Humans have adapted to living within coastal landscapes for over 100,000 years, and the adaptations to ‘living on the edge’ influence distinct technologies, subsistence practices, and social structure. The study of coastal sites provides a unique insight into past human-environmental interactions because of the nature of the archaeological deposits, which are usually in the form of shell middens. Shell midden sites can contain several millennia worth of archaeological records, and when analyzed the contents be used to interpret past food procurement strategies, migration, settlement, technological advances and how people responded to short- and long-term environmental changes.
Each week we will have readings, in-class exercises and/or presentations that will help to build a comprehensive understanding of how coastal habitation sites are analyzed and interpreted in archaeological contexts. All of the assignments are designed to build towards the final project and completing each step is fundamental for success in the course.
This course explores the interpretation of unique objects, especially those which have been separated, in some way, from their historical context or archaeological assemblage. Each week, in readings, lectures and discussion, students will take a multi-disciplinary approach to understanding a specific remarkable artifact. Topics include the history of technology, the emergence of art, the invention of tradition and the role of design in industrial societies. Recommended previous course: one of ARCH 1030, FOLK 1000, HIST 1010 or 1011, CLAS 1100 or 1200
In this course we examine the role of art in the expression of religious ideas, beliefs and experience, considering a range of cases from prehistoric rock art to modernist literature. The focus is on literary and visual arts, with briefer study of music, theatre, sacred space, and film. Along with an introduction to the religious contexts of several classic works of art in western culture, the course explores the nature of narrative, imagination, cultural memory, aesthetic and religious experience, concluding with the emergence of art as a substitute for religion in the modern era.
Of all those who traveled from the Old World to the Americas between 1492 and 1820 roughly four out of five were enslaved Africans transported in a vast trade that was both methodical and opportunistic. Once largely ignored by historians as a side story unrelated to larger themes in the emergence of the modern Western world, the largest forced oceanic migration in world history is now understood to be central to most of those developments. We are now in the unexpected position of knowing more about the forced migrations of Africans to the Americas than we do about the experiences and immediate circumstances of the transoceanic passages of the bulk of European indentured servants, youths, convicts and soldiers who crossed the ocean in that period.
This survey course takes a comparative and thematic approach to the study of the transatlantic slave trade and introduces students to the variety of slave societies created in the Americas. Slavery was an international institution and this course necessarily takes a transnational approach to the history of the slave trade as we examine processes of enslavement, commodification, shipboard resistance, sale and adaptation, and the international movement to abolish the slave trade. The lectures will examine the history of the transatlantic slave trade from 1503 to the abolition of the legal slave trade to Brazil in 1851.
The sociological study of animals is an emerging topic and courses in this area are being introduced in sociology departments across Canada and the US. The American Sociological Association has added a section on Animals and Society and on its website explains this addition as reflecting “the increasing popular and scholarly attention being devoted to the relationship between humans and other animals for well over two decades” (http://www2.asanet.org/sectionanimals/Why.html).
This course introduces students to contemporary sociological approaches to and debates in the study of non-human animals. In the course, students will examine the social construction of animals in Western society, with a particular focus on Newfoundland and Labrador. We will explore how animal and human interactions are shaped by larger social, political and economic institutions and how these interactions intersect with systems of oppression and inequality. We will examine the shifting legal status of some animals, and their implications for our understanding of what it means to be human. Topics include animals and violence, our relationship to pets, the construction of "wildlife", the use of animals in science, animals as food in the industrial complex, animals as entertainment, animal welfare and animal rights etc.
Spanish 3502 is a survey course on general characteristics of the short story. Emphasis is on close reading of stories from different geographical areas such as México, Cuba, Argentina, Colombia, and the U.S. Pre-requisite: Spanish 2001 or permission. Learn about the most influential Latin American authors including Gabriel García Márquez, Borges and Isabel Allende. Read and discuss stimulating material and improve your Spanish!
Spanish 2005 is an Intermediate level course that focuses on the development of communication skills to meet particular needs related to the world of business and work. Skills include listening comprehension, speaking, reading and writing. Students will also learn about cultural and social practices.
Prerequisite: Spanish 1001, equivalent, or permission. Co-requisite Spanish 2000. Open to native or near-native Spanish speakers.
This course will test the conventional wisdom that inequality in Canada was reduced in three decades following the Second World War, but has increased over the last 40 years. This perception is largely based on our understanding of socio-economic inequality, but when we explore questions of gender, race and nation the situation is considerably more complex. The course is organized thematically. Each week we will be examining a facet of Canadian life ranging from political economy, immigration policy and the welfare state to housing, clothing and music. Short critical reviews of weekly readings will be due from mid-September to the end of October. By mid-October each person in the class will identify a particular area of Canadian life to explore. Over the rest of the term each person will develop a case study drawn from their area for our public history web-site, http://inequalitygaps.org. A dossier of supporting documentation for these areas is to be ready by mid-November, and then we will design the pages for our site.