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.
Indigenous ways of knowing, teaching, and learning will be acknowledged, affirmed, respected and honoured in classroom practice.
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.
Students will have opportunities to build and refine their research capacity and historical thinking skills through assessments appropriate to the level of the course. 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:
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.
Burnett, Kristin, and Geoff Read, eds. Aboriginal History: A Reader. 2nd ed. Toronto: Oxford University Press, 2016.
Dickason, Olive Patricia, and William Newbigging. A Concise History of Canada’s First Nations. 3rd ed. Toronto: Oxford University Press, 2015.
Long, David, and Olive Patricia Dickason, eds. Visions of the Heart: Issues Involving Aboriginal Peoples in Canada. 4th ed. Toronto: University of Toronto Press, 2016.
Miller, Jim R. Skyscrapers Hide the Heavens: A History of Indian-White Relations in Canada. 3rd ed. Toronto: University of Toronto Press, 2000.
Ray, Arthur.J. I Have Lived Here Since the World Began: An Illustrated History of Canada’s Native Peoples. 4th rev. ed. Montreal: McGill-Queen’s University Press, 2016.
Smith, Keith D., ed. Strange Visitors: Documents in Indigenous-Settler Relations in Canada from 1876. Toronto: University of Toronto Press, 2014.
One 1000-level History course, or permission of the instructor
|Institution||Transfer Details||Effective Dates|
|Capilano University (CAPU)||CAPU HIST 209 (3)||2017/01/01 to -|
|Langara College (LANG)||LANG ABST 1100 (3)||2004/09/01 to 2008/04/30|
|Langara College (LANG)||LANG ABST 1100 (3) or LANG ABST 1104 (3)||2008/05/01 to -|
|Simon Fraser University (SFU)||SFU HIST 2XX (3)||2004/09/01 to -|
|Thompson Rivers University (TRU)||TRU HIST 2XX (3)||2004/09/01 to 2010/08/31|
|Thompson Rivers University (TRU)||TRU HIST 2020 (3)||2010/09/01 to -|
|Trinity Western University (TWU)||TWU HIST 2XX (3)||2004/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||UBCO HIST 1st (3)||2005/05/01 to -|
|University of British Columbia - Vancouver (UBCV)||UBCV HIST 2nd (3)||2004/09/01 to -|
|University of Northern BC (UNBC)||UNBC HIST 2XX (3) or UNBC FNST 2XX (3)||2004/09/01 to -|
|University of the Fraser Valley (UFV)||UFV HIST 2XX (3) or UFV IPK 2XX (3)||2018/09/01 to -|
|University of the Fraser Valley (UFV)||UFV HIST 1XX (3)||2004/09/01 to 2006/12/31|
|University of the Fraser Valley (UFV)||UFV HIST 226 (3)||2007/01/01 to 2018/08/31|
|University of Victoria (UVIC)||UVIC HSTR 2XX (1.5)||2014/05/01 to -|
|University of Victoria (UVIC)||UVIC HIST 2XX (1.5)||2004/09/01 to 2014/04/30|