HIST 3034 - Migrants and the Making of Modern Australia
North Terrace Campus - Semester 1 - 2022
-
General Course Information
Course Details
Course Code HIST 3034 Course Migrants and the Making of Modern Australia Coordinating Unit Historical and Classical Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites At least 6 units of Level II undergraduate study Incompatible HIST 2052 Assessment Research essay (2500 word) 50%, Group debate or Critical Review (2000 word) 30%, Quiz 20% Course Staff
Course Coordinator: Dr Paul Sendziuk
Associate Professor Paul Sendziuk
Napier 512
Email: paul.sendziuk@adelaide.edu.au
Ph: 8313 7562
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’.Course Timetable
The full timetable of all activities for this course can be accessed from .
-
Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
1. recognise the value of a wide range of methodologies, conceptual approaches and the impact of competing narratives;
2. locate, identify and analyse relevant primary and secondary sources in order to construct evidence-based arguments;
3. think independently and critically, using appropriate methodologies and technologies, to engage with historical problems;
4. communicate effectively, in a range of spoken and written formats, within the conventions of the discipline of history;
5. contribute productively to group-based activities;
6. 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;
7. show a sensitivity to the diversity of historical cultures and the ethical implications of historical enquiry within a global context;
8. 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 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.
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.
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.
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.
7 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.
8 -
Learning Resources
Required Resources
The course's MyUni site contains links to all of the essential texts (articles and chapters) that are required to be read in order to prepare for tutorial discussions.Recommended Resources
You might consider purchasing one of the books below (they constitute essential or recommended reading for some tutorials, and constitute excellent 'background' reading).
Klaus Neumann, Refuge Australia: Australia's Humanitarian Record, Sydney: UNSW Press, 2004.
Eric Richards, Destination Australia: Migration to Australia since 1901, Sydney: UNSW Press, 2008.
James Jupp, From White Australia to Woomera: The Story of Australian Immigration, 2nd edition, Cambridge: Cambridge University Press, 2007.Online Learning
The course has a website, accessible through MyUni. Please consult it regularly for updates, lecture recordings and slides, tutorial outlines and readings, and additional resources.
Lectures will be recorded and uploaded to the course's MyUni website. Watching/listening to the lectures is essential 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, Journal of Australian Studies, History Australia, and Australian Journal of Politics and History). -
Learning & Teaching Activities
Learning & Teaching Modes
Lectures will be recorded and made available on MyUni each week. Watching/listening to these lectures is essential because they provide the context for the tutorial discussions and introduce themes and personalities that you will encounter in the more sophisticated tutorial readings (i.e. they are closely entwined with the tutorial program). The final quiz will also be based on information provided in the lectures.
Participation in tutorials (one per week) is a compulsory component of the course. You must attend at least 80% of tutorials to qualify to pass the course (unless a medical certificate is provided). Please inform your tutor prior to the tutorial if you are unable to attend. It will generally be possible to attend a 'make-up' tutorial in another time-slot.
Please note:
Lectures AND tutorials begin in Week 1 of semester.Workload
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
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 participating in a one-hour tutorial each week, as well as approx. 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.Learning Activities Summary
The following list of lectures and tutorials is indicative of what students will study during the course.
1 a. Migrants, Refugees and the Making of Modern Australia
b. 19thC Race Relations and the White Australia Policy
Tutorial: Introduction and Delegation of Tasks
2 a. Child Migration to Australia
b. Film - The Leaving of Liverpool
Tutorial: The Origins of White Australia
3 a. 'Empire Settlement': British Australia in the 1920s
b. 'Citizens and Aliens' and 1930s Jewish Emigration to Australia: A Comparative Perspective
Tutorial: Child Migrants
4 a. 'Alien' Internment in WW2
b. Migrant History through National Archives Documents
Tutorial: Wartime Attitudes to Non-British Refugees and Migrants
5 a. Effects of WW2 and Australia's Displaced Persons Scheme
b. Experiences of Displacement
Tutorial: Unwilling Migrants?: The Displaced Persons Scheme
6 a. Assisted Migration to Australia and Assimilation
b. 'Ten Pound Poms'
Tutorial: Individual student consultations
7 a. African Arrivals: The Somalis and Sudanese (guest lecture by a recent African migrant)
b. Understanding the 'Cronulla ‘Riots'
Tutorial: African Arrivals: Somalis and Sudanese
8 a. Migrant Settlement Patterns in Australian Cities
b. Multiculturalism and its Discontents
Tutorial: Migrant Settlement: Ethnic Ghettoes or Multicultural Suburban Villages?
9 a. Quiz
b. How many is too many?: The 'Sustainable Population' Debate
Tutorial: Multiculturalism and the Decline of 'White Australia'
10 a. Indochinese Refugees
b. The Asianisation of Australia?
Tutorial: The Indochinese in Australia
11 a. Migrant Selection Criteria from Fraser to Abbott
b. Tampa-ing with Asylum: The Evolution of Refugee Settlement Policy
Tutorial: Jumping the Queue: From Hawke to Abbott
12 a. Alternatives to Detention - Azadi
b. Final Quiz
Tutorial: Asylum-Seekers and Detention -
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
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. One or two short-answer quizesAssessment Related Requirements
Discussion of the lecture material and tutorial readings constitute the core learning activities in this course. Due to the importance placed on tutorial discussions – where students will have the opportunity to problem-solve and test what they understand - students must attend 80% of tutorials in order to qualify to pass the course. Make-up tutorials are generally available for students who cannot attend the odd tutorial (i.e. due to a family emergency or illness).Assessment Detail
There are three assessment tasks for this course. The first offers students a choice: to join a group and participate in an organised in-class debate or to write a critical review of two texts. The group project will give students an opportunity to make some new friends, test their creativity and enhance their skills in oral and visual communication. The second task is the research essay, which will develop students' skills in critical analysis, evaluation of evidence and written communication. The final quiz will then test knowledge gained throughout the course, with questions derived mainly from the lectures.
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. Quiz
The quiz will consist of short-answer questions. They will be based entirely on content delivered in the lectures. Thus students regularly watch the lectures and review their notes will be rewarded.
To help students prepare for the 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.Submission
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 might 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 (http://www.adelaide.edu.au/student/exams/mod_arrange.html) 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.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 .
-
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
- 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
-
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
-
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.
The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.