Department of History
Trent University
History 1500Y
TEN DAYS THAT SHOOK THE WORLD:
TERROR IN HISTORY
2016-2017
Peterborough
Lecture: Monday, 16:00-17:50
Location: SC-137
Seminars: Weekly
Course coordinator:
Caroline Durand
Trent Email:
[email protected]
Telephone:
705-748-1011 ext. 7109
Campus:
Peterborough
Office Location:
LEC South 103
Office Hours:
Wednesday, 10:00-12:00
Administrative assistant: Trisha Pearce
Email: [email protected]
Office Location: LEC South 101.3
Telephone: 748-1011 x 7706
Course Description: The collapse of the World Trade Center in New York City on September 11,
2001, also brought down the widespread assumption that North America was immune from deliberate
violence and terror designed to accomplish political, social, and ideological ends. Such complacency was
unfounded. Living with a consciousness that terror can impact directly on our own lives now unites us
not only with people in other parts of the globe and victimized groups within our own society, but also
with people in earlier times who felt threatened by severe crises beyond their control. Terror and
terrorism are nothing new. History 1500 is not intended to be a complete survey of the major instances
of terror in the past. Rather, by focusing on ten case studies of significant social fears, stretching from
the Middle Ages to the recent past, it attempts to provide an introduction to the basic methods of
historical analysis.
Course Goals: As a first year history course, History 1500 is intended to introduce students to the study
of history. Through seminar discussions and writing projects, students will be encouraged to interpret
historical information, to examine the relative merits of different methodologies, interpretations, and
approaches, to conduct research, and to hone their speaking and writing skills and ability to formulate a
logical argument. On completing the course successfully, students should understand the basic
conventions of historical writing, the rules of academic integrity and professionalism, the importance of
personal initiative and accountability, and the evolving nature of historical knowledge.
Course Format: The course involves one two-hour lecture and one seminar weekly. The lecture is
scheduled on Mondays from 16:00 to 17:50. Seminars are organized around assigned readings, normally
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about 30 to 40 pages in length, which are used as a basis for class discussions. Seminars are an integral
part of History 1500 and of the history curriculum at Trent University as a whole. Since lectures and
seminars are designed to complement – not duplicate – each other, seminar preparation, attendance
and participation are mandatory. Numerous absences will result in a low or failing grade for this
portion of the final mark.
Please check http://www.trentu.ca/admin/mytrent/AcademicTimetable.htm to confirm seminar times
and locations.
Course Requirements: Two essays are required in the first term. The first, a 500-word analysis of a
primary source, is due in seminar between October 17 and 21. The second, a 1000-1500-word essay on a
theme related to Module 3, is due in seminar during the week of November 28-Dec. 2. In the second
term, an annotated bibliography (due in seminar between Feb. 6 and 10) and one 2500-word research
paper based on at least seven solid academic sources (due in seminar between March 20 and 24) are
required. The grading of each of the written assignments will focus on historical analysis, research skills,
and clear writing. Details about these assignments will be provided in separate handouts, posted
on Blackboard. Each exam is 3 hours in length. The mid-year exam covers all material from September
until December and the final exam covers the readings and lectures from January until April.
Grading:
First essay
Second essay
Library Skills Test
Mid-year exam
Annotated bibliography
Research paper
Seminar participation
Final exam
5%
10%
5%
15%
5%
20%
20%
20%
Due in seminar, week of October 17-21
Due in seminar, week of Nov. 28 - Dec. 2
Available between Sept. 26 and Dec. 5
TBA, during December examination period
Due in seminar, week of February 6 - 10
Due in seminar, week of March 20 - 24
Weekly
TBA, during April examination period
Mid-year grade will be based on 45% of the final grade: the first essay (5%), the second essay
(10%), the Library Skills Test (5%), the mid-year exam (15%) and half the points for seminar
participation (10%).
Access to Instruction Policy
It is Trent University's intent to create an inclusive learning environment. If a student has a disability and
documentation from a regulated health care practitioner and feels that he/she may need
accommodations to succeed in a course, the student should contact the Student Accessibility Services
Office (SAS) at the respective campus as soon as possible.
Complete text and contact information are available in the 2016-2017 Undergraduate Calendar, pages
286 and 319.
Academic Integrity Policy
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence
and carries penalties varying from failure on an assignment to expulsion from the
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University. Definitions, penalties, and procedures for dealing with plagiarism and cheating are set out in
Trent University’s Academic Integrity Policy. You have a responsibility to educate yourself – unfamiliarity
with the policy is not an excuse. You are strongly encouraged to visit Trent’s Academic Integrity website
to learn more: www.trentu.ca/academicintegrity.
Academic Integrity Module
All students are required to complete an online module on academic integrity, which can be found on
Learning System: Academic Integrity at Trent. This module will inform you of the major academic
integrity regulations and the consequences for academic dishonesty. It will also provide you with
instruction on how to avoid academic dishonesty when completing assignments, tests, group-projects,
and papers. At the conclusion of each of the three sections, you will be required to take a multiple choice
quiz. You must earn 100% on each quiz, and you may take each quiz as many times as you need to in
order to do this.
The module will provide you with instructions on how to submit proof of your quiz scores. You must
submit proof of completion when you hand in your first assignment in the week of October 17.
No assignments will be accepted without this proof. You may be in other courses that require
completion of this module. If so, you only need to complete this module successfully once. Simply print
out additional proof of your quiz scores. Please note that if you completed this module before
September 2016, your scores are no longer valid and you will need to retake it at this time.
Essay Policies:
1. Students are required to keep all research notes, outlines and rough drafts for their essays, along with
the finished version. Seminar instructors may request that these materials be submitted with the final
essays or at any time after the essays are due. Hard copies of the work in progress should be printed
at regular intervals so that there is a concrete record of how the assignment evolved. The sequence of
drafts should be indicated.
2. All written work must be prepared according to Chicago style, the requirements for which are laid
out in the Academic Skills Centre’s Online Documentation Guide:
http://www.trentu.ca/academicskills/documentation/chicago.php
3. Unless there are legitimate reasons, late assignments will be downgraded by 5% per day, week-ends
included. Exceptions on medical or personal grounds will be granted only with proper
documentation.
4. Essays must be submitted in both hard copy and electronic formats. The hard copy must be
submitted in class at the start of the tutorial in the week when it is due. If the hard copy is not
submitted directly to the seminar instructor, you assume all risk that it does not go astray. The
electronic copy must be submitted to the Safe Assign essay dropbox located on the HIST 1500
Blackboard/MyLearning site. The deadline is the same as for the hard copy. The hard copy and the
electronic copy should be identical. Safe Assign utilizes plagiarism-checking software. Further
information about Safe Assign is provided on the class Learning System/Blackboard site and can
also be found at www.Safeassign.com.
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Library Skills Test:
Bata Library has developed a program to help students learn how to use its holdings effectively, and
students are urged to take advantage of it. Completion of the program count for 5% of the grade only,
but knowing how to use the library properly is a huge asset – for this class and for your entire university
career. The program is comprised of several sections, each of which contains instructional information
on how to use the library and a test to assess the absorption of that information. The instructional
materials of all parts can be read as soon as the site is opened, but the tests must be successfully
completed in sequence. A grade of 75% or better must be obtained on the first test before the second
test becomes available, and then a grade of 75% or better must be obtained on the second test before the
third test becomes available, and so on. The program can be completed all at once or at intervals
convenient to the individual student. Until the final deadline when it is withdrawn, there is no limit to the
number of times the site can be accessed or to the number of times the tests can be attempted.
Beginning on September 26, the entire program will be online and can be accessed through Blackboard.
Be sure to complete the test that has been set up specifically for History 1500. The link to our test
appears as a separate course entitled “Library Skills for Hist 1500”. James Watson is listed as the
instructor. The deadline for completing the program is Monday, December 5. After this time, the
program can no longer be accessed. Please note that this program is administered entirely by Bata Library
staff, and questions about it should be directed to [email protected], not to History 1500
instructors.
Required Texts (available at Trent Bookstore):

History 1500 Coursepack
Online History Workbook: Available at http://www.trentu.ca/history/workbook/
Material for the second essay is available at Trent library; a search in the catalogue will be necessary to
retrieve it.
Occasionnally, lecturers assign readings that are not in the coursepack; see instructions in the weekly
schedule and reading list below.
Seminar instructors:
NAME
Simon Bayani
Sabrina Grove
Katrina Keefer
Aline Lima Albrao
Carmen Meyette
Ryan Orr
Mathew Ruguwa
Kyle Trolley
E-MAIL ADDRESS
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
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WEEKLY SCHEDULE
1. September 12: Introductory Lecture
MODULE 1: THE CRUSADES (Fiona Harris-Stoertz)
2. September 19: Lecture 1: November 27, 1095: Pope Urban II’s Call to Crusade and the
Crusading Movement
Seminar: Crusaders and Muslims
Seminar readings: Marcus Bull, “Origins,” in The Oxford Illustrated History of the Crusades
(Oxford: Oxford University Press, 1995), 13-33; Pope Urban II, “Speech at Council of Clermont,
1095”; Stephen of Blois, “Letter to his wife,” “The Travels of Ibn Jubayr,” in The Crusades: A
Reader, ed. S.J. Allen and Emilie Amt (Peterborough: Broadview Press, 2003), 108-111;
“Memoirs of Usamah ibn Munqidh,” in The Crusades: A Reader, 112-116.
Questions for consideration: What factors in Europe encouraged people to go on crusade? How
did they justify it? Why do you think Pope Urban II’s speech inspired so many people to go on
crusade? What obstacles did they face? How does Stephen of Blois describe the experience of
crusading? What do you learn about Christian/Muslim relations from Stephen of Blois, Ibn
Jubayr, and Usamah ibn Munqidh?
3. September 26: Lecture 2: Why Did the Crusades Last So Long and Achieve So Little?
Seminar: Money and Gender in the Early Crusades
Seminar readings: Jonathan Riley-Smith, “Early Crusaders to the East and the Costs of
Crusading, 1095-1130,” in The Crusades: The Essential Readings, ed. Thomas Madden (Oxford:
Blackwell, 2002), 156-171; Helen Nicholson, “Women on the Third Crusade,” Journal of Medieval
History 23.4 (1997): 335-49.
Questions for consideration: How were the crusades financed? What did crusaders bring back?
How might finances have affected the shape, frequency, and success of crusades? Did women
go on crusade? Why? Why not? Did they fight? How did Muslims and Christians feel about the
involvement of women in warfare? How do the sources available for the study of crusades limit
our ability to learn about various aspects of the crusades? Ultimately, how much can we really
know about the crusades?
MODULE 2: 1492, 1498 and GLOBAL DISASTERS (Ivana Elbl)
4. October 3: Lecture 1: “1492, Columbus, and the Columbian Legacy of Disasters”
Seminar: The aftermath of 1492
Seminar reading: W.D. Phillips and C. Rahn Phillips, “The Post-Columbian World,” Chapter
11 in W.D. Phillips and C. Rahn Phillips, The Worlds of Christopher Columbus (Cambridge and New
York: Cambridge University Press, 1992), 241-73, 299-302.
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Questions for consideration: Why did the contact between the Old Word (Eurasia and Africa)
with the Americas result in so many tragedies? Why did the introduction of new foods often lead
to major complications and outright disasters? What informed the Spanish (and European)
conception of humanity in the age of expansion? What was the impact of the inflow of wealth
from the Americas on Spain (and, by extension, on Europe)?
5. October 10: Thanksgiving; no classes.
6. October 17: Lecture 2: “1498: The Portuguese Answer to Columbus”
* First assignment due in seminars this week *
Seminar: The impact of 1498 on Asia
Seminar reading: Felipe Fernández-Armesto, “Portuguese Expansion in a Global Context,”
Chapter 14 in F. Bethencourt and Diogo Ramada Curto, Portuguese Oceanic Expansion, 1400-1800
(Cambridge and New York: Cambridge University Press, 2007), 480-511.
Questions for consideration: Why was the impact of the Portuguese presence in the Indian and
Pacific Ocean so different from the impact of Europeans in the Americas? How did the impact
of European presence on the native peoples of the Americas differ from that on peoples of
Siberia and seashores of the Indian Ocean? Why was the establishment of European seaborne
empires considered one of the stepping-stones of modern history?
October 24: Reading week (no classes)
MODULE 3: The Decapitation of Charles I (Jennine Hurl-Eamon)
7. October 31: Lecture 1: Competing terrors: a Catholic King, or no King at all?
Seminar: Decapitation as political theatre
Seminar readings: P.J. Klemp, “’I have been bred upon the Theatre of death, and have learned
that part’: The Execution Ritual during the English Revolution,” Seventeenth Century 26, no. 2
(Autumn 2011), 323-45.
“King Charles His Speech Made upon the Scaffold at Whitehall-Gate immediately before his
Execution.” King Charles His Trial at the High Court of Justice sitting in Westminster Hall. (1650) In
Eikon Basilike, ed. Jim Daems and Holly Faith Nelson, Peterborough, On: Broadview Press,
2006), 319-324.
Michel Foucault, “The body of the condemned,” in Discipline and Punish: The Birth of the Prison
(New York: Vintage Books, 1995), 3-9.
Questions for consideration: What individuals/groups were involved in the theatre of execution
in early modern Europe? How were executions managed and orchestrated by these participants?
In what ways did the state (and its executioners) wield power over the victim and what tools were
at the victim’s disposal? How does the primary source reveal Charles I’s attempt to create a
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“counterscript” for his execution? What role does Christianity play in the theatre of execution?
How has modernity changed the theatre of executions in the Europe and America?
8. November 7: Fear historicized: memories of the decapitation
Seminar : Perceptions of Charles I
Seminar readings : Joad Raymond, “Popular representations of Charles I,” in The Royal Image:
Representations of Charles I, ed. Thomas N. Corns (Cambridge: Cambridge UP, 1999), 47-73.
John Pelling, A sermon preach’d before the Honourable House of Commons, at St. Margaret’s Westminster on
Monday Jan 31. 1708/9…. (London, 1709), 15-22.
Note: This last reading is not in your coursepack. It is available from Eighteenth Century
Collections Online, a database in Bata Library’s collections. To find this, go to the Library website
and click on the tab labled “Databases A-Z.” Click on “select a database.” The databases are
listed alphabetically. After you have scroll down and selected Eighteenth Century Collections Online,
you can get this particular reading by searching for “Pelling” as the author and “sermon” as the
title. Select this particular sermon from the list provided.
Questions for consideration: What are the different images of Charles I in popular pamphlets of
the seventeenth century? How did the relatively free exchange of information/propaganda affect
Charles and his opponents? How can this sort of popular literature inform historians about
events (i.e., what are its benefits and what are its drawbacks as an historical source)? What
perception does the early eighteenth-century sermon offer of the morality of the execution?
MODULE 4: THE SLAVE TRADE (Arne Bialuschewski)
9. November 14: November 29, 1781: Luke Colingwood, Commander of the Ship called the
Zong, Sends 54 Slaves to their Deaths at Sea + FILM: Slavery and The Middle Passage
Seminar: The Transatlantic Slave Trade
Seminar Reading: John Thornton, Africa and Africans in the making of the Atlantic World, 14001800 (Cambridge University Press, 1998): 98-125.
Questions for consideration: Who were the victims of the slave trade ? Who were the
beneficiaries ?
10. November 21: The Story of the Excellent – how the Slave Trade Worked; Slavery and
Resistance
Seminar: Descriptions of the Slave Trade by Contemporaries
Seminar Readings: Olaudah Equiano, The Intesting Narrative of the Life of Olaudah Equiano, ed. by
Robert J. Allison (Boston: Bedford / St. Martins, 1995): 53-58. William Snelgrave, A New Account
of Some Parts of Guinea and the Slave Trade (London, 1734), Introduction (16 pages).
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Questions for consideration: How did these contemporary writers describe the conditions of the
slave trade ? What biases are evident in their accounts ?
MODULE 5: THE ASSASSINATION OF THOMAS D’ARCY McGEE AND ITS MEANING
(Dimitry Anastakis )
11. November 28: Lecture 1: April 7, 1868: The Assassination of Thomas D’Arcy McGee, Sparks
Street, Ottawa/Nationalism, Conflict and War in Ireland and
Confederation-Era Canada
* Second essay due in seminars this week *
Seminar: The Irish in Canada
Seminar readings: Michael Cross, “The Shiners’ War: Social Violence in the Ottawa Valley in
the 1830s,” Canadian Historical Review 54.1 (1973): 219-242; David Shanahan, “Young Ireland in a
Young Canada: Thomas D’Arcy McGee and the New Nationality,” British Journal of Canadian
Studies 12.1 (1997): 1-8.
Questions for consideration: What was it like to be of Irish descent in Canada in the period from
the 1830s to the 1860s? What were the main influences in Irish life? Do you think Ottawa was
typical of Irish life in this period in Canada? How did politics from the homeland influence the
Irish in Canada, particularly political leaders such as McGee?
12. December 5 : Lecture 2: The “Terror” of the “Green Ghost”: The Fenian Raids, 1866-70/
The Meaning of McGee’s Assassination, the Fenians and the Making of Canada
Seminar: The Fenians
Seminar readings: P. M. Toner, “The ‘Green Ghost’: Canada’s Fenians and the Raids,” EireIreland 16 (1981): 27-47; David Wilson, “A Rooted Horror: Thomas D'Arcy McGee and Secret
Societies, 1845-68”, Canadian Journal of Irish Studies (Spring, 2005), pp. 45-51.
Questions for consideration: Why did the Fenian Raids fail? Was it because of political
infighting? Poor strategy and preparation? Did the Catholic Church play a role? Why didn’t
Irish Canadians join the fight? What role did gossip and “news” play in spreading the Fenian
fear? How were the Fenian fears used by politicians in Canada, either to influence
Confederation, or for local purposes such as in PEI? Was McGee a martyr of Confederation, or
a symbol of Irish failure in North America?
MIDTERM EXAM: The mid-year exam will be scheduled during the university exam period
after the end of first term classes.
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WINTER TERM:
MODULE 6: The Indian Act, Residential Schools, and Canadian Colonialism
(Janet Miron)
12. January 9: Lecture 1: An Act to Amend and Consolidate the Laws Respecting Indians,
Assented to 12th April, 1876.
Seminar: The Attempt to Subjugate Indigenous Peoples Through the Indian Act
Seminar readings: Sarah Carter, “Two Acres and a Cow: ‘Peasant’ Farming for the Indians of
the Northwest, 1889-1897,” Canadian Historical Review, 70, 1 (March 1989): 27-52.
James Daschuk, Clearing the Plains: Disease, Politics of Starvation, and the Loss of Aboriginal Life (Regina:
University of Regina Press, 2013): chapter 7.
Questions for consideration: What were the assumptions behind the Indian Act of 1876, and
following amendments, in the period prior to 1951? What were some of the ramifications of
these policies on Indigenous Peoples? What were some of the ways in which Indigenous Peoples
sought to resist these policies and the effects of colonialism?
13. January 16: Lecture 2: Residential Schools and Notions of Reconciliation
Seminar: Legacies of the Residential School System
Seminar readings: Edmund Metatawabin, Up Ghost River: A Chief’s Journey Through the Turbulent
Waters of Native History (Toronto: Alfred A. Knopf Canada, 2014): chapters 2-3.
Truth and Reconciliation Commission of Canada, “Preface” and “Introduction,” in Honouring the
Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of
Canada (Winnipeg: TRC, 2015). Available on-line at:
http://www.trc.ca/websites/trcinstitution/index.php?p=890
Jeff Corntassel, Chaw-win-is, and T’lakwadzi, “Indigenous Storytelling, Truth-telling, and
Community Approaches to Reconciliation,” ESC: English Studies in Canada, 35, 1 (March 2009):
137-159.
Questions for consideration: Why did the Canadian government establish residential schools?
What conditions did children and youth face at the schools? What are the legacies of the schools?
How has reconciliation been attempted? What are some of the problems with the idea of
reconciliation?
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15. January 23: Lecture: Researching and Writing the Research Essay for History 1500 (Dana
Capell)
MODULE 7: LYNCHING AND SEGREGATION IN THE AMERICAN SOUTH
(Finis Dunaway)
16. January 30: Lecture 1: April 23, 1899 – The Lynching of Sam Hose/ The Culture of
Segregation
Seminar: Stories about Lynching
Seminar readings: Leon F. Litwack, ‘Hellhounds’ in Trouble in Mind: Black Southerners in the Age of
Jim Crow (New York: Knopf, 1998), 301-12, 320-22; Ida B. Wells-Barnett, “The Case Stated,”
(1895), in Black on White: Black Writers on What It Means to Be White, ed. David Roediger (New
York: Schocken, 1998), 286-94; Martha Hodes, White Women, Black Men: Illicit Sex in the NineteenthCentury South (New Haven: Yale University Press, 1998), 176-78, 187-93.
Questions for consideration: Why did white southerners claim lynching was necessary? Were
these the real reasons? In practice, what sorts of events precipitated lynchings? How did black
leaders explain these murders?
17. February 6: Lecture 2: Resistance to Lynching/ The Civil Rights Movement
* The Annotated Bibliography is due in seminars this week *
Seminar: The Spectrum of Terror in Daily Life
Seminar readings: Richard Wright, “The Ethics of Living Jim Crow: An Autobiographical
Sketch,” (1938) in Uncle Tom’s Children (New York: Harper Perennial, 1993), 1-15; Timothy B.
Tyson, “Dynamite and ‘The Silent South’: A Story from the Second Reconstruction in South
Carolina,” in Jumpin’ Jim Crow: Southern Politics from Civil War to Civil Rights, ed. Jane Dailey, Glenda
Gilmore and Bryant Simon (Princeton: Princeton University Press, 2000), 275-97.
Questions for consideration: How did segregation affect the daily lives of African-Americans in the
South? Were they able to resist racist expectations? Why did so few white Southerners speak out
against racial inequities? Why did Claudia Sanders represent a significant threat to segregation in
South Carolina?
MODULE 8: NAZI DICTATORSHIP (Carolyn Kay)
18. February 13: Lecture 1. The Rise of Nazism and the Creation of the Third Reich: Devotion
and Terror in Hitler’s Germany
Seminar: Understanding Hitler?
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Seminar readings: (p. 519-543, coursepack)
 Sebastian Haffner, The Meaning of Hitler, trans. Ewald Osers (New York: Macmillan, 2000),
3-7, 25-35;
 David Welch, “The Conquest of the Masses” in The Third Reich: Politics and Propaganda
(London: Routledge, 1995), 8-16.
Questions for consideration: What were some of the main characteristics of Hitler’s personality?
What were Hitler’s ‘successes’ after 1933? Why were they significant factors in his popularity?
How and why did Nazi propaganda help Hitler win support?
February 20: Reading week (no classes)
19. February 27: Lecture 2: Propaganda, Chaos and Destruction in the Third Reich and in the
Holocaust
Seminar: The Holocaust
Seminar readings: (p. 545-570, coursepack)
 Doris Bergen, Selections from War and Genocide: A Concise History of the Holocaust (Lanham,
MD: Rowman and Littlefield, 2003), 36-43;
 Josef Zelkowicz, “Days of Nightmare,” in Art from the Ashes: A Holocaust Anthology, ed.
Lawrence L. Langer, (New York: Oxford University Press, 1995), 197-214.
Questions for consideration: What were the main points of Hitler’s racial “worldview” and his
fear of the Jews? In Zelkowicz’s account of the deportation to Auschwitz, how did the Jews of
the Lvov ghetto respond to the horrific demands of the Nazis? What sort of world does he reveal
in this excerpt from his diary?
MODULE 9: Oppression and Systemic Struggle in South Africa: Apartheid and Division
(Katrina Keefer)
20. March 6. Lecture 1: South Africa: Fractured Nationalism and Settler Tensions
Seminar: Prelude to Apartheid and the Early Years
Seminar readings: David Attwell, “Intimate Enmity in the Journal of Tiyo Soga,” Critical Inquiry
23, 3 (1997): 557-577; Amanda D. Kemp and Robert Trent Vinson, “"Poking Holes in the Sky":
Professor James Thaele, American Negroes, and Modernity in 1920s Segregationist South
Africa,” African Studies Review 43, 1 (2000): 141-159; Paul B. Rich, “The Appeals of Tuskegee:
James Henderson, Lovedale, and the Fortunes of South African Liberalism, 1906-1930,” The
International Journal of African Historical Studies 20, 2 (1987): 271-292.
Questions for consideration: What were the ongoing tensions between missionaries and
education and colonial ambitions in the late 19th century in South Africa? How did race relations
play out by the turn of the century? How did South Africa frame itself in relation to ongoing civil
rights questions in the early twentieth century in the United States? How did African intellectuals
frame their reality and how did the white South African world respond?
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21. March 13. Lecture 2: How a Country Tried to Brainwash Itself and Tore Itself Apart Instead
Seminar: Apartheid’s reign and its fall
Seminar readings: Walton R. Johnson, "Education: Keystone of Apartheid," Anthropology &
Education Quarterly 13, 3 (1982): 214-237; Dominic Griffiths and Maria L. C. Prozesky, “The
Politics of Dwelling: Being White / Being South African,” Africa Today 56, 4 (2010): 22-41; Xolela
Mangcu, “Retracing Nelson Mandela through the Lineage of Black Political Thought,” Transition
112, (2013): 101-116
Questions for consideration: Why was the Bantu Education Act so important? What effect did it
have on students of all ethnic backgrounds? How would that help to shape the fabric of South
Africa? How did the uprisings and Black Consciousness define the evolving struggle? Why was
Nelson Mandela so important? How can we approach modern South Africa post-Apartheid?
How are today’s race issues still being fed by the past?
MODULE 10: TERRORISM AGAINST FEMINISTS: THE MONTREAL MASSACRE
(Caroline Durand)
22. March 20: Lecture 1: December 6, 1989: “I hate feminists”/From French Republicans to
Social Reformers: Introduction to women's history and the history of feminism.
* Final essay is due in seminars this week *
Seminar: Science and Gender
Seminar reading: Londa Schiebinger, “Chapter 8: The Triumph of Complementarity”, in The
Mind Has No Sex ? Women in the Origins of Modern Science (Cambridge, London: Harvard University
Press, 1989), p. 214-244 (+ 316-322 for notes).
Questions for consideration: Why were 18th century scientists interested in the study of
differences between men and women ? What is the theory of sexual complementarity, and what
is political about it ? Why was it difficult to dispute the claims made with the theory of sexual
complementarity ? How does this theory reinforce the idea that science was mostly a masculine
pursuit ?
23. March 27: Lecture 2: From Suffragettes to Radicals: Women and feminists from the late
Nineteenth to the end of the Twentieth Century
Seminar: A “Mad Killer”, or a radical anti-feminist?
Seminar readings: Press Clippings, December 7, 1789 – November 20, 1990, (Coursepack; texts
no. 41 to 61); and Andrea Dworkin: “Mass Murder in Montréal: The Sexual Politics of Killing
Women”, Speech at the Université de Montréal, December 7, 1990. Reproduced from Andrea
Dworkin, Life and Death (New York, London: The Free Press, 1997), p. 105-114.
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Questions for consideration: Discuss the different reactions and explanations offered on the
shooting of 14 engineering students. Was it problematic to publish Lépine's suicide letter?
According to feminist activist Andrea Dworkin, what was political about these murders? What
course of actions does she suggest?
24. April 3: Lecture: Terror – Looking Back and Looking Forward.
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