History units

University of Tasmania
History Units - 1996


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History - Department of History at Hobart

To understand the present and to imagine the future it is necessary to study the past. In its teaching program the Department of History seeks both to impart knowledge and stimulate enquiry about the human past, and to develop, by means of historical study, a range of valuable skills and qualities of mind which have general application. History provides an important bridge between the Humanities and Social Sciences, and can be a valuable complement to studies in other faculties, especially Law and Commerce. History also provides opportunities for specialisation in area studies: Australian, European or Asian.

Level 100 History:students study a common 'core' in semester 1 and are able to choose between three modules in semester 2, all of which seek to introduce the discipline through a study of key themes in the making of the modern world.

Levels 200 and 300:students choose from a schedule of units ranging from the end of antiquity to the present, and from Australia to Europe, Asia, and America.

A major in History requires students to gain a minimum of 105%, of which 25% (one unit) will be obtained at level 100, and the remaining 80% from units at levels 200 and 300; e.g. after passing HTA100 students might take two 20% units at level 200 and another two 20% units at level 300; or an appropriate selection of 10% and 20% units.

A double major requires students to gain units to a total value of 165%

A History minor comprises 65%.

The department will recognise HCA206/306 The Later Roman Empire, as part of a History major or minor.

To cater for part-time students and to counteract timetabling difficulties, most teachers are willing to make tapes of their lectures available to the Library and to arrange a tutorial in the late afternoon or early evening.
History students with the requisite grades are encouraged to undertake an honours degree.
Where possible, the department offers postgraduate courses in Tasmanian history and the history of Christianity, and welcomes enquiries from students wishing to undertake research MA and PhD work in any of the fields in which the department has expertise.

A booklet introducing the Department of History, providing fuller details on its staff, courses and assessment procedures and offering guidance on study skills and employment opportunities, is available from the department.

Note: The following books will be useful for students at all stages:
[p/b] Tosh J, The Pursuit of History, Longman.
[p/b] Kinder H and Hilgemann, The Penguin Atlas of World History, 2 vols, Penguin.

Unit descriptions




HTA100 History 1

Provides an introduction to history focusing on key themes in the making of the modern world. Students complete 'The Impact of Europe c. 1640-1780' in semester 1 and any one of modules (a), (b) or (c) in semester 2.

The Impact of Europe c. 1640-1780 considers developments in Europe from the late 17th to the late 18th century and their role in the making of the modern world. Topics include: the rise of the major European powers; war, politics and state-building; imperial expansion and rivalry; social change in Britain and France; the rise of capitalism and industrialisation; the Enlightenment; and the dawn of the Age of Revolution.
(a) Age of Revolution and Empire c.1780-1830 focuses on 'revolutionary' change in Britain and France in the late 18th and early 19th century, and its impact on the wider world. It considers the French Revolution; radicalism and reaction in Britain; Napoleon and the Napoleonic wars; French and British imperialism; the Industrial Revolution and social change; the 'birth of the modern'.
(b) The Modern World in Australia to 1890 surveys the impact in Australia of those forces and beliefs explored in semester 1. The central purpose is to understand the nature of the societies which developed after 1788. Particular emphasis is given to convicts and convictism; the reactions against convictism and consequent attempt to supplant it with normal society; the impact of the new environment and landscape on the consciousness of the developing society; the evolution of the movement for self-government; the economic boom after 1850 and consequent development of pride, consciousness and assertion by various social groups; the experience of Aboriginal Australia.
(c) Foundations of Modern South Asia: Between Old and New c. 1600-1850. Set in the context of the pre- and early-colonial age in Asia, this module focuses on a critically important early phase in South Asia's modern emergence. The process is studied in relation to the Indian subcontinent under the Mughal and early British rulers. The decline and demise of the old empires, like that of the Mughals in India, and the corresponding rise of European colonial dominance, like that of the British in India, proved a decisive influence on the emergence of modern nation states in South Asia. A critical understanding of the nature of social-economic, cultural and political changes during the pre- and early-colonial age provides a basic understanding of the vital forces underlying the foundations of modern South Asia, while correcting the stereotypical notion of the stagnant and decaying 'orient' as a background to and justification for colonial intervention. The modern transition for a state like India is as much a result of internal transformation as it is of the colonial impact.

Special notes
teaching staff Prof MJ Bennett, Mr P Chapman, Dr A Roy
campus & mode Hbt, int
unit weight [25% (BSc 9pts)]
teaching pattern full year - 3x1-hour lectures (Tues, Wed, Fri at 12.10 p.m.), weekly tutorials
prerequisites
corequisites
mutual exclusions
method of assessment written work and tests totalling no more than 7,000 words (45%), tutorial participation (5%), 3-hour exam in June, 3-hour exam in Nov (50%)
required texts, etc
(sem 1) [p/b] Bennett MJ (ed), The Impact of Europe: Selected Readings,History Department, University of Tasmania.
[p/b] Williams EN, The Ancien Regime in Europe, Penguin.
[p/b] Woloch I,Eighteenth-Century Europe. Tradition and Progress, 1715-1789, Norton.
(sem 2) For each of the three strands, there will be a specially prepared book of readings.
(a) Breunig C, The Age of Revolution and Reaction 1789-1850, W W Norton.
Hobsbawm EJ, The Age of Revolution 1789-1848, Abacus.
(b) [p/b] Blainey G, The Tyranny of Distance, Sun.
[p/b] Clark M, A Short History of Australia, Mentor.
[p/b] McQueen H, A New Britannia, Penguin.
White R, Inventing Australia, Allen & Unwin.
Robson LL, The Convict Settlers of Australia, Melbourne University Press.
(c) [p/b] Bayly CA, Indian Society and the Making of the British Empire,Cambridge.
[p/b] Bayly CA (gen ed), An Illustrated History of Modern India, 1600-1947, Oxford.
[p/b] Spear P, History of India, vol 2, Penguin.
[p/b] Wolpert SA, A New History of India, 4th edn, Oxford.
recommended reading

Course: Bachelor of Arts (R3A)
Bachelor of Science - Physical Sciences, Psychology or Humanities (S3G.03)






Staff of the Department of History
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© University of Tasmania, 1996.
Details shown above were correct at the time of publication. While every effort is made to keep this information up to date, the University reserves the right to discontinue or vary courses at any time without notice.

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