&tThis page con­tains all the inform­a­tion you need to know to suc­cess­fully par­ti­cip­ate in Tutori­als for 2T03 Fall 2007

Here you will find inform­a­tion on:

Also check out this blog and post­ings to it. If you hap­pen to do a search for ‘How To’s’, for example, you will find posts use­ful to learn­ing at Mac or hints for being more suc­cess­ful in this course.

Con­tact­ing Meshawnwide.jpg
Office Loc­a­tion: Chester New Hall 431
Office Hours: Wed­nes­days 5:00pm-6:00pm
Email: shawnday (at) mcmas­ter (dot) ca.
Tutorial Hours:
T01 — Wed­nes­day 6:00pm-6:55pm ITB 139
T07 — Wed­nes­day 9:00pm-9:55pm ITB 139

Handouts
Tutorial Handout
Dr. Cruikshank’s Course Syl­labus
List of Essay Topics

Sched­ule

Sept 19
  

Intro­duc­tions

Do all the read­ing, but before the class, review “How His­tory has changed”, 38–29. This is a brief his­tori­ograph­ical paper. What do we mean by his­tori­ography? How and why have views of his­tory changed? (Con­sider the Intro­duc­tion) How are those changes reflec­ted in Chapter One, par­tic­u­larly 19–23? Try to identify at least two other ways in which this chapter may reflect chan­ging views of history.

J.M. Bums­ted, “Intro­duc­tion, Chapter One”, A His­tory of the Cana­dian Peoples, Third Edi­tion, vii-40.
Sept 26
  

Nat­ive Amer­ican Women and European Religion

Dis­cus­sion paper: Identify and dis­cuss one or two ways in which two schol­ars, Karen Ander­son and Nancy Shoe­maker, dis­agree over the effect of Chris­tian­ity on the lives of Nat­ive Amer­ican women.

Ander­son, Karen. “‘Chain Her By One Foot.’” In Chain Her By One Foot: The Sub­jug­a­tion of Women in Seventeenht-Century New France, 192–223. New York: Rout­ledge, 1991.
Shoe­maker, Nancy. “Kateri Tekakwitha’s Tor­tu­ous Path to Saint­hood”. In Nego­ti­at­ors of Change: His­tor­ical Per­spect­ives on Nat­ive Amer­ican Women, ed. Nancy Shoe­maker, 47–71. New York: Rout­ledge, 1995.
Oct 3
  

Aca­di­ans and Imper­ial Powers

Dis­cus­sion paper: Identify and dis­cuss one or two ways in which these two schol­ars, C. Bruce Fer­gus­son and Naomi Grif­fiths, dif­fer in their approach to describ­ing the expul­sion of the Acadians.

C. Bruce Fer­gus­son, “The Expul­sion of the Aca­di­ans.” Dal­housie Review, XXXV (1955): 127–35.
N.E.S. Grif­fiths, “The Decision to Deport”. In From Migrant to Aca­dian: A North Amer­ica Bor­der People, 1604–1755, 431–64. Montreal and King­ston: McGill-Queen’s Uni­ver­sity Press, 2004.
Oct 10
  

Europeans and Nature in North America

Dis­cus­sion paper: Identify and dis­cuss one or two ways in which these two schol­ars, Irene Spry and Sean Cadigan, dif­fer in their view of the European impact on the nat­ural envir­on­ment of North America.

Spry, Irene . “The Tragedy of the Loss of the Com­mons in West­ern Canada.’ In As Long as the Sun Shines and Water Flows eds. A.L. Getty and Ant­oine S. Lussier, 203–28. Van­couver: Uni­ver­sity of Brit­ish Columbia Press, 1983.
Cadigan, Sean. “The Moral Eco­nomy of the Com­mons: Eco­logy and Equity in the New­found­land Cod Fish­ery, 1815–55.” Labour/Le Trav­ail, 43 (1999): 9–42.
Oct 17
  

No Tutori­als This Week

Sumbit your annot­ated bib­li­o­graphy and out­line to me either at 6:45pm or 8:50pm in the lec­ture hall.
Oct 24
  

Loy­al­ists and other matters

You should have com­pleted pages 41–154 (to Reli­gion and Edu­ca­tion in Chapter Four). Review “The Diary of Sarah Frost” (107), “The ‘Book of Negroes’” (109) “Peti­tion of 1786” (111–12) , How His­tory has Changed Loy­al­ist Legends 125–6, and the text, 106–114. What do the doc­u­ments tell us about the Loy­al­ists? How does their inclu­sion sug­gest the impact of chan­ging approaches to the Loy­al­ists on this textbook?

Bums­ted, His­tory of the Cana­dian Peoples, 41–154.
Oct 31
  

Let­ters Home: Immig­ra­tion and Settlement

Start­ing point: What can a his­tor­ian learn from these let­ters? What do they tell us about the pro­cess of migra­tion and set­tle­ment? What does this inform­a­tion con­firm or add to mater­ial in Bums­ted (in the text, 138–146, and “How His­tory has Changed, 172–3)?

Dis­cus­sion paper: Ana­lyze one of the doc­u­ments, dis­cuss­ing its mean­ing and significance.

Let­ter of Nath­anial Car­roth­ers 1839–1867. Reprin­ted in Irish Emig­ra­tion and Cana­dian Set­tle­ment: Pat­terns, Links and Let­ters, Cecil J. Hou­s­ton and Wil­liam J. Smyth, 252–60, 264–66. Toronto: Uni­ver­sity of Toronto Press, 1990.
Let­ters of James Thom­son 1844–1862, Testi­mo­nial and Grave­stone Inscrip­tions. Reprin­ted in For Friends at Home: A Scot­tish Emigrant’s Let­ters from Canada, Cali­for­nia and the Cari­boo, 1844–64 ed. R. A. Pre­ston, 46–57, 81–93, 119–23, 204–5, 214–6, 255–8, 297–305, 335–6. Montreal: McGill-Queen’s Uni­ver­sity Press, 1974.
Nov7
  

Per­spect­ives on the Rebel­lion of 1837

What types of ques­tions about the rebel­lion of 1837 do these doc­u­ments help us answer? What other inform­a­tion would we want to help us con­firm any con­clu­sions reached using these documents?

Dis­cus­sion paper: Ana­lyze one of the doc­u­ments, dis­cuss­ing its mean­ing and sig­ni­fic­ance.

No. 39 — Earl of Gos­ford to Lord Gle­nelg, 12 Octo­ber 1837 includ­ing enclos­ures. Reprin­ted in Cop­ies or Extracts of Cor­res­pond­ence Rel­at­ive to the Affairs of Lower Canada, 63–71. Lon­don: House of Com­mons, 1837.
Louis Joseph Papineau-George Ban­croft cor­res­pond­ences, Decem­ber 1837. Reprin­ted in “A Cana­dian Rebel’s Appeal to George Ban­croft”, ed. Lil­lian F. Gates. New Eng­land Quarterly, 41 (1968): 98–104.
Stew­art Derbishire to Lord Durham, 24 May 1838. Reprin­ted in “Stew­art Derbishire’s Report to Lord Durham on Lower Canada, 1838”, ed. Norah Storey. Cana­dian His­tor­ical Review 18 (1937): 49–62.
Nov14
  

No Tutori­als This Week

Sub­mit your essays to me in the lec­ture hall at 6:45pm or 8:45pm
Nov21
  

Eye­wit­ness Reports on the Red River Resistance

What types of ques­tions about the red river rebel­lion do these doc­u­ments help answer? What kinds of con­clu­sions can we reach about the rebel­lion, and what other inform­a­tion would we want to know? (The mater­ial has been prin­ted in the course­ware pack in the order it would have appeared in the Toronto Globe in 1870.) How do the doc­u­ments relate to what Bums­ted says about the Res­ist­ance in the text (225–232)

Dis­cus­sion paper: Ana­lyze one of these doc­u­ments, dis­cuss­ing it mean­ing and significance;/em>.

Let­ters to the editor from “Justi­tia” [Alex­an­der Begg]: 10 Novem­ber 1869, Toronto Globe, 2 Decem­ber 1869; 17 Decem­ber 1869, Globe, 6 Janu­ary 1870; 18 Feb­ru­ary 1870, Globe, 12 March 1870. Reprin­ted in Report­ing the Res­ist­ance, ed. J. M. Bums­ted, 78–91, 168–79, 241–52. Win­nipeg: Uni­ver­sity of Man­itoba Press, 2003. [Some of Bumsted’s notes and com­ment­ary have been edited out of the text.]
XVIII, Spe­cial Cor­res­pond­ence by Robert Cun­ning­ham to the Globe, 17 Janu­ary 1870, Globe, 28 Janu­ary 1870; XIX, Let­ter from a Red River Loy­al­ist, 22 Feb­ru­ary 1870, Globe 28 March 1870. Reprin­ted in Alex­an­der Begg’s Red River Journal and Other Papers Rel­at­ive to the Red River Res­ist­ance of 1869–70, ed. W.L. Mor­ton, 488–97. Toronto: Champlain Soci­ety, 1956.
Nov28
  

Final Thoughts

You should have com­pleted the read­ing of Bums­ted to 270, but review for this class by pre­par­ing to identify and give the his­tor­ical sig­ni­fic­ance of two of:

  • Louis Joseph Papineau
  • George Brown
  • Canada First
  • Battle of Batoche

Bums­ted, His­tory of the Cana­dian Peoples, 155–270.

Tutorial FAQ

Not a ques­tion or an answer, but rather a warn­ing:
The per­ils of writ­ing with a thesaurus

Q: What format should I be using for essay cita­tions?
A: As spe­cified on the course out­line, Dr. Cruikshank expects you to use K. Turabian’s. Inform­a­tion on this format is covered in great detail in her book: A Manual For Writers of Term Papers, Theses, and Dis­ser­ta­tions which is avail­able in the lib­rary as well as online at : Link to Turabian/Chicago Cit­ing Guide at Mills Library

Q: Should the essay use foot­notes or end­notes?
A: I prefer footnotes.

Q: Are Online Sources accept­able as essay sources?
A: This is a much more com­plex ques­tion than can be answered here. In the essay assign­ment you are required to cite the sources lis­ted in the essay handout. These may be obtained online, how­ever you have to ask your­self, are all online sources of the same vera­city? The fol­low­ing tutorial will be of use in answer­ing this ques­tion:
http://www.vts.intute.ac.uk/he/tutorial/history

Q: What do I do if I am going to be away and unable to attend tutorial?
A: Your first and pre­ferred option is to attend the other tutorial that I hold. Oth­er­wise, con­tact me prior to your absence and we may be able arrange your makeup assign­ment as detailed in the tutorial handout. These writ­ten makeups must dis­cus­sion both art­icles covered dur­ing the week you were absent for, out­line the major argu­ments presen­ted and be sub­mit­ted before the next tutorial ses­sion. They should be three pages in length. The sub­mis­sion will be graded and coun­ted towards the par­ti­cip­a­tion grade for that week. This sub­mis­sion does not count towards the two short dis­cus­sion papers you are required to sub­mit dur­ing the term.

Q: How many sources do I have to use in my essay?
A: The imme­di­ate answer to this is ‘as many as are neces­sary to adequately sub­stan­ti­ate your argu­ment.’ Of course this is not a hard and fast num­ber, and in fact there isn’t one. Each topic is dif­fer­ent and the avail­able source base var­ies widely. At a min­imum you must use the two or three sources iden­ti­fied in the essay handout, and aug­ment this with prob­ably at least 3 addi­tional sources. Do not try to use too many sources either. The more cur­rent the source you use, the more you can expect that that source will refer to a wider body of addi­tional materials.

Q: So what’s the deal with Wiki­pe­dia? Can and Should I use it as asourcse?
A: From Wiki­pe­dia itself comes the fol­low­ing: “Most edu­cat­ors and pro­fes­sion­als do not con­sider it appro­pri­ate to use ter­tiary sources such as encyc­lo­pe­dias as a sole source for any inform­a­tion — cit­ing an encyc­lo­pe­dia as an import­ant ref­er­ence in foot­notes or bib­li­o­graph­ies may res­ult in cen­sure or a fail­ing grade. Wiki­pe­dia art­icles should be used for back­ground inform­a­tion, as a ref­er­ence for cor­rect ter­min­o­logy and search terms, and as a start­ing point for fur­ther research.
As with any community-built ref­er­ence, there is a pos­sib­il­ity for error in Wikipedia’s con­tent — please check your facts against mul­tiple sources and read our dis­claim­ers for more information. ”