Availabilities:
2020 unit offering information will be available in September 2019
Unit aim
Introduces students to research methods and styles of history-making. Debates within, and challenges to the discipline will be explored. A teacher/student interaction strategy will be employed which intends that students acquire the concepts of the discipline and have the opportunity to make history for themselves. Access to a computer and network will be essential for external students to meet the requirements of the unit.
Unit content
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What is history?
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Sources and subjects of history-making
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Reading/writing history: Interpreting secondary sources
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Listening to history: Oral sources
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Visiting history: Archives and museums
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Place and time: Temporal and spatial coordinates
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Historians as history-makers
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History-making making history: Who owns history?
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Popular history making
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Why history? Rethinking the past in a changing world
Learning outcomes
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
GA1: Intellectual rigour,
GA2: Creativity,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence| On completion of this unit, students should be able to: | GA1 | GA2 | GA3 | GA4 | GA5 | GA6 | GA7 |
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| 1 | identify issues and raise questions for historical study | Intellectual rigour | | | Knowledge of a discipline | | | |
| 2 | describe some of the major theories of historical enquiry | | | | Knowledge of a discipline | | | |
| 3 | employ historical methodologies | | | | Knowledge of a discipline | | | |
| 4 | use different source materials both critically and empathetically | Intellectual rigour | | | | Lifelong learning | | |
| 5 | evaluate different historical interpretations and representations of the past | | | | Knowledge of a discipline | | | |
| 6 | demonstrate commitment to the professional, legal and ethical responsibilities of historical practice | | | Ethical practice | Knowledge of a discipline | | | |
| 7 | construct an argument. | Intellectual rigour | | | | | | |
On completion of this unit, students should be able to:
- identify issues and raise questions for historical study
- GA1:
Intellectual rigour
- GA4:
Knowledge of a discipline
- describe some of the major theories of historical enquiry
- GA4:
Knowledge of a discipline
- employ historical methodologies
- GA4:
Knowledge of a discipline
- use different source materials both critically and empathetically
- GA1:
Intellectual rigour
- GA5:
Lifelong learning
- evaluate different historical interpretations and representations of the past
- GA4:
Knowledge of a discipline
- demonstrate commitment to the professional, legal and ethical responsibilities of historical practice
- GA3:
Ethical practice
- GA4:
Knowledge of a discipline
- construct an argument.
Prescribed texts
Prescribed texts may change in future study periods.