Course Coordinator:Amy Clarke (aclarke1@usc.edu.au) School:School of Law and Society
UniSC Sunshine CoastUniSC Moreton Bay |
Blended learning | Most of your course is on campus but you may be able to do some components of this course online. |
Online |
Online | You can do this course without coming onto campus. |
Please go to usc.edu.au for up to date information on the
teaching sessions and campuses where this course is usually offered.
This course explores the historical contexts (18th-19th century events) and ramifications (20th-21st century events) of nationhood, national identity and nationalism, encompassing key issues and events (e.g. First and Second World Wars, fall of the Soviet Union) and prominent nationalist movements. Students will develop a layered and wide-reaching understanding of 20th-21st century history that ranges across European, Asian, North and South American and Australian contexts, and that has on-going relevance today.
Activity | Hours | Beginning Week | Frequency |
Blended learning | |||
Learning materials – 1 hour non-sequential online materials / activities. | 1hr | Week 1 | 13 times |
Tutorial/Workshop 1 – On campus face-to-face two-hour seminar/workshop. | 2hrs | Week 2 | 10 times |
Online | |||
Learning materials – 1 hour non-sequential online materials / activities. | 1hr | Week 1 | 13 times |
Tutorial/Workshop 1 – Online two-hour seminar/workshop. | 2hrs | Week 2 | 10 times |
Histories of nations and nationalism - 18th to 21st centuries
Theories of nationalism (e.g. ethnic, cultural, civic) and national identity
Histories of nationalism in: Europe, Asia, Africa, South America, North America, and Australia
Histories and impacts of of colonisation/decolonisation on 20th-21st century nations
Influence/impact of nationalism in empire building, global conflicts, Indigenous rights movements, high and popular culture, and contemporary politics
200 Level (Developing)
12 units
Course Learning Outcomes On successful completion of this course, you should be able to... | Graduate Qualities Completing these tasks successfully will contribute to you becoming... | |
1 | Demonstrate knowledge of the broad development of nationalism across the 18th to 21st centuries. |
Knowledgeable Communication |
2 | Demonstrate an ability to conduct research, interpretation and analysis of appropriate primary and secondary sources relating to the history of nations and nationalism. |
Knowledgeable Creative and critical thinker Empowered Communication Information literacy |
3 | Demonstrate an awareness of relevant historical and political theories and concepts relating to nations, nationalism, and national identity. |
Knowledgeable Creative and critical thinker Communication |
4 | Demonstrate original, effective and academically appropriate communication in written and oral formats. |
Creative and critical thinker Empowered Communication |
Refer to the UniSC Glossary of terms for definitions of “pre-requisites, co-requisites and anti-requisites”.
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Standard Grading (GRD)
High Distinction (HD), Distinction (DN), Credit (CR), Pass (PS), Fail (FL). |
Timely and detailed feedback is provided for each assessment. Feedback is provided both within text and general comments to build scholarly skills. Students are able to seek feedback through face-to-face discussion with the course coordinator. Workshops will include extended discussion and review of the assessment task requirements and scope.
Delivery mode | Task No. | Assessment Product | Individual or Group | Weighting % | What is the duration / length? | When should I submit? | Where should I submit it? |
All | 1 | Quiz/zes | Individual | 25% | 5 quizzes worth 5 marks each |
Refer to Format | Online Test (Quiz) |
All | 2 | Essay | Individual | 35% | 1250 words (excluding direct quotes, references, list of sources). |
Refer to Format | Online Assignment Submission with plagiarism check |
All | 3 | Essay | Individual | 40% | 2,250 words (excluding direct quotes, references, list of sources) |
Exam Period | Online Assignment Submission with plagiarism check |
All - Assessment Task 1:Online Quizzes | ||||||||||
Goal: | To demonstrate knowledge of the development of nationalism across the 18th-21st centuries. |
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Product: | Quiz/zes | |||||||||
Format: | Submit: Weeks 2, 4, 6, 8, 10. Five fortnightly online quizzes beginning in Week 2. Students will complete five (5) short online quizzes throughout semester. Each quiz will be worth five (5) marks, and will comprise a combination of short-answer and multiple choice questions. Quiz content will be drawn from the previous fortnight's Online Learning Materials and set readings. Students may refer to notes and the set readings while undertaking the quizzes, but should not use Google or any generative AI (e.g. ChatGPT). Each quiz will be active for two weeks only; students can complete each quiz at any point during the two-week period it is active. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation |
All - Assessment Task 2:Short Essay | ||||||||||||||||
Goal: | To demonstrate an awareness of 1-2 nationalist movements of the 20th century through the analysis and synthesis of a small number of scholarly secondary sources. |
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Product: | Essay | |||||||||||||||
Format: | Submit: Students will submit a 1,250-word essay two weeks after the tutorial/workshop in which their chosen topic was discussed. e.g. A student who chooses the Week 5 topic will submit their essay no later than Friday of Week 7. Please refer to Canvas for specific due dates. This task draws from the weekly focal nation(s) set between Week 5-8. Students are asked to develop and demonstrate (in short essay form) a close understanding of 1-2 key 20th century nationalist movements, by responding to the set question for their chosen Topic Week. The question for each Topic Week will be posted on Canvas at the beginning of semester. Students are encouraged to participate actively constructively in the Online Learning Materials and Workshop activities for their chosen week, as this will assist students to develop a deeper and more nuanced understanding of their focal nation and essay topic. This is not intended to be a research-heavy essay; it should be a demonstration of students' ‘close reading’ and comprehension of a small number of sophisticated academic arguments and historical debates, including those in the set readings for their chosen week. Students may seek out an additional 3-5 academic sources to support their discussion, but should ensure they are making substantial use of at least one of that week's set readings. The essay must demonstrate academic integrity, using appropriate academic language and formatting. If sources should be scholarly in nature. Direct quotes, indirect (paraphrased) quotes/ideas, and any historical information located during research for this essay must be referenced. A List of Sources must be provided at the end of the essay. The List of Sources, direct quotes, and references will not be included in the essay word count. The referencing style used should be Harvard, APA, or Chicago 17A. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
All - Assessment Task 3:Research Essay | ||||||||||||||||
Goal: | To demonstrate an awareness of the significance of ethnicity and/or culture and/or politics in shaping nationalist movements and notions of national identity; and to communicate this effectively by conducting research, interpretation and analysis of primary and secondary sources. |
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Product: | Essay | |||||||||||||||
Format: | Submit: Friday, first week of Exam Block. Students will produce a 2,250-word essay responding to a set topic/theme on the history of nationalism and national identity. Students will be provided with a list of possible research topics for Task 3 on Canvas at the beginning of semester. In responding to the chosen topic, the Essay should: combine knowledge of course concepts/themes with in-depth original research (primary and appropriate scholarly secondary sources); apply historical and relevant theoretical argumentation and analysis; and evaluate relevant historical and relevant theoretical cultural concepts. The Essay must demonstrate academic integrity, using appropriate academic language and formatting. All primary sources must be referenced and (if using images in essay) labelled. All secondary sources must be scholarly in nature. Direct quotes, indirect (paraphrased) quotes/ideas, and any historical information located during research for this essay must be referenced. A List of Sources must be provided at the end of the essay. The List of Sources, direct quotes, and references will not be included in the Essay word count. The referencing style used should be Harvard, APA, or Chicago 17A. |
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Criteria: |
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Generic Skills: | Communication, Problem solving, Organisation, Information literacy |
A 12-unit course will have total of 150 learning hours which will include directed study hours (including online if required), self-directed learning and completion of assessable tasks. Student workload is calculated at 12.5 learning hours per one unit.
Please note: Course information, including specific information of recommended readings, learning activities, resources, weekly readings, etc. are available on the course Canvas site– Please log in as soon as possible.
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Academic integrity is the ethical standard of university participation. It ensures that students graduate as a result of proving they are competent in their discipline. This is integral in maintaining the value of academic qualifications. Each industry has expectations and standards of the skills and knowledge within that discipline and these are reflected in assessment.
Academic integrity means that you do not engage in any activity that is considered to be academic fraud; including plagiarism, collusion or outsourcing any part of any assessment item to any other person. You are expected to be honest and ethical by completing all work yourself and indicating in your work which ideas and information were developed by you and which were taken from others. You cannot provide your assessment work to others. You are also expected to provide evidence of wide and critical reading, usually by using appropriate academic references.
In order to minimise incidents of academic fraud, this course may require that some of its assessment tasks, when submitted to Canvas, are electronically checked through Turnitin. This software allows for text comparisons to be made between your submitted assessment item and all other work to which Turnitin has access.
Eligibility for Supplementary Assessment
Your eligibility for supplementary assessment in a course is dependent of the following conditions applying:
(a) The final mark is in the percentage range 47% to 49.4%; and
(b) The course is graded using the Standard Grading scale
Late submissions may be penalised up to and including the following maximum percentage of the assessment task’s identified value, with weekdays and weekends included in the calculation of days late:
(a) One day: deduct 5%;
(b) Two days: deduct 10%;
(c) Three days: deduct 20%;
(d) Four days: deduct 40%;
(e) Five days: deduct 60%;
(f) Six days: deduct 80%;
(g) Seven days: A result of zero is awarded for the assessment task.The following penalties will apply for a late submission for an online examination:
Less than 15 minutes: No penalty
From 15 minutes to 30 minutes: 20% penalty
More than 30 minutes: 100% penalty
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For help with course-specific advice, for example what information to include in your assessment, you should first contact your tutor, then your course coordinator, if needed.
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