Canadian Lives: An Introduction to Social and Cultural History explores the past from the perspective of the everyday lives, experiences and concerns of women, men and children at home, at work, and at play. Topics will be organized around the broad themes of identities, places and social relations, including: gender and sexuality; families and communities; urbanization, labour, and industrialization; social reform and moral regulation; immigration and racialized identities; religion and spirituality; education; consumption and commodification; leisure and popular culture; health and medicine; the environment; social memory, commemoration, and national identities.
Students will also be introduced to the historiography and research methodologies of social and cultural history, and the role of archives, oral history, digital history, and historic preservation in documenting everyday lives. The specific thematic focus of the course will vary by term and instructor.
A sample course outline may include the following topics.
Note: Content may vary according to the instructor’s specific thematic focus.
1. Introduction: Narrating Everyday Lives
2 Gender, Sexuality, Courtship, Marriage and Families
3. Worlds of Work
4. Bodies, Health and Disease
5. Crime, Punishment and Public Morality
6. Citizens and Nations: Aboriginality, Racialized Identities and Immigration
7. Communities, Social Worlds, Church and School
8. The City and its Discontents, Social Reform and the State
9. Recreation, Sport and Spectacles
10. Consumers and Modernity
11. Science and Technology
12.Tourism, Conservation and the Environment
13. Mass Media, Popular Culture, and National Identity
14. Commemoration and Memorials: The Reconstruction of Canada’s Past
Methods of Instruction
Class sections will be divided between lectures and seminar discussions. The seminar discussion sessions will serve as a forum for the analysis and discussion of scholarly literature and as a testing ground for student hypotheses. The instructor will encourage students to elaborate, refine and revise ideas. Discussion sessions will also include tutorials in conducting historical research, the exploration of primary source documents, and practice in oral presentations. Participation in both lectures and seminar discussions is required for the successful completion of the course.
Means of Assessment
Assessment will be in accord 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.
Specific evaluation criteria will be provided by the instructor at the beginning of the semester and will vary according to the instructor’s assessment of appropriate evaluation methods. Specific components of evaluation may include some of the following: mid-term and final exams consisting of short answer questions and essay questions; in-class written work, quizzes, research papers and presentation of the research; seminar presentations; short debate/position papers; participation in class discussions.
An example of one evaluation scheme: Any combination of the following totalling 100%
- Primary document analyses 10-20%
- Report on site visit to cultural institution 10%-15%
- Short paper(s) on an assigned topic or theme 5%-15%
- Comparative book review 5%-10%
- Historiographic essay(s) 10-20%
- Research proposal and annotated bibliography for research paper or project 20%-15%
- Research paper or project15%-25%
- Presentation of the research project 10%-15%
- Seminar presentation(s) and/or reading response journals on assigned readings or topics 10%-20%
- Examinations 20%-25%
- Attendance, participation, online discussions, quizzes, in-class work 10%-15%
At the conclusion of the course the successful student will be able to:
1. Examine historical sources critically and analytically (reading history). These sources include not only survey texts and scholarly articles, but also short monographs and extended primary sources.
2. Create and communicate personal interpretations of historical problems (writing history). Forms for communication of personal interpretations include primary document analyses, historiographic essays, comparative book reviews, short papers on assigned topics or themes, research proposals, annotated bibliographies, research papers, reading response journals, exams, and summative assignments.
3. Analyze the ideas of other students and the instructor in both tutorials and seminars both independently and in cooperation with other students (discussing history).
One 1000-level course in History, or the permission of the instructor
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.
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.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.