HIST 2051 - Australia and the World
North Terrace Campus - Semester 2 - 2014
General Course Information
Course Code HIST 2051 Course Australia and the World Coordinating Unit History Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Prerequisites 12 units of Level I Study Incompatible HIST 2004 or HIST 3004 Course Description This course examines Australian history from 1901 until the present. Australians have variously been described as a nation of sporting champions, yet we lose more often than we win; of 'battling' when we live in relative wealth; and of settling in the 'outback' while we sprawl into cities. We've been characterised as a 'classless' society and an equal one, which is at odds with the experience of many women and unemployed people. We've been introduced as descendents of convicts and 'Poms' when our families are just as likely to have emigrated from Eastern Europe or Asia or lived on this land for thousands of years. Students in this course will learn how each of these descriptions have been evoked for a purpose. They are used by politicians willing to appeal to a particular constituency, and by opponents in debates about federation, immigration, aboriginal rights, welfare, the status of women, and the possibility of Australia becoming a republic. In this course, the trajectory of these debates, which have shaped Australian identity, will be explored in addition to the social effects of the 1930s Depression, the legacy of the Menzies and Whitlam Governments, Australia's participation in war and its place in the global village. Students will have the opportunity to recall our long-felt deference to Britain, our more recent acceptance of our Aboriginal heritage, our brief flirtation as an Asian nation, and our current 'coalition' with the United States, and ponder where our future might lay.
Course Coordinator: Dr Paul SendziukPaul Sendziuk is the author of Learning to Trust: Australian Responses to AIDS (2003), which was short-listed for the Human Rights and Equal Opportunity Commission’s 2004 Human Rights award (non-fiction category), and co-editor of Turning Points: Chapters in South Australian History. He has taught Australian and migrant history for a number of years, and published on a broad range of topics including environmental history and the history of disease. He is currently engaged in two research projects: a history of post-WWII Polish migration to Australia, and a comparative history of cultural/ artistic responses to AIDS in Australia, the United States and South Africa. In 2009 Paul was awarded the University’s highest teaching honour, the Stephen Cole the Elder Excellence in Teaching Award, and in 2011 received a national award from the Australian Learning & Teaching Council for ‘Outstanding Contribution to Student Learning’.
Paul can be found in Napier Rm 512, or contacted via telephone 8313 7562 (there is a voicemail service) and email (preferred): email@example.com.
The full timetable of all activities for this course can be accessed from Course Planner.1 x 2 hr lecture per week.
Tutorials: 4 different tutorial times on Mondays and Tuesdays during semester.
Course Learning OutcomesOn successful completion of this course, students should be able to:
1 Identify key moments of economic, social and political change in twentieth-century Australia. 2 Recognise how ideas about race, class and gender shaped public policies and practices in twentieth-century Australia. 3 Understand the ways that protagonists in contemporary debates interpret or ‘use’ history to defend particular points of view. 4 Critically analyse different kinds of sources (including historical documents and oral testimony), and comprehend and critical evaluate a range of historical arguments. 5 Demonstrate their capacity to work independently and cooperatively while engaging with sources of historical evidence and historical problems. 6 Demonstrate their experience of working in a group to solve-problems and create historical narratives. 7 Demonstrate their enhanced capacity to communicate persuasively and creatively thorough oral and textual means. 8 Develop a reflective and objective profesional approach that rigorously questions assumptions and is informed by evidence and a sophisticated use of information. 9 Develop their capacity to examine historical issues according to the scholarly and ethical conventions of the discipline of history.
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) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1, 2, 3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3, 4 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4, 5, 6, 8 Skills of a high order in interpersonal understanding, teamwork and communication. 5, 6, 7 A proficiency in the appropriate use of contemporary technologies. 4 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 3, 8 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3, 8, 9 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 8, 9
Required ResourcesA Course Guide with reading lists identifying the articles and chapters that are required to be read prior to the tutorial discussions will be included in the Reading Pack and will also be available on the subject's MyUni webpage in the week before classes begin.
A Reading Pack, containing the texts that need to be read prior to each tutorial discussion, will be available for purchase at the start of the course from the Image and Copy Centre.
Recommended ResourcesThere is no 'textbook' for this course. The following books provide accessible and interesting overviews of Australian history and it would be useful to own one of them for reference purposes.
Robert Manne (ed.), The Australian Century: Political Struggle in the Building of a Nation, Melbourne: Text Publishing, 1999.
Mark Peel and Christina Twomey, A History of Australia, Melbourne: Palgrave Macmillan, 2011.
Deborah Gare and David Ritter (eds), Making Australian History: Perspectives on the Past Since 1788, Melbourne: Thompson, 2008.
Online LearningThe course has a website, accessible through MyUni. Please consult it regularly for updates, lecture notes, additional resources.
Lectures will be recorded and uploaded to the course's MyUni website. They will be accessible for approximately one week after the lecture is delivered. These recordings do not replace the experience of attending the lecture and engaging with the lecturer, so please make every effort to attend the lectures. Attendance at lectures is strongly recommended because they provide the context for the tutorial discussions and introduce themes and personalities that you will encounter in the more sophisticated tutorial readings.
The University has access to a number of academic journals that have full text articles available online. Use the ‘Informit’ and ‘APAIS’ (APA-FT) databases (on the Library’s catalogue) to locate articles in these journals (particularly Australian Historical Studies, Aboriginal History, Journal of Australian Studies, History Australia, and Australian Journal of Politics and History).
Librarians at the Barr-Smith library have also compiled a very useful guide to sources on Australian History held by the University. This can be accessed online at:
Learning & Teaching Activities
Learning & Teaching ModesFace-to-face teaching on campus consisting of 1 x 2-hour lecture and one tutorial per week.
Classes begin in Week 1 of semester.
Attendance at the lectures is important as they provide the context for the tutorial discussions and introduce themes and personalities that students will encounter in the more sophisticated tutorial readings. The final quiz will be based on information provided in the lectures
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Students will need to devote approximately 12 hours per week to this course (divided over 12 weeks of study). This consists of 2 x 1-hour lectures and one tutorial per week, and 9 hours per week of independent study, during which time students will prepare for tutorials and work on assignments.
Please note that the standard workload for a 3-unit course in HUMSS is designed on the assumption that all learning and assessment activities (including lectures, tutorials, preparatory work, research and writing of assignments etc.) will require approximately 156 hours.
Learning Activities Summary
Schedule Week Lecture Topic Tutorial Week 1 Themes of the Course and Quiz Introduction and Delegation of Tasks Week 2 (a) Australian History before 1901
(b) Federation and the ‘Five Pillars’ of the Australian Settlement
Australia – Social Laboratory for the World? Week 3 (a) White Australia and Citizenship ANZAC and the Great War The War at Home Week 4 ‘Australia Unlimited’?: Hopes and Fears of Inter-war Australia The Depression and Legacies of War Week 5 World War Two: Home and Abroad World War II a Turning Point? Week 6 Menzies and the ‘Fabulous Fifties’ The Motor Car and the Suburbs Week 7 The Cold War Comes to Australia: Catholics, Communists, Spies and the Split Better Dead than Red? Week 8 The Whitlam Revolution The Whitlam Revolution Week 9 Aboriginal Rights and Reconciliation Aborigines in White Australia Week 10 From White Australia to Woomera Assimilation to Multiculturalism Week 11 Globalisation and the Triumph of the Market Economic Rationalism and National Reinvention Week 12 The (Ab)use of Australian History The History Wars
Small Group Discovery ExperienceIn essence, tutorial discussions in the Humanities epitomise small-group discoveries: students come together to share and contest what they have learned from the assigned readings, and to jointly respond to historical questions and problems that have been set by the tutor.
In this course, students will also have the opportunity to participate in an group project, the format and content of which is largely devised by the group. The nature of the group project is outlined in the 'Assessment' section below.
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.
There are three assessment tasks for this course. The group project will give you an opportunity to make some new friends, test your creativity and enhance your skills in oral communication. The research essay will develop your skills in critical analysis, evaluation of evidence and written communication. The final quiz will test knowledge gained throughout the course, with questions derived exclusively from the lectures. Students who work consistently throughout the semester, reading widely and attending classes, will be rewarded in the final quiz.
1. Research Essay.
2. Group project, with an alternate option: (a) Organised Debate between Teams (to be presented during tutorial time); or (b) Critical analysis of three books (an individual written assignment).
3. Final Quiz.
Assessment Related RequirementsParticipation in tutorials is a compulsory component of the course. Students must attend at least 80% of tutorials to pass (unless a medical certificate is provided or extra written-responses to the tutorial questions are submitted). Please inform your tutor prior to the tutorial if you are unable to attend. It is often possible to ‘make-up’ a tutorial at another time.
Assessment Detail1. Research Essay
Students are required to write one 2,500-word research essay, based on both primary and secondary sources. You may choose from a list of topics (to be provided), or devise your own with the approval of your tutor. You will need to critically engage with the historiography related to the topic, and vigorously construct an argument with reference to primary and secondary source evidence. As much as possible, try to draw substantially on primary sources of evidence.
2. In-Class Group Debate
Students will form teams of 3 members and have 2-3 weeks to prepare an argument ‘for’ or ‘against’ a statement relating to a historical issue. Teams will then present their argument in the form of an Oxford-style debate to take place during tutorial. For example, if the statement is “The policy of multiculturalism has failed in Australia”, individuals on one team will take turns in making arguments in agreement with this statement and they will be opposed by a team disagreeing with them. Students will be assessed on the basis of the logic and validity of their argument, their use of examples to support their points, their level of organisation and team-work, and their ability to communicate with passion and persuasion. There will also be an opportunity for the audience to ask questions.
Alternative Exercise: Critical Review of Three Books
Students who choose not to participate in the group project will write a 2,000-word critical review of three books selected from the reading list corresponding to a tutorial topic. Students are required to read the books in their entirety before the applicable tutorial and can submit their critical review anytime before Week 12.
In writing your critical review, students should consider the following points:
1. What are the authors aiming to do? Are they successful in fulfilling these aims?
2. What do the authors argue?
3. How do the authors deal with opposing arguments?
4. What types of evidence do the authors use to construct their arguments? Is this evidence convincing? What evidence do the authors ignore?
5. Are the authors influenced by a particular theory or methodological approach? Is this approach warranted?
6. Are the authors’ arguments convincing? (You should assess this by comparing the different arguments and evidence presented by each author. You might also consult 2-3 other texts on the same topic.)
7. What special tricks or strategies do the writers employ to make their points? These strategies may include the organisation of the text and the choice of language and examples.
In order to see how professional historians and critics organise and write book reviews, students might wish to read some. The journals Australian Historical Studies and Journal of Australian Studies contain generally well-written book reviews in every edition.
3. Final Quiz
The final quiz will consist of 30 short-answer questions. They will be based entirely on content delivered in the lectures. Thus those students who attend regularly and review their notes will thus be rewarded. The duration of the quiz will be 1 hour.
SubmissionAll essays are to be submitted BEFORE 12pm (noon) ON THE DUE DATE. A record will be kept of the date of submission.
Extensions will be given on the grounds of hardship or illness. If, as often happens, several essays are due close to each other, you should plan your schedule so that you complete one or more before the deadline.
Students who submit an essay late, without having gained an extension, will be liable to a penalty of 3% per day (including weekends) that the essay is overdue. Depending on the circumstances, essays more than five days late will be eligible for a Pass or Fail grade only.
Online Submission of Assignments (e-submission) via MyUni
All assignments are to be submitted electronically via MyUni - this is a two-step process. The assignment needs to be electronically submitted for marking via the ‘Assignments’ link in the course menu. It then needs to be submitted separately to Turnitin, which is also done via the MyUni site. Marked assignments will be returned to the student in printed form.
Students wishing to apply for an extension need to submit the relevant form available at http://www.adelaide.edu.au/student/exams/mod_arrange.html to the school office at least 5 days prior to the due date for the assignment.
Exceptions to the Policy
If one of the following criteria is met, an informal extension can be organised with the course coordinator or tutor:
· small extension – 2 days or less;
· assessment item is worth 20% or less;
· student is registered with the Disability Office (need to attach a Disability Access Plan – DAP).
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.
Final results for this course will be made available through Access Adelaide.
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.Dr Paul Sendziuk's teaching in this course was last evaluated by students in 2013. His teaching was viewed extremely favourably. The results of the survey (involving 62 students), based on a scale of 1 to 7 (with 7 being the highest score) are as follows:
1. Paul Sendziuk shows concern for students: 6.7 (out of 7)
2. Paul Sendziuk encourages student participation: 6.7 (out of 7)
3. Paul Sendziuk stimulates my interest in learning in this course: 6.7 (out of 7)
4. Paul Sendziuk gives clear explanations: 6.8 (out of 7)
5. Paul Sendziuk is an effective university teacher: 6.7 (out of 7)
6. Paul Sendziuk gives me useful feedback on my work: 6.7 (out of 7)
7. Paul Sendziuk encourages student discussion: 6.8 (out of 7)
NB: These median response (i.e. the most recorded score from students) for each of these criteria was 7 out of 7.
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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
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