HIST 3056 - Doing History
North Terrace Campus - Semester 2 - 2024
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General Course Information
Course Details
Course Code HIST 3056 Course Doing History Coordinating Unit Historical and Classical Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Prerequisites At least 15 units of History Major courses or 15 units of Classics Major courses Assumed Knowledge This course is designed as the capstone of the History and Classics Major; it is expected students will have sufficient pertinent expertise through Level I & II courses to achieve this. Restrictions Available to students undertaking a History or a Classics Major only Assessment Source methodology essay, Literature review and Research plan, Research essay Course Staff
Course Coordinator: Christine Winter
Course Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1. Locate, identify and analyse relevant primary and secondary sources in order to construct evidence-based arguments.
2. Think independently and critically, using appropriate methodologies and technologies, to engage with historical
problems.
3. Communicate effectively, in a range of spoken and written formats, within the conventions of the discipline of history.
4. Demonstrate a proficiency in the appropriate use of contemporary technologies both to communicate results and to communicate with others.
5. Demonstrate the skills of an historian which are appropriate for performing a range of professional roles, undertaking leadership positions, and sustaining lifelong learning, including: information technology skills to manage data and to communicate, skills in collaborative and self-directed problem-solving, a habit of academic rigour, and sensitivity to intercultural and ethical issues.
6. Show a sensitivity to the diversity of historical cultures and the ethical implications of historical enquiry within a global context.
7. Demonstrate a critical, self-reflective approach to the study of history, based on respect and mutual responsibility.
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.
3, 4, 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.
3, 4, 5, 6 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.
5, 6, 7 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.
6,7 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1,2,3,4 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.
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Learning Resources
Required Resources
Relevant texts for tutorial discussion will be available via Course Readings.
Recommended Resources
Recommended reading for preparation and background: Anthony Brundage, Going to the Sources: A Guide to Historical Research and Writing (Hoboken NJ: John Wiley and Sons, 2018).
Additional resources such web links, guides to library resources, essay-writing guides, and guides to referencing will be made available through MyUni.
Online Learning
Pre-recorded podcasts and lectures along with other relevant resources will be accessible via MyUni.
One online tutorial will be available. -
Learning & Teaching Activities
Learning & Teaching Modes
Teaching Mode
The contact hours comprise one two-hour seminar per week. In addition there will be online learning activities incorporating combinations of lectures, podcasts, and worksheets.
The Research Essay
The principal objective of the course is for students to write a research essay based mainly on primary sources on a topic of their
choice. The structured learning activities, the assignments, and seminars are designed to build skills toward the successful
completion of that essay.
Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Workload (including structured and self-directed learning activities)
1 x 2-hour seminar per week = 24 hours
24 x pre-recorded lectures and podcasts = 24 hours
Seminar preparation (readings, activities, worksheets) = 48 hours
General reading = 72 hours
Researching and writing assignments = 144 hours
Total = 312 hoursLearning Activities Summary
The core teaching in the course will take place in the weekly seminars. There will be a range of themes covered in seminars and these themes will be broached through a close study of how historians working in different fields and using different sources go about their research, create their argument and use evidence to support that argument.
In the seminars we will also focus on exercises related to each of the assignments and to the research project as a whole.
In addtion to the readings, a range of online materials will be made available for seminar preparation.
Specific Course Requirements
Seminar attendance and participation comprise a hurdle requirement for this course. In order to complete the course students will have had to have attended and participated in 80% of the seminars. -
Assessment
The University'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 Weighting Seminar attendance and participation Hurdle requirement Literature Review and Research Plan 20% Primary Source Analysis 30% Research Essay 50% Assessment Related Requirements
In order to achieve the learning outcomes it is essential to attend and participate in the seminars. For this reason, attendance and participation comprise hurdle requirements for this course. Students are required to attend 80% of the seminars. Frequent absences, other than those on (documented) medical or compassionate grounds, are unacceptable.
No work will be accepted in lieu of seminar attendance and participation.Assessment Detail
Seminar attendance and participation = hurdle requirement
Learning outcomes: 1-7
Research Plan and Evaluation of the Literature (equivalent of 1,500 words) = 20%
Learning outcomes: 1, 2, 3, 4.
Primary Source Analysis Exercise (2,000 words) = 30%
Learning outcomes: 1, 2, 3, 4, 7.
Research Essay (4,000 words) = 50%
Learning outcomes: 1, 2, 3, 4, 7.
Submission
All assignments to be submitted electronically via 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.
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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.
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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