HIST 3056 - Doing History

North Terrace Campus - Semester 2 - 2022

This is History's capstone course. It is a required unit for students completing their major in History. The course has therefore been designed to round out undergraduate studies in History. It involves reading about and discussing the different ways historians work, as well as their motivation and their goals. More than that, students will also be conducting original research and 'doing history' at an advanced level. Additional components of the course will include a discussion of ethics in working with sensitive historical sources and producing historical writing for a range of audiences. Assessment tasks include a literature survey and research plan and a source methodology essay both of which bear on the research project and the final research paper. The attributes you will build in this course are not simply relevant to historians or history teachers. The critical evaluation of evidence of all kinds is central to any number of careers and it is an essential skill for informed and engaged citizens. Moreover, it is also an essential life skill: the ability to 'read between the lines', to recognise and then assess the strengths and weaknesses of views or opinions based on the evidence underpinning them is the key to dealing with many of the problems we face daily, individually and collectively.

  • General Course Information
    Course Details
    Course Code HIST 3056
    Course Doing History
    Coordinating Unit History
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites At least 15 units of History Major courses
    Assumed Knowledge This course is designed as the capstone of the history Major; it is expected students will have sufficient historical expertise through Level I & II courses to achieve this.
    Restrictions Available to students undertaking a History Major only
    Course Description This is History's capstone course. It is a required unit for students completing their major in History. The course has therefore been designed to round out undergraduate studies in History. It involves reading about and discussing the different ways historians work, as well as their motivation and their goals. More than that, students will also be conducting original research and 'doing history' at an advanced level. Additional components of the course will include a discussion of ethics in working with sensitive historical sources and producing historical writing for a range of audiences. Assessment tasks include a literature survey and research plan and a source methodology essay both of which bear on the research project and the final research paper.

    The attributes you will build in this course are not simply relevant to historians or history teachers. The critical evaluation of evidence of all kinds is central to any number of careers and it is an essential skill for informed and engaged citizens. Moreover, it is also an essential life skill: the ability to 'read between the lines', to recognise and then assess the strengths and weaknesses of views or opinions based on the evidence underpinning them is the key to dealing with many of the problems we face daily, individually and collectively.
    Course Staff

    Course Coordinator: Associate Professor Robert Foster

    Convenor and Tutor: Associate Professor Robert Foster
    robert.foster@adelaide.edu.au
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. Locate, identify and analyse relevant primary and secondary sources in order to construct evidence-based arguments.

    2. Think independently and critically, using appropriate methodologies and technologies, to engage with historical
    problems.

    3. Communicate effectively, in a range of spoken and written formats, within the conventions of the discipline of history.

    4. Demonstrate a proficiency in the appropriate use of contemporary technologies both to communicate results and to communicate with others.

    5. Demonstrate the skills of an historian which are appropriate for performing a range of professional roles, undertaking leadership positions, and sustaining lifelong learning, including: information technology skills to manage data and to communicate, skills in collaborative and self-directed problem-solving, a habit of academic rigour, and sensitivity to intercultural and ethical issues.

    6. Show a sensitivity to the diversity of historical cultures and the ethical implications of historical enquiry within a global context.

    7. Demonstrate a critical, self-reflective approach to the study of history, based on respect and mutual responsibility.

     

    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)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    1, 2

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    1, 2, 3

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    3, 4, 5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    3, 4, 5, 6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    5, 6, 7

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    6,7

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    1,2,3,4

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    6, 7
  • Learning Resources
    Required Resources
    Relevant texts for tutorial discussion will be available via Course Readings.
     





    Recommended Resources

    Recommended reading for preparation and background: Anthony Brundage, Going to the Sources: A Guide to Historical Research and Writing (Hoboken NJ: John Wiley and Sons, 2018).

    Additional resources such web links, guides to library resources, essay-writing guides, and guides to referencing will be made available through MyUni.



    Online Learning
    Pre-recorded podcasts and lectures along with other relevant resources will be accessible via MyUni.

    One online tutorial will be available.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Teaching Mode
    The contact hours comprise one two-hour seminar per week. In addition there will be online learning activities incorporating combinations of lectures, podcasts, and worksheets.


    The Research Essay
    The principal objective of the course is for students to write a research essay based mainly on primary sources on a topic of their
    choice. The structured learning activities, the assignments, and seminars are designed to build skills toward the successful
    completion of that essay.


    Workload

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



    Workload (including structured and self-directed learning activities)

    1 x 2-hour seminar per week = 24 hours

    24 x pre-recorded lectures and podcasts = 24 hours

    Seminar preparation (readings, activities, worksheets) = 48 hours

    General reading  = 72 hours

    Researching and writing assignments =  144 hours


    Total = 312 hours
    Learning Activities Summary

    The core teaching in the course will take place in the weekly seminars. There will be a range of themes covered in seminars and these themes will be broached through a close study of how historians working in different fields and using different sources go about their research, create their argument and use evidence to support that argument. 

    In the seminars we will also focus on exercises related to each of the assignments and to the research project as a whole.

    In addtion to the readings, a range of online materials will be made available for seminar preparation.







    Specific Course Requirements
    Seminar attendance and participation comprise a hurdle requirement for this course. In order to complete the course students will have had to have attended and participated in 80% of the seminars.
  • Assessment

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

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

    Assessment Summary

    Assessment Task Weighting
    Seminar attendance and participation Hurdle requirement
    Literature Review and Research Plan 20%
    Primary Source Analysis 30%
    Research Essay 50%
    Assessment Related Requirements
    In order to achieve the learning outcomes it is essential to attend and participate in the seminars. For this reason, attendance and participation comprise hurdle requirements for this course. Students are required to attend 80% of the seminars. Frequent absences, other than those on (documented) medical or compassionate grounds, are unacceptable.

    No work will be accepted in lieu of seminar attendance and participation.
    Assessment Detail
    Seminar attendance and participation = hurdle requirement
    Learning outcomes: 1-7

    Research Plan and Evaluation of the Literature (equivalent of 1,500 words) = 20%
    Learning outcomes: 1, 2, 3, 4.

    Primary Source Analysis Exercise (2,000 words) = 30%
    Learning outcomes: 1, 2, 3, 4, 7.

    Research Essay (4,000 words) = 50%
    Learning outcomes: 1, 2, 3, 4, 7.




    Submission
    All assignments to be submitted electronically via 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.

    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
  • Fraud Awareness

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