Douglas College
History Department
HIST 1114 Section 003: Canada After Confederation
New Westminster Campus
Winter 2023
Instructor: Dr. Denis McKim
Email Address: mckimd@douglascollege.ca
Office Hour: By appointment, and via the course blackboard site
Course Schedule:
Classes will take place synchronously (that is, in “real time”) via
blackboard on Thursdays beginning at 12:30pm. The course will
also include a substantial asynchronous component, meaning
aspects of it should be completed outside of scheduled course time.
Course Website:
Accessible via the following web address:
https://douglascollege.blackboard.com.
Course Texts:
1) Amy Shaw, Corey Slumkoski, and J.M. Bumsted, eds.,
Interpreting Canada’s Past: A Post-Confederation Reader, Sixth
Edition (Don Mills, ON: Oxford University Press, 2021) (available
via Douglas College bookstore); 2) John Douglas Belshaw,
Canadian History: Post-Confederation, Second Edition (Victoria,
BC: BCampus, 2020) (available online @
https://opentextbc.ca/postconfederation2e).
Course Description:
This course examines the development of modern Canada from Confederation to the
twenty-first century. Major topics include: the interrelated patterns of industrialization
and urbanization; the phenomenon of imperialism; Canadians’ involvement in violent
conflicts—including rebellions, instances of labour unrest, and warfare—at home and
abroad; experiences of, and attitudes toward, Indigenous peoples; fluctuating gender roles
and shifting views regarding the family unit; regional identities and tensions; immigration
trends and the emergence of multiculturalism; and the evolution of the state. The
importance of diversity—in terms of race, class, gender, language, and region—will be
emphasized throughout the term. Classes will consist of a combination of lectures, group
activities, presentations, and discussions. Assignments, for their part, will include essays
and tests, and will require students to reflect critically on Canada’s development since
1867.
Ultimately, this course provides students with an understanding of the historical
circumstances—politically and socially, economically and environmentally—that have
shaped modern Canada, a complex nation that features both tremendous wealth and acute
poverty; vast territory and a sparse population; vigorous involvement in both wars and
peacekeeping initiatives; and, not least, a vibrant tradition of cultural pluralism.
Grading:
Participation (including three Reading Guide Assignments)
Group Presentation (beginning on Week 5)
Article Analysis Assignment (500-750 words, due 26 January)
Term Test (in class, 2 March)
Take-home Essay (1250-1500 words, due 23 March)
Final Examination (held during 17-25 April exam period)
15%
10%
15%
15%
20%
25%
1. Participation
15%
In-class discussions give students an opportunity to explore several of this course’s most
important issues and themes in an in-depth manner. Readings include both primary
sources—for example, a document produced at the time a particular historical event took
place—and secondary sources—scholarly works written by historical commentators after
an event or period has happened. Primary sources provide an authentic, or unmediated,
glimpse of the past, while secondary sources offer comparatively dispassionate accounts
of historical issues and events from a modern-day perspective.
Students are also required to complete three Reading Guide Assignments. For these
assignments, students will answer several questions regarding a given week’s readings.
The questions for each assignment will be available on the course blackboard site before
the relevant classes. Typically, there will be two questions on the primary source, two
questions on the secondary source, and a single “big” question on both the primary and
the secondary source. Answers to the questions pertaining specifically to the primary and
the secondary sources should each be 1-2 sentences long, while answers to the “big”
questions should be 3-5 sentences long. All answers must be detailed—that is, they must
provide specific information and/or examples drawn from the assigned texts that support,
or “back up,” your interpretations. Ideally, Reading Guide Assignments will be typed on
a keyboard, although assignments that have been written by hand will be accepted,
provided they’re legible. Citations (e.g. footnotes) and bibliographies are not required for
these assignments.
Reading Guide Assignments can be written for any of the classes for which readings are
assigned, meaning that students can choose to complete them for whichever weeks’
topics seem most interesting and/or whichever dates fit best with their schedules.
Assignments submitted for a particular week’s class must be submitted in hard copy at
the beginning of that class, and cannot be submitted after it has taken place and/or via
email. Moreover, all questions for that week’s Reading Guide must be answered, while
the relevant class must be attended. Unlike the other written assignments for this course
(for which detailed feedback will automatically be given), feedback for Reading Guide
Assignments will only be given if students request it in writing when they submit their
work. Provided all of the criteria mentioned above in terms of assignment content and
submission timing are met, students will receive 1% of their final mark for each Reading
Guide Assignment they complete. Although the readings themselves are mandatory for
every class, students cannot submit more than three Reading Guide Assignments.
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Overall, for the participation grade, students will be evaluated on the quality and
consistency of their contributions to the discussions, and on their completion of the
Reading Guide Assignments. Regular attendance, vocal participation, and completion of
assigned readings are essential for this component of the course.
2. Group Presentation (beginning on Week 5)
10%
Students will be required to sign up for, and contribute to, a group presentation that
focuses on one week’s readings. The presentations, which should be 10-15 minutes in
length, should include the three following components. First, a brief summary of the
readings (primary and secondary) that lasts for fewer than 5 minutes (aim for 2-3).
Second, a discussion of what, in your group’s view, is the main theme—that is, the single
most important issue, concept, etc.—contained in the readings you have been asked to
consider. This aspect of the presentation should be supported by specific examples drawn
from both the primary and the secondary source. And, lastly, a brief question period in
which presenters pose 2-3 questions based on the readings to the rest of the class. While
all three components are essential, the second, exploring the topic’s “main theme,” is the
most important, and should receive the most attention (aim for 5-7 minutes for this part of
the presentation). Each group member must complete all assigned readings, and
contribute meaningfully to the presentation itself.
Students are free to organize the presentations, for the most part, electronically, provided
the means of communication—e.g. facebook—are accessible to each member of the
group. However, meeting in person at least once before the presentation date is
recommended (for instance, so that you can rehearse the presentation itself, and/or iron
out any last-minute wrinkles). While the presentations can be formatted in a variety of
ways, two obvious options are: recording a powerpoint presentation, complete with
“voiceover” narration, in advance; or, alternatively, preparing a conventional powerpoint
presentation, and delivering the narration synchronously during class.
Presentation sign-up will begin on Week 2, while the actual presentations will begin on
Week 5. Students will have a chance to “meet” their fellow group members and discuss
their presentations through zoom, likely on Week 4. Students must sign up for a
presentation and connect with their fellow group members, whether electronically or in
person, by the end of Week 4. Failure to do so will result in a grade of zero for this
assignment. Missing the presentation without an adequate excuse (see ‘Late Work &
Absences’ below for details) will also result in a grade of zero.
For the presentations, students should be creative. That is, in addition to referring to a
prepared text (which is recommended), groups should integrate into their presentations an
additional dimension—for example, a video clip, a mock debate, a pre-recorded skit, a
trivia contest involving the entire class—that sheds light on your topic and sparks the
interest of your peers, while remaining within the overall time-frame of 10-15 minutes.
Time spent in class engaging with the presenters’ discussion questions won’t count
against the presenting group, in terms of the overall time-frame.
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Finally, groups will be responsible for submitting to the instructor, on the presentation
date, and via email one written document of 250-500 words that reflects on the readings’
content. The document, similar to the presentation, should include summaries of the
readings as well as a section that discusses what members of the group feel is the topic’s
main theme. Both components should include detailed examples from both sources cited
according to the Chicago Manual of Style (see guide on blackboard for formatting
instructions and examples) and analysis pertaining to the readings. Also, the document
should explain how the work for the presentation (including the written document) was
distributed among the group members. While group members will decide for themselves
which individuals assume responsibility for particular tasks, the overall workload must be
distributed evenly.
3. Article Analysis Assignment (500-750 words, due 26 January)
15%
For this assignment, students will select one scholarly journal article from a list of several
options available on the course website and write an essay of 500-750 words in which
they investigate its content. Scholarly journal articles are secondary sources. For
information on such documents, see the section on class participation above.
In analyzing whichever scholarly journal article they have chosen, students should
answer each of the five following questions: 1) What is the article about? 2) What is the
author’s thesis, or main argument? 3) On which sources (e.g. newspapers, government
records, personal letters, etc.) does the author rely, and what role do they play in
developing, or “proving,” the article’s main argument? 4) What are the article’s strengths
and weaknesses? And, lastly, 5) Overall, do you find the author’s interpretation
convincing or unconvincing? Each of these answers must be detailed—specifically, they
must include specific examples and/or evidence drawn from the article as well as analysis
of those examples/that evidence expressed in your own words. Also, the assignment
should be formatted according to the Chicago Manual of Style (see citation guide on
blackboard for formatting guidelines and examples).
Students will be evaluated on the quality and insightfulness of their interpretations; on the
thoroughness of their research; and on the clarity of their writing.
4. Term Test (in class, 2 March)
15%
The Term Test will be written through blackboard on 2 March, and will be “open
book”—that is, students will be allowed to utilize course materials, e.g. lecture notes, in
writing it. However, the use of other resources, such as websites, will be prohibited.
Instructions on how to write a test online will be provided. Students will be required to
write an essay answer on a major theme that has featured prominently in lectures and
readings during the opening weeks of the term. This answer should refer to both lecture
content and assigned readings. Students will be able to choose which essay topic they
discuss from a list of several options.
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Students will be evaluated on the insightfulness of their answers; on the amount of
relevant information included in their answer; on their understanding of course content;
and on the coherence of their writing.
5. Take-home Essay (1250-1500 words, due 23 March)
20%
For the Take-home Essay students will answer one essay question focusing on course
content selected from a list that will be made available in advance of the due date on the
course website. The essay should be 1250-1500 words in length; develop a main
argument, or thesis; and include an introduction, a “body,” and a conclusion. In writing
the essays students should refer to lecture content and assigned readings, including both
primary and secondary sources. Two additional academic sources—a journal article and a
scholarly monograph, or book—should be integrated into the essay. Information on how
to locate useful journal articles and monographs will be provided. Footnotes formatted
according to the Chicago Manual of Style should be provided for all references to
material drawn from assigned readings and the additional sources (see citation guide on
blackboard for formatting guidelines and examples). For this assignment, you do not need
to provide citations for references to lecture material.
Students will be evaluated on the overall insightfulness of their answers; on the quality of
their analysis; on their understanding of major themes; and on the clarity of their writing.
6. Final Examination (held during 17-25 April exam period)
25%
The exam is the final component of the course, and accounts for a larger share of the final
grade than any other requirement. The objective is to test students’ knowledge of
important course content covered over the entirety of the term. As with the Term Test,
the exam will be “open book”—that is, students will be allowed to utilize course
materials, e.g. lecture notes, in writing it. However, the use of other resources, such as
websites, will be prohibited. Students will likely be expected to write essay answers on
major themes that have been emphasized in lectures and discussed in readings throughout
the course. Naturally, then, these answers should draw on both lecture content and
readings, including both primary and secondary sources. The exam will be cumulative,
meaning it will cover the whole course. For each part of the exam, students will have
options when it comes to which questions they choose to answer. More information on
the exam, in terms of structure and content, will be provided toward the end of the term.
Students will be evaluated on the insightfulness of their answers; on the amount of
relevant information included in their answers; on their understanding of major themes;
and on the coherence of their writing.
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Late Work & Absences
Late work will be penalized at a rate of two percentage points per weekday, with
weekends counting as one day (statutory holidays excluded). Extensions will only be
granted in instances of documented illness or personal/familial emergency. Whether they
are on time or late, assignments should be submitted through blackboard, preferably as
‘pdf’ files. If students are unable to attend a particular synchronous class, they should be
sure to complete all readings for that week; consume and absorb the relevant lecture; and,
if possible, obtain any relevant notes from a classmate.
Academic Integrity
Plagiarism—the act of portraying someone else’s work as your own, whether
intentionally or not—is a serious ethical and academic offence that can result in the
imposition of severe penalties, including failure of the course and/or expulsion from the
college! If you have questions as to what plagiarism is, and how it can be avoided, be
sure to discuss them with the instructor before submitting your first assignment.
Ignorance is not an excuse! For further information, students are encouraged to consult
Douglas College’s policies on academic integrity via the following web address:
https://www.douglascollege.ca/sites/default/files/docs/finance-dates-anddeadlines/Academic%20Integrity%20Policy%20w%20Flowchart.pdf.
Respectfulness and Inclusiveness
Douglas College places a high value on creating and maintaining a working and learning
environment for all members of the College community that is respectful, inclusive, civil
and free from harassment and other forms of inappropriate behaviour. For further
information on this policy consult the following web address:
https://www.douglascollege.ca/sites/default/files/docs//A02.01.02%20Respectful%20and
%20Inclusive%20Environment.pdf.
Transfer Credit Information: See BC Transfer Guide at www.bctransferguide.ca/.
Course Email Guidelines:
Ø For organizational issues such as assignment due dates and values, check the
syllabus before emailing in case the information you seek has been provided.
Ø Do not leave the email subject heading blank; instead, include the course code and
a brief description of what the message is about (e.g. HIST 1114: Term Test).
Ø The instructor aims to respond to course-related email promptly. If, however, you
have not received a response after three weekdays (excluding weekends and
statutory holidays), kindly re-send your message.
Ø Assignments cannot be submitted via email, nor can they be submitted
electronically in lieu of a hard copy on the due date as a “down-payment,” to be
followed later on by a “hard copy” version.
Ø Please be sure to use your Douglas College email address.
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Class Schedule:
Date
Topic
Week 1 – 5 January
Course Introduction
Week 2 – 12 January
Confronting Confederation
Week 3 – 19 January
The Assimilation Agenda & the Fate of Louis Riel
Week 4 – 26 January
(Article Analysis Assignment due)
A Nation Transformed
Week 5 – 2 February
The British Empire & its Enemies
Week 6 – 9 February
The Great War
Week 7 – 16 February
Interwar Turbulence
Week 8 – 23 February
No Class – Study Break
Week 9 – 2 March
Term Test
Week 10 – 9 March
Canada’s Second World War
Week 11 – 16 March
Postwar Prosperity
Week 12 – 23 March
(Take-home Essay due)
Making Modern Canada
Week 13 – 30 March
The Quiet Revolution & the End of Empire
Week 14 – 6 April
Pierre Trudeau’s Canada
Week 15 – 13 April
An Alternative Vision
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