This course examines the role that history and historical narratives perform in the public sphere. We explore the ways in which audiences remember, imagine and in other ways engage with the past, whether it be as tourists at a theme park, visitors to a museum or war memorial, or as media consumers, broadly defined. The course will appeal to students working, or seeking to work, in areas such as documentary making, museum curatorship, oral history, or heritage management as well as to those interested in the burgeoning scholarly debates about how history is practised outside the academic sphere. The course involves analysis of films, exhibitions, broadcasts, re-enactments, and community-based history telling, while engaging with a range of critical and theoretical readings. The course involves site visits to major cultural institutions where we meet curators and other historical practitioners. The assessment requirements for the course provide students with the opportunity to develop and demonstrate practical skills in interviewing and other forms of non-written historical communication and inquiry.

Learning Outcomes

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

1. understand and communicate at a professional standard how public spaces, institutions and media (broadly defined) function as sites for the dissemination of historical narratives;
2. produce substantive analysis of how historical narratives are used in the public realm;
3. demonstrate in their writing an ability to interpret or read, and reflect critically upon, non-written historical evidence that might include audio and visual sources and objects in collections;
4. understand how digitisation affects the craft of the historian and show an advanced understanding of contemporary literature pertaining to digitisation and the humanities; and
5. demonstrate that they have attained research skills of a professional standard that can be used in developing historical narratives in media other than conventional writing.

Research-Led Teaching

Can art amend history?

This question came up along with the start of the Black Lives Matter movement by artists of color from different parts of the world.

The course aims to delve into the construction of the binomial race and gender in texts and images and proposes, as an exercise in academic deconstruction, to question legitimized and registered stereotypes in sources and archives.

This course aims to explore the agency of the subaltern in both art and historical sources. Students will be able to relate the historical event, its primary sources, its representation and the associated artistic production.

Field Trips

Visit Kara Walker Exhibition at NGA (Tuesday 16.08, 3pm). Guest Lecturer: Sally Foster (curator)

Required Resources

Required reading materials will be made available through Wattle. Further research material can be obtained via the ANU library and online.

Recommended Resources

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.

Staff Feedback

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

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). 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.

Other Information

For the three assessments, the student must select different case studies.

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 20 working days of

the formal noti_cation of your result for that particular piece of coursework. Your _rst point of contact should always be the course convenor. See ANU’s Assessment Rules

2.12 for further information.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Intro: Intersection of Race and Gender through Visual and Historical documents (25.07-29.07)
2	Legislating Gypsy, Indigenous, Africans, Jewish & Muslim bodies in Europe and the refraction in Art (01.08-05.08)
3	Film & Debate: Gurumbé by Miguel Angel Rosales (08.08-12.08)
4	Visit Kara Walker Exhibition at NGA (15.08-19.08). Guest Lecturer: Sally Foster (curator)
5	Tracing the Malinche (22.08-26.08)
6	Ancestors, Artefacts, Empire Indigenous Australia in British and Irish Museums (29.08-02.09). Guest Lecturer: A.Prof. Maria Nugent
7	Sally Hemings VS Thomas Jefferson (19.09-23.09)
8	Atlantic Slave Trade and the modernity of the enslaved subject (26.09-30.09)
9	Authorship forged from the feminine and the racialised (03.10-07.10)
10	The African Feminine (10.10-14.10)	Project Submission_due: 11.10.2022
11	Film & Debate: Ceddo (1977) by Ousmane Sembène (17.10-21.10)
12	Social Movements & Aesthetic: from Haiti independence to Black Live Matter (24.10-28.10)	Research Essay_due: 09.11.2022 (exam period)

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Participation (10%)	10 %	*	1,2,3
Presentation (10%)	10 %	*	1,2,3
Project Submission (value:30%)	30 %	11/10/2022	1,3,4
Research Essay (50%)	50 %	09/11/2022	1-5

* 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 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

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 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.

Participation

This is the mark a lecturer gives the student for their contribution to class. The lecturer will be looking for evidence that the student has done the class reading,

and is willing to share ideas, listen to other students and participate in group discussion.

Examination(s)

There is no final examination in this course.

Assessment Task 1

Participation (10%)

Students are expected to read and critically assess the assigned primary (textual & visual-material) sources and secondary readings in order to

be prepared to make regular contributions to weekly discussions. Focus questions are provided on Wattle .

All prescribed primary and secondary sources are located on Wattle, as will be a selection of supplementary readings to support written assessments. Readings

labelled ‘Essential readings’ are, you guessed it, essential. This means that everyone shares responsibility for contributing to discussion, which is the best way to

bene_t from the discussion yourself. Readings average around 70 pages/week, which is standard in History courses.

Participation will be assessed on the basis of frequency and quality/relevance of contributions to discussion demonstrated familiarity and engagement with the

readings, and willingness to participate individually or in groups as requested.

Attendance requirements: Students are expected to attend a minimum of 10 classes in person or online as appropriate across the twelve-week semester AND to

contribute actively to in-class discussions with questions or ideas to receive a strong participation grade. Unexplained absences from more than 2 classes may

adversely affect a student’s final mark. See below for how to gain credit for missed classes.

Absences: Students are expected to attend at least 10 of the 12 weekly classes. If you are unwell and can provide a medical certificate documenting the

period when you are unable to work, the missed class will not count as an unexplained absence. (Medical certificates don’t have to specify particular health

conditions, simply note the period when the student was unable to work).

Students unable to attend classes in a given week should _rst advise their tutor of their likely absence in advance. If students wish to gain credit for participation in a

week when they have missed classes, they will be expected to submit the following written pieces:

a) a 200-word critical reflection on one or more of the week's readings in relation to the focus questions to be emailed to the tutor. The reflection may:

• assess the assigned materials/questions as a group OR
• concentrate on one of the questions and/or readings/sources in depth OR
• consider how the readings responded to or contradicted your expectations of the topic

As per classes contributions, these written make-up pieces will be assessed on the quality/relevance of individual reoections and students’ demonstrated familiarity

and engagement with the readings. They should be emailed to your tutor and posted onto Wattle.

Assessment Task 2

Presentation (10%)

This assessment evaluates the candidates' ability to discuss and debate the critical issues raised by the seminar and the readings. Other essential historical skills are assessed, including the ability to present documents in a way that cohesively integrates images and other media. So is the ability of candidates to provide constructive feedback to their peers.

In this evaluation, the student will select one of the four proposed books. After reading the work, the student must identify at least one of the historical events referred to in the book. The presentation must be critically argued and put into conversation works of art, objects and primary sources.

The presentation should last 20 min.

Submit your PowerPoint through Wattle.

Assessment Task 3

Project Submission (value:30%)

Investigation project

• Visual/audio/video/any non-print media
• Exegesis 1000 words

The assignment takes a practice-based approach by requiring candidates to select a work of art, an object or immaterial source, and an archival document that accounts for a specific historical event to be analyzed. Doing so gives them first-hand experience of the challenges and opportunities historians face, especially the work of compressing and synthesizing large data sets and different types of sources into a cohesive and accessible narrative. In addition, the practical experience required in this assessment activity will allow candidates to assess and criticize works of art by placing them in their historical context and relation to selected documentary, material and immaterial sources.

A research project, of 20 minutes duration, that uses non-print media such as audio or video to communicate a historical narrative, or a written treatment/design for a documentary, exhibition, memorial or other historical narrative in non-print media. Both options will include a 1000-word written exegesis, explaining the rationale for the project and the research behind it.

Assessment Task 4

Research Essay (50%)

Research essay

• 4000 words

The assignment tests candidates' ability to conduct historical research from primary material and documentary sources and their ability to assess and analyze works of art, archives, and the extensive secondary source literature that will be required to accompany them. In addition, the assessment task tests candidates' abilities as writers and communicators.

Learning outcomes: 1–5

Late submission is permitted subject to the penalties outlined in Late Submission section below.

Assessment criteria – general

Essays will be assessed on:

- the quality of the argument

- the extent to which arguments are supported with critical analysis of primary and scholarly sources

- the quality of the sources used and demonstrated familiarity with relevant evidence and scholarship (Wikipedia will not gain you any points)

- the logic of the argument and the structure in which its presented

- presentation (inclusion of properly formatted footnotes and bibliography)

Research expectations & referencing

Students should expect to consult relevant primary sources (textual, visual or material as appropriate to their topic) and a minimum of 20 scholarly studies (monographs,

book chapters and journal articles) for their essay. Students are encouraged to consult ANU databases to locate primary and secondary sources (scholarly studies)

additional to those listed in the course guidelines since effective database searching is a key historical research skill.

Essays should be submitted in Word Doc format. Scholarly referencing standards, speci_cally footnotes and bibliography that follow the Chicago Manual of Style format, are required by the School of History to support arguments and cite quotations. For a student-friendly guide to essay writing written by a History tutor, see Will Scates Francis’ Minimanual of the Essay Writer.

Keep a copy of the assignment, your drafts, and your research notes for your records. Save each new draft under a new _le name - this can help you to follow how your ideas change over time. Your tutor may ask to see your research notes or drafts in order to provide constructive advice and feedback.

Word limits and penalties

Where an assignment exceeds the prescribed word length, no penalty will be applied for the initial 10% excess words. Thereafter a 10% penalty will apply. If an essay is more than 10% under-length presumably it would be self-penalised.

History counts 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. Ask your tutor if you are unsure how to do this.

Academic Integrity

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.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• 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.

Referencing Requirements

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.

Returning Assignments

See individual task details for expected dates of return.

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.

Resubmission of Assignments

Resubmission of assessments is not permitted.

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 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