This course will help you to become a better historian and a better analyst of historical research, narratives and representations. It examines the principles, strategies and assumptions underlying different forms of history. It also explores current debates about the discipline and its future development. The course focuses on the development of historical practices over the past 250 years, and the character of the 'modern' discipline, but this process will be explored in the context of longer-term practices across time and between cultures. The course will encourage you to consider the social functions of historical writing as well as to explore the methods and models employed by historians within different traditions and schools of historical thought.

Learning Outcomes

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

1. comprehend and constructively debate key philosophical and methodological issues in the study of history;
2. identify and analyse critically the methods employed by different historians in the past and today;
3. identify and critically analyse the assumptions and premises embedded in written, visual or audio representations of the past;
4. construct and sustain arguments in oral and written form about the strengths and weakness of particular approaches to history; and
5. explain in oral and written form how the history and theory of histories might inform their own research and communication practices.

Research-Led Teaching

This course relates to the convenor's research by way of the convenor's interest in both intellectual history and the social uses of the past. It is designed to foster the research skills of students by giving them theoretical and methodological tools that will assist them to engage with contemporary historical thought and develop their capacity to design research projects.

Field Trips

N/A

Additional Course Costs

Students will need access to a computer in order to access course materials, to prepare and submit written work and to access lecture recordings and tutorials on occasions when they may be unable to participate in live classes.

Required Resources

Reading materials for tutorials will be made available through Wattle free of charge. Students are expected to have this material available to them in tutorials – either in electronic or paper format. Other materials necessary to complete assignments for this course are available through the ANU library, and can be supplemented via the Australian National Library and a range of online sources.

Recommended Resources

Students seeking some introduction to the topic prior to commencement, might wish to consult some of the following:

Burrows, J. A History of Histories: Epics, Chronicles, Romances and Inquiries from Herodotus and Thucydides to the Twentieth Century (London: Allen Lane, 2007).

Iggers, G. et al. (eds.) A Global History of Modern Historiography (London: Routledge, 2008 and new edition 2017).

Tosh, J. The Pursuit of History: Aims, Methods and New Directions in the Study of Modern History (London: Longman, 2015)

Woolf, D. A Concise History of History (Cambridge: Cambridge University Press, 2019)

Staff Feedback

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

•  summative feedback on all assignments, including a marking rubric, a comment and a mark out of 100
•  group feedback on assignments, indicating common areas of achievement or difficulty
• verbal formative feedback from their tutor at any stage during the course by making an appointment or attending office hours to discuss broad course questions or techniques for approaching assignments.

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

Referencing in essays

All essays must be annotated in a coherent, logical and consistent way. Failure to do so may incur a penalty. Students are advised to examine the School of History’s Guide to the Writing, Preparation and Presentation of Essays (available on the Wattle site for this course) for guidance on the preparation of essays and the preferred referencing system within the School. 

Class Schedule

Week/Session	Summary of Activities	Assessment
1	What is history? And other big questions	Some questions of Method and course introduction
2	The Long History of History: Global Traditions and Common Patterns	Tutorial: Classical Chinese and Indigenous Australian historical thought
3	Modern Philosophies of History and their Legacies	Tutorial focused on Marx and Marxism
4	Structuralism, the Annales School and the Scales of Time
5	Power, Knowledge and the Subject: Foucault
6	Symbols, Practices and Culture: The uses of Anthropology	First Essay due end term 1 (date TBC)
7	Feminist History and the Concept of Gender
8	De-centring Europe: Postcolonialism and rethinking the past.
9	Oral history and memory
10	Public and Popular History: Memory, Identity, Politics
11	The Scope and Scale of History in the 21st Century
12	History Today and the Future of the Past	Final essay due early in exam period (date TBC)

Tutorial Registration

Available on Wattle from 9am, Monday of the week prior to the commencement of semester.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
First Essay	30 %	12/04/2023	10/05/2023	1, 2, 3, 4
Major Essay	50 %	05/06/2023	01/07/2023	1, 2, 3, 4, 5
Contribution to group learning	10 %	*	*	1,2,3,5
Critical Reflections	10 %	*	*	1,2,3,5

* 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

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 normally expects in-person attendance at all lectures (COVID permitting). Lectures are never simply background information. They 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, or listening to, lectures beforehand. 

Lectures in this course are normally delivered live and students who can attend are strongly encourage to do so. Lectures will be recorded for those who are unable to attend for any reason. If public health considerations require a move to online lectures, these will be made available to students in time for them to listen to them prior to tutorials.

 

Assessment Task 1

First Essay

Length: 1500 words

Value: 30%

Due date: End of term 1 (TBC)

Expected return date: Week 9

Essay questions will be made available to students at the beginning of the semester. Students will also have an option to develop their own question in consultation with the course convenor.

Students will receive grades for their written work, based on their demonstration of research effort, analytical skill, critical thinking, editorial polish and academic honesty.

When essays are returned, they will receive feedback which will include comments, a mark out of 100, and a rubric set out as follows:

Research: Your essay will be better if you are aware of, and have considered, the broad contours of scholarly debate regarding your topic (i.e. what is the current consensus? if there isn’t one, why not? what are the different, competing views? etc.). The essay should demonstrate appropriate research, relevant to the question, that extends beyond textbooks, general surveys, course readings and lecture notes.

Analysis: Your essay should identify and engage with the main issues raised by the question and the relevant debates on the topic (assuming they exist). It should demonstrate an ability to define concepts, analyse arguments, and engage critically with the ideas and arguments of others.

Argument: Your essay should set out a clear and convincing argument that provides a coherent response to the question. You should assess debate on the topic where appropriate and construct arguments to support particular positions, or to develop a new position. You should support that position with evidence drawn from your research. How well you make an argument is more important than what you choose to argue (though some arguments may be easier to make effectively than others).

Structure: Your essay should have a clear introduction which explains the scope of the essay, outlines its approach and/or summarizes its argument. This paragraph should map out how the essay addresses the question and how the rest of the essay will unfold. The body of the essay should have a clear logic to its order. Each paragraph should develop a single idea or address a particular issue. The first sentence or two of a paragraph should indicate clearly what the paragraph will be about. Your essay’s concluding paragraph might offer a final recap of the argument, it might summarize the key points, and/or it might hint at some broader issues raised by the argument.

Presentation: Good expression, good referencing practice and effective editing can make a huge difference to the impression created by your work. Similar arguments can appear more convincing when they are well expressed and supported with material drawn effectively from appropriate sources. We look for active language, unhindered by awkward or unnecessary phrases; use of paragraphs with clear topic sentences; and consistent, informative footnotes accompanied by a clear bibliography. Allow yourself time to edit. 

Please note: The various components of assessment listed in the rubric do not have equal weight. Calculating your grade is not a matter of adding up the ticks, or supplying 10 marks for presentation and 20 marks for analysis etc. Students may be able to compensate for defects in one area of the table by high performance in another. The rubric is designed to help you to understand the strengths and weaknesses of your work, not to give you a mechanical breakdown of your grade. 

Rubric

	Excellent	Very good	Good	Satisfactory	Unsatisfactory
Research
Analysis
Argument
Structure
Presentation

Assessment Task 2

Major Essay

Length: 3000 words

Value: 50%

Due date: Early in exam period (date TBC)

Expected return date: Final essay results and comments will be available after final course results have been released to students.

Essay questions will be made available to students at the beginning of the semester. Students will also have an option to develop their own question in consultation with the course convenor.

Assessment Criteria – Written Work

Students will receive grades for their written work, based on their demonstration of research effort, analytical skill, critical thinking, editorial polish and academic honesty.

When essays are returned, they will receive feedback which will include comments, a mark out of 100, and a rubric set out in the same way as the one for the first essay.

Rubric

	Excellent	Very Good	Good	Satisfactory	Unsatisfactory
Research
Analysis
Argument
Structure
Presentation

Assessment Task 3

Contribution to group learning

The quality of any course you undertake at University depends upon a collaborative effort between staff and all the students taking the course. By contributing to the course, in the form of keeping up with lectures, doing the readings, attending tutorials and participating in group or online discussion, you are helping yourself and other students to get the most from the course. We assess students’ contribution to the course via participation in group activities in order to encourage all participants to help to make this course the best it can be. Such assessment also allows for recognition of certain forms of non-written contribution to the course, reflecting the range of skills students bring with them.

Your ‘contribution’ mark for this course will be determined by the quality and regularity of your contribution and participation. Attendance at tutorials and lectures is expected but it is insufficient to procure a pass mark for the contribution component of the course. You will be expected to have read the required readings for each week and to participate in an informed way in group discussions and activities.

You cannot, however, participate in tutorials if you are absent. Absence from more than three tutorials over the course of the semester, without appropriate documentation, will automatically result in a fail grade for this component of the assessment.

In addition to tutorial contributions, students are also encouraged to contribute to the online class forum.

Contribution marks will be allocated based on the following principles:

8-10

Attends class regularly and always contributes to discussion by raising thoughtful questions, analysing relevant issues, building on others’ ideas, synthesizing across readings and discussions, expanding the class perspective, and appropriately challenging assumptions.

7-8

Attends class regularly and mostly contributes to the discussion in the aforementioned ways.

6-7

Attends class regularly and often contributes to the discussion in the aforementioned ways.

5-6

Attends class regularly and sometimes contributes to the discussion in the aforementioned ways. 

0-5

Irregular attendance and/or infrequent participation.

Assessment Task 4

Critical Reflections

Students will be asked to submit a collection of critical reflections on three course modules, of their choice. These are relatively free-form engagements with course lectures, tutorials and readings designed to assist students with engaging with course content. They can be submitted at any time during the semester, up until 15 June 2023.

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

All written assessment must be submitted by the due date electronically via the Turnitin portal on the Wattle course site.

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) as submission must be through Turnitin.

The electronic copy does not require a cover sheet, however, in submitting the essay in electronic form you will be deemed to have acknowledged the criteria for submission stated in the written cover sheet and stated your obedience to the rules of assessment as set out in the written sheet and in university policy.

Hardcopy Submission

Hard copy submission is not required in this course.

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.

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

Results for the first essay, together with individual and group feedback, will be released in Week 9 of the course. Results for the final essay, with more written feedback, will be released to students after the release of final course results. Students who wish to receive feedback on their critical reflections can obtain it in person, via an appointment with their tutor, provided those reflections are submitted during the teaching period.

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

Re-submission of assignments is not normally available within this course.

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