HIST 2091 - Thinking About Emotion in Historical Perspective

North Terrace Campus - Semester 1 - 2017

How we feel and what counts as an emotion changes across time and geographical space. This course introduces students to the history of emotions, highlighting how our emotional worlds, how we feel and show our feelings, what language we use to express emotion, and the social acceptability of particular emotional expressions, have changed over time. Students will encounter some of the key concepts or approaches used by historians to understand how emotions worked in the past, using a range of examples from the medieval to the modern and across the world that highlight the diversity of emotional experience. Key issues that can be explored by students include how emotions are involved in national identity and the making of communities; how emotions are shaped by gender or within families; how the media uses emotion to shape public opinion; and the role of emotion in legal practices and the creation of justice. More generally, we will consider how emotions shape social, economic, political and cultural change. Through lectures, workshops and structured learning activities, students will have the opportunity to try out some of key history of emotion concepts by applying them to original historical sources. In learning about the past, students might also come to better understand the operation of emotion in the present.

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Course Details

Course Code	HIST 2091
Course	Thinking About Emotion in Historical Perspective
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 1 undergraduate study
Assessment	Structured learning outcome questions (1000 word) 20%, Methodology essay (1300 word) 30%, Research essay (2200 word) 50%

Course Staff

Course Coordinator: Professor Katie Barclay

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:

1	have a focused understanding of the historiography of the history of emotions;
2	be aware of how different methodologies and concepts shape debates in the history of emotions;
3	be able to locate, contextualise and analyse primary and secondary sources relevant to the history of emotions as part of independent or collaborative research;
4	be able to apply appropriate history of emotions methodologies or concepts to primary and secondary sources to engage with historical problems;
5	be able to effectively use appropriate spoken and written formats to portray their understanding of the history of emotions;
6	be able to work independently of staff to achieve research goals in the history of emotion and contribute findings to group learning activities;
7	be able to proficiently use contemporary technologies to communicate learning and research findings;
8	be able to participate in professional practice and ethical issues in researching the history of emotions;
9	have an understanding of the diversity of emotions across historical time and the ways they shape and are shaped by temporal and geographical context.

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

Learning Resources

Required Resources

Students will be required to access primary and secondary literature for this course through the university virtual learning environment, as well as using library resources. There are no significant resource or workload impacts that are not currently considered under normal teaching arrangements.

Recommended Resources

Students will be provided with a course outline that includes reading lists, web-links, library resources, essay-writing guides etc. This is a vital resource that will be accessible through the university learning environment.

Online Learning

Course outlines and learning guides will be available on Canvas when enrolment opens. Reading recommended for each lecture and workshop shall be made available as part of the course outline from week 1. Additional reading or resources, in response to formative assessment, will be made available over the course in response to demand or need. Announcements within Canvas will be used when needed. Structured learning and workshop activities will be supported by an online discussion forum (on canvas), which will allow students to discuss ongoing content and to prepare for group work activities. Lectures will be recorded and available online.

Learning & Teaching Modes

This course is taught in a two-hour window, consisting of a lecture and workshop, and supported by a structured learning activity.

Workload

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

Workload	Hours
1 x 1-hour lecture per week	12
1 x 1 hour workshop per week	12
1 x 1 hour structured learning activity per week	12
6 hours of independent reading each week	72
1 hour of independent research each week	12
3 hours of assignment preparation each week	36
Total	156 hours

Learning Activities Summary

After some introductory material, material will be grouped into modules. Content modules may vary from year to year to accommodate guest lectures from leading international experts in the field of the history of emotion, but will be unified in that each will introduce students to at least one key concept in the history of emotions and a range of examples for understanding the application of that concept within a historiographical field, and will provide students opportunities to apply these ideas themselves. The following timetable is indicative only and may change each year.

Week	Topic
1	What is the History of Emotions?
2	Finding Emotions in Historical Sources
3	Emotions & the Group
4	Emotions & the Group
5	Emotions & the Group
6	Emotions & Gender
7	Emotions & Gender
8	Emotions & Media
9	Emotions & Media
10	Emotions & Law
11	Emotions & Law
13	Historical Emotions: Shaping the Present

Specific Course Requirements

N/A

Small Group Discovery Experience

Small group discovery experience is central to this course and is formed through a combination of the structured learning activity and related workshop activities, which are designed to ensure that student teams undertake active research to make discoveries, generate new knowledge, and engage in peer learning. Students shall conduct independent research and knowledge creation through their individual structured learning activities, particularly in week two of a module when they have to apply concepts to groups of primary sources. They then bring their findings from these activities to workshops, where they share their findings in small groups. In these small groups, guided by experienced researchers and structured activities, students shall be asked to interrogate their conclusions and test them against
each other’s ideas and findings. In doing so, students not only demonstrate their own new research findings, but through peer learning have their ideas critically assessed and challenged. Then as a group, they report back to the whole room and a similar whole group debate
occurs, guided by staff. In later weeks, independent research activity is enhanced through a loosening of the structured activities to allow students to independently find and select their own case studies and sources from those available in the library or on websites of resources. This encourages critical thinking and greater independence in their research skills. The small group discovery experience is assessed
through the structured learning assignment and the methodology essay.

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

ASSESSMENT TASK	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Answers to structured learning outcome questions (c.1000 words)	Formative & summative	20%	2, 3, 5, 6, 7, 8
Methodology essay (1500 words)	Formative & summative	30%	2, 3, 4, 5, 6, 7, 8
Research essay (2500 words)	Summative	50%	1, 2, 3, 4, 5, 7, 9

Assessment Related Requirements

All pieces of assessment must be handed in to pass the course. This is a hurdle requirement.

Assessment Detail

Answers to structured learning outcome questions (1,000 words): Each structured learning activity will be accompanied by set questions for you to engage with and to guide the findings which you bring to group discussion. For this assessment, you will be required to submit responses to one module’s set of questions (i.e., both those relating to weeks 1 and 2 of a two week module). Submission will fall after class discussion, enabling you to edit responses and benefit from peer learning. This assignment supports your in-class group work, structured learning activities, and encourages participation. 20%

Methodology essay (1,500 words): This essay will tests understanding of the methodologies and concepts used in the history of emotions. You shall select from a range of questions designed to assess this knowledge and skillset.

Research essay (2500 words): This essay provides you with an opportunity to demonstrate understanding of historiographical debates in the field and to use research with primary sources and case studies to engage with historical problems. You will be able to select from a list of research questions or to create your own question.

Submission

Submission will be through Turnitin.

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.
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator