最新糖心Vlog

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.

2 x 1-hour lectures for 12 weeks on Mondays and Wednesdays at 10am.

1 x 1-hour tutorial scheduled at various times on Mondays, Tuesdays and Wednesdays.

Please note: lectures AND tutorials are scheduled in Week 1 of this course.

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

1	Understand the key issues in 最新糖心Vlogn immigration history and their relationship to present-day debates about the past, present and future of 最新糖心Vlogn society.
2	Critically analyse the ways in which protagonists in contemporary debates about immigration and refugees interpret and 'use' history to defend particular points of view.
3	Critically analyse different kinds of sources (including historical documents and oral testimony), and comprehend and critical evaluate a range of historical arguments.
4	Demonstrate their capacity to work independently and cooperatively while engaging with sources of historical evidence and historical problems.
5	Demonstrate their experience of working in a group to solve-problems and create historical narratives.
6	Enhance their capacity to communicate persuasively and creatively thorough oral and textual means.
7	Develop a reflective and objective profesional approach that rigorously questions assumptions and is informed by evidence and a sophisticated use of information.
8	Develop their capacity to examine historical issues according to the scholarly and ethical conventions of the discipline of history.

A reading pack will be available for purchase at the start of the course. It contains all of the essential texts (articles and chapters) that are required to be read in order to prepare for tutorial discussions. It will be available from the Image & Copy Centre and cost approximately $30.

You might consider purchasing one of the books below (they constitute essential or recommended reading for some tutorials, and constitute excellent 'background' reading). Due to copyright restrictions, only small sections of these books can be included in the reading pack. Each book costs less than $35.

Klaus Neumann, Refuge 最新糖心Vlog: 最新糖心Vlog’s Humanitarian Record, Sydney: UNSW Press, 2004.

Eric Richards, Destination 最新糖心Vlog: Migration to 最新糖心Vlog since 1901, Sydney: UNSW Press, 2008.
 
James Jupp, From White 最新糖心Vlog to Woomera: The Story of 最新糖心Vlogn Immigration, 2nd edition, Cambridge: Cambridge 最新糖心Vlog Press, 2007.

This course has a website, accessible through MyUni. You should check this site regularly for updates, lecture slides notes and additional readings/resources.

Lectures will be recorded and uploaded to the course's MyUni website. They will be accessible for approximately one week after the lecture is delivered. These recordings do not replace the experience of attending the lecture and engaging with the lecturer, so please make every effort to attend the lectures. Attendance at lectures is strongly recommended because they provide the context for the tutorial discussions and introduce themes and personalities that you will encounter in the more sophisticated tutorial readings.

Regarding online sources:
While the internet is an invaluable tool providing remote access to primary sources, it is also the repository of a great deal of suspect information. There is no quality control over what is placed on the Internet. Online sources, both primary and secondary, should be used with care and attention to authorship and intellectual rigour.

Two one-hour lectures per week have been scheduled. Attendance at these lectures is strongly recommended as they provide the context for the tutorial discussions and introduce themes and personalities that you will encounter in the more sophisticated tutorial readings (i.e. they are clsoely entwined with the tutorial program). The final quiz will also be based on information provided in the lectures.

Brief lecture notes and lecture recordings will be available online via the course’s MyUni website, but these are a poor substitute for the real thing.

Participation in tutorials (one per week) is a compulsory component of the course. You must attend at least 80% of tutorials to qualify to pass the course (unless a medical certificate is provided). Please inform your tutor prior to the tutorial if you are unable to attend. It will generally be possible to attend a ‘make-up’ tutorial in another time-slot.

Please note:
Lectures AND tutorials begin in Week 1 of semester.

Students will need to devote approximately 10 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 7 hours per week of independent study, during which time students will prepare for tutorials and work on assignments.

Please note that 3-unit courses in HUMSS are 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.

Week	Lectures	Tutorial
1	1. Migrants, Refugees and the Making of Modern 最新糖心Vlog 2. 19thC Race Relations and the White 最新糖心Vlog Policy	Introduction and Delegation of Tasks
2	3. Child Migration to 最新糖心Vlog     Film - The Leaving of Liverpool 4. Film – The Leaving of Liverpool (Part 2)	The Origins of White 最新糖心Vlog
3	5. ‘Empire Settlement’: British 最新糖心Vlog in the 1920s 6. ‘Citizens and Aliens’ and 1930s Jewish Emigration to 最新糖心Vlog: A Comparative Perspective	Child Migrants
4	7. ‘Alien’ Internment in WW2 8. Migrant History through National Archives Documents	Wartime Attitudes to Non-British Refugees and Migrants
5	9. Effects of WW2 and 最新糖心Vlog’s Displaced Persons Scheme 10. Experiences of Displacement (lecture-time conversation with  a WW2 refugee/postwear migrant)	Unwilling Migrants?: The Displaced Persons Scheme
6	11. Assisted Migration to 最新糖心Vlog and Assimilation 12. Ten Pound Poms	No tutorial - individual student consultations available
	Mid Semester Break (2 weeks)
7	13. African Arrivals: The Somalis and Sudanese 14. Understanding the ‘Cronulla ‘Riots’	African Arrivals: Somalis and Sudanese
8	15. Migrant Settlement Patterns in 最新糖心Vlogn Cities 16. Migrant Hostels, Health, Women and Childhoods (a ‘Choose Your Own Adventure’ lecture!)	Migrant Settlement: Ethnic Ghettoes or Multicultural Suburban Villages?

9	17. Multiculturalism and its Discontents 18. How many is too many?: The ‘Sustainable Population’ Debate	Multiculturalism and the Decline of ‘White 最新糖心Vlog’
10	19. Indochinese Refugees 20. The 'Asianisation' of 最新糖心Vlog?	The Indochinese in 最新糖心Vlog
11	21. Migrant Selection Criteria from Fraser to Abbott 22. Tampa-ing with Asylum: The Evolution of Refugee Settlement Policy	Jumping the Queue: From Hawke to Abbott
12	23. Alternatives to Detention - ‘Azadi’ (film) 24. Making and Telling Migrant History (and Quiz preparation)	Asylum-Seekers and Detention

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. But in this course, students will also have the opportunity to participate in an group project, the format and content of which is largely devised by the group. The nature of the group project is outlined in the 'Assessment' section below.

There are three assessment tasks for this course. The first offers students a choice: to write a critical analysis of three texts, or to join a group and either (a) design a museum exhibition about migration or (b) participate in a team debate. The group project will give students an opportunity to make some new friends, test their creativity and enhance their skills in oral and visual communication.

The second task is the Research Essay, which will develop students’ skills in critical analysis, evaluation of evidence and written communication.

The Final Quiz will then test knowledge gained throughout the course, with questions derived mainly from the lectures. Students who work consistently throughout the semester, reading widely and attending classes, will be rewarded in the final exam.

1. Design an exhibition for a Migration Museum
    or
    Debate between Teams

NB: Students who do not wish to participate in one of the group projects may choose to write a Critical Analysis paper instead.

2. Research Essay.

3. Final Quiz.

1. Group Project (students choose one of three options):

(a) Design an Exhibition for the Migration Museum

Within each tutorial class, students will organise themselves into groups of 3-5. You will then be required to work together, meeting weekly, to design an exhibition that could be presented at the Migration Museum. The exhibition needs to be about an aspect of migration (e.g. race relations, settlement patterns etc.), or a specific migrant group that has come to 最新糖心Vlog during the 20th century. Your topic should broadly align with the content of the tutorial at which you shall present your exhibition.

You are free to choose the format of your exhibition. It can consist of objects and artefacts, text panels, projections, archival film, sound, audio/visual oral histories, physical re-enactment, cartoons, power-point presentation, mock documentary…or any combination of these things. The only restriction is you must be able to set up the exhibition in less than 5 minutes, and it must be designed to occupy an audience/viewer for no more than 15 minutes. (This is the time that a viewer ordinarily gives an exhibit when they walk through a museum.) It should be designed to capture and hold the audience’s attention. It must be concise but also informative. The exhibition should also aim to convey 3-4 ‘take home’ messages. 

Student groups will present their exhibitions in different weeks of the course. They should consult their tutor if they need particular resources (such as access to a data projector, CD player, overhead projector etc.)
 
(b) In-Class Group Debate

Students will form teams of 3 members and have about three weeks to prepare an argument ‘for’ or ‘against’ a statement 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 “Multiculturalism as a policy has failed in 最新糖心Vlog”, individuals on one team will take turns in making arguments in agreement of 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. There will also be an opportunity for the audience to assess the performance (using a form outlining the above criteria), and for debate participants to assess the performance of themselves and their team-mates.

(c) Alternative Exercise: Critical Review of Three Books (this is an individual assignment)

Students who choose not to participate in the Group Project will write a 2000-word critical review of three 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 submit their critical review during the week after the tutorial.

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.

In order to see how professional historians and critics organise and write book reviews, you might wish to read some. The journals 最新糖心Vlogn Historical Studies and Journal of 最新糖心Vlogn Studies contain generally well-written book reviews in every edition.

 2. 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 with the approval of your tutor. You will need to critically engage with the historiography related to the topic, and vigorously construct an argument with reference to primary and secondary source evidence. As much as possible, try to draw substantially on primary sources of evidence.
 
3. Final Quiz

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

All essays are to be submitted electronically via MyUni - this is a two-step process. The essay 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.

Essays must be submitted BEFORE 12pm (noon) on/before the due date. A record will be kept of the date of submission. 

Short extensions of one or two days will be granted on the grounds of hardship or illness, but students will need to apply to the tutor in writing (with medical certificate or other evidence) and in advance of the due date. Students wishing to apply for a longer extension need to submit the relevant form to the school office (http://www.adelaide.edu.au/student/exams/mod_arrange.html) at least five days prior to the due date for the assignment.

Students who submit an essay late, without having gained an extension, will be liable to a penalty of 3% per day that the essay is overdue. Depending on the circumstances, essays more than five days late may be eligible for a Pass or Fail grade only.

All essays are to be submitted electronically via MyUni - this is a two-step process. The essay 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.Essays must be submitted BEFORE 12pm (noon) on/before the due date. A record will be kept of the date of submission. 

Short extensions of one or two days will be granted on the grounds of hardship or illness, but students will need to apply to the tutor in writing (with medical certificate or other evidence) and in advance of the due date. Students wishing to apply for a longer extension need to submit the relevant form to the school office (http://www.adelaide.edu.au/student/exams/mod_arrange.html) at least five days prior to the due date for the assignment.Students who submit an essay late, without having gained an extension, will be liable to a penalty of 3% per day that the essay is overdue. Depending on the circumstances, essays more than five days late may be eligible for a Pass or Fail grade only.

This course was last evaluated by students in 2012. It was viewed very favourably. On a scale of 1 to 7, with 7 being the highest score, it received the following averaged scores for the following criteria:

1. This course has clearly identified learning outcomes: 6.4 (out of 7)

2. The course is well organised: 6.5 (out of 7)

3. The course has a workload that is appropriate for the achievement of its learning outcomes: 6.5 (out of 7)

4. The course used appropriate strategies to engage me in my learning: 6.5 (out of 7)

5. The course uses appropriate resources to help me achieve its learning outcomes: 6.5 (out of 7)

6. The course uses methods of assessment that help me achieve its learning outcomes: 6.3 (out of 7)

7. This course helps me to develop my thinking skills (e.g.problem solving, critical analysis): 6.2 (out of 7)

8. This course has a learning environment that takes into account student diversity: 6.7 (out of 7)

9. My learning in this course is supported by effective feedback: 6.3 (out of 7)

10. Overall I am satisfied with the quality of this course: 6.5 (out of 7)

NB: These scores are a full one point higher than the averaged scores recorded in student evaluations of courses taught in the Faculty of Humanities and Social Sciences.

The School of History and Politics 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: