HIST 1110OL - Identities in History: Who Are We?

Online - Semester 2 - 2022

Who do you think you are? How we think about our identity is shaped by our historical and cultural context. This course explores how different types of identities - national, gender, sexual, religious, family - are thought about in particular historical periods and places and how exploring identities enables us to better understand human experience and processes of historical change. We explore the ideas that shape identity concepts (such as the invention of the nationstate or new medical research), the 'tools' people use to display and produce identity (such as clothing, flags or religious symbols), and how both of these evolve over time. This course reflects on what we mean by identity, why and when it is important, and the relationship between the individual and wider society and culture. It provides an introduction to the study of history at university, teaching students how to use primary and secondary sources and how these are used to make a historical argument. Through being introduced to a wide range of cultures and time periods, students will acquire important contextual knowledge that will support their learning at upper levels. Finally students will learn to critically engage with the concept of identity and how it shapes our lives today.

  • General Course Information
    Course Details
    Course Code HIST 1110OL
    Course Identities in History: Who Are We?
    Coordinating Unit Historical and Classical Studies
    Term Semester 2
    Level Undergraduate
    Location/s Online
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible HIST 1110
    Course Description Who do you think you are? How we think about our identity is shaped by our historical and cultural context. This course explores how different types of identities - national, gender, sexual, religious, family - are thought about in particular historical periods and places and how exploring identities enables us to better understand human experience and processes of historical change. We explore the ideas that shape identity concepts (such as the invention of the nationstate or new medical research), the 'tools' people use
    to display and produce identity (such as clothing, flags or religious symbols), and how both of these evolve over time. This course reflects on what we mean by identity, why and when it is important, and the relationship between the individual and wider society and culture. It provides an introduction to the study of history at university, teaching students how to use primary and secondary sources and how these are used to make a historical argument. Through being introduced to a wide range of cultures and time periods, students will acquire important contextual knowledge that will support their learning at upper levels. Finally students will learn to critically engage with the concept of identity and how it shapes our lives today.
    Course Staff

    Course Coordinator: Professor Katie Barclay

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1.      Demonstrate a broad understanding of how identity is shaped by historical culture and society;
    2.      Categorise different types of primary and secondary sources, contextualise them, and make basic points of analysis;
    3.      Proficiently use contemporary technologies in finding and presenting data;
    4.      Demonstrate an awareness of the range of experiences of people across the globe;
    5.      Demonstrate an awareness of their responsibiliites to themselves and others in the classroom.




    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.

    2, 3, 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.

    5

    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.

    1, 4

    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.

    1, 4

    Attribute 7: Digital capabilities

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

    3

    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.

    1, 4, 5
  • Learning Resources
    Required Resources
    All resources will be available through Myuni or the library and will not require advance purchase

    Online Learning
    This course is entirely online and asynchronous. There is no face to face contact.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is entirely online through MyUni. Students work through a set of activities each week, completing the tasks.
    Workload

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

    Structured Learning
    Online activities: 3 hours per week

    Self-Directed Learning
    Reading: 6 hours per week
    Research: 2 hours per week
    Assignment preparation: 2 hours per week
    Total: 156 hours
    Learning Activities Summary
    The course is built around several interchangeable modules that focus on a type of identity – national, gender, sexual etc – in historical context and vary each year depending on the expertise of the teachers. Skill learning in this course particularly focuses on using primary source material and will be tied into the module content. For example, we might look at fashion as a source material for gender identity. The online version of this course parallels the offline version but with a fuller set of online activities that replaces the two hour workshop.
    Specific Course Requirements
    None
  • 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
    Primary source task - 500 words
    Research task - 1800 words
    Synoptic task - 1200 words
    Assessment Related Requirements
    In order to pass the course, students are required to complete a minimum of NINE of the weekly activities or, if they fall beneath that number, to provide documentary evidence to explain their absences.



    Assessment Detail

    Assessment Description % weighting
    Primary source task 500 words The primary source task assesses students understanding of what a historical source is and how historians use it to explore questions of identity in historical context. To complete this task, students will engage with a range of technologies that allow them to access historical source material and so demonstrate skills in this area. 20
    Research task 1800 words The research task assesses students understanding of the core course content re identity, their ability to use primary and secondary sources to create an argument and address a basic historical problem, their capacity to communicate these ideas using basic technologies, and their ability to produce work following professional and ethical standards. 40
    Synoptic task 1200 words The synoptic task is designed to allow students to demonstrate their understanding of identity, but especially across different cultural contexts – showing awareness of the breadth of experience in different culture contexts. It also demonstrates the ability to use primary and secondary sources, new technologies and professional
    standards in the classroom.
    40
    Submission
    Assessment is submitted through Turnitin on 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
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