Module HIST2691: EUROPEAN SETTLEMENT OF AUSTRALIA 1788-1918

Department: History

HIST2691: EUROPEAN SETTLEMENT OF AUSTRALIA 1788-1918

Prerequisites

• A pass mark in at least ONE level one module in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To enable students to develop an understanding of the impact of European settlement on Australia 1788-1918, economically, socially and culturally.
• To encourage students at level 2 to appreciate broader historical perspectives by examining a former British 'colony of settlement' of the Southern hemisphere.
• To fulfil the generic aims of a level-2 module in History.

Content

• To gain an understanding of the impact of European settlement on Australia between 1788 and 1918.
• It considers colonisation in the context of Australia's advance from a penal colony to a self-governing nation.
• Social, economic and cultural aspects of settlement are given prominence, and issues are examined through the conceptual frameworks of imperialism, gender, race and class.
• Important underlying themes are the internal tensions generated by the evolution of a settler society, the changing character of British/-Australian relations over the period, and the emergence of notions of Australian 'identity' and 'nationhood'.

Learning Outcomes

• Knowledge and understanding of the impact of European settlement on Australia and the changing character of British/Australian relations between 1788 and 1918.
• Understanding of the various interpretations offered by historians to explain Australia's transition from a British penal colony to a self-governing nation.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University