DEVELOPMENT OF AN ONLINE HISTORY 12 UNIT
by
P. Kim Rutherford
B.A., (Honours), Acadia University, 1985
B. Ed., Acadia University, 1986

PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF EDUCATION
m
CURRICULUM AND INSTRUCTION

UNIVERSITY of NOK111ERN
BRITISH COLUMBIA
LIBRARY
PriDce George, B.C.

THE UNIVERSITY OF NORTHERN BRITISH COLUMBIA
April2005

© P. Kim Rutherford, 2005

11

TABLE OF CONTENTS

Table of Contents

11

Acknowledgements

111

Introduction

1

Limitations

6

Literature Review

9

Research Procedures

20

Results

29

Discussion

32

Conclusions

35

References

37

Appendix A: Survey Instrument

40

Appendix B: Survey Responses

42

Appendix C: The Unit

53

111

ACKNOWEDGEMENTS
I would like to give thanks to everyone who assisted me through this long and often
gruelling process. First, I wish to thank my project supervisor, Dr. Dennis Procter. He
has taken a great deal of time and effort to guide me through this process. My thanks
also go out to my committee members, Dr. Bryan Hartman and Dr. David Holm, for their
invaluable assistance.

I am extremely grateful to Val Kilby, Rory Summers, Mac Cooper, and Mark Hawkes,
who took the time and effort to read and evaluate my course. This was totally voluntary
on their parts, and I could not have finished this project without them taking time out of
their busy lives to do this for me.

Finally, I would most like to thank my wife, Yvette, and my two children, Michael and
Katie, who had to go without my presence at far too many family events while I was
engaged in this process. This would never have been completed without their
understanding, their love, and their support. I can never properly repay their patience.

1

Introduction

Society has seen tremendous technological advances in the past few decades.
Home computers and the Internet have greatly c~anged the world of information and
technology. The effects of the information age touch nearly every aspect of Canadian
society from entertainment to the way we do our banking. One expected area of change
has been education. However, the rate of change is not what people felt it would be
many years ago. Most modem education still takes place in traditional classrooms with a
teacher and a group of students. While computer use has made an impact on the average
classroom, online learning has not r eplaced the face-to-face learning that occurs in
conventional educational institutions. The reasons for this are numerous. For example,
much of the online learning in the local school district centers on asynchronous learning
and lacks the social aspects of a conventional classroom. New technology has not meant
that students learn at home nor made the classroom obsolete.
Nonetheless, there remains a demand for online learning. The Canadian
Federation of Teachers (2003) estimates that there were about 50,000 online courses
being taught in the world in 2003 and 20% of them originated in Canada. The report
went on to state that 57% of Canada's universities offered at least one online course in
1999-2000, and that the median number of online courses offered was 5.5. The demand
for online courses in a K-12 situation was much lower, but demand is expected to
increase. To that end, in 2002 the federal government began a SchoolNet, program to
wire schools throughout the entire country (approximately 250,000 classrooms). In 2003,
the ratio of students to computers throughout Canada ranged from 1:15 in Nova Scotia to
1:5 in Manitoba. In Alberta, there were 4,500 full-time and 2,500 part-time online

2
students in 2003. In the same year, the British Columbia government joined the Alberta
Online Consortium with the exclusive focus of delivering online education throughout
the province. According to Mark Hawkes of the Ministry of Education, over 27,000
British Columbia students were using some type of online learning system, ranging from
Continuing Education to Cool Schools, in 2004-2005.
The Canadian Federation of Teachers (2003) lists several reasons for the
increased demand for online learning. Some students live in rural areas, some have an
illness that prevents them from attending school on a regular basis while others are forced
to take such courses because of disciplinary actions by the school. Many students are
also home schooled and may wish to have a higher-level course with a provincial exam
taught by a professional. Some local schools have begun to give online classes to
students within the school itself ("Cool Schools"). School districts have recognized that
online courses can be an efficient and effective way of delivering certain courses. The
provincial government of British Columbia recently promised to install high-speed
Internet services throughout the province. As well, Froese-Germain (2003) states that
online courses offer a relatively inexpensive alternative to the traditional schools. Online
courses will allow certain students, such as those whose behaviour would keep them out
of a traditional classroom, to continue their education. Governments would also see the
appeal for online courses in that they could offer education opportunities to a greater
number of students and therefore drive down costs, since there would be no bussing,
heating costs, etc: Certainly, this appears to be an opportune time to introduce a series of
effective online courses to service students who cannot or will not take traditional courses
in a school setting. As more and more students receive an opportunity to learn in this

3

fashion, it is imperative that effective online courses be designed in order to meet this
demand. The Americans have seen a huge increase in the number of online courses being
presented in the past few years for many of the reasons cited above (Froese-Germain,
2003). As well, McLester (2002) states that online courses will help keep rural schools
with dwindling populations open by providing such a service.
But what makes an effective online course? It is easy enough to place a lot of
relevant information in text form on a web site for students to access. However, it is
clear that simply presenting information is not teaching. Contemporary research
indicates that the most effective form of teaching is constructivist in nature (Vygotski,
1978). In this process, students construct knowledge through prior experience and
through the experiences and know!edge of others. Current teaching practice centers
around such an approach. Students often work in cooperative groups to solve problems
and present information to the instructor or other class members. The most important
aspect of such learning is to build upon prior knowledge and expand upon it. Because of
technological advances in the past few years, there is little reason why such an approach
cannot be used in computer-based distance courses. Teachers no longer have to mail
assignments and questions to students and wait for the work to be completed and mailed
back.
Technology provides numerous options to today's students. Internet research,
access to data bases, e-mail, chat rooms, blogs, and the speed of all of these permit
students to be students anywhere they can connect a computer to the Internet. Traditional
classroom orientated activities can now be supplemented by taking such classes in the
comfort of one's own home. But can these online courses, often taken in isolation,

4

replace the social and physical interaction that occurs in a classroom setting? Can
students learn as well in an online setting as in a classroom? While the educational
environment is different, research indicates that students can be just as successful at home
as in school if certain educational criteria are incorporated into the online course.
The purpose of this study is threefold: the first was to review current research in
online courses and determine what makes an effective course. Second, an online History
12 unit was designed around the principles discovered in a research review. The unit was
designed to include best practice and aspects of the constructivist approach. It took the
best possible advantage of existing technology and attempted to provide an excellent
learning environment for students. Finally, four knowledgeable educators, with
experience in either the History 12 course and/or online learning were asked to assess the
course using a questionnaire of my design. Seven were asked, but three were unable to
do so. After the survey was completed and assessed, revisions were made in the
curriculum in accordance with the suggestions provided.
A successful online History 12 unit must incorporate many factors. It must be
student-centered. It must be interactive. It must permit a series of activities to be
completed by the student. It should involve the best elements of face-to-face instruction
(such as socialization and cooperative projects) as well as the potential of the Internet to
create activities that promote critical and analytical thinking. It must provide
opportunities for students to receive feedback regularly as well as evaluation from both
the instructor and other students. Finally, it must give students the opportunity to be
successful on an external provincial exam at the completion of the course.

5

History 12 is a British Columbia provincial course. It is a study of world history
from 1919 to 1991. Most of the course content focuses on Asia, Europe, and the United
States, and there is some content based on events in India, Central America, and South
Africa At present, the course has a provincial exam at the completion of classroom
study. The exam has a value of 40% of the course. This exam, like all others in grade 12
except for language arts courses, will become optional for students in the 2006-2007
school year, and students will be able to opt out of writing the exam if they do not intend
to follow up on their studies in a college or university setting. The course is described in
an Integrated Resource Package (IRP). The IRPs consist ofleaming outcomes, suggested
activities and evaluations, and recommended resources. The four elements are
incorporated in all six units of study (historiography, and a series of eras- 1919, 19191933, 1933-1945, 1945-1963, and 1963-1991). The present exam consists of 52 multiple
choice questions, two short essay questions worth six marks each, and one much longer
thematically-based question worth 25 marks. The test lasts for two and one-half hours.

6
Limitations

There are several limitations on a study ofthis kind. While the design ofthe
online History 12 unit will follow the principles of a successful online course as
determined by the research, the effectiveness of this unit will not be evaluated by student
use. This would not be possible to do and finish the project in a timely fashion. A
difficulty with the unit design revolves around the software. I am using School District
57's (Prince George) preferred provider, Desire2Learn. That part of the unit will be easy
for evaluators to study because it is available on the Internet. All that is needed is an
identification code and a password. However, there are two computer platforms
necessary for the teaching of this unit. The second program used is V class. This
program allows the teacher/moderator to talk to the students using headphones and a
microphone and discuss matters in real time. The students work in front of their
computers and the teacher can explain, bring up websites or other pages, and use the
program' s ''blackboard" to explain ideas and content. This is a major component in a
course designed around interactivity, and my unit stresses interactivity. In many ways, it
both replaces and augments the traditional lecture. However, since this runs in real time,
it will be quite difficult to display this aspect of the course to an evaluation team
examining my History 12 unit. I will have to improve my own computer skills in order to
work around this potential difficulty. To improve my computer skills, I worked with the
school district in a program called Quality Learning Globally that revolves around the
application of computer technology to regular classroom teaching methods.
Another problem could be the length of the course. In School District 57, most
high school classes are semestered, but this type of course may work better as a year-long

7

program. Since this type ofleaming may be new to many students, it would be helpful to
permit students more time to learn the content in a different manner. I have been assured
that any online course presented in this school district must remain a semester-long
course. Another potential difficulty is that online courses are relatively new. While
distance learning has existed for many years, the development of real-time computer
based courses is comparatively new. This means that much of the research on such
programs has based its conclusions on impressions of the course designers or the students
involved. Therefore, many of the articles studied in this review consist of researchers
stating their own experiences with little empirical evidence to support their beliefs.
Nonetheless, I have chosen the research herein because it follows the idea ofbest practice
within a traditional classroom. I feel that best practice in person should translate to best
practice online with some modifications, of course. These modifications would include
using the computer as an interactive tool, rather than having the opportunity to talk face
to face with students.
Another difficulty is that few of the studies done so far concentrate on high school
students. Instead, most focus on university or college environments, or on adult students
taking vocational classes online. Nonetheless, I have chosen to include these studies
because I feel that if a student is voluntarily taking a provincial-examinable course in an
online environment, this should display the motivation and maturity of those who may be
older in a university setting.
There are quite a few important topics that must be examined in order to design a
successful online course. The first is the content of the unit itself. It must, of course,
cover the materials that students need to pass the final exam. But it must do much more

8

than simply present content. It must stress innovation, analysis, and critical thinking.
The design of the course must also enable students to escape the potential isolation that
an online course can present, which often leads to a lack of student success in online
courses. It is vital to create activities that permit students to interact with each other and
with the instructor. The course must not simply revolve around presenting content and
testing for student comprehension at a later date.
Secondly, the course must be designed in a manner to keep student motivation
high. The course must be designed to be stimulating enough to entice students to stay
with it. Since much motivation is intrinsic, this becomes a troubling aspect of course
design. In order to keep students involved in the course, they need to have some
knowledge of the online process prior to taking the course. It is also imperative that
students are able to interact with one another and with the instructor in order to escape the
potential isolation of an online course and to encourage scaffolding through group
activities. Therefore, the course cannot be self-paced. It must follow a regular schedule,
and students must work online much the same as they would if they were working in a
regular classroom. Finally, the course materials must be relevant and the activities
should be presented in such a manner to maintain student interest in the course.

9
Literature Review

Most contemporary research agrees that the online course should not simply be a
replacement for the traditional classroom, especially at the college level, wherein the
computer simply replaces the lectures given by teachers. For example, Alexander &
Boud (2001) claim that e-lectures lack the physical presence of the lecturer (along with
the authority that comes with proximity) as well as the physical cues that accompany a
face-to-face discussion. They argue that there must be interactivity to produce effective
learning. They feel that effective computer conferencing which genuinely involves the
learner is critical for an online course. Online debates and role-play/simulations are some
ways to promote effective learning.
Dunlop (1999) echoes the approach stated above. She stated that the goal of
online courses is not to imitate classroom lectures. Instead, online courses should
encourage a growth of student responsibility and initiative. She suggested a program
entitled REAL (Rich Environments for Active Learning). Courses should stress time
management concerns and effective goal setting. Online courses are effective when they
implement strategies that promote higher level thinking through a variety of activities.
Instructors must make learning more meaningful to the students, and encourage research,
collaboration, and student-student/student-teacher interaction. This approach goes well
beyond a strictly lecture situation. Such an approach takes advantage of the opportunities
provided by an online situation, and Dunlop feels that this unique situation is a great
chance to improve student-learning prospects.
There is a body of research that states that online courses should not only
encourage higher level thinking skills, but they also should provide an excellent

10
environment in order to do so. For example, Oliver (2001) contends that online courses
provide an incredible opportunity to permit students to develop and strengthen critical
thinking and analytical skills. To ensure that this occurs, Oliver stressed the importance
ofthe interactive aspect of such a course. Chat rooms, e-mail, and bulletin boards allow
students to interact with one another and with the instructor. This is a potential strength
of an online course. Some shy students would be able to use their isolation in a positive
manner in order to put input into the learning environment without the fear of potential
taunts and jeers that could occur in a classroom situation. In contrast, some bolder
students would, according to Oliver, relish the opportunity to be heard in an online
setting, as well. Thompson & Randall (2001) concurred with this view, and stated that
the goal of e-learning is not simply to pass on information. This should only be a small
portion of such a course. E-learning should foster creativity and should "encourage
learners to believe in their own potential" (p. 290). While the focus of their study was on
entrepreneurship and creativity in the business world, it follows that if business people
learn best through constructivist learning, students in high school can also learn this way.
Like many of the researchers in this review, Thompson & Randall claim that Vygotski's
(1978) principles of constructivism are vital to encourage student learning.
Murphy & Gazi (2001) elaborate on the value of constructivism. They found that
graduate students valued the learning opportunities through various activities that could
build on the students' prior knowledge and experiences. They also noted the importance
of working with other students online. They found that "having multiple participants in a
computer conference contributes to individual constructions of meaning, their abilities to
add new knowledge structures to those they already possess, and their abilities to explore

11

and create meaning" (p. 262). Students in this study worked together on discussions, roleplays, simulations, evaluations, and panel discussions. It must be emphasized that the
students involved in this study were graduate students and that they were already quite
familiar with the interactive software before the course began. The latter is a significant
factor in many of the studies presented herein. Few studies have described how this
situation would translate into a high school atmosphere.
Knowlton (2002) studied the design of an online course and stressed the
importance of interactivity to maintain student motivation. Students reported that the
opportunities to discuss ideas with one another and with the teacher were important
motivators. He noted that the ortline environment by itself was not a significant
motivator for most students. After the novelty of an online course wore off, the nature of
the course design and content were the factors that kept students interested in the course.
Jackson & Anagnostopoulou (2001) endorse this sentiment. They found that the course
design and the teacher are the central features of a successful online course. The fact that
the course is online, while important, is not the most significant factor in the success of
students in such classes. Good design and teaching practice make a successful online
course.
Other researchers reported the same results in their studies of online courses.
Cellis & de Beer (2001) contended that the online course must shift away from a contentdriven and pre-specified series of lectures to a balance between student acquisition of
knowledge and student contributions through individual and group activities (p. 238).
They recommended using texts only as a supplement to the course, and to use the Web
for student contributions. They stressed the importance of increased student participation

12
and group projects in an online course. Murphy (2000) surveyed adult students about
motivators, and they replied that online courses needed to avoid traditional teaching
techniques and provide interesting and relevant course materials. They reported that
group projects and group interaction were important to maintain interest in an online
course. Hiss (2000) recommended that humour should also be used to maintain
motivation. It eases the stress of new students and it shows that the facilitator cares about
the course and the students.
A framework for designing student-teacher interactive activities was built by
Mishra (2002). She also noted the importance of group work and group interaction. In
the constructivist approach, it was important that the student be seen as the center of
learning activities. Without interaction, there is little scaffolding and few opportunities to
build knowledge. Blythe (2001) also found that the course presentation must focus
around student-centered activities and avoid traditional lecture models.
To ensure student success, researchers examined the importance of motivational
and design factors. Gunn (2001) found that online courses are more successful if
students and instructors are knowledgeable about the online process. They must be
effective in using various online communication software programs. She noted the
importance of motivation, but went further than other researchers. She claimed that
students must be motivated to learn online, and that teachers must also be motivated to
teach online.
Redding & Rotzien (200 1) made the claim that online students seem to be more
motivated to be successful than are students in face-to-face classrooms. This result is not
echoed in all studies, however. Marcel (2003) studied the attitudes of 30 rural students

13
studying Advanced Placement (AP} courses online. While the students surveyed stated
that they generally enjoyed the classes, only five of the 30 passed the AP exam.
Nonetheless, the students surveyed claimed that interaction with other students and the
collaborative nature of the course, were the most important positive aspects of the courses
taken. Their negative comments focused on the fast pace of the course (a common
complaint for AP courses in general), isolation, the lack of access to texts, and
communication problems with group work. Other factors that reflected negatively on the
course were issues with online mentors and difficulties with the instructor. Despite these
complaints, most expressed satisfaction with the online nature of the course.
There are positive attributes of online courses that can improve student
motivation. Cashion & Palmieri (2002) surveyed 356 students and 63 educators involved
in vocational courses in Australia. In descending order, the respondents stated that they
preferred the flexibility of online courses, responsive teachers, the materials and the
course design, the access to resources, and the online assessment and feedback. Their
negative feelings, in ascending order, were limited access to technology, the lack of selfmotivation, inappropriate assessment methods, the lack of prompt teacher responses, and
a general confusion over the course and its expectations.
In order to be successful in an online course and to maintain motivation, students
J

must have certain learning concerns addressed. Laszlo & Kupritz (2003) noted that
college students rated course relevance and interesting materials as the most important
factors in motivation. They also stressed frequent instructor feedback to overcome the
feelings of isolation. Ludwig-Handman & Dunlop (2003) noted much of the same in
their studies of college students' beliefs about online courses. They need support services

14

such as an electronic or telephone help desk, e-mail, and access to a learning community.
This could consist of other students registered in the program or the instructor. The
students surveyed claimed that these support services were vital to overcome isolation
and to combat decreased motivation.
As in any course, there is always a variety of learning styles that the teacher must
address. This is not different in an online setting. Muir (2001) studies this problem in a
high school setting and reported that it was indeed possible to design an online course
around different student learning styles. She recommended using the constructivist
approach in any online course, and fostering cooperation and collaboration among
students. She also indicated several methods to ensure that students could use their own
preferred learning style in any online course. If students are given a choice in how they
wish to work on a set of assignments, they can learn better and can more likely enjoy the
course and the course materials. This approach is quite similar to effective teaching in a
traditional classroom setting.
Just as in a conventional course, motivation can play a major factor in the success
of students taking online courses. However, researchers have indicated several methods
of maintaining student motivation. Katz (2001) examined motivation levels in college
students involved in online courses. Some wanted to receive only online lectures and to
answer set questions. Others wanted more innovative and exciting activities, and wanted
more control over their own learning. One possible solution to such diverse interests is to
create a series of activities and give students a choice about which ones to complete.
Katz also found that many of the students at a college level tended to learn in a similar
manner, and that it was easier for college level instructors to design online activities for

15
that reason. Roblyers (1999) found that the choice of taking an online course was a
positive motivator. He also discovered that many motivational factors seemed to be
beyond the powers of an instructor. For example, previous experience with online
materials and a positive attitude toward the course were imperative for motivation and
these factors are typically formed prior to a student meeting the instructor. Nevertheless,
orientation on the use of communication software and interesting course design can help
overcome these disadvantages.
Rase & Ellis (2001) examined the overall design and goals of online learning.
They, too, found that it was important that online students have experience in online
software and in e-mail systems. They recommend that time be spent on orientation to
ensure that students can become familiar with the online expectations and behaviors
necessary to be successful in such a learning environment. They stress the constructivist
model, and believe that negotiation of goals and assessments are necessary for students to
achieve success. As well, there must be creative questioning and collaborative activities.
The curriculum must be flexible and move beyond the traditional lecture model.
Commey & Stephenson (2001) build on these ideas. They cite four outcomes
vital to learning: dialogue, involvement, support, and control. A successful online
course is much like a regular F2F course. In each outcome, there is a degree of teacher
and student control and management. A learner-managed course with more open-ended
rather than task-specific methods course would usually be the most successful. However,
with a course with an external exam, such as History 12, the outcomes could be altered to
provide a balanced approach to learning. In this type of situation, they emphasize
keeping groups small, assigning certain roles to students in group assignments, and

16
developing strategies that enhance interaction. They found that student motivation
increases when the students know that the work they do will be on display. Finally, they
note that structure allows students to know what they are doing and what they will be
doing, which improves the pace at which they work (p. 44). Web based learning can
permit students to negotiate assignments, provide appropriate dialogue, and learn better
than a traditional lecture course (p. 49).
A successful online course is not exactly the same as a face-to-face course. Bonk,
Kirkeley-Hara, & Paz Dennan (2001) note that the pedagogical design is vital for any
course to provide an acceptable environment for student success. But there are other
concerns in an online course. The social aspect is often missing and must be addressed in
some manner in an online course. Course management differs as well. The structure of
the course is often quite different from that of a F2F course. Students need orientation in
these courses and gain expertise in the software. Assessment often changes in such
courses. These are often technological concerns. Most face-to-face courses do not have
to deal with students whose work "freezes up" or who loses materials because of viruses.
The above-mentioned authors spend much of the space in their report indicating various
manners of approaching these particular difficulties.
Whitlock (2001) has been involved in distance education for over 20 years. He
identified his top attributes of a successful online course as follows (p. 188):
•

Clearly defined objectives

•

Clear signposting

•

Ease of use

•

Appropriate language

17
•

Modular structure

•

Variety of questions and problems

•

Feedback of progress

•

Testing (diagnostic and achievement)

•

Logical sequence

Whitlock also notes that there are three kinds of online instruction: WEB based and selfcontained, technological (i.e. video-conferencing) to transmit classroom activities in real
time, and planned activities using the Internet either individually or in groups. He
recommended that whatever technology is used, it must incorporate the noted attributes
of successful online teaching in order for students to be successful. He also
recommended that the instructor become an expert in the technology being used before
using it to teach students. As well, instructors should become expert in task analysis,
instructional design, goals and objectives writing, media selection, evaluation techniques,
and storyboarding (p. 189). Since the instructor is the person dealing with students and
student difficulties with the technology, the authors feel that the more knowledgeable the
instructor the easier it is to deal with the inevitable difficulties. None of these skills can
be adequately developed in a short two- or three-day workshop. Whitlock recommended
that instructors be expert in all of these skills before attempting to develop or implement
an online course.
Merisotis & Phipps (1999) examined research of online and distance education,
especially in the undergraduate setting. Their recommendations for a successful online
course follow the same procedures and beliefs as they do for a successful course within a

18

classroom environment. They stated that a successful course must incorporate all of the
following (p. 5):
•

Encourage contacts between students with faculty

•

Develop reciprocity and cooperation and students

•

Use active learning techniques

•

Give prompt feedback

•

Emphasize time-on-task

•

Communicate high expectations

•

Respect diverse talents and ways of learning

The authors emphasize that such activities are designed to enhance success in all classes,
not just those taken outside the classroom. Once again, successful strategies in a regular
classroom are recommended in an online setting as well. Good teaching remains
constant, despite the technology employed.
Ciardulli (1998) recommended many of the same sentiments noted above. The
activities that improve student success within a classroom will also do so outside the
school environment. She cited using ice-breaker activities to have students become more
comfortable with each other, the virtual classroom, and with the technology. She also
claimed that daily activities or review were essential to maintain student interest and
learning. She noted that cooperative activities were excellent methods to maintain
student involvement in learning. The social aspect oflearning must not be ignored in an
online course.
Most of the studies tend to repeat the same information. Design a course around
constructivism. Employ collaborative and cooperative exercises. Make the course

19
interesting. Ensure that the students and the instructor have some expertise with the
technology being employed. However, Borthwick, Cassity, & Zilla (2002) make one
other recommendation. In their research, they examined the difficulties faced by
switching from a face-to-face environment to an online system. As the department
switched over to a more online approach, these researchers also found that it was
imperative that the course being transformed to an online course actually be appropriate
for such a setting. If the course did not lend itself to collaborative activities and
interaction among the participants, the course would not be successful in an online
situation.
Current research on online courses has tended to emphasize consistent findings.
In order to be successful, online courses must enable students to escape potential
problems, such as difficulty with technology and isolation. There must be sufficient
orientation in the software and help desks in the form of e-mail or online bulletin boards
to permit students to work around these problems. As well, the course must encompass
the best practices of the classroom as well as the potential of the Internet. The computer
course cannot simply provide information and test for it later. It needs to provide a rich
learning environment for the students involved. If the computer serves only as a platform
for lectures, it will almost certainly fail to provide an efficient learning environment for
most students. The courses must provide a series of varied and interesting activities.
Without these, students will rapidly lose interest in the course. The social aspect of the
online course cannot be ignored. There must be ample opportunity for students to
interact with the instructor and with other students. Again, this situation must mirror the
situation in most classrooms as much as possible.

20

Research Procedures
The specific format to be used in this project is design and demonstration. The
plan was to design an online unit in History 12 and have it evaluated by the committee at
UNBC and outside educators through a questionnaire. In order to prepare the survey, I
researched how questionnaires are best designed. There is a great deal of literature
available. As well, I will use my first draft of a survey to examine other online classes. I
examined a Socials 11 unit in the Desire2Leam platform. This course is being designed
by a colleague at Prince George Secondary School. The Socials 11 unit is being designed
around the requirements of a provincial exam that becomes mandatory for students in
British Columbia in the 2005-2006 school year. After completing my research and
testing my draft survey, I modified it to more closely represent the stated goals of this
Master's degree project.
As interesting as it would be to teach the course and report on that as a
project/thesis, such an occurrence would take a great deal of time. Instead, I have chosen
to concentrate on the research and my attempt to build a unit around its
recommendations. I have been teaching History 12 for over a decade, so I am familiar
with the course and have a great deal of material collected electronically already. My
goal was to use it in an effective manner in this planned unit, or adapt it so that it would
translate into an online environment.
Procedures
1. Review of current research into online learning.
The literature review includes a large number of the research articles available. I have
discovered that many of them echo the sentiments of other researchers. In general, the

21
best online practice reflects the best face-to-face practice. They also tend to agree that
the online environment can provide a very rich environment for learning. The research I
have studied indicates that there are specific requirements to build and teach an online
course that creates an environment where students will fmd success.
2. Create a unit and ask qualified history teachers and experts to examine the
course.
This process allowed me to seek input from knowledgeable educators to see if the unit I
have designed actually meets the parameters I have established for a successful online
course. I asked four people from School District 57 (Prince George) who are familiar
with either History 12 or with best practices in curriculum and evaluation. Rory
Summers has taught History 12 for many years, and Val Kilby is deeply involved in the
development of online courses in School District 57. I have also asked a teacher from the
Nechako Lakes E-Bus program to respond to my survey. Mac Cooper has been involved
in teaching History 12 and teaching online courses through theE-Bus program for many
years. Finally, a representative of the Ministry of Education has agreed to examine the
unit. Mark Hawkes is thee-Learning Coordinator in the British Columbia Ministry of
Education and a former History 12 teacher. I feel that the depth and breath of their
experiences can permit me to revise my rough draft of my online History 12 unit.
3.

Use the research to determine best practice in online course design.

The research indicates that there are several important aspects in every online course (and
indeed, every regular classroom course as well). Briefly these successful attributes
consist of:
•

Clearly stated goals and expectations

22
•

Ease ofuse for students

•

Interesting and relevant learning activities

•

A well-structured pace to the lessons (neither too fast nor too slow)

•

Activities that stress creativity and cooperation

•

Frequent feedback from other students and the instructor

•

Activities that give students the opportunity to do well on the course
and do well in the provincial exam.

Beyond that, there are also other important attributes to be included in each set of lessons.
These include making students comfortable with the software and interaction with the
teacher and with other students. There must be a series of activities that provide
interaction and choice, as well as maintain student motivation. There were activities that
foster creativity and analytical thinking. I am fortunate that I have taught this course for
over a decade, and that I have a great deal of materials and activities that can do all ofthe
above. My challenge will be to adapt them to an online setting. All of these
characteristics must be included in every teaching unit of the course.
4. Using History 12 IRPs, design a series oflessons built around the research
recommendations and survey results.
The History 12 IRP is divided into six units. The first is the Study of History, which
includes historiography and the ability to interpret primary and secondary documents. ·
This unit is meant to be integrated throughout the entire course, so it will not be included
as a separate unit in this study. The remaining units consist of events in different time
frames: 1919, 1999-1933, 1933-1945, 1945-1963, and 1963-1991. I thought it reasonable
to develop the introductory (1919) unit of study for History 12 because it included the

23
attributes listed above. Additionally, the unit included a test at the end to determine
student learning. Test-taking, critical thinking, analytical thinking, and writing skills will
also be assessed as they make up a great deal of the skills needed to be successful on the
provincial exam. Since there is a thematically-based question worth so much of the
student's final mark on the exam, the methodology oflearning to write this type of essay
will be integrated into the units as well. However, I believe that if students are willing to
take this course online, they should be able to access the available exams on the Ministry
website.
In order to view the course, go to:
sd57 .desire2learn.com
ID: krutherford
Password: changeme
Go to: Kim Rutherford's Sandbox, (the bottom one), click on content, and follow
the modules.
To see how Vclass will be used, go to:
www.elluminate.com/demos events landing.jsp
Click on: Recorded Demo
To examine the Integrated Resource Package for History 12, go to:
http: //www.bced.gov.bc.ca/irplhis12/histoc.htm
The online History 12 course is designed much like a regular classroom unit. Since many
students are not successful in a self-paced environment, students will have to be "in"
class at stated times, just like a face-to-face class. The pace of the course will not be set
by the student but by the instructor, so students will not easily be able to put off an
assignment for a later date. The goals of the unit are spelled out in the introduction to the
unit in Module 2, and these objectives will be incorporated into the final unit test. To
combat the potential feelings of isolation experienced by many online students, many of

24

the exercises are cooperative in nature. Students are required to work with other students
and with the instructor in order to be successful. In short, the unit should offer all of the
best from a face-to-face classroom environment and the best an online environment can
offer.
The course will make use of two types of learning platforms. The first will be the
Desire2learn (D2L) site (sd57.desire2learn.com). The lectures and exercises will all be
included on that site. Students will not need a great deal of computer knowledge to
manage this program. If they can send e-mail and chat, they can be very comfortable
using the program. To test the students' computer abilities, the introductory lesson asks
them to view the Internet, answer questions, and e-mail them to the instructor. The
lectures will be presented as a web page, and therefore cannot be altered by the student.
However, students can go back to the past notes at any time to review. Within the D2L
Web pages will be links to various other sites, such as the BBC World War I site
(http://www.bbc.co.uklhistory/war/wwoneO or www.schoolhistory.co.uk. These sites
will allow students to expand their knowledge of the information presented on the D2L
pages. As well, the schoolhistory site is filled with numerous games and activities to
maintain student interest in the course.
All the assignments will be presented as WORD.6 documents. Most computers
today use this word processing program. For those that do not, WORD.6 easily translates
into various other processing programs. Because they are presented in a word processing
format, students may type their answers to the questions right on the document and send
them to the instructor through the D2L e-mail or through the FirstClass account that
School District #57 uses. These can then be graded on the sheet itself and returned to the

25
student. This gives the students feedback on their work and gives them another place to
study for tests and the exam.

It is important to note that the D2L program does not operate independently in
this History 12 unit. Students will be required to have at least one textbook (The World

This Century) as one of their sources. This can be supplied either by the Distance
Learning section of School District #57 or by Prince George Secondary School, the
"home base" of the course. Students who are quite far away from Prince George can also
enlist the aid of a local high school to borrow the necessary text, a practice followed by
many distance education students.
The third part of the course is not included in this presentation of the course. It is
called V class and runs through the Elluminate platform. Through this program, the
students and the instructor are connected by computer and microphones. Topics can be
displayed on the student computers, and the instructor and the students can discuss it in
real time. This permits the teacher to supplement the lectures, clarify the presentations,
answer questions and probe student knowledge. It is an integral part of the course. It is
vital to note that D2L, the textbook, and V class all work together as the instructional
tools for the online course.
The exercises for the course are designed to ensure that students learn the
materials and are prepared for the provincial exam. Students will learn the content of the
course through the lectures, discussions, and the numerous available web sites. Some of
the assignments (particularly the vocabulary exercises) are designed to expand student
knowledge of the content necessary to be successful in the course. Students can also
apply higher level thinking skills through many of the essay questions and exercises

26
dealing with interpreting documents. Since many of the questions on the provincial exam
deal with applying higher level thinking skills, these exercises can help prepare students
for the exam. Finally, many of the assigmnent questions ask students to apply their
knowledge (such as making determinations about which actions of Lenin followed
communist principles and which did not). The essay question (the "to what extent. .. ?"
exercise) and the study of documents encourage students to apply analysis and evaluation
skills to the content. A very useful tool to monitor student progress will be the test,
which approximates the types of questions students will receive on the final exam.
Constructivism plays an important part in the unit. Class discussions will
encourage cooperation and collaboration. The first exercise of designing a peace treaty
requires students to work together and build upon each other's skills and knowledge to
design an appropriate peace treaty. ·The D2L notes and the V class discussions build upon
this exercise when we collectively examine the real treaties and analyze their flaws.
Students are required to work together on the higher level thinking questions on the two
topic assigmnents. The assigmnents will require students to pool their knowledge and
abilities to produce a final product. This will approximate the cooperative learning aspect
of a face-to-face classroom. Students experiencing difficulties will be able to work with
other students and with the instructor through e-mails and discussion boards, as well as
through Vclass. In the introduction, I have informed the students that I check my e-mail
daily and encourage them to discuss their problems and difficulties with me or with the
other students.
The advantage of the online course is the rich environment available on the
Internet to expand and stimulate student learning right at the students' fingertips. In a

27
regular classroom, the opportunities to work on this would be limited by the number of
computers and computer labs available at a given time. The www.schoolhistory.co.uk
site is an excellent example, and one I plan to use quite frequently during the course.
Students can access the huge number ofPowerPoint presentations to examine comment.
The site also has instructions on how to interpret cartoons and other primary sources, a
necessary tool for being successful on the final exam. The BBC site
(http://www.bbc.co.uk/history/war/wwoneD has a series of videos about the First World
War, clearly demonstrating the horrors of the "War to End All Wars." It also contains a
simulation that allows students to go on four missions, taking three types of weapons
with them on each mission. The students will find that most of the missions either end in
a major failure or in a draw, much like the actual battles in the war.
If I want my traditional classroom students to participate in this exercise, I have to
book a lab in the school. I would have to help the students find the site and how to
negotiate through it. However, in the online environment the students, by definition, are
already on the Internet and have access to computers. These classes would not be a
"special trip" to the lab. Instead, they would be a common aspect of the course.
In summary, the first unit of the online History 12 course I have designed will
incorporate all of the positive aspects of a traditional course and allow students to
experience the potential of an online environment. Students will be able to take notes,
participate in discussions, do group work, write essays and assignments, and watch
videos, just as they would in a regular class. The technology should help alleviate some
)

of the feelings of isolation many distance-learning students feel when taking online

28
courses. Additionally, the students must log in at certain times in order to be "in" class.
This should keep them on task and participating, an essential part of any course.

29
Results

The design and content of the survey for the respondents to use to evaluate the
course went through several phases. I looked through my UNBC texts for principles of
survey design. I also examined the goals of the unit and designed questions around
whether or not these goals appeared to have been met. I examined a unit designed by a
colleague, JP Martin, and attempted to fill out the questionnaire I designed. In order to
view Mr. Martin's course, go to: sd57.desire2leam.com. The user ID is JPMartin, and
the password is changeme. Click on JP Martin's Sandbox and then on Content. I
discovered that I needed a wider range of challenges in order to answer questions about
course design and effectiveness. As well, I found that my original format may have
worked well as a paper survey, but did not lend itself well to ease of use when replying
online. Therefore, I changed the format to a series of tables and text blocks to make it
much easier for the respondents to reply through e-mail.
Of the seven people I had contacted to read over my project and complete a
survey, four responded. Mark Hawkes, Rory Summers, Val Kilby, and Mac Cooper were
able to complete and return the survey, while three others from District 57 did not.
Nonetheless, I feel that I have a good mixture of respondents. Mr. Hawkes, Mr.
Summers, and Mr. Cooper have extensive experience with the History 12 course, while
Ms. Kilby has been involved with School District 57's technology initiatives for several
years. Mr. Hawkes is the coordinator of online learning within the Ministry of Education
in British Columbia and is therefore familiar with how a successful online course should
be constructed and, unlike the other respondents, is not an acquaintance. I was especially
grateful for the comments from Mr. Cooper, as he has been working on developing an

30

online History 12 course for the past number of years. I have summarized the results in
Tablel.
Table 1: Summary of Survey Results

The content of the course covers the materials
listed in the IRP
Student learning outcomes are clearly stated
Assignments and other aspects of student
work reflect the desired learning outcomes for
the unit
The course provides activities that allow
students to adequately display what they have
learned.
The unit supports the different learning styles
of the students
The students have opportunities to interact
with a variety of media
Students are given several opportunities to
work in cooperative groups
Learning activities permit students to build on
earlier knowledge
Students use writing to display their learning
of the course material
Content is presented in a clear and logical
pattern.
Reading level is appropriate for grade 12
students
The format of presentation is appropriate for
grade 12 students
The site is easy for students to navigate.
The course would work well as a teacher_!'_aced course
The links are appropriate for the course.
The format of the course permits interaction
between the students and students and students
and teacher
The teacher is familiar with the scope and
desired outcomes of the course
Activities that give students the opportunity to
do well on the course and do well in the
provincial exam

Strongly
Agree

Agree

Undecided

2

1

1

1

2

1

3

2

2

Disagree

4

Strongly
Disagree

4
4

3

1

1

4
3

1
1

3
2

1

2
2

2
2

4
2

1

1

1

4
1

3

In general, the responses to the course as originally designed were positive. All of

the respondents agreed or strongly agreed with 12 of the 18 questions. The respondents

31

strongly agreed that the content of the course covered the IRPs, that the student learning
outcomes were clearly stated, that the assignments were appropriate, that the students
were able to write a great deal, that the links were appropriate, and that the teacher
seemed familiar with the course. All of the respondents either strongly agreed or agreed
that the students had opportunities to interact with media, that they could work in
cooperative groups, that the site was easy to navigate, and that the unit could prepare
students for the provincial exam. On five of the questions, there was one undecided
response. These questions included whether the students could properly display what
they had learned, building on prior knowledge, the reading level, the format of the
presentation, and the opportunities for the students and the teacher to interact. Finally,
one respondent felt that the unit did not support the differing learning styles of students.
Of the comments I received, some dealt with the technology in general. Mr.
Cooper was concerned about the possibility of the computers freezing up, a not
uncommon occurrence on the Internet. Mr. Hawkes was questioning whether I had
explored enough of the richness of the technology when he asked ifl had planned to use
videos, blogs, etc. Mr. Summers was concerned about a very real problem: how does the
unit deal with the potential for students feeling isolated while taking a course online?
Other comments involved stressing the need for prior reading and trying to have students
connect past events with current events. In general, however, the responses were positive
and all seemed to be content with the overall design and content of the unit.

32

Discussion
As Mr. Hawkes pointed out, and as several colleagues have informed me, the
design of an online course is an evolutionary process. Even though I have been teaching
this course for more than 15 years, I have found myself constantly making changes in the
presentation of course materials throughout that time. An online course is really no
different. I have taken many of the materials I already use in a traditional classroom and
put them into the design of this unit. As I worked on the unit, I found that I could not
ignore the incredible resources available on the Internet for students and teachers alike.
For example, the www.schoolhistory.co.uk site is a treasure house of information for
students. I felt that I had stressed the value of this site in the design of the course, but the
respondents indicated that perhaps I should do more. As well, in the midst of designing
the unit I was introduced to the world ofblogging, a series of web sites that permit people
to create a site for discussion and open it to anyone who wishes to enter the discussion.
The value of this form of communication is extensive. A blog can be set up at any time,
by anybody, on any topic. In the final version of any online course, it would work in a
manner that would eliminate the need for a drop box within the D2L platform. Students
could more easily communicate with each other and with the instructor, and outside
parties could participate as well. Potentially, this could lead to exciting learning
opportunities. For example, when studying the politics ofthe Middle East, one could ask
the ambassadors from Middle Eastern nations to contribute their thoughts and beliefs on
past and present events. It would resemble a guest speaker in a classroom, but there
would be no geographic limits to having a guest speaker.

33
As a result of the criticisms, I revised the course in several areas. I stressed the
need for students to read ahead in their texts. This will be found in the introductory page
and several reminders are placed throughout the various lessons. I have also introduced
students to several other excellent web sites they can access in order to gain more
information about the course. As well, I have created a link for the students to the

schoolhistory online games that they can use to review for unit tests and for the final
exam.
I followed Mr. Hawkes' advice and examined the www.vark-lean.com site. I
found that many of the suggestions included there are already included in my unit. I feel
that the V -Class aspect of the course will help fill in any of the gaps in some of the
learning styles of the potential students. Aural learners would most certainly benefit from
such a program. As I noted earlier in the paper, it is difficult to access this aspect of the
online unit because it would be just like a discussion in a classroom. While there would
be general ideas about where the discussion was going, the students themselves would
dictate the content of the discussion through their comments and questions. For example,
when we discuss the actual contents of the Paris Peace Treaties, students typically ask
why the "Big Three" were so narrow-minded in their policies and decisions. I normally
ask other students to discuss and comment on such a statement, and hope it leads to the
idea that the leaders basically came up with a series of treaties that were, on the whole,
beyond their control. Even though the treaties seemed harsh, the French President was
ousted from the government by the French people because he was too easy on the
Germans. This type of conversation and discussion comes from the nature of the
students, and really cannot be built into a structured written program.

34
Finally, the unit was criticized for not having enough different materials for
students. I have taught this course for a number of years, and I have found that it is vital
to catch the students' interests in order to maintain their level of motivation. To this end,
I have always kept the first unit relatively simple and straightforward in order to keep
from overwhelming the students. In this unit, they are expected to interact on the peace
treaty exercise, answer a series of questions, watch some videos, play some review
games, learn to write a specific type of essay, and learn how to read primary and
secondary sources. I did not feel that they needed any more activities that those in order
to learn and appreciate the nature of the course.

35
Conclusions

There have been huge technological changes in the past few decades in the form
of communication and computer usage. Students have become much more adept with
computers, chat rooms, blogs, and Internet use. As well, there has been a recent push for
the development of online courses for students who, for whatever reason, cannot take
classes in a regular classroom environment. Therefore, it makes sense to develop courses
that take advantage of student abilities and current technology. Contemporary research
indicates that it is vital to develop courses that mirror many of the best practices of
classroom teaching. These studies stress the constructivist approach to learning and state
the online courses must be built around this method. Students must be able to replicate
the pedagogical and social aspects of a regular classroom in order to be successful on an
online course. To that end, my plan was to design an online History 12 course that
includes the best ideas of the research into such courses. I believe that this unit works
well as an introductory unit to the History 12 course.
If I were to do such a study again, there are several things I would do differently.
For example, I would try to expand the number of people who would review the course.
I found that I had to tum primarily to colleagues within the school district, and I feel that
some of their responses could have been influenced by our personal relationship. I would
contact the Provincial Specialist Association for Social Studies and asked members at
random to respond to the unit. When I design the remainder of the course, I will be
recommending that the local school district purchase rights to online videos so that
students would be able to access more visuals beyond the written word.

36
Finally, this unit is not the final product, just as teachers never have a finished,
unchanging unit for a conventional class. As I made my way through the development of
this unit, I was told over and over again that the development of an online course was an
endless project. Colleagues told me that whatever courses they had designed changed
every time they taught them. Just as in a traditional classroom, the course is never taught
twice in the same way. I would recommend that teachers take advantage of the unit and
make revisions as they see fit. This unit is designed to be evolutionary.

37

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40
Appendix A: Survey Instrument
Look at the course presented at the following site: sd57 .desire2learn.com
The ID is: krutherford
Password: changeme
Click on Kim Rutherford's Sandbox (the bottom one)
Click on Content and follow the links.
Remember that this course will also make use ofVclass, allowing more interaction
between students and students and students and teachers. Examples ofhow the Vclass
program operates can be found at:
www.elluminate.com/demos events landing.jsp
Click on: Recorded Demo
To examine the Integrated Resource Package for History 12, go to:
http://www. heed. gov .be. calirplhis 12/histoc.htm
Please fill in the following information:
Name
Address
Ex_perience with online courses and/or with History 12
After you have examined the site, please complete the following survey. Place an X in
the appropriate box

The content of the course covers the materials
listed in the IRP
Student learning outcomes are clearly stated
Assignments and other aspects of student
work reflect the desired learning outcomes for
the unit
The course provides activities that allow
students to adequately display what they have
learned.
The unit supports the different learning styles
of the students

Strongly
Agree

Agree

Undecided

Disagree

Strongly
Disagree

41
The students have opportunities to interact
with a variety of media
Students are given several opportunities to
work in cooperative groups
Learning activities permit students to build on
earlier knowledge
Students use writing to display their learning
of the course material
Content is presented in a clear and logical
pattern.
Reading level is appropriate for grade 12
students
The format of presentation is appropriate for
grade 12 students
The site is easy for students to navigate.
The course would work well as a teacherpaced course
The links are appropriate for the course.
The teacher is familiar with the scope and
desired outcomes of the course
The format of the course permits interaction
between students and students and students
and teacher
Activities that give students the opportunity to
do well on the course and do well in the
provincial exam.
Comments: Please type any comments into the field below.

J
When you have finished, please return this to me as an attachment on e-mail
My e-mail address is: krutherford@sd57.bc.ca
Thank you very much for your participation.
Kim Rutherford
Prince George Secondary School, Prince George, BC

42

Appendix B: Survey Responses
Please fill in the following information:
Name
I Respondent A
Experience with online courses and/or with History 12
Coordinating online courses at Prince George Secondary. Spent a year exploring quality
online course delivery
After you have examined the site, please complete the following survey. Place an X in
the appropriate box

The content of the course covers the materials
listed in the IRP

Strongly
Agree
x

Student learning outcomes are clearly stated

x

Assignments and other aspects of student
work reflect the desired learning outcomes for
the unit
The course provides activities that allow
students to adequately display what they have
learned.
The unit supports the different learning styles
of the students

x
x
x

The students have opportunities to interact
with a variety of media

x

Students are given several opportunities to
work in cooperative groups

x

Learning activities permit students to build on
earlier knowledge

x

Students use writing to display their learning
of the course material

x

Content is presented in a clear and logical
pattern.

x

Reading level is appropriate for grade 12
students

x

Agree

Undecided

Disagree

Strongly
Disagree

43
The format of presentation is appropriate for
grade 12 students

x

The site is easy for students to navigate.

x

The course would work well as a teacherpaced course

x

The links are appropriate for the course.

x

The teacher is familiar with the scope and
desired outcomes of the course

x

The format of the course permits interaction
between students and students and students
and teacher
Activities that give students the opportunity to
do well on the course and do well in the
provincial exam.

x
x

Comments: Please type any comments into the field below.
A terrific beginning Kim- layout easy to navigate and clear ; good variety in learning opportunities; and
gotta love the dog jokes! <grin>
When you have finished, please return this to me as an attachment on e-mail
My e-mail address is: krutherford@sd57.bc.ca
Thank you very much for your participation.

Kim Rutherford
Prince George Secondary School, Prince George, BC

44
Please fill in the following information:
Name:

I Respondent B
Experience with online courses and/or with History 12

I Taught Histor12, but I have not had much experience with online courses
After you have examined the site, please complete the following survey. Place an X in
the appropriate box
Strongly
Agree

The content of the course covers the materials
listed in the IRP

X

Student learning outcomes are clearly stated

X

Assignments and other aspects of student
work reflect the desired learning outcomes for
the unit
The course provides activities that allow
students to adequately display what they have
learned.
The unit supports the different learning styles
of the students

X

The students have opportunities to interact
with a variety of media

X

Students are given several opportunities to
work in cooperative groups

X

Learning activities permit students to build on
earlier knowledge

X

Students use writing to display their learning
of the course material

X

Content is presented in a clear and logical
pattern.

X

Reading level is appropriate for grade 12
students

X

The format of presentation is appropriate for
grade 12 students

X

The site is easy for students to navigate.

X

Agree

X
X

Undecided

Disagree

Strongly
Disagree

45

The course would work well as a teacherpaced course

X

The links are appropriate for the course.

X

The teacher is familiar with the scope and
desired outcomes of the course

X

The format of the course permits interaction
between students and students and students
and teacher
Activities that give students the opportunity to
do well on the course and do well in the
provincial exam.

X
X

Comments: Please type any comments into the field below.
Taking a online course has its advantages and disadvantages- working in isolation is a disadvantage and
students will need to have a lot of self-discipline in order to ensure that they meet the learning outcomes.
Perhaps a discussion on the need to do a lot of pre reading on the units prior to starting the units would be
advantageous - good luck!
When you have finished, please return this to me as an attachment on e-mail
My e-mail address is: krutherford@sd57.bc.ca
Thank you very much for your participation.
Kim Rutherford
Prince George Secondary School, Prince George, BC

46
Look at the course presented at the following site: sd57.desire2learn.com
The ID is: krutherford
Password: changeme
Click on Kim Rutherford's Sandbox (the bottom one)
Click on Content and follow the links.
Remember that this course will also make use of V class, allowing more interaction
between students and students and students and teachers. Examples ofhow the Vclass
program operates can be found at:
www.elluminate.com/demos events landing.jsp
Click on: Recorded Demo
To examine the Integrated Resource Package for History 12, go to:
http://www .heed. gov. be. ca/irp/his 12/histoc.htm
Please fill in the following information:
Name
I Respondent C
Experience with online courses and/or with History 12
Taught Hi 12 11 years at NVSS in Vanderhoof, B.C.
Taught online courses with Ebus for the last 5 years, including SS 9, SS 10, SS 11, and
Hi 12.
Marked Government exam in Hi 12 3 times
Attended numerous SS LSA conferences, to gain more knowledge about how to teach Hi
12

After you have examined the site, please complete the following survey. Place an X in
the appropriate box

The content of the course covers the materials
listed in the IRP

Strongly
Agree

X

Student learning outcomes are clearly stated

X

Assignments and other aspects of student
work reflect the desired learning outcomes
for the unit
The course provides activities that allow
students to adequately display what they have
learned.

X

X

Agree

Undecided

Disagree

Strongly
Disagree

47
The unit supports the different learning styles
of the students

X

The students have opportunities to interact
with a variety of media

X

Students are given several opportunities to
work in cooperative groups

X

Learning activities permit students to build on
earlier knowledge

X

Students use writing to display their learning
of the course material

X

Content is presented in a clear and logical
pattern.
Reading level is appropriate for grade 12
students

X
X

The format of presentation is appropriate for
grade 12 students

X

The site is easy for students to navigate.

X

The course would work well as a teacherpaced course

X

The links are appropriate for the course.

X

The teacher is familiar with the scope and
desired outcomes of the course

X

The format of the course permits interaction
between students and students and students
and teacher
Activities that give students the opportunity
to do well on the course and do well in the
provincial exam.

X
X

Comments: Please type any comments into the field below.
In general, I found the course appropriate and well-organized. I had some problems when I tried to enter a
site and my computer froze up. what will students do if they cannot access the websites or face
technology-related problems? Is this a matter for concern?
I noticed that you intend to have students communicate regarding the first paper- is this something that
will be done online or in the classroom or by phone? I think this course is very promising! - Mac
When you have finished, please return this to me as an attachment on e-mail

48
My e-mail address is: krutherford@sd57.bc.ca
Thank you very much for your participation.
Kim Rutherford
Prince George Secondary School, Prince George, BC

49

Look at the course presented at the following site: sd57.desire2learn.com
The ID is: krutherford
Password: changeme
Click on Kim Rutherford's Sandbox (the bottom one)
Click on Content and follow the links.
Remember that this course will also make use ofVclass, allowing more interaction
between students and students and students and teachers. Examples ofhow the Vclass
program operates can be found at:
www.elluminate.com/demos events landing.jsp
Click on: Recorded Demo
To examine the Integrated Resource Package for History 12, go to:
http://www.bced.gov.bc.calirplhisl2/histoc.htm
Please fill in the following information:
Name
I Respondent D
Experience with online courses and/or with History 12
e-learning coordinator for Ministry, developer ofTB education courses for healthcare
practitioners, taught History 12 in 1990's
After you have examined the site, please complete the following survey. Place an X in
the appropriate box

The content of the course covers the materials
listed in the IRP

Strongly
Agree

Undecided

Disagree

X

Student learning outcomes are clearly stated

X

Assignments and other aspects of student
work reflect the desired learning outcomes for
the unit
The course provides activities that allow
students to adequately display what they have
learned.
The unit supports the different learning styles
of the students

X

The students have opportunities to interact
with a variety of media

Agree

Strongly
Disagree

X
X

X

I

50
Students are given several opportunities to
work in cooperative groups

X

Learning activities permit students to build on
earlier knowledge

X

Students use writing to display their learning
of the course material

X

Content is presented in a clear and logical
pattern.

X

Reading level is appropriate for grade 12
students

X

The format of presentation is appropriate for
grade 12 students

X

The site is easy for students to navigate.

X

The course would work well as a teacherpaced course

X

The links are appropriate for the course.

X

The teacher is familiar with the scope and
desired outcomes of the course

X

The format of the course permits interaction
between students and students and students
and teacher
Activities that give students the opportunity to
do well on the course and do well in the
provincial exam.

X
X

Comments: Please type any comments into the field below.
Kim:
I'll provide some comments on the items that I indicated were Undecided or Disagree:
"activities that allow students to adequately display what they have learned" --it's hard to know without
the entire course to go by. What I see so far are mainly answers to questions, with one essay. Many online
courses never get beyond "read the chapter, answer the questions" ...probably because it isn't easy to
provide engaging, thought-provoking challenges and activities. Ideally, students will be given
opportunities to demonstrate learning in the form of multimedia presentations and other means of
expression that require higher order thinking skills.

I

51
" ... supports the different learning styles of the students"- the predominant learning style addressed is
Read/Write. Some of the linked websites provide multimedia, but the student is not given a specific option
to take one learning style pathway over another, so it would be hit and miss for the Visual, Aural and
Kinesthetic learners. You might fmd this site useful: http://www.vark-learn.com/english/index.asp
"activities permit students to build on earlier knowledge"- I don't recall seeing this specifically, but I may
just have missed it.
"Reading level is appropriate" - I've been out of the classroom for a while now, but I get the impression
that reading ability has slipped over the years. Much of the text is written at an adult, academic level and
might not engage the student, or even act as a barrier to learning. I'm not an advocate of "dumbing down"
the language, but there may be a case to be made for talking to students in their own voice sometimes. The
best way to fmd out would be to do an experiment using two different approaches to the same
information ... then ask the students which they preferred. (and test them to see whether their preference
resulted in better performance)
"format of presentation is appropriate" - I guess I'd like to see more opportunities for interaction using IM,
text/voice/video chat, forums, blogs, and wiki's. The course pages could be more visually stimulating, as
well. I'm not sure about the use of red font for highlighting ...perhaps if these were hot linked to a glossary
or additional information. It's hard to know how much factual data to provide that's already in the text or
the linked websites . . .I wonder if it wouldn't be better to limit the course pages to the highest level
concepts/themes? Perhaps posing key problems or questions would be good. In some ways I think "less is
more" at this stage of the course. The important thing is to engage the students and motivate them to seek
out the detailed information that will explain things and enable them to solve challenges. Another useful
strategy is to present a modem day situation (real or fictional) that parallels the past. That way you avoid
the preconceptions that they have about what happened and why. Rather than ask them "what would you
have done back then", which holds little relevance, you can ask "using the insights you can gather from
what happened back then, what would you do in this situation here and now?"
I know that it's hard to get really creative when the entire course is geared to a provincial exam that tests
factoid memorization more than critical thinking skills, but maybe there' s a bit of latitude.
Anyway, overall a pretty solid start on an online course. These things are evolutionary and I'm sure you
will continue to refine and improve it as you gain experience and insight from running kids through it.
You might find this site useful for creating and administering surveys in the future :
http://www.surveymonkey.com/

52

When you have finished, please return this to me as an attachment on e-mail
My e-mail address is: krutherford@sd57.bc.ca
Thank you very much for your participation.
Kim Rutherford
Prince George Secondary School, Prince George, BC

53
Appendix C: Final Draft of the Unit

54

History 12
My name is Mr. Rutherford, and welcome to an online version of the History 12 course.
I hope you find it interesting. Other than being online, the goals and expectations for the
course remain the same as a face-to-face course. You need to be in class (connected
online) at regular times. You'll need to do homework. You'll often need to work in
cooperative groups with other members of the class. You'll often have to work by
yourselves. If you have problems or questions, you can ask your teacher or other
students. You will have a test at the end of every unit we do, and you will have a
provincial exam at the end of the course. The course itself covers the scope of world
history from 1919 to 1991. We'll begin by looking at peacemaking in 1919 and how that
led to the Second World War in 1939.
I hope to ensure that you are not too anxious about taking an online course. In order to be
successful, you need only a few skills other than those you would use in a regular face-toface (F2F) classroom. You need to know how to navigate through the Internet. You
need to know how to use e-mail. You need to know how to contribute to a chat room
environment. Aside from that, you will find this course very similar to F2F classes.
Look around the site you're in now. You'll find everything you need to successfully
navigate your way through the course. On the tool bar you'll find content, e-mail, chat
lines, and test bars. You should make yourself as comfortable with these features as you
can. Shortly, you '11 use them as naturally as you would take out a binder or a textbook in
a F2F class.
We will follow a fairly simply format for the class. You are expected to be online with
the class for three hours a week. We will usually begin with a discussion of the
answers to the assignment that was due that day, then some notes, and then a new
assignment. If you are not online with us, it will be just like missing a F2F class-your
parents or guardians will have to provide an excuse for your absence. Excessive
absenteeism will lead to discipline-often this means you will be asked to leave the
course. In the notes, you will find several items highlighted in red. This indicates that
these are major ideas that you must be certain to know. They will be very helpful as you
study for exams and for tests.
The marking scheme is also quite simple: 30% of your marks will come from the day-today assignments, 30% will come from the tests I give you, and 40% will come from the
provincial exam.
In order to do well in this course and on the final exam, you will need to keep up-to-date
with all classroom activities and readings. I CANNOT EMPHASIZE ENOUGH THAT
YOU MUST DO YOUR READINGS, AND I HEARTILY ENCOURAGE YOU TO DO
YOUR READINGS IN ADVANCE OF THE CLASSES. In this manner, you will be

55

more prepared to participate in the class discussions and you will find that you will get a
great deal more out of the class. It also allows you to ask questions about materials you
didn't understand or for which you need more clarification. You will be sending your
finished work to me through the e-mail listed on this site or directly to my school address:
krutherford@sd57.bc.ca. Feel free to contact me at any time about any problems,
concerns, or questions you may have. I check my e-mail at least once a day (usually at
the end of the work day) so I will try to get back to you as quickly as I can. Remember,
you also have classmates you can contact for help as well, just as you would ask a
question of the student sitting next to you in a regular classroom.
There are a number of useful websites that will help guide you through the content of the
course. One of the best is:
www. schoo lhistory. co. uk
It contains a large amount of content, links to other helpful sites, and plenty of review
games and activities. Try it out when you get a chance.

-----

The following are the curriculum organizers for the course. I put them here so you can
get a feel for the course: you are not expected to memorize these. You should have a
look through them so you have an idea of what's expected of you in History 12. Take a
glance through them and meet me at the bottom of the page.
DESCRIPTION OF THE CURRICULUM ORGANIZERS
1. THE STUDY OF HISTORY
The prescribed learning outcomes (PLO's) in The Study of History emphasize the skills
and attitudes associated with appreciating history and developing the skills needed for

56

further study in history and related disciplines. Beyond the skills of conducting research,
students must, for example, be able to analyse the relevance of historical documents and
records, develop interpretations of the documents they select, and demonstrate a sound
grasp of the historical chronology and context in which the events took place. The
learning outcomes, therefore, focus on the appreciation of history, interpretation of
history, the skills of the historian, and the writing of history. They are meant to be
applied, where appropriate, throughout the course.

2. CONFLICT AND CHALLENGE: THE WORLD OF 1919

The chronology for this organizer begins with the issues and problems facing the
peacemakers at the Paris Peace Conference in 1919. The world had just passed through the
catastrophic conflict of the First World War, "the war to end all wars." The global scale of
the tragedy set the stage for the challenges facing the world in 1919, particularly those
arising from the peace treaty, the new strength of communist ideology, and the social,
geopolitical, and economic upheavals that followed the war. This period introduces students
to the concepts of nationalism and imperialism, and to the powerful influence of communist
ideology around the world.

3. PROMISE AND COLLAPSE: 1919- 1933

A brief period of apparent promise of renewed peace and prosperity followed the First
World War. During the 1920s, international agreements suggested a willingness among
nations to resolve conflicts through negotiation. The contentious issue of German reparation
payments was alleviated, and the League of Nations, despite its political weaknesses,
worked to improve living and working conditions. This period of hope ended with the global
economic collapse of the Great Depression. Nations met this crisis by turning inward and

57

seeking individual solutions. The Great Depression brought to the foreground issues and
hostilities that the Paris Peace Conference had either failed to resolve or had created, leading
the world to a new period of "turmoil and tragedy." In studying this period, students
examine the worldwide implications of the establishment of fascism and communism in
Europe and the important influence of economic factors on events, especially in the United
States. This period also introduces the growing movement toward national selfdetermination in many colonized countries.

4. TURMOIL AND TRAGEDY: 1933 - 1945

During this period, the League of Nations failed to come to terms with the reality of fascist
aggression. Hopes for recovery and reconstruction were dashed. The problems associated
with the aspirations of ethnic minorities intensified with the arbitrary national boundaries
imposed at the Paris Peace Conference. The Great Depression, which saw the collapse of
many national economies, aided the rise of dictators who used aggression as an instrument
of national policy. The failure of the League to stop this aggression added to the turmoil
around the world. At the same time, the inability of the leaders to settle disputes peacefully
encouraged Japanese aggression in the Pacific and helped the expansionist policies of
Mussolini and Hitler. The result was the tragedy and horror of the Second World War. This
period introduces students to the causes of the Second World War, especially the influence
of the Great Depression on the growth of totalitarian regimes, as well as the characteristics
of totalitarian and democratic systems. Students also examine how a number of major
developments of this period, especially new weapons technology, the concept of"total war,"
and the use of mass communications had a lasting impact on events for the remainder of the
century.
5. TRANSFORMATION AND TENSION: 1945 - 1963

58

The end of the Second World War marked a major transformation in world affairs. The
defeat of Germany and Japan created a realignment of power. On a global scale, the war led
to a decline in European influence and renewed efforts for colonial independence. The
emergence of the U.S.A. and U.S.S.R. as the two major powers and their competition for
spheres of influence created a mood of increasing tension characterized as the Cold War.
Underlining this tension was the presence of the nuclear threat. Significant events of this
period include the struggles for new national status in India, Africa, the Middle East, and
South-East Asia; the spread of communism; and the buildup of confrontations between the
two superpowers that culminated in the Cuban Missile Crisis of 1962. In studying this
period, students explore the far-reaching effects of the Cold War, including the emergence
of new economic and political alliances, and the growing strength of independence
movements in the colonial territories. Students also examine the struggle for individual
rights and the new imperative for international cooperation that accompanied the nuclear
age.
6. PROGRESS AND UNCERTAINTY: 1963-1991

After the Cuban Missile Crisis, relations between the superpowers gradually eased into a
period of detente, characterized by agreements on the control of nuclear arms and the
settlement of post-Second World War issues such as "the German question."
Nevertheless, conflict continued in many parts of the world, including the Middle East,
South-East Asia, and some of the newly independent countries of Asia and Africa. But
even these conflicts were eventually fully or partly settled. The breakup of the Soviet
empire set a seal on the end of the Cold War, while contributing to a resurgence of
nationalism in areas such as the Balkans. The gradual emergence of China influenced the
realignment of power in the world. Approaching the end of the 20th century, the world
experienced a surge in scientific and technological knowledge. At the same time, it faced
the challenges of global issues such as nuclear proliferation, terrorism, and widespread
economic and social problems. As they study this period, students examine conflicts in
Asia and the Middle East and their effects both on domestic events in the U.S.A. and
U.S.S.R. and on the international balance of power. Students also explore the rise of
popular movements seeking new rights and freedoms, including the struggle for women's
equality. Other developments of importance during this period are the advance of
computer technology and the growing competition for natural resources. Finally, students
examine the ongoing impact of the most significant developments of this period: the
ending of the Cold War, the breakup of the U.S.S.R., and the resurgence of nationalism.

59

In order to get you ready for the demands of an online course, this will be your first
assignment. Go to the following link
http://www.bced.gov.bc.ca/exams/specs/pdfslhispec_0405.pdf and answer the following
questions. If you do not have a copy of Adobe Acrobat on your computer, go to
http://www.bced.gov.bc.ca/exams/specs/gradel2/ and follow the instructions to download
Adobe (it is free). You can do this by writing the answers and then posting them in the
drop box. There are not that many questions, so take about 10-15 minutes to answer
them and then send them back to the drop box.
1
2
3

How many multiple-choice questions will there be on the exam?
How many essay questions will be on the exam? How many points are each of
the essays worth?
How many Themes and Perspectives do you need to study for the exam?
Describe the first one listed on page 8 (listed as page 4 in the Adobe
Document).

The rest of the class will be held in the discussion box-see you there in about 20 minutes.
If you have any trouble getting work into the the drop-box, you can ask me either through
e-mail or through the VClass microphones.
What vmuld you call a dog with no legs?
Answer: Nexr class

60

OVERVIEW - CONFLICT AND CHALLENGE:
THE WORLD OF 1919
BY THE END OF THIS UNIT, YOU ARE EXPECTED TO BE ABLE TO
• describe nationalism and imperialism in the world of 1919 and evaluate
its significance
• identify key issues in the peacemaking process at the end of the First
World War
• explain the social , economic and political effects of the First World War
on the post-war world
• summarize the causes and effects of the 1917 Russian revolutions
DURING THIS UNIT WE WILL BE EXPANDING ON THESE POINTS:
• NATIONALISM AND IMPERIALISM - definitions and examples of the
terms - identification of the nations which have remained imperial
powers or have lost that status - examples of conflicts between
nationalism and imperialism in the Middle East
• PEACEMAKING AT THE END OF THE FIRST WORLD WAR - key
figures (Ciemenceau, Lloyd George, Wilson) - problems facing the
peacemakers - disagreements between the Big Three - participation in
the peace conference - key terms of the treaties
• THE POST-WAR WORLD - changing status of women- decline of
imperialism- war debts- increased demands for self-determinationnew nations and frontiers in Europe - communism in Russia - US return
to isolationism - the problems of maintaining the peace including the
weakness of the League and collective security, unrest in Germany and
the Ruhr Crisis
• REVOLUTIONS IN RUSSIA - Russia in 1917: social, political,
economic conditions - nature of the March Revolution - problems of the
Provisional Government- nature of the November Revolution- Treaty of
Brest-Litovsk - Civil War - War Communism - NEP
READINGS FOR THIS UNIT ARE:
World This Century - Introduction, Ch 2, 3, 6 (pages 80-85), 8 (pages
104-1 07 & 111)

61

PEACE TREATIES
Wilson's 14 Points.

Woodrow Wilson and the United States entered the war in 1917 after Germany began to
sink American ships using u-boats (submarines). Wilson was an idealist who saw
American participation as a way to make the world a better place. To that end he
proposed the Fourteen Points, his vision of a more peaceful world once the war ended.
• l-5 : Open negotiations between countries, freedom of navigation, and a reduction
of armaments. These would ensure that countries would not make secret deals
involving war and that the US would get what it really wanted: the freedom to
trade with any nation it chose to whenever it chose to.
• 6-8 : Germany to leave Russia and Belgium, and return Alsace and Lorraine to
France.
• 9-13 : stressed self-determination. This meant that peoples could choose their own
types of governments and be free to live in a part of the world in a nation with
people who thought and felt the same way as they did. This was a nationalist ideal,
but would prove to be difficult to put into practice.
• 14: A League of Nations, a central body where all nations could come together,
discuss problems, and solve them through diplomacy rather than warfare.
Clemenceau -French PM

62

•
•

France had born the brunt of the fighting on the western front throughout the war.
France's industrial regions were devastated and France had lost 1.5 million young
men in its war against Germany
• France had been defeated by the Germans in the war of 1870-1871, and had lost
the provinces of Alsace and Lorraine. She had entered the war in 1914 in the
hopes of winning these regions back, but the horrors of the war led to an increased
determination to exact revenge against Germany
• Clemenceau and the French people wanted Germany stripped of all wealth and
military power so as never to be a threat again.

•
•
•

Before the war, Germany and Britain were each other's major trading partners
Lloyd George wanted that trade to continue once the war came to an end
He felt that Germany should be punished, but not destroyed as the French
wanted
• Like most western politicians, he was afraid of communism (and there was brief
communist rebellion in Berlin, Jan. 1919). His fear of communism spreading into
Germany affected his beliefs about how Germany should be treated in 1919 when
the Peace making began in Versailles, just outside Paris.

To get a feeling for how the leaders and the people of their nations felt about Germany,

63

you should examine the following website:
http://www.bbc.co.uklhistory/war/wwone/index.shtml. While there, you should look at
the movies, read through the diaries, check some of the photographs, etc. You should
also examine the Kids Section and try out the Trench Warfare game. Another great
online resource would be
http://www. schoo Ihistory .co. uk/gcselinks/wars/firstww links/trenches_worksheets.shtml .
Here, you can examine some PowerPoint presentations on the effects of the war. You
should be doing all of this with the following thought in mind: If you were left in charge,
what kind of peace treaty would you negotiate with Germany after the war? Remember
what the war was like and how angry people were at the end of the war.
What do you call a dog with no legs?
Nothing, 'cause he won 't come when you call him anyway.
Where would you find a dog with no legs?
Answer: Next class

64

I

'

Assignment:
You are meeting in the great halls of the Palace of Versailles to decide on a peace treaty.
There are several situations you need to deal with including the extent to which Germany
should be held responsible for the problems caused by the war and what to do with
territory surrounding Germany.
To help you make these decisions, you will need to work as a group. Answer the first set
of questions below based on building a treaty that will ensure peace in the future. Then,
examine the map and develop a fair division of Europe based on the principles of peace
and self-determination. Your task is to answer the questions in a manner that you believe
will lead to an everlasting peace in Europe. Remember, World War I was supposed to be
"the war to end all wars."

Problems
1.

What will you do with the German emperor (Kaiser Wilhelm II)? He fled to
Holland just as the war ended. Should you simply leave him there or ask
Holland to return him for war crimes? Why?

2.

Who should be blamed for starting the war? Germany? Austria? Russia?
Why?

3.

Who should pay for the war? How much should they pay? Why?

4.

What should happen to Germany's armed forces? Should Germany be forced
to reduce her army, navy, and air force? If so, by how much? Remember,
Germany must be allowed to keep a force capable of defending herself if
attacked, but not large enough to launch an attack on Europe.
Map Questions

1.

Look at the orange provinces of Alsace and Lorraine. They belonged to France
before the war of 1870-71 when Germany took them as part of her "spoils of
war." Should they remain German or be turned over to France? Should the
people of this region vote on this (hold a plebiscite)? Why?

2.

A new nation has been created to the east of Germany: Poland. However,
Poland needs access to the sea. There is an orange area called the Polish
Corridor. Should this area be turned over to Poland? After all, most of the
people who live there are German. But without it, the new nation of Poland
cannot hope to thrive. Defend your response.

3.

Should East Prussia remain a part of Germany or should it become

65

independent? If the Polish Corridor is handed over to Poland, what assurances are
there that the German people in East Prussia can travel freely to and from
Germany?
4.

Look at the yellow section within Germany's borders (the Rhineland).
France wanted to see this area either turned over to her as compensation for the
war damages inflicted by Germany or somehow kept free of a potential
invading German army. If the French either took the area or placed soldiers
there, it could spark another war. What solutions can you come up with to keep
Germany from launching an army or a series of air strikes against France?

5.

Most of the fighting during the war took place in northern France. As a result,
France's industries based in that region were destroyed. As well, the fuel of the
time was coal, and France's coalfields were also destroyed. Germany has a coal
producing region in the Saar. Should Germany tum the Saar over to France?
Why or why not?
Europe, l9l9

c

66

,
~

JRJT rN

rlh

.,

This is to be a cooperative effort. You are to use the Discussion boxes and the chat
rooms to discuss your answers with each other before you tum in one finished product. I
will be monitoring the discussions and students will be graded on their level of
participation and the quality of their discussions. To get you started, students whose last
names begin with the letters A-M will tackle the first set of questions, and the students
whose last names begin with N-Z will tackle the map questions. You must choose the
person whose name comes second in your section of the alphabet to submit the final
document. Once you are satisfied with the responses to your own section, you can help
out with the other section.
Remember, in an exercise like this, there are no wrong answers. You can only lose

67

points if you do not defend your decisions well. The defence of your decisions will be
found in discussions and in the final answers turned in to me. You have until the next
class to finish this assignment.
Marking System:
10 marks for your participation in the discussions
10 marks for the group's final submission
The assignment must be turned in before the next class. Remember, e-mail the final
discussion to me at krutherford@sd57.bc.ca
Where would you find a dog with no Legs?
Probably the Last place you put him.
When I vvas growing up. we had a dog with no legs. Every night afier supper we ...
Answer next class.

68

The Results of the Paris Peace Conference
Treaty of Versailles (Peace treaty with Germany)

The Germans were not permitted to negotiate. Instead, they were presented with an
ultimatum: sign or be invaded. The final treaty included:
• A War Guilt clause. Germany had to admit that she was responsible for starting
the war and should be responsible for all costs associated with fighting the war.
• Germany would have to pay reparations (war damage payments). These costs
were not determined at Versailles. Eventually, they would be set at $33 billion US,
an astronomical amount for the era.
• Germany lost territory in the east to the new nation of Poland. In order for Poland
to have access to the sea, Danzig was determined a city under the control of the
League of Nations and that Poland should get a "Corridor" to Danzig, which cut
off East Prussia from Germany. German who wished to travel from Germany to
East Prussia would have to travel through the Polish Corridor (which was Polish
territory but was filled with Germans).
• Alsace and Lorraine were returned to France
• All possessions in Africa and the Pacific were lost to Germany and turned over to
the victors
• The Rhineland was demilitarized. Germany could not place soldiers in this area,
even though it remained German territory.
• The Saar (Germany's coal-producing region) was turned over to France for 15
years. After 15 years, the people of the Saar would vote on whether to join
Germany or France.
• Germany was unable to unite with Austria (Anschluss), even if the majority of
people in both countries wished to do so. Self-determination was not an option for
the losers, it seemed.
• The German military was reduced to 100,000 men, and Germany was permitted
only a small navy but no air force.
Germany's Chancellor (Prime Minister) resigned rather than sign. Germany thought it
was being unduly punished, while the French voted Clemenceau out of office because the
treaty was too "easy" on the Germans.

69

THE PEACE SEnLEMENT
tN EUROPE, 1919

NOit.T/1
EA

R U

, ·.

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.......

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I

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Protests
• Germany' s navy was to be turned over to Britain. In protest, German sailors sank
the entire fleet at Scapa Flow to ensure that the British could not have the German
navy
New Nations
•

Austria dismembered into:
-Austria
-Hungary
-Czechoslovakia
-Poland
-Yugoslavia

70

-Romania
• but many of these new nations contained large minorities, and much of the new
minorities were made up of Germans. What about self-determination? The idea of
self-determination in Europe proved unworkable right from the beginning.
Peace?
• Czechoslovakia and Poland fought over Taschen. The "Big Three" (United States,
Britain, and France) forced Poland to back down
• Poland attacked Russia (Russia in the middle of a civil war) and Poland greatly
expanded her borders. Wilson's League of Nations was unable (and unwilling) to
stop Poland. Eventually the Russians pushed the Poles back. Russia would not
forget the Polish attack, and would extract their revenge in 1939.
For more on the peace treaties, go to the following site:
www.historyleamingsite.eo.uk/treaty_of_versailles
This will help with your understanding of the treaty, the people involved, and the reasons for the
implementation of the treaty. It will also be a very useful guide to answer the questions that follow.

When I was growing up we owned a dog with no legs.
Every night after supper we took him out for a drag.
How many elephants can you fit in a Volkswagen?
Answer next class

71

CONFLICT AND CHALLENGE: THE WORLD OF 1919
TOPIC ONE: PEACEMAKING:
Read through your notes and Chapter 2 of The World this Century and answer the
following questions. When you have finished, e-mail your responses to me at
krutherford@sd57.bc.ca. They must be submitted BEFORE we begin our next class,
as we will be discussing the answers in our next class.
QUESTIONS
1. Identify the "Big Three" of the Paris Peace Conference and describe their individual
goals and/or guiding principles.

2. Describe the decisions made at the Paris Peace Conference under these headings:
(Note: There will be some repetitions.)
• Punishments inflicted on Germany
• Changes to the map of Europe
• Attempts to ensure future peace
• Mandates

3. Explain why Germany was willing to sign the Treaty of Versailles.
4. Identify the problems created by the Paris Peace Conference and its decisions.
READINGS
World This Century - Ch 2
VOCABULARY: Write a brief description of each of the following:
Lloyd George, Wilson, Clemenceau, armistice, 14 Points, self-determination, mandates,
diktat, League of Nations, war guilt clause, disarmament, Polish Corridor, Alsace and
Lorraine, Saar, plebiscite, reparations, Rhineland, demilitarization.

72

To What Extent ...
This question requires you to examine two sides of a topic and determine which side
seems to be more valid, and why.

Question: To what extent did the Paris Peace Treaties meet the goals of France?

Examples that support the question

Statements that disagree with the
question

Conclusions that can be drawn from the question:

Now, write the essay and send it to the assignment drop box. For this first essay, we will
all be looking at each other's to get a feel for what a good essay looks like.

73

Colonies After the War
It was felt by many Western European nations that the goal of the modern

nations was to help those nations that were unable to "stand up to the strenuous
conditions of the modern world." This was actually an excuse for Western
European nations to add to their empires (imperialism)
• To that end, the victorious nations decided to divide the former German and
Turkish colonies among themselves under the mandate system.
There were three types of mandates:
A. Those soon able to look after themselves (Britain took Palestine, Iraq, and
Transjordan, France got Syria and Lebanon).
B. Less advanced nations with no immediate prospect for independencemostly areas in central Africa
C. Areas far from independence-sparsely populated, no economic
development
Middle East, 1919

L IJYA

c:::J G real Bti tain

c:::J Austtia+iungary

c:::JFrance

c:::JRussia

c:::Jitaly

c:::J Gained Independence

-

Boundary of the 0 ttom en Empire at its greatest extent
1923 bo undaties

Two Results
1.

French and British empires greatly increased, which angered many
nations, especially Germany.

74

2.

No one in the affected colonies was consulted. Arabs had assisted the
Allies in defeating the Turks because of the promise of independence, yet it
was not forthcoming. Also, Britain allowed limited immigration of Jews
into Palestine with the eventual goal of creating a Jewish state there. This
was certain to create trouble in the future.

How many elephants can you fit in a Volkswagen?
Four: Two in the front and two in the back (don't you know anything about
elephant jokes?)
How can you tell there's been an elephant in your refrigerator?
Answer next class

75

Working with Documents
Historians study documents in order to determine what can be learned from
them. There are two types of documents: primary and secondary.
Historians use several methods to determine if the information found in such
documents is reliable.

Primary Sources: letters, statements, autobiographies, writings from the
era, newspaper articles, cartoons, etc. Anything that can be seen to come
from the era being studied are called primary sources.
Secondary Sources: Anything written long after the event being studied has
taken place. Your history textbook is a good example. Biographies are also
secondary sources.
Your goal as a historian is to determine what you can learn from these
sources.
Source
Primary

Secondary

Unreliable
Reliable
• Written by someone
• Writer could be
involved in the event or
biased-wants to
by a knowledgeable
present a topic in order
observer (newspaper,
to make him/herself
magazine)
look good
• Personal connection with
• May have been
the event
involved, but may not
know everything about
• Involved in the event, so
the event ('just a cog
should have a good idea
in the wheel")
of what actually
happened
• Written by someone who
• May be presenting
has access to more
history in a biased
manner
information about the
event-the passage of
• Can play up one event
years could present more
and play down another
information being turned
• Can present history in
up
such a way to make
• Less biased, more
his/her cause more just
balanced approach to
than that of another
history

76

As well as primary and secondary sources we must also examine content. In
other words, is what is being said actually true? If it is factually correct, it
can be said to be valid. If not, it is not a reliable source.
Bias is an important aspect in the study of history. Does the author say
things in a manner to make the audience think in a particular way? For
example, we have just finished looking at the treatment of Germany by the
Big Three after the First World War. Would the German view of reparations
agree with the French views? Even though they are examining the same
facts they would be presenting them in a very different way. Almost
everything you read is biased: your job is to decide if the bias in the work
makes it unreliable. Your text has biases, but they are not so biased to make
the text invalid. However, Adolf Hitler's speeches about the Treaty of
Versailles were made in order to get people to support his policies. But this
does not make his speeches useless. Instead, they can be used to determine
his ideas and what German people generally believed in the 1920s and the
1930s.
To summarize, you must determine whether or not a source is primary or
secondary, whether the information being presented is accurate, and whether
or not the bias makes the work invalid and unreliable.
So, to practice, let's try the following exercise: Read through the two
sources and answer the questions that follow.

77

Documents

Name:

Document ONE

In 1919, we delegates flooded the great Hall of Mirrors in Versailles some twenty miles
from Paris. We were quite overwhelmed by the prospect before us: create peace from the
remains of the most-bloody conflict in history. We needed to find a way of making the
French happy with the result while, at the same time, not destroying Germany. Despite
some early difficulties, I believe we achieved our goal of creating a lasting peace in
Europe.
Neville Johnstone, British delegate to the Paris Peace Conference, Memoirs, 1928.

Document TWO

As the delegates met to pick the carcass of Germany, they were torn only by one central
concept: to what extent should we destroy Germany? What the idiots of Paris did not
realize was that it was an impossible task: Germany can never be destroyed. There was
no great overwhelming desire to create a lasting peace. They feared the power of
Germany, and the power of Germany had to be destroyed. That was the only goal of
Versailles.
Adolf Hitler, speech to the Reichstag, 1935
1.

What is reliable about Document ONE?

2.

What is unreliable about Document ONE?

3.

What is reliable about Document TWO?

4.

What is unreliable about Document TWO?

5.

In what ways do the documents agree with each other?

6.

In what ways do the documents disagree with each other?

78

THE RUSSIAN REVOLUTION
Russia before 1917
• Ruled by Tsar Nicolas II (autocrat). He believed he should be the sole ruler of
Russia. However, Russia was changing and he was unable to keep up with the
changes.
Nicolas II

•

1905-Russia lost a war to Japan. War and the lack of industrialization in Russia
led to food shortages. When people went to the Winter Palace in St. Petersburg to
protest the shortages, the Tsar's troops fired on the crowd. To halt any potential
revolution, Nicolas allowed a Parliament (the Duma ). However, in keeping with
his character, Nicolas refused to listen to it.
• Industrially, Russia lagged far behind the west. France was sending money and
advisors to assist Russia, but Russia was not a modem industrialized nation in
1914 when war broke out.
•

•
•
•
•

Russia and the First World War
War went badly for the Russians. The armies were slaughtered in the early battles
with the Germans and the Austrians to the point that Germany chose to concentrate
on fighting on the western front since Russia was not much of a threat on the
eastern front.
The people who suffered most from this were the working class in the cities and
the peasant class in the countryside. The lack of freedoms, the shortages of food,
and inflation led to riots and strikes
On the battlefront, the troops were short of food and equipment
In typical fashion, Tsar Nicolas II felt he could solve the problems by becoming
the battlefield commander of the army. When the Russian army continued to lose,
people blamed the Tsar for the losses.
Nicolas left his wife, Tsarina Alexandra, in charge of the administration of
Russia. She was dominated by Rasputin, and together they fired the most able of
the Russian civil service. Things got so bad that the Russian people started to
believe that Alexandra was working for the Germans.
Gregory Rasputin

79

•

Rasputin was murdered in 1916, but the damage to the Tsarina's reputation could
not be reversed
• To learn more about Rasputin, the Mad Monk of Russia, go to
www.spartacus.schoolnet.co.uk/RUSrasputin.htm
•

•
•
•

•

March Revolution
It is important to remember that the Russian Revolution was actually TWO
revolutions.
The first was initially unplanned. It began in March, 1917, with a strike of textile
workers in Petrograd (St. Petersburg was re-named Petrograd during the war-St.
Petersburg sounded too German), and other unhappy workers joined in
When the Tsar could not end the strikes, he simply abdicated (gave up his position
as Tsar.
Members of the Duma suddenly found themselves as the new leaders of Russia.
The established a Provisional (Temporary) Government under the leadership of
Alexander Kerensky

The Provisional Government was opposed by a group known as the Bolsheviks
and their leader, Lenin. The Petrograd Soviet was the leading group who spoke
openly against the Provisional Government.

Communism (Marxism)
Karl Marx

80

•

Communists believe that the business owners (the bourgeoisie) exploited the
working class (the proletariat). Communists believe that the workers should own
all business, and that there should be no private ownership at all. They base their
beliefs on the works of Karl Marx. Communists want to have a classless society
with a one-party system ruling the nation. Eventually, all workers will decide to
rise up and overthrow the bourgeoisie and a world government would be created.
In Russia, the communists were known as Bolsheviks, and their councils were
called soviets.
• These ideas are very much at odds with the ideals of capitalism, where private
ownership is seen as a virtue and the process of gaining wealth is deemed to have
trickle down effects which help everyone. Capitalists also believe in democracy,
where most people have the right to vote for any number of political parties they
may support.
• To get a better idea about communism, go to
www.spartacus.schoolnet.co.uk/TUmarx.htm
Lenin and The Bolsheviks
Lenin

•

Returned from exile in Switzerland, and immediately led a public attack on the
Provisional Government. Lenin had been exiled for his extreme political views,
and the Germans were happy to send him back to Russia in hopes he could create a
situation in which Russia would drop out of the war. As it would tum out, the
Germans were to be more right than they initially wanted to be.
• Issued the April Theses

81

1. No cooperation with the Provisional Government
2. Soviets to have all power
3. Land nationalized (land taken from large landowners and given to the
peasants-this was done to get the support of the largest group of people in
Russia)
4. He issued Order No. 1, which would allow the soldiers to elect soviets and
vote on whether they would obey certain orders from the military leaders.
This, and a call to end the war, was done in order to gain the support of the
soldiers.
5. The slogan of Lenin was "Peace, Land, Bread". Peace for the soldiers, land
for the peasants, and bread for the industrial workers.
• However, the soviets were still too weak to take power, and when the Provisional
Government began a crackdown on the soviets, Lenin was forced to flee to
Finland.
Soviets Seize Power
• Russian General Kornilov attempted to take power. He saw the weakness of the
Provisional Government, and decided to take power himself. To stop him, the
Provisional Government had to enlist the support of anyone who would help. They
helped to arm the Bolsheviks in order to put down Kornilev's revolt.
• In November 1917, the Bolsheviks took over major buildings and institutions in
Petro grad. Within a short time, they were in charge of most of the urban centers of
Russia.
• But the divisions within Russia remained, and set the stage for a civil war in
Russia.

In order to answer the set of questions that follow concerning the Russian
Revolution, use your text and the following website:
www.spanacus.schoolnet.co.uk/Russian_Revolution
Enjoy.
How do you knovv that an elephant has been in your refrigerator?
Answer: Footprints in the butter.
How do you know there have been TWO elephants in your refrigerator?
Answer next class

Once you finish this topic, there are two places for you to go in order to review for
the upcoming test.
Go to www.schoolhistory.co.uk/ and play some of the interactive games. As well, at
the bottom of the schoolhistory page is a series of links. Go to the JohnDClare site
and click on revision. There, you can click on the Treaty of Versailles and the
Russian Revolution to review your knowledge of the content until you are more

82

comfortable with it. Remember, if you have any problems or questions at all, e-mail me
or the other students in your class.

CONFLICT AND CHALLENGE: THE WORLD OF 1919

83

TOPIC TWO: REVOLUTION IN RUSSIA
QUESTIONS:
Answer the following questions by reading through your notes and Chapter 3 of The
World This Century. Submit your answers to me by e-mail at krutherford@sd57.bc.ca
BEFORE the next class as we will be discussing the answers during our next class.
1. Identify the circumstances that led to a revolution in Russia in March 1917.
2. Identify the circumstances that led to a revolution in Russia in November 1917.
3. Describe the problems faced by Lenin's government between 1917 and 1924 and
the results of the governments' responses. Use a 3-column chart to do this: (If you
have WORD 6.0, there is a table making option on the tool bar. If not, make the chart
in a way that works for you and makes sense to the reader). You should find at least
three major problems.
PROBLEM

IRESPONSE

I RESULT

4. To what extent did Lenin's government implement the principles of communism?
Again a chart would be a good approach . This time with 2 columns:
ACTIONS THAT FOLLOWED
COMMUNIST PRINCIPLES

ACTIONS THAT DID NOT FOLLOW
COMMUNIST PRINCIPLES

READINGS
World This Century - Ch 3

VOCABULARY: Write a brief description of each of the follwing:
Tsar, autocrat, Rasputin, Kerensky, Trotsky, March Revolution, November Revolution,
Provisional Government, Brest-Litovsk, War Communism, NEP, Comintern, civil war,
Reds, Whites, Bolsheviks, Red Guard, soviets, duma, proletariat, bourgeoisie,
constituent assembly, Kronstadt mutiny, "Peace, Bread and Land"

£8