HIST 3325, Immigration, Diversity and Multiculturalism in North America considers immigration and nation-building in a comparative North American context, exploring concepts of race, ethnocultural identity, diversity, and multiculturalism chronologically and thematically. Major themes include: identity formation and identity politics; displacement of Indigenous peoples; immigration and resettlement experiences; immigration and nation-building; and evolving definitions of national identity and citizenship in global and transnational contexts. 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 selection of topics.
- Indigenous Peoples and Migration in Early North America
- Settlers, Servants, and Slaves in Colonial North America
- Empires and Global Migrations During the Long Nineteenth Century
- Immigration, Nativism, and North American Expansionism
- Mass Migration and the “Immigration Problem”
- Ideologies of Race: Exclusion, Deportation, Eugenics, and Miscegenation
- World War II, “Enemy Aliens,” and the Politics of Resettlement
- Segregation, Integration, and Civil Rights Movements
- Paradigm and Policy: Melting Pot and Mosaic
- Immigrant Lives: Families, Gender and Sexuality
- Immigration Reform, Citizenship, Border Anxieties, and Global Economies
- Refugees and Asylum-Seekers
- Reparation, Reconciliation, and Public Memory
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 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.
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.
Note: This course is writing-intensive.
An example of one evaluation scheme:
Seminar presentation and reading journal 20%
Primary document analyses 20%
Media analysis 10%
Research proposal and annotated bibliography 10%
Research essay 25%
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).
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.