HIST 4001 - Honours History Common Course

North Terrace Campus - Semester 1 - 2020

This is a compulsory coursework subject for all History Honours students. It comprises a series of reflections on the nature of history as a form of knowledge (theory) and the ways in which historians acquire that knowledge (method). It examines the possibilities and pitfalls of using a variety of sources of historical evidence (such as letters and oral testimony), and explores some of the ideological underpinnings of particular approaches to history (such as feminism, Marxism, and postmodernism). During the course, students will be exposed to a range of approaches to researching and writing history. They will learn about how to use primary sources located in archival institutions, and consider the potential and possible problems with using documentary, oral, and visual sources of evidence in writing their own historical works. They will discover why feminist, Marxist and empiricist historians often disagree with each other, even when discussing the same event or topic. They will be introduced to different approaches to writing a thesis, enhancing their skills in critical analysis along the way. And they will ponder questions such as: `is it possible to be objective?', `what is the nature of historical truth', `is memory a reliable source of evidence?' and so forth.

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Course Details

Course Code	HIST 4001
Course	Honours History Common Course
Coordinating Unit	Historical and Classical Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	2 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	Completed degree (72 units) including 24 units of History Major
Restrictions	Available only to students admitted to relevant Honours program
Assessment	3000 word essay 1 (50%), 3000 word essay 2 (50%)

Course Staff

Course Coordinator: Dr Tom Buchanan

Course Timetable

The full timetable of all activities for this course can be accessed from .

To be arranged.

Course Learning Outcomes

1	Demonstrate a detailed and high-level understanding of a particular historiography or historical problem.
2	Recognise a wide range of methodologies, conceptual approaches and domains of knowledge when applied to the past.
3	Identify, analyse, evaluate relevant primary and secondary sources to construct evidence based arguments and produce independent historical research.
4	Think independently and critically about the methodologies that are used by historians, and to apply (and, if necessary, adapt) these methodologies to understanding the past.
5	Communicate effectively, in a range of spoken and written formats, and to demonstrate a thorough grasp of the scholarly conventions of the discipline of history.
6	Contribute productively to group-based activities, both as a participant and also in leadership roles.
7	Demonstrate proficiency in the use of a range of contemporary technologies to conduct research, communicate results and communicate with others.
8	Demonstrate the skills of a historian which are appropriate for performing a range of professional roles, undertaking leadership positions, and sustaining lifelong learning.
9	Demonstrate a sensitivity to the diversity of historical cultures and the ethical implications of historical enquiry within a global context.
10	Develop 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)
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	6, 7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	7, 8,
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	9
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	10

Learning Resources

Required Resources

Most resources will be assessable to students through the library, online or in nearby institutions (such as the State Library). On occasion, a core text or reader may be required.

Recommended Resources

Students should take advantage of course reading lists and the resources, including our extensive historical database collection, held by the library.

Online Learning

Canvas will be utilised. In some years, group projects may include using online discussion forums and shared documents applications.
Learning & Teaching Activities

Learning & Teaching Modes

Seminars

The Common Course provides a common Honours experience and a foundation for writing an Honours history thesis. To that end, students will meet each week as a seminar to think carefully about history as an idea and a practice. On occasion, seminar teaching will be supplemented by structured online and group activities.

Independent research

As the purpose of Honours is to prepare students for research, students shall be expected to conduct independent reading and research, supported through the seminar experience.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The workload for this course is 78 hours, broken down in the following way:

Seminar attendance 24 hours
Independent reading and research 30 hours
Assessment preparation and writing 24 hours

Learning Activities Summary

The Common Course is a seminar program. It will be your 'home base' during the first semester of your Honours year and will provide you with a collegial and supportive environment. Learning activities are designed to introduce you to the key concerns of the discipline, especially the overarching issues of theory and methodology. Theory provides us with a lense through which we endeavour to make sense of the past, while methodology provides us with the tools with which to analyse it. Each week will introduce students to key theories and methodological approaches to prepare students for writing the Honours thesis.

Specific Course Requirements

This course is compulsary for all students accepted to Honours History.

Small Group Discovery Experience

The Honours History Common Course is designed to provide the underpinning research skills required by students to research and write an effective thesis, an independent piece of student research that is at the heart of the small group discovery experience. Therefore the entire course, particularly when combined with the thesis component in semester two, is a small group discovery experience.

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

Students are expected to write 6,000 words of text.

Assessment Task	Percentage	Learning Outcomes
Job Letter Assignment	(0%) Hurdle Requirement	6, 8
Group Historiography Assignment	(0%) Hurdle Requirement	6
Philosophy of History 'Think Piece' (1000 words)	20%	1, 2, 3,4, 5
Book Review (1000 words)	25%	1, 2, 3, 4, 5
Historiographical Essay (4000 words)	55%	1, 2, 3, 4, 5, 7, 9, 10

Assessment Detail

Job Letter Assignment

This assessment educates students about jobs for historians. We will practice writing a sample job letter that makes us think about our transferrable skills.

Group Historiography Assignment

We will investigate a historical debate in a collaborative seminar.

Think Piece

Students will write an essay on a statement that engages the philoosphy of history.

Book Review

Students will write a book review that will help them get started on their historiographical essays.

Historiographical Essay

Students will write a historiographical essay on a topic or theme that will help them orient their thesis research.

Submission

Submission of assignments will be through Turnitin on Canvas.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M11 (Honours Mark Scheme)
Grade	Grade reflects following criteria for allocation of grade	Reported on Official Transcript
Fail	A mark between 1-49	F
Third Class	A mark between 50-59	3
Second Class Div B	A mark between 60-69	2B
Second Class Div A	A mark between 70-79	2A
First Class	A mark between 80-100	1
Result Pending	An interim result	RP
Continuing	Continuing	CN

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 .

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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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