This course examines some of the key issues in the history of war and society. After reviewing a variety of scholarly approaches to defining war, the course investigates the role of violence in human nature, the evolution of warfare resulting from technological innovations and cultural change, and the complex relationships between war, culture, and society. Students will read primary sources (documents, memoirs, and novels) and secondary sources (journal articles and chapters of books), as well as viewing a variety of visual representations of warfare (artwork, films, and documentaries).
A sample course outline would include the following topics.
Note: Content may vary according to the instructor’s selection of topics.
- Introduction to Theories of War and Militarism
- Classical Warfare in Ancient Greece and Rome
- Pre-modern Warfare: Chivalry and Castles
- The Military Revolution: Gunpowder and Drill
- The Nation in Arms: Revolutionary War, 1776-1815
- Strategy and Tactics: Clausewitz and Jomini to Guevera and Kahn
- Imperial War: 18th-19th Centuries
- Industrialization and Total War: The World Wars of the 20th century
- Nuclear Stalemate and the Cold War
- Wars of National Liberation: Theory and Practice
- Terrorism?: Strategic Bombing to Car Bombs
- Coming Home: The Social and Psychological Impact of War
- Home/Front: Men and Women at War
- Religion and War: Just War and Conscientious Objection
- Mass Mobilization: War, Media, and Propaganda
- Post-Modern Warfare: Global Conflict in the Digital Age
Methods of Instruction
Class sections will be divided between lectures and seminar discussions. The seminar discussion sessions will serve as a forum for the analysis and discussion of scholarly literature and as a testing ground for student hypotheses. The instructor will encourage students to elaborate, refine and revise ideas. Discussion sessions will also include tutorials in conducting historical research, the exploration of primary source documents, and practice in oral presentations. Participation in both lectures and seminar discussions is required for the successful completion of the course.
Means of Assessment
Assessment will be in accord with the Douglas College student evaluation policy. Specific components of evaluation will include some of the following: mid-term and final exams consisting of short answer questions and essay questions; in-class written work, quizzes, research paper; seminar presentations; short debate/position papers; participation in class discussions.
Specific evaluation criteria will be provided by the instructor at the beginning of the semester and will vary according to the instructor’s assessment of appropriate evaluation methods.
An example of one evaluation scheme:
Any combination of the following totalling 100%
Essays (one to four)
20% - 60%
Tests (at least two)
20% - 60%
Instructor’s General Evaluation (Participation, quizzes, etc.)
10% - 20%
No single essay or test will constitute less than 10% or more than 35% of the grade
Total value of all essays will not be less than 20% or more than 60%
At the conclusion of the course the successful student will be able to:
- Examine historical sources critically and analytically (reading history). These sources include not only survey texts and scholarly articles, but also short monographs and extended primary sources.
- Create and communicate personal interpretations of historical problems (writing history). Forms for communication of personal interpretations include medium-length essays (from 1500-3000 words), comparative book reviews, short interpretive essays, primary source studies, and final examinations.
- Independently analyze the ideas of other students and the instructor in class in both tutorials and seminars (discussing history).
ONE 1000-LEVEL HISTORY COURSE
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester/year of the course, consider the previous version as the applicable version.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.