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Chemistry LibreTexts

1.1: Introduction

  • Page ID
    125079
  • Historical studies demand that we learn something about the past but it also requires us to ask how it is we know what we think we know about the past. When you read an academic history text, you’ll observe that historians typically want to prove something about events in the past. For example, they want to show that one individual played a critical role, or that environmental change was a silent but critical player, or that prejudices affecting one group had an unanticipated outcome. At the same time, however, historians are keen to prove the value of their sources. They might argue, for example, that this census record or that judicial file or some set of private correspondence offers special insights that have not before been made available.

    Although it may be simplistic, perhaps too simplistic, you may find it helpful to think about the study of history as a combination of the “what” and the “how.” That is, what happened and how we know it happened.

    Grappling with the Canadian past is fraught with challenges and alive with exciting questions crying out to be addressed. But what constitutes the “Canadian” past? Clearly, the geographic space we call Canada is a relatively recent invention. Confederation, beginning in 1867, spread the brand beyond the St. Lawrence and the Great Lakes to include other British colonies on the east and west coasts and some of the land in between. As a political idea — a country made up of provinces and territories with a constitution, flag, anthem, etc. — it continues to evolve. But in 1867 it was just one of many colonies in the British Empire and not necessarily the pick of the litter. A century and 10 years earlier it was part of a French empire that claimed influence over a much larger territory than the Canada of today. Still another century earlier, “Canada” referred to a struggling chain of frightened and fortified settlements along the St. Lawrence.

    Let’s push it back yet another century and more. Around 1567 the northern half of North America was a well-populated landscape made up of a multitude of diverse cultures. Their economies and relationships were continually changing while retaining core (and important shared) features from one generation to the next. The “Canada” of 1497 — one small patch of which may have been briefly visited by John Cabot and his crew — was a vastly more populous and rich human environment than would re-emerge here until the 19th century.

    So whose Canada do we study? The Canada of the French? Of the Naskapi? Of the Basque whalers with their toeholds on the east coast? Of the Nuu-chah-nulth or the Acadians? When was Canada? Are there themes we can draw across generations and centuries? Are there successions of transitions as tumultuous and irreversible as rapids on a river? Who gets to tell those stories and whose voices are likely to remain silent?

    It is only by asking questions such as these that history — as an activity — can be undertaken.

    Learning Objectives

    • Describe some of the principal concerns of historians as they undertake historical research.
    • Explain the difference between primary and secondary sources.
    • Demonstrate an ability to interrogate sources.
    • Identify the dominant themes and debates in the telling of Canadian history.