Students
MHIS748 – Introduction to Modern Historiography
2018 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Lecturer
Robert Reynolds
Contact via Email
Australian Hearing Hub, Level 2
By arrangement
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
Admission to MRes
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| 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.
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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
General Assessment Information
“Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.”
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Book Review | 30% | No | 6/4/2018 |
| Historiographical Essay | 60% | No | 8/6/2018 |
| Class Participation | 10% | No | Throughout semester |
Book Review
Due: 6/4/2018
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: 8/6/2018
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 available on the unit iLearn page.
Unit Schedule
| Week | Topic | Staff Guest |
|---|---|---|
| 1 | Introduction | Professor Robert Reynolds |
| 2 | Histories of Scale | A/Professor Shawn Ross |
| 3 | Marxist and Economic History | Professor David Christian |
| 4 | Gender History | A/Professor Tanya Evans, Dr Chelsea Barnett |
| 5 | Post-structuralist History | Dr Leigh Boucher |
| 6 | Sports History | Dr Keith Rathbone |
| 7 | Oral History | A/Professor Shirleene Robinson |
| 8 | Cultural History | Professor Chris Dixon |
| 9 | Histories of Race | Dr Kate Fullagar |
| 10 | Intellectual History/History of Ideas | A/Professor Clare Monagle |
| 11 | The Spatial Turn | Dr Matt Bailey |
| 12 | Biography as History | Dr Alison Holland |
| 13 | Psychoanalysis and the Emotional Turn | Professor Robert Reynolds |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/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/study/getting-started/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