HIST 2080 - Contested Ground: Aborigines in Colonial Australia

North Terrace Campus - Semester 2 - 2017

A history of Aboriginal/European relations in colonial Australia, focussing especially on South Australia. The issues addressed will include land rights, Aboriginal responses to colonisation, frontier violence, government policy and administration, missions, Aboriginal engagement in the colonial economy, and European representations of Aboriginal people. As well as examining 'what happened', the course will also examine how aspects of this history have been remembered in regional communities, and within the national community. Special attention will be given to the analysis of primary source materials, and students will be encouraged to develop an original research project.

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Course Details

Course Code	HIST 2080
Course	Contested Ground: Aborigines in Colonial Australia
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
Incompatible	HIST 2017 or HIST 3017
Assessment	Secondary source essay (1500 word) 30%; Research essay (3000 word) 40%, Participation 10%, 2 x Quizzes 20%

Course Staff

Course Coordinator: Associate Professor Robert Foster

Associate Professor Robert Foster (course convenor)
Ph: 8313 5616; 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

On successful completion of this course, students will be able to demonstrate:

1	An understanding of the nature of relations between Indigenous peoples and European settlers in colonial Australia.
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 communicate findings and ideas in a range of formats.
9	A sensitivity to different cultural viewpoints and world views

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

Learning Resources

Required Resources

There is currently no set textbook for this course (but one may be available by the time the course commences in 2017).

1. A Course Guide containing up-to-date details of lecture topics and tutorial tasks, together with advice and instructions relating to course activities and assessment, will be made available on Canvas shortly before the course begins.

2. A Course Reader, 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 Resources

The Barr Smith Library has a rich collection of books and journals relevant to the subject. A Resources Guide for the Subject will also be available through the library and will provide links to useful online resources.

Online Learning

Lecture slides and lecture recordings will be available on Canvas. Other materials will be made available as needed as the course progresses.
Learning & Teaching Activities

Learning & Teaching Modes

The course comprises face-to-face teaching on campus with two one-hour lectures and one tutorial per week.

Lectures begin in Week One and tutorials commence in Week Two.

Lectures in this course provide a framework for understanding the broader issues canvassed
in the course (drawing, in part, on the lecturer’s specialised knowledge), and will relate directly to the topics and readings discussed in the tutorials. Some of the lectures will deal directly with the research skills focus of the
course.

Tutorials are designed to develop a range of skills. They will be a forum to discuss the historical issues and controversies canvassed in the course. They will give all students an opportunity to develop their skills in identifying and synthesising
historical arguments, as well as honing their oral presentation skills. They will be an opportunity to reflect on the relationship between the Discipline and the broader community and the ethical issues that need to be considered in
the practice of history, and the communication of ideas. The tasks and exercises in the tutorials will be strongly slanted toward the development of the research skills necessary for the primary research essay which will be a focus of the course.

Students will need to devote approximately 12 hours per week to this course across the semester. This will comprise the 3 contact hours and about 9 hours of independent study in preparation for tutorials, written assignments and the exam.

Workload

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

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

Formal contact hours: 36
Preparatory activities for class: 12 hours
Researching and writing asignments: 78 hours
General reading and private study: 30 Hours

Total: 156 hours

Learning Activities Summary

Lectures are designed to provide you with the necessary background and context for the issues covered in the course, especially in the tutorials.

Key themes covered in tutorials include, but are not restricted to, the following:

1. Aboriginal rights to land
2. Aboriginal policy and administration
3. Frontier conflict and the rule of law
4. The colonial economy and Aboriginal labour
5. Christianity and Aboriginal missions
6. Anthropology and race theory

Specific Course Requirements

Not Applicable.

Small Group Discovery Experience

Small Group Discovery is embedded in the structure of the tutorials and the research project. The lecturer is an active researcher in this field and the course gives a high priority to the development of research and writing skills. Themes explored in the lectures and tutorials will be the springboard for students to develop their research essays that are the major learning focus of the course. The development of research skills, especially primary research, is one of the primary aims of the course.

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 Attendance and Participation (Formative and summartive): 10%
Learning outcome 7-9

Tutorial Presentation (Formative and summartive): 10%
Learning outcome 1,2,3,6,7,8

Secondary Source Essay (Formative and summartive): 35%
Learning outcome: 1,2,3,4,6,8,9

Primary Research Essay (Formative and summartive): 45%
Learning outcome: 1,3,4,5,6,8,9

Assessment Related Requirements

Not Applicable.

Assessment Detail

1. Tutorial Attendance and Participation (10%)

Everyone is expected to prepare for and contribute to all tutorials – 10% of the final mark will be determined
by your attendance and contribution to tutorials. Tutorial attendance is a requirement of this course and absences other than for medical reasons (with supporting documentation) will result in serious penalties.

2. Tutorial Presentation (10%)

Every student will be expected to give at least one tutorial presentation. This will be in the form of an oral presentation which will be assessed on how well the question is addressed, and the effort made to facilitate further group discussion. Ideally, there will be two presentations in each tutorial. The nature of the presentation might take a variety of forms and will be the subject of negotiation between the tutor and the presenters. Remember that the principal task of the presenters is to promote discussion among the group – students will not be required to hand up any written work.

3. Assignment 1 Secondary Source Essay (35%)
Length: 1,500 words

A list of essay topics related to the key themes of the course will be distributed at the start of semester.

4. Research essay: (45%)
Length: 3000 words

Using mainly primary sources, write an essay on a topic of your choice on an aspect of Aboriginal/European relations in South Australia between settlement and 1937.

Detailed instructions and advice regarding this task will be made available at the start of semester.

Submission

All assignments are to be 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.

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