assess your work and offer advice to improve your project. Contact the DEU
Writing Centre at https://distanceeducation.usask.ca/support/writing-centre.php
For this course, you are required to prepare and submit module assignments and one research
essay for grading. You will also write a midterm and a final examination.
Module Assignments
Module assignments (Key Term Definitions, Short Analytical Essay, Primary Document
Analysis) have equal value of 1/3 of the assignment.
Students are required to submit a minimum of three of each type of Module Assignment:
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
1. Key Term Definitions (Part of Module Assignment)
Value:
Due Date:
Purpose:
1/3 of 10% of assignment
See Class Schedule
Each module will contain a list of key terms which students will define in a
paragraph with complete sentences to identify (as needed) who, what, when,
where, why/how. For instance, a definition for totalitarianism might look
something like this:
Totalitarianism is a political system employed by various European nations
following the collapse of traditional governments after World War One. Although
they were different in their specifics, totalitarian governments all had a certain set
of characteristics in common. They were born out of a crisis situation, which
needs a single powerful leader to resolve; they were one party dictatorships and,
armed with modern technology, were able to exert near total control over
educational, intellectual, economic and cultural aspects of life. They relied on the
cult of the leader to embody the struggle or cause, and they legitimized terror as
a means of controlling dissent. Totalitarian states were anti-liberal, placing the
needs of the state ahead of those of the individual. Totalitarianism was also
characterized by boundless energy or dynamism and often by its attractiveness
to the young. The best known example is Germany under Hitler.
Description: All the relevant data outlined in the textbook should be part of the definition but
the students have to use their own words. The definition should be about a paragraph long and
written in complete sentences. The student will be marked on writing and on how well the
student can describe (when, what, where) and relate the key terms to the major themes
discussed (why/how) in the textbook. All the terms listed will have to be defined.
2. Short Analytical Essay (Part of Module Assignment)
Value:
Due Date:
Purpose:
1/3 of 10% of assignment
See Class Schedule
The purpose is to discuss or explain an historical issue in a short essay (600
words) answering a question posed in the Course Guide.
Description: The essay needs to have an introduction with a thesis, explanatory paragraphs
and a short conclusion. Grade will partially be based on formatting, writing and documentation.
It is expected that the student follow the guidelines outlined in Rampolla in section 4 for outlining
the essay and formulation of the thesis statement. Documentation should follow the guidelines
in Rampolla section 7. The grade will also be based on how well the student demonstrates an
understanding of the historical issues through the discussion and the organization of the essay.
3. Primary Document Analysis (Part of Module Assignment)
Value:
Due Date:
Purpose:
1/3 of 10% of assignment
See Class Schedule
Using material from the Document Set on PAWS or in the textbook, students will
provide an analysis of the information contained in the documents based on their
background reading in the text and on their understanding of the documents
themselves. Students will be provided with a specific question to guide them in
this analysis. The answer will be in the form of an essay (around 600 words) and
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
the purpose is to use primary material to further the understanding of historical
issues of the period studied.
Description: Grade will partially be based on how well the student is using the rules for essay
formatting as outlined in Rampolla section 4. Students should paraphrase or use short quotes
from the primary sources and use Rampolla section 7 as the guide on how to do this. Students
will be marked on writing, use of documentation (should follow examples and guidelines in
section 7 of Rampolla), and how well the student demonstrates an understanding of how the
primary sources relate to the period being studied.
Essay
Value:
Due Date:
Purpose:
15% of final grade
See Class Schedule
In addition to the weekly assignments, students are required to prepare one
research essay on Karl Marx’s The Communist Manifesto. The essay will allow
students to go in depth on a specific topic and to use secondary sources other
than the textbook to outline a thesis and prove an argument.
Description: The essay must be between 1500 and 2000 words and must use The Western
Heritage, the text of the document you are studying, and at least two background articles in the
Norton Critical Edition of the Communist Manifesto. Documentation should follow Rampolla.
Students are, of course, perfectly free to use additional research materials and to use approved
web based resources (see the Additional Information section “Accessing Additional Material
and Resources.”). The essay must follow proper form and use documentation.
The grade will partly be based on how well the student can formulate a good thesis statement
and use the body paragraphs to prove the argument. The grade will also be based on how well
the student uses the secondary and the primary sources to help analyze the chosen topic and
how well the student understands and utilizes the concepts. The ability to organize and outline
the argument in a logical and comprehensive manner will be an important indicator of
understanding. Grade will also be based on formatting, writing and documentation.
Essay Questions for The Communist Manifesto
The new essay topics are as follows: (These questions are based on a reading of The
Communist Manifesto Marx and some of the critical essays included in the 2012 critical Norton
edition. If you have the older version of this you can use the questions in the Course Guide).
1. In The Communist Manifesto Marx and Engels critique the dominating economic system at
the time - capitalism. Summarize their description of this system and discuss their
assessment of it. Include a discussion of what was happening at the time that may have
made them write this document.
2. The bourgeoisie (or middle class) is central to the discussions in The Communist Manifesto.
Explain the role Marx and Engels thought the bourgeoisie played in history and the role they
thought it would play in the future. Include a discussion of why the events did not play out
the way they predicted.
3. Outline the argument made in The Communist Manifesto and discuss if the Manifesto can
be relevant to any of the social movements today.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
4. Outline the argument made in The Communist Manifesto and discuss whether the most
important long term impact of it was social, cultural, political or economic.
5. An essay of your choice on The Communist Manifesto in consultation with the instructor.
Note: Essay topics which have not been approved by the instructor in advance of
submission will not be accepted.
Before beginning your essay, be sure to read the “Purpose of Essay Writing” and “The
Preparation of Historical Essays,” in the Additional Information section of this Course
Syllabus.
Midterm Exam
Value:
Due Date:
Purpose:
10% of final grade
See Class Schedule
Examination of how well the student is understanding the topics covered. This is
a take-home exam and should be submitted at the same time as Assignment 3.
Instructions for the midterm exam are after Module 6 in the Course Guide.
Description: Students will write an essay (around 5 pages long -1250 words) to answer the
question posed in the Course Guide. Grade will be based on writing, formulation of argument,
and how well the student can both describe and synthesize the meaning of the trends covered.
Final Exam
Value:
35% of final grade
Purpose:
Test how well the students know and can use the material covered in the class.
Description: The final examination is based on the entire course and will consist of two
sections:
•
•
Section A: The exam will have a short definition part similar to the Key Term Definitions
and with the same expectation to explain when, where, what, when and why/how.
Students will define 5 terms selecting from a list of ten terms. The total value of this
section will be 25% of the final exam mark.
Section B: The final exam will also have an essay section. Students will answer 3
questions from a list of 6-7 questions. Each answer should be in the form of an essay;
include a thesis and a minimum of 3 arguments to support the thesis. Each essay will
have equal value, and the essay section is worth 75% of the final exam mark. Students
will be marked on how well they answer the question and the extent to which they can
use relevant and correct facts to help prove a thesis.
An examination guide will be sent to you separately to assist in preparing for the final
examination.
The day and time of your final examination will be listed in your PAWS account.
The location listed in PAWS for your exam is the Saskatoon location. If you want to write your
final exam outside Saskatoon, you must complete an Application for Final Examination form,
available at: https://students.usask.ca/academics/exams.php#Distanceclasses This will let
us know where you would like to write your exam.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
Students writing in Saskatoon do not need to complete this form.
Additional Information
A Word About Your Textbook
Textbook as a Resource
The Western Heritage is a commonly used textbook for European history classes. Written by a
group of eminent historians, The Western Heritage is a synthesis of the most recent historical
research. Each chapter includes an introductory summary, maps, timelines, graphics, extracts
from primary documents, concluding summary, and a chapter bibliography. Chapters end with
review questions that students are encouraged to answer.
Each text comes with a set of primary documents, some of which will be assigned to you for
analysis. This set has been uploaded to the folder “Documents” on PAWS. However, it is
recommended that you choose at least one or two readings for each chapter, even if you are
not doing the assignment on analyzing the documents, in order to capture more effectively the
“flavour” of the period under discussion.
Please note: If you do not have access to a computer or the Internet, let your instructor
know immediately and alternative arrangements will be made for you.
A Word about Historical Geography and Maps in Textbook
Almost every chapter of your text contains detailed maps that help explain the shifting political,
religious, or economic situation under consideration in that chapter. It is recommended that you
spend a few minutes studying the maps since they will provide you with very useful visual
information. You are also highly encouraged to spend a little time to familiarise yourself with
Europe's primary geographical features.
Although we have very little opportunity to deal with Europe’s geography, it is critically important
that students gain a clear understanding of the primary geographical features. Europe is a very
small place, at least relative to other parts of the world, and this has had a profound impact on
the political, economic, and social development of various nations. For instance Belgium is a
total of 30,510 sq km. Compare this with Great Bear Lake in Canada’s North West Territories,
which is 31,328 sq km. Canada itself is over 10 million sq km. While Canada’s population
density is just over 3 people per sq km that of Belgium is 338 people per sq km. With this kind of
population pressure—something that has been a fact of Belgian life for hundreds of years—it
should come as no surprise that Belgium is a territory which has been highly contested.
Another effect of geography is that of removal from the European mainland. For example,
although the British Isles are considered part of Europe, they are physically removed from the
continent; this has played a huge role in their development, particularly since they were spared
the ground wars which other nations suffered.
Rivers, mountain ranges, plateaus, plains, forests, and coastlines have all been of great
significance in Europe’s history. It is also very important to recognize that national boundaries
have been highly fluid over the past 800 years and that many of the border regions have been
contested over and over again.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
Accessing Additional Materials and Resources
Although History 122.3 can be successfully undertaken with the Course Guide and textbook,
you may wish to access additional or supplementary material.
Using the Internet
The Internet has become increasingly accepted as a source for historical information,
particularly as more and more primary documents become available through this medium.
There are literally thousands of websites related to history so researchers must exercise great
caution and critically assess the value of any given WWW resource. Also be aware that web
surfing can absorb a huge amount of time with few tangible results. It is important to recognize
that those who are new to the discipline of history may have difficulty distinguishing “good” from
“bad” or even “poor” sites. If you choose to use the Internet and find websites you consider
useful, you must clear their use with the instructor by sending an email with the URL
before using them in the preparation of an assignment. All URLs in the Appendix may be
used without consulting the instructor further.
Remember that all scholars must acknowledge the work of other researchers by citing them in a
bibliography, and this rule applies to web resources as well. They, too, must be properly
acknowledged and cited. Failure to do so is a serious academic infraction, and there are
penalties associated with such unprofessional conduct.
Off-Campus Library Services
See your Student Information Handbook.
Requesting Assistance
See your Class Checklist and your Student Information Handbook.
Purpose of Essay Writing
An essay written for a university class serves several purposes. The first, and most obvious
one, is to demonstrate to the instructor an understanding of the subject matter. Another purpose
is to enable the instructor to assess the writer’s ability to integrate the material and to
demonstrate the writer’s ability to analyze events or themes and place them in a
comprehensible order.
To achieve these goals the writer must develop several basic skills:
1. Research: The ability to find information relevant to a particular topic or issue from which to
create a narrative. Here students look at what happened.
2. Analysis: The ability to analyze or make sense of information within the context of the issue
under discussion. Here students look at why events happened and assess the significance
of that event or the individual connected to it.
3. Writing: Words are the primary tool of the historian and must be used accurately,
appropriately, and grammatically to produce an interesting account.
These skills are not only necessary for good essay writing but they are also developed by it.
One of the benefits of developing essay writing skills is that they can serve you well out of the
classroom or formal learning situation by building your analytical skills as well as your written
and oral communication skills.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
The Preparation of Historical Essays
The following information is provided as a guide for preparing historical essays:
Thesis Statement and Statement of Organization
Your introduction must contain a thesis statement and a brief outline of the main points you will
be covering in your essay. A thesis statement is a sentence or series of sentences that defines
an understanding of a subject and the argument you will be developing. It demonstrates your
knowledge of the material and states an interpretation or argument that you feel is well founded.
The purpose of the thesis statement is to inform the reader of the specific subject to be
discussed and the approach you plan to take. To arrive at a thesis statement you need to have
a general understanding of the context and specific knowledge of the material.
Essay Outline
A logical and organized approach is the best way to produce a successful essay. The time you
spend working on your outline is time well spent. The process of drafting an outline will help you
define your thesis and make a statement of organization. The statement of organization is a
short passage that outlines the argument you will make and how you will make it. It helps you to
clarify how you will prove and document your ideas.
An essay consists of three main components:
•
Introduction
•
Body
•
Conclusion
As you begin to sketch an outline, these three parts will expand. Your essay outline may look
like this:
I.
Introduction
•
Interesting opening sentence (background quotation, something to interest or entice the
reader)
•
Thesis Statement(s)
•
Statement of organization (the order in which you will introduce various pieces of information
to support your thesis)
II.
Body
Topic One
A. Statement/main idea
B. Supporting Evidence
1. Dates/Statistics
2. Illustrations/examples
3. Sequence of events
C. Summary of main ideas in Topic One
D. Link to Topic Two
E. Repeat the above steps in the “Body” for additional topics.
III.
Conclusion
A. Reiteration of the thesis statement
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
B. Summary of the argument, including all the topics covered
C. Conclusion based on evidence presented.
With a complete and thoughtful outline, actually writing the essay is simply a matter of fitting the
research you have done into the pattern you have created. Follow the outline, making sure that
the progression of information is logical.
Drafting and Proofreading
Although many students attempt it, it is almost impossible to write a good essay in one draft.
This means that first you need to produce a rough copy and then revise it to produce a final
draft. In writing a final draft the quality of language and the logic of the argument are the
principal concerns. Additionally, by the final draft there should be no factual, grammatical, or
spelling errors.
There are two types of proofreading: proofreading for sense and copy editing.
Reading for Sense
Read each sentence making sure that each is complete. That is, each sentence has a subject
(noun or pronoun), a predicate (a verb or action word) and, if necessary, an object; that
preceding and following sentences are linked together and logical; and that there are no
changes in tense. In almost all instances historical papers should be written in the past tense.
Also, examine each section of the essay:
1. Introduction: Is it interesting? Is the thesis statement clear? Does it define the exact subject
and express an argument? Does the statement of organization include all the topics you will
cover?
2. Body: Does each paragraph cover a different point? Is it relevant to the thesis? Does it have
a topic sentence? Are details present and do they support the topic sentence and the
thesis? Have you acknowledged where your information has come from?
3. Conclusion: Does it restate the thesis? Does it provide a summary of the material? Does it
present clear and valid conclusions? Does it avoid introducing new information?
Copy Editing
The second type of proofreading is more appropriately called copy editing. This is most
effectively done line by line from the end to the beginning, checking spelling, typing, footnotes,
tenses and so on. This is a crucial step in the preparation of essays since many small errors can
be as damaging to your essay as large obvious ones. Do not count on the spell checker or
grammar checker on your computer to do this for you. Spell checkers, for instance, cannot
decide if the word should be “there” “their” or “they’re”; ”form” or “from”; “to” “two” or “too.”
Footnotes or Endnotes
When you write an essay for a university class you must acknowledge the sources of your
information. This is done in footnotes or endnotes. Of course, every fact and idea in the essay
need not be referenced in an endnote or footnote. Knowing when to cite a source is another of
the skills you will develop as you learn to refine your writing. However, there are three occasions
when you must acknowledge the source of your information:
1. Footnotes or endnotes must always accompany a quotation. While an essay is a product
of your thinking and should be written in your own words, you may come across a
passage in your reading that perfectly expresses an idea that you think is necessary to
include. Simply to copy a sentence into your essay without acknowledging the source is
essentially stealing someone else’s work and is called plagiarism. This is considered a
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
very serious academic offence and can lead to serious consequences. You may,
however, copy a passage and acknowledge the source in a footnote or endnote. Short
quotations must always be preceded and followed by quotation marks (“…”). Longer
quotations should be indented on both margins and single-spaced but without quotation
marks.
2. Footnotes or endnotes may be used to explain something that would otherwise interrupt
the flow of your argument. They may be used to explain a foreign word or phrase, or to
give biographical information. If you find that you are using explanatory footnotes too
often, you may want to rethink your outline.
3. Footnotes or endnotes are also useful in demonstrating that there are several
interpretations of an event.
At the end of the material being cited you must place a superscripted number. This number
refers to the bibliographical information that appears at the bottom of the page in the case of
footnotes, or is gathered together on a separate page at the end of the essay in the case of
endnotes. The first time you refer to a book it should be noted thus:
1
Christopher Hibbert, The French Revolution. (London: Penguin Books, 1982), 56.
Note: you can underline the title or use italics, but not both.
The second time the book appears you can note it as follows:
2
Hibbert, French Revolution, 98.
Bibliography
The last step in essay preparation is the bibliography. This is a list of all the works you have
used in the process of writing your essay. This includes both books you have read but not
quoted from as well as books you have quoted or cited.
The list should be arranged alphabetically, by the author’s surname, followed by initials or full
name (whatever the author chooses to use). Note that if there is more than one author for a
book, only the first author’s name is cited with the surname appearing first. The other authors
are listed with their first name or initials appearing first, followed by the surname. Make sure you
include the publication information that was given in the footnote or endnote, but omit specific
page references in the case of books. In the case of an article, provide the page range of the
entire article.
Here are several examples:
Dillinger, Johannes. “Terrorists and Witches: Popular Ideas of Evil in the Early Modern Period.”
History of European Ideas, Volume 30(2), 2004, 167-182.
Goubert, Pierre. Louis XIV and Twenty Million Frenchmen. Translated from the French by Anne
Carter New York: Pantheon Books, 1970.
Luther, Erasmus, and the Reformation: A Catholic-Protestant Reappraisal. Edited by John C.
Olin, James D. Smart and Robert E. McNally. New York: Fordham University Press, 1969.
Skill Improvement
Although there may be times when you feel isolated and frustrated, remember that you are not
working in a vacuum. You can phone or email your instructor for guidance, information, or to
discuss concerns. The comments which appear on assignments are made by an experienced
historian who has read and considered your work carefully. To do well in the course you must
consider thoughtfully the comments which have been made and use them to improve your skills.
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
Submitting Assignments
Submission forms and pre-addressed envelopes are included in your course materials package.
Assignments may be submitted by mail, fax, or in person. Some instructors may also accept
assignments submitted electronically. Check with your instructor on the preferred mode.
Options for Submitting Assignments:
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Electronically to your instructor by e-mail or the Blackboard Learn system (check with
your instructor on preferred electronic mode).
By fax (with completed submission form) to DEU at (306) 966-5245.
In person (with completed submission form) to the Main Office at the Distance Education
Unit (address below) Monday through Friday between 8:30 a.m. and 4:30 p.m. After
Hours: Via the drop slot located at the top of the central stairwell, on the Fourth Floor of
the Williams Building (address below).
By mail (with completed submission form) to:
Distance Education Unit (DEU)
Room 464, Williams Building
University of Saskatchewan
221 Cumberland Avenue North
Saskatoon, SK S7N 1M3
Please note that assignments sent by mail should be postmarked no later than the due date,
and faxes should be sent prior to 4:30 p.m. Saskatchewan time on the due date. You should
keep a personal copy of all assignments submitted
Students with Disabilities
If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly
encouraged to register with Disability Services for Students (DSS). In order to access DSS
programs and supports, you must follow DSS policy and procedures. If you suspect you may
have a disability, contact DSS for advice and referrals. For more information,
see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or [email protected].
Integrity Defined
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practica – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan Guidelines for
Academic Conduct. More information is available at
http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf
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HIST 122.3 – Europe in Age of Mass Culture 1789 to Present
Acknowledgements
Course Author(s)
Caroline Cottrell (Department of History, University of Saskatchewan)
Revised By:
Sylvi Johansen, Ph.D. (Department of History, University of Saskatchewan)
Instructional Design and Course Development
Margareth E. Peterson, M.Ed. (Extension Division, University of Saskatchewan)
Revised By:
Jeanette McKee, M.Ed. (Distance Education Unit, University of Saskatchewan)
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