Polar Exploration and Its Literature
HSTRY 388 C
Spring 2026
Tuesdays and Thursdays, 12:30-2:20 p.m.
Denny Hall, Room 256
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 AND OBJECTIVES:
The history of polar exploration is commonly understood in terms of the dramatic, romantic, and oftentimes tragic exploits of intrepid mariners such as Ernest Shackleton, Roald Amundsen, and Sir John Franklin. And while such stories abound in the literature and will be a significant part of the course, humankind’s connection to the Arctic and Antarctic touches on deeper historical themes such as nationalism, colonialism, science, geographical misconceptions, Indigenous cultures, racial theories, the biological impact of cold, and the advances and limits of technology. This course will trace the evolution of polar exploration, focusing on the 19th and early 20th centuries, to demonstrate that exploration is an integral part of being human. Students will work with primary sources, read and discuss secondary works, think and write analytically, and hone their skills in developing evidence-based arguments.
HSTRY 388 is a seminar course that emphasizes the basic skills of reading, analysis, and verbal and written communication that are central to the historians’ craft. In this course you will read a lot, write a lot, and speak a lot in both class discussion and small-group work. The objectives of the course are twofold: You will learn about the history of polar exploration in the 19th and 20th centuries, and, perhaps more importantly, you will acquire and hone skills in historical research, interpretation, and writing that will prove useful as you continue your university studies.
COURSE SCHEDULE
Please note the course schedule is subject to revision. Any changes to the schedule will be announced in class and posted on the Canvas site. It is the student’s responsibility to keep apprised of the course schedule. All readings, assignments, and other materials will be posted to that week’s Module on Canvas. Please get in the habit of checking Modules on a regular basis so that you remain aware of all assignments.
Week 1: Introduction to the Course
Tuesday, March 31:
Charlotta Forss, Mapping the North: Myth, Exploration, Encounter (Oxford: Bodleian, 2025), Introduction and Chapter 3: Encounters & Exploration.
Thursday, April 2:
Andrew Mahoney et al., “Sea-Ice Distribution in the Bering and Chukchi Seas: Information from Historical Whaleships’ Logbooks and Journals” Arctic 64, No. 4 (December 2011), 465-77.
Adriana Craciun, “The Frozen Ocean” PMLA 125, No. 3 (May 2010), 693-702.
Mark C. Serreze, Brave New Arctic: The Untold Story of the Melting North (Princeton: Princeton University Press, 2018), Chapter 1: Beginnings.
Week 2: The Polar Regions and the Explorers
Tuesday, April 7:
Adrian Howkins, The Polar Regions: An Environmental History (Cambridge: Polity Press, 2016), Introduction and Chapters 1-3.
Thursday, April 9:
With the exception of the DeLong excerpt that is posted on Canvas, all selections below are from Elizabeth Kolbert and Francis Spufford, eds., The Ends of the Earth: An Anthology of the Finest Writing on the Arctic and the Antarctic (New York: Bloomsbury USA, 2007).
The Arctic:
Elizabeth Kolbert, Introduction, pp. 1-6.
John Franklin, “The Extreme Misery of the Whole Party,” pp. 7-10.
Elisha Kent Kane, “The Return of Light,” pp. 11-13.
Chauncey Loomis, “Murder in the Arctic?” pp. 14-29.
Salomon August Andrée, “Andrée’s Second Diary,” pp. 58-61.
Hinrich Rink, “Kasiagsak, The Great Liar,” pp. 71-75.
Knud Rasmussen, “Songs of the Inuit,” pp. 76-81.
Gontran De Poncins, “Kabloona,” pp. 88-98.
Tété-Michel Kpomassie, “A Greenland Christmas,” pp. 99-111.
Valerian Albanov, “Land Ho!” pp. 127-33.
George W. DeLong, “The Voyage of the Jeannette,” in The North Pole: A Narrative History, Anthony Brandt, ed. (Washington, DC: National Geographic Adventure Classics, 2005), 292-302.
The Antarctic:
Francis Spufford, Introduction, pp. 1-11.
Frederick A. Cook, “Into the Night,” pp. 13-27.
Edward Wilson, “Sledge Dogs and Englishmen,” pp. 33-42.
Ernest Shackleton, “Farthest South,” pp. 43-54.
Nobu Shirase, “Lt. Shirase’s Calling Card,” pp. 55-62.
Week 3: The Northwest Passage
Tuesday, April 14:
Anthony Brandt, The Man Who Ate His Boots, Introduction and Chapters 1-12 (pages 3-220).
Thursday, April 16:
Wilma Belden Fairchild, “Explorers: Men and Motives,” Geographical Review 38, No. 3 (July 1948), 414-25.
Adriana Craciun, “Writing the Disaster: Franklin and Frankenstein,” Nineteenth-Century Literature 65, No. 4 (March 2011), 433-80.
Week 4: The Northwest Passage, cont.
Tuesday, April 21:
Anthony Brandt, The Man Who Ate His Boots, Chapters 13-20 and Epilogue (pages 225-396).
Thursday, April 23:
W. Gillies Ross, “The Type and Number of Expeditions in the Franklin Search 1847–1859,” Arctic 55, No. 1 (March 2002), 57-69.
Margaret Atwood, Strange Things: The Malevolent North in Canadian Literature (Cambridge: Oxford University Press, 1996), Chapter 2: “Concerning Franklin and His Gallant Crew.”
Assignment: Primary Source Analysis due by the start of class on Thursday, April 23
Week 5: Peary and Cook
Tuesday, April 28:
Robert Peary, “We Reach the Pole” in Kolbert and Spufford, eds., The Ends of the Earth, 62-70.
Matthew Henson, “A Negro Explorer at the North Pole,” in The North Pole: A Narrative History, Anthony Brandt, ed. (Washington, DC: National Geographic Adventure Classics, 2005), 394-98.
Frederick A. Cook, “My Attainment of the Pole,” in The North Pole: A Narrative History, Anthony Brandt, ed. (Washington, DC: National Geographic Adventure Classics, 2005), 372-93.
Michael F. Robinson, “Frederick Cook: A Reappraisal,” in North By Degree: New Perspectives on Arctic Exploration, Susan A. Kaplan and Robert McCracken Peck, eds. (Philadelphia: American Philosophical Society, 2013), 49-62.
Lyle Dick, “Robert Peary’s North Polar Narratives and the Making of an American Icon,” American Studies 45, No. 2 (Summer 2004), 5-34.
Emma Bonanomi, “To Be Black and American: Matthew Henson and His Post-Pole Lecture Tour, 1909–10,” in North By Degree: New Perspectives on Arctic Exploration, Susan A. Kaplan and Robert McCracken Peck, eds. (Philadelphia: American Philosophical Society, 2013), 185-209.
Lisa Bloom, Gender on Ice: American Ideologies of Polar Expeditions (Minneapolis: University of Minnesota Press, 1993), Chapter 1: “Nationalism on Ice: Technology and Masculinity at the North Pole.”
Thursday, April 30:
No class. Each student will have a 20-minute, one-on-one Zoom conference with Professor Coen to discuss final paper topics, sources, and progress to date. Meeting times will be open throughout the week, and a schedule will be made available as the date gets closer.
Week 6: Nansen and Amundsen
Tuesday, May 5-Thursday, May 7:
Roald Amundsen, The North West Passage, Being the Record of a Voyage of Exploration of the Ship “Gjöa” 1903–1907, Volumes 1 and 2 (New York: E. P. Dutton and Company, 1908). [Note: Complete copies of Amundsen’s book are available online at Google Books, HathiTrust, and probably other websites. You will read two chapters for this assignment. First, everyone will read Volume 2, Chapter 10: The North West Passage. Next, please choose one additional chapter from either Volume 1 or Volume 2, read it, and come to class prepared to tell your classmates about it. This is an experiment to see if together we can read and discuss both books more or less in their entirety.]
Kjell-G. Kjaer, “The Arctic vessel Gjøa,” Polar Record 41, No. 4 (September 2005), 355-61.
Fridtjof Nansen, “The Winter Night,” in Kolbert and Spufford, eds., The Ends of the Earth, 45-57.
Peter Schledermann, “The Fram: Profile of a Famous Polar Exploration Vessel,” Arctic 42, No. 4 (December 1989), 384-87.
Jeannette Mirsky, To the Arctic! The Story of Northern Exploration from Earliest Times (Chicago: University of Chicago Press, 1934), chapter 16.
Week 7: The South Pole
Tuesday, May 12-Thursday, May 14:
Roald Amundsen, “Topsy-Turvy,” in Kolbert and Spufford, eds., The Ends of the Earth, 78-85.
Robert Falcon Scott, “Tragedy All Along the Line,” in Kolbert and Spufford, eds., The Ends of the Earth, 86-96.
Apsley Cherry-Garrard, “The Winter Journey,” in The Worst Journey in the World. [Note: This is Chapter 7 in Cherry-Garrard’s book, first published in 1922. There are many digital copies available online at Google Books, HathiTrust, and probably other websites. Please locate one and read this chapter. Be sure you are reading Chapter 7: The Winter Journey. There are other chapters with similar titles, such as ‘The Depot Journey,’ ‘The Polar Journey,’ ‘The Search Journey,’ and so on.]
Francis Spufford, “Scott Dies,” in Kolbert and Spufford, eds., The Ends of the Earth, 97-101.
Douglas Mawson, “Mawson Lives,” in Kolbert and Spufford, eds., The Ends of the Earth, 102-08.
Carolyn Strange, “Reconsidering the ‘Tragic’ Scott Expedition: Cheerful Masculine Home-making in Antarctica, 1910–1913,” Journal of Social History 46, No. 1 (Fall 2012), 66-88.
Week 8: The Polar Night
Tuesday, May 19-Thursday, May 21
Julian Sancton, Madhouse at the End of the Earth (entire book)
Week 9: Perceptions of the Poles
Tuesday, May 26:
Small-group presentations.
Vilhjalmur Stefansson, “Some Erroneous Ideas of Arctic Geography,” Geographical Review 12, no. 2 (April 1922), 264-77.
Jenny Diski, “Cabin 532,” in Kolbert and Spufford, eds., The Ends of the Earth, 162-72.
Andrea Barrett, “See the Esquimaux,” in Kolbert and Spufford, eds., The Ends of the Earth, 30-36.
Robert McCracken Peck, “Arctic Imagery and Decorative Arts,” in North By Degree: New Perspectives on Arctic Exploration, Susan A. Kaplan and Robert McCracken Peck, eds. (Philadelphia: American Philosophical Society, 2013), 291-318.
Helen Reddick, “The Polar Trek and the Children’s Book,” in North By Degree: New Perspectives on Arctic Exploration, Susan A. Kaplan and Robert McCracken Peck, eds. (Philadelphia: American Philosophical Society, 2013), 319-32.
Thursday, May 28:
Small-group presentations continued.
Week 10: Review and Catch-Up
Tuesday, June 2-Thursday, June 4:
Readings TBD.
Week 11: Finals Week
Thursday, June 11, 10:30 a.m.-12:20 p.m.
There is no Final Exam in the course. Instead, two things will happen in this period. First, your Final Research Paper is due; it must be uploaded to Canvas by the start of the period. Second, students are invited to join the instructor in the classroom to watch a movie about polar exploration—something like ‘Nanook of the North,’ Charlie Chaplin’s ‘The Gold Rush,’ or John Carpenter’s ‘The Thing.’ We will decide the film by popular vote. Snacks will be provided by the instructor. Attendance at the film screening is not required.
Assignments
1) Students will come to each class prepared to engage in thoughtful and courteous discussion that reflects completion and comprehension of assigned readings. Students will also actively participate in small-group work. Participation is worth 20 percent of the course grade and will be evaluated according to the following rubric:
- 18-20 percent: excellent contributor to class; participates in discussion in nearly every class session; speaks and listens thoughtfully to peers, reflecting careful reading and attention to class content; informed, collegial contributions to group and in-class assignments.
- 14-17 percent: contributes to discussion in the majority of class sessions, reflecting completion of reading assignments and attention to class content; completion of most in-class work.
- 10-13 percent: contributes to discussion half of the time or less, reflecting completion of assigned reading and some attention to class content; completion of some in-class work.
- 6-9 percent: rarely speaks in class; low engagement in group work; missing in-class assignments.
- 5 percent and below: rarely or never speaks in class, could not demonstrate by comments or in-class assignments that reading had been completed or other content mastered; lack of collegiality to peers.
2) Students will write one Primary Source Analysis, 3-4 pages in length. The paper must analyze and interpret a single primary source, such as a collection of pages from a ship’s logbook, a selection of letters to/from a polar explorer, an excerpt of an expedition journal authored and published by an explorer after the completion of the journey, and so on. Students will select the primary sources themselves, and the sources must not substantially duplicate materials to be covered in class. More information will be provided by the instructor. The paper is worth 20 percent of the overall course grade, and it is due on Thursday, April 23.
3) Working in teams of three or four, students will research and prepare in-class presentations on an important figure in the history of polar exploration. Students will select the historical figure themselves, and the individual must be someone we have not covered extensively in class. The presentations should be 20 minutes in duration, and they must consist of photographs, maps, quotes from primary sources, and/or other historical materials. The presentation should also situate/contextualize the figure in the history of polar exploration. More information will be provided by the instructor. Presentations will be made in class on Thursday, May 28. The presentation is worth 20 percent of the course grade.
4) Students will write a final paper, 9-10 pages in length, on any aspect of polar exploration that has not already been covered in class. More information will be provided. The final paper is due on Thursday, June 11, and it is worth 40 percent of the course grade.
Grade breakdown:
Participation 20 percent
Primary source analysis 20 percent
Small group presentation 20 percent
Final research paper 40 percent
Students must complete all assignments to receive a passing grade in the course. For instance, if you earn enough points to qualify for a passing grade in four of the above assignments but you skip any one of them, you will not pass the course.
Required Readings
There are three required books. Please acquire copies if you have not done so already.
Elizabeth Kolbert and Francis Spufford, eds., The Ends of the Earth: An Anthology of the Finest Writing on the Arctic and the Antarctic (New York: Bloomsbury USA, 2007)
Anthony Brandt, The Man Who Ate His Boots: The Tragic History of the Search for the Northwest Passage (New York: Anchor Books, 2010)
Julian Sancton, Madhouse at the End of the Earth: The Belgica’s Journey Into the Dark Antarctic Night (New York: Crown, 2021)
In addition, you will be reading a selection of articles, excerpts, letters, and other materials, all of which are either posted on the Canvas course page or available online. You will be reading up to—and in some cases significantly more than—a hundred pages each week. This may seem like a lot, but written work is the foundation of historical inquiry. Completion of the reading assignments is vital to your success in the course. When doing the readings, please do not simply read the words in an effort to get it over with as quickly as possible. Engage your critical thinking skills and, in the case of primary sources, identify the purpose of the work, its scope, intended audience, author’s motivation, and so on. When reading a secondary source, identify the author’s argument, evidence, sources, and so on. Keep a note pad handy and jot down important themes from the readings, then refer to your notes during class discussions. The reading load will vary from week to week, so please look ahead in the syllabus and plan accordingly.
Attendance Policy
Class attendance is required. I acknowledge students may 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. During these trying and uncertain times, I am fully prepared to extend deadlines when warranted. Students should prioritize their physical and mental health. If you anticipate or encounter a problem (illness, injury, family crisis, etc.), 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.
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