Course coordinator
Associate Professor Ian Hesketh
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
Great Britain's rise to global prominence was marked by significant conflict, both internally and externally. Rapid industrial growth was accompanied by social tension, urbanisation and new forms of politics. Externally, the expansion of empire involved conquest, annexation, colonial settlement and the difficult business of imperial governance. Moments of crisis were frequent on both fronts. In this course we consider these broad trends and smaller episodes as key aspects of social, political and cultural history during the global rise and fall of British power. Key topics include popular radicalism, social reform, imperial ideologies, religion and morality, the crises of world war and economic depression.
As a rival to Spain and Holland - and part of an early-modern Atlantic economy built on commerce, slavery and plantation colonialism - British colonial efforts began earlier than we might expect. But in the eighteenth century, British victories over France were quickly followed by a devastating ‘crisis of empire’ in North America in the 1770s.
In the nineteenth century, rapid industrial development in Britain itself heightened social tensions. New forms of politics and social life took shape as industrial wealth further boosted an extraordinary global presence and influence. By the 1850s and the age of the ‘Pax Britannica’, British interests were truly global, with deeply significant consequences both for Britain and for much of the rest of the world, especially India, Africa, and the colonial dominions. The expansion of the British Empireﾠto its late-Victorian zenith involved military conquest, annexation, colonial settlement and the difficult business of imperial governance.ﾠ Through all this, moments of conflict and crisis were frequent on many fronts.
In the twentieth century, too, we see further conflicts and challenges that severely curtailed British power and influence on the world’s stage. By the 1950s, amid a remarkable post-war remodelling of British society, Britain had entered an age of ‘imperial retreat’.
Our course tracks this vivid and compelling story, providing opportunities to pursue your own topics and interests through independent study and research. Lectures and tutorials explore these broad trends and smaller episodes as key aspects of social, political and cultural history during the global rise of British power. From the defeat of the Spanish Armada in 1588 to the last days of Hitler in 1945, Britain played a decisive role on the world stage. In domestic affairs British men and women grappled with the challenges of modernity, including class conflict, reform movements, and new modes of identity and social experience.
We will try to answer some basic questions:
What factors and circumstances underpinned Britain’s expansion (and subsequent decline) as an imperial power?
What major episodes of crisis and conflict marked Britain’s rise as an imperial power, both at home and abroad?
What impact did imperial expansion have on British society, culture and politics?ﾠ What impact did Britain have on the world at large?
How did these changing circumstances affect people’s lives, their experiences and outlooks?
In the weeks ahead I hope you will follow your own curiosity, develop your own reading and insights in the historical sources, write some great essays, and contribute actively to our class discussions in ﾠHIST2417 Britain, Empire and the World.
Course requirements
Incompatible
You can't enrol in this course if you've already completed the following:
HIST2404, HIST2405
Course contact
Course staff
Lecturer
Associate Professor Ian Hesketh
Tutor
Dr Kate Ariotti
Mr John Chinn
Aims and outcomes
This course seeks to develop your knowledge of key issues and topics in modern British history, and in the history of the British Empire, in the broad period c.1600 - c.1950. It also aims to further your research expertise, analytical skills, and abilities in verbal and written communication.
ﾠ
The tutorial programme uses common weekly readings and small group discussion to encourage articulate discourse, and seeks to engender respect for other perspectives and interpretations voiced within the group. The major research essay is an option to explore a favoured topic in some detail, and requires you to develop a sustained historical analysis on the basis of library research, critical thinking, and the use of historical evidence.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
communicate historical interpretations and arguments about this subject and period in written and verbal forms.
LO2.
comprehend key themes in the social and cultural history of Great Britain, and the place of the British Empire in the world, up to c. 1950.
LO3.
access and use library and digital information sources relating to British social and cultural history.
LO4.
define historical problems and issues relating to British society and culture, and the broader history of the British Empire, in the period c.1600 - c.1950, with a view to research and analysis of these problems and issues.
LO5.
appreciate the value of historical analysis as a tool for social and cultural insight into cultural diversity and social responsibility.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Presentation | Tutorial Participation and Presentation | 20% |
5/08/2024 - 21/10/2024 |
| Essay/ Critique | Primary Source Analysis | 20% 1000 words |
30/08/2024 2:00 pm |
| Paper/ Report/ Annotation | Essay Proposal and Annotated Bibliography | 20% 500 words |
20/09/2024 2:00 pm |
| Essay/ Critique | Research Essay | 40% 2000 words |
25/10/2024 2:00 pm |
Assessment details
Tutorial Participation and Presentation
- Mode
- Activity/ Performance, Oral
- Category
- Participation/ Student contribution, Presentation
- Weight
- 20%
- Due date
5/08/2024 - 21/10/2024
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Participation: Each student is expected to read the weekly source material, attend all classes (please explain any absences) and participate in the class activities and discussions.
In essential terms, each weekly tutorial will have a set topic, a supplied reading and up to three focus questions. Each week, students are required to explore the topic and its historical aspects beyond the supplied materials, using the online resources and databases identified for that week.
Presentation: In addition, all students will take the lead in one chosen week (nominated at the first tutorial) to explain their response to one of the set questions to other members of the class (10 minutes). Please note that these responses do not need to be exhaustive or comprehensive, but should provide a clear, thoughtful and personal response to the focus question.
In the tutorials, 10% of your overall mark will be based on your general participation, and 10% on your own verbal presentation in your chosen week.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Primary Source Analysis
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 20% 1000 words
- Due date
30/08/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Task: Students are required to write a 1,000 essay that examines a primary source of their choosing that is relevant to one of the key topics in the course. Examples of primary sources include memoirs, government reports, contemporary newspaper accounts, contemporary periodical articles, novels, non-fiction books, scientific texts, and even poetry. As well as examining the primary source, the analysis should refer to at least three other relevant secondary sources. The analysis should also address the following:
- Situate the primary source in its historical context
- Examine the key themes and insights that are raised by the source
- Consider how the source contributes to our understanding of the period
- Refer to any relevant debates about the source's historical meaning
While this is technically a "Primary Source Analysis" assignment, the analysis should have all the elements of an essay including an introduction, conclusion, and thesis statement.
Referencing style: Students must use Chicago style for references (footnotes) and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: A word count that is within ±10% of the set length (1,000 words) is acceptable. Word count does not include bibliography or footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Essay Proposal and Annotated Bibliography
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 20% 500 words
- Due date
20/09/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Task: Students are required to submit a 500-word research essay proposal and annotated bibliography. In formulating your proposal, you should adapt one of the tutorial questions as the basis for your research essay, or develop your own topic and question. Aim for clarity and focus in this initial statement of your research intentions and some of their implications. Your proposal should include the following:
- Clear description of the research topic
- Description of your approach to the topic
- Outline of key themes
- Statement of proposed argument
- A bibliography of at least 5 sources you intend to use in your essay (at least 1 must be a primary source)
- A short annotation accompanying each item in the bibliography
Referencing style: Students must use Chicago style for references (footnotes) and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: A word count that is within ±10% of the set length (500 words) is acceptable. Word count does not include bibliography or footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Research Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 40% 2000 words
- Due date
25/10/2024 2:00 pm
- Learning outcomes
- L01, L02, L03, L04, L05
Task description
Task: The Research Essay is to be approximately 2,000 words in length and is worth 40% of your final mark. It should be a further development of your Essay Proposal that was submitted earlier in the semester. The essay should be based on original reading and research in the relevant historical literature to your topic, with at least 10 items in your bibliography. While most of these will be secondary sources, you must use at least 2 primary sources as well. As this is an essay assessment, your examination of the topic should have all the elements of an essay including an introduction, conclusion, and thesis statement.
Referencing style: Students must use Chicago style for references (footnotes) and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
Word Limits: A word count that is within ±10% of the set length (2,000 words) is acceptable. Word count does not include bibliography or footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
AI: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Submit via Turnitin on Blackboard
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course.</p> |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed.</p> |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills.</p> |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved.</p> |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.</p> |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated.</p> |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered.</p> |
Additional course grading information
ASSESSMENT CRITERIA
Tutorial Participation
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85–100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75–84%) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65–74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50–64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45–49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25–44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0–24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Oral presentation
Your oral presentation will be assessed according to the following criteria:
- Content and argument of the topic of the presentation.
- Engagement with academic sources and evidence.
- Compliance with the stated time limit.
- Evidence of preparation including powerpoint if required.
- Fluency, ease and persuasiveness of the presentation.
- Fostering of discussion and engagement of audience, as per course requirements.
To achieve a grade of 7 (High Distinction, 85–100%), you will have presented a very fluent and exceptionally well-prepared talk that clarifies and explains your topic with a very clear and effective structure. You will have utilised both supplied and original materials to achieve a highly affective discussion that complies precisely with the stated time limit.
To achieve a grade of 6 (Distinction, 75–84%) you will have presented a fluent and very well-prepared talk that clarifies and explains your topic with a clear and effective structure. You will have utilised supplied and original materials to achieve a very effective discussion that complies with the stated time limit.
To achieve a grade of 5 (Credit, 65–74%), you will have presented a well-prepared, proficient talk that clarifies and explains your topic with an adequate and functional structure. You will have utilised supplied and original materials to achieve an effective discussion within the stated time limit.
To achieve a grade of 4 (Pass, 50–64%), you will have presented a basic talk that addresses aspects of your topic but with some flaws in approach, structure and/or delivery. There may have been limitations in your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 3 (Marginal Fail, 45–49%), you will have presented a talk that has clear potential, but has only superficially addressed aspects of your topic. There will have been several flaws in your approach, structure and/or delivery. There will have been limitations in your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 2 (Fail, 25–44%), you will have presented a talk that was not adequately prepared or presented. Minimal effort will have been put into clarifying your topic, and your approach, structure and/or delivery will have been deficient or flawed. Major deficiencies will also have been present in utilising supporting materials and/or meeting time requirements.
To achieve a grade of 1 (Low Fail, 0–24%), you will have presented a talk that was not well prepared or presented. You will have not clarified your topic and your talk will have lacked an effective structure. You will not have utilised supporting materials and/or met time requirements.
Primary Source Analysis
Your analysis will be assessed according to the following criteria:
- Ability to identify author or creator of the source.
- Ability to explain the context of the source.
- Ability to identify the key components, themes or features that allow critical appreciation.
- Ability to explain the significance of the source.
- Ability to critique various interpretations of the source and to employ interpretive perspectives, when applicable.
- Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85–100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the text, document, inscription or object. Your analysis should be critical and sophisticated, and provide a thorough assessment of the item’s wider context/uses. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75–84%), you should demonstrate that you have an advanced level of understanding of the text, document, inscription or object. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (Credit, 65–74%), you should demonstrate that you have a proficient understanding of the text, document, inscription or object. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50–64%), you should demonstrate that you have a functional understanding of the text, document, inscription or object. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45–49%), you will need to show that you have a superficial understanding of the text, document, inscription or object. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25–44%), your work will show that you have only a minimal understanding of the text, document, inscription or object. Your analysis will demonstrate that you have not understood fundamental concepts or the wider context/uses of the item. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0–24%), your analysis will fail to demonstrate that you understand the text, document, inscription or object. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.
Essay Proposal and Annotated Bibliography
Your essay proposal and annotated bibliography will be assessed according to the following criteria:
- Topic definition and rationale for project.
- Concise statement of your research question or problem.
- Outline of research approach, strategy and time plan.
- Identification of key issues and/or challenges.
- Evaluation of academic sources and evidence.
- Presentation and written expression.
To achieve a grade of 7 (High Distinction, 85–100%), your proposal should demonstrate exceptional consideration of issues related to topic definition and rationale, and provide a nuanced and sophisticated statement of your research question and strategic approach. Project tasks should be identified very clearly, and the evaluation of relevant sources will be very insightful. Your proposal will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75–84%), your proposal should demonstrate an advanced level of consideration of issues related to topic definition and rationale, and provide a very effective statement of your research question and strategic approach. Project tasks will be clearly identified, and the evaluation of relevant sources will be insightful. Your proposal will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65–74%), your proposal should demonstrate proficient consideration of issues related to topic definition and rationale, and provide an effective statement of your research question and strategic approach. Project tasks will be well identified, with good evaluation of relevant sources. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50–64%), your proposal should adequately consider some issues related to topic definition and rationale, and provide a functional or workable statement of your research question and strategic approach. There will be adequate identification of some project tasks, and a basic evaluation of some relevant sources. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45–49%), your proposal will consider issues related to topic definition and rationale only superficially, and will provide an attempt that demonstrates developing proficiency but ultimately does not result in a workable statement of your research question and/or strategic approach. Identification of project tasks will be superficial, and relevant sources will be evaluated inadequately. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25–44%), your proposal will demonstrate minimal consideration of issues related to topic definition and rationale, will fail to provide a workable statement of your research question and strategic approach. There will be poor or insufficient identification of project tasks, and inadequate evaluation of relevant sources. Your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0–24%), your proposal will fail to consider issues related to topic definition and rationale, and will not present a workable statement of your research question and strategic approach. There will be no or insufficient identification of project tasks, and no or insufficient evaluation of relevant sources. There will be an unsatisfactory standard of presentation and/or written expression. Use of discipline conventions will be absent, poor or inappropriate.
Research Essay
Your essay will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured essay.
- Engagement with academic sources and evidence.
- Insight and/or creativity in interpreting texts or constructing a point of view or argument.
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85–100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75–84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65–74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50–64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45–49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25–44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0–24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ﾠ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All studentsﾠ mustﾠ ensure they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing. Without evidence, the assessment will receive the standard late penalty, or after ten business days, will receive zero. In the case of a Blackboard outage, please contact the Course Co-ordinator as soon as possible to confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate bandwidth and speed is available. If you cannot be sure if your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University computers in the Library or Computer Labs.
- Plagiarism is cheating and constitutesﾠacademic misconduct.ﾠSee ECP Section 6.1.
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
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Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Lecture |
WEEK ONE: Course Introduction, and Foundations Learning outcomes: L01, L02, L04, L05 |
Week 2 (29 Jul - 04 Aug) |
Lecture |
WEEK TWO: Britain and the World in the Eighteenth Century Learning outcomes: L01, L02, L04, L05 |
Week 3 (05 Aug - 11 Aug) |
Lecture |
WEEK THREE: The British World in the Age of Napoleon Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK THREE: Rights, Liberties and National Identity Part of our discussion this week will consider the meaning of two key terms (“radicalism” and “patriotism”) in this age of popular politics, warfare and insurrection. Discussion questions:
Participation: In contributing to the tutorial discussion, please supply a document, an image or a historical incident that for you encapsulates either 1) a radical idea or personality, or 2) an element in the British national identity at this time (broadly 1780s-1820s). Alternatively, evaluate the career and achievements of ONE of the following figures: William Pitt (‘the Younger’), Edmund Burke, Mary Wollstonecraft OR William Cobbett. Do they deserve their reputation? Be prepared to explain your opinion to the tutorial group. Reading:
Online and digital sources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 4 (12 Aug - 18 Aug) |
Lecture |
WEEK FOUR: The Transformation of Britain, 1780-1830 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK FOUR: Life and Work in the Industrial Revolution The tutorial discussion this week will explore the consequences of industrialisation for British social and economic conditions, and for the lives of working people. Discussion questions:
Participation: Using our reading, select a specific example of an industrial occupation that to you seems distinctive or unusual. Examples include textiles, manufacturing, mining, agriculture and transport (and many others!). Find a primary source that captures or illustrates a key aspect of this employment for men, women or children. What do changes in this occupation tell us about British economic and social life at this time (to 1830)? Reading:
Online and digital sources
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 5 (19 Aug - 25 Aug) |
Lecture |
WEEK FIVE: Politics in the Age of Reform, 1832-1851 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK FIVE: Chartism and Popular Politics In this tutorial we will discuss the character and significance of Chartism, regarded as the world’s first example of an organised working-class movement for democratic reform. Discussion Questions:
Participation: For this tutorial discussion, you should locate and provide extracts from either a Chartist speech, pamphlet or newspaper, or an example of the social and economic reformist rhetoric typical of this period. Be prepared to explain an obscure reference or theme that features in your extract to other members of the class. Reading:
Online and Digital Sources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 6 (26 Aug - 01 Sep) |
Lecture |
WEEK SIX: The Mid-Century Moment: 1851 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK SIX: Crown and Nation in Victorian Britain Our tutorial this week will consider the evolving institution of the British monarchy in the Victorian period (1837-1901). Discussion Questions:
Participation: For this tutorial discussion, locate a primary historical source, image or document that (for you) encapsulates an important symbolic aspect of the British monarchy at this time. Be prepared to explain this source in its context, highlighting relevant aspects of its creation, dissemination or reception. Reading:
Online and Digital Sources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 7 (02 Sep - 08 Sep) |
Lecture |
WEEK SEVEN: Britain and India, to 1858 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK SEVEN: The Making of the 'British Raj' This week’s tutorial considers the foundations and characteristics of British rule in India, to 1858. Discussion Questions:
Participation: For the tutorial discussion this week, you should select an image, document or extract that captures the idea of British imperialdominion as “providential” (inspired by God), “progressive” (tending to betterment), “conditional” (under some sort of limit orconstraint) or “regrettable” (something that should be opposed). Be prepared to explain your example to other members of the class. Reading:
Online and Digital Resources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 8 (09 Sep - 15 Sep) |
Lecture |
WEEK EIGHT: The Global Empire, to 1880 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK EIGHT: Imagining a 'British World' This week our tutorial discussion will consider the ideologies associated with ‘settler colonialism’, which are closely related to issues of race, gender and national identity. Being‘British’, but far from ‘home’, was a peculiar and distinctive identity for men and women all over the world in the late-nineteenth century. Discussion Questions:
Participation: Taking either Canada, South Africa, New Zealand or Australia as your focus, supply an example of ‘colonialnationalism’ in popular culture from 1870-1914. Literary, visual, symbolic or rhetorical examples would all be good. What ideas and assumptions did your example convey at the time? Alternatively, using a case study and secondary sources, trace the consequences of British colonisation for a ‘subject people’. Be prepared to explain three key legacies of ‘settler colonialism’ for their descendants today. Reading:
Online and Digital Sources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 9 (16 Sep - 22 Sep) |
Lecture |
WEEK NINE: Imperial Zenith and its Dilemmas, 1880-1902 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK NINE: 'Hope and Glory'? Imperial Burdens This week our discussion concentrates on late-Victorian British imperial policy, its challenges and dilemmas, as well as the cultural impact of imperialist ideas and values. Historians such as John MacKenzie and Bernard Porter have debated the significance of these values in British culture, offering very different interpretations. Discussion Questions:
Participation: David Cannadine has described the importance of ‘ornamentalism’ to imperial governance in this period. For this topic discussion, you should identify a symbol or ritual that was used as an emblem of British imperial power in the era before WWI. Show how this symbol or ritual related to the historical context, and how it served the purposes of British imperialism. Alternatively, you can focus on the ‘arch- imperialist’ writer of this period, Rudyard Kipling. Using examples from his work, identify some of the complexities of Kipling’s imperial outlook. Reading:
Online and Digital Sources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 10 (30 Sep - 06 Oct) |
Lecture |
WEEK TEN: Social Transformations, 1880-1900 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK TEN: 'Progress and Poverty' at Home This week we consider the poverty debates of the period 1880-1900, and particularly the wave of middle-class social activism that accompanied those debates. Discussion Questions:
Participation: For this topic discussion, you should identify one major British social worker,reformer or charity activist not previously known to you (there were many inthe period 1870-1914), and prepare a short summary of their social activismand its purposes. Alternatively, find one late Victorian welfare charity or‘social mission’ and prepare a summary of its aims and aspirations. Be ready to explain your example to fellow students. Reading:
Online and Digital Sources
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 12 (14 Oct - 20 Oct) |
Lecture |
WEEK TWELVE: From Crisis to Catastrophe, 1902-1918 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK TWELVE: Edwardians on the Brink In this tutorial we focus on the domestic politics of the Edwardian period, often seen as a time of rapid transition, incipient conflict and political crisis. Discussion Questions:
Participation: For this topic discussion, you should concentrate on one of the fault-lines of civil disorder in Edwardian Britain (gender, class, or nationalism). Research either a key protagonist or a key incident, and be ready to explain the significance of your example to other members of the class. Reading:
Online and Digital Sources:
Learning outcomes: L01, L02, L03, L04, L05 |
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Week 13 (21 Oct - 27 Oct) |
Lecture |
WEEK THIRTEEN: Finest Hour and Imperial Retreat, 1919-1956 Learning outcomes: L01, L02, L04, L05 |
Tutorial |
WEEK THIRTEEN: A Weary Titan? In this last tutorial of our course, we consider Britain’s role on the European and world stage in the mid- twentieth century, in the aftermath of global war. Discussion Questions:
Participation: For this topic discussion, identity a key historical event or episode in ONE of the British Empire’s colonies, mandates or territories in the 1920s, 1930s or 1940s, that to you evokes the acute dilemmas of colonial rule at this time. You might consider examples from India, Palestine, Africa or East Asia. Reading:
Online and Digital Sources:
Learning outcomes: L01, L02, L03, L04, L05 |
Additional learning activity information
There is no lecture or tutorial during week 11 as the lecture falls on a public holiday.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.