Students

MHIS748 – Introduction to Modern Historiography

2017 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Lecturer
Matthew Bailey
Contact via Email
W6A414
By arrangement
Credit points Credit points
4
Prerequisites Prerequisites
Admission to MRes
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
An introduction to views of the nature, origins, limits and purpose of historical knowledge since the beginning of the nineteenth century. Topics explored include: changing understandings of subject matter and evidence, empiricism, objectivity and truth, biography, Marxism, gender, postcolonialism, postmodernism, and universal histories.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Assessment Tasks

Name Weighting Hurdle Due
Book Review 30% No 31/3/2017
Historiographical Essay 60% No 9/06/2017
Class Participation 10% No Throughout semester

Book Review

Due: 31/3/2017
Weighting: 30%

Students are asked to choose an important book in their field, and one that they plan to use in future research. Their task is to review the book, following the generic conventions of book review sections of journals in history. A good review should do a number of things. The reviewer should provide a pithy summary of both the content of the book, as well as its general argument. The review should evaluate the claims made by the author for the book, against the work the author does in the book. Finally, a reviewer should frame the contribution of this book within the field, articulating the intervention of the book among other relevant works.


On successful completion you will be able to:
  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Historiographical Essay

Due: 9/06/2017
Weighting: 60%

Students are asked to write an essay that considers core historiographical shifts in their field of study, as they define them For example, a student focused on medieval history might consider the turn to the body made in the 1980s and 1990s to be a crucial development, and so would write an essay explaining this shift, and its implications for the field. Someone focused on the history of human rights might like to map to recent shift towards locating universalist human rights language in the particular historical contexts that produced it. A student interested in feminist history could explain the intellectual foundations of the move from 'women's' history to 'gender' history. The object of this essay is to enable students to survey their area of interest historically in a broad sense, while also honing in on a moment in the field that was transformative. We will spend time in class preparing this exercise, so students need not worry if they aren't sure of what they want to cover at the start of semester.


On successful completion you will be able to:
  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Class Participation

Due: Throughout semester
Weighting: 10%

As this is a small seminar class, it succeeds and fails on the basis of a) the reading done by students before class, and, b) students preparedness to engage in the class. Students will not be assessed, in this assessment task on the 'quality' of their responses. Rather, students will be awarded high marks for participation when they display strong evidence of preparation, as well as a capacity to engage in the class. Please note, class engagement is not only defined as talking in class, but it is also a measure of a student's capacity to listen to their colleagues with generosity.


On successful completion you will be able to:
  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Delivery and Resources

The classes will be delivered through face-to-face teachings. Readings will be precirculated by Clare Monagle, or will be available through the library website.

Policies and Procedures

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

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.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 (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html

Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

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.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

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.

Graduate Capabilities

PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.

This graduate capability is supported by:

Learning outcome

  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Assessment tasks

  • Book Review
  • Historiographical Essay
  • Class Participation

PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.

This graduate capability is supported by:

Learning outcome

  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Assessment tasks

  • Book Review
  • Historiographical Essay
  • Class Participation

PG - Research and Problem Solving Capability

Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.

This graduate capability is supported by:

Learning outcome

  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Assessment tasks

  • Book Review
  • Historiographical Essay
  • Class Participation

PG - Effective Communication

Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.

This graduate capability is supported by:

Learning outcome

  • Throughout this unit students will: 1) be introduced to key historians and theorists of history from 1850-the present 2) develop a coherent narrative on major intellectual trends in the humanities in, particularly, the post-war era 3) identify the historiographical frameworks most pertinent for their own area of study, and consider their own scholarly location within that frame 4) learn to locate historiographical ideas within a text, even when not made explicit 5) write a review of a key book in their field, following the conventions of a book review in a journal 6) develop a long historiographical essay

Assessment tasks

  • Book Review
  • Historiographical Essay
  • Class Participation

Changes since First Published

Date Description
22/02/2017 The contact details needed to be changed.