Unit convenor and teaching staff |
Unit convenor and teaching staff
OUA Co-ordinator
Matthew Bailey
Convenor and seminar leader
Margaret Sampson
Contact via email
TBA
TBA
Melanie Burkett
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit is a survey of the chief world developments influencing Australian history from 1945 to the present. Principle interest will focus on: a) Europe from post-war crisis and decline to present day resurgence, with themes of particular interest to Australia including migration, ideological trends, economic integration and decolonisation; b) the United States of America in its period of peak world power, with special attention to the politics and economics of the Cold War era and to the spread of American cultural values; c) East Asia (principally China and Japan) from post-war settlement to economic transformation with special reference to trade ties and accompanying Australian cultural adjustments.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Research Essay topics
1. How did local Australian politics reflect the international ideological conflict between Communism and Capitalism between 1945 and 1959?
2. What is the difference between Australian public representations of ‘displaced people’ before 1960 and ‘boat people’ after 1975?
3. In what ways were Australian and American ideas about domesticity in the immediate post-war period different, and how would you explain this difference?
4. Should we understand Australian radicalism during the 1960s as a genuinely Australian movement or part of an international counterculture?
5. What is the difference between Civil Rights and Land Rights in Australia between 1960 and 1980?
6. What did ‘economic rationalism’ do to the Australian Labor Party?
7. Why was the Australian response to the global HIV/AIDS epidemic “world-leading”?
Name | Weighting | Due |
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Seminar Quiz | 20% | Ongoing |
Secondary Source Exercise | 15% | Friday 12th August |
Research skills peer review ex | 5% | 14th August |
Primary Source Analysis | 15% | Friday 4th September |
Essay Draft | 15% | Monday 4 October |
Research Essay | 30% | Friday 4 November |
Due: Ongoing
Weighting: 20%
Each week in class you will be asked two questions about that week's reading and lecture. That means that you must prepare both before the weekly seminar.. There will be ten quizzes in total, and no quiz for the reading week, or for the essay writing workshop. Each quiz is thus worth 2% of your final grade. You must get both questions right to earn the marks for that week's tutorial. External students will have a week to complete the quiz online.
Due: Friday 12th August
Weighting: 15%
This exercise consists of five short answer comprehension questions on two set readings. You will complete it after the week one discussions, and hand it in (electronically through turnitin) on the Friday of week two. The aim of this exercise is to produce a synthesis of two historical articles. A detailed description of the task, including the short answer questions, is available on iLearn.
Due: 14th August
Weighting: 5%
This week you will watch a short video about Library resources and practise using them to locate useful sources for your essay. Then, in small groups, you will select and assess journal articles that will aid you in writing your essay. External students can collaborate online using turnitin.
The assessment exercise requires you to locate a single journal article that will be useful for your essay and upload it through the peer-review task on I learn. Then you will read over two of your classmates' chosen articles and rate them for usefulness.
Due: Friday 4th September
Weighting: 15%
This exercise consists of four short answer comprehension questions on two set primary sources. You will hand it in (electronically through turnitin) on the Friday of week six. The aim of this exercise is to analyse two primary sources in light of the two secondary sources you sythesised in the first asessment task. A detailed description of the task, including the short answer questions, is available on iLearn.
Due: Monday 4 October
Weighting: 15%
This task concentrates on your writing. You will write a draft of your essay that you will need to share with your tutor and peers. In Week 8 you will provide a soft copy of your essay draft for peer review. From that draft do the following:
A full description of the task is available on iLearn. External students will attach a soft copy to the tutorial discussion and also submit a second copy electronically through turnitin by the end of Friday of Week 9 9th October.
Due: Friday 4 November
Weighting: 30%
The major assessment task for this unit is a 2000-word essay. You will build on the work from the previous four assessment tasks to write an essay in response to your set question. You are expected to do research beyond the set texts for this question. It is due the Friday of Week 12. You will submit it electronically through Turnitin.
This unit will be taught as a flipped unit for the first time. All lecture content will be provided online and internal students will attend a 1/12-2 hour seminar. All students will need to have watched/listened to lectures before coming to class. All students will need a high speed internet connection to watch video lectures, listen to audio presentations and to participate in online learning exercises. At the end of face-to-face tutorials, internal students will be required to reflect on their learning in their OU blogs. External students will do this online. OU blogs will be accessible via the unit's I learn pages. Students can use laptops or mobile devices to record these reflections at the end of class each week.
External students will contribute to seminar discussions online.
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Week 1: Legacies of War and Empire: Australia in the Post-War World |
Readings:
Tute Questions:
Week 2: The First Cold War: Australian Anticommunism in the First Cold War |
Readings:
Tute Questions:
Week 4 : Atomic Domesticity: Australians at Home in the 1950s |
Readings:
Tute Questions:
Week 5: Decolonisation in Asia: Looking Towards Asia in the 1950s |
Readings:
Tute Questions:
Week 6: Decolonisation in Settler States: Aboriginal Land Rights in the 1960s and 1970s |
Readings:
Tute Questions:
Week 7: The International Counterculture: Protesting Vietnam in Australia |
Readings:
Tute Questions:
Week 8: Essay Writing Workshop. Bring along your essay draft to your usual times and places.Read resources and post essay draft for Peer review |
Readings:
Week 9: Crises in the 70s: Australian Cultural Nationalism in the 1970s |
Readings:
Tute Questions:
Week 10: Globalisation & the rise of ‘Asia’: Australia After the White Australia Policy |
Readings:
Tute Questions:
Week 11: NeoLiberalism: Capitalism Gone Wild? |
Readings:
Tute Questions:
Week 12: Living in the New World Order: Australians Abroad: Tourism in Asia |
Readings:
Tute Questions:
Week 13: 21st Century Challenges: Australia and the War on Terror |
Readings:
Tute Questions:
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Late penalties, Extensions and Disruption to Studies
Assessments handed in late in this subject will be penalised at 2% per day late, with Saturday and Sunday counting as one day. Assessments handed in after the Post Date on Turnitin (ie the date on which assessments are returned to students) will not be accepted without a Disruption to Studies application.
Informal extensions of up to one week need to be approved by the course convener. Extensions of more than one week need to be made via the Disruption to Studies policy, outlined above.
No extensions are available on the weekly quiz. If a Disruption to Studies application covers a weekly quiz, then alternative arrangements will be made in that case.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
This unit will be delivered as a flipped unit.