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.
What is history?
Sources and subjects of history-making
Reading/writing history: Interpreting secondary sources
Listening to history: Oral sources
Visiting history: Archives and museums
Place and time: Temporal and spatial coordinates
Historians as history-makers
History-making making history: Who owns history?
Popular history making
Why history? Rethinking the past in a changing world
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,
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|
|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|