HIST 2093 - The Family, Memory and Identity
North Terrace Campus - Semester 2 - 2018
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General Course Information
Course Details
Course Code HIST 2093 Course The Family, Memory and Identity Coordinating Unit Historical and Classical Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours a week Available for Study Abroad and Exchange Y Prerequisites At least 12 units of Level I undergraduate study Assessment Personal Family History Task 20%, Historiographical History essay 30%, Family History Research Project 50%. Course Staff
Course Coordinator: Professor Katie Barclay
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course, students will be able to:
1 Demonstrate a focused understanding of the history of the family and family memory; 2 Show awareness of debates in the history of the family and how they relate to methodological questions in family history; 3 Demonstrate basic skills in genealogy and family history; 4 Use their family history research skills to engage with historical problems in relation to memory; 5 Use a variety of formats to demonstrate their learning; 6 Proficiently use contemporary technologies to communicate their findings to others; 7 Show awareness of the professional practice and ethical issues relating to family history research; 8 Demonstrate an understanding of the diversity of family forms and the ways they are produced through culture and society; 9 Demonstrate self-reflection in their research practices. 最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
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, 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
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
5, 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
1, 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
1, 8 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
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Learning Resources
Required Resources
There are no required resources. I will provide key reading lists, web-links and similar teaching resources through MyUni.
Recommended Resources
Recommended resources are provided on MyUni.Online Learning
This course uses MYUNI to access resources. -
Learning & Teaching Activities
Learning & Teaching Modes
This course revolves around a personal research project based on geneology skills and their possible uses for professional historical practices, using a flipped classroom model. This includes approximately an hour of structured learning activity each week, followed by a two hour workshop. During the structured learning activities, students will complete a set of activities designed to teach them genealogical skills and to support their personal research projects, including online and where appropriate in local archives. The course incorporates a trip to the SA State Library to explore resources for geneological work. The workshops will combine short lectures and group discussions that build on the activities in the structured learning. Students will support their structured learning through independent reading and research.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
WORKLOAD – STRUCTURED LEARNING TOTAL HOURS 1 x 2 hour workshop per week 24 1 x 1 hour structured learning activity per week 12
WORKLOAD – SELF-DIRECTED LEARNING TOTAL HOURS 6 hours reading per week 72 2 hours research per week 24 2 hours assignment preparation per week 24 TOTAL 156 hours a semester Learning Activities Summary
This course has two goals: to introduce students to the history of the family in the Western world; and to provide them skills in family history, genealogy, and memory, both as a practical career skill for museum studies, and as a tool for writing the history of the family. Family history begins at home and so students will be encouraged to reflect on their own family histories and to tie them into wider narratives of the history of the family in the historiography. The course structure is designed to enable this. After the first few weeks where key research skills and methodologies in family history will be taught, subsequent weeks will combine core historiographical themes with research activities, designed to encourage students to think about how their family history skills can be used to produce these histories. Topics include: creating family histories, early modern and modern families, family identity, family and memory, and family and nation. It includes a visit to the State Library.
Specific Course Requirements
None.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 that will contribute to their final assignment. SDGE will particularly happen in weeks 8 & 9 where students will actively discuss their ongoing research with peers and the course coordinator to support their final research project. This is designed to encourage 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. -
Assessment
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
ASSESSMENT TASK TASK TYPE WEIGHTING COURSE LEARNING OUTCOME(S) Personal family history task Formative & Summative 20% 1, 3, 5, 6, 7, 9 Historiographical history essay Formative & Summative 30% 1, 2, 5, 6, 8 Family history research project Summative 50% 1, 2, 3, 4, 5, 6, 7, 8, 9 Assessment Related Requirements
None.Assessment Detail
Personal Family History Task – This will mirror the first step in family history research, where genealogists are directed to start at home and use their own personal resources to build a history of their families (before they move to archives etc). Students will be asked to select some objects/documents for this purpose and then to reflect on how they could be used for family history. The second part of this assignment is self-reflection on the implications of these choices for the histories that could be produced. (1000 words)
Historiographical History Essay – This task is designed to test student’s knowledge and understanding of the historiographical debates and discussions around the history of the family, memory and identity. Students can select from a set of questions or design their own. (2000 words)
Family History Research Project – In the first week’s students will develop a family history research project. This might be to write
their own family history, but it could equally be that of a historical individual or even a social group. Students will demonstrate the skills they have been taught to produce a family history, but they will also have to tie this ‘personal’ story into a wider historical debate. (2,500 words)
Submission
Submit 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 .
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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.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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