HIST 2051 - 最新糖心Vlog and the World

North Terrace Campus - Semester 2 - 2016

This course examines 最新糖心Vlogn history from 1901 until the present. 最新糖心Vlogns have variously been described as a nation of sporting champions, yet we lose more often than we win; of 'battling' when we live in relative wealth; and of settling in the 'outback' while we sprawl into cities. We've been characterised as a 'classless' society and an equal one, which is at odds with the experience of many women and unemployed people. We've been introduced as descendents of convicts and 'Poms' when our families are just as likely to have emigrated from Eastern Europe or Asia or lived on this land for thousands of years. Students in this course will learn how each of these descriptions have been evoked for a purpose. They are used by politicians willing to appeal to a particular constituency, and by opponents in debates about federation, immigration, aboriginal rights, welfare, the status of women, and the possibility of 最新糖心Vlog becoming a republic. In this course, the trajectory of these debates, which have shaped 最新糖心Vlogn identity, will be explored in addition to the social effects of the 1930s Depression, the legacy of the Menzies and Whitlam Governments, 最新糖心Vlog's participation in war and its place in the global village. Students will have the opportunity to recall our long-felt deference to Britain, our more recent acceptance of our Aboriginal heritage, our brief flirtation as an Asian nation, and our current 'coalition' with the United States, and ponder where our future might lay.

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Course Details

Course Code	HIST 2051
Course	最新糖心Vlog and the World
Coordinating Unit	Historical and Classical Studies
Term	Semester 2
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 I undergraduate study
Incompatible	HIST 2004 or HIST 3004
Assessment	Research essay (2500 word) 50%, Group debate or Critical review (2000 word) 30%, Quiz 20%

Course Staff

Course Coordinator: Dr Paul Sendziuk

Paul Sendziuk is the author of Learning to Trust: 最新糖心Vlogn Responses to AIDS (2003), which was short-listed for the Human Rights and Equal Opportunity Commission’s 2004 Human Rights award (non-fiction category), and co-editor of Turning Points: Chapters in South 最新糖心Vlogn History. He has taught 最新糖心Vlogn and migrant history for a number of years, and published on a broad range of topics including environmental history and the history of disease. He is currently engaged in two research projects: a history of post-WWII Polish migration to 最新糖心Vlog, and a comparative history of cultural/ artistic responses to AIDS in 最新糖心Vlog, the United States and South Africa. In 2009 Paul was awarded the 最新糖心Vlog’s highest teaching honour, the Stephen Cole the Elder Excellence in Teaching Award, and in 2011 received a national award from the 最新糖心Vlogn Learning & Teaching Council for ‘Outstanding Contribution to Student Learning’.

Paul can be found in Napier Rm 512, or contacted via telephone 8313 7562 (there is a voicemail service) and email (preferred): paul.sendziuk@adelaide.edu.au.

Course Timetable

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

1 x 2 hr lecture per week.

1 x 1 hr tutorial per week.

Course Learning Outcomes

On successful completion of this course, students should be able to:

1	Identify key moments of economic, social and political change in twentieth-century 最新糖心Vlog.
2	Recognise how ideas about race, class and gender shaped public policies and practices in twentieth-century 最新糖心Vlog.
3	Understand the ways that protagonists in contemporary debates interpret or ‘use’ history to defend particular points of view.
4	Critically analyse different kinds of sources (including historical documents and oral testimony), and comprehend and critical evaluate a range of historical arguments.
5	Demonstrate their capacity to work independently and cooperatively while engaging with sources of historical evidence and historical problems.
6	Demonstrate their experience of working in a group to solve-problems and create historical narratives.
7	Demonstrate their enhanced capacity to communicate persuasively and creatively thorough oral and textual means.
8	Develop a reflective and objective profesional approach that rigorously questions assumptions and is informed by evidence and a sophisticated use of information.
9	Develop their capacity to examine historical issues according to the scholarly and ethical conventions of the discipline of history.

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

Learning & Teaching Modes

Face-to-face teaching on campus consisting of 1 x 2-hour lecture and one tutorial per week.
Classes begin in Week 1 of semester.

Attendance at the lectures is important as they provide the context for the tutorial discussions and introduce themes and personalities that students will encounter in the more sophisticated tutorial readings. The final quiz will be based on information provided in the lectures.

Workload

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

Students will need to devote approximately 12 hours per week to this course (divided over 12 weeks of study). This consists of 2 x 1-hour lectures and one tutorial per week, and 9 hours per week of independent study, during which time students will prepare for tutorials and work on assignments.

Please note that the standard workload for a 3-unit course in the Faculty of Arts is designed on the assumption that all learning and assessment activities (including lectures, tutorials, preparatory work, research and writing of assignments etc.) will require approximately 156 hours.

Learning Activities Summary

Schedule
Week	Lecture Topic	Tutorial
Week 1	Themes of the Course and Quiz	Introduction and Delegation of Tasks
Week 2	(a) 最新糖心Vlogn History before 1901 (b) Federation and the ‘Five Pillars’ of the 最新糖心Vlogn Settlement	最新糖心Vlog – Social Laboratory for the World?
Week 3	(a) White 最新糖心Vlog and Citizenship (b) ANZAC and the Great War	The War at Home
Week 4	‘最新糖心Vlog Unlimited’?: Hopes and Fears of Inter-war 最新糖心Vlog	The Depression and Legacies of War
Week 5	World War Two: Home and Abroad	World War II a Turning Point?
Week 6	Menzies and the ‘Fabulous Fifties’	The Motor Car and the Suburbs
Week 7	The Cold War Comes to 最新糖心Vlog: Catholics, Communists, Spies and the Split	Better Dead than Red?
Week 8	The Whitlam Revolution	The Whitlam Revolution
Week 9	Aboriginal Rights and Reconciliation	Aborigines in White 最新糖心Vlog
Week 10	From White 最新糖心Vlog to Woomera	Assimilation to Multiculturalism
Week 11	Globalisation and the Triumph of the Market	Economic Rationalism and National Reinvention
Week 12	The (Ab)use of 最新糖心Vlogn History	The History Wars

Small Group Discovery Experience

In essence, tutorial discussions in the Humanities epitomise small-group discoveries: students come together to share and contest what they have learned from the assigned readings, and to jointly respond to historical questions and problems that have been set by the tutor.

In this course, students will also have the opportunity to participate in a small group research project. The outcome of this research will be an organised debate between teams of students.

The 最新糖心Vlog'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

There are three assessment tasks for this course. The group project will give you an opportunity to make some new friends, test your creativity and enhance your skills in oral communication. The research essay will develop your skills in critical analysis, evaluation of evidence and written communication. The final quiz will test knowledge gained throughout the course, with questions derived exclusively from the lectures. Students who work consistently throughout the semester, reading widely and attending classes, will be rewarded in the final quiz.

1. 2,500 word research essay

2. Student choice, either:

(a) Organised debate between teams (to be presented during tutorial time); or
(b) 2,000 word critical analysis of two books (an individual written assignment)

3. Final Quiz (1 hour duration)

Assessment Related Requirements

Participation in tutorials is a compulsory component of the course. Students must attend at least 80% of tutorials to pass (unless a medical certificate is provided or extra written-responses to the tutorial questions are submitted). Please inform your tutor prior to the tutorial if you are unable to attend. It is often possible to ‘make-up’ a tutorial at another time.

Assessment Detail

1. Research Essay

Students are required to write one 2,500-word research essay, based on both primary and secondary sources. You may choose from a list of topics (to be provided), or devise your own question with the approval of your tutor.

2. Student Choice - either (a) or (b) detailed below:

(a) In-Class Group Debate
Students will form teams of 3 members and have 2-3 weeks to prepare an argument ‘for’ or ‘against’ a proposition relating to a historical issue. Teams will then present their argument in the form of an Oxford-style debate to take place during tutorial. For example, if the statement is “The policy of multiculturalism has failed in 最新糖心Vlog”, individuals on one team will take turns in making arguments in agreement with this statement and they will be opposed by a team disagreeing with them. Students will be assessed on the basis of the logic and validity of their argument, their use of examples to support their points, their level of organisation and team-work, and their ability to communicate with passion and persuasion.

(b) Critical Review of Two Books
Students who choose not to participate in the group project will write a 2,000-word critical review of two books selected from the reading list corresponding to a tutorial topic. Students are required to read the books in their entirety before the applicable tutorial and can submit their critical review anytime before the end of Week 12.

In writing their critical review, students should consider the following points:

1. What are the authors aiming to do? Are they successful in fulfilling these aims?
2. What do the authors argue?
3. How do the authors deal with opposing arguments?
4. What types of evidence do the authors use to construct their arguments? Is this evidence convincing? What evidence do the authors ignore?
5. Are the authors influenced by a particular theory or methodological approach? Is this approach warranted?
6. Are the authors’ arguments convincing? (You should assess this by comparing the different arguments and evidence presented by each author. You might also consult 2-3 other texts on the same topic.)
7. What special tricks or strategies do the writers employ to make their points? These strategies may include the organisation of the text and the choice of language and examples.

3. Final Quiz

The final quiz will consist of 30 short-answer questions. They will be based entirely on content delivered in the lectures. Thus students who attend regularly and review their notes will be rewarded. The duration of the quiz will be 1 hour.

Submission

All essays are to be submitted BEFORE 12pm (noon) ON THE DUE DATE. A record will be kept of the date of submission.

Extensions will be given on the grounds of hardship or illness. If, as often happens, several essays are due close to each other, you should plan your schedule so that you complete one or more before the deadline.

Students who submit an essay late, without having gained an extension, will be liable to a penalty of 2 marks per day (including weekend days) that the essay is overdue. Depending on the circumstances, essays more than five days late will be eligible for a Pass or Fail grade only.

Online Submission of Assignments (e-submission) via MyUni
All assignments are to be submitted electronically via MyUni - this is a two-step process. The assignment needs to be electronically submitted for marking via the 'Assignments' link in the course menu. It then needs to be submitted separately to Turnitin, which is also done via the MyUni site. Marked assignments will be returned to the student in printed form.

Extensions
Students wishing to apply for an extension need to submit the relevant form available at to the school office at least 5 days prior to the due date for the assignment.

Exceptions to the Policy
If one of the following criteria is met, an informal extension can be organised with the course coordinator or tutor:
· small extension – 2 days or less;
· assessment item is worth 20% or less;
· student is registered with the Disability Office (need to attach a Disability Access Plan – DAP).

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.

The following table outlines the general assessement criteria and the standard of work required to achieve a particular grade for each component of the assignment.

	High Distinction (85-100%)	Distinction (75-84%)	Credit (65-74%)	Pass (50-64%)
Structure	The structure facilitates the clear and compelling development of the analysis.	The structure is clear and facilitates the development of the analysis, though in places it could be improved.	The structure is generally clear but it also contains flaws that impede the development of the analysis.	The structure is confused and/or hinders the analysis, but not to the extent that the argument is overwhelmed.
Analysis	The essay is thoroughly analytical. There will usually be a degree of originality that goes beyond the mere paraphrasing of the ideas of other historians.	The essay is mostly analytical, though there may be some deviation and/or brief lapses into narrative.	The essay answers the question, though the argument may not always be persuasive. In places there may be deviation or lapses into narrative description.	The essay only partially answers the question and there is a substantial degree of deviation and/or extended lapses into narrative description. Passages or paragraphs that are irrelevant to answering the question might be evident.
Knowledge	The range of reading implied by the answer will be extensive. There are no inaccuracies.	The essay shows a sound knowledge of the topic, though there may be some gaps and a few inaccuracies.	The essay shows a basic knowledge of the topic, though there may be major gaps and a degree of inaccuracy.	Knowledge is patchy, but the student has enough information at his/her disposal to frame at least a basic answer.
Evidence	Analytical points are always supported by relevant factual evidence. The student is aware of the problematic nature of historical evidence and uses it judiciously. 'Primary' as well as 'secondary' sources of evidence will be used.	Analytical points are usually supported by relevant evidence. The use of 'primary' sources of evidence might be lacking.	The essay tends either (a) to make sweeping statements, or (b) to deploy a significant amount of factual data that is not tied to relevant analysis. Evidence tends to be used uncritically. The use of 'primary' sources of evidence might be lacking.	The essay suffers from either (a) a chronic lack of supporting evidence or (b) a mass of information with little or no regard to the demands of the question. Evidence is used uncritically.
Prose	The prose is clear, accurate, and stylish. The student demonstrates a thorough grasp of the advanced vocabulary and idiom used by historians. The transition from one point to the next, and connection to the overall argument of the essay, will be clear and logical. An element of creativity may be evident.	The prose is generally clear and accurate, and will demonstrate at least an appreciation of the idiom and advanced vocabulary used by historians.	Though the prose is generally clear and mostly accurate, there may be substantial problems with spelling or punctuation, but not with basic grammar.	The prose contains substantial inaccuracy and/or lack of clarity. The prose reflects the students' poor understanding of grammar or inattention to detail and proof-reading. However, the prose is good enough for the basic meaning to be clear.
Referencing and formatting	The presentation of the essay is excellent. Full and accurate references are supplied, along with a full bibliography. The formatting will conform in every respect to the specified style.	The presentation of the essay is generally good. References are supplied when needed, though there may be some minor formatting errors.	The presentation of the essay is satisfactory but there are some problems. References may not be supplied when needed, and there may be substantial errors in the formatting of references (i.e. they exclude or obscure necessary information).	The presentation of the essay is sloppy and there are substantial problems with the references. References may not be supplied when needed, and there may be substantial errors in the formatting of references (i.e. they exclude or obscure necessary information). However, there is no intentional plagiarism.

Final results for this course will be made available through .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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.

Dr Paul Sendziuk's teaching in this course was last evaluated by students in 2014. His teaching was viewed extremely favourably. The results of the survey (involving 73 students), based on a scale of 1 to 7 (with 7 being the highest score) are as follows:

1. Paul Sendziuk shows concern for students: 6.53 (out of 7)

2. Paul Sendziuk encourages student participation: 6.71 (out of 7)

3. Paul Sendziuk stimulates my interest in learning in this course: 6.62 (out of 7)

4. Paul Sendziuk gives clear explanations: 6.67 (out of 7)

5. Paul Sendziuk is an effective university teacher: 6.75 (out of 7)

6. Paul Sendziuk gives me useful feedback on my work: 6.31 (out of 7)

7. Paul Sendziuk encourages student discussion: 6.75 (out of 7)

NB: These median response (i.e. the most recorded score from students) for each of these criteria was 7 out of 7.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
The School of Humanities is committed to upholding the 最新糖心Vlog's Policy on Occupational Health & Safety (OH&S). All staff and students have a legal responsibility to act in the interests of themselves and others with respect to OH&S. For information on the School's contingency plan and emergency procedures, please see the OH&S section on the school website.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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

最新糖心Vlog