Unit convenor and teaching staff |
Unit convenor and teaching staff
Convenor
Shawn Ross
Contact via Email
AHH
Convenor
David Baker
Contact via Email
AHH
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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
While most history units look in detail at a particular country, theme or period, this unit surveys history on the biggest possible scale. It begins with the origins of the Universe and goes on to tell a series of linked stories about the origins of the stars and planets; the earth and its inhabitants; human beings; various types of human societies; and global interactions to the present day. Students in the unit explore the changing interactions between people, and between people and the environment. In so doing, they are encouraged to think about the kinds of evidence available to historians and the role that history can play in understanding the local and global communities that people belong to today. Finally, the unit invites students to think about what they regard as the central themes of world histories and big history. No prior knowledge of science or history is required.
All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/
On successful completion of this unit, you will be able to:
Late Submission Penalty
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.
Name | Weighting | Hurdle | Due |
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Short Essays (3 x 500 words) | 30% | No | Weeks 4, 7, 10 |
Peer Assessment | 10% | No | Week 12 |
Synoptic Essay (2000 words) | 35% | No | Week 13 |
Online Performance | 25% | No | Weekly |
Due: Weeks 4, 7, 10
Weighting: 30%
Three short (500-word) essays investigating specific questions about each phase of Big History: Cosmos, Biology, and Humanity. Each is worth 10% of your final mark.
Due: Week 12
Weighting: 10%
For the third essay, your opportunity to sit at the marker's end of essay writing. A short and easy exercise that can boost your overall grade.
Due: Week 13
Weighting: 35%
A longer form essay on a topic that you feel is the most important theme or pattern of 13.8 billion years of history.
Due: Weekly
Weighting: 25%
You will undertake a consistent series of weekly online activities to ensure engagement with the class:
All weekly activities will contribute to your online performance mark, including your individual participation in group exercises. Note: All quizzes are considered 'timed assessment' and no late submissions will be accepted.
Lecture content is available online and can be accessed through the iLearn site: http://ilearn.mq.edu.au.
This unit is a 'flipped' class. Weekly lectures are on iLearn along with the posted readings for that week. Online performance will be conducted via iLearn with quizzes and postings.
Each week the student will have to do a quiz and will make some postings (as per weekly instructions) regarding their exercises.
Required text: David Christian, Cynthia Stokes Brown and Craig Benjamin, Big History: Between Nothing and Everything, New York: McGraw-Hill Education, 2014.
Optional texts:
Where to Get Texts: Required and Optional texts will be available for purchase at the Co-Op bookstore on campus. External students can also contact the Co-Op via phone at (02) 8986 4000, fax at (02) 8986 4099 and the internet at http://www.coop-bookshop.com.au and arrange for texts to be sent to them.
You have a few options for purchasing ‘Big History: Between Nothing & Everything’. Please read the options carefully before choosing which to purchase!
1. PRINTED TEXTBOOK ISBN 9780073385617 Can be purchased from the Co-op Bookshop, on campus or online.
2. SMARTBOOK An adaptive online eBook. SmartBook facilitates the reading process by identifying what you know and don’t know. As you read, the material continuously adapts to ensure you are focused on the content you need most to close specific knowledge gaps. Purchase from McGraw-Hill Education at: http://www.mheducation.com.au/. Be sure to select SmartBook format before adding to basket.
3. EBOOK This is a downloadable eBook which can be viewed online for a year or students can access a perpetual downloaded copy on several devices including their mobile, laptop and desktop. Students can make notes, share notes, make highlights and of course, the search functionality makes finding relevant content much easier! http://www.mheducation.com.au/.
SUPPORT: If you need any technical support when buying the eBook please take a screenshot of the issue and visit http://mpss.mhhe.com/contact.php to contact McGraw-Hill’s Customer Experience Group.
Week |
Topic |
Themes |
Assessment |
1 |
INTRODUCTION TO BIG HISTORY |
Introduction to MHIS 115. The origins of the universe. |
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2 |
THE UNIVERSE & STARS |
Origins of galaxies, stars, and solar systems. New chemical elements. Formation of the earth and our solar system. |
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3 |
THE EARTH & ITS HISTORY |
Geophysical history of the earth. |
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4 |
LIFE & EVOLUTION |
Origins and evolution of life. |
1st Short Essay due |
5 |
EXPLOSIONS & EXTINCTIONS |
The natural history of Earth and Evolution from the Cambrian Explosion to Permian Extinction. |
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6 |
DINOSAURS & PRIMATES |
Natural history from the age of dinosaurs to the emergence of Homo Sapiens. |
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7 |
HUMAN FORAGING SOCIETIES |
The world of human foragers from 300,000 to 12,000 years ago. |
2nd Short Essay due |
MID-SEMESTER BREAK |
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8 |
THE DAWN OF AGRICULTURE |
The transition to the Agrarian Age and the massive impact this had on complexity, the environment, and human society. |
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9 |
AGRARIAN CIVILISATIONS |
The rise of agrarian states, their impact, and their evolution in the ancient world from c.5000 to 2000 years ago. |
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10 |
THE EVOLUTION OF AGRARIAN CIVILISATIONS |
The spread of agrarian civilisations and the acceleration of collective learning from c.2000 to 500 years ago. |
3rd Short Essay due |
11 |
THE AGE OF EXPLORATIONS |
The unification of the world zones into a single global system of collective learning on the eve of the Modern Revolution. |
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12 |
THE ANTHROPOCENE |
The modern revolution and dawn of the Anthropocene; the past 200 years as seen from a Big History perspective. |
Peer assessment due |
13 |
THE NEAR & DEEP FUTURE |
What patterns of the deep past tell us about the near and deep future. |
Synoptic Paper due |
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.
The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.
You need to show that the circumstances:
If you feel that your studies have been impacted submit an application as follows:
Outcome
Once your submission is assessed, an appropriate outcome will be organised.
You can withdraw from your subjects prior to the census date (last day to withdraw). If you successfully withdraw before the census date, you won’t need to apply for Special Circumstances. If you find yourself unable to withdraw from your subjects before the census date - you might be able to apply for Special Circumstances. If you’re eligible, we can refund your fees and overturn your fail grade.
If you’re studying Single Subjects using FEE-HELP or paying up front, you can apply online.
If you’re studying a degree using HECS-HELP, you’ll need to apply directly to Macquarie University.
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:
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).
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 published on platform other than eStudent, (eg. iLearn, Coursera etc.) 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 or if you are a Global MBA student contact globalmba.support@mq.edu.au
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
If you are a Global MBA student contact globalmba.support@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:
In 2015, assessment tasks were overhauled, introducing short essays.
In 2016, short essay topics were revised and tutorials were aligned more closely with them. The peer assessment activity was introduced, and one short essay removed.
In 2017, assessment and weekly tutorial activities have been reviewed and modified in light of student feedback.
In 2018, the class was 'flipped', with lecture and tutorial replaced by seminars featuring a Team-Based Learning pedagogy.
REMEMBER: The short essays are 500 words long (not including references and bibliography)
All work will be submitted and marked electronically. For information about how to submit your work please refer to your iLearn site.
Short Essay 1: The universe before life
Pick one of the following Questions:
NB: Key concepts (e.g., 'Big Bang') must be defined. Evidence supporting your arguments must be provided in all cases.
Short Essay 2: Life before humans
Pick one of the following Questions:
Short Essay 3: Human history
Pick one of the following Questions:
Synoptic Essay (2,000 words; due by midnight on Friday of Week 13):
Everyone will be asked to answer the same question: 'What was the single most important theme you encountered in your study of the past through the lens of Big History? Give examples from different parts of the Big History story to support your view'.
As you work on the synoptic essay, make sure you are familiar with the rubrics that we will use as we mark the essay. Also ensure that you touch on several different parts of the story. By 'parts of the story', we mean the thresholds you have studied. In particular, the best answers consider themes that incorporate (1) the universe before life, (2) the Earth after the emergence of life, but before humans, and (3) the human world.