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COURSE SYLLABUS

Sweden and Nordic countries in the world: society, nature and culture 30 credits

Sverige och Norden i världen, samhälle, natur och kultur
First cycle, H0036N
Version
Course syllabus valid: Spring 2020 Sp 3 - Present
The version indicates the term and period for which this course syllabus is valid. The most recent version of the course syllabus is shown first.


Education level
First cycle
Grade scale
U G VG *
Subject
History
Subject group (SCB)
History

Entry requirements

In order to meet the general entry requirements for first cycle studies you must have successfully completed upper secondary education and documented skills in English language + Swedish upper secondary school courses Mathematics 2a/2b/2c. General Science 1b/1a1 +1 a2, Social Studies 1b/1a1 +1a2 (specifik entry A6b). Or: Swedish upper secondary school courses English B, Mathematics B, General Science A, Social Science A (specifik entry 6b)


More information about English language requirements


Selection

The selection is based on final school grades or Swedish Scholastic Aptitude Test.



Course Aim
After completing the course the student should be able to:
  • comprehend the fundamentals of and be able to give examples of how trade, cultural meetings, religion and geographical conditions of different periods have affected the Nordic populations and polities.
  • briefly account for the basic features of the Nordic region and the rest of the world's agricultural development.
  • discuss the question: What role does popular culture, beliefs and values, have on the way individuals and communities are formed, changed and interact?
  • at a fundamental level, explain how and why other, more remote societies are constructed and can serve differently in relation to Swedish and local geographical, social and historical conditions.
  • demonstrate a basic understanding of minority groups and indigenous (eg Sami) situation in the local community, Sweden and the world.
  • demonstrate basic knowledge of the major world religions; Christianity, Islam, Judaism, Hinduism, Buddhism, and about Sami and ancient Scandinavian religion.
  • describe some of the natural processes that enable and limit the resource supply of human societies.
  • at a fundamental level, explain how technology and technological change interacts with social change.
  • provide several examples of how human activities at different locations and during different periods affected human societies and the surrounding environment.
  • use knowledge from the social studies disciplines to critically examine, evaluate and consider issues related to long-term economic, environmental and social sustainability.
  • demonstrate the ability to use learning theories and results of didactic research to develop teaching in the social studies disciplines.
  • demonstrate the ability to, in relation to national curriculum and syllabuses, assess and rate students' knowledge in the social studies disciplines.

Contents
Perspectives from history, geography, religion, and social sciences on themes such as:
  • The people and nations of the north through history and today, including the Viking age, Christianization, the free peasantry, natural resources, welfare state, homogeneity and minorities.
  • Swedish society’s organization and geographical, socioeconomic, cultural, religious and historic background.
  •  Man's resources from both a local-global and historical perspective, as well as resource origin, availability, and distribution. Democratic and ethical perspectives on social development and resource use. Fundamental cartography, local geography, population, and demography. 
  • Society's technical systems. Technology change and social aspects.
  • Democracy, ethnicity, gender and public health issues in the local society and in a global perspective.
  • World Religions. Christianity’s and other religions impact on people's thinking, worldview and actions.
  • Theories of learning, knowledge and skills relevant to the assessment of knowledge based on central planning documents.

Realization
The course is divided into three main parts, each with examination activities. Moment 1. To live in an area / to investigate real life. Moment 2. Basic theoretical knowledge of the socially-oriented disciplines. Moment 3. Didactics of socially-oriented disciplines. Lectures and seminar are the main elements in the course.

Examination
The course is examined via a report (moment 1, 11 hp), four written exam (moment 2, 12 hp), and participation in seminars and related assignments (moment 3, 7 hp). To pass the course with a G requires a G on all moments. To get a VG requires a VG on more than half of the course points. The written exam text the student’s basic theoretical knowledge in the socially-oriented disciplines (history, geography, religion, and social science). The seminars (moment 3) examine the student’s ability to use learning tools in individual and group settings. In addition Moment 3 examines the student’s ability to judge their own students’ knowledge in the socially-oriented disciplines in relation to the central school plans.

Remarks

Students must register to the courses themselves or contact the ETS educational administration eduets@ltu.se not later than three days after the quarter commences. Failure to do so can result in the place being lost. This also applies to the students with a place guarantee.


Examiner
Per-Olof Grönberg

Literature. Valid from Spring 2020 Sp 3 (May change until 10 weeks before course start)
Adler, M. H. (2014) Historieundervisnings byggstenar: grundläggande pedagogic och ämnesdidaktik. Liber.
Andersson, D., Sander, Å. (red) (2009) Det mångreligiösa Sverige: ett landskap i förändring / Lund : Studentlitteratur.
Berggren, L. & Greiff, M. (2009) En svensk historia från vikingatid till nutid. Studentlitteratur, 2009.
Hardin, G (1968). The Tragedy of the Commons. Science 162:1243-1248
Hedin, C. (2007) Abrahams barn, vad skiljer och förenar judendom, kristendom och islam? Dialogos
Lindström, D. (2004). Den forntid i Sverige: En introduktion. Natur och kultur. Senaste upplagan
Löfstedt, M. (2011) Religionsdidaktik : mångfald, livsfrågor och etik i skolan. Studentlitteratur.
Mikkelsen, R., Mikkelsen, R. & Sætre, P.J. (2015). Geografididaktikk for klasserommet: en innføringsbok i geografiundervisning for studenter og lærere. 3. utg., Högskoleförlaget.
Odenstad, C. (2014) Ämnesdidaktik för SO-ämnena - för grundskolan. Gleerups.
Björneloo, I. (2011). Hållbar utveckling - att undervisa utifrån helheter och sammanhang. Stockholm: Liber.
Ekman, J. & Pilo, L. (2012). Skolan, demokratin och de unga medborgarna. Malmö: Liber.
Strid, J. & Weibull, L. (2011) Fyra perspektiv på religion i Sverige (utdrag ur SOM-undersökningen) (nedladdningsbar).
Skolverket, SO kurplan och kommentarmaterial. Hämtas från Skolverkets webbplats. (http://www.skolverket.se/laroplaner-amnen-och-kurser/grundskoleutbildning/grundsarskola/samhallsorienterande-amnen

Additional articles can be added.

Course offered by
Department of Business Administration, Technology and Social Sciences

Modules
CodeDescriptionGrade scaleCrStatusFrom periodTitle
0002ReportU G#7.00MandatoryA12
0003SeminarsU G#4.00MandatoryA12
0004Assignment ReportU G#3.00MandatoryA12
0005Individual ReportU G VG *4.00MandatoryA12
0008Written exam historyU G VG *3.00MandatoryS16
0009Written exam geographyU G VG *3.00MandatoryS16
0010Written exam social scienceU G VG *3.00MandatoryS16
0011Written exam religionU G VG *3.00MandatoryS16

Study guidance
Study guidance for the course is to be found in our learning platform Canvas before the course starts. Students applying for single subject courses get more information in the Welcome letter. You will find the learning platform via My LTU.

Syllabus established
by Director of Undergraduate Studies Bo Jonsson, Department of Business Administration, Technology and Social Sciences 14 Mar 2012

Last revised
by Director of Undergraduate Studies Daniel Örtqvist, Department of Business Administration, Technology and Social Sciences 04 Nov 2019