Kyfk

CLB105 AUSTRALIA AND THE SOUTH PACIFIC Credit Points: 12 Status : Elective, Semester 1, 2011 Pre-requisites : Nil Co-ordinator Dr Keith Moore, email k.moore@qut.edu.au, room KG, E-122. Teaching staff: Dr Sue Keays and Dr Maziar Falarti, both at KG, E-121 [all our offices are on level 1, E block], phone 31384519; email: s.keays@qut.edu.au; maziar.falarti@qut.edu.au Location, Time: Lectures Wednesdays 4pm-6pm in KG N518 and tutorials 3-4pm in B202a. Pacific Island Courses at QUT: this unit replaces HHB242 Culture Contact in the Pacific; HHB243 The Pacific since 1945; and HHB248 The USA in the Asia-Pacific. 1. RATIONALE After the European ‘discovery’ of the Pacific and the founding of permanent European settlement on the western shores of the Pacific in 1788, a sustained, though tenuous, relationship linked the Australian colonies and later the Commonwealth of Australia to the adjacent islands of the Southwest Pacific (the term ‘South Pacific’ is used rather broadly in this unit). Up to the 1830s the economic success of the Australasian colonies was so closely linked to the islands, that a historian describing the economic links of that era coined a phrase “Australia’s Pacific frontier”. In the latter part of the nineteenth century, regional and sub-regional strategic, imperial and colonial schemes and policies were voiced and acted upon. Australia’s South Sea Islander community of today is linked to this era through the descendants of ‘Kanakas’ indentured in the sugar, pastoral and other tropical Australian industries. The twentieth century relationship includes ideological, social, cultural and political concerns as well as aid, trade and commercial links. Immigration directly and through New Zealand has also created a Pacific Islander community of recent migrants in Australia. This unit is based on a critical study of the evolving relationship between Australia and the Pacific Islands and how historians have interpreted this relationship. 2 AIM This unit develops an understanding and critical appreciation of Australia's historical links with the peoples, states and territories of the Pacific Islands region. 3 OBJECTIVES History is a discipline that demands wide reading; critical judgment and the ability to develop effective communication through presenting coherent written and verbal arguments based on carefully identified sources. The following graduate attributes will be developed through this unit: * In-depth knowledge of fields of study * Effective communication * Critical judgement and writing skills * Ethical and social understanding At the end of the unit students will be able to: * Describe and critically analyse bilateral, multilateral and international links between Australia and the Pacific Islands. * Demonstrate knowledge of the links between Australia and Pacific Islands Argue in a structured, informed manner and apply historical methodologies in their research and presentations 4 CONTENT CLB 105 LECTURE PROGRAM, Semester 2, 2010 Lectures Wednesdays 4pm-6pm in KG N518 and Tutorials Wednesdays 3-4pm in KG B202a WEEK | | LECTURE TOPICS | TUTORIALS | 1 | 2 March | Introduction & Overview of South Pacific Region Peopling the Pacific: where did they come from' | | 2 | 9 March | The European Discovery of the PacificCaptain James Cook | Tutorial 1:No presentations | 3 | 16 March | Plans for a great southern empire: Australia & New Zealand' Settlement of New Zealand – Anglo-Maori wars & Treaty of Waitangi | Tutorial 2: No presentations | 4 | 23 March | Colonial interest in the Pacific: ‘staking a claim’ –, Queensland, British, French, German, Australian and US annexations and Japanese interest. | Tutorial 3: Presentation1 | 5 | 30 March | Labour in the South Pacific. Sugar & South Sea Islanders. Kidnapped or guest workers' Film ‘Sugar Slaves’ | Tutorial 4Presentation 2 | 6 | 6 April | Australia’s South Sea Pacific Islanders: QLD attitudes to ‘Kanakas’; the deportation debate. | Tutorial 5:Presentation 3 | 7 | 13 April | The Australians in Papua and New Guinea.German New Guinea & the Great War in the Pacific: | Tutorial 6:Presentation 4 | 8 | 20 April | The French Connection: Tahiti, New Caledonia & New Hebrides [Vanuatu] – Australia’s relationship with Noumea and Vanuatu. | Tutorial 7: Presentation 5 | | 22 April- 3 May | EASTER & MID-SEMESTER BREAK(Labour Day Monday 2 May) | No Classes | 9 | 4 May | Polynesia: Cook Islands, Samoa, Tonga and smaller island groups. The Australians at Nauru | Tutorial 8: Presentation 6 | 10 | 11 May | The Pacific War: the Japanese advance through the Islands: New Guinea [Rabaul], Bougainville, Solomon Islands, Battle for the Coral Sea. ** Essay due Friday 13 May at Assignment Minder | Tutorial 9: No presentations- essay due | 11 | 18 May | Post-warDecolonisation and Independence | Tutorial 10:Presentation 7 | 12 | 25 May | Problems in Paradise: Fiji, Solomon Islands & Bougainville | Tutorial 11Presentation 8 | 13 | 1 June | Regionalism: Australia’s & New Zealand’s ongoing relationship with their Pacific Neighbours. Current Issues and Perspectives. Central exam period 11- 28 June | Tutorial 12Normally no presentations | [Note: Details in this unit outline are correct at the time of printing. Any subsequent changes that may arise will be notified to students in class and/or via the on-line Blackboard site.] Tutorial program: The tutorials will begin in week 2 and include student presentations (see details below) and discussions in weeks 3-11. All students – not just those giving a presentation - are to read the reading listed for each tutorial session. In the weeks when there are no presentations (ie weeks 2, 3 10 and possibly other weeks - to be announced) the tutorial will focus on the set reading for each of the weeks. 5 ASSESSMENT There are three assessment items: contribution to a paired small group oral powerpoint presentation; a written research paper (essay format); and completion of a two-part written examination Part (A) completed in tutorial classes and Part (B) a 2 hr exam during the central examination period (a set of short responses). The final exam mark will incorporate 10 marks from the tests completed during tutorials. Students will need to attend tutorials to complete these short answer tests as they will not be posted on Blackboard or made otherwise available. Summary of assessment tasks * Class presentation/tutorial, 30 minutes on a given topic 20% Due (various weeks 4-12) * 1500 word research essay 40% Due Friday 13 May (Week 10) * Written examinations in two parts: (Part A) ten responses to in-class tutorial Questions (10%); and (Part B) a 2 hour central exam requiring short answer responses to questions based on lecture and tutorial topics (30%) 40% The assessment is designed to defuse the final examination, with 70% allocated by week 13. TUTORIAL PROGRAM (from week 2): The unit is set up with eight presentation spots – ideally students will present in pairs. There are no presentations in weeks 2,3 and 10, instead the following readings will be discussed. Week 2 discussion traders: Maude H, 1967, “The Tahitian pork trade 1800-1830” in Maude HE, Of Islands and Men, Melbourne, OUP. Week 3 discussion, European discovery of the Pacific – first contact using Bob Connolly’s film, First Contact: New Guinean’s Highlanders Encounter the Outside World (New York: Viking Penguin, 1987) and Wetherell D, 1998, “First contact mission narratives from eastern Papua New Guinea”, JPH, 33,1, pp.111-16 Week 10 discussion, The Pacific War Pacific War: Gray, G, 2006, “Stanner’s war: WEH Stanner, the Pacific war and its aftermath”, JPH, 41, 2 145-63; Nelson, H, 2007, “Kokoda: and two national histories”, JPH, 42, 1, 73-88 NB All Australian Journal of Pacific History (AJPH)articles are available in electronic form via QUT library database. (A) STUDENT PRESENTATIONS; a 30 minute powerpoint presentation in pairs summarising and analysing the topic (value 20% common grade). The presentation should be critical, analytical and actively engage all members of the class in discussion. The latter is an important consideration. The presenters can locate other helpful source material in the CLB105 bibliography, and the criteria for the presentation are included at the end of this unit outline. Please attach a copy of the assessment criteria to your printout. Due dates are from weeks 4 to 12, depending on the date of your presentation. Clearly indicate the due date when you submit your presentation powerpoint to Assignment Minder. (b) In addition. a member of the presentation group (or individual) should email the lecturer a copy of the ppt slides by 9am on the Tuesday prior to the presentation on Wednesday. It is important to include the names of both presenters and their email contact numbers so that, if necessary, feedback can be returned electronically to each of the presenters. Select from one of the following topic areas (check schedule below for tutorial dates). Everyone should prepare by reading the set article below for each presentation. There are no presentations in weeks 1-3, week 10 and week 13 unless otherwise advised. First presentation: wk 4, 23 March: Colonial Rivalry: Overlack P, 1998, "Bless the Queen and curse the colonial office; Australasian reaction to German consolidation in the Pacific 1871-99", JPH, Vol 33, 2, pp.133-52. Second presentation: wk 5, 30 March: Labour in the South Pacific: Gistitin, Carol, 2006, “The labour schooner Flora, disease, quarantine and a racial riot in Queensland in 1875”, Jof the RHSQ, 19, 6, 854-66. Third presentation: wk 6, 6 April (second reading is very short): Australia’s South Sea Islanders: McGerrity, L, 2007, “White Australia: the Queensland government’s ideological position on the use of Pacific Island labourers in the sugar sector 1880-1901”, AJPH, 52, 1, 99-112. Moore C, 1999, “Goodbye Queensland, Goodbye White Australia, Goodbye Christians; Australia’s South Sea Islander community and deportation 1901-1908”, The New Federalist, Vol 4, pp.22-29. Fourth presentation: wk 7, 13 April: Australians in PNG: Gammage B, 1996, “Police and power in the pre-war PNG Highlands”, JPH, 31, 2, 62-77. Fifth presentation: wk 8, 20 April.: ‘New France’: the French Pacific Empire: Connell J, 1987, “Trouble in paradise; the perception of New Caledonia in the Australian Press”, Australian Geographical Studies, Vol 25, 2, pp.54-65. Sixth presentation: wk 9, 4 May: The Australians at Nauru: Pollock NJ, 1992, “The mining of Nauru and its aftermath; political implications of rehabilitation” in Rubinstein D, (ed), Pacific history; Papers of the 8th PHA Conference, Guam, PHA; "Nauru; decolonising, recolonising - but never a colony", in Denoon D, ed, Emerging from empire; decolonisation in the Pacific, Canberra, RSPacS, ANU, pp.102-5. No presentations essay due week 10, Friday 13 May We will consider a personal account of the fighting from an Australian perspective (ie a primary source) Peter Pinney, Signaller Johnston's secret war: New Guinea 1943-45 (QUT lib. A823.3 PIN 1); or Pinney, The Glass Cannon (UQP) or bring along an excerpt from a source you have read. Seventh presentation: wk 11, 18 May: Pacific War: Gray, G, 2006, “Stanner’s war: WEH Stanner, the Pacific war and its aftermath”, JPH, 41, 2 145-63; Nelson, H, 2007, “Kokoda: and two national histories”, JPH, 42, 1, 73-88 Eighth presentation: wk 12, 25 May: Problems in Paradise – the Australian response: Dinnen S, 2004, “Australia’s new interventionism in the southwest Pacific”, in Sullivan N, ed, Governance challenges for PNG and the Pacific Islands, Madang, Divine Word UP 59-72. (B) RESEARCH ESSAY Write a 1500 word essay (max. including references, notes etc) using QUT conventions for referencing and bibliography (refer to CITEWRITE) in response to one of the following essay topics. Papers are to be carefully researched and your reading should reflect on a variety of sources and written in prose style without subheadings. You are advised to consult the CLB105 Bibliography [under the ‘Resources’ section of Blackboard] for suggested reading. Papers should have an Assignment Minder cover sheet attached, have the topic question written out in full, and be submitted at Assignment Minder by 6:00 pm on the due date, 13 May 2011. Papers that do not indicate the topic question will obviously have marks deducted. ESSAY topics – select one: 1. What were some of the problems faced by early European navigators such as James Cook in exploring the ‘South Seas’, including Australia' 2. Assess the nature of Australia’s colonial rule in Papua and New Guinea before 1941; was it a benevolent dictatorship, smothering paternalism, or neither' 3. Compare and contrast the colonial experience of indigenous peoples in Australia and New Zealand throughout the nineteenth century. 4. Select one major crisis situation in the post Independence Pacific (eg the Mau movement in the Samoan Islands, Kanak separatism, the Bougainville crisis) and identify the source of the troubles. What grievances were evident & how effectively was the situation resolved' 5. Why did imperial Germany annex New Guinea in 1884' Explain the circumstances that led to Germany losing its colonial possessions in 1914. 6. Explain the significance of The Pacific War as an historic turning point for Melanesian peoples. Identify and assess the changes brought by the war. 7. What is meant by the term ‘sustainability of small states’' What are the issues facing island nations of the Pacific today, and how effective is foreign aid in overcoming these problems' Download and attach the criteria sheet (at the end of this unit outline) to your essay. Approaches to teaching and learning: this unit is offered as a series of thirteen weeks of lectures, tutorials and student presentations. To achieve the objectives students will undertake a sequenced program that incorporates debates in historiography, methodology, research, and film documentaries. There will be an emphasis on shared-learning, as well as independent study and teacher-learner interaction. Students will be encouraged to evaluate the unit through LEX. Late Submission of Assignments Extensions of time for assignment submission will only be granted in exceptional circumstances. To seek an extension, students must lodge an Extension Request Form and direct it to the appropriate Unit coordinator. These forms are available from the School office and on line from the School website. Extensions should be sought as early as possible in the semester and prior to the submission date. When faced with extraordinary circumstances, students should lodge an Extension Request Form as close to the submission date as possible. Requests for extensions must be lodged in hard copy at the School Office and be accompanied by supporting documentation such as Doctor’s Certificates which indicate the nature and duration of medical conditions; statutory declarations which indicate significant problems; and letters from employing authorities, etc. Lecturers may also require that such documentation include evidence of work that the student has completed on the assignment for which the extension is sought. Late submissions – i.e., assessment items submitted after the due date without an extension of time - will be penalised as follows; Assignments submitted within 5 working days of the due date – a deduction of 10% per day of the marks due for that assessment item; Assignments submitted within 6 or more working days after the due date will not be accepted. Non-Discriminating Language Students are expected to use non-discriminatory, inclusive language in all assessment and learning situations. Students should ensure that written and oral language does not devalue, demean or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexuality, age or physical appearance. Policy on Plagiarism and Copied Papers: Unethical and dishonest practices will not be tolerated. Plagiarism, copied papers and cheating are offences. Plagiarism, as defined in the QUT Handbook, is the act of taking and using another person’s work as one’s own. Note also that students who copy another student’s submissions are engaged in a form of cheating, and the original student, if compliant, and the student who copies will be subject to penalties. The University has formal disciplinary procedures that will be followed in these circumstances (for further details refer to the QUT Handbook) Students are expected to display integrity in all their academic work. Activities such as plagiarism, cheating or any action designed to defeat the purposes of assessment are breaches of academic integrity. QUT’s Policy on Academic Dishonesty is at Student Rule 29 (http://www.qut.edu.au/admin/mopp/Appendix/append01cst.htm). Availability for Examinations The School expects that students will make themselves available for examinations in the QUT Central Examination period following the conclusion of classes. Applications for Examinations outside specified times will only be accepted in exceptional circumstances and involve the lodging of the appropriate form – QUT forms for ‘deferred exams’ for centrally based examinations and the School form for School-based examinations including mid-semester exams. Claims for such circumstances must be accompanied by appropriate substantiating documentation such as: doctors’ certificates that indicate the nature and duration of a medical condition; statutory declarations that indicate a significant problem and letters from employing authorities etc. Students may make applications for up to two sets of deferred or early examinations in their course career – that is, they can only seek deferred/early examinations in two semesters. Further applications for deferred/early examinations (beyond the two sets allowed) will be subject to review and students will be required to provide additional documentation and attend a meeting with the Undergraduate Studies Coordinator and or Head of School to discuss their circumstances. When such applications are successful, students may be required to take the examination(s) during the examination period in the next (following) semester. 7 PRESCRIBED TEXTS There are no prescribed texts for this unit but students are advised to consult Thompson Roger, Australia and the Pacific Islands in the 20th Century, Melbourne: 1999, Australian Scholarly Publishing which was a previously recommended text but is now out of print. Two copies are in KG library call no. 320.994221 – one will be placed on the course reserve. Unit: CLB105 Assessment Task: Major Essay Criteria | 7 | 6 | 5 | 4 | 3, 2, 1 | Knowledge of key events, features and debates about the essay topic | A comprehensive and perceptive expression of knowledge of relevant events, features and debates | A thorough expression of knowledge of relevant events, features and debates | A breadth of knowledge of most relevant events, features and debates expressed | Basic knowledge of many relevant events, features and debates expressed | Rudimentary knowledge of some events, features and/or debates shown | | Research and utilisation of relevant information from various sources | Evidence of extensive, focussed research and wide reading of a range of references and debates as they relate to the selected topic | Evidence of considerable, focussed research and reading of a range of references and debates as they relate to the selected topic | Evidence of adequate research and reading of a range of references and debates as they relate to the selected topic | Evidence of some research and reading of references and debates as they relate to the selected topic | Cursory evidence of research and reading partially related to the selected topic | | Analysis and evaluation of interpretations of the essay topic(Critical and analytical thinking) | A demonstrated distinctive and insightful analysis and evaluation of interpretations of the essay topic supporting the central argument. | A well considered and thoughtful analysis and evaluation of interpretations of the essay topic supporting the central argument. | A mostly focussed analysis and evaluation of various interpretations of the essay topic supporting the central argument. | Some analysis and evaluation of various interpretations of the essay topic generally supporting the central argument. | The essay is descriptive. | | Effectiveness of written communication | Fluently structured essay including a convincing argument, a highly effective introduction and conclusion and logical progression of argument in response to the task and its requirements. Consistent and accurate use of written language and referencing conventions. | Well structured essay including effective introduction and conclusion and logical progression of argument in response to the task and its requirements. Mostly consistent and accurate use of written language and referencing conventions | Structured essay including supporting introduction and conclusion and some progression of argument in response to the task and its requirements. Usually consistent and accurate use of written language and referencing conventions | Essay includes some structure (eg introduction, conclusion and some progression of argument) in response to the task and its requirements. Foundational use of written language and referencing conventions. | Rudimentary use of written language and referencing conventions. Word length more than 10% outside task requirements. | # A Hard Copy of this essay to be lodged in the Assignment minder before the due date and time. Also a copy to be emailed to the lecturer by midnight on the due date | Unit: CLB105 Assessment Task: Oral presentation and power point summary Criteria | 7 | 6 | 5 | 4 | 3, 2, 1 | Knowledge of the topic presented | Highly informative presentation that demonstrates a thorough and perceptive knowledge of the topic including highly effective command and utilization of relevant research material. | A detailed knowledge of the topic including effective command and utilization of relevant research material | A broad knowledge of topic including utilization of relevant research material | Basic knowledge of the topic of topic including reference to research material | Rudimentary knowledge of topic | | Effectiveness of oral and written communication | Engaging and articulate oral presentation Highly effective use of audiovisual mediaSuccinct pertinent and very clearly written ppt. | Interesting and articulate oral presentation Effective use of audiovisual mediaSuccinct and very clearly written ppt. | Articulate oral presentation Mostly effective use of audio visual mediaFocused and clearly written ppt. | Functional oral presentation Basic use of audio visual mediaGenerally clearly written ppt. | Rudimentary use of oral and written language Copy of ppt without photos. | * Please provide a hardcopy of the ppt to the tutor on the date you present; & also lodge at Assignment Minder on that date | Unit: CLB105 Assessment Task: Exam and Tests Criteria | 7 | 6 | 5 | 4 | 32 1 | Knowledge of key events, features and debates about Australian society | A comprehensive and perceptive distillation of knowledge of relevant events, features and debates | A thorough distillation of knowledge of relevant events, features and debates | A breadth of knowledge of most relevant events, features and debates selected | Basic knowledge of many relevant events, features and debates | Some rudimentary knowledge of some events, features and/or debates | | Analysis and evaluation of interpretations of Australian society | A distinctive analysis and evaluation of interpretations of Australian society | A well considered analysis and evaluation of interpretations of Australian society | A mostly focussed analysis and evaluation of interpretations of Australian society | Some analysis and/or evaluation of various interpretations of Australian society | Written responses are descriptive | | Effectiveness of written communication | Highly effective communication including consistent and accurate use of written language | Effective communication including mostly consistent and accurate use of written language | Clear communication including mostly consistent and accurate use of written language | Generally clear communication including adequate use of written language | Rudimentary use of written language | |