History 311Y Canadian External Relations (Summer 2006)

University of Toronto
Department of History
History 311Y, Summer 2006
Canadian External Relations


Instructor: Dr. Adam Chapnick

Office: Sid Smith 3081

Office phone: 416-978-2830 note: no voicemail)

Office Hours: Mondays and Wednesdays 5.10pm-5.40pm and by appointment (a.chapnick@utoronto.ca)

Teaching Assistants: Denis McKim (denis.mckim@utoronto.ca)
Heather Metcalfe (metcalfe_heather@hotmail.com)

Course Website: http://ccnet.utoronto.ca/20065/his311y1y/

Texts: Norman Hillmer and J.L. Granatstein, Empire to Umpire
Course Reader – Available at Print City, 180 Bloor St. W. 1st Floor

Schedule: 2 weekly lectures (MW 6.10pm – 8pm) WI 1016 (New College)
Weekly 1 hour tutorial (M/W 4.10pm, 5.10pm, or 8.10pm WI 2006)

Description:

History 311Y is designed to introduce students to the history of Canadian external relations and imperial and foreign developments involving Canada as a colony or as an ally over the last 200 years. External relations are defined broadly, meaning that Canada’s political, economic, military, diplomatic, and at times cultural relations with other states will be explored with reference specifically to how these interactions helped shape the country’s development on the world stage. To understand the context of the foreign policy decisions taken in Canada, the course will consider both the domestic situation and politics abroad, with specific reference to the foreign policies of the United Kingdom and the United States.

While, by nature, a course of this breadth will focus on specific individuals and events, lectures will also examine the role of ideas in foreign policy development and the impact of the Canadian civil service on the evolution of the national external political identity.

In tutorial, students will have the opportunity to explore and discuss specific issues and themes in greater detail and to develop their own ideas about the nature of the Canadian state. Topics for tutorial have been selected to coincide roughly with the lecture schedule and to cover a variety of aspects of Canada’s external relations.

This course asks that students think critically about the nature of Canadian conduct in the international community and to develop their own individual interpretations of Canada’s evolving place in global politics.

Instructor Communication Policy:

Questions are welcomed and encouraged before, during, and after lecture (as well as during office hours). Email often serves as an additional helpful tool of communication between instructors and students. Therefore, emails to the instructor will receive – at minimum – an acknowledgement within 24 hours (48 hours on the weekend). If the instructor’s response is incomplete, it will include a time at which point the issue will be dealt with more thoroughly. Since all emails will be acknowledged, students who do not receive a response within 24 hours (48 hours on the weekend) should assume that their email did not reach the instructor. In this case, students are encouraged to either resend immediately, and/or contact the instructor by other means so that their questions can be answered in a timely manner.

Requirements:
Tutorial Participation (includes oral presentation) 15%
Research Proposal (due: June 14th) 15%
Term Test (June 28th) 10%
Research Essay (due: July 26th) 25%
Final Examination (week of August 14th-18th) 35%

Professionalism is an important part of learning, and effective learning therefore includes taking deadlines seriously. Nevertheless, unforeseen circumstances too often cause even some of the most dedicated students to struggle to submit their best work within the time allotted. To recognize this, late penalties will be assessed on the annotated bibliography beginning on June 20th and on the research essay on August 1st. There will, however, be absolutely no extensions, and any and all discussion of and assistance on the assignments will end on the official due dates. Late papers arriving after the time allocated for unexpected emergencies will be penalized 5% per weekday. Written assignments may not be submitted after the date of the final examination without a petition from your college registrar.

For your two written assignments, you are highly encouraged to select a topic from the list provided on the website. In doing so, you can be certain that the resources you will need to complete the assignments successfully will be available through the university library system. Please keep your research notes. The instructor reserves the right to request them at any point before final grades are posted. Both written assignments must be completed in order to receive a passing grade in this course.

Assignments:

1. Tutorial (15%)

Active and consistent tutorial participation is crucial to getting the most out of this course and therefore a significant proportion of your final grade is reserved for your contribution to small group discussions. Effective participation involves coming to class prepared (have done the readings carefully) and contributing to discussion in a meaningful and thoughtful manner. Dominating tutorial is frowned upon, and complete silence is also highly discouraged. Those who perform best in tutorial direct their opinions to the entire group and incorporate the comments of others into their contributions; this is not the time to have a one-on-one discussion with your teaching assistant. We recognize that participation is much easier for some students than for others, and your teaching assistant and I will make every effort to ensure that even the shyest students feel comfortable participating. Tutorial presentations will be 6-8 minutes long and will be based on the tutorial readings. Rubrics (specific criteria for grading tutorial participation and in-class presentations) are posted on the course website.

2. Research Proposal (15%) – due June 14th

The goals of this assignment are four-fold:

1. To get you started on your research early and to make sure that you are on the right track;
2. To introduce you to the variety of sources available for research in history;
3. To make certain that you are familiar with proper citation methods in history;
4. To give your teaching assistant a sense of your writing ability and allow us to identify those of you who might require additional assistance before you write your final paper.

Your research proposal will be 6-8 pages long and will be drawn from some of the sources that you will be using for your research essay. Recommended topics are posted on the course website. A decision to diverge from the recommended topics requires written permission from me at least 2 full weeks before the assignment is due. To receive such permission, you must submit a written request, outlining in detail how you plan to approach your topic. Written requests that do not include references to at least 50-100 pages of relevant, helpful, and easily accessible primary source evidence will be turned down without exception.

The assignment is divided into 3 parts. The first is a 2-3 page (double-spaced) introduction to your essay topic. The introduction will include a brief summary of the historical context, a brief, but specific commentary on the historiography (arguments among the historians over interpretations of the issue in question), and a justification of your selection of sources (see parts 2 and 3).

The second part will be an annotated bibliography of what you feel to be the 4 most important sources to your argument given the following parameters: 2 must be substantial secondary sources, and 2 must be primary documents. Each source will be listed in proper bibliographical format followed by a 1-2 paragraph explanation including: its main arguments, strengths and weaknesses, and the role that it will serve in your research essay. No entry should be more than 1-page long (double-spaced) and you should not be able to include 2 complete entries on a single page.

The third part is a list of at least 4 additional sources that you either have consulted or plan to consult with a 1-2 sentence explanation (per source) of their expected value.

Your teaching assistant and I will provide you with guidance in your search for relevant sources and I will be happy to answer questions about how to cite sources in bibliographies. You will be evaluated on the quality of your analysis and on your writing skills. Examples of previous annotated bibliography submissions, a preliminary research guide, and a grading rubric are all posted on the course website. Please note: there are more students than there are essay topics so begin your research early and do try to return books to the library as soon as you are finished with them. It is also worth remembering that your evaluator will recognize any and all attempts to manipulate font size and spacing.

3. Term Test (10%) – June 28th

The goals of the test are three-fold:

1. To evaluate your understanding of the material presented during the first half of the course;
2. To challenge you to integrate the knowledge you have acquired into the main themes of the course;
3. To prepare you for one of the sections of the final exam.

The test will be taken in class and will be 50 minutes long. You will be asked to identify 5 terms and state their significance to the history of Canadian external relations. We will discuss what makes a good answer in lecture and none of the terms chosen for the test will come as a surprise if you attend lecture and tutorial consistently. A model term test answer and a test rubric (grading scheme) are posted on the course website.

4. Research Essay (25%) – due July 26th

This is the most significant assignment in the course. The goals here are five-fold:

1. To develop your analytical and critical thinking skills;
2. To make you more comfortable undertaking primary (and secondary) research;
3. To (re)introduce you to the research process for a lengthy academic paper based largely on primary evidence;
4. To allow you to pursue a research interest in significant depth;
5. To develop and improve your academic writing skills.

The essay is to be 12-14 pages long (3000-3500 words), double-spaced, traditional (e.g. Times New Roman) 12-point font, plus footnotes and bibliography. Some of the research for this paper will be drawn from your proposal, but it is expected that you will have used the feedback from that assignment to seek out and integrate additional material. Please number the pages of your essay and include a cover page with a proper title, your name and student number, your teaching assistant’s name, and the assignment’s due date.

This assignment asks you to reconstruct and evaluate a major event or concentrated theme in Canadian external relations based largely on the original documentary materials found in the Documents on Canadian External Relations (DCER) series (all volumes are on reserve on the 5th floor at Robarts, at the Metropolitan Toronto Reference Library, and at the Library of the Canadian Institute of International Affairs. Some, if not most volumes, are also available at UTM, UTSC, Trinity, St. Mike’s, and the Laskin Law Library). A list of possible topics is posted on the course website. In each case, the topic includes references to primary evidence in the DCER series that will likely form the basis of your analysis. A grading rubric is posted on the course website.

A decision to diverge from the recommended topics and/or to switch topics between the two written assignments requires written permission from me at least 3 full weeks before the research essay is due. To receive such permission, you must submit a written request, outlining in detail how you plan to approach your topic. Written requests that do not include references to at least 50-100 pages of relevant, helpful, and easily accessible primary source evidence will be turned down without exception. If you receive permission to select your own topic for the annotated bibliography assignment and choose to keep the same topic, you need not request permission again.

5. Final Examination (35%) – Week of August 14th-18th

The goals of the exam are straightforward:

1. To evaluate whether you have understood the main issues and themes covered in the course;
2. To assess your ability to use the information that you have learned to form convincing and thoughtful arguments.

The exam will be divided into 3 equally weighted sections and will be 3 hours long. The first section will look just like the term test, only the terms selected will be based on the material covered in the second half of the course. The second section will require you to draw specifically from the material discussed in tutorial. The final section will ask you to draw from material taken from the entire course. A grading rubric is posted on the course website.

Academic Conduct:

The following statement is excerpted from the 2005-2006 Faculty of Arts & Science Academic Calendar (http://www.artsandscience.utoronto.ca/ofr/calendar/rules.htm). For more complete information, please consult the Dean’s Office.

DISCIPLINE: CODE OF BEHAVIOUR ON ACADEMIC MATTERS

‘The University and its members have a responsibility to ensure that a climate that might encourage, or conditions that might enable, cheating, misrepresentation or unfairness not be tolerated. To this end all must acknowledge that seeking credit or other advantages by fraud or misrepresentation, or seeking to disadvantage others by disruptive behaviour is unacceptable, as is any dishonesty or unfairness in dealing with the work or record of a student.

Whenever in the Code [of Behaviour] an offence is described as depending on ‘knowing’, the offence shall likewise be deemed to have committed if the person ought reasonably to have known.

B.I. Offences

1. It shall be an offence for a student knowingly:
b. to use or possess an unauthorized aid or aids or obtain unauthorized assistance in any academic examination or term test or in connection with any other form of academic work;
c. to personate another person, or to have another person personate, at any academic examination or term test or in connection with any other form of academic work;
d. to represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism;
e. to submit, without the knowledge and approval of the instructor to whom it is submitted, any academic work for which credit has previously been obtained or is being sought in another course or program of study in the University or elsewhere;
f. to submit for credit any academic work containing a purported statement of fact or reference to a source which has been concocted.

2. It shall be an offence for a faculty member knowingly:
a. to approve of any of the previously described offences;
c. to evaluate academic work by a student with reference to any criterion that does not relate to its merit, to the time within which it is to be submitted or to the manner in which it is to be performed.

3. It shall be an offence for a faculty member or a student alike knowingly:
b. to engage in any form of cheating, academic dishonesty or misconduct, fraud or misrepresentation not herein otherwise described, in order to obtain academic credit or other academic advantage of any kind.

B.II. Parties to Offences

1. (a) Every member is a party to an offence under this Code who knowingly:
i. actually commits it;
ii. does or omits to do anything for the purpose of aiding or assisting another member to commit the offence;
iii. does or omits to do anything for the purpose of aiding or assisting any other person who, if that person were a member, would have committed the offence;
iv. abets, counsels, procures or conspires with any other member to commit or be party to an offence’
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. The terms that apply to the University’s use of the Turnitin.com service are described on the Turnitin.com website.


Lecture Schedule:

May 15 Introduction

May 17 International Nation, 1497-1812 / On Becoming Exceptional: The War of 1812

May 22 No Class – Victoria Day

May 24 Counterweights and External Relations, 1815-1861 / Confederation: From the Outside in, 1861-1867

May 29 Defining the Canadian Diplomatic Style, 1867-1896

May 31 A New Era: Sir Wilfrid Laurier and Canadian External Relations, 1896- 1909

June 5 Nations and Empire: Laurier, Borden and World War I, 1909-1916

June 7 A Question of Status: The Conservative Party and Canadian External Relations, 1916-1921

June 12 LECTURE IN BA 1180 Continuity and Change: William Lyon Mackenzie King and Canadian External Relations, 1921-1930

June 12 LECTURE IN BA 1180 Continuity and Change: William Lyon Mackenzie King and Canadian External Relations, 1921-1930

June 14 Annotated Bibliography Due
The Highs and Lows of Depression Leadership and Diplomacy, 1930-1935

June 19 Stepping Gingerly: Mackenzie King and the Path to War, 1935-1939

June 21 A Nation Founded in War, 1939-1945

June 26 A Nation Founded in Peace, 1941-1945

June 28 Term Test
Essay Writing Workshop

July 3 No Class – Statutory Holiday

July 5 Fighting the Early Cold War, 1945-1947

July 10 A Coming of Age? Canada and the Cold War in Europe and Asia, 1947-1952

July 12 The Beginning of the End or the End of the Beginning? Canadian External Relations, 1953-1957

July 17 The Diefenbaker Roller Coaster, 1957-1963

July 19 Nationalism and Continentalism in the Pearson Years, 1963-1968

July 24 Peacekeeping: Canada’s National Pastime? 1948-1967

July 26 Research Essay Due
The French Fact in Canadian External Relations, 1960-1971

July 31 Pierre Trudeau and the Rhetoric of Change, 1968-1974

August 2 The Three Faces of Trudeau Foreign Policy: Domestic, North American, and International, 1975-1984

August 7 No Class – Statutory Holiday

August 9 Nationalist? Internationalist? Continentalist? Mulroney Foreign Policy, 1984-1993 and Exam Review


Tutorial Schedule:
NOTE: guides to the readings for all of the tutorials are included in the coursepack

May 24/29 Introduction / Bibliography Workshop

May 31 / The Historical Bases of Canada’s External Political Identity

June 5 Colonialism, Loyalism, Imperialism, Anti-Americanism, Nationalism
1. John Hilliker, Canada’s Department of External Affairs, vol. 1, The Early Years 1909-1946 (Montreal and Kingston: McGill-Queen’s University Press), 3-12.
2. P.B. Waite, The Life and Times of Confederation (Toronto: University of Toronto Press, 1962), 18-34; 327-329.
3. J.B. Beck, ed., The Shaping of Canadian Federalism: Central Authority or Provincial Right? (Toronto: Copp Clark Publishing, 1971), 9-13.
4. Carl Berger, ed., Imperialism and Nationalism, 1884-1914: A Conflict in Canadian Thought (Toronto: Copp Clark, 1969), 47-51; 60-62.
5. Joseph Levitt, ed., Henri Bourassa on Imperialism and Biculturalism, 1900-1918 (Toronto: Copp Clark, 1970), 64-78.

June 7/12 The Role of Anti-American Sentiment in Canadian Foreign Policy
Case Study: The Reciprocity Debate and the Election of 1911
1. J.L. Granatstein, Yankee Go Home? Canadians and Anti-Americanism (Toronto: HarperCollins, 1996), 39-66.
2. Robert E. Hannigan, “Reciprocity 1911: Continentalism and American Weltpolitik,” Diplomatic History 4,1 (Winter 1980): 1-18.
3. Gordon T. Stewart, The American Response to Canada Since 1776 (East Lansing: Michigan State University Press, 1992), 101-125.
4. Paul Stevens, ed., The 1911 General Election: A Study in Canadian Politics (Toronto: Copp Clark, 1970), 50-63; 101-104.

June 14/19 Canada as Peace-Seeker
Case Study: The Value of Appeasement
1. James Eayrs, “ ‘A Low Dishonest Decade’: Aspects of Canadian External Policy, 1931-1939,” in R. Douglas Francis and Donald B. Smith, eds, Readings in Canadian History: Post-Confederation, 3rd ed. (Toronto: Holt, Rinehart and Winston, 1990), 488-505.
2. Adrian W. Preston, “Canada and the Higher Direction of the Second World War, 1939-1945,” in B.D. Hunt and R.G. Haycock, eds, Canada’s Defence: Perspectives on Policy in the Twentieth Century (Toronto: Copp Clark, 1993), 98-102.
3. J.L. Granatstein and Robert Bothwell, “ ‘A Self-Evident National Duty’: Canadian Foreign Policy, 1935-1939,” Journal of Imperial and Commonwealth History 3,2 (January 1975): 212-233.
4. Angelika Sauer, “Goodwill and Profit: Mackenzie King and Canadian Appeasement,” in Norman Hillmer et al, eds, A Country of Limitations: Canada and the World in 1939 (Ottawa: Canadian Committee for the History of the Second World War, 1996), 247-269.

June 21-26 Counterweights and the North Atlantic Triangle
Case Study: Early North Atlantic Wartime Relations
1. Donald Creighton, The Forked Road: Canada 1939-1957 (Toronto: McClelland and Stewart, 1976), 38-44; 53-58; 72-74;
2. J. L. Granatstein, “Staring into the Abyss,” in J. L. Granatstein, ed., Towards a New World: Readings in the History of Canadian Foreign Policy (Toronto: Copp Clark, 1992), 47-63.
3. J.L. Granatstein, Canada’s War: The Politics of the Mackenzie King Government, 1939-1945 (Toronto: University of Toronto Press, [1975] 1990), 419-424.
4. Norman Hillmer, ed., Partners Nevertheless: Canadian-American Relations in the Twentieth Century (Toronto: Copp Clark, 1989), 99-107.

July 5/10 Canada’s Cold War
Case Study: Early Canadian Attitudes
1. Escott Reid, “The United States and the Soviet Union: A Study of the Possibility of War and Some of the Implications for Canadian Policy,” in Norman Hillmer and Donald Page, eds, Documents on Canadian External Relations, vol. 13, 1947 (Ottawa: Minister of Supply and Services Canada, 1993), 367-382.
2. Don Page and Don Munton, “Canadian Images of the Cold War, 1946-47,” International Journal 32,3 (Summer 1977): 577-604.
3. David J. Bercuson, “‘A People So Ruthless as the Soviets’: Canadian Images of the Cold War and the Soviet Union, 1946-1950,” in David Davie, ed., Canada and the Soviet Experiment (Toronto: Canadian Scholars Press, 1994), 89-103.

July 12/17 The Diplomacy of Constraint
Case Study: Canada, the UN, and the US in the Korean War
1. Denis Stairs, “The Diplomacy of Constraint,” in Norman Hillmer, ed., Partners Nevertheless: Canadian-American Relations in the Twentieth Century (Toronto: Copp Clark, 1989), 214-226.
2. John Price, “The ‘Cat’s Paw’: Canada and the United Nations Temporary Commission on Korea,” Canadian Historical Review 85,2 (June 2004): 297-300; 321-324.
3. Robert Prince, “The Limits of Constraint,” Journal of Canadian Studies 27,4 (Winter 1992-93): 129-152.
4. Greg Donaghy, “Pacific Diplomacy: Canadian Statecraft and the Korean War, 1950-53,” in R.W.L. Guisso and Young-sik Yoo, eds, Canada and Korea: Perspectives 2000 (Toronto: Centre for Korean Studies, UofT, 2002), 81-100.
5. Lester B. Pearson, Words and Occasions (Toronto: University of Toronto Press, 1970), 101-108.

July 19/24 Leadership and External Relations
Case Study: John Diefenbaker and Canadian Defence Policy
1. J.L. Granatstein, Canada 1957-1967: The Years of Uncertainty and Innovation (Toronto: McClelland and Stewart, 1986), 101-130.
2. Jocelyn Ghent-Mallet and Don Munton, “Confronting Kennedy and the Missiles in Cuba 1962,” in Don Munton and John Kirton, eds, Canadian Foreign Policy: Selected Cases (Scarborough: Prentice Hall, 1992), 78-100.
3. Arthur E. Blanchette, ed., Canadian Foreign Policy 1955-1965: Selected Speeches and Documents (Toronto: McClelland and Stewart, 1977), 52-57.
4. J.L. Granatstein, ed., Canadian Foreign Policy Since 1945: Middle Power or Satellite? 3rd ed., (Toronto: Copp Clark [1969] 1973), 119-125.

July 26/31 Trends and Traditions in Canadian Foreign Policy
1. Costas Melakopides, Pragmatic Idealism: Canadian Foreign Policy, 1945-1995 (Montreal and Buffalo: McGill-Queen’s University Press, 1998), 3-18.
2. Norman Hillmer, “The Canadian Diplomatic Tradition,” in J. L. Granatstein, ed., Towards a New World: Readings in the History of Canadian Foreign Policy (Toronto: Copp Clark, 1992), 6-16.
3. John Holmes, The Better Part of Valour: Essays on Canadian Diplomacy (Toronto: McClelland and Stewart, 1970), 1-4.
4. Thomas Hockin, “Federalist Style in International Politics,” in Stephen Clarkson, ed., An Independent Foreign Policy for Canada? (Toronto: McClelland and Stewart, 1968), 119-130.
5. Adam Chapnick, “Peace, Order, and Good Government: The ‘conservative’ Tradition in Canadian Foreign Policy,” International Journal 60,3 (Summer 2005): 635-50.