HIST 2058 - Ethnic Cleansing and Genocide in History

North Terrace Campus - Semester 1 - 2017

This course will explore the nature of ethnic cleansing and genocide and seek to discover the common historical, political and sociological threads that unite these tragedies. Students will analyse and discuss a series of case studies including, among others: the near extermination of First Nations people by colonisers of the New World, the Armenian genocide, the man-made famine in Ukraine, the Holocaust, the displacement of peoples in the aftermath of the Second World War in Europe and Africa, and the case of ethnic cleansing and genocide during the wars of Yugoslav succession.

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Course Details

Course Code	HIST 2058
Course	Ethnic Cleansing and Genocide in History
Coordinating Unit	Historical and Classical Studies
Term	Semester 1
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
Incompatible	HIST 2031 or HIST 3031
Assessment	Participation 10%, SGDE 20%, Major essay (40%) 2000 words, Exam (30%)

Course Staff

Course Coordinator: Dr Vesna Drapac

Associate Professor Vesna Drapac (co-course convenor)

Ph: 83135821; Email: vesna.drapac@adelaide.edu.au

Associate Professor Robert Foster (co-course convenor)

Ph: 83135616; Email: robert.foster@adelaide.edu.au

Course Timetable

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

Course Learning Outcomes

1. An understanding of the causes, nature and consequences of ethnic cleansing and genocide in modern history.

2. An ability to distinguish between different historical interpretations and different cultural perspectives.

3. Enhanced skills in research, synthesis, organisation and presentation of information.

4. Enhanced problem solving skills.

5. Familiarisation with the research skills necessary for working with primary sources.

6. An ability to work independently.

7. An ability to work cooperatively.

8. An ability to evaluate arguments.

9. Enhanced oral communication skills.

10. An awareness of the role of historians in determining the dominant perceptions of the past and the way these impact on the present.

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)	1,2,3,5
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	2,3,4,5,8
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	7,9
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	4,6,7,9
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	1,2,10
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	9,10

Learning Resources

Required Resources

There are no textbooks for this course.

1. The Course Guide supplements this Course Outline and contains instructions and relevant information about the assessment, the readings and the general running of the course. This will be available on Canvas. (See 3.3 below.)

2. The Course Reader contains essential readings for tutorial discussion.

Recommended Resources

The Barr Smith Library has a rich collection of books on our subject. It is essential that you familiarise yourself with the resources guide for this course which is available online through the Barr Smith Library. The resources guide also provides critical information on accessing materials in hard copy and electronically through the Library. (See 3.3 below.)

Online Learning

This course has a website accessible through Canvas. The site will contain the Course Guide. The Course Guide provides further instructions on the assessment tasks, reading lists, essay questions and other relevant materials.

In addition the website will contain lecture notes, handouts and worksheets.

Regular announcements and updates will be posted on Canvas.
You will be expected to check your emails regularly for updates and other information relating to the course.
The University provides you with electronic access to the full text of articles in a very large range of history journals through the Barr Smith Library. There will be a lecture devoted to providing you with the background necessary to search for useful materials available online.

The resources guide for this course is available at: http://libguides.adelaide.edu.au/hist2058.
Learning & Teaching Activities

Learning & Teaching Modes

The course comprises three face-to-face contact hours per week.

(2x one hour lecture and 1x one hour tutorial.)

Workload

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

There are three 3 contact hours per week. Independent study in preparation for tutorials, written assignments and the exam together with the contact hours amount to approximately 156 hours of study across the course of the semester and the examinations period.

Learning Activities Summary

Lectures in this course refer specifically to the topics and readings to be discussed in tutorials. Lectures are designed to stimulate debate and reflection. They do this by evoking the wider context in which to place the subjects under review, by pointing you to historians' debates on key issues and by referring directly to items in your course reader. Short-answer questions in the exam will draw on material covered in the lectures and lecture handouts.

Normally the lectures will cover material to be discussed in tutorials. Therefore, if you are planning to listen to lectures online you should do so prior to the tutorials so that you will be prepared to participate in class discussion. This is particularly important as there is no textbook for this course and much essential background material will be covered in the lectures.

Specific Course Requirements

Not applicable.

Small Group Discovery Experience

As well as recognizing and understanding historical injustices like ethnic cleansing and genocide, this course also tackles the important question of how national communities and, indeed, the international community, come to terms with them. This ‘coming to terms’ can take various forms depending upon the injustice, ranging from simple public acknowledgement by the state to criminal prosecution of perpetrators. The purpose of this Project is for you, in small groups over the course of the semester, to investigate and report on one type of response to historical injustice.

The themes we have set for investigation are these:
State Apology
Truth and Reconciliation
Restitution and Repatriation
Legal Prosecution.

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

Tutorial Participation (Formative and summative): 10%
Learning outcome: 1,2,3,4,7,8,9

Small Group Discovery Project (Summative): 20%
Learning outcome: 1,2,3,4,7,8,9,10

Essay (Summative): 40% (2,000 words)
Learning outcome: 1,2,3,4,5,6,8,9

Two-hour Exam (Summative): 30%
Learning outcome: 1,2,3,4,7,8,9

Assessment Related Requirements

Not applicable.

Assessment Detail

Assessment details will be provided in the Course Guide on Canvas.

Submission

All assignments are submitted via Turnitin in Canvas.

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.

Grades for your performance in this course will be awarded in accordance with the M10 Course work Mark Scheme.

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.
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