HISTORY 2706E
HURON UNIVERSITY COLLEGE
YOUTH CULTURES IN THE TWENTIETH- CENTURY
Instructor: Dr. A. Bell
Classes: Tuesdays 1:30-2:30 (Tutorial) and Thursdays 12:30-2:30 (Lecture) V214
Email: [email protected]
Telephone: 438-7224 ext.293
Office: Room V130
Office Hours: Tues 12:30- 1:30, Wed 1:30-2:30 and by appointment
COURSE DESCRIPTION
This course will examine twentieth-century youth cultures in Canada, Britain and the
United States: how young people created their own distinct pastimes and subcultures,
how they were fragmented by income, class, gender and race and how official reactions
to them revealed wider concerns about youth under the conditions of modernity.
First we will trace the chronological changes affecting youth in Canada, Britain and the
US. The late nineteenth-century saw the creation of youth institutions such as the
secondary school which helped to further cement the period of adolescence as a distinct
way of life between childhood and adulthood. Young people played important roles in the
Great War, in the explosion of popular culture in the 1920s and 1930s, in the hardships
and increasing state control over youth during the depressions and the Second World
War. They were integral to postwar reconstruction and increasing employment in the
affluent society, to the cultural revolutions of the 1960s and 1970s, and in the harnessing
of new technologies and cultural media since the 1980s.
Secondly we will examine the elites‟ concerns with the „problem‟ of youth, as discussed
by child guidance authors, psychologists, social workers, government institutions, the
police, private charities, teachers and parents. Were these reactions merely „moral panics‟
common to every age, or did they signify a new concern with youth under the conditions
of modernity?
And lastly we will explore how young people defined themselves and created their own
distinct pastimes and subcultures, from the flappers of the 1920s, to the „Swing Kids‟ of
the 1930s, the rebellious „teenagers” of the 1950s and 1960s, to the punks of the 1970s
and hip hop artists of the 1990s. Through the course of the century, youth cultures
became increasingly commercial, as mass consumerism burgeoned from the post-World
War II years through the 1960's. To what extent could youth cultures remain critical of
the social and economic system of which they became a part? Youth, adolescents and
teenagers are thus examined as creators and consumers of their own distinct popular
culture, as well as objects of official concern, enquiry and legislation.
OBJECTIVES
History as a discipline requires more than memorizing facts and names; it demands that
students actively engage their minds with historical material. An important objective of this
course is to help students develop critical reading and thinking skills related to history
learning. This primarily means the ability 1) to understand historical facts in their context and
in connection with previous events; 2) to use facts to develop and support an argument; 3) to
read primary sources within their historical context and with a view to their possible
historical bias; 4) to identify and evaluate historians‟ interpretations of the past. Students will
also set their own individual learning objectives according to interest, learning style and
approach to the material.
COURSE FORMAT
The class meets for one two-hour lecture and a one-hour tutorial a week. The lecture will provide
a more general overview of the main themes of the course, and the tutorials will allow for a close
reading of a primary source or scholarly work on a specialized topic.
COURSE REQUIREMENTS
Book Review
Mid-Year Exam
Film Review
Attendance/Participation
Final Exam
20%
15%
20%
20%
25%
Oct. 10
Nov. 28
Feb. 13
TBA
REQUIRED TEXTS
Course Reader, UWO Bookstore
J-Stor Readings, online.
CLASS SCHEDULE
First Term: 1900-1945
Week/Date
1.
10 Sept.
12 Sept.
INTRODUCTION
The Century of the Adolescent
2.
17. Sept.
Tutorial: Alan Hunt, “The Great Masturbation Panic and the
Discourses of Moral Regulation in the Nineteenth- and Early
19. Sept.
3.
24. Sept.
26. Sept
4.
1 Oct.
3 Oct.
Twentieth-Century Britain” Journal of the History of Sexuality
1998 8(4): 575-615. (J-Stor)
WW1 and the Lost Generation- Book Review Topics Due
Tutorial: Jon Savage, “Sacrifice” and “Jazz Bands and
Doughboys” in Teenage London: Penguin, 2008. 140-156, 169178, 481-2, 483-4. (Reader)
Gin, Jazz and Flappers
Tutorial: F. Scott Fitzgerald, This Side of Paradise (New York,
1920), 179-200. (Reader) and Joshua Feitz, Chapters 1 and 2 in
Flapper (New York, 2006), 13-27. (Reader)
The Institutions of Youth
10 Oct.
Tutorial: Rebecca Priegert Coulter, “Between School and
Marriage: A Case Study Approach to Young Women‟s Work in
Early Twentieth-Century Canada” in History of Canadian Children
and Youth eds. Nancy Janovieck and Joy Parr, Don Mills: Oxford
UP Canada, 2003. 88-99. (Reader)
Early Cinema and Portrayals of Youth- PAPERS DUE
6.
15 Oct.
17 Oct.
Group Work- no reading
Youth Culture, Class and Culture in the 1930s
7.
22 Oct.
Tutorial: Cynthia Comacchio, “Inventing the Extracurriculum:
High School Culture in Interwar Ontario” Ontario History 2001
93(1): 33-56. (Reader).
Juvenile Delinquency and Moral Panics
5.
8. Oct.
24 Oct
8.
29 Oct.
31 Oct.
9.
5 Nov.
7. Nov.
10.
12 Nov.
14 Nov.
Tutorial: Andrew Davies, “Street Gangs, Crime and Policing in
Glasgow during the 1930s: The Case of the beehive Boys” Social
History 23:3 (October 1998), 251-267. (J-Stor
STUDY DAY
Tut: Paul Axelrod, “Spying on the Young in Depression and War:
Students, Youth Groups and the RCMP, 1935-1942” Labour / Le
Travail , 35 (Spring, 1995), 43-63. (J-Stor)
Sex and Courtship in the 1930s
Tutorial: Mary McComb, “Rate Your Date: Young Women and the
Commodification of Depression Era Courtship” in Delinquents and
Debutantes: Twentieth-Century American Girl‟s Culture ed.
Sherrie A. Inness, New York: NY UP, 1998. 40-60. (Reader)
Youth Cultures and Race in the 1940s
11.
19 Nov.
21 Nov.
12.
26 Nov
28 Nov.
13.
3 Dec.
5 Dec.
Tutorial: Stuart Cosgrove, “The Zoot-Suit and Style Warfare”
History Workshop, No. 18 (Autumn, 1984), 77-91. (J-Stor).
The Second World War 1939-1945
Tut: Jeanne Gardner, Chapter 7, “Girls Who Sinned in
Secret and Paid in Public: Romance Comics, 1949-1954” and
Rafiel York, “Rebellion in Riverdale” in Comic Books and the
Cold War, 1946-1962: Essays on Graphic Treatment of
Communism, the Code and Social Concerns (Jefferson, NC, 2012)
pp. 92-114. Print ISBN: 978-0-7864-4981-1
MIDYEAR TEST
Tut: William Graebner, “Outlawing Populism: The Campaign
against Secret Societies in the American High School, 1900-1960”
The Journal of American History 74:2 (1987), 411-35. (J-Stor)
Film: TBA
***WINTER BREAK***
Second Term: 1945- Present
15.
7 Jan.
9 Jan.
16.
14 Jan.
16 Jan.
17.
21 Jan.
23 Jan.
18.
28 Jan.
Tutorial: Mary Louise Adams, “Youth, Corruptibility, and
English-Canadian Postwar Campaigns against Indecency, 19481955” Journal of the History of Sexuality, Vol. 6, No. 1 (Jul.,
1995), 89-117. (J-Stor)
Youth, Sex and Crime: Moral Panics?
Tutorial: J.D. Salinger, “Chapter 1” from Catcher in the Rye
(1945) (Reader) and Kelley Massoni, “Teena goes to Market:
„Seventeen‟ Magazine and the Early Construction of the Teen Girl
(as) Consumer” Journal of American Culture 2006 29(1): 31-42.
(J-Stor)
The 1950s: The Birth of the “Teenager
Tutorial: Marion Lerrigo and Helen Soutard, Chapter Six in
What‟s Happening to Me? (1956), 43-63. (Reader) and Tamara
Myers and Joan Sangster, “Retorts, Runaways and Riots: Patterns
of Resistance in Canadian Reform Schools for Girls, 1930-60”
Journal of Social History, Vol. 34, No. 3 (Spring, 2001), pp. 669697 (J-Stor)
Rock and Roll
Tutorial: Richard Welch, “Rock and Roll and Social Change”
History Today 1990 40(Feb): 32-39 (Reader) and Michael
Bertrand, “Rock „n‟ Roll, Race and Elvis Presley: Southern Youth
30 Jan.
19.
4 Feb.
6 Feb.
in Dissent?” West Tennessee Historical Society Papers 2003 57: 117. (Reader)
Teen Movies of the 1950s Film Review Topics Due (via email)
Tutorial: Thomas Doherty, Chapter Five, “The Horror Teenpics”
in Teenagers And Teenpics: The Juvenilization Of American
Movies (Philedelphia, 2002), 115-144.
1960s Britain
13 Feb.
Tut: Christine Jacqueline Feldman, “Whose Modern World? Mod
Culture in Britain” in We are the Mods (New York, 2009), 15-60.
Reader)
California Dreaming FILM REVIEW DUE
21.
17-21 Feb.
***CONFERENCE WEEK***
22.
25 Feb.
Tutorial: Kirse Granat May, “Gidget without a Cause” in Golden
State, Golden Youth: The California Image in Popular Culture
1955-1966 U of North Carolina P, 2002. 67-94, 200-2. (Reader)
The Summer of Love 1967
20.
11 Feb.
27 Feb.
23.
5 Mar.
7 Mar.
24.
11 Mar.
13 Mar.
25.
18 Mar.
20 Mar.
26.
25 Mar
24 Mar.
27.
28.
Tutorial: Timothy Miller, “The Ethics of Rock” in The
Hippies and American Values (Knoxville, 1991), 71-84. (Reader)
Punk
Tutorial: Sam Sutherland, “Introduction” and “The Viletones” in
Perfect Youth: The Birth of Canadian Punk (Toronto, 2012), 8-40.
(Reader)
The 1980s Teen Film
Tutorial: Molly Ringwald Interviews John Hughes, Seventeen
Magazine 1986. (Reader)
Hip Hop and Rave Music
Cheryl L. Keyes, “Daughters of the Blues: Women, Race and
Class Representation in Rap Music Performance” in Rap Music
and Street Consciousness (Chicago 2002), 186-209. (Reader)
Monster Metaphors in Teen Culture
3. Apr.
Tutorial: Part Gill, “The Monstrous Years: Teens, Slasher Films,
and the Family” Journal of Film and Video , Vol. 54, No. 4
(WINTER 2002), pp. 16-30 (J-Stor)
Film: Buffy the Vampire Slayer (1992)
8 Apr.
Conclusion
1 Apr.
Final Exam in Exam period
PARTICIPATION 20%
This class meets for two sessions each week: one lecture and one tutorial. As with all
history courses, your regular attendance and participation is essential and expected.
Your grade will be based on your participation in discussions and most importantly to
your references to class material, determined on a weekly basis. Participation is worth
20% of your final mark. Your grade will be pro-rated: that is, those who attend 95% of
our meetings will be eligible for a maximum mark of 95%; those who attend 77% will be
eligible for a maximum of 77%, and so on. Students who attend fewer than 50% of the
classes will receive zeroes for attendance/participation. Quizzes on class material,
including readings and films, may be periodically administered and their results factored
into your grade.
BOOK REVIEW 20%:
Read and analyze one of the following books in the context of the course themes.
Your paper must contain a thesis statement, introduction and conclusion, and be
reinforced with at least eight citations of evidence from the book itself, as well as at
least three citations from academic book reviews. (Please copy and attach the reviews
to your paper.) Each of these books has at least one academic review, which can be found
on online databases such as J-Stor and America: History and Life.
Your paper should briefly summarize the argument of the book, and evaluate the
author‟s approach, interpretive framework, argument, research presented, and
perspective. Your paper should also place the book in a wider context, by considering the
claims made for the book in the introduction/preface, and your knowledge of the subject
from other readings and in class. The paper will be marked on sophistication of analysis,
clarity of writing and organization of ideas. If you would like to write on another,
equivalent, book, please come see me (bring the book).
Papers should be 2000 words (10 d.s. pages), in formal prose, with footnotes or
endnotes according to the Departmental Guide which follows. Students will be required
to submit their papers to turnitin.com as well as in hard copy. Papers must be submitted
to Turnitin via OWL by the due date, otherwise late penalties will apply. Papers must be
handed to the instructor or placed in the Essay Drop Box near the Info Desk, which
typically closes at 3:45 P.M. For security reasons, papers will not be accepted via email, or slipped under office doors. Late penalties apply on the hard copy of the
paper, including weekend days if passed in via the drop box.
Policing Youth
Tamara Myers, Caught: Montreal’s Modern Girls and the Law 1869-1945 (2006)
Ruth M. Alexander, The 'Girl Problem': Female Sexual Delinquency in New York, 19001930 (1995)
Regina G. Kunzel, Fallen Women, Problem Girls: Unmarried Mothers and the
Professionalization of Social Work, 1890-1945'(1993)
Mary E. Odom's Delinquent Daughters: Protecting and Policing Adolescent Female
Sexuality in the United States, 1885-1920 (1995)
Carolyn Strange, Toronto's Girl Problem: The Perils and Pleasures of the City, 18801930 (1995)
Eric C. Schneider, Vampires, Dragons and Egyptian Kings: Youth Gangs in NY (1999)
Marjorie Heins, ‘Not in Front of the Children: ‘Indecency’, Censorship and the
Innocence of Youth (2001).
Kathleen Jones, Taming the Troublesome Child: American Families, Child Guidance and
the Limits of Psychiatric Authority (1999).
Sexuality
Mary Louise Adams, The Trouble with Normal: Postwar Youth and the Making of
Heterosexuality (1997)
Beth Bailey, Sex in the Heartland (1999)
Jeffrey P. Moran, Teaching Sex: The Shaping of Adolescence in the 20th Century (2000)
Youth Cultures in Canada
Cynthia Comacchio, The Dominion of Youth: Adolescence and the Making of Modern Canada,
1920 to 1950 (2006)
Heidi MacDonald, Breadwinning Daughters: Young Working Women in a Depression Era City
1929-1939 (2010)
Youth Cultures in the US
Kelly Schrum, Some Wore Bobby Sox: The Emergence of Teenage Girls' Culture 1920-45 (2004).
Thomas Doherty, Teenagers and Teenpics: The Juvenilization of American Movies in the
1950s (1988)
Uta G. Poiger, Jazz, Rock and Rebels: Cold War Politics and American Culture in a
Divided Germany (2000).
Luis Alverez, The Power of the Zoot: Race, Community, and Resistance in American
Youth Culture, 1940-1945 (2008).
Leerom Medovoi, Rebels: Youth and the Cold War Origins of Identity (2005)
Kirse Granat May, Golden State, Golden Youth: The California Image in Popular
Culture 1955-1966 (2002)
Bill Osgerby, Playboys in Paradise: Masculinity, Youth and Leisure in Modern America
(2001)
Jeffrey O.G. Ogbar, Hip-Hop Revolution: The Culture and Politics of Rap (2007)
S. Craig Watkins, Representing: Hip-Hop Culture and the Production of Black Cinema
(1998)
Dominick Cavallo, A Fiction of the Past: The Sixties in American History (1999)
Amy Best, Fast cars, cool rides: the accelerating world of youth and their cars (2006)
Ryan Moore, Sells like Teen Spirit: Music: Youth Culture and Social Crisis (2010)
Eileen Luhr, Witnessing Suburbia: Conservatives and Christian Youth Culture (2009)
Andrew Diamond, Mean Streets; Chicago Youths and the Everyday Struggle for
Empowerment in the Multiracial City, 1908-1969 (2009).
Youth Cultures in Britain
Bill Osgerby, Youth in Britain since 1945 (1997)
David Fowler, The First Teenagers: The Lifestyle of the Young Wage-earners in Interwar Britain
(1995)
Brad Beaven, Leisure, Citizenship and Working-Class Men in Britain, 1850-1945 (2005)
Dick Bradley, Understanding Rock ‘n’ Roll: Popular Music in Britain 1955-1964 (1992)
FILM ESSAY 20%
Compare TWO or THREE of the following films (or TV series) in the context of the
course themes. Your paper must contain a thesis statement, introduction and conclusion,
and be reinforced with at least eight citations of evidence from the films themselves, as
well as citations from at least five academic sources. Your paper should briefly
summarize the action and characters of the films, and then analyze how and when the
films were made and by whom. How are youth represented in the films? How do the
films represent the „problems‟ of modern youth, and their solutions? How are male and
female roles different? How are authority figures portrayed? Consider the reception of the
film: who would have watched it? How does it view differently today? Your paper should
also place the films in a wider context, by considering them in the in the light of class
readings and discussions, as well as your wider historical research. The paper will be
marked on sophistication of analysis, clarity of writing and organization of ideas. If you
would like to write on another, equivalent, film, please come see me.
Papers should be 2800-3000 words (12-14 d.s. pages), in formal prose, with
footnotes or endnotes in a recognized academic citation style. Students will be required to
submit their papers to turnitin.com as well as in hard copy. Papers must be submitted to
Turnitin by the due date, otherwise late penalties will apply. Papers must be handed to
the instructor or placed in the Essay Drop Box near the Info Desk, which typically closes
at 3:45 P.M. For security reasons, papers will not be accepted via e-mail, or slipped
under office doors.
These films can be borrowed from various libraries at Western and in London or bought
from Amazon.ca.
American Films
Dead End (1937): Huron Library (HL)
The Wild One (1953): Kings Library (KL) in DVD
Blackboard Jungle (1955): KL
Rebel without a Cause (1955): KL, LPL in DVD
West-Side Story (1961)
Bikini Beach (1964): HL
The Graduate (1967): KL DVD
The Last Picture Show (1971)
Harold and Maude (1971)
American Graffiti (1973)
Carrie (1976): HL
Saturday Night Fever (1977)
Little darlings (1980)
Fast Times at Ridgemont High (1982): HL
Slumber Party Massacre (1982)
An American Werewolf in London (1984)
Diner (1982)
Sixteen Candles (1984)
The Breakfast Club (1985): HL
Pretty in Pink (1986): LPL, KL
Some Kind of Wonderful (1986)
Ferris Bueller‟s Day Off (1986): HL
River‟s Edge (1986): HL
Heathers (1988)
Gleaming the Cube (1989)
Say Anything (1989)
Dead Poet‟s Society (1989)
Pump up the Volume (1990)
Boyz n the Hood (1991)
Straight Out of Brooklyn (1991)
Clueless (1995)
Buffy the Vampire Slayer (Film1992): HL (TV 1997-2003)
Kids (1995)
Ghost World (2001): LPL
British Films
We are the Lambeth Boys (1958)
Room at the Top (1959)
Saturday Night and Sunday Morning (1960)
The Young Ones (1961): HL
Loneliness of the Long-Distance Runner (1962): HL
Hard Day‟s Night (1964): LPL
Darling (1965)
To Sir with Love (1967): HL
Poor Cow (1967)
Up the Junction (1968)
A Clockwork Orange (1971): HL
Quadrophenia (1979)
Made in Britain (1982)
My Beautiful Laundrette (1985)
Absolute Beginners (1986)
Hollyoaks (TV 1995- present)
Trainspotting (1993)
Sweet Sixteen (2002)
Bend it like Beckham (2002)
The History Boys (2006)
Kidulthood (2006)
Wild Child (2008)
Canadian Films
Nobody Waved Goodbye (1964)
Mon Oncle Antoine (1971)
Cannibal Girls (1973)
The Apprenticeship of Duddy Kravitz (1974)
Shivers (1975)
Meatballs (1979)
Prom Night (1980)
Porky‟s (1982)
My American Cousin (1985)
Rock and Roll Nightmare (1987)
Nightbreed (1990)
Hard Core Logo (1996)
The Sweet Hereafter (1997)
Kissed (1997)
The Hanging Garden (1997)
New Waterford Girl (1999)
Gingersnaps (2000)
Falling Angels (2003)
Going the Distance (2004)
Whole New Thing (2005)
RULES AND REGULATIONS
The History Department has specified that:
1. All essays are to be submitted in hard copy, typed and double-spaced on substantial white
paper.
2. Footnotes, endnotes and bibliographies are to be prepared according to the Departmental
Guide (which follows).
3. Late marks are calculated on the paper copy submitted to the instructor or in the Essay
Drop Box. Late penalties are calculated according to calendar day, including
weekends.
4. In first and second year courses lateness will be penalized as follows:
First day late -- 3 marks deduction. Each subsequent calendar day late -- 2
marks per day deduction.
5. Third and fourth year seminars will be penalized for lateness at the rate of half a grade
(5%) per day.
6. No paper or seminar will be accepted if it is more than seven calendar days late.
7. Extensions will only be given for assignments worth more than 10% with medical
documentation submitted through Academic Counseling.
8. Students must complete the written assignments worth more than 10% to pass an essay
course.
Guide to Footnotes and Bibliographies: Huron History Department
Footnotes have several purposes in a history paper:
1234-
They acknowledge your use of other peoples‟ opinions and ideas.
They allow the reader to immediately find your reference.
They give authority for a fact which might be questioned.
They tell the reader when a source was written.
Footnotes can appear either at the bottom of the page or collected together at the end of
the essay where they are referred to as endnotes. The numeral indicating the footnotes
should come at the end of the quotation or the sentence, usually as a superscript. 1
A footnote gives four main pieces of information which are set off by commas in the
following order:
1. Author (surname after initials or first name),
2. Title
o The title of a book is underlined or written in italics.
o The title of an article is put within quotation marks, followed by the
periodical in which it was published, underlined or in italics
o Place and date of publication in parentheses ( ),
o A fuller reference will include the publisher after the place of publication.
o Article citations do not include the place of publication and publisher.
3. Page number (including volume number if necessary)
For example:
1
J.M.S. Careless, Canada, A Story of Challenge (Toronto, Macmillan Co. of Canada,
1970), 207.
2
Basil Davidson, "Questions about Nationalism", African Affairs 76 (1977), 42.
In subsequent references, a shorter reference can be used. It should include the author's
last name, a meaningful short title, and page numbers. For example:
3
Careless, Canada, 179-206.
Where the reference is exactly the same as the preceding one, the Latin abbreviation ibid.
can be used; where it is the same, but the page number is different, use ibid., followed by
the relevant page number. However, the short title form is preferable for subsequent
references and the use of other Latin abbreviations such as op.cit. is not recommended.
Examples:
1
They should be in Arabic, not Roman numerals or letters.
a) for a book by a single author: Author, title (place of publication: press, year), p#.
Elizabeth Wilson, Shostakovich: A Life Remembered (Princeton: Princeton
University Press, 1994), 324.
b) for an article in a book that has chapters by different people: Author, “title of
chapter,” in title of book, ed. editor‟s name (place of publication: press, year), total pages
of article, page number you are referencing.
Elizabeth Heinemann, “The Hour of the Woman: Memories of Germany‟s `Crisis
Years‟ and West German National Identity,” in The Miracle Years: A Cultural
History of West Germany, 1949-1968, ed. Hanna Schissler (Princeton: Princeton
University Press, 2001), 21-56, 34.
c) for an article in a journal, magazine, or newspaper: Author, “title of article,” title of
periodical, vol. # , issue # (year): total pages, the page you are referencing.
Gale Stokes, “The Social Origins of East European Politics,” Eastern European
Politics and Societies 1, 1 (1987): 30-74, 65.
d) for an old work that has been reissued: Try to find a way to include the original
publication date somewhere. The easiest method is to use brackets.
Sigmund Freud, The Interpretation of Dreams. Trans. and ed. James Strachey
(New York: Avon Books, 1965 [1900]), 175.
.
Bibliography
All the works you consulted, not just those cited in the footnotes, should be included in
the bibliography. You may be required to prepare an annotated bibliography, in which
you comment on the contents, utility, or worth of each source. If so, make sure you
understand what the instructor expects, in particular the length as well as the nature of
each annotation.
Generally, list the sources in alphabetical order, by author. The format for a bibliography
is similar to that for footnotes, except that the author's surname precedes the other names
and initials, periods instead of commas are used to divide the constituent parts,
publication data is not put in brackets, and pages numbers are not included except in the
case of articles where the full page reference is necessary. For example:
Careless, J.M.S. The Union of the Canadas. The Growth of Canadian Institutions
1841-1857. Toronto: McClelland and Stewart, 1967.
Davidson, Basil. "Questions about Nationalism". African Affairs 76 (1977), 39-46.
Sources: University of Toronto Guide to Undergraduate Essays.
Http://www.history.utoronto.ca/undergraduate/essays.html#footnotes. Accessed October
22, 2012.
Professor Julie Hessler‟s Guide to Footnotes: http://darkwing.uoregon.edu/~hessler/.
Accessed October 22, 2012.
Appendix to Course Outlines
Prerequisite Information
Students are responsible for ensuring that they have successfully completed all
course prerequisites. Unless you have either the requisites for this course or written
special permission from your Dean to enrol in it, you may be removed from this
course and it will be deleted from your record. This decision may not be appealed.
You will receive no adjustment to your fees in the event that you are dropped from a
course for failing to have the necessary prerequisites.
Conduct of Students in Classes, Lectures, and Seminars
Membership in the community of Huron University College and the University of
Western Ontario implies acceptance by every student of the principle of respect for
the rights, responsibilities, dignity and well-being of others and a readiness to
support an environment conducive to the intellectual and personal growth of all who
study, work and live within it. Upon registration, students assume the
responsibilities that such registration entails. The academic and social privileges
granted to each student are conditional upon the fulfillment of these responsibilities.
In the classroom, students are expected to behave in a manner that supports the
learning environment of others. Students can avoid any unnecessary disruption of
the class by arriving in sufficient time to be seated and ready for the start of the class,
by remaining silent while the professor is speaking or another student has the floor,
and by taking care of personal needs prior to the start of class. If a student is late, or
knows that he/she will have to leave class early, be courteous: sit in an aisle seat and
enter and leave quietly.
Please see the Code of Student Rights and Responsibilities at:
http://www.huronuc.ca/CurrentStudents/StudentLifeandSupportServices/StudentD
iscipline
Technology
It is not appropriate to use technology (such as, but not limited to, laptops, PDAs,
cell phones) in the classroom for non-classroom activities. Such activity is disruptive
and is distracting to other students and to the instructor, and can inhibit learning.
Students are expected to respect the classroom environment and to refrain from
inappropriate use of technology and other electronic devices in class.
Academic Accommodation for Medical/Non-Medical Grounds
For UWO Policy on Accommodation for Medical Illness and a downloadable SMC
see:
http://www.uwo.ca/univsec/handbook/appeals/accommodation_medical.pdf
[downloadable Student Medical Certificate (SMC): https://studentservices.uwo.ca
under the Medical Documentation heading]
Students seeking academic accommodation on medical grounds for any missed tests,
exams, participation components and/or assignments worth 10% or more of their
final grade must apply to the Academic Counselling office of their home Faculty and
provide documentation. Academic accommodation will be determined by the Dean’s
Office in consultation with the instructor.
For non-medical grounds or for medical grounds when work represents less than
10% of the overall grade for the course, the student must submit a request to the
instructor in writing prior to the due date of an assignment, and immediately in the
case of a test. (Or as soon as possible following a medical emergency) Students are
protected under the Official Student Record Information Privacy Policy and so
written requests need only include a broad and general explanation of the situation,
and the approximate length of time required. At the discretion of the instructor, the
granting of extensions and re-scheduled tests may require the student to submit
supporting either medical or non-medical documentation to the Academic
Counsellor, who will then make the determination as to whether accommodation is
warranted.
Statement on Academic Offences
Scholastic offences are taken seriously and students are directed to read the
appropriate policy, specifically, the definition of what constitutes a Scholastic
Offence, at the following Web site:
http://www.uwo.ca/univsec/handbook/appeals/scholastic_discipline_undergrad.pd
f.
Statement on Academic Integrity
The International Centre for Academic Integrity defines academic integrity as "a
commitment, even in the face of adversity, to five fundamental values: honesty, trust,
fairness, respect, and responsibility. From these values flow principles of behaviour
that enable academic communities to translate ideals to action." (CAI Fundamental
Values Project, 1999).
A lack of academic integrity is indicated by such behaviours as the following:
Cheating on tests;
Fraudulent submissions online;
Plagiarism in papers submitted (including failure to cite and
piecing
together unattributed sources);
Unauthorized resubmission of course work to a different
course;
Helping someone else cheat;
Unauthorized collaboration;
Fabrication of results or sources;
Purchasing work and representing it as one’s own.
Academic Integrity: Importance and Impact
Being at university means engaging with a variety of communities in the pursuit and
sharing of knowledge and understanding in ways that are clear, respectful, efficient,
and productive. University communities have established norms of academic
integrity to ensure responsible, honest, and ethical behavior in the academic work of
the university, which is best done when sources of ideas are properly and fully
acknowledged and when responsibility for ideas is fully and accurately represented.
In the academic sphere, unacknowledged use of another’s work or ideas is not only
an offence against the community of scholars and an obstacle to academic
productivity. It may also be understood as fraud and may constitute an infringement
of legal copyright.
A university is a place for fulfilling one's potential and challenging oneself, and this
means rising to challenges rather than finding ways around them. The achievements
in an individual’s university studies can only be fairly evaluated quantitatively
through true and honest representation of the actual learning done by the student.
Equity in assessment for all students is ensured through fair representation of the
efforts by each.
Acting with integrity at university constitutes a good set of practices for maintaining
integrity in later life. Offences against academic integrity are therefore taken very
seriously as part of the university’s work in preparing students to serve, lead, and
innovate in the world at large.
A university degree is a significant investment of an individual’s, and the public’s,
time, energies, and resources in the future, and habits of academic integrity protect
that investment by preserving the university’s reputation and ensuring public
confidence in higher education.
Students found guilty of plagiarism will suffer consequences ranging
from a grade reduction to failure in the course to expulsion from the
university. In addition, a formal letter documenting the offence will be
filed in the Dean’s Office, and this record of the offence will be retained
in the Dean’s Office for the duration of the student’s academic career at
Huron University College.
All required papers may be subject to submission for textual similarity review to the
commercial plagiarism detection software under license to the University for the
detection of plagiarism. All papers submitted for such checking will be included as
source documents in the reference database for the purpose of detecting plagiarism
of papers subsequently submitted to the system. Use of the service is subject to the
licensing agreement, currently between The University of Western Ontario and
Turnitin.com.
Computer-marked multiple-choice tests and/or exams may be subject to submission
for similarity review by software that will check for unusual coincidences in answer
patterns that may indicate cheating.
Personal Response Systems (“clickers”) may be used in some classes. If clickers are
to be used in a class, it is the responsibility of the student to ensure that the device is
activated and functional. Students must see their instructor if they have any
concerns about whether the clicker is malfunctioning. Students must use only their
own clicker. If clicker records are used to compute a portion of the course grade:

the use of somebody else’s clicker in class constitutes a scholastic offence,

the possession of a clicker belonging to another student will be interpreted as
an attempt to commit a scholastic offence.
Policy on Special Needs
Students who require special accommodation for tests and/or other course
components must make the appropriate arrangements with the Student
Development Centre (SDC). Further details concerning policies and procedures may
be found at:
http://www.sdc.uwo.ca/ssd/?requesting_acc
Attendance Regulations for Examinations
A student is entitled to be examined in courses in which registration is maintained,
subject to the following limitations:
1) A student may be debarred from writing the final examination for failure to
maintain satisfactory academic standing throughout the year.
2) Any student who, in the opinion of the instructor, is absent too frequently from
class or laboratory periods in any course will be reported to the Dean of the Faculty
offering the course (after due warning has been given). On the recommendation of
the Department concerned, and with the permission of the Dean of that Faculty, the
student will be debarred from taking the regular examination in the course. The
Dean of the Faculty offering the course will communicate that decision to the Dean of
the Faculty of registration.
Class Cancellations
In the event of a cancellation of class, every effort will be made to post that
information on the Huron website, http://www.huronuc.ca/AccessibilityInfo (“Class
Cancellations”).
Accessibility
Huron University College strives at all times to provide its goods and services in a
way that respects the dignity and independence of people with disabilities. We are
also committed to giving people with disabilities the same opportunity to access our
goods and services and allowing them to benefit from the same services, in the same
place as, and in a similar way to, other customers. We welcome your feedback about
accessibility at Huron. Information about how to provide feedback is available at:
http://www.huronuc.ca/AccessibilityInfo
Mental Health @ Western
Students who are in emotional/mental distress should refer to Mental Health @
Western http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options
about how to obtain help.
Program and Academic Counselling
History students registered at Huron who require advice about modules and courses
in History should contact Dr. Amy Bell, Chair, Department of History,
[email protected], 519-438-7224 ext. 293. Students should contact Academic
Counselling on other academic matters. See the Academic Counselling website for
information on services offered.
http://huronuc.ca/CurrentStudents/StudentLifeandSupportServices/CounselorsCou
nsellingServices