Unit rationale, description and aim
Settler colonial nations are being increasingly held to account for their past treatment of Indigenous peoples. Historians have a role to play in helping explain the history of settler colonialism and its ongoing legacy for Indigenous peoples. This unit explores the patterns of settler colonial societies and their interactions with Indigenous peoples in southern Africa, New Zealand, the United States of America and Canada. Students will consider the oppression of Indigenous peoples and the removal of their access to land and resources, as well as the responses of Indigenous peoples, including methods of resistance and self-determination and the marks which settler colonialism has left on the present. Applying the methods of social and cultural historians, students will look at a range of fascinating resources, analyse competing interpretations, debate questions relating to historical sources and Indigenous agency. They will interpret and reflect on relevant historical debates and develop their own evidence-based narrative or argument.
The aim of this unit is to equip students with a broad global and comparative framework for considering the spread of settler societies and their interactions with Indigenous peoples and cultures from the 1400s to recent history.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Discuss broad and deep theoretical and factual kno...
Learning Outcome 01
Explain ideas and concepts to a specified audience...
Learning Outcome 02
Locate, evaluate and appropriately reference a var...
Learning Outcome 03
Critically analyse historical evidence, synthesise...
Learning Outcome 04
Interpret and reflect on key historical theories a...
Learning Outcome 05
Content
Topics for this unit examine critical themes relating to the history of settler colonialism in Indigenous lands in southern Africa, Canada, New Zealand and the United States from the 1400s through to recent history.
Specific topics may include:
- Indigenous worlds
- European expansion
- First contacts and Indigenous responses
- Religion, missionaries and the assault on culture and belief
- The processes of conquest, resistance, collaboration and acculturation
- Settler supremacy and Indigenous adaptation
- Treaties, assimilation, self-determination and reconciliation
- Australian connections
- The structures of settler colonialism and their impacts on the present
The unit will also cover active history theory and techniques, including advanced techniques in locating and using primary and secondary sources and historical approaches in research and analysis used by social and cultural historians.
Assessment strategy and rationale
Indigenous perspectives are embedded within the assessments, requiring students to engage with Indigenous-created historical accounts, sources and narratives. The assessment tasks are scaffolded so that students develop historical skills and knowledge progressively.
The knowledge development task helps to build student knowledge of the history of settler colonialism and Indigenous lands, introducing them to the key conceptual approaches which historians have used when considering this topic. It also further develops their skills in locating, analysing and synthesizing primary and secondary source materials. It may take a variety of forms, including a quiz or short answer response. This task assesses learning outcomes 1-3.
Students then move onto assessment 2, the analytical task. This task builds on the knowledge and techniques developed during the investigative task and requires students to critically analyse historical evidence and scholarship in light of current historical debates. The forms this assessment may take include a project proposal, quiz, journal or short essay. This task assesses learning outcomes 1- 4.
Finally, the third assessment, the research task, draws together the skills and knowledge developed over the semester to bring together a sustained and nuanced evidence-based research argument relating to the shifting patterns of settler colonialism in Indigenous lands. This task is likely to take the form of a written essay and assesses learning outcomes 2- 5.
Overview of assessments
Knowledge Development Task The key purpose of th...
Knowledge Development Task
The key purpose of this exercise is for students to develop skills in working with primary sources and locating and using high-quality secondary sources in order to investigate a topic relevant to the history of settler colonies and Indigenous land.
20%
Analytical task The function of this assessment ...
Analytical task
The function of this assessment is to develop skills in critical reading, the use of evidence and clear communication.
30%
Research task This task requires students to int...
Research task
This task requires students to interpret and reflect on key historical theories and concepts and relate them to real-world situations/case studies relevant to the history of settler colonialism and Indigenous peoples over time. Students will locate, evaluate and appropriately reference a variety of primary and secondary materials and use them to sustain a nuanced evidence-based narrative or argument. The task requires students to critically analyse historical evidence, synthesise scholarship and changing representations of the past according to the methodological and ethical conventions of the discipline through an independently formulated research task related to current historical debates.
50%
Learning and teaching strategy and rationale
This 10 credit-point unit embraces active learning that allows students to:
- gain a deeper understanding of the course content. These activities, including reading, writing, discussion and problem-solving, encourage students to analyse, synthesise and evaluate class content. A case study approach is also used, allowing students to explore the real-world applicability of what they have learnt.
- develop and hone skills fundamental to the discipline of history. Students are encouraged to develop independent skills in locating; reading and analysing sources; consider different approaches to the past and the dynamics of historical and historiographical debate, and employ active research techniques into their own research and analysis
This unit has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the teaching period. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments used in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies employed in this unit include a range of approaches to support student learning, chosen to complement the mode of delivery of the unit. These may include lectures, online modules, tutorials, (online) discussion and debate, reading, small group activities, reflection, film screenings, presentations, historical skills-building activities, and assignments.
Mode of delivery: This unit may be offered in different modes, as described below.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress