Paul Sendziuk is the author of Learning to Trust: Australian 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-author of A History of South Australia (2018). He is also the co-editor of Turning Points: Chapters in South Australian History (2012) and Foundational Fictions in South Australian History (2018). He has taught Australian 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 three research projects: a history of working at Holden; a history of post-WWII Polish migration to Australia; and a comparative history of cultural/artistic responses to AIDS in Australia, the United States and South Africa. In 2009 Paul was awarded the University’s highest teaching honour, the Stephen Cole the Elder Excellence in Teaching Award, and in 2011 received a national award from the Australian 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.

1 or 2 lectures per week, available online via MyUni.

1 x 1 hr tutorial per week.

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

1	Identify key moments of economic, social and political change in twentieth-century Australia.
2	Recognise how ideas about race, class and gender shaped public policies and practices in twentieth-century Australia.
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4	Critically analyse different kinds of sources (including historical documents and oral testimony), and comprehend and critically evaluate a range of historical arguments.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.

A Course Guide with reading lists identifying the articles and chapters that are required to be read prior to the tutorial discussions is available from the course's MyUni site. 

The reading that needs to be completed prior to each week's tutorial will also be uploaded to the course's MyUni site. It is strongly advised that you download and print the readings and bring them to class. It is very difficult to try to refer to the readings if you are just viewing them on a mobile phone or tablet.

It is recommended that you purchase or borrow one of the books below. They are relatively inexpensive, provide useful overviews of twentieth-century Australian history and are prescribed reading for some of the tutorials.
• Robert Manne (ed.), The Australian Century: Political Struggle in the Building of a Nation, Melbourne: Text Publishing, 1999.
• Deborah Gare and David Ritter (eds), Making Australian History: Perspectives on the Past Since 1788, Melbourne: Thomson, 2008.
• Paul Sendziuk and Robert Foster, A History of South Australia, Melbourne: Cambridge University Press, 2018. Relevant pages from this book are listed in this course guide for each week’s tutorial.

The course has a website, accessible through MyUni. Please consult it regularly for updates, lecture notes, additional resources.

Lectures will be recorded and uploaded to the course's MyUni website. Watching/listening to the lectures is essential 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. The final quiz is based entirely on the information presented in the lectures.

The University has access to a number of academic journals that have full text articles available online. Use the ‘Informit’ and ‘APAIS’ (APA-FT) databases (on the Library’s catalogue) to locate articles in these journals (particularly Australian Historical Studies, Aboriginal History, Journal of Australian Studies, History Australia, and Australian Journal of Politics and History).

Face-to-face teaching on campus consisting of a 1-hour tutorial each week. Lectures will be recorded and available on MyUni. Classes begin in Week 1 of semester.

Watching/listening to 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.

Students will need to devote approximately 12 hours per week to this course (divided over 12 weeks of study). This consists of watching/listening to the lectures and one tutorial per week, as well as 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.

Indicative Lecture and Tutorial Topics

Week	Lecture Topic	Tutorial
Week 1	Themes of the Course	Introduction and Delegation of Tasks
Week 2	(a) Australian History before 1901 (b) Federation and the ‘Five Pillars’ of the Australian Settlement	Australia – Social Laboratory for the World?
Week 3	(a) White Australia and Citizenship (b) ANZAC and the Great War	The War at Home
Week 4	‘Australia Unlimited’?: Hopes and Fears of Inter-war Australia	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 Australia: Catholics, Communists, Spies and the Split	Better Dead than Red?
Week 8	The Whitlam Revolution	The Whitlam Revolution
Week 9	Indigenous Rights and Reconciliation	Indigenous People in White Australia
Week 10	From White Australia to Woomera	Assimilation to Multiculturalism
Week 11	Globalisation and the Triumph of the Market	Economic Rationalism and National Reinvention
Week 12	Australia's Response to HIV/AIDS and COVID-19	COVID-19 in Historical Perspective

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 academic texts (an individual written assignment)
 
3. Final quiz (1 hour duration) or two shorter quizes.

Participation in tutorials is a compulsory component of the course. Students must attend at least 80% of tutorials to qualify to pass the course (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.

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 Australia”, 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 Texts
Students who choose not to participate in the group project will write a 2,000-word critical review of two seconary source texts selected from the reading list corresponding to a tutorial topic. One of them must be a book. Students are required to read the texts in their entirety before the applicable tutorial. Students are advised to discuss their text choices with their tutor and must not choose ‘primary sources’ (such as memoirs) or edited collections of essays as any of their texts.

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

1. What do the authors argue?
2. How do the authors deal with opposing arguments?
3. What types of evidence do the authors use to construct their arguments? Is this evidence convincing? What evidence do the authors ignore?
4. Are the authors influenced by a particular theory or methodological approach? Is this approach warranted?
5. 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.)
6. 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 25 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. NB: There is a possibility that the final quiz will be replaced by two shorter quizes, the first of which will be conducted at the half-way mark of the course. 

To help students prepare for the final quiz, an online wiki will be created where students can post questions that they think might be asked. The course coordinator will occasionally 'cull' these questions to eliminate the implausible ones. A portion of the quiz questions will then be selected from the suggested questions that remain.

Essays must be submitted on/before the due date. A record will be kept of the date of submission. Instructions about how and where to submit will be given when the essay questions are distributed. 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 requiring a longer extension need to submit the relevant form to the School office (https://www.adelaide.edu.au/policies/3303/) at least five days prior to the due date for the assignment.

Late Submission
The Department of History has adopted a standard policy for assessing assignments that are submitted late. For work that is late without formal extension, 2 marks will be deducted from the percentage mark for every day the work is late (including weekends and public holidays). For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark. For students who have been granted an extension, this policy will apply from the extended due date.

Essays will only be accepted for 7 days after the due date. After this time, the mark of zero will be recorded.

The following table outlines the general assessment 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.

The School of Humanities is committed to upholding the University'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.