History Assingnemt,.

Hello everyone.

To whom is willing to get theis done nicely, I have an assningment based on history course. There is two files under the attiachminet has all the information you wnat. Please if you are not sure how to do it and the ideas not clar for you, be away form my page because I’m tired of correcting homwork which have been done by uncorrectly.

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Class #7 — Industrialization & the Standardization of Time

Posted on: Wednesday, October 17, 2012

Hi everyone,
Tomorrow we meet for the final time before a short midterm break, so I thought this would be a good opportunity to take stock of where we have got so far. Also, a chance to recapr what we have covered and to preview where we will be going over the next few weeks. So, here’s the plan:
1. First, we’ll review the broad shifts in how humans came to regard time ans the future , from the mists of prehistory to the eve of modernity by the time of the Frencha nd American revolutions. If it’s all been a bit complicated so far, don’t worry — here’s our chance to make sense of it all and to draw a big picture.
2. Last week we looked at the utopian socialists of the early 1800s and the industrial utopians of the later 1800s. Tomorrow, we’ll return to these and use them as an example of how to plan, plot out and prepare a review essay. No need for you to do any work for this — just bring any questions and concerns that you may have about this assignment with you and we can sort things our.
3. After a break we’ll look at one of the fundamental turning points in the human perception of time and the future: the Industrial Revolution of the 1800s. As we will see, this transition (1) seemed to speed up the very rate of time itself, (2) turned time into a commodity much like any other good or product to be traded, (3) forced individual nations to adopt a single time standard to at least a system of time standards, and (4) ultimately gave the world our present-day sense and system of time-keeping. As a result, the Industrial Revolution utterly transformed the way we think about time and how, eventually, we have come to imagine the future.
4. So, I’ll go through these major changes with you. Then, time permitting, I will ask you to imagine how you might answer the simple question: How did the Industrial Revolution transform our sense of the future? We’ll go through this in class together, the plan being that doing so will help you develop your plans on how best to tackle your own review essay.
5. This should take us up to the midterm break. After next week, we will build on the foundations we have developed so far to look at how, in the more or less contemporary world, ideas about the future have evolved, how we have developed ways of predicting what is to come, how popular culture has embraced and reflected ideals about the future, and — in the end — we will try to look ahead in to the next century, the next millennium, and — with luck — to the end of the Universe itself!
See you all tomorrow,

Class #6 — Utopian Visions of the Future

Posted on: Wednesday, October 10, 2012
Hi everyone,
Tomorrow we reach a major turning point in this course: the idea of Utopia. What is Utopia and when (and why) did people come to believe it was a possibility? What were the benefits, and what were the possible downsides? When did parts of the world become so future-oriented, and when did they think that future would arrive?
At some point between roughly 1500 and 1900, much of the western world — and maybe other parts too — began to shift towards the belief that some sort of perfectibility was possible in the material world, if not in the here and now then at some point in the future. Tomorrow, we’ll look at how this happened and what it all meant.
Things to do or think about:
1. I’ve sent you an email with 2 attachments: (1) Some thoughts on the first review assignment and (2) a quick questionnaire on how we think about the past and future — please take a look at this and follow the instructions;
2. We’ll spend some time looking at the origins and early development of utopian visions up to c. 1800. Then, I’ll turn things over to you and ask you to build your own utopian society, based on a short list of questions — please come ready to join in!
3. We’ll see a very short film on one attempt to actually build a utopian society, and how and why it ultimately failed. This will lead us to consider the evolution of utopian thought under the new conditions of industrial society in the 1800s, and the new challenges that those conditions implied;
4. Finally, though we might all assume it would be nice to live in a perfect society — a sort of ‘heaven on earth’ — in fact there are good reason o doubt its appeal. We’ll finish by looking at how utopias so easily slip into becoming dystopias.
See you all tomorrow!

Class #5 — Politics & the Future: Revolutionary Visions of the Future, 1500-1800

Posted on: Wednesday, October 3, 2012
Hi everyone,
First, thanks to everyone who posted a response to DQ #2. I appreciate that what anyone makes of the biblical prophets may/will depend on their own religious background or beliefs, but let me hasten to underline that this question was not intended to probe into anyone’s faith! Rather, from a historical point of view — in which events normally proceed form the past to the present, with the future being undetectable — claims that any individual prophet has knowledge of what is yet to occur presents problems.
As we discussed in class, if were accept that they were genuinely in communication with any supreme being that exists outside of human time and space, then this raises the implication that all history has already happened and that our eventual fates have already been decided, which throws into question (at the least) our ability to exercise free will and so determine our own future.
Or, if the individual prophet genuinely believed to have been given some sort of revelation but were mistaken, how should we regard them? What, for example, do we make of Nostradamus?
Finally, if they are simply claiming some prior knowledge of the future — think about the various individuals we looked as last week who predicted the end of the world — then we might still want to ask how and why they have been able to convince so many followers that the apparent laws of physics can be broken from time to time.
As to the relationship between cyclical and linear time, the former suggests and endless repetition of history going in no particular direction and with no particular goal, whereas the latter implies a finite beginning point and a finite end, and by extension may or may not imply some greater purpose or plan behind the unfolding of history.
Anyway, to tomorrow.
If we could transport ourselves back to the world of 1500 — roughly the time of Nostradamus — then many things about a typical person’s worldview would strike us as strange, alien even. Go forward just 300 years to 1800, however, and a comparable worldview would look a lot more familiar and comfortable (there would still be many differences, of course, but we could deal with most of them). What had happened between 1500 and 1800 to so dramatically change the way in which people viewed the world around them, interpreted the flow of cause and effect, and imagined what the future might be like?
This will be our task tomorrow.
We’ll start with a brief consideration of the broad differences between 1500 and 1800, and a quick summary of the major historical landmarks that register the changes that occurred in these 300 years. Then I’ll drop you into the middle of the period with a short film on the trial of Galileo in the middle of the 1600s, a trial that pitted the authority of religion against the claims and methods of science. Don’t worry if it all seems a bit strange to you — it’s meant to! We’ll then backtrack to look at the Scientific Revolution of c. 1500-1650 that led to Galileo’s trial and see how it altered perceptions of the universe and time.
Then we’ll link this intellectual revolution to the political revolutions in Britain, America and France between c. 1650 and 1800, revolutions that were built on imagining a different and better future.
Combined, the scientific and political revolutions fundamentally altered the worldview of what by then had come to known as (or called itself) ‘the West.’ This region — mainly Western Europe and North America — by no means represented the only way of looking at the world, but for the purposes of this course the massive transformation in outlook that took place between 1500 and 1800 helped shift the global balance of power and, for better or worse, set the course of global history for the next 200 years.
In short, a lot to get through, but we’ll manage. Meanwhile, I hope to go through and mark the essay outlines tonight and be able to return them tomorrow — that’s the aim, anyway…
See you all tomorrow,
Class #4 – Religion, Science & Prophecy in the Modern World

Posted on: Wednesday, September 26, 2012
Hi everyone,
Tomorrow we’ll switch from biblical prophets and apocalyptic visions in the early Christian era to look at the enduring fascination with predicting the end of the world (and worse!).
We’ll start with a brief exploration of astrology — the belief that events on Earth mirror movements in the heavens — and why, for centuries, this has been a source of prediction. With this in mind, please find a copy of today’s horoscope and bring it with you tomorrow — we’ll what sort of sense they all make.
Then, we’ll turn to probably the best-known prophet/foreseer of them all: Nostradamus. We’ll look at his life and background, consider his methods, and then look at some of his specific (or not so specific) predictions. There’s also a short film that looks into how and why he claimed to be able to see into the future, which should help us.
Next, I’ll pass things over to you. I’ve selected 8 or so other modern prophets (from the 1500s right up to the present) who in one way or another all predicted the fate of the Earth. I’ll ask you to pick one of these, provide you with some background information, and then get you to draw a profile of who they were, how they made their predictions, and how successful they were in doing so. This should allow to draw some general conclusions about the whole practice of prediction.
Finally, by way of conclusion, we’ll consider the so-called battle between religion and science in shaping human progress and, by extension, in offering hope (or despair) for the future.
See you all tomorrow,
.
PS I will also go over and hand out the first review assignment, which will take the place of the DQ for this week.

Week #3 — Religion & the Future: The Apocalypse and End of Times

Posted on: Monday, September 17, 2012
Hi everyone,
First up: an apology! I set the first Discussion Question for you last week on the Discussion Board but unfortunately omitted to press the button that would make it available/visible to you all. Therefore, if you have been wondering where the first DQ was, there’s the answer.
Obviously it would be unreasonable now to expect you to complete it before Thursday’s class, so instead please take a look and post your response to DQ #1 by next Sunday (Sept. 23). Thanks!
Last week we considered how our ancestors might first have become aware of the flow of time, possibly by observing the rhythmic (and so predictable) patterns of nature: days, months, seasons, and years would all have been observable. Moreover, there were advantages for survival for those who were able to master the progress of time (e.g. when to expect this plant to be available, when to expect that herd of deer to return, etc.) and so over hundreds of thousands of years those who developed a sense of time were more likely to be favoured by evolution (i.e. survive and pass on their genes to the next generation, and¸so on).
As we discussed also, an awareness of time inevitably would have led to a consciousness that death was a part of life, that death was inevitable. At some point — again, no doubt over many generations — this seems to have led to our ancestors developing a belief (or hope) that some sort of existence might survive the process of death: an afterlife, in other words. This may have been very basic at first — think about the film we saw of the prehistoric people who were unable to conceive of an afterlife — but eventually we know that different civilizations developed complex and complicated afterlife beliefs, complete with burial ceremonies, an array of figures and features associated with the afterlife, texts or books that helped the dead manage the transition, and even a notion that what happened to you after death somehow depended on how you had lived your life.
Finally, we also touched on — just briefly — the attempts of these civilizations to translate the cyclical movements of the Moon and the Earth into some sort of system that recorded time i.e. calendars. Again, the basic problem was that the cycle of the Moon (29.5 days) could not be divided exactly into the cycle of the Earth around the Sun (i.e. 365.25 days), nor did the Earth’s daily rotation (24 hours) divide exactly into a full year. Therefore, a full integrated calendar was (and remains impossible), hence our continuing habit of adding an extra day every 4th year. Yet — and this is important — the development of calendars encouraged the notion that the future was in some manner predictable, for instance the flood of the Nile in Egypt could be foretold pretty accurately, or the date when you had to pay taxes to the Roman Emperor could be determined. In other words, the ability to control time — to tell the future — became linked to notions of power.
And so to this week. At what point did our distant ancestors gaze upon all the cycles and forces of nature that seemed to shape their lives and existence, and begin to wonder if they reflected the will of some superior force or power? In other words, when did humans first begin to ponder the existence of a god or gods? Don’t worry, we aren’t going to answer or even investigate that question, but rather we’ll accept that virtually all civilizations/societies have developed some sort of religious belief system. And what’s of interest to us is that most if not all religions offer an account of how the world/universe/people came into existence in the first place, what the purpose of life might be, and how things will or may eventually come to an end. In other words, the rise of religious belief in many (but not all) cases takes us away from a cyclical view of time (i.e.observable in nature’s patterns) to a linear view of time, in which there is a beginning, a middle and an end.
That is what we will look at this week: how did religion alter the way in which people imagined the future? Also, and linked to this, how and why were some people (i.e. prophets) able to announce what the future would be like, up to and including the end of the world and time itself??!! If it is in any way possible to predict the future, then presumably humans in the present ( the ‘now’) are unable to do anything to change or alter that apparently pre-set future. If this is so, then what are the implications for our ideas about free will, cause and effect, and the very flow of time itself?
This has the potential to be a tricky class. It also has the potential to be an exciting and fun experience too. By way of (minimal preparation), please take a look at the reading by Jonathan Kirsch, ‘Spooky Knowledge and Last Things.’ This may seem very strange to you and some of the things he writes about might not make sense, yet, but they will later. Also, please go on-line and find some information on what is meant by the terms ‘apocalypse’ and ‘end-of-times’ — for this exercise, Wikipedia is fine! Finally, and this will help us get a grip on the whole subject, please think of or find a movie that deals either with the apocalypse itself or life afterwards in a post-apocalyptic world. We’ll look at some of these on Thursday.
Again, apologies for the DQ snafu — see you all on Thursday,
PS We’ll also talk about the review essay as well.

Week #2 — The Discovery of Time in Nature

Posted on: Wednesday, September 12, 2012
Hi everyone,
We meet again tomorrow at which time we’ll get things underway with a look at how our prehistoric ancestors might have become aware of time and developed a sense of the future. We’ll do this by looking at some of the available evidence, but also by conducting a few thought experiments in the attempt to see the world as they might have.
To help us, we’ll ask and try to answer three basic questions:
1. How and why might our ancestors first become aware of the rhythm and patterns of time? Which ones would they first have noticed, and why?
2. How and when did humans first become aware of the inevitability of their own death, and how did this shape the evolution of the idea of an afterlife? Why did different civilizations develop different (and often complex) visions of ;life after death?
3. When and how did civilizations first try to build systems to keep track of the passage of time (i.e. calendars) and, by extension, to control the future? What problems did they face in their efforts to build accurate and reliable calendars? Finally, how did all this shape their perception of time itself?
These are big and complicated questions, but we’ll try to get to grips with them as best as we can! It will be a help if you take a look at the first assigned reading, ‘Prehistoric Timekeepers’ by Clive Ruggles.
See you all tomorrow,

Week #2 — The Discovery of Time in Nature

Posted on: Wednesday, September 12, 2012
Hi everyone,
We meet again tomorrow, at which time we’ll get the course properly underway. To do that, we’ll ask and try to answer some basic but also fundamental questions about the relationship between humans and time. For example:
1. When (and how) might our ancestors first have become aware of the rhythms and patterns of time? Which ones would they have discovered first, and why?
2. When and how did humans first become aware of the fact that death was an inevitable part of life, and how might this have shaped the evolution of a belief in the afterlife? Why did different civilizations develop different ideas about their future after death?
3. What are the origins of humans’ attempts to build a system to keep track of time (i.e. calendars) and, by extension, to predict (and control) the future? What are the problems in trying to build an accurate timekeeping method?
These are big and complicated questions, but we’ll try to deal with them as best as we can! It will help if you manage to take a look at the first reading, ‘Prehsitoric Timekeepers’ by Clive Ruggles ahead of time.
See you all tomorrow,

Welcome to HIST 9110 — History of the Future!

Posted on: Friday, August 31, 2012
Hi everyone,
Welcome back to Niagara College and welcome to HIST 9110: History of the Future. I hope you had a great summer and are ready for a new semester.
This course asks two basic questions: (1) how have changing ideas about the future shaped the evolution and history of humanity, from our distant origins to the present (and beyond); and (2) how and why have our visions of the future changed in the process? In our attempts to answer these questions, we’ll have to look at the basic concept and nature of time itself, consider the relationship between past, present and future, explore how different religions played a crucial role in shaping ideas about the future, examine the link between political revolutions and the belief in our ability to control the future, see whether broad economic forces determine the course of history (and thus the future) and if so are whether we are able to predict the changes to come, look at how popular culture has portrayed the future (e.g. in books and film and on television), and — finally!! — peer into the future itself to assess the likely fates of the earth, humanity, and the universe.
We’ll start all this next Thursday when we meet for the first time. I’ll go over the course in a bit more detail with you, explain the various assignments, and offer a few tips on how to get the most out of the course and do well in it. We’ll also look at the simple but almost impossible-to-answer question: What is time?
In preparation, please do two things:
First, purchase the course text from the College bookstore. This is a package of readings that I’ve selected especially for this course, which means (a) that everything in it will be directly relevant to the course itself and (b) it’s relatively cheap! Any other readings that you’ll need will be posted on Blackboard for you during the semester.
Second, please go to the Blackboard site for this course and click on the Discussion Board link in the menu on the lefthand side. There you will find a few short questions to answer. Follow the instructions on how to post a response and submit your own brief replies before we meet on Thursday. Thanks!!
Enjoy the last few days of the summer — hope you manage to get some time to relax and rest, and will be ready to start our exploration of the future next week.
Thanks again,

HIST 9

10 – HISTORY OF THE FUTURE

Assignment #2 – October 18, 2012

10% of total grade

Answer all of the following questions. You are not required to write a formal essay for each one, but please ensure that your meaning and interpretation (and writing!) are clear. All questions are of equal value – allot your time accordingly! Please return your either by an email attachment (with your name on it!) or to my mailbox (W307) by 12:00 noon, Friday, October 26.

Good luck!

1. “In the four centuries between 1500 and 1900, the sensibility and culture of western civilization shifted from being religious to secular in nature.”

a. What do you understand by this statement?

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b. How did the idea of utopia influence or shape this shift in outlook?

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2. What is the essence of ‘utopia’ and what does it tell us about how people in this period (i.e. 1500-1900) viewed the future?

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3. The aim of political revolutions is to replace not simply the existing leadership but also the existing political structures. With this in mind, how and why did a utopian view of the future influence the major political revolutions of the 1600s and 1700s (i.e. English Civil War, American Revolution, and French Revolution)?

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4. “Utopian Socialists such as Charles Fourier, Saint-Simon and Robert Owen looked back to an idyllic and romanticized past rather than confront the complex realities of the present created by the industrial revolution.”

In what ways and to what extent did the material conditions of the industrial revolution of the 1800s either (a) strengthen or (b) weaken faith in utopian visions of the future?

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5. Based on the material and ideas that we have looked at in recent weeks, how would you know if you were living in a utopian state?

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