HIST 2093 - The Family, Memory and Identity

North Terrace Campus - Semester 2 - 2020

The family is central to our identities. For most people, it is in the family that we learn core ideas of self, such as gender, class, race, national identity and more. Our family heritages help locate us in the world and we rely on them to make sense of who we are. Conversely, people removed from their families often struggle to find their identities and feel bereft not just of kin but culture. Family legacies ? ideas about who our family is and where they came from ? then are an important form of historical memory. This course introduces the history of the family and its important role in shaping individuals, societies and nations. It has two key goals. First to explore the significant transformation in the shape and role of the family over the last five hundred years and second to ask how this history and our personal genealogical histories contribute to the making of personal identity and historical memory. Students shall have the opportunity to learn important skills in genealogy and family history, and to think about how we create connections with our dead ancestors through objects and documents. Content will focus on the history of Western Europe and the Anglophone world, but research opportunities will allow students to look at families in a global context.

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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 Course Planner.

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.

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)
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	8, 9

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.

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	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Family history sources 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

Family History Sources Task – This will explore how historians use primary sources to develop family histories. 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 Access Adelaide.

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.
Student Support
Policies & Guidelines
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Maintained by:	Course Outlines Administrator