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Registration for the Fall 2019 semester begins June 25.  Watch your email for more details.

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Global Issues in Historical Perspective

Course Code: HIST 1105
Faculty: Humanities & Social Sciences
Department: History
Credits: 3.0
Semester: 15
Learning Format: Lecture, Seminar
Typically Offered: TBD. Contact Department Chair for more info.
course overview

HIST 1105, Global Issues in Historical Perspective, introduces students to the historical background of contemporary transnational issues using a case-study method. The course takes a comparative historical approach to global issues such as terrorism and national security, environmental protection and degradation, resource distribution and trade, health and welfare, indigeneity and self-determination, cultural and religious diversity, and human rights, in various temporal and geographical contexts. Not a chronological survey, the course explores the nature of historical change and continuity. Students will have multiple opportunities to apply historical methods of research and analysis as they investigate the formation and development of particular global issues, and compare historical and contemporary perspectives on these issues. The specific case studies and themes in the course will vary by term and instructor.

Course Content

A sample course outline may include the following topics.

Note: Content may vary according to the instructor’s selection of topics, and may be adjusted to provide students an opportunity to explore emergent or especially relevant “global issues” in historical perspective.

  1. Introduction
  2. Indigeneity and Colonialism
  3. Frontiers and Borderlands
  4. Nationalism and Self-Determination
  5. Rebellion and Resistance
  6. Economies, Competition and Consumption
  7. Urbanization, Environment, and Land Use
  8. Poverty and Hunger
  9. Public Health, Disease and Drugs
  10. Education and Childhood
  11. Gender and Sexuality
  12. Terrorism, Intelligence, and Espionage
  13. Human Rights
  14. Technology, Innovation and Global Culture

Methods of Instruction

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 guidance on student-led projects, student presentations on specific readings and/or topics, group projects and presentations, 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.

Means of Assessment

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.

  • Participation, Quizzes, In-Class Work: 20%
  • Historical Analysis of Popular and/or News Media: 10%
  • Primary and/or Scholarly Secondary Sources Analyses: 20%
  • Presentation of a Selected Global Issue and Written Report: 20%
  • Research Projects or Portfolios: 30% 

Learning Outcomes

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).

course prerequisites

none

Corequisites

none

curriculum guidelines

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.

course schedule and availability
course transferability

Below shows how this course and its credits transfer within the BC transfer system. 

A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.

For more information on transfer visit the BC Transfer Guide and BCCAT websites.

assessments

If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.