| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Global Histories |
| Unit ID: | BAHIS1001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (BAKIP1001) |
| ASCED: | 090305 |
| Other Change: | |
| Brief description of the Unit |
Global Histories provides an introductory exploration of historical studies with a globalist viewpoint, offering a comprehensive survey of world history through various historical lenses. This unit adopts a chronological framework to investigate significant discussions surrounding the framing of world history, its classifications, and its terminology in relation to contemporary concerns of ideology, heritage, ethnicity, gender, and culture. Emphasizing the transformative influence resulting from the intermingling of cultures, ideas, and resources across the globe, the unit delves into multiple perspectives on pivotal events like the silk road, the crusades, the Colombian exchange, and the transatlantic slave trade. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine different ideological lenses and debates surrounding the framing of ‘World History’, such as chronology, civilizational perspectives, and ideology. |
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| K2. | Investigate the strong cross-cultural links and influences which have shaped world history. |
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| K3. | Explore historical, geographical, and chronological aspects which have shaped perceptions of world history. |
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| Skills: |
| S1. | Research topics relevant to global histories, including locating and critically appraising authoritative sources. |
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| S2. | Express informed and substantiated arguments and analysis in relation to relevant issues and debates. |
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| S3. | Develop critical and self-reflective understandings of framing of world history and its cultural, ideological and political legacies in the present. |
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| Application of knowledge and skills: |
| A1. | Identify connection and tensions between issues, debates, concepts and perspectives related to unit content. |
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| A2. | Utilize and integrate relevant conceptual and theoretical understandings to examine issues and debates regarding world history. |
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| A3. | Engage in informed discussion, debate, and critical analysis concerning issues associated with competing interpretations of global history. |
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| Unit Content: |
Historical studies from a globalist viewpoint World history through various historical lenses Chronology of world history Classifications of world history Terminology, including ideology, heritage, ethnicity, gender, culture Transformative influence from the intermingling of cultures, ideas, and resources across the globe Pivotal historical events, for example, the silk road, the crusades, the Colombian exchange, the transatlantic slave trade. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S2, S3, A1, A2, A3 | Blog entries reflecting on theory and key concepts scaffolded to support other assessments and key skills required for sources analysis and Seminar Series plan | Blog Entries and Peer Analysis | 20-40% | | 2. | K1, S1, S2, A1, A2 | Proposal and Rationale for text-book entry series supported by critical sources analysis and bibliography. | Proposal and Source analysis | 30-40% | | 3. | K1, K2, K3, S2, S3, A1, A2, A3 | Text book entry with discussion of content, exercises and key theoretical and social issues. | Seminar | 30-40% |
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