HIST 2086 - New York City in Revolution: Reacting to the Past
North Terrace Campus - Semester 1 - 2018
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General Course Information
Course Details
Course Code HIST 2086 Course New York City in Revolution: Reacting to the Past Coordinating Unit Historical and Classical Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact 3 hours per week Available for Study Abroad and Exchange Y Assessment 2 x Quiz 10% each, 2 x Paper 15% each, 2 x Journal 5% each, 2 x Participation 10% each, Take home final 20% Course Staff
Course Coordinator: Dr Tom Buchanan
Course Timetable
The full timetable of all activities for this course can be accessed from .
This course has a different enrollment format to most other classes in the Arts degree. Students will enroll not for the traditional lecture and tutorial--but for a seminar capped at 25 students. The three contact hours composing the seminar will be then divided into two hour and one hour sessions. During the enrollment process students will see a number of these seminars on offer to fit various student timetabling needs. -
Learning Outcomes
Course Learning Outcomes
On successful completion of this course, students will be able to demonstrate:
Course Learning Outcomes Discipline of History Learning Outcomes
1 Gain knowledge of two key events in early modern American history understanding of a broad range of historical knowledge ranging over tim, space, and cultures recognising the value of a wide range of methodologies, conceptual approaches and competing narratives 2 The ability to empathise with the experiences of diverse peoples from the past an awareness of the ethical, social, and cultural implications of historical enquiry within a global context 3 The ability to work effectively with others within the game experience ability to work independently, and/or cooperatively, using appropriate methodologies, in order to engage with historical problems capacity to contribute productively to group based outcomes 4 A greater understanding of historical causation understanding of change and continuity over time 5 Ability to analyse primary documents ability to contextualise, sythethetise and critical evaluate hsitorical sources 6 Ability to do independent research in order to build an argument ability to identify and access a wide range of relevant primary, secondary, textual and visual sources ability to evaluate and generate ideas and to construct evidence-based arguments in various formats in a planned and timely manner. University Graduate Attributes
No information currently available.
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Learning Resources
Required Resources
The course uses two required texts which will be available in the unibooks, but these often run out. It is essential for students to obtain the Offutt book by whatever means necessary by the first day of class.
Bill Offutt, Patriots, Loyalists, and Revolution in New York City, 1775-1776 (New York: W.W. Norton, 2013)
Mary Jane Treacy, Greenwich Village, 1913: Suffrage, Labor, and the New Woman (New York: W. W. Norton, 2015)
Recommended Resources
Students looking to prepare for this course can consult the following recommended resources:
Edward Countryman, The American Revolution (1985)
Christine Stansell, American Moderns: Bohemian New York and the Creation of a New Century (New York:Henry Holt, 2000).
Online Learning
Because this course is seminar-based there are few lectures. The ones that I do give will be recorded. But class sessions, in general,will not be recorded since being present is essential to succeeding in realising character goals. Myuni will be used for online submission of written work, marking, and the course will use gradebook as welll. Use of other MyUni functionality is to be announced. -
Learning & Teaching Activities
Learning & Teaching Modes
This course is workshop based, featuring student-led active learning for the majority of class sessions across three hours per week.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
This course is equivalent to 156 hours of study across the term.Learning Activities Summary
The semester is broken into two parts, with weeks 1-6 devoted to the Anne Hutchinson game, and weeks 7-12 devoted to the New York City game.Specific Course Requirements
Not applicable.Small Group Discovery Experience
The small group nature of this course fits very well the small group discovery mandate. The entire game-phase sections of this course (weeks 2-6 and weeks 8-12) involve students working on problems under the guidance of the instructor (me) whose responsibility it is to help their independent investigations. -
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 Task Type Due Weighting Learning Outcome Essay: Two 1000 word essays. Summative Midterm and End of Term
15% each 1,2, 5, 6 Quiz: Two multiple choice quizzes Summative Weeks 3 and 9 10% each 1 Behind the Scenes Participation Journal
(300 words)Summative End of term 10% 2, 3, 5 Participation Summative all term 20% 2, 3, 5 Final Reflection
1000 wordsSummative End of term 20% 4
Assessment Related Requirements
There are no firm requirements in terms of attendence or submission of work in order to pass. The only requirement is that students achieve a total of 50% of possible points in the course.
Assessment Detail
The following are further details:
Quizzes
These will test content knowledge of the game context. They will occur before we begin to play each game so that everyone understands the historical situation.
Papers
The paper objectives for each student are all unique, because they follow the unique instructions given to each student. What is different in this course in general, however, is that all papers are written from the perspective of the assigned character given to each student. Students will comment on general course readings from the perspective of their character, but also do research that reveals their characters perspectives and experiences.
Final Reflective Essay
This final essay asks students to evaluate why history unfolded as it did in our games, compared to the actual historical record. It will focus on the process of historical change and continuity, getting students to think through one of the building blocks of the discipline of history. It will pull together what they have learned across the term.
Class participation
Speaking publically in front of your peers and engaging in online discussion is a key skill developed across the term. To achieve their goals, students must engage with others.
Behind the Scenes Participation
This provides students with a chance to display their non-public engagement. It is a brief dot point journal of significant conversations with classmates during the term.
Submission
Online Submission
All assessment for this course will happen via MyUni. Online submission and marking will be used following the agreed upon due dates.
Extensions
These follow Faculty guidelines
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 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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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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