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Unit outline_

JCTC6908: Exhibiting Jewish Australia

Semester 1, 2024 [Normal day] - Camperdown/Darlington, Sydney

This unit will demonstrate how the evolution of Australian Jewry has been visualised in various museums run by the Jewish community, local communities in country areas and national museums. It will analyse government policies toward Jewish refugees before and after the Holocaust, and other key issues. It will also discuss how ethnic museums can contribute to Australia's broader multicultural history.

Unit details and rules

Academic unit Hebrew, Biblical and Jewish Studies
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Michael Abrahams-Sprod, michael.abrahams-sprod@sydney.edu.au
The census date for this unit availability is 2 April 2024
Type Description Weight Due Length
Assignment Essay - written presentation
Essay
70% Formal exam period
Due date: 03 Jun 2024 at 23:59

Closing date: 14 Jun 2024
5000 words
Outcomes assessed: LO1 LO3 LO4
Assignment Essay proposal
Essay proposal
10% Week 06
Due date: 25 Mar 2024 at 23:59

Closing date: 08 Apr 2024
500 words
Outcomes assessed: LO1 LO4 LO3 LO2
Presentation Oral presentation
Oral presentation of essay topic
20% Week 10
Due date: 29 Apr 2024 at 23:59

Closing date: 06 May 2024
500 words equivalent
Outcomes assessed: LO1 LO4 LO3 LO2

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

90-100% (High Distinction +): 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.

85-90% (High Distinction): Work of exceptional standard (7% of students).

Written work demonstrates initiative and ingenuity in research and reading; pointed and critical analysis of material; innovative interpretation of evidence, makes an insightful contribution to historical debate; engages with values, assumptions and contested meanings contained within original evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision.

Distinction

75 - 84

Work of a superior standard (among the top 25% of students). Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes a good attempt to ‘get behind’ the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to historical argument and interpretation, shows critical understanding of the principles and values underlying the unit. Properly documented; writing characterised by style, clarity, and some creativity.

Credit

65 - 74

70-74% (High Credit): Highly competent work, demonstrating clear capacity to complete work of high standard successfully (among the top 40% of students). Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the question, and attempts an analytical evaluation of material. Makes a good attempt to critique various historical interpretations, and offers a pointed and thoughtful contribution to an existing historical debate. Some evidence of ability to think theoretically as well as empirically, and to conceptualise and problematise issues in historical terms. Well written and documented.

65-69% (Low Credit): Competent work, although further development is needed. (among the top 55-60% of students). Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates good selection of evidence, coherent and sustainable argument, some evidence of independent thought, grasp of relevant museology or studies in cultural heritage.

Pass

50 - 64

60-64% (High Pass): Work has considerable merit. Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate, properly documented.

55-59% (Medium Pass): Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument though there may be weaknesses in particular areas.

50-54% (Low Pass): Work of an acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes 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.

Fail

0 - 49

Work not of acceptable standard. Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; poor presentation, grammar or structure so sloppy it cannot be understood; submitted very late without extension. Failed work is always second marked.

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.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 Australian Jewish Museums: presenting Jewish convicts Seminar (2 hr)  
Week 02 The Maitland Jewish Museum and early Jewish experiences Seminar (2 hr)  
Week 03 Waves of Migration: The story of Broken Hill Jewry and its museum Seminar (2 hr)  
Week 04 Australian government policies, 1933 - 1939 Seminar (2 hr)  
Week 05 The emergence of organised antisemitism in Australia: The New Guard and Social Creditors Seminar (2 hr)  
Week 06 Jewish communal reception of the refugees Impact of the arrival of the refugees on Jewish communal structures Seminar (2 hr)  
Week 07 Australian government reactions, Internment and the Dunera story and Jewish communal reactions to the news of the Shoah Seminar (2 hr)  
Week 08 Contributions of Jews before World War II Sydney Jewish Museum and Australian Jews at war. Way of exhibiting the manifold areas of contributions, and the use of computers. Exhibition: Jews and War Seminar (2 hr)  
Week 09 Post war government policy: ‘From Hell to Hope’. Humanitarian migration, Introduction of quotas on ships, The 'gentleman's agreement', 'Are you Jewish?' - monitoring the discriminatory policies. Role of American Jewish Welfare Societies Nationality Stateless: Destination Australia. Melbourne Exhibition and Catalogue Shanghai: Australian government policy and the significance of migration from Shanghai Seminar (2 hr)  
Week 10 Immigration vs Ethnic Museums: a comparative approach and Oral Presentations on chosen topics Seminar (2 hr)  
Week 11 Student presentations Presentation (2 hr) LO1 LO2 LO3 LO4
Week 12 Essay research Independent study (2 hr) LO1 LO2 LO3 LO4
Week 13 Essay research and writing Independent study (2 hr) LO1 LO2 LO3 LO4

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

All readings for this unit can be accessed on the Library eReserve link available on Canvas.

Text books:

  • Suzanne D. Rutland, Edge of the Diaspora: Two Centuries of Jewish Settlement in Australia Sydney: Brandl & Schlesinger, 1997.
  • Suzanne D. Rutland, The Jews in Australia Melbourne: Cambridge University Press, 2005.

General reading:

  • Joseph Aron and Judy Arnt, The Enduring Remnant: the first 150 Years of the Melbourne Hebrew Congregation, 1841 - 1991, Melbourne: Melbourne University Press, 1991.
  • John Goldlust, The Jews of Melbourne A Community; A Report of the Findings Of The Jewish Community Survey, 1991, Melbourne: Jewish Welfare Society Inc., 1993.
  • Medding, Peter, Jews in Australian Society, Melbourne: Macmillan, 1973.
  • David Mossenson; Hebrew, Israelite, Jew: The History of the Jews of Western Australia, Western Australia: University of Western Australia Press, 1990.
  • Bernard Hyams, Surviving: a history of the Institutions and Organisations of the Adelaide Jewish community, Adelaide: the Jewish Community Council of South Australia, 1998.
  • Serge Liberman with Joy Ruth Young, Bibliography of Australian Judaica, Sydney, 1987
  • Hilary L. Rubinstein, The Jews in Victoria, 1835-1985, Sydney: Allen & Unwin, 1986.
  • Hilary L. Rubinstein, Chosen: The Jews in Australia, Sydney: Allen & Unwin, 1987.
  • W.D. Rubinstein, The Jews in Australia, Victoria, 1986.
  • W.D. Rubinstein, ed., Jews in the Sixth Continent, Sydney: Allen & Unwin, 1987.
  • Hilary L. Rubinstein and W.D. Rubinstein, The Jews in Australia: A Thematic History, Vols I & II, Melbourne: William Heinemann Australia, 1991.

There are many articles on all the lecture topics to be found in The Australian Jewish Historical Society Journals.  (AJHSJ).

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.

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

  • LO1. develop a body of knowledge about the various Jewish museums and exhibitions in Australia
  • LO2. engage in and understand contemporary debates in museum and heritage studies in relation to immigration, discrimination, Australian racism and small ethnic/religious groups
  • LO3. demonstrate a critical understanding of the role of museums and heritage in society, including retaining memory of communities which existed in the past
  • LO4. understand how to portray difficult issues in Australian history through the case study of the Jewish community.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

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

No changes have been made since this unit was last offered.

This unit is divided into eleven two-hour weekly seminars as well as a visit to the Sydney Jewish Museum, involving one intensive day on ANZAC Day focusing on the ground floor and those specific exhibits on the other floors dealing with Australia with follow-up seminar held at the Museum after seeing the exhibits. Seminars consist of a lecture/discussion for the first nine weeks, followed by student presentations and discussion in Week 10 and 11, with a two-week break in Weeks 12 and 13 for students to focus on researching their essays. Timetabling can be more flexible, depending on students’ needs.

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.