1
50
4
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https://omeka.uottawa.ca/recipro/files/original/99642a59114e280ec798f88ce1a221cb.pdf
fd849ff0e7bff5e74ae168cdbf3ebb14
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Lesson Plan Type
syllabus
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
semester
Standards
Weekly activities - 40%<br />
<ul>
<li>8% per weekly activity; best 5 of 6 marks (due weekly at the end of Wednesdays)</li>
</ul>
Individual project on social group of Quebec - 40%<br />
<ul>
<li>Selection social group (May 10) and project topic (May 12) 0%</li>
<li>Proposal (May 20) and meeting with Instructor 10%</li>
<li>Draft of Individual project (May 8) 0%%</li>
<li>(NOTE: Weekly Activity 6 relates to this draft and is graded on 8%)</li>
<li>Final project (June 17) 25%</li>
<li>Reflection on the making of the project (June 18) 5%</li>
</ul>
Final take home examination - 20%
Objectives
An exploration of the historical roots of current issues in Quebec public life. A retrospective and chronological survey, with special attention to the transnational aspects of the history of Quebec, the major transformations in the environment, the economy, social relations and culture. An introduction to the many, and changing, ways used by historians to discover and explain this past. A discussion of conflicting understandings, received ideas, prejudices, assumptions and misconceptions. An initiation to the main tools for finding information doing research about the history of the various peoples and groups who have inhabited the Quebec territory from its earliest times to the present. A chance to participate in hands on and collaborative virtual workshops, and to assemble progressively a substantial individual project on a theme of choice.
Materials
Gossage, Peter, and J. I. Little. <em>An Illustrated History of Quebec: Tradition & Modernity</em> Don Mills, ON: Oxford University Press, 2014. Hard copies are available at Octopus Books, to purchase online (you can use curbside pickup or mail delivery): <a href="https://shop.octopusbooks.ca/?q=h.tviewer&e_def_id=cuPpI2uIbzA ">https://shop.octopusbooks.ca/?q=h.tviewer&e_def_id=cuPpI2uIbzA</a>
Lesson Plan Text
Format and workload:
No participation in real time is required. Each week, within a flexible schedule in a weekly cycle starting on Thursdays, there will be 15 hours of work: five hours of preparatory work (reading, watching lectures and conversations), five hours of engagement with the class (exchanging with class as a whole, with one group, with the Instructor or the Teaching Assistant, posting materials on common documents), as well as five hours of work on an individual term project.
Associated Course
Select the course for which this item is created, if applicable.
Quebec Since 1800 (Carleton, HIST 3301A)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, https://dublincore.org/documents/dces/.
Title
A name given to the resource
Quebec Since 1800 (Carleton, HIST 3301A,
Summer 2021)
Description
An account of the resource
An exploration of the historical roots of current issues in Quebec public life. A retrospective and chronological survey, with special attention to the transnational aspects of the history of Quebec, the major transformations in the environment, the economy, social relations and culture. An introduction to the many, and changing, ways used by historians to discover and explain this past. A discussion of conflicting understandings, received ideas, prejudices, assumptions and misconceptions. An initiation to the main tools for finding information doing research about the history of the various peoples and groups who have inhabited the Quebec territory from its earliest times to the present. A chance to participate in hands on and collaborative virtual workshops, and to assemble progressively a substantial individual project on a theme of choice.
Creator
An entity primarily responsible for making the resource
Marshall, Dominique
Date
A point or period of time associated with an event in the lifecycle of the resource
2021 Summer
Contributor
An entity responsible for making contributions to the resource
Dominique Marshall
Format
The file format, physical medium, or dimensions of the resource
syllabus for asynchronous course, PDF, 9 pages
Type
The nature or genre of the resource
Lesson Plan
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Jurisdiction of Carleton University, Ottawa, Ontario, Canada.
Quebec Since 1800 (Carleton, HIST 3301A)
syllabus
-
https://omeka.uottawa.ca/recipro/files/original/8e615ae908e974e75b39535760f1a801.pdf
82d92a958e461b84446af7a32ac90498
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Lesson Plan Type
syllabus
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
semester
Standards
<ul>
<li>10% Presence/participation during virtual class time; assiduity on Brightspace.</li>
<li>10% Readings presentations and slides.</li>
<li>10% Meta-quiz on readings.</li>
<li>30% Research statement (5%), annotated bibliography (20%) and plan (5%).</li>
<li>40% Final assignment: either a webpage on Recipro or a paper handed in.</li>
</ul>
Objectives
<ul>
<li>Exploring decolonization, nation building and ideological struggle during the African Cold War;</li>
<li>Defining the origins, structures and agendas of the two international orders at odds (liberalism vs. communism);</li>
<li>Understanding the protagonists’ intentions, may they be local, national, pan-national, continental or foreign;</li>
<li>Becoming familiar with the transnational solidarian principles (internationalism vs. developmentalism), its incentives and initiatives;</li>
<li>Further develop knowledge and mastery of digital humanities through involvement in the Recipro OMEKA website/exhibit;</li>
<li>Gain experience in communitarian engagement through the Michaëlle Jean Centre for Global and Community Engagement and its Community Service Learning initiative;</li>
<li>Further develop scientific research using solely internet databases;</li>
<li>Improve oral presenting and debating skills, persuasive writing ability and advance analysis of primary sources;</li>
<li>Improve resiliency in times of a pandemic.</li>
</ul>
Associated Course
Select the course for which this item is created, if applicable.
Seminar in African History "Battleground Africa: Cold War Burning Hot" (uOttawa HIS 4186)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, https://dublincore.org/documents/dces/.
Title
A name given to the resource
Seminar in African History, "Battleground Africa: Cold War Burning Hot" (uOttawa, HIS 4186, Winter 2021)
Description
An account of the resource
This course was designed for fourth-year undergraduate university students. It explores the Cold War in Africa, a continent which has experienced reinvention more than any other area of the globe in the latter half of the 20th century. The relation between nativist and ideological struggles opposing local and foreign protagonists are of peculiar interest for this class. The post-Second World War saw a new African intelligentsia influenced by Panafricanism or Marxist ideas, committing themselves to emancipation. While European colonial powers attempted to recast their empires at all cost. On their behalf, the emerging superpowers (the USA and the USSR) opposed colonialism and were not interested in Africa. However, all this was about to change in the course of the 1950s, as the area became a battleground for the “hot” Cold War in the Global South. Students will research a pertinent topic of interest and contextualize it into the double context of decolonization and the Cold War. Ideally, the topic regards international solidarian initiatives from a peculiar country, area, or protagonist(s). For example, one could focus for the internationalist involvement of Cubans, or perhaps the Red Cross and the Save the Children funds. Contextualizing such topics locally, nationally and internationally will allow for a true understanding of the span, the motives, the objectives and the shortcomings of such initiatives. Indeed, they were not unfolding in an isolated manner, but in the broader contexts of decolonization and the Cold War.
Subject
The topic of the resource
Cold War in Africa
Creator
An entity primarily responsible for making the resource
Lépine, Nicolas
Date
A point or period of time associated with an event in the lifecycle of the resource
2021 Winter
Format
The file format, physical medium, or dimensions of the resource
syllabus for synchronous course, PDF, 10 pages
Type
The nature or genre of the resource
Lesson Plan
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Jurisdiction of University of Ottawa, Ottawa, Ontario, Canada.
Cold War in Africa
Seminar in African History, "Battleground Africa: Cold War Burning Hot" (uOttawa, HIS 4186)
syllabus
-
https://omeka.uottawa.ca/recipro/files/original/8311a494950f7bcba7e7f5451f8c2d1e.pdf
c44ad645e7bc08411006d8e1714c53de
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
semester
Objectives
The course asks students to learn the history of humanitarian aid by simultaneously reading (seeing, listening, or watching), evaluating, explaining, writing, researching, making, revising, and reflecting thoughtfully. The course will help students become proficient in:<br />
<ol>
<li>Basic and recent knowledge about the history of humanitarian aid. This includes key concepts, events, people, points, argument, and generalizations</li>
<li>Keys to make sense of today’s humanitarian aid and development, their mutations as a pluricultural society, their position in the world. That is to say, keys to uncovering the history behind the headlines, some distortions in the media version of history, and the roots of everyday customs and objects.</li>
<li>Special attention to lost and retrieved memories.</li>
<li>Main tools for historical research and the skills use them well.</li>
<li>Skills to solve historical problems including the analysis and interpretation of historical documents, and the ability to make distinctions in the face of complex questions.</li>
<li>“How do we know” the past: to question myths in the history of humanitarian aid and development effectively; to be mindful of the history of history; to make links with history learned otherwise, especially family and community memories.</li>
<li>The main tools to organise historical findings.</li>
<li>The main tools to present history in writing, orally, visually</li>
<li>The links between history and other disciplines.</li>
<li>The ethical issues of historical research</li>
<li>The collaborative nature of knowledge and good ways to work collaboratively.</li>
</ol>
Materials
Readings will be available through the library course reserve system (ARES), and recordings through Brightspace and Recipro.
Lesson Plan Type
syllabus
Associated Course
Select the course for which this item is created, if applicable.
History of Humanitarian Aid (Carleton HIST 3111)
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, https://dublincore.org/documents/dces/.
Title
A name given to the resource
History of Humanitarian Aid (Carleton, HIST 3111, Winter 2021)
Description
An account of the resource
Course designed for a third-year undergraduate university History course on the History of Humanitarian Aid, given in the Winter 2021. Course content will be a history of international humanitarian activities and agencies, both governmental and non-governmental, with particular attention to Canadian involvement.
Subject
The topic of the resource
history of humanitarian aid
Creator
An entity primarily responsible for making the resource
Marshall, Dominique
Date
A point or period of time associated with an event in the lifecycle of the resource
2021 Winter
Format
The file format, physical medium, or dimensions of the resource
syllabus for asynchronous course, PDF, 8 pages
Language
A language of the resource
English
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Jurisdiction of Carleton University, Ottawa, Ontario, Canada
Type
The nature or genre of the resource
Lesson Plan
History of Humanitarian Aid (Carleton, HIST 3111)
syllabus
-
https://omeka.uottawa.ca/recipro/files/original/861b42b0704d21e6ba49ba0a0376b669.pdf
940cf00e5b809c00cbc5e7345fa7c2fe
Lesson Plan
A resource that gives a detailed description of a course of instruction.
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
Semester. Online meetings every week (Mondays, 4-6pm) for a two-hour discussion session.
Standards
10% = Participation in seminars
20% = Review essay
20% = Presentation
50% = Final Essay
Objectives
In the twentieth century, NGOs emerged as one of the key building blocks of the modern world. This module will engage students in a series of discussions and debates on the role of those organisations in re-shaping culture, society, and politics. We will examine the role of NGOs in the creation of a transnational civil society, in re-defining citizenship and the state, and in the ‘professionalisation’ of our everyday lives, as well as analyzing their impact on issues of governance and the organisation of the twentieth-century world. We will do so by examining some of the key issues addressed by NGOs, along with the key questions that they raised. How did NGOs operate? How should we study them? What can they tell us about the growing inter-connectedness of the modern world? In answering those questions this module will also introduce students to the historiography, key concepts, and methodologies in the study of transnational action.
Materials
The prescribed sources will be our jumping-off point to debate, discuss, question, and critique the week’s topic. Additional readings are provided for students who wish to delve deeper into a particular topic.
Lesson Plan Type
syllabus
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, https://dublincore.org/documents/dces/.
Title
A name given to the resource
NGOs and the Making of the Twentieth Century World (HI6100, Winter 2021)
Subject
The topic of the resource
Non-Governmental Organizations
Creator
An entity primarily responsible for making the resource
Kevin O'Sullivan
Language
A language of the resource
English
Description
An account of the resource
University course taught by Kevin O'Sullivan.
Type
The nature or genre of the resource
Lesson Plan
Date
A point or period of time associated with an event in the lifecycle of the resource
2021 Winter
Format
The file format, physical medium, or dimensions of the resource
syllabus for synchronous course, PDF, 2 pages
syllabus