The meaning of Anzac has been debated since 1915, a subject of contention, as well as a site for the expression of consensual values in both Australia and New Zealand. The course will examine the origins, reputed decline, revival and reinvention of Anzac, including of Anzac Day itself, in the context of changing patterns of war commemoration and cultural memory. Topics to be explored include Anzac's connections to the history of popular culture, commerce,commemoration, government policy, pilgrimage, tourism, museums and heritage, political and media debate, historical writing and education. Students will be expected to analyse events, sources and debates connected with the centenary of the First World War.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Explain the development of Anzac in its various manifestations
2. Analyse Anzac in historical terms as a site of contestation, consensus and memory
3. Interpret a range of sources and cultural forms produced over the last century relevant to an historical appreciation of Anzac
4. Critically analyse recent claims about, and uses of, Anzac, thereby understanding their implications for how war is remembered and represented
5. Recognise the contribution that history and historians can make to informed public discussion
6. Produce historically informed cultural analysis of the Anzac legend in structured prose.

Field Trips

It is hoped that you will accompany the course instructors to the Dawn Service at the Australian War Memorial on 25 April. Arrangements to be announced.

Required Resources

Prescribed Texts:

Lake, Marilyn and Henry Reynolds with Mark McKenna and Joy Damousi, What’s Wrong with Anzac?: The Militarisation of Australian History, NewSouth, Sydney, 2010.

Thomson, Alistair, Anzac Memories: Living with the Legend (New Edition), Monash University Publishing, Clayton, 2013.

Recommended Resources

Diary/Journal:

It is strongly recommended that you begin a diary or journal and keep it close at hand throughout the course. It will allow you to record events as they arise in the media and elsewhere, as well as providing a convenient place for your reflections on them. This will be a valuable resource when you come to complete your final assignment. 

Staff Feedback

Students will be given feedback in the following forms in this course:

• Verbal feedback in tutorials
• Written feedback on Assessment Exercise 1 (Documentary Analysis) 
• Written feedback on Assessment Exercise 2 (Reflective Essay) after final results are released.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Other Information

General

Both assignments and the tutorial participation mark expect that you will engage with contemporary debate, culture and ritual, bringing an informed historical perspective to bear. Each assessment item also involves engagement with a body of scholarly literature.

Referencing requirements

In line with the conventions of historical research, this course requires that you use footnotes in your assignment work. All quotations must have footnotes. You should also provide a footnote to indicate the source of significant information, as well as any major ideas you have drawn on. You must also include a bibliography at the end of your work. Please do not use in-text/Harvard-style referencing. References should follow Chicago style. Guidance in Chicago style referencing is widely available online. See, for example: http://www.chicagomanualofstyle.org/tools_citationguide.html

Excessive Word-Count

A 10% allowance for submitted work, in addition to the figure listed for each assignment, is permitted. Thereafter, a penalty of 10% applies.

We count everything in the main body of the essay, including direct quotations. Footnotes and bibliography are NOT included in the word-count, so you may need to tweak your word– processing software to exclude these components from its tally. 

Appeals

If you genuinely believe you have received an inappropriate or incorrect result, you are entitled to apply for a review of your grade. This must be done within 30 working days of the formal notification of your result for that particular piece of coursework. Your first point of contact should always be your tutor or the course convener. 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Anzac ‘Pre-history’: Military Culture before 1915
2	Gallipoli, Digger Culture and the Anzac Legend
3	The Origins of Anzac Day
4	Anzac Contentions: 1920s to 1960s
5	The Decline of Anzac? 1960s and 1970s
6	Revival and Reinvention	Assessment Exercise 1 (Documentary Analysis) Due: 4pm Wednesday 3 April
7	Film and Television Screening of Gallipoli (1981)
8	Pilgrimage, Tourism, Museums and Heritage
9	Commerce
10	Politics and Diplomacy
11	Schools and Education
12	Conclusion	Assessment Exercise 2 (Reflective Essay) due: 4pm Thursday 6 June

Tutorial Registration

On Wattle from 11 February 2019

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Assessment Exercise 1: Documentary analysis (Due: Wednesday 3 April)	30 %	03/04/2019	23/04/2019	1, 2, 3, 4, 5, 6
Assessment Exercise 2: Reflective Essay (Due: Thursday 6 June)	60 %	06/06/2019	01/07/2019	1, 2, 3, 4, 5, 6
Tutorial Participation (10%)	10 %	31/05/2019	01/07/2019	1, 2, 3, 4, 5

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Tutorials

Tutorials offer you the opportunity to engage actively with the course content with both your peers and your tutor. To be effective, tutorials must operate in a spirit of free discussion and open enquiry. Debate is welcome. Discussion should be respectful. As the ANU statement on Academic Freedom states ‘we are a community of robust debate, unafraid of uncomfortable ideas’. Tutorials model this community, seeking to ‘pursue knowledge, speak and write without unreasonable restriction.’ To facilitate this freedom to speak, tutorial discussion operates under the ‘Chatham House Rule’, where what is said within the tutorial may be discussed outside it, but without identifying the speaker.  

 

Lectures

The School of History expects in-person attendance at all lectures. Lectures are never simply background information and are a central part of your learning experience. As one of the critical ways in which we recognise and enact the social nature of learning, they are a forum for the regular meeting of a community of scholars. In lectures, you develop the skills of synthesising information presented in real time, and the ability to take concise notes and develop questions. They are also an important mode of dissemination and debate in academic research. The lecture is in these ways often a foundational stage in the processing of information and evaluation of ideas and is carefully linked to the tutorial program. Indeed, you may well find you cannot understand tutorial content without attending lectures beforehand. Lectures in the School of History will often have an interactive element, and might present film and other media that cannot be conveyed via recordings. For these and other reasons, in-person attendance is a far more effective learning process than simply listening to recordings. The latter should be used only as a back-up for those with an occasional and unavoidable timetable clash or other valid reason for an inability to attend. Students should also be aware that History courses might in some cases involve in-lecture assessment tasks and that failure to complete these may incur failure in the course overall. Please consult the convener of the course on or before Week 1 if you are uncertain of your ability to attend the overwhelming majority of lectures.  

Assessment Task 1

Assessment Exercise 1: Documentary analysis (Due: Wednesday 3 April)

Word limit: 1500 words

Value: 30%

Presentation requirements: Continuous prose

Estimated return date: 23 April

For this exercise, you are required to produce a historically informed analysis of a contemporary ‘Anzac’ film, website, exhibition, popular book, song, speech, school resource or other genre, to be agreed with the convener. Your choices for this project will be discussed in class, but please contact the convener if you are in any doubt about the suitability of your selection.

Your assignment might consider the following issues, although the importance of each depends to some extent on the nature of your selection: 

• Who created it and how might knowing their identity help us to understand it?
• When was it created?
• Who is the intended audience?
• Why was it created?
• What kinds of ideas about Anzac and war does it disclose?
• How well do you think it works in light of its intended audience and aims? 

This is not intended as an exhaustive list of considerations. Feel free to discuss the scope of your project with your tutor.

Assessment Criteria

• How relevant, coherent and persuasive is the contextual detail and textual analysis?
• How effectively have you explained the nature and purposes of your selected artefact?
• How effectively have you used used your material/evidence in making your case?
• Is the analysis factually accurate?
• Is there an appropriate introduction?
• Is there an appropriate conclusion?
• Is the structure of your analysis logical and coherent?
• Have you used correct paragraphing, syntax, punctuation, grammar and spelling?
• Is your referencing consistent, accurate and informative?
• Is your bibliography consistent, accurate and informative?
• How well is your assignment presented overall?

Assessment Task 2

Assessment Exercise 2: Reflective Essay (Due: Thursday 6 June)

Word limit: 3500 words

Value: 60%

Presentation requirements: Continuous prose

Estimated return date: 1 July

Draw on scholarly and popular debate, as well as your own observations recorded in your diary or journal, to explain what the history of Anzac memorialisation can tell us about the place of war in Australian and/or New Zealand culture and society. Your response should include an analysis of a recent Anzac commemorative activity.

You will need to discuss the particular focus and design of your paper in lectures and tutorials.

Assessment Criteria

• How relevant, coherent and persuasive is the argument?
• How effectively have you used evidence?
• Is your research broad and appropriate to the question?
• How well have you used primary sources?
• Is the essay factually accurate?
• Is there an appropriate introduction?
• Is there an appropriate conclusion?
• Is the structure of your essay logical and coherent?
• Have you used correct paragraphing, syntax, punctuation, grammar and spelling?
• Is your referencing consistent, accurate and informative?
• Is your bibliography consistent, accurate and informative?
• How well is your assignment presented overall?

Assessment Task 3

Tutorial Participation (10%)

You are expected to attend all tutorials. If, for some valid reason, you are unable to attend a particular tutorial, you should inform your tutor (where possible, before the class) and, where there is a medical reason for your absence, provide a doctor’s certificate. You will be marked at the end of the semester according to your knowledge, understanding and analytical ability, as demonstrated by the quality of your contributions to tutorial discussion throughout the semester.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, copies of all references included in the assessment item.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, please apply through Wattle on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date. 

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assignments will be returned via Wattle or email.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

 

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students