Spring 2026
Monday/Wednesday, 3:30-5:20 p.m.
Art Building, Room 003
Dr. Ross Coen
E-mail: rcoen@uw.edu
Office: Smith 103-G
In-person Office hours: Tuesdays and Thursdays, 10:00 a.m.-12:20 p.m.
Zoom office hours: By appointment
Course Description:
History of Washington State and the Pacific Northwest (HSTAA 432) is an upper-division course on regional history. It focuses primarily on the territory that today is the states of Washington, Oregon, and Idaho, with additional attention to British Columbia, Alaska, western Montana, and California, from the mid-18th to the late 20th century. The course places regional developments in both national and global contexts in an effort to appreciate how the Northwest, nation, and world affected one another.
The course considers Pacific Northwest history over two broad eras. Part I, “Contacts and Contests: Euro-Americans, Native Peoples, and Resources, 1741–1900,” considers how, within the context of colonization by Europe and the United States, different groups of peoples interacted with one another and tried to assert or retain control over the region. It examines Native peoples of the Northwest; the arrival, influence, and impact of European and American explorers, fur traders, missionaries, and settlers; and the efforts of the United States at controlling a large part of the region by asserting authority over the land and Native societies. Part II, “The American Northwest: Urban and Industrial Growth, 1846–2000,” considers the emergence of a modern U.S. region by looking at economic, political, social, urban, and cultural developments during the later 19th and 20th centuries.
Three connected sets of themes provide a focus for the course. One is the changing circumstances of and relationships between the diverse peoples and cultures of the region. The chronology of the course begins with the advent of European and U.S. colonizers in the 18th century, and attention is paid as well to the experiences of both Native peoples in the Northwest and the assorted, multiracial newcomers who arrived from other parts of North America and from Europe and Asia. Another set of themes revolves around peoples’ uses for and attitudes toward natural resources. Of course, diverse groups and cultures had different uses for and ideas about such things as forests, fish, and land, and these views changed over time. It is important to understand how some peoples were able to impose their values and uses for natural resources upon others. The third set of themes, intimately linked to the first two, is how a sense of regional identity evolved over time in the Pacific Northwest. Two aspects of this identity especially preoccupy us—the question of who supposedly belonged and did not belong in the region, and the matter of how regional residents related to and identified with the natural environs of a distinctive place. To a large extent, the answers to these questions were shaped by the agendas of the many newcomers who came to colonize, settle, and exploit opportunity in the Northwest. One way of tracing regional identity is to examine different kinds of writing in and about the Pacific Northwest.
Course Schedule:
The following is a schedule of lecture topics, readings, assignments, and exams. Any changes to the schedule will be announced in class and posted to the Canvas site. It is the student’s responsibility to keep apprised of the course schedule. Students should have completed the assigned readings by the start of the class period in which they are listed. All readings will be posted on the Canvas site in the corresponding weekly module.
PART I: CONTACTS AND CONTESTS: EURO-AMERICANS, NATIVE PEOPLES, & RESOURCES, 1741–1900
Monday, March 30:
Introduction to Course
Lecture: Colonization through Discovery: Europeans on the Northwest Coast
Wednesday, April 1:
Lecture: Maritime Trade and Overland Exploration: Arrival of “Americans” in the Northwest
Reading: John M. Findlay, “A Fishy Proposition: Regional Identity in the Pacific Northwest”
Monday, April 6:
IMPORTANT: Class today will be held in UW Special Collections, which is in the basement level of Allen Library. Special presentation by Anne Jenner, curator of Pacific Northwest Collections, Suzzallo-Allen Libraries.
Lecture: Development of the Pacific Northwest Land-Based Fur Trade, 1806–1830
Reading: Captain George Vancouver, A Voyage of Discovery to the North Pacific Ocean, and Round the World…, vol. I (London: G.G. and J. Robinson and J. Edwards, 1798), 220-316.
Assignment: Portfolio Essay due by the start of class
Wednesday, April 8:
Lecture: The Impacts of Colonization on Native Peoples
Reading: “George Simpson’s Remarks connected with the Fur Trade &c. in the course of a Voyage from York Factory Hudsons Bay to Fort George Columbia River and back to York Factory 1824/25” (typescript on file at Hudson’s Bay Company Archives, Provincial Archives of Manitoba, Winnipeg, Canada), pp. 42-96.
Assignment: Portfolio Essay due by the start of class
Monday, April 13:
Lecture: Dividing the Northwest Coast between Britain and the United States
Reading: None.
Assignment: Stepping-Stone #1: What topic did you select for your paper?
Wednesday, April 15:
Lecture: The American Pattern of Colonization
Reading: James G. Swan, The Northwest Coast; or, Three Years’ Residence in Washington Territory (New York: Harper and Brothers, 1857), 327-407.
Assignment: Portfolio Essay due by the start of class
Monday, April 20:
Lecture: U.S. Indian Policy in the Pacific Northwest; Native Resistance and Accommodation
Reading: Chief Seattle speech
Assignment: Portfolio Essay due by the start of class
Wednesday, April 22:
Midterm Exam. More information will be provided.
PART II: THE AMERICAN NORTHWEST: URBAN AND INDUSTRIAL GROWTH, 1846–2000
Monday, April 27:
Lecture: Cities, Hinterlands, and Technological Change, 1850–1900
Reading: None.
Assignment: Stepping-Stone #2: What are two sources you have found?
Wednesday, April 29:
Lecture: Class, Race, and Labor Activism in the Urban Northwest, 1869–1900
Reading: “H.H.” [Helen Hunt Jackson], “Puget Sound,” Atlantic Monthly 51 (February 1883), 218-31.
Assignment: Portfolio Essay due by the start of class
Monday, May 4:
Lecture: Reforms and Radicalisms in the Northwest, 1890–1919
Reading: Abigail Scott Duniway, Path-Breaking: An Autobiographical History of the Equal Suffrage Movement in Pacific Coast States (Portland: James, Kern, and Abbott, 1914), 2-27, 163-72.
Assignment: Portfolio Essay due by the start of class
Wednesday, May 6:
Lecture: Seattle and the Mastery over Nature
Reading: David B. Williams, “Replumbing the Lakes,” in Too High & Too Steep: Reshaping Seattle’s Topography (Seattle: University of Washington Press, 2015).
Assignment: Portfolio Essay due by the start of class
Monday, May 11:
Lecture: The Great Depression and World War Two
Reading: John Okada, No-No Boy (Seattle: University of Washington Press, 2014), Chapter 1.
Assignment: Portfolio Essay due by the start of class
Wednesday, May 13:
Walking tour of UW campus
Reading: None.
Monday, May 18:
Lecture: Cold War Washington: Economy, Society, and Culture
Reading: None.
Assignment: Stepping-Stone #3: What is the introduction to your paper?
Wednesday, May 20:
Lecture: Civil Rights in the Pacific Northwest
Reading: Quintard Taylor, The Forging of a Black Community (Seattle: University of Washington Press, 2022), Chapter 6.
Assignment: Portfolio Essay due by the start of class
Monday, May 25:
Memorial Day—no class.
Wednesday, May 27:
Lecture: Northwest Environment and Society in the Late 20th Century
Readings: None.
Monday, June 1:
Lecture: Review & Catch-Up
Assignment: Final Research Paper due by the start of class
Wednesday, June 3
Lecture: Review & Catch-Up
Thursday, June 11
Final Exam, 2:30-4:20 p.m.
Course Assignments:
1) Weekly Portfolio
Nine times this quarter—see the Course Schedule for specific dates—students will submit via Canvas a typed, 300-word essay response to assigned readings. In each portfolio essay, the student should respond to some aspect(s) of that week’s readings they found interesting. I am not expecting polished essays with an introduction, body, and conclusion, all working together to prove a thesis. Simply take the day’s reading and write a response. Think of this as a “free-write” exercise. You might use your essay to explore a theme in greater detail. You might pose questions about something in the readings that confused you. You might connect or compare or contrast themes in one reading to those from a previous class. It’s really wide open, and the choice is yours. As long as your essays demonstrate that you’ve done the readings and engaged with them in a thoughtful manner, you’ll get full credit.
The essays must be submitted on Canvas no later than the start of class on the day the reading is assigned. Late papers will not be accepted without permission. The essays will not be graded on an individual basis but will be assessed on a completed/not completed basis. The portfolio is worth 20 percent of your course grade.
2) Research Paper
Students will research and write a paper on a subject of Pacific Northwest history of their choosing. The paper must be 7-8 typed, double-spaced pages, and it is worth 30 percent of the course grade. Three times during the quarter—April 8, April 27, and May 18—we will go into small groups and workshop each other’s paper ideas, sources, and arguments. The paper must be uploaded to Canvas by the start of class on Monday, June 1. More information will be provided.
3) Midterm Exam
Students will complete a Midterm Exam on Wednesday, April 22. More information on the exam, including a study guide, will be provided as the date draws near. The Midterm Exam is worth 25 percent of your course grade.
4) Final Exam
Students will complete a Final Exam on Thursday, June 11. More information on the exam will be provided as the date draws near. The final exam is worth 25 percent of your course grade.
Grade Breakdown
Weekly Portfolio 20 percent
Research Paper 30 percent
Midterm Exam 25 percent
Final Exam 25 percent
Please note that students must complete all assignments in order to get a passing grade. For example, if you have a passing grade for the course based on the Research Paper and both exams, but you did not turn in any Portfolio Essays, you cannot pass the course. Or, if you get perfect scores on the Portfolio, Research Paper, and Midterm, but then you skip the Final Exam, you cannot pass the course.
Texts, Materials, and Supplies:
There is no required textbook for the course. Instead, throughout the quarter students will read a selection of articles, chapters, speeches, and other materials that are posted under the corresponding Module on Canvas. Please see the course schedule for more information. The instructor has attempted to stagger the reading load across the quarter so as to make it manageable for students. The instructor will give reminders during lectures of upcoming reading assignments, and it is the student’s responsibility to keep apprised of the readings and complete them each week.
Other required materials for the class include a computer with internet access. Please note that Canvas does not always work well on phones so using a computer is highly recommended.
Attendance Policy:
Class attendance is required. I do understand students will be absent on occasion for a variety of reasons, and all I ask is that you contact me before (if possible) or as soon as possible after the class you missed. If you anticipate or encounter a problem with attendance, it is always useful to contact the professor promptly. I respect your privacy and will do what I can to try to reasonably accommodate your situation.
Make-up or Late Work:
All assignments are due on the date specified in the course schedule. Any late submissions/assignments will be accepted only with the permission of the instructor, and they will be subject to late penalties at the discretion of the instructor. The instructor will be certain that all readings, written assignments, and course material will be posted well in advance of all deadlines.
Statement on Artificial Intelligence:
The use of artificial intelligence (AI) is not allowed in the course, and the instructor considers any such use a form of academic misconduct. Tools that use AI and large language models to generate text or images include, but are not limited to, ChatGPT, GPT4, Bing Chat, and “Write with AI” in Google Docs. Please do not use any AI tools in this course.
Covid-19 Recommendations and Resources for Covid:
Student Resources in Times of Need
We understand that with student life and possible health issues, there are emotional stresses and strains. We have compiled a list of helpful resources, and we encourage you to reach out to our advisers, to your instructors, and to your peers for additional support. https://history.washington.edu/student-resources-times-need
Plagiarism & Academic Misconduct
Academic misconduct, such as unauthorized collaboration, cheating on exams, and plagiarism, is prohibited at UW and may result in disciplinary action. Here is more information.
Plagiarism is a form of academic misconduct at UW. It is defined as the use of creations, ideas, or words of publicly available work without formally acknowledging the author or source through appropriate use of quotation marks, references, and the like. Along with the University of Washington, the Department of History takes plagiarism very seriously. Plagiarism may lead to disciplinary action by the University against the student who submitted the work. Any student who is uncertain whether their use of the work of others constitutes plagiarism should consult the course instructor for guidance before submitting coursework. Disciplinary action on your school record can affect admission to graduate or professional schools.
The unauthorized use of artificial intelligence (AI), such as ChatGPT, can be academic misconduct at UW. We mean here tools that use AI and large language models to generate text or images, such as ChatGPT, GPT4, Bing Chat, and “Write with AI” in Google Docs. These are often prohibited by instructors in Department of History courses. The history department has a commitment to critical thinking and analysis. Different faculty have different positions about whether AI tools can be used in their classes, and about how they can be used. Attend to explicit instructions in your class syllabus or meetings. If you do not see any instructions regarding AI use, consult your instructor before using any AI. The unauthorized use of such tools can constitute academic misconduct and could result in disciplinary action.
Standards of Conduct and Academic Integrity: (see WAC 478-121)
The following abilities and behavioral expectations complement the UW Student Conduct Code. All students need to demonstrate the following behaviors and abilities:
Communication: All students must communicate effectively with other students, faculty, staff, and other professionals within the Department of History. Students must attempt to express ideas and feelings clearly and demonstrate a willingness and ability to give and receive feedback. All students must be able to reason, analyze, integrate, synthesize, and evaluate in the context of the class. Students must be able to evaluate and apply information and engage in critical thinking in the classroom and professional setting.
Behavioral/Emotional: Students must demonstrate the emotional maturity required for the adequate utilization of intellectual abilities, the exercise of sound judgment, and the timely completion of responsibilities in the class. Further, students must be able to maintain mature, sensitive, and effective relationships with students, faculty, staff, and other professionals while engaging in the class and within the Department of History. Students must have the emotional stability to function effectively in the classroom.
Students must be able and willing to examine and change behaviors when they interfere with productive individual or team
relationships.
Problematic behavior documented: Problematic behavior will be documented by the Department and if deemed appropriate forwarded on to Community Standards and Student Conduct. If a pattern of behavior or a single, serious lapse in the behavioral expectations becomes evident, the steps below will be followed so that the student is
apprised of a warning indicating that the student’s continuation in the class and/or major is in jeopardy. The student’s
instructor and/or appropriate program advisor or teaching assistant will document, either verbally or in writing, the concerning behavior and notify the student that they are receiving a warning. Notification of the warning will be forwarded to the Chair of the Department and Student Conduct and Community Standards via email or in hard copy. The warning identifies what the concerning behavior was and that any further disruptions or concerning incidents will result in the student being asked to leave the class. When incidents occur that represent a significant impact to the program or its participants, students may be asked to leave immediately without prior warning.
Incompletes
Instructors may grant an incomplete grade if the student has done satisfactory work to within three weeks of the last day of the quarter and if circumstances prevent the student from completing the remaining work for the course by the end of the quarter. Instructors are never obligated to grant a student’s request for an Incomplete. History faculty expect good communication and good work on class requirements to seriously consider allowing an Incomplete for the last 3 weeks. Please see the UW Seattle’s policies and form to request an incomplete here: https://registrar.washington.edu/grades/incomplete-grade-policy/
Grading Procedures
Except in case of error, no instructor may change a grade that they have turned in to the Registrar. Grades cannot be changed after a degree has been granted.
Grade Appeal Procedure
A student who believes they have been improperly graded must first discuss the matter with the instructor. If the student is not satisfied with the instructor's explanation, the student, no later than ten days after their discussion with the instructor, may submit a written appeal to the Chair of the Department of History with a copy of the appeal also sent to the instructor. Within 10 calendar days, the Chair consults with the instructor to ensure that the evaluation of the student's performance has not been arbitrary or capricious. Should the Chair believe the instructor's conduct to be arbitrary or capricious and the instructor declines to revise the grade, the Chair, with the approval of the voting members of their faculty, shall appoint an appropriate member, or members, of the faculty of the Department of History to evaluate the performance of the student and assign a grade. The Dean and Provost should be informed of this action. Once a student submits a written appeal, this document and all subsequent actions on this appeal are recorded in written form for deposit in a Department of History file.
Sexual Harassment
Sexual harassment is defined as the use of one’s authority or power, either explicitly or implicitly, to coerce another into
unwanted sexual relations or to punish another for their refusal to engage in sexual acts. It is also defined as the creation by a member of the University community of an intimidating, hostile, or offensive working or educational environment through verbal or physical conduct of a sexual nature.
If you are being harassed, seek help—the earlier the better. You may speak with your instructor, your teaching assistant, History Undergraduate Advising, the Department’s Director of Academic Services (Smith 315A) or the Chair of the Department (Smith 308). In addition, the Office of the Ombud (206 543-6028) is a University resource for all students, faculty and staff. Community Standards and Student Conduct Office (cssc@uw.edu) is a resource for students.
Equal Opportunity
The University of Washington reaffirms its policy of equal opportunity regardless of race, color, creed, religion, national origin, sex, citizenship, sexual orientation, age, marital status, gender identity or expression, genetic information, disability, or status as a protected veteran. This policy applies to all programs and facilities, including, but not limited to, admissions, educational programs, employment, and patient and hospital services. A discriminatory action can be a cause for disciplinary action.
Religious Accommodations
Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).
Access and Accommodations
Your experience in this class is important to me. It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with Disability Resources for Students (DRS), please activate your accommodations via myDRS so we can discuss how they will be implemented in this course.
If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), contact DRS directly to set up an Access Plan. DRS facilitates the interactive process that establishes reasonable accommodations. Contact DRS at disability.uw.edu.
Department of History Diversity Committee
The Department of History Diversity Committee initiates and facilitates an ongoing conversation about diversity, proposes measures to address institutional disparities, and also serves as a confidential resource for students, staff, and faculty who have concerns related to climate and diversity. Any member of the department's learning and working community may contact the committee with concerns and questions. https://history.washington.edu/diversity-resources
Safety and Evacuation
Evacuation routes are posted throughout the building. In case of a fire, please evacuate and go to the evacuation assembly point, locations of which are posted on building walls. In case of a power outage or earthquake, please stay where you are and, for the latter, protect your head and neck. Students with disabilities which could impair evacuation should notify the instructor early in the quarter so accommodations can be made.
Concerns about a course, an instructor, or a teaching assistant
Instructors
If you have any concerns about the course or the instructor in charge of the course, please see the instructor about these concerns as soon as possible. If you are not comfortable talking with the instructor or not satisfied with the response that you receive, contact the Department of History’s Director of Academic Services, Tracy Maschman Morrissey, in Smith 315A. If you are not satisfied with the response that you received from Tracy, make an appointment with the Assistant to the Chair in Smith 308B to speak with the Chair.
TAs
If you have any concerns about the teaching assistant, please see them about these concerns as soon as possible. If you are not comfortable talking with the teaching assistant or not satisfied with the response that you receive, contact the instructor in charge of the course. If you are not satisfied with the response that you receive, you may follow the procedure previously outlined, or contact the Graduate School in G-1 Communications.
Rev. September 2025