HIST 3056 - Doing History
North Terrace Campus - Semester 2 - 2021
General Course Information
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 history capstone course will provide students with an opportunity to experience historical research at an advanced level. The course will have two main components: an in-depth analysis of different types of historical sources commonly used by historians, including archival and digital research, and an exploration of historical methodologies - all directed toward an independent research project of the student's own choosing. Additional components of the course will include a discussion of ethics in working with historical sources and producing historical writing, and an introduction to the options available to history majors in the job market and for postgraduate study. The course is intended to build upon individual student research interests (gained through their previous study), but will extend knowledge gained in advanced level courses by providing suggestions for deepening their understanding of the methodological approaches to using available textual and visual materials.
The course will be intensive and seminar-based, with additional independent structured learning equal to six contact hours per week. In a typical week, students will engage in staff-led discussions of various types of historical sources, or visit an archive (either in person or digitally), discuss progress on assignment tasks, and complete assigned tasks with a research pod - groups of students sharing similar interests. Pods will research elements of weekly topics, analyse their significance for their own research, and relay their findings back to the larger class. Assessment tasks will a source methodology essay that bears on the research topic, a literature survey and research plan, and the final research paper.
Course Coordinator: Dr Vesna DrapacConvenor and Tutor: Associate Professor Vesna Drapac
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn 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
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) 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 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
1, 2, 3 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
3, 4, 5 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, 4, 5, 6 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
5, 6, 7 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
Required ResourcesRelevant texts for tutorial discussion will be available via Course Readings.
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 LearningPre-recorded podcasts and lectures alonig with other relevant resources will be accessible via MyUni.
One online tutorial will be available.
Learning & Teaching Activities
Learning & Teaching ModesTeaching 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.
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 RequirementsSeminar 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.
Small Group Discovery ExperienceThe SGDE is embedded in core activities in the weekly seminars.
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 Task Weighting Seminar attendance and participation Hurdle requirement Literature Review and Research Plan 20% Primary Source Analysis 30% Research Essay 50%
Assessment Related RequirementsIn 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 DetailSeminar 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.
SubmissionAll assignments to be submitted electronically via MyUni.
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.
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