Canada After Confederation
A sample course outline may include the following topics.
Note: Content may vary according to the instructor’s selection of topics.
- The World in 1867
- Creating the Nation State, 1867-1880
- Indigenous Peoples and the Indian Act, Prairie Treaties, Land Questions, and Métis Resistance
- National Identity, Imperialism, Immigration, and Culture
- Urban Expansion, Industrialization, and Social Reform
- World War I and the Conscription Crisis
- The 1920s: Bust, Boom, and Bust
- Canada in the Great Depression
- Canada at War, on the Front and at Home
- Canada in the Post-War Boom
- The Quiet Revolution in Québec and New Social Movements
- Indigenous Peoples and the State
- Multiculturalism, Immigration, and Transnationalism
- Contemporary Canada
Classroom instruction will include both lectures and seminar discussions. Lectures will provide instruction on weekly topics with opportunities for student inquiry and discussion. Seminars will encourage active class participation in the analysis of assigned primary and secondary readings. Classroom instruction may also include facilitation of student-led projects, student presentations on specific readings and/or topics, and other types of student-led activities. Classroom instruction may also include tutorials and workshops on transferrable skills, including research methods, academic citation practice, and presentation skills.
Assessment will be in accordance with the Douglas College student evaluation policy. Students may conduct research with human participants as part of their coursework in this class. Instructors for the course are responsible for ensuring that student research projects comply with College policies on ethical conduct for research involving humans. There will be at least three separate assessments, which may include a combination of midterm and final exams; research essays; primary document analysis assignments and essays; quizzes; map tests; in-class and online written assignments; seminar presentations; student assignment portfolios; group projects; creative projects; class participation.
The value of each assessment and evaluation, expressed as a percentage of the final grade, will be listed in the course outline distributed to students at the beginning of the term. Specific evaluation criteria will vary according to the instructor’s assessment of appropriate evaluation methods.
An example of one evaluation scheme:
- Participation, In-Class Work 15%
- Seminar Presentation 15%
- Primary Document Analyses 20%
- Reading Notes / Reading Journals 15%
- Research Essay or Research Project 15%
- Midterm Exam 15%
- Final Exam 20%
At the conclusion of the course, successful students will be able to demonstrate historical thinking skills, research skills, critical thinking skills and communication skills appropriate to the level of the course by:
1. Locating, examining, assessing, and evaluating a range of primary sources and secondary scholarly literature critically and analytically (reading history).
2. Constructing historical arguments, taking historical perspectives, and interpreting historical problems through different types of writing assignments of varying lengths (writing history).
3. Participating in active and informed historical debate independently and cooperatively through classroom discussion and presentation (discussing history).
4. Independently and cooperatively investigating the ways that history is created, preserved and disseminated through public memory and commemoration, oral history, community engagement, and other forms of popular visual and written expressions about the past (applying history).
Textbooks and Course Readers will be chosen from the following list, to be updated periodically.
An instructor’s custom Course Reader may be required. Additional online resources may also be assigned, and links to specific resources may be provided in the course outline.
Bumsted, J. M. The Peoples of Canada: A Pre-Confederation History. 4th ed. Toronto: Oxford University Press, 2014.
Ducharme, Michel, Damien-Claude Belanger, and J. M. Bumsted, eds. Interpreting Canada’s Past: A Post-Confederation Reader. 5th ed. Toronto: Oxford University Press, 2017.
Conrad, Margaret, Alvin Finkel, and David Fyson. History of the Canadian Peoples. Vol. 2, 1867 to the Present. 6th ed. Toronto: Pearson Longman, 2015.
Thorner, Thomas, ed. “A Country Nourished on Self-Doubt”: Documents in Post-Confederation Canadian History. 3rd ed. Toronto: University of Toronto Press, 2010.
Wardhaugh, Robert, et. al. Origins: Canadian History to Confederation. 8th ed. Toronto: Nelson Education, 2017.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for HIST 1114|
|Alexander College (ALEX)||ALEX HIST 102 (3)|
|Athabasca University (AU)||AU HIST 225 (3)|
|Camosun College (CAMO)||CAMO HIST 112 (3)|
|Capilano University (CAPU)||CAPU HIST 111 (3)|
|Coast Mountain College (CMTN)||CMTN HIST 106 (3)|
|Coquitlam College (COQU)||COQU HIST 102 (3)|
|Kwantlen Polytechnic University (KPU)||KPU HIST 1114 (3)|
|Langara College (LANG)||LANG HIST 1126 (3)|
|Okanagan College (OC)||OC HIST 122 (3)|
|Simon Fraser University (SFU)||SFU HIST 102 (3)|
|Thompson Rivers University (TRU)||TRU HIST 1220 (3)|
|Trinity Western University (TWU)||TWU HIST 136 (3)|
|University Canada West (UCW)||UCW HIST 1XX (3)|
|University of British Columbia - Okanagan (UBCO)||UBCO HIST 122 (3)|
|University of British Columbia - Vancouver (UBCV)||DOUG HIST 1113 (3) & DOUG HIST 1114 (3) = UBCV HIST 235 (3) & UBCV HIST 2nd (3)|
|University of Northern BC (UNBC)||UNBC HIST 211 (3)|
|University of the Fraser Valley (UFV)||UFV HIST 102 (3)|
|University of Victoria (UVIC)||UVIC HSTR 230B (1.5)|
|Vancouver Island University (VIU)||VIU HIST 112 (3)|