- Class Number 3803
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery Online
- Dr Ruth Morgan
- Dr Ruth Morgan
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
This course develops a critical understanding of diverse historiographical approaches in the discipline of history. It provides students with an in-depth appreciation of contemporary historiography in order to develop skills in both critical analysis and problem-based research design. The course will be team-taught by the School of History in seminar format to promote a community of researchers and scholars.
Upon successful completion, students will have the knowledge and skills to:
- analyse key issues in historical enquiry from a variety of historiographical perspectives;
- provide and respond to feedback in the process of identifying and formulating solutions to complex historical questions;
- identify and interpret primary and secondary source materials that can inform answers to those questions;
- construct sustained, structured, evidence-based arguments that address questions of historical enquiry; and
- reflect critically on the processes of historical research and writing.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction: Debates in Historiography|
|2||Was there a global Middle Ages?|
|3||Does agency matter to political history?|
|4||Are the social categories of 'women' and 'men' universal concepts for historical analysis?|
|5||Can we trust historical accounts of the ancient world?|
|6||Has racism been integral to European, particularly British, imperialism and colonialism?|
|7||Does the city belong in environmental history?||Research Essay Outline & Bibliography due - Friday 22 April, 5pm|
|8||Does the history of humanitarianism belong in the history of war?|
|9||Was the nation-state the inevitable political form of post-colonial societies?|
|10||What is the role of the individual in History?|
|11||Is there a place for microhistory in the era of global history?|
|12||Conclusion||Reflection Journal due - Friday 27 May, 5pm|
|Assessment task||Value||Due Date||Learning Outcomes|
|Research Essay - Outline and Annotated Bibliography||25 %||22/04/2022||1,2, 3, 4|
|Reflection Journal||15 %||27/05/2022||2,3|
|Research Essay (Final)||50 %||06/06/2022||1,2,3,4,5|
|Class Contribution||10 %||*||1,2,4,5|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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.
Assessment Task 1
Learning Outcomes: 1,2, 3, 4
Research Essay - Outline and Annotated Bibliography
This assessment task is designed to prepare you for researching and writing your Research Essay (Assessment Task 3).
Select one of the debates covered in the course and consider its relevance to your own research interests. In the Draft Essay Outline, briefly situate this debate in its historiographical context and outline its contribution to the relevant field of historical enquiry. For instance, how might the debate inform your understanding of a particular area of historical research? In the Annotated Bibliography component, justify your selection of at least 4 scholarly sources for your Research Essay.
Draft Essay Outline (1200 words)
- Thesis statement (argument)
- Research questions
- Key points (structured logically)
- Demonstration of understanding of relevant historiographical issues
Annotated bibliography (800 words) – minimum 4 scholarly sources
- Demonstrate source content, quality and relevance to your research essay
- Provide concise expression of the source’s argument, research methods, limits and conclusions
- Correct citations
Ensure your written expression is clear and polished, and that you apply consistent referencing standards (eg. Chicago Manual of Style).
Assessment Task 2
Learning Outcomes: 2,3
This task requires you to reflect on the contents of the course, demonstrating an understanding of the historiographical issues arising from your readings and class discussions. The journal will also provide you the opportunity, where appropriate, to apply key concepts and frameworks to examples arising in your research. The tone of the journal is informal (personal pronouns are fine).
It is an opportunity to reflect on the seminar and discussions that followed.
Word limit: 1000 words
Due date: Week 12 – Friday 27 May 5pm
Assessment Task 3
Learning Outcomes: 1,2,3,4,5
Research Essay (Final)
This should be a more polished and extended version of your Draft Essay Outline (Assessment Task 1).
For this version, you should aim for a research essay that demonstrates your incorporation (or at least, consideration) of the suggestions from feedback on the draft.
The process of polishing is one of paying attention to how you have written your account. It is not unusual for essays to change significantly at this stage, especially in
terms of structure, style, and explanation.
Please ensure that your submitted work does the following in this order:
- give the essay a title at the top of the first page.
- provide a 200-300 word statement (part of the word limit) on how your work has changed since the draft version. Be as specific as possible and be certain to note how, if at all, your argument and presentation has changed.
- offer a complete and carefully arranged bibliography, which forms the basis for complete and accurate footnotes (Chicago Manual of Style).
Word limit: 5,000 words
Due date: Monday 6 June, 5pm
Assessment Task 4
Learning Outcomes: 1,2,4,5
Each student will be assigned a specific week to post questions for the presenter on Wattle prior to the seminar.
Additional contributions can include, but are not limited to, informed discussion of the week’s readings during the seminars and debriefs; critique of the readings;
comment on independent reading in historiography, etc.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. 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 Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.
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 Access 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
Dr Ruth Morgan
Dr Ruth Morgan