HIST 2078 - Power, Money, Sex: Britain, 1700-1830

North Terrace Campus - Semester 2 - 2019

The eighteenth century in Britain witnessed the birth of many of the events and ideas associated with modernity, such as individual liberty and human rights, freedom of the press, capitalism and consumerism, and the Industrial Revolution. This course will consider the significance of such challenges to the old European order and the ramifications for both the lives of those lived through them and for historical study. It will also introduce students to the digital humanities, exploring how technology has enabled new forms of analyses of historical sources. In workshops, we will explore the world in which these challenges occurred through the lenses of power, sex and money. Through the theme of power, students will be introduced to eighteenth-century politics, the role of the state, the development of democratic ideals and the expansion of the middle-class, and growth of the `public sphere? (newspapers, coffee shops, seditious speech), crime and law and order. `Money? will focus on the transformation of the British economy with the development of modern finance and the stock market, early industrialisation, and expansion into Empire, and the rise of consumerism and shopping! Under the theme of `Sex?, we shall explore the social history of the period, looking at gender, family life, changing attitudes to sex, prostitution, and the culture of sensibility. Digital humanities resources for eighteenth-century are remarkable and can enable students to engage with primary sources on these topics and importantly analyse them in new ways, whether that is mapping using London Maps (GIS software), statistical analysis (Old Bailey), corpus analysis of texts (google books), or tracking the news as it moves across the country (Gale eighteenth-century newspapers). In the final weeks, students will put their knowledge to work, developing a digital humanities resource.

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Course Details

Course Code	HIST 2078
Course	Power, Money, Sex: Britain, 1700-1830
Coordinating Unit	Historical and Classical Studies
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	At least 12 units of Level I undergraduate study
Assessment	Digital humanities methods 20%, Historiographical essay 35%, Research project 45%

Course Staff

Course Coordinator: Professor Katie Barclay

Katie Barclay
Napier 307
katie.barclay@adelaide.edu.au

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Each week there will be a lecture (1 hour), a workshop (1 hour) and a tutorial (1 hour). The lecturer will also have regular office hours, the times of which will be announced at the beginning of the course.

Course Learning Outcomes

Upon completion of this course students will be able to:

1	Demonstrate a focused understanding of the history of Georgian Britain;
2	Demonstrate an awareness of how approaches from the digital humanities have shaped historical debates about Georgian Britain;
3	Use digital resources to locate, contextualise and analyse primary sources as part of independent research;
4	Use digital humanities resources and methodologies to engage with historical problems;
5	Use a range of formats to demonstrate knowledge of Georgian Britain;
6	Proficiently use contemporary technologies to interrogate primary source information and communicate findings to others;
7	Show understanding of the professional and ethical issues that arise in researching Georgian Britain;
8	Demonstrate an understanding of the diversity of experiences of those who lived in Georgian Britain and its empire.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	3, 4, 5
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	5, 6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2, 3, 4, 5, 6, 7, 8
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 8
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	7, 8

Learning Resources

Required Resources

Students should have access to ordinary computing facilities with a good internet connection, such as provided in the hub and other similar computing suites. No specialist software is required.

Recommended Resources

A list of key and extended reading, detailed guides to digital humanities resources, web-links, online videos and similar will be provided through MyUni.

Online Learning

Please consult the Myuni pages for this course regularly for updates and additional resources.

Learning & Teaching Modes

This course develops knowledge in two key areas: the history of Georgian Britain and how historians use digital humanities tools in historical research. It is taught in a 'flipped classroom' format where students complete a structured learning activity before class and then come to a two hour workshop where we explore what we have learned in detail.

Structured learning activities will introduce students to the key digital humanities resources and will require access to ordinary PC & Mac facilities, such as provided in central computing areas by the university. It will typically also include an online lecture and some reading.

Workshops will be large group meetings where students shall discuss and explore the historical theme for the week, as well as how digital humanities approaches can help us better understand and write history.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workload	Total Hours
Structured learning activity (2 hours a week)	24 hours
Workshop (2 hours a week)	24 hours
Self-directed reading (5 hours a week)	60 hours
Research (2 hours a week)	24 hours
Assignment preparation (2 hours a week)	24 hours
Total	156 hours

Learning Activities Summary

This course is a survey of Georgian Britain and is designed to give a broad overview of the field whilst also giving students skills in the methods and resources for digital humanities in this area. It is divided into three thematic modules: power, money and sex. The power module will introduce students to eighteenth-century politics, the role of the state, the development of democratic ideals and the expansion of the middle-class, and growth of the ‘public sphere’ (newspapers, coffeeshops, seditious speech), crime and law and order. The money module will focus on the transformation of the British economy with the development of modern finance and the stock market, early industrialisation, and expansion into Empire, and also the rise of consumerism and shopping! Sex explores the social history of the period, looking at gender, family life, changing attitudes to sex, prostitution, and the culture of sensibility. Digital humanities resources for eighteenth-century are remarkable and can enable students to engage with primary sources on these topics and importantly analyse them in new ways, whether that is mapping using London Maps (GIS software), statistical analysis (Old Bailey), corpus analysis of texts (google books), or tracking the news as it moves across the country (Gale eighteenth-century newspapers). These resources will be integrated into the workshops, supporting their structured learning activities and demonstrating how historians use such tools to write history. In the final few weeks, students will select a resource and use it to answer a relevant research question. This task will be supported by set activities to guide students through the research process. These tasks will be the basis of class discussion in later weeks.

Specific Course Requirements

Not Applicable.

Small Group Discovery Experience

Research is at the heart of the small group discovery and the research activity that acts as the key assessment task for this course will provide students this opportunity. These activities shall be guided through set task and instruction by the course coordinator and consolidated in weeks 10 and 11.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

ASSESSMENT TASK	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Digital humanities methods	Formative and summative	20%	2, 3, 4, 5, 6, 7,
Historiographical essay	Summative	35%	1, 5, 6, 7, 8
Research project	Summative	45%	1, 2, 3, 4, 5, 6, 7, 8

Assessment Related Requirements

N/A

Assessment Detail

Digital humanities methods will be a short assignment (equivalent of 1,000 words) designed to assess knowledge of the basic principles and methods involved in the digital humanities. This is not a technical assignment (how to use x), but is designed to demonstrate knowledge of the larger conceptual and methodological issues involved in this type of research.

Historiographical essay. This is a traditional historiographical essay designed to assess knowledge of the history of Georgian Britain. Students can answer from a set of pre-existing questions or design their own (2000 words).

Research project. This key assessment will require students to develop a research question that can be answered by one of the digital humanities resources they have been introduced to, and then use that resource to answer it. For example, a research question about women’s involvement in crime in eighteenth century Britain could use the Old Bailey online to analyse this issue. Students would then be expected to place their research into historiographical context and to reflect on the limitations of what their source and analysis. This will be supported by directed tasks to guide students through this process (2,500 words).

Submission

Submission is through Turnitin on MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Grade descriptors for the School of History and Politics can be found here: http://www.hss.adelaide.edu.au/historypolitics/pdfs/2010/generic_grade_descriptors_pdf.pdf

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
The School of History and Politics is committed to upholding the University's Policy on Occupational Health & Safety (OH&S). All staff and students have a legal responsibility to act in the interests of themselves and others with respect to OH&S. For information on the School's contingency plan and emergency procedures, please see the OH&S section on the school website:

http://www.hss.adelaide.edu.au/historypolitics/ohs
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator