HIST 3055 - Protecting the Peace: Modern Histories of Peacekeeping

North Terrace Campus - Semester 2 - 2018

This course will examine strategies of peace-making and policing in modern history, and their role in building social order. Drawing upon western case studies from the early 19th century to the present, it will investigate some of the different contexts in which peace treaties have been made (and contested) between nation states, and how systems of policing have served national communities in both conciliatory and coercive ways. Students will be asked to analyse the historical forces that have shaped different approaches to protecting the peace, and relate these to contemporary debates about crime control, the arbitration of conflict, and the relation between state powers and civil rights. In exploring these issues, the course will also pay attention to shifting public perceptions about the appropriate scope and limits of state power. How, for instance, has the technological introduction of body cams in everyday civil policing affected public perceptions about police capacity for use of force? Topics will include: treaties as a tool both of conciliation and of extending power; evolutions in systems of policing and their role in producing law and order; the social conditions that have produced use of martial law and paramilitary policing; the cultural issues that arise in the policing of particular communities; and the line between civil liberty and state authority in social debates about protecting the peace.

  • General Course Information
    Course Details
    Course Code HIST 3055
    Course Protecting the Peace: Modern Histories of Peacekeeping
    Coordinating Unit History
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites At least 12 units of undergraduate study
    Course Description This course will examine strategies of peace-making and policing in modern history, and their role in building social order. Drawing upon western case studies from the early 19th century to the present, it will investigate some of the different contexts in which peace treaties have been made (and contested) between nation states, and how systems of policing have served national communities in both conciliatory and coercive ways. Students will be asked to analyse the historical forces that have shaped different approaches to protecting the peace, and relate these to contemporary debates about crime control, the arbitration of conflict, and the relation between state powers and civil rights. In exploring these issues, the course will also pay attention to shifting public perceptions about the appropriate scope and limits of state power. How, for instance, has the technological introduction of body cams in everyday civil policing affected public perceptions about police capacity for use of force? Topics will include: treaties as a tool both of conciliation and of extending power; evolutions in systems of policing and their role in producing law and order; the social conditions that have produced use of martial law and paramilitary policing; the cultural issues that arise in the policing of particular communities; and the line between civil liberty and state authority in social debates about protecting the peace.
    Course Staff

    Course Coordinator: Dr Steven Anderson

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes


    1. Understand the different contexts in which peace-keeping strategies have evolved, from treaties to policing, in the comparative framework of modern history;

    2. Critically analyse the historical forces that have shaped peace-keeping strategies in the past, and relate these to contemporary;
    debates about crime control and the arbitration of conflict

    3. Identify appropriate sources relating to the history of ‘protecting the peace’ and relate them to contemporary social debates;

    4. Undertake individual research and produce effective written argument appropriate to the discipline of history;

    5. Participate productively in small group-based problem-solving and research activity;

    6. Use technologies relevant to the development of critical expertise and completion of assessment tasks.




    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
    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
    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
    1, 2, 3, 5
    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, 2, 4, 5
  • Learning Resources
    Required Resources
    Information on learning resources will be available upon enrolment via Canvas.
    Recommended Resources
    To be announced. Additional learning resources will include further reading lists, web links and information on library resources, and will be made available on enrolment via Canvas.
    Online Learning
    The course will make active use of delivery of learning resources through Canvas. Other details to be announced.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Weekly lectures will introduce core historical concepts and engage students in relevant theoretical and conceptual debates in light of structured weekly readings. Face to face seminars will be student discussion driven and will include SGDE in the form of small-group work. Academic literacies and research skills will be developed through group work and structured scope for individual research.
    Workload

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


    1 x 1 hr lecture per week = 12 hrs per semester

    1 x 2 hr seminar or equiv structured learning per week = 24 hrs per semester

    3 hrs reading x 12 weeks = 36 hrs per semester

    3 hrs research x 12 weeks = 36 hrs per semester

    4 hrs average seminar/assessment prep x 12 weeks = 48 hrs per semester

    Total = 156 hours per semester







    Learning Activities Summary
    A schedule of learning activities will be provided on enrolment via Canvas.
    Specific Course Requirements
    Not applicable
    Small Group Discovery Experience
    SGDE will take place under the direction of experienced academic staff, in regular structured small-group problem-solving and research tasks. SGDE will be integrated throughout the course and will be attached to assessment in the form of a group-based collaborative research task.
  • 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
    2 x quizzes 10%
    SGDE group exercise 10%
    Research essay 40%
    Exam 40%
    Assessment Related Requirements


    Essential learning activities including SGDE will occur in seminars and so seminar attendance is required.
    Assessment Detail
    Online quizzes x 2, weighting 5% each: quiz will be designed to test students’ understanding of key theories and concepts during the course.  

    Small-group seminar task (500 word equivalent) to be scheduled through the semester according to consultation, weighting 10%: Students will present a  summary of key issues and questions arising from one week’s readings, in partnership with a small peer group. Groups will be organised early in the semester, and students will be expected to develop a class presentation in collaboration with powerpoint slides for  submission.

    Essay (2000 words) to be due after the mid-semester  break, weighting 40%: The essay will develop students’ critical understanding of historical context, analytic abilities, capacity to argue from evidence, and written communication skills. It will also develop students’ skills in the identification of source materials relevant to the discipline and the mechanics of citation. 

    Examination (2000 words) to be held at the end of semester, weighting 40%: The examination will assess student understanding of the full spread of course material and will be in 3 sections: 1) 500 word response to question on key concepts developed through the course; 2) 500 word response to primary source provided; c) 1000 word essay. All sections will include choice from a list of topics.
    Submission
    To be announced.
    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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