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St. Jerome’s University in the University of Waterloo
Department of History
HIST 350: Canada and the Americas World Affairs (Winter 2014)
Prof. Ryan Touhey
Office: STJ 3003
Telephone: 519-884-8111 ext. 28218
Email: ryan.touhey@uwaterloo.ca
Office Hours: Tuesdays 11:00-Noon or Thursdays 11:20-12:30pm
Lectures: STJ 3027, Tuesdays 10:00am-10:50; Thursdays 9:30am - 10:30am
Seminars [Groups alternate every second week as noted on the syllabus]:
Thursdays 10:30 to 11:20am (STJ 3027)*******SUBJECT TO CHANGE
DEPENDING ON ENROLLMENT
Course Objectives:
This course will introduce students to the history of Canadian diplomatic/cultural/trade
interactions from 1763 to 2005 with the Americas: the United States, Central/Latin
America, and the Caribbean). There will be a particular emphasis on the twentieth century
and how diplomatic, cultural, economic, and military interactions with the Americas
shaped Canada’s political and social development. The primary focus of the material will
be on Canada’s evolving relationship with the United States.
Learning Objectives: Through the lectures, readings, and seminars, students are
expected to develop a testable understanding of how Canadian foreign relations/ cultural
interactions with the Americas has developed and progressed through various domestic
and international influences between 1763-2005.
The annotated bibliography assignment and the seminar discussions are intended to
sharpen how students approach written and media sources, as well as instil an
understanding that all sources must be scrutinized rather than accepted at face value.
Furthermore, these assignments should develop the ability of the student to understand
that there are numerous approaches and debates to how the history of Canadian
interactions with the Americas is written and understood.
The written essay, and the instructions below for that assignment, should help foster
students’ ability to write thoughtfully as well as their ability to analyze research
questions.
Course Textbook and Seminar Readings:
Required Texts: John Herd Thompson and Stephen J. Randall, Canada and the United
States: Ambivalent Allies, 4th edition (Athens: University of Georgia Press, 2008).
PDF copies of seminar readings are available on e-reserve.
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Course Requirements:
Seminar Participation
Essay Proposal and Annotated Bibliography
Research Essay (15-18 pages)
Final Examination
25%
10%
35%
30%
Note: failure to submit either written assignment will result in a failing grade
Instructions for Assignments/Seminar/Essays/Tests etc:
Seminar Discussion Component of the Course
Seminars will occur on Thursdays between 10:30am-11:20pm in STJ 3027 with groups 1
& 2 alternating as denoted in the lecture schedule (Subject to change depending on
enrollment #s). Students are fully expected to complete the readings in advance for each
seminar so that they can actively participate in the discussions and arrive prepared for
discussion. Seminars are intended to illustrate to the student that historians often examine
subjects differently using a variety of sources, approaches, and questions to inform their
research. During the course of the semester a key goal of the seminar is to sharpen the
student’s ability to reflect on the readings and observe that history is simply not set dates,
events and ideas but that it is continually re-examined by every generation. Through their
small size, tutorial groups are designed to provide a collegial and excellent environment
to float ideas, views, and even questions of the readings for discussion. Marks are based
on a combination of attendance and the quality of participation. Simply showing up to
tutorial and offering a few vague words on the readings will not earn a student minimum
marks i.e. 2/5. Students aiming to receive top participation marks in each seminar will be
active listeners, they will consistently engage each other in discussion, and they will
demonstrate through their comments that they have a solid grasp of the readings. Please
note: missing the majority of seminars will result in an automatic failure and the
professor reserves the right to begin the discussion with a pop quiz to ensure that
students have prepared for discussion.
For missed seminars---due to medical illness, with documentation, or another
significant reason--- students must, within one week of the missed discussion group,
submit a 4-5 page written summary/analysis of the readings that consider the
questions/discussion points outlined below. The assignment must use 12 point Times
New Roman font, standard margins, and be double spaced.
There will be a variety of points relating to content to discuss but some questions to keep
in mind to help prepare your notes and comments for tutorial discussions include:
1) What did you think of the readings? Why? Any surprises?
2) What are the arguments of the readings?
3) Compare or contrast where the historians differ in the readings for that week i.e.
subject emphasis, sources, arguments.
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4) What do you think are the author’s goals?
5) What are the strengths and weaknesses of the readings?
6) Have the readings changed or added to your understanding of the topic? If so,
how?
7) For readings that emphasize biography, ask what the pros and cons of that
approach are to understanding/gleaning insights into the topic/period
8) What questions or issues do the readings raise in your mind?
Written Assignments (DUE IN CLASS)
Essay Proposal and Annotated Bibliography (10%):
On 4 February, 2014 students will submit a short proposal (2-3 pages) including:

A paragraph or two detailing the historical topic, time frame, and the main
question(s) that they are asking to guide their research (in question form);

A tentative thesis; and a preliminary annotated bibliography --including at least 8
monographs and scholarly journal articles, and AT LEAST 2 primary sources
(minimum of 10 sources total).

Primary sources relate to people and materials directly related to the topic,
generally from the same time frame. Included in the list of primary documents are:
any and all government publications including Royal Commission reports,
Departmental reports, on-line archival material from Library and Archives Canada,
the Department of Foreign Affairs historical section etc. Transcripts and tabled
documents from debates of the Canadian Parliament, known as Hansards make
excellent primary sources. As well, newspaper and other media coverage from the
time provide excellent primary sources. Book and articles written by those
involved (politicians/policymakers etc.), including memoirs, are excellent sources.

Each annotation should include at least two thoughtful sentences for each source
explaining the contents of the source and why it will be useful to your essay.

Websites such as Wikipedia are not to be used. Exceptions are the on-line Cabinet
Conclusions at http://www.collectionscanada.gc.ca/archivianet/conclusions/indexe.html or the Document Collections on External Relations series posted online at
http://www.international.gc.ca/history-histoire/documents-documents.aspx
This will encourage you to get started on your research early, and will allow me to
recommend other sources and themes that may help to strengthen your final paper. Final
papers will not be graded by the instructor without the prior submission of this proposal.
Failure to submit a final research essay will result in an automatic 32%
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Finding essay sources---some helpful tips:
Your textbook (Ambivalent Allies) has a terrific annotated ‘Further Reading’ section pps.
409-428. Students should consult this section to identify possible sources for their essays.
For another useful suggested reading section students are also encouraged to consult
Robert Bothwell, Alliance and Illusion: Canada and the World, 1945-1984 (Vancouver,
UBC Press, 2007).
The seminar readings may also offer useful suggestions in their footnotes/endnotes
Useful Internet Links
Some reliable sites for primary documents include the following:
Library & Archives of Canada has cabinet minutes online for the period 1944-1977
http://www.collectionscanada.gc.ca/archivianet/conclusions/index-e.html
The Canadian parliamentary debates from 1867 can be accessed through:
http://parl.canadiana.ca/?usrlang=en
The Diaries of Prime Minister William Lyon Mackenzie King are available at:
http://www.collectionscanada.gc.ca/databases/king/index-e.html
The Department of Foreign Affairs, Trade and Development (DFATD) has digitized is
Documents on Canadian External Relations (DCER) series on-line for the years 19461960 (Hard copies for 1909-1960 are available in Government Docs. at Dana Porter)
http://www.international.gc.ca/history-histoire/documents-documents.aspx
The US State Department also has an impressive range of material from its Foreign
Relations of the US (FRUS) series online from the Truman to the Nixon presidencies:
http://history.state.gov/historicaldocuments
For biographies of prominent Canadians including many key diplomats and Prime
Ministers, see the Dictionary of Canadian Biography online at:
http://www.biographi.ca/index-e.html?PHPSESSID=05mvu9l5arc0glmeu91h71ekr7
Research Paper (35%): DUE IN CLASS Tuesday March 18, 2014
The main assignment will be a research paper of 15-18 pages. Papers that do not meet the
15-18 page expectation due to excessive font, spacing, or simply a clear lack of effort will
be subject to a penalty.
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There are a few general reminders that students must keep in mind. A strong wellsupported thesis statement is critical to a good history essay. It is a good idea, regardless of
the stage of a student’s academic career, to get a second reader to look at their paper
before submission or presentation. A “fresh set of eyes” can often spot essay detracting
errors such as spelling/grammatical mistakes, “choppy” passages, run-on-sentences and
run-on-paragraphs. They can also help identify errors in the logic of an argument. A good
test to determine if you have a good, strong and well defended thesis statement is to ask
that second reader, when they are done, to identify the sentence, or two at most, that
identifies the thesis statement. Such statements ought to be at the end of the first or second
paragraph.
It is also important to avoid vague, general and debatable statements that are not supported
by references to specific events and individuals. For example, statements using such terms
as “historians,” or “they” or references to events and groups of people need to be
supported with specific examples. Using some of the following terms tends to help: “such
as,” “like,” or “for example,” etc. The general rules mentioned are to help ensure that the
content of assignments and their arguments, are articulate, crisp and clean. The amount of
work put into an essay and the extent to which an assignment effectively presents an
argument separates the papers that are in the A, B, C and lower ranges.
On the technical side, essays are to be 12 point using Times New Roman font, and double
spaced, except for: long quotes, footnotes, endnotes, and the bibliography. Citations are
essential to any historical essay. You must cite specific events and any ideas that are not
your own. Direct quotes have to be cited, but that alone is insufficient for an essay. You
also need to cite: paraphrased material; little known facts; statistics and primary material.
Direct quotes should be used sparingly, but they can be useful if from a primary source or
an author encapsulates an argument/theme in a compact fashion. Also keep in mind that
short quote, three lines and less, are incorporated into the text between quotation marks
“direct quote.” Footnote/Endnote
Long quotes, more than three lines, get single spaced and double indented without
quotation marks.
The preferred and most accepted method of citing for historical essays is MLA style using
footnotes or endnotes, in which a number is used in the text to correspond to a note either
at the bottom of a page or at the end of the text. Keep in mind that page numbers are
essential and if you have more than one source from the same author, the different sources
must clearly be identified.
The examples below are the most common types of references used. The proper form for
citations is listed below and on the next page:
For books:
Footnote #, First name(s) Surname, Title of Work, (Place of publication: Publisher,
Year,) p.
(Note: more than one author is linked by “and” between the two names with the name
format repeated).
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For Hansards:
First name(s) Surname of speaker, “Speech in House of Commons, (or other
legislature), Date, “ Commons Hansard, p.
For articles or chapters from collections of essays the format is:
First name(s) Surname, “Name of Article,” in, First name(s) Surname, (editor(s))
Title of Work,” (Place of Publication: Publisher, Year,) p.
Journal articles are referred as follows:
First name(s) Surname, “Name of Article,” in, Name of Journal, (Volume, Number,
Year,) p.
For Web-based references be sure web-based information comes from credible sites and
sources. When in doubt either ask or do not use. The format for citations is:
First name(s) Surname, [if any is associated or the name of the supporter of the web
page,] “Page Title,” full URL, (date viewed).
The above is intended for fist time citations, thereafter use a short form of the citation,
generally: Surname, Short Title, p.
Bibliographies are not numbered but are listed in alphabetical order based upon surnames
of the authors. If you wish you could divide your bibliography into primary and secondary
source sections. The format is basically the same as listed above only with slight changes:
For Web-based references:
Surname, First name(s) [if any is associated, or the name of the supporter of the web
page,], “Page Title,” full URL. Date Viewed
Note: titles of books and/or Journals can be given either using italics or underline. This
also applies when references are made in the text of an essay.
Lecture Schedule
Lec. 1
Jan 7
Introduction
Lec. 2 Jan. 9
From the conquest to the War of 1812
Reading: Ambivalent Allies pgs 9-26
Lec. 3 Jan 14
The Defended Border 1814 to the 1850s
Reading: Ambivalent Allies pgs 26-40
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Lec. 4 Jan. 16
British North America and the American challenge 1867-1900
Reading: Ambivalent Allies: Chpt 2
SEMINAR #1 Group 1
Lec. 5 Jan. 21
Canada US Relations 1900 to 1914
Reading: Ambivalent Allies Chpt 3
Lec. 6 Jan. 23
Canada US Relations 1914-1920s
SEMINAR #1 Group 2
Lec. 7 Jan. 28
The Great Depression and the Path to War
Reading: Ambivalent Allies Chpt 4
Lec. 8 Jan. 30
The Second World War 1939-1945
SEMINAR #2 Group 1
Lec. 9 Feb. 4
Canada and Latin America during the Second World War
******Annotated bibliography assignment due in class******
Lec. 10 Feb. 6
Canada and the Early Cold War in North America 1945-1949
Reading: Ambivalent Allies Chpt 5
SEMINAR #2 Group 2
Lec. 11 Feb. 11 Difficulties with the Neighbours? Canada and the US 1950-1957
Lec. 12 Feb. 13
The Diefenbaker Challenge 1957-1963
Reading: Ambivalent Allies Chpt 6
SEMINAR #3 Group 1
****************Reading Week February 17-21 **********************
Lec. 13 Feb. 25
Canada and Latin America in the 1950s
Lec. 14 Feb. 27
Canada and the Cuban Revolution
SEMINAR #3 Group 2
Lec. 15. Mar. 4
Canada and the Caribbean
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Lec. 16 Mar. 6
The new nationalism and the impact of the Vietnam War
Reading: Ambivalent Allies Chpt 7
SEMINAR #4 Group 1
Lec. 17 Mar. 11
Trudeau and Nixon: Canada and the US in the 1970s
Lec. 18 Mar. 13
Canada and Latin America during Trudeau
SEMINAR #4 Group 2
Lec. 19 Mar. 18
Trudeau and the Regan Challenge
Reading: Ambivalent Allies Chpt 8
****************ESSAY DUE******************
Lec. 20 Mar. 20
Super friends? Mulroney and the Americans
Reading: Ambivalent Allies Chpt 9
SEMINAR #5 Group 1
Lec. 21 Mar. 25
Mulroney and Latin America
Lec. 22 Mar. 27
Canada and the Americas in the 1990s
Reading: Ambivalent Allies Chpt 10
SEMINAR #5 Group 2
Lec. 23 Apr. 1
The early 21st Century and CDN-US relations
Reading: Ambivalent Allies Chpt 11
Lec. 24 Apr. 3
Wrapping up loose ends
Reading: Epilogue
HISTORY 350 Seminars_______________________________
All seminar readings can be accessed at the circulation desk at St Jerome’s University
Library and on e-reserve accessible through the UW Library Homepage
Seminar # 1: A Continental Divide?
1. J.L. Granatstein “Under Which Flag? The Free Trade Follies of 1891 and 1911.
(from Yankee Go Home: Canadians and Anti-Americanism (Toronto: Harper
Collins, 1996) pgs. 39-66.
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Goldwin Smith “Challenge of Continentalism”; George Grant “In Defence of
Canada” in Imperialism and Nationalism, 1884-1914: A Conflict in Canadian
Thought (Toronto: The Copp Clark Publishing Company, 1969), pgs 13-26.
3. James Woods “The Good Neighbours and their Undefended Fence” American
Review of Canadian Studies Vol 43. No. 1 (2013), 49-69.
2.
Seminar # 2: A North American nation?
1. Norman Hillmer, “OD Skelton and the North American mind,” International
Journal Vol. 60/1 (Winter 2004-2005), 93-110.
2. John Hilliker “Vincent Massey, William Herridge and the Legation in
Washington, 1927-1935” in Architects and Innovators: Building the Department
of Foreign Affairs and International Trade, ed. by Greg Donaghy and Kim
Richard Nossal (Kingston: Queen’s School of Policy Studies, 2010) Chpt 6 pgs
87-108.
3. Paul Rutherford “Made in America: The problem of mass culture in Canada”
(Chpt 16, pgs 260-270 only) in The Beaver Bites Back: American popular culture
in Canada ed. by David Flaherty and Frank Manning. (Montreal: McGill-Queen’s
Press, 1993).
Seminar #3: Choosing the Forked Road? Or did Britain’s Weakness Force
Canada into the Arms of the Americans?
1. Donald Creighton, Canada’s First Century (Toronto: MacMillan of Canada,
1970), Chpt. 12 pgs 245-252; 260-268; The Forked Road: Canada 1939-1957
(Toronto: McClelland and Stewart, 1976), 38-44; 53-58; 72-74.
2. J.L. Granatstein, How Britain’s Weakness Forced Canada into the Arms of the
Americans (Toronto: University of Toronto Press, 1989), Chapter 2 pgs 19-40.
3. Dominique Bregent-Heald “The Red Coat and the Ranger: Screening Bilateral
Friendship in Cecil B. DeMille’s Northwest Mounted Police” American Review of
Canadian Studies Vol. 38 No. 1 (2008): 43-61.
Seminar # 4: The Cold War World and North America
1. Donald Barry, “Cleared or Covered Up? The DEA investigations of Herbert
Norman 1950-52” International Journal Vol. 66 No. 1 (Winter 2010-11): 147169.
2. Andrew Preston, “Balancing War and Peace: Canadian Foreign Policy and the
Vietnam War 1961-1965” Diplomatic History Vol. 27 No. 1 (2003): 73-111
3. David Churchill, “An Ambiguous Welcome: Vietnam Draft Resistance, the
Canadian State, and Cold War Containment” Histoire Sociale/Social History Vol.
37 No. 73 (2004): 1-26.
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Seminar #5: Canada, Cuba, and Haiti
1. Asa McKercher, “Most serious problem? Canada-US relations and Cuba, 1962”
Cold War History Vol. 12 No. 1 (2012): 69-98.
2. Greg Donaghy & Mary Halloran, ‘Viva el pueblo cubano: Pierre Trudeau’s
Distant Cuba, 1968-1978’ in Our Place in the Sun: Canada and Cuba in the Castro
Era ed. by Robert Wright and Lana Wylie (Toronto: University of Toronto Press,
2009), pgs 143-162.
3. Sean Mills, “Quebec, Haiti, and the Deportation Crisis of 1974” Canadian
Historical Review Vol. 94, No. 3 (Sept 2013): 405-435.
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HISTORY 350 – POTENTIAL ESSAY TOPICS
1. The Loyalist influence on Canada-US relations in the 19th C
2. British North America and the War of 1812
3. Cross border tensions in the mid 19th C
4. The American influence on Confederation
5. John A. Macdonald and the Americans
6. Anti-Americanism and the 1891 election
7. The Continentalist movement in Canada
8. The Alaska Boundary Dispute and Canadian Nationalism
9. The United States and the 1911 Federal Election
10. The Reciprocity Issue and Canadian Nationalism
11. Canadian-American relations during the First World War
12. Mackenzie King and the United States in the 1920s/30s
13. American Culture and Canada in the 1920s
14. O.D. Skelton and his impact on Canada-US relations
15. Canadian Trade Policies and the Great Depression
16. R.B. Bennett and the United States
17. Mackenzie King and F.D. Roosevelt
18. Ogdensburg Agreement/Hyde Park: A Sell-out?
19. Mackenzie King and the Americans in Wartime
20. Sovereignty, Security and the Canadian Arctic
21. Canada and Latin America during the Second World War
22. Canada and the Caribbean in the early 20th Century
23. The impact of the Korean War on Canada-US Relations
24. Canada and Continental Defence in the 1950s
25. Diefenbaker and the Americans British Commonwealth
26. The NORAD Agreement: Proponents and Opponents
27. Diefenbaker, Kennedy, and the Cuban Missile Crisis
28. Pearson and the Nuclear Decision
29. Canada and the early Cold War in Latin America
30. The US-Canada Automotive Products Agreement (Auto Pact)
31. Walter Gordon, the Royal Commission on Canada’s Economic Prospects, and
Economic Nationalism
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32. Canada and the Cuban Revolution
33. The impact of the Vietnam War on Canada US Relations
34. Trudeau’s Foreign Policy Review and the Americas: Success or Failure?
35. Canada, America and the Arctic in the 1970s/80s
36. Canada and Cuba during the Trudeau era
37. Canada and Haiti
38. Canada and the Caribbean in the 1960s/70s
39. Canada and the Chilean Coup 1973
40. Canada’s External Aid Policy in the Americas 1960s or the 1970s
41. Canadian cultural nationalism in the 1970s
42. The Nixon Shocks and Canada
43. Trudeau and Ronald Reagan
44. The National Energy Program and Foreign Policy
45. The Move to Free Trade in the 1980s
46. Canada and Central America in the 1980s
47. Canada-US relations during the Mulroney era
48. Mulroney and the Organization of American States
49. The Free Trade Agreement and significance to Canadian foreign policy
50. Canada and Mexico
51. Canada, the US, and the acid rain issue
52. The significance/or not of NAFTA
53. Jean Chretien and Cuba
54. The impact of 9/11 on Canada-American Relations
55. Canada-US relations in the early 2000s
56. Students may suggest other topic ideas to me provided there is sufficient source
material available to write the essay.
Classroom Etiquette:
Talking during the lecture: The fact is that in a small class you stick out like a sore
thumb when you talk to the person beside you. It is disrespectful to the professor and
disturbs those students listening to the lecture and taking notes.
Texting----if you’re texting in class, congratulations on wasting your tuition and for
having no sense of tact. Don’t do it or I reserve the right not to grade your assignments
for obvious reasons.
Correspondence:
Please feel free to come to talk to me during office hours if you ever have any questions
at all. I encourage this. Also, please feel free to e-mail me and I will do my utmost to
respond promptly. All I ask is that you observe proper etiquette with e-mails.
PROFESSOR’S POLICY ON LATE ASSIGNMENTS/ESSAYS AND MAKE-UP
TESTS
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NOTE: A late mark of 5% per day will be deducted for assignments. An assignment that
is 1 week late will be docked 30% and so on.
In the case of a missed exam date for medical reasons, a specific fixed-date will be
chosen with a different version of the final exam administered.
As noted above: For missed seminars due to an appropriate reason/proper documentation
students must within 1 week submit a 4-5 page written summary/analysis of the readings
that consider the questions/discussion points outlined in the seminar brief. The
assignment must use 12 point font, standard margins, and be double spaced.
UW POLICY REGARDING ILLNESS AND MISSED TESTS
The University of Waterloo Examination Regulations state that:
 A medical certificate presented in support of an official petition for relief from
normal academic requirements must provide all of the information requested on
the “University of Waterloo Verification of Illness” form or it will not be accepted.
This form can be obtained from Health Services or on the link provided above. If a
student has a test/examination deferred due to acceptable medical evidence, he/she
normally will write the test/examination at a mutually convenient time, to be
determined by the course instructor.
 The University acknowledges that, due to the pluralistic nature of the University
community, some students may on religious grounds require alternative times to
write tests and examinations.
 Elective arrangements (such as travel plans) are not considered acceptable grounds
for granting an alternative examination time.
Other Information:
Academic Integrity: In order to maintain a culture of academic integrity, members of the
University of Waterloo and its Federated University and Affiliated Colleges are expected
to promote honesty, trust, fairness, respect and responsibility.
Discipline: A student is expected to know what constitutes academic integrity, to avoid
committing academic offences, and to take responsibility for his/her actions. A student
who is unsure whether an action constitutes an offence, or who needs help in learning
how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group
work/collaboration should seek guidance from the course professor, academic advisor, or
the Associate Dean. When misconduct has been found to have occurred, disciplinary
penalties will be imposed under St. Jerome’s University Academic Discipline Policy and
UW Policy 71 – Student Discipline. For information on categories of offenses and types
of penalties, students should refer to Policy 71 - Student Discipline.
Grievance: A student who believes that a decision affecting some aspect of his/her
university life has been unfair or unreasonable may have grounds for initiating a
grievance. For students who decide to file a grievance, students should refer to University
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of Waterloo Policy 70 (Student Petitions and Grievances). For more information, students
should contact the Associate Dean of St. Jerome’s University.
Appeals: A student may appeal the finding and/or penalty in a decision made under the
St. Jerome’s University Policy on Student Discipline or the St. Jerome’s University
Policy on Student Petitions and Grievances if a ground for an appeal can be established.
In such a case, read University of Waterloo Policy 72 (Student Appeals).
Academic Integrity website (Arts):
http://arts.uwaterloo.ca/arts/ugrad/academic_responsibility.html
Academic Integrity Office (UW): http://uwaterloo.ca/academic-integrity/
Note for students with disabilities: The AccessAbility Services (AS) Office, located in
Needles Hall, Room 1132, collaborates with all academic departments to arrange
appropriate accommodations for students with disabilities without compromising the
academic integrity of the curriculum. If you require academic accommodations to lessen
the impact of your disability, please register with the AS Office at the beginning of each
academic term.