A sample course outline may include the following topics.
Note: Content may vary according to the instructor’s selection of topics.
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.
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 may 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. Additional reading lists and links to specific resources also may be provided online or in the instructor’s course outline.
Axelrod, Paul. The Promise of Schooling: Education in Canada, 1800-1914. Toronto: University of Toronto Press, 1997.
Burke, Sara Z., and Patrice Milewski, eds. Schooling in Transition: Readings in Canadian History of Education. Toronto: University of Toronto Press, 2011.
Miller, J. R. Residential Schools and Reconciliation: Canada Confronts Its History. Toronto: University of Toronto Press, 2017.
Thomas, Gary. Education: A Very Short Introduction. Oxford and New York: Oxford University Press, 2013.
One 1000-level History course; or permission of the instructor
None
None
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 2230 |
|---|---|
| Kwantlen Polytechnic University (KPU) | KPU HIST 2XXX (3) |
| Langara College (LANG) | LANG HIST 2XXX (3) |
| Simon Fraser University (SFU) | SFU EDUC 250 (3) |
| Thompson Rivers University (TRU) | TRU HIST 2XXX (3) |
| Trinity Western University (TWU) | TWU HIST 2XX (3) |
| University Canada West (UCW) | UCW HIST 2XX (3) |
| University of British Columbia - Okanagan (UBCO) | UBCO HIST 2nd (3) |
| University of British Columbia - Vancouver (UBCV) | UBCV HIST 2nd (3) |
| University of Northern BC (UNBC) | UNBC HIST 2XX (3) |
| University of the Fraser Valley (UFV) | UFV HIST 2XX (3) |
| University of Victoria (UVIC) | UVIC HSTR 2XX (1.5) |
| Vancouver Island University (VIU) | VIU HIST 2nd (3) |