HSTY2605: Contemporary Europe

Faculty of Arts and Social Sciences

School:

School of Philosophical and Historical Inquiry

Department/Program:

Department of History

Unit of Study:

HSTY2605: Contemporary Europe

Session:

Semester 2, 2016

Unit of Study Outline

The Hungarian Uprising of 1956 https://au.pinterest.com/pin/445293481882023432/

Unit Coordinators Unit coordinators are listed on undergraduate and postgraduate coursework semester timetables, and can be consulted for help with any difficulties you may have. Unit coordinators (as well as the Faculty) should also be informed of any illness or other misadventure that leads students to miss classes and tutorials or be late with assignments. Unit Coordinator: Location: Email address: Phone: Consultation Hours:

Dr Marco Duranti Brennan MacCallum Room 851 [email protected] +61-2-9036 9662 By appointment

This Unit of Study Outline MUST be read in conjunction with the Faculty of Arts and Social Sciences Student Administration Manual (sydney.edu.au/arts/current_students/student_admin_manual.shtml) and all applicable University policies. In determining applications and appeals, it will be assumed that all students have taken the time to familiarise themselves with these key policies and procedures.

Faculty of Arts and Social Sciences

HSTY2605: Contemporary Europe UNIT DESCRIPTION In the 21st century, Europe is economically, politically, and culturally, the most dynamic continent on earth. But it also remains a continent replete with paradox. This unit surveys Europe's contemporary history since the Second World War, from its status as the pariah continent, to the forefront of thinking and planning on issues as diverse as democracy, diversity, social justice, climate change, and international cooperation. The unit draws on film as well as current news, and themes such as war, peace, memory, and multiculturalism.

UNIT SCHEDULE Lectures meet Mondays 2 to 4pm in Old Geology Lecture Theatre. Semester Two 2016 Week 1 2 3

Week beginning 25 July 01 August 08 August

Lecture Introduction Postwar Politics European Integration

4

15 August

5

22 August

Retribution, Reconstruction & Reconciliation Film: Bicycle Thieves

6

29 August

7

05 September

8

12 September

9

19 September

BREAK 10

26 Sept – 02 Oct 03 October*

11

10 October

12

17 October

13

24 October

STUVAC 31 October EXAMS 07 November * NB: Public holiday on Monday 3 October.

The Rise of Cold War Empires and the Fall of Overseas Empires Film: The Battle of Algiers *No lecture Human Rights in Communist and NonCommunist Europe SESSION BREAK *No lecture (holiday)

Tutorial Brexit Churchill’s European Project European identity and the origins of the EU The purge of French collaborators The social question in Italy The Americanization of France The Algerian War of Independence *No tutorial

The 1968 generation in West Germany Intellectuals in Communist Poland Totalitarianism in East Germany

Film: The Lives of Others The Fall of Communism and Its Consequences The Origins of the Dissent and Revolution Present Crisis in Czechoslovakia STUVAC EXAM PERIOD commences

ASSESSMENT TASKS AND DUE DATES

Assessment Name

Length

Weight

Due Time

Due Date

Essay Draft

1000 words

15%

11:59pm

9-Sep-2016

Research Essay

2000 words

35%

11:59pm

28-Oct-2016

Tutorial Participation & Attendance

N/A

15%

Weekly

Weekly (Tuesdays)

Online Discussion Posts

N/A

5% (Pass/Fail)

9:00pm

Weekly (Sunday 9pm) starting Week 2

Take home Exam

N/A

30%

11:59pm

14-Nov-2016

PREREQUISITES You must complete two junior history units before you can do a 2000 level unit.

LEARNING OUTCOMES You will be exposed to learning situations that will foster your general analytical skills through essay writing and your oral skills through seminar participation.

LEARNING STRUCTURE

LECTURES Mondays, 2 to 4pm, Old Geology Lecture Theatre All the components of this unit are integrated and indivisible. It is essential you keep up with lectures in order to attain a satisfactory mark on your essay, exam and tutorial participation. Lectures are designed to make it easier for you to do the weekly readings and written assessment tasks. You will be expected to demonstrate your knowledge of lecture material in all your written assessment tasks. To score well on your essay and exam, your writing must engage with the questions and themes discussed in lectures and tutorials. Lecture attendance is mandatory for all students enrolled full time without timetable clashes. Please do not to schedule work commitments during lecture times. This applies especially to those enrolled as full time students. By enrolling in the university full time you have committed yourself to prioritizing your units of study. It is only to your academic advantage to attend lectures.

Please do not talk with your classmates in lectures and stay put until the end of each hour as a courtesy to the other students and to your lecturers. Ignore text messages urging you to be elsewhere! Students always complain in feedback about students who disrupt lectures: please take note. Please turn off mobile phones during lectures.

TUTORIALS You will be marked on your tutorial participation. This mark will take into account your overall contribution to seminar discussion during the semester. It is not a mark for mere attendance: that is one of your minimum obligations as students in this course. Tutorial attendance is compulsory; the history department requires a minimum of 80% attendance at seminar. Attendance that falls below 80% will be penalized and any student whose attendance falls below 50% for whatever reason is considered not to have fulfilled the requirements of the unit. If you miss a tutorial, you should ask a classmate for notes. Normally we do not allow students to attend an alternate tutorial that week, though in exceptional circumstances your tutor may permit you to do so.

ONLINE DISCUSSION POSTS In order for you to engage with the readings in a consistent manner you will be expected to contribute to the discussion by proposing at least two observations to be submitted via BlackBoard every Sunday by 9pm. One of these should be on that week’s lecture and the other on the readings for your next tutorial. Your first post will be due on Sunday 7 August. You need to have listened to that week’s lecture done and done enough reading to submit a comment, reflection, opinion, critique or reaction (it can be anything) to the submission module. Your post can be a couple of lines, a paragraph or a page: the important thing that it shows you thinking about an issue or issues related to the topic of the tutorial in relation to the lecture and readings. In addition to the lecture, you can write about one or more readings – the choice is yours. In order to do so please log on to BlackBoard and follow these instructions: -

click on the ‘Weekly Discussions’ link on the left side menu find your relevant Tutorial group (the one you have been assigned) and click on the folder click on the relevant week of discussion link enter your questions or comments by clicking on the ‘Create Thread’ button.

Once you have submitted your post, you will be able to see what other people have said (you can’t see other posts if you have not made one yourself). At that point you can respond, and create a conversation if you wish. This is a pass/fail assessment. It would be great if everyone submitted a post every week. The minimum requirement, however, is that you post a comment at least five times during the unit. You are not allowed to skip more than one week. If you fulfill the minimum requirement, you will pass. If you don’t, you will fail. And remember, you cannot pass the unit if you do not submit all assessment assignments: this is one of them!

ATTENDANCE According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 80% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold. If a unit of study has a participation mark, your attendance may influence this mark. For more information on attendance, see http://sydney.edu.au/arts/current_students/policies.shtml.

READING REQUIREMENTS Readings for Weeks 2, 3, 10 and 13 are available on Blackboard. The Kindle edition of the Week 4 reading is available for purchase and download on Amazon.com. The Kindle app is available free for download on computers, phones and tablets. See: https://www.amazon.com/gp/digital/fiona/kcp-landing-page/ref=klp_mn Readings for Weeks 5 to 12 are found in the unit reader, which should be available for purchase during Week 3. Optional reference works: For a survey of European history from 1945 to 2005, see Tony Judt's Postwar (available on Amazon Kindle or Apple iBooks). For debates amongst historians of postwar Europe and new approaches to a variety of topics, see The Oxford Handbook of Postwar European History, edited by Dan Stone. Week 2: Brexit “The History Behind Brexit,” history.com, June 24, 2016. “Background guide to ‘Brexit’,” (Economist), February 24, 2016. “Between the Borders,” Economist interactive online essay. Peter Ghosh, “Britain is no longer an island,” The Conversation, May 13, 2016. Robert Tombs, “Britain and Europe: An Uneasy History?”, History and Policy, April 11, 2016. Evan Smith, “Brexit, imperial nostalgia, and the ‘white man’s world’,” History and Policy, June 22, 2016. Week 3: Churchill’s European Project Hugo Young, This Blessed Plot: Britain and Europe from Churchill to Blair, chapter 1 (see Blackboard). Accessible online at https://www.nytimes.com/books/first/y/youngblessed.html

Churchill’s “Iron Curtain” speech (Fulton, Missouri, March 5, 1946) Churchill’s “United States of Europe” speech (Zurich, September 19, 1946) Churchill’s speech to the Congress of Europe (The Hague, May 7, 1948) Bruno Waterfield, “David Cameron ‘must embrace Churchill’s vision of United States of Europe,” Telegraph, November 8, 2013. Rob Havers, “What Did Churchill Mean by a ‘United States of Europe’?”, National Churchill Museum Blog, January 2, 2014. Martin Kettle, “Churchill would have been a committed voter to remain in EU,” Guardian, May 9, 2016. Week 4: European identity and the origins of the European Union Tony Judt, A Grand Illusion? An Essay on Europe (New York: New York University Press, 2011) [originally published in 1996]. Week 5: The purge of French collaborators Alice Kaplan, The Collaborator: The Trial & Execution of Robert Brasillach (Chicago: University of Chicago Press, 2000), chapters 1, 2 and 8. Week 6: The social question in Italy FILM: Bicycle Thieves (1948) [Ladri di biciclette], directed by Vittorio De Sica. Ruth Ben-Ghiat, “The Italian Cinema and the Italian Working Class,” International Labour and Working-Class History 59 (April 2001): 36-51. Elena Lombardi, “Of Bikes and Men: The Intersection of Three Narratives in Vittorio De Sica’s Ladri di biciclette,” Studies in European Cinema 6, no. 2/3 (2009): 113-126. Week 7: The Americanization of France Victoria De Grazia, Irresistible Empire: America’s Advance through Twentieth-Century Europe (Cambridge, MA: Belknap Press of Harvard University Press, 2005), chapter 9. Richard Kuisel, Seducing the French: The Dilemma of Americanization (Berkeley: University of California Press, 1993), chapters 3 and 5. Week 8: The Algerian War of Independence FILM: The Battle of Algiers (1966) [La Bataille d’Alger], directed by Gillo Pontecorvo. Donald Reid, “Re-viewing The Battle of Algiers,” History Workshop Journal 60 (Autumn, 2005): 93-115.

Christopher Cradock and M. R. L. Smith, “‘No Fixed Values’: A Reinterpretation of the influence of the Theory of Guerre Révolutionnaire and the Battle of Algiers, 1956-1957,” Journal of Cold War Studies 9, no. 4 (Fall 2007): 68-105. Week 9: NO TUTORIAL BREAK Week 10: The 1968 generation in West Germany Timothy Brown, “Culture, Class, and Communism: The Politics of Rock in the West German 1968,” Twentieth Century Communism 9 (July 2015). Hans Kundnani, “Perpetrators and Victims: Germany’s 1968 Generation and Collective Memory,” German Life and Letters 64, no. 2 (April 2011) DOCUMENTARY: The Baader-Meinhof Gang (BBC, 2009) Week 11: Intellectuals in Communist Poland Czeslaw Milosz, The Captive Mind (London: Secker & Warburg, 1953), chapters 1, 5 and 6. Week 12: Totalitarianism in East Germany FILM: The Lives of Others (2007) [Das Leben der Anderen] directed by Florian Henckel von Donnersmarck Carl Eric Scott and F. Flagg Taylor, eds., Totalitarianism on Screen: The Art and Politics of the Lives of Others (Lexington, Kentucky: University of Kentucky Press, 2014), Introduction, Chapters 1 and 3. Week 13: Dissent and Revolution in Czechoslovakia Manifesto of Charter 77 Excerpts from Vaclav Havel, Letters to Olga: June 1979-September 1982 in Harold B. Segel, ed., The Walls Behind the Curtain: East European Prison Literature, 1945-1990 (University of Pittsburgh Press, 2012), 185-299. Timothy Garton Ash, The Magic Lantern (New York: Random House, 1990), pp. 78-130 (“Prague: Inside the Magic Lantern”)

*Assessment Task Guidelines RESEARCH ESSAY AND ESSAY DRAFT Key guidelines for your research essay and essay drafts − You will be required to submit both a 1,000 word essay draft and a 2,000 word final essay. length of your essay must be within 10% of the word count either way. That is, 900 to 1,100 words for the essay draft; 1,800 to 2,200 words for the final essay. − You must attach a bibliography to both your essay draft and final essay. Remember to include page numbers in your footnotes. Citations in footnotes and the bibliography are not included in the word count. − We expect a substantial bibliography that lists primary and secondary sources you have actually used. As a rule of thumb, we expect you to draw on at least ten items (books, chapters from edited books, scholarly articles). Unless the essay question you have chosen specifies otherwise, you should draw on a combination of primary and secondary sources. − Ultimately, though, you will need to read as much as necessary for you to answer the question to your satisfaction. Focus on published sources (scholarly books and articles). Regard internet sources with scepticism unless you are assured of the reliability of the information. You will need to refine your expertise in using the library catalogue, especially regarding database searches for scholarly articles. Do not rely on www.google.com or www.wikipedia.com. The promiscuous use of internet sources will reflect badly on your essay. − Before beginning to write, you should read the various guides posted on eLearning. These include the Essay Presentation Guide (explains when and how to cite your sources), the Essay Writing Guide, and the guides to reading primary and secondary sources. − In this essay, we expect you to show us (and yourself) what you have learned in lectures and tutorials, not just what you have learned over the course of your own research. − We expect you to not just describe material from your sources, but to analyse and critically engage with this material. You should put forward your own original argument in your introduction and then compare it to arguments made by other scholars working on your topic (historiography). − Make sure to avoid vagueness at all costs and provide as many specifics as possible throughout the essay, whether this be in your descriptions, analyses or argumentation. This tells us that you have read your sources carefully and critically.

INSTRUCTIONS FOR ESSAY DRAFT 1. Your 1,000 essay draft (like your final essay) must be submitted to the eLearning site via TurnItIn in order for you to pass this unit. No hardcopy submissions will be accepted.

When you submit your work, you will receive an email receipt. You must keep this receipt as proof of your submission. 2. If you wish, you can contact the unit coordinator to discuss how to construct your own question. Please note that if you choose to construct an original question, you will need to bring the suggested wording for your question, along with a short bibliography demonstrating that there is available material on your topic, to the unit coordinator during office hours. 3. Your essay draft should be written in the same format as your essay. State the research question you are addressing and argument you are making (thesis statement) clearly in your introduction. Always try to be as precise as possible in your argumentation, presentation of evidence and analysis, avoiding vagueness at all costs. Address as much as possible the questions and themes we have been discussing in lectures and tutorials in relation to the phenomenon you are investigating. 4. The point of the essay draft is to convince a grader that you have a viable and interesting approach to a question. Graders are unlikely to know much about the subject you are discussing, or to have read the books that you are citing. You should thus explain, succinctly but explicitly, the nature of your sources and why they are relevant for your project. 5. You need to place your argument within the context of existing secondary literature relating to your topic. Your aim should be to do more than describe the focus of this literature. Rather, take the time to skim each work so that you can identify major debates in the field, points of agreement and contention among scholars, differences in approach and method, etc. 6. It stands to reason that in order to construct your essay draft you need to have completed quite a lot of research. The depth and extent of your research is what you are being graded on, in addition to the viability and originality of your project. 7. How many sources should you include? This is a major research essay. If you list only a small handful of works (say four or five), we will conclude that you have done minimal research and grade you accordingly. Use your common sense. Six relevant citations is a bare minimum, while at least ten is advisable. Note, however, that the most critical thing we are looking for is not the quantity of your citations but your ability to select appropriate resources. Aim to cite reputable scholarly sources, that is, those published by university presses or in academic journals. 8. To help focus your research, you should conduct library catalogue and database searches. Consult the books located in Fisher 2 hour loan under Unit of Study in the catalogue. Links to these are provided on Blackboard. 9. Regard Internet sources with skepticism, unless these are reliable transcripts of primary sources 10. How many primary and secondary sources should you cite? That depends on the nature of your project. Some projects will be heavily dependent on primary source material. Others might be more historiographical or conceptual. Either type of project is fine. 11. It does not matter if the arguments you present in your essay draft are significantly different than from those in your final essay. Nor does it matter if you decide to include

different sources at a later date. Occasionally, students realize after completing a draft that, in fact, they want to be working on a different theme or topic altogether. This is all fine. 12. Do not recycle essays that you wrote in other units of study. However, you can write an essay on a theme related to another essay topic you have worked on, as long as you are drawing on new sources, make new arguments, avoiding duplicating passages and tailoring your essay to this unit of study. If unsure, consult the academic honesty resources online. 13. You can reuse as much of your essay draft as wish in your final essay, as long as you take into account the critiques and suggestions made on your essay draft.

ONLINE COMPONENTS This unit requires regular use of the University’s Learning Management System (LMS), also known as Blackboard. You will need reliable access to a computer and the internet to use the LMS. The University uses learning analytics to understand student participation on the LMS and improve the student learning experience. The easiest way to access the LMS is through MyUni (click on the ‘MyUni’ link on the university home page, http://sydney.edu.au or link directly to the service at https://myuni.sydney.edu.au/. There is a ‘Blackboard LMS’ icon in the top row of the QuickLaunch window on the left hand side of the screen. If you have any difficulties logging in or using the system, visit the Student Help area of the LMS site, http://sydney.edu.au/elearning/student/help/. The University’s Privacy Management Plan governs how the University will deal with personal information related to the content and use of its web sites. See http://sydney.edu.au/privacy.shtml for further details. Lecture Recording Lectures delivered in University-owned lecture theatres are recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.

ASSESSMENT CRITERIA This unit uses standards-based assessment for award of assessment marks. Your assessments will be evaluated solely on the basis of your individual performance. FAIL (Below 50%) Work not of an acceptable standard. Work may fail for any or all of the following reasons: lack of sufficient research using appropriate sources; irrelevance of content; failure to answer the specific question or treat the specified theme; irrelevance of content; wholesale lack of analysis or interpretation; unacceptable levels of paraphrasing; significant deficiencies in presentation, grammar or structure; incomprehensible expression; very late submission without an extension. PASS (50-64%) Low Pass (50-54): Work of a barely acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter. It typically features summary and paraphrase of relevant material with little interpretation or analysis. It reflects a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas. Medium Pass (55-59): Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research. It demonstrates a reasonable understanding of subject matter, offers a synthesis of relevant material and shows a

genuine effort to avoid paraphrasing, to offer interpretation and to provide acceptable documentation. It has a comprehensible structure organised around an identifiable theme. There may be weaknesses in particular areas. High Pass (60-64): Meritorious work containing some elements that are of credit standard. Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance. It identifies the principal issues and some key scholarly approaches to them, and shows some awareness of the nature and pitfalls of historical evidence. It goes beyond synthesis to propose an argument, although there may be weaknesses of clarity, structure or use of evidence in the case as presented. Properly documented, it shows signs of one or more of the following: attention to expression and fluency; independent thought; and critical response to secondary sources. CREDIT (65-74%) Low Credit (65-69): Promising work suggesting potential for further development. Written work contains evidence of broad reading, offers synthesis and some critical evaluation of secondary material, argues a position in relation to one or more existing scholarly approaches and/or shows some sophistication in its use of primary material. The introduction clearly states the approach being taken and/or the position being argued. The essay is characterised by good selection of evidence, logical argument and grasp of relevant historiography. It shows some evidence of independent thought and an extra spark of insight. High Credit (70-74): Work of significant promise. Written work provides evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. It engages critically with the question and attempts an analytical evaluation of primary and/or secondary material as required for the task assigned. It makes a good attempt to critique various scholarly approaches and offers thoughtful comment on the issues in an existing historical debate. It shows some evidence of ability to think theoretically as well as empirically and to conceptualise and problematise issues in historical terms. Work awarded a high credit is generally well written and always well documented; it often contains evidence of original interpretation or creative thought. DISTINCTION (75-84%) Work that shows proficiency in the discipline of History. Written work reflects successful initiative in research and reading as well as complex understanding and original analysis of subject matter, with attentiveness to both the historical and the scholarly context. It engages perceptively with the underlying assumptions of primary-source texts and takes a critical, interrogative stance in relation to historical argument and interpretation. It has near-flawless documentation, and, especially at the higher levels, the writing is characterised by style, clarity and some creativity. HIGH DISTINCTION (85-100%) HD (85-90): Work that is outstanding for the student’s present level of enrolment and shows potential for distinguished performance at higher levels. Written work demonstrates initiative and ingenuity in research, pointed and critical analysis of material, and innovative interpretation of evidence. It offers an insightful contribution to historical debate, engages with values, assumptions and contested meanings contained within primary-source evidence, and develops sophisticated, theoretically inflected arguments on the strength of detailed historical research and interpretation. It shows a high degree of professionalism in presentation, and the writing is characterised by creativity, style and precision. HD+ (90-100): Work whose quality exceeds normal expectations for outstanding work at the student’s present level of enrolment. Written work more than meets the criteria for a High Distinction, displaying a marked degree of originality and/or scholarly professionalism. Depending on the task assigned, the exceptional qualities might include suggestion of a new perspective from which to view a problem, identification of a problem not adequately recognised in the standard literature, methodological and/or conceptual innovation, or a particularly creative approach to writing.

SUBMISSION OF ASSESSMENTS Compliance Statements

All students are required to submit an authorised statement of compliance with all work submitted to the University for assessment, presentation or publication. A statement of compliance certifies that no part of the work constitutes a breach of the Academic Honesty in Coursework Policy 2016. The format of the compliance statement will be in the form of: a. a University assignment cover sheet; or b. a University electronic form. Assessment Submission Submission of assessment tasks will be required by the due date. Written assessments must be submitted online through the LMS. Other assessments, for example visual or oral assessments, must be submitted according to the assessment instructions. Work not submitted on or before the due date is subject to a penalty of 2% per day late. Refer to http://sydney.edu.au/arts/current_students/late_work.shtml for the Policy on Late Work.

ACADEMIC DISHONESTY AND PLAGIARISM Academic honesty is a core value of the University, so all students are required to act honestly, ethically and with integrity. This means that the University is opposed to and will not tolerate academic dishonesty or plagiarism, and will treat all allegations of academic dishonesty and plagiarism seriously. The consequences of engaging in plagiarism and academic dishonesty, along with the process by which they are determined and applied, are set out in the Academic Honesty in Coursework Policy 2016. You can find these documents University Policy Register at http://sydney.edu.au/policies (enter “Academic Honesty” in the search field). Definitions According to the Policy, plagiarism means representing another person’s work (i.e., ideas, findings or words) as one’s own work by presenting, copying or reproducing it without appropriate acknowledgement of the source. Academic dishonesty means seeking to obtain or obtaining academic advantage for oneself or others (including in the assessment or publication of work) by dishonest or unfair means. Academic dishonesty includes, but is not limited to: •

• • •

Resubmission (or recycling) of work that is the same, or substantially the same as work previously submitted for assessment in the same or in a different unit of study. Every unit of study expects each student to produce new material based upon research conducted in that unit; Dishonest plagiarism; Engaging another person to complete or contribute to an assessment in your place; and Various forms of misconduct in examinations (including copying from another student and taking prohibited materials into an examination venue).

Use of Similarity Detection Software Students should be aware that all written assignments submitted in this unit of study will be submitted to similarity detecting software known as Turnitin. Turnitin searches for matches between text in your written assessment task and text sourced from the Internet, published works, and assignments that have previously been submitted to Turnitin for analysis. There will always be some degree of text-matching when using Turnitin. Text-matching may occur in use of direct quotations, technical terms and phrases, or the listing of bibliographic material. This does not mean you will automatically be accused of academic dishonesty or plagiarism, although Turnitin reports may be used as evidence in academic dishonesty and plagiarism decision-making processes. Further information about Turnitin is available at http://sydney.edu.au/arts/current_students/plagiarism_and_turnitin.shtml.

SPECIAL CONSIDERATION Students can apply for Special Consideration for serious illness or misadventure. An application for special consideration does not guarantee the application will be granted. Further information on applying for special consideration is available at

http://sydney.edu.au/current_students/special_consideration/index.shtml.

OTHER POLICIES AND PROCEDURES RELEVANT TO THIS UNIT OF STUDY The Faculty’s Student Administration Manual is available for reference here http://sydney.edu.au/arts/current_students/student_admin_manual.shtml. Most day-to-day issues you encounter in the course of completing this Unit of Study can be addressed with the information provided in the Manual. It contains detailed instructions on processes, links to forms and guidance on where to get further assistance.

YOUR FEEDBACK IS IMPORTANT The Unit of Study Survey The University conducts an online survey for units of study every semester. You will be notified by email when the survey opens. You are encouraged to complete the survey to provide important feedback on the unit just before the end of semester. You can complete the survey at http://www.itl.usyd.edu.au/surveys/complete How Student Feedback has been used to develop this Unit of Study

STAYING ON TOP OF YOUR STUDY For full information visit http://sydney.edu.au/arts/current_students/staying_on_top.shtml The Learning Centre offers workshops in Academic Reading and Writing, Oral communications Skills, Postgraduate Research Skills, Honours, masters Coursework Program, Studying at University, and Workshops for English Language and Learning. Further information about The Learning Centre can be found at http://sydney.edu.au/stuserv/learning_centre/. The Write Site provides online support to help you develop your academic and professional writing skills. All University of Sydney staff and students who have a UniKey can access the WriteSite at http://writesite.elearn.usyd.edu.au/. The FASS Writing Hub has a wide range of programs at both Undergraduate and Postgraduate levels that focus on writing across the curriculum. The FASS Writing Hub offers drop-in sessions to assist students with their writing in a one-to-one setting. No appointment is necessary, and this service is free of charge to all FASS students and/or all students enrolled in WRIT units. To find out more visit http://sydney.edu.au/arts/teaching_learning/writing_hub/index.shtml. Pastoral and academic support for Aboriginal and Torres Strait Islander students is provided by the STAR Team in Student Support services, a dedicated team of professional Aboriginal people able to respond to the needs of students across disciplines. The STAR team can assist with tutorial support, mentoring support, cultural and pastoral care along with a range of other services. More information about support for Aboriginal and Torres Strait Islander students can be found at http://sydney.edu.au/current_students/student_services/indigenous_support.shtml. Free online Library tutorials are available at http://sydney.edu.au/library/skills, with one designed especially for students studying in the Humanities and Social Sciences at http://libguides.library.usyd.edu.au/. Mobile Learn is the Sydney Uni App for iPhone and Android. The full set of features available on the mobile app for the University LMS can be found in detail in this PDF document: Features in the mobile App for the University LMS (PDF). Search for University of Sydney on the iTunes store or the Android Marketplace, install the app, and you can access the LMS by clicking on the ‘Bb Learn’

icon. Important: due to the limitations of mobile devices you cannot submit assignments using the assignment tool. You should not complete graded tests (quizzes) using your mobile device due to the possibility of internet drop out.

OTHER SUPPORT SERVICES Disability Services is located on Level 5, Jane Foss Russell Building G20; contact 8627 8422 or email [email protected]. For further information, visit their website at http://sydney.edu.au/stuserv/disability/. Counselling and Psychological Services (CAPS) are located on Level 5, Jane Foss Russell Building G20; contact 8627 8433 or email [email protected]. For further information, visit their website at http://sydney.edu.au/current_students/counselling/.