Course Syllabus

Syllabus: 20th Century World History

Faculty

Dr. John Hughes

Course Description (Based on Ms Alexa Warner's 2019-2020 Syllabus)

20^th Century World History focuses on developing students’ abilities to think conceptually about World History from approximately 1918 to the present and to apply historical thinking skills as they learn about the past. Three ‘Big Ideas’ of equal importance — Nationalist movements can unite people in common causes or lead to intense conflict between different groups; the rapid development and proliferation of technology in the 20th century led to profound social, economic, and political changes; and the breakdown of long-standing empires created new economic and political systems — provide areas of historical inquiry for investigation throughout the course. Studying these themes requires students to use reason in order to examine historical significance; they will be evaluating source material and examining differing perspectives, drawing connections and conclusions about continuity and change over time, and weighing cause and consequence as we look at the course in the context of ethical judgement and historical empathy.

Instructional Aims

• Students will investigate significant events, individuals, developments, and processes from approximately 1918 to the present.
• Students will develop and use the same skills, practices, and methods employed by historians: analysing primary and secondary sources as historical evidence and examining differing perspectives; assessing historical significance; making historical connections and weighing cause and consequence; and utilising reasoning about continuity and change over time.
• Students will explore three ‘Big Ideas’ throughout the course and will make connections among historical developments in different times and places: Nationalist movements can unite people in common causes or lead to intense conflict between different groups; the rapid development and proliferation of technology in the 20th century led to profound social, economic, and political changes; and the breakdown of long-standing empires created new economic and political systems.

Learning Outcomes

Assessment and Evaluation

Assessment of student learning is divided into tools of assessment (what is used to assess student learning) and grades (the demonstrated level of achievement of student learning). The tools of assessment include discussions, group work, projects, in-class assignments, document-based and free-response essays, short-answer writing assignments and more. Rubrics and assessment criteria will be provided to you on our Canvas page so that you can understand how your course marks have been generated. 

Plagiarism, cheating and other violations of expectations will be dealt with in accordance with the Academic Integrity Policy. Students are urged to be honest, when explaining late assignments or failure to complete work. Dishonesty is dishonesty. Be transparent and authentic in all communications with your teacher and fellow students.

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.

As part of contribution to reconciliation, this course makes the following First Peoples Principles visible in class:

• Learning is embedded in memory, history, and story
• Learning requires the exploration of one’s identity
• Learning supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors
• Learning involves recognising the consequences of one’s actions

Literacy

Students will improve their comprehension of the course content by completing a manageable amount of reading throughout the year. Certain readings will provide necessary historical context while other readings will require students to critically analyze and evaluate arguments and claims made in primary and secondary sources, while making connections across different time periods within the 20^th Century. Students will be expected to demonstrate their learning through both oral and written communication. Through this process, students will receive feedback on their comprehension, analysis, and communication in order to hone these literacy skills as the year progresses. 

Resources

• This course syllabus, all current unit and major assessments for the current term, and a plethora of helpful learning resources can be found on my Canvas page.

Course Expectations

• Assignments are to be completed on-time and submitted directly to Canvas for feedback/grading. All assignment deadlines, details, and rubrics are on Canvas.
• This course requires some independent reading that needs to be completed outside of class hours. The expectation is that you arrive to each lesson having already read the assigned page numbers/articles in order to contribute to all activities in an informed and productive way.
• Conduct yourself in a manner conducive to supporting the expected tone and purpose of each class and activity. This is not a class of soloists, but colleagues. Many of our lessons are centered around discussion and as such, it is important that you actively contribute and listen when your classmates are sharing.
• This is a student-centred course. Students are expected to maintain collegiality, be active and engaged (not passive), be fully prepared for all discussions and tasks and committed to maintaining a highly disciplined, focused and supportive attitude conducive to learning.
• Never disrupt other students’ opportunity to learn by straying from the expectations. Misusing computers and/or mobile phones is considered distracting and not collegial.
• No mobile phones may be used during class time. They must be switched off and not consulted. All students are expected to act in accordance with the school’s technology policy at all times.

Contacts

As this will be a fast-paced course, I am certain there will be many occasions when you will need to discuss concerns and/or topics with me. As this is an on line course, contact should be made by email or during on line sessions and if further discussion is required we will arrange telephone or Google.Meet. Please read the Home Page introduction on the particular importance of communication in this, a remote, course.

• email: jhughes@stgeorges.bc.ca