Outline

Overview

This unit of study focuses on the history of Aboriginal and Torres Strait Islander peoples since colonisation, exploring key social, political and legal events, issues and debates, and the people behind them. Students will learn about important historical events and social issues in areas such as civil and political rights, land rights, self-determination and reconciliation, developing an understanding of how these events and issues have shaped the shared history of Australia. The unit introduces a decolonising methodology that will underpin further work in the major.

Unit details and rules

Academic unit	Art, Communication and English Administration
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Lorraine Towers, lorraine.towers@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Tutorial Presentation Paper A written critical analysis of a set question (presentation question).	20%	- Due date: 03 Aug 2020 at 23:21	1000 words
Outcomes assessed:
Presentation	Tutorial Presentation Audio visual presentation with discussion on set question for ten minutes.	10%	Multiple weeks	500 words equivalent
Outcomes assessed:
Assignment	Critical Review of Digitised Source Consider the nature, context, ethical use of a digitised historical item.	30%	Week 08 Due date: 19 Oct 2020 at 14:01	1,000 words
Outcomes assessed:
Assignment	Research Essay An analytical written response to a set question.	40%	Week 13 Due date: 23 Nov 2020 at 14:07	2000 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared. Superior clarity in presentation and expression with attention to detail in all aspects evident. Persuasively articulates argument displaying clear focus & academic rigour. Respectful of diverse backgrounds & experiences. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Displays an exceptional understanding of subject/discipline specific content and practices. Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared. Fluent and succinct communication style appropriate to the assessment task. Grammar, spelling, use of language and punctuation is appropriate and accurate. Communicates effectively using a variety of relevant, imaginative, fluent and professional presentation styles and communication methods. Evidence of deep reflection on the presentation. Respectful of diverse backgrounds & experiences. Considered use of evidence and consistently demonstrates application of critical analysis. Justifies relevant conclusions and their implications. Displays an excellent understanding of subject/discipline specific content and practices. Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations and scholarly referencing at all times.
Credit	65 - 74	Strong organisational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Communication is mainly clear, fluent and appropriate to document. Grammar, spelling, use of language and punctuation is accurate. Uses a variety of discipline-appropriate formats to communicate confidently & effectively. Evidence of reflection on the presentation. Demonstrates sensitivity to diverse backgrounds & experiences. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Displays a good understanding of subject/discipline specific content and practices Uses recommended referencing style consistently and accurately in text of work and reference list. Effective use of relevant quotations.
Pass	50 - 64	Demonstrates task organisation and conceptual understanding in a style which is mostly logical, coherent and flowing. Communication is appropriate to the assessment task and is mostly fluent and clear. Grammar, spelling, use of language and punctuation mostly accurate. Communicates competently in a variety of formats appropriate to the discipline and report procedures in a structured manner using relevant information. Evidence of sensitivity to diverse backgrounds & experiences. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Displays an understanding of most of the subject/discipline specific content and practices Uses recommended referencing style with minimal errors. Effective use of relevant quotations.
Fail	0 - 49	Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped. Meaning apparent but not always fluently or clearly communicated. Grammar, spelling, language and/or punctuation may display minor errors. Some evidence of applying School’s style guide. Communication is unstructured and unfocused and/or in a format inappropriate to the discipline. Not all material is relevant and/or is difficult to understand. May be evidence of insensitivity to diverse backgrounds & experiences. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Does not meet the required level of subject/discipline specific knowledge of content or practices Many errors or no use of conventions in referencing. Fails to meet University’s academic honesty policy.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	1. Making history; 2. Film: First Australians (episode 1, Rachel Perkins)	Lecture (2 hr)
Week 02	3. Invasion/settlement-is that the question?; 4. Early Sydney: Aboriginal lives hidden in plain view	Lecture (2 hr)
Week 03	5. Aboriginal African connections in the ‘colony’; 6. Settler colonialism: Aboriginal dispossession, engagement and resistance	Lecture (2 hr)
Week 04	7. Histories Meeting Place; 8. Material Culture - Museums bringing history into the future?	Lecture (2 hr)
Week 05	9. Protection: Early Policies and Experience; 10. Film: First Australians (episode 3, Rachel Perkins.	Lecture (2 hr)
Week 06	11. Coranderrk and Cummeragunja: pioneering’ and protest 12. Mary Jane Cain: the audacity of local resistance	Lecture (2 hr)
Week 07	13. Still fighting back: civil and political rights in the early 20th; 14. Film: Lousy Little Sixpence (Alec Morgan and Gerald Bostock)	Lecture (2 hr)
Week 08	15. ‘Assimilation’, and the elaboration of race; 16. Stolen Generations	Lecture (2 hr)
Week 09	17. Colonial Occupation, Indigenous Removal and Incarceration; 18. From Pastoral Colonialism to the Fight for Land Rights in the NT	Lecture (2 hr)
Week 10	19. The 1967 referendum: context and legacies; 20. Transnational Indigenous protest	Lecture (2 hr)
Week 11	21. Mabo and Native Title: history and significance 22. Researching Torres Strait Islander railway history	Lecture (2 hr)
Week 12	23. Songs, memory, identity and making history 24. Film/guest lecturer tbc	Lecture (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% 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.
Lecture recording: Most lectures (in recording-equipped venues) will be 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.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Please note:

Completing the required readings is essential to your engagement with the lectures, full participation in the tutorials, and in preparing for the assessments and achieving the outcomes of the unit.
You are expected to complete one reading for each of the two lectures per week. Where more than one reading is listed and no reading is specified you may choose which of the readings to complete.
The e-readings accessible from the CANVAS site link are prepared by the library and will not include any resources publicly available through the internet.
Where chapters exist as part of an e-book, the library posts a link to the whole book rather than a pdf copy. In these cases refer to the reading lists here to identify the precise chapter you should read.
If the e-reading link is not working please inform the library or contact ICT if it appears to be an issue with your access.

WEEKLY READINGS

INDG1002 Introduction to Indigenous History

Week 1.

L1. Making History

Birch, Tony ‘I could feel it in my body’: War on a history war. Transforming Cultures eJournal, Vol. 1 No 1, March 2006

Hokari, M. 2011. Gurindji Journey: A Japanese historian in the outback, UNSW Press, ‘Maintaining history’, Chapter 2, pp. 89-112.

L2. Film: First Australians (Episode One, Rachel Perkins).

Haebich, A. 2005. ‘The Battlefields of Aboriginal history’, in M. Lyons and P. Russell (eds), Australia’s History: Themes and Debates, UNSW Press, Sydney, pp.1-21.

Week 2.

L3. Invasion/Settlement-is that the question?

Coleman, Dierdre. In Romantic colonization and British anti-slavery. Cambridge; New York: Cambridge University Press, 2005. Chapter 5 ‘Etiquettes of colonization and dispossession.’ 164-199; 232-236 (notes).

Henry Reynolds, ‘The Black War’, A History of Tasmania, CUP 2012, pp.47-67;

L4. Early Sydney: Aboriginal Lives

Irish, Paul. 2017. Hidden in Plain View: the Aboriginal people of coastal Sydney. Sydney: New South Publishing. Chapter 2 Living to Fish.

Karskens, Grace (2010). The Colony: a History of Early Sydney, Allen and Unwin. Chapter 2

Week 3.

L5. Aboriginal African connections in the ‘colony’

Aboagye, Kaiya. 2018. Australian Blackness, the African Diaspora and Afro/Indigenous Connections in the Global South. Transition 126: 72–85.

L6. Settler Colonialism: Aboriginal dispossession, engagement and resistance

Goodall, H. (2008). Invasion and Land: ‘a system of terrorism’. Invasion to Embassy: Land in Aboriginal Politics in New South Wales, 1770-1972 (pp. 25-39). Sydney: Sydney University Press.

Mitchell, Jessie. (2009). ‘Are we in Danger of a Hostile Visit from the Aborigines?’ Dispossession and the Rise of Self-Government in New South Wales. Australian Historical Studies, 40:3, 294-307, DOI: 10.1080/10314610903105191

Reynolds, Henry, (2006). The Other Side of the Frontier. Sydney: UNSW Press. Chapter 6 The Pastoral Frontier.

Week 4.

L7. Histories Meeting Place

Sculthorpe, Gaye. (2017). Same objects, different stories: exhibiting ‘indigenous Australia’. Journal of Museum Ethnography No.30 (March) pp. 79-103.

Lynette Russell. (2005). Indigenous Knowledge and Archives: Accessing Hidden History and Understandings, Australian Academic & Research Libraries, 36:2, 161-171,

Additional: Thorpe, Kirsten and Alex Byrne. (2014). Indigenous Voices in the State Library of NSW. Library History Forum, SLNSW, 18-19 November 2014. 75th Anniversary of the NSW Library Act 1939. http://www.sl.nsw.gov.au/learning

L8. Material culture – museums bring histories into the future?

Bouton, E (2018) “Replication Ramification: Ethics for 3D Technology in Anthropologic Collections” Theory and Practice, Vol 1, 2018 on The Museum Scholar website http://articles.themuseumscholar.org/tp_vol1bouton

Manžuch, Z (2017) “Ethical Issues In Digitization Of Cultural Heritage” Journal of Contemporary Archival Studies Vol. 4 , Article 4

See additional reading list on CANVAS with Assessment Two information

Week 5.

L9. ‘Protection’: Early Policies and Experience

Alan Lester. (2002). ‘British settler discourse and the circuits of empire,’ History Workshop Journal, No. 54, pp. 24-48.

Rachel Standfield. (2011). ‘“The vacillating manners and sentiments of these people”: Mobility, Civilisation and Dispossession in the Work of William Thomas with the Port Philip Aboriginal Protectorate’, Law Text Culture, vol. 15, pp. 162–84.

L10. First Australians (Episode 3) Director Rachel Perkins (DVD)

Nanni, Giordano. (2013). Coranderrk: We will Show the Country. Sydney: Aboriginal Studies Press. Chapter One, A Brief History of Coranderrk, 1835-81. Introduction and chapter one A Brief History of Coranderrk, pp. 1-32

Week 6.

L11. Coranderrk and Cummeragunja: ‘pioneering’ and protest

Davis, Fiona. (2014). Australian settler colonialism and the Cummeragunja Aboriginal Station : redrawing boundaries. Eastbourne Chicago: Sussex Academic Press.

McLisky, Claire. (2009). Colouring (in) Virtue? Evangelicalism, work and whiteness on Maloga Mission. In Jane Carey and Claire McLisky, eds, Creating White Australia. Sydney: University of Sydney Press. Pp. 67-84

Additional: Remembering the Mission Days http://aiatsis.gov.au/exhibitions/remembering-mission-days

L12. Mary Jane Cain: the audacity of local Resistance

Sommerville, Margaret and Dundas Marie. 1994. Sun Dancin’: Aboriginal People and Place in Connabarabran. Canberra: AIATSIS.

Week 7.

L13. Still fighting back: struggles for formal equality and civil and political rights in the early 20th century

Maynard, John. (2007). Fight for liberty and freedom: the origins of Australian Aboriginal activism. Canberra. ACT: Aboriginal Studies Press. Chapter 4, ‘Political Mobilisation’, pp. 36-55.

Attwood, Bain and Markus, Andrew. Thinking Black: William Cooper and the Australian Aborigines' League [online]. Canberra: Aboriginal Studies Press, 2004. Canberra: Aboriginal Studies Press, 2004. ISBN: 0855754591. See pp. ii, v-vi, and Introduction 1-24, and 90-97 (‘Letter from an Educated Black’)

L14. Film: Lousy Little Sixpence (Alec Morgan and Gerald Bostock)

Haskins, V., ‘A Better Chance? – sexual abuse and the apprenticeship of Aboriginal girls under the NSW Aborigines Protection Board’, Aboriginal History, 2004, vol. 28, pp. 33-58.

Week 8.

L15. Assimilation’, and the elaboration of race

Rowse, Tim (ed). (2005). Contesting Assimilation. Perth: API Network. Introduction. Contesting Assimilation, pp. 1-37.

Delmege, Sharon. Allawah Grove native settlement: Housing and assimilation [online]. Aboriginal History, Vol. 39, 2015: 83-108.

Additional: Grieves, V. 2011. “The McClymonts of Nabiac: Interracial Marriage, Inheritance and Dispossession in Nineteenth Century New South Wales Society” in Rethinking the Racial Moment: Essays on the Colonial Encounter, Cambridge: Cambridge Scholars Publishing.

L16. Stolen Generations

Manne, R. (2004) Aboriginal Child Removal and the Question of Genocide, 1900-‐1940. In D Moses (Ed.) Genocide and Settler Society: Frontier Violence and Stolen Indigenous Children in Australian History (pp. 217-‐243). New York: Berghahn Books

Human Rights and Equal Opportunity Commission. (2007) A Community Guide to the Findings of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander Children From Their Families. Available at https://www.humanrights.gov.au/sites/default/files/content/pdf/social_justice/bth_Community%20guide_final.pdf

Week 9.

L17. Colonial Occupation, Indigenous Removal and Incarceration

Anthony, Thalia.2013. Indigenous People, Crime and Punishment. Hoboken: Taylor and Francis.

Stasiuk, G. and Hibberd, L. 2017. Rottnest or Wadjemup: Toursim and the Forgetting of Aboriginal Incarceration and the Pre-Colonial in J.Z. Wilson et al. (eds.), The Palgrave Handbook of Prion Tourism, Palgrave Studies in Prisons and Penology, Palgrave.

L18. From Pastoral Colonialism to the Fight for Land Rights

McGrath, ‘Tame Blacks? Paternalism and Control’ in Born in the Cattle: Aborigines in Cattle Country, Allen & Unwin, Sydney, 1987, pp. 95–121.

M. Hokari, 'The Gurindji Walk-Off' in Gurindji Journey: A Japanese Historian in the Outback, UNSW Press, Sydney, 2011, pp. 199-230, 279-82.

Week 10.

L19. The 1967 Referendum: Context and Consequences

Atwood, Bain, and Marcus, Andrew. Race, Power, and the Australian Constitution. 2007. Canberra, ACT: Aboriginal Studies Press. Chapter One The Constitution and the Power of Race and Chapter 7 The Poll and its Consequences (short chapters).

Horner, Jack. 2004. Seeking Racial Justice: an Insider’s Memoir of the Movement for Aboriginal Advancement, 1938-78, Chapter 8 The referendum and constitutional change, 1966-67.

See also Davis, Megan and Williams, George. 2015. Everything you need to know about the referendum to recognize Indigenous Australians. Sydney: New South Publishing. Chapter 3 The 1967 Referendum and Chapter 4 Dawn of a new era? (short chapters).

L20. Transnational Indigenous Protest

Johnson, M. 2016. The Land is Our History: Indigeneity, Law and the Settler State (Oxford: Oxford University Press). Chapter One Citizens Plus.

Ningla A-Na (Directors Alessandro Cavadini and Caroline Strachan)

Additional: Blood Brothers Director: Rachel Perkins (DVD)

Week 11.

L21. Mabo Native Title: history and significance

Sharp, Nonie. No Ordinary Judgment: Mabo, the Murray Islanders’ Land Case [online]. Canberra, ACT: Aboriginal Studies Press, 1996. Canberra, ACT: Aboriginal Studies Press, 1996. xxv, 290 p. ISBN 0855752874. =

Furphy, Samuel. (2010). 'Our civilisation has rolled over thee': Edward M Curr and the Yorta Yorta native title case. History Australia. 7.3 (Dec) p.54.1.

Genovese, Ann. The use of history in native title: historical perspectives. [online]. Early Days: Journal of the Royal Western Australian Historical Society, Vol. 12, No. 3, 2003: 326-333.

L22. Researching Torres Strait Islander Railway History

Lui-Chivizhe, L ‘ Making history: Torres Strait Islander railway workers and the 1968 Mt Newman track-laying record’. Aboriginal History, vol 35, 2011, pp. 37-55.

Nakata, M, ‘Commonsense, colonialism and government’, in R David (ed) Woven histories, dancing lives: Torres Strait Islander identity, culture and history, Aboriginal Studies Press, Canberra, 2004, pp154-173.

Week 12.

L23. . Songs, Memory, Identity and History

Bracknell, Clint. Special section: Western Australian Aboriginal history: Kooral Dwonk-katitjiny (listening to the past): Aboriginal language, songs and history in south-western Australia [online]. Aboriginal History, Vol. 38, Dec 2014: 1-18.

Lloyd, Jessie. 2017. The Songs Back Home. Missions Songs Project. Audio CD.

Lloyd, Jessie. 2016. The Irex. Mission Songs Project. Audio CD.

L24. Guest Lecturer/Film tbc

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate your developing knowledge of key events, processes and people in Indigenous Australian history
LO2. effectively evaluate and discuss the research, production and presentation of Indigenous history in Australia
LO3. contribute to debates about Indigenous Australian history and its significance in contemporary Australia
LO4. effectively communicate their knowledge through high level oral and written communication skills;
LO5. critically identify and use information through a variety of media and technologies
LO6. demonstrate personal and intellectual autonomy and curiosity for new information and perspectives
LO7. be informed, aware and respectful of social, cultural and linguistic diversity, and maintain a respectful collegiality in class.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit has continued to include more guest lectures delivered by Indigenous academics and to develop new lectures, particularly on historical issues that have a direct resonance with contemporary concerns. Your feedback on the unit is encouraged so that the offering and delivery can be continually improved.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

INDG1002: Introduction to Indigenous History

Semester 2, 2020 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect