Fall 2020 - HIST 330W D100
Controversies in Canadian History (4)
Class Number: 4192
Delivery Method: Remote
An examination of selected topics in Canadian history. The content will vary from offering to offering. See department for further information. HIST 330W may be repeated for credit only when a different topic is taught. Students may not take selected topics within HIST 330W for further credit if duplicating content of another history course and vice versa. Writing.
Drawing on Professor Chenier’s role as historical advisor to the LGBT Purge Fund’s committee to establish a monument in honour of lesbians, gays, bisexuals, trans, and Two Spirit (LGBT2S) people who were fired from the civil service and the military simply because they were/are LGBT2S, we consider what historians can to contribute to ongoing debates about how to represent the past, and what past should be represented. This course focuses on the history of queer Canadians and how they should be memorialized in light of the ongoing debates about statues and monuments as well as the role of historical apologies for past wrongs. It also includes a module on the history of colonialism, racism, and white supremacy.
The global pandemic requires that this course be offered remotely instead of in-person. Remote learning can have unique advantages, but what I particularly value about in-person classes is the way social contact enhances our mental well-being and our learning process. It also allows connection and spontaneous reactions between and among us which better promote learning. I am committed to trying to reproduce these benefits in our remote learning environment.
Structure of the course:
- Instead of tutorial and in-class discussion: students are organized into study pods that meet synchronously each week to discuss the course material at a time convenient to them. The instructor will endeavour to visit each pod at least once during the course.
- Instead of lectures: each week students will listen to or watch a) a short lecture and b) a recorded discussion between the instructor and a study pod. As in in-person classes, students will prepare for lecture by completing assigned readings and any other assigned material, which may include movies, news clips or articles, etc.
- Engaging with the lecture: each week one study pod will be responsible for developing a list of discussion points and questions for the instructor based on the assigned course content for that week. They will meet with me online, we will record our discussion, which should last no more than 30 minutes. All students will be required to view or listen to this discussion, and respond in a discussion section in our Canvas course page.
- Although there is no fixed class time, the lecture and the recorded study pod discussion with the instructor will be posted by Wednesday at 3pm each week, so study pods should organize themselves accordingly. Study pods can meet with me to discuss their assigned lecture no later than Tuesday at 1pm during their assigned week.
- Participation 30%
- Short Paper A 15%
- Short Paper B 20%
- Final Essay 35%
As a writing-intensive course, students are required to submit two short papers (15 +20%), and a final 12-15 page research essay and digital poster (35%). This course requires participation in self-guided trips to local monuments. Participation accounts for 30% of the final grade.
This course employs “ungrading” as the primary method of assessment. We will discuss what this is in our first class, but you can find out more here: https://www.jessestommel.com/why-i-dont-grade
MATERIALS + SUPPLIES:
Costs associated with this course: $32.95 + tax and shipping. Adrienne L. Burk’s Speaking for a Long Time: Public Space and Social Memory in Vancouver (UBC Press). All other readings are available as a download on Canvas.
To complete this course successfully, you will need consistent access to a computer and a stable high-speed internet connection. You should expect to spend a minimum of 6 hours per week on this course (normally this class is held for four hours per week. Added to this is time needed for reading, research, and writing).
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
TEACHING AT SFU IN FALL 2020
Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112).