his2hts slavery and human trafficking
SLAVERY AND HUMAN TRAFFICKING: FORCED LABOUR IN THE MAKING OF THE MODERN WORLD
HIS2HTS
2016
Credit points: 15
Subject outline
This subject will chart the social and economic histories of evolving regimes of slavery, forced labour and human trafficking in the making of the modern world. Beginning in the 1400s students will be asked to evaluate the philosophical underpinnings that justified the mass enslavement of human beings, and the thinking that allowed people to be bought, sold and traded as commodities. The sorts of questions students will be asked to explore include what were the social and economic factors that shaped attitudes that promoted or accepted slavery? What were the conditions of enslavement, resistance, and accommodation that have shaped the histories of bonded workers? And how did the forced mobility, or diaspora, of human trafficking impact the modern world? We will also consider the practical and social function of slavery and forced labour regimes in the United State' pre-Civil War, Caribbean, Latin America and the Pacific.
SchoolSchool of Humanities & Social Sciences
Credit points15
Subject Co-ordinatorClaudia Haake
Available to Study Abroad StudentsYes
Subject year levelYear Level 2 - UG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites 15 credit points of History at first year and another 15 credit points of History or another discipline
Co-requisitesN/A
Incompatible subjects HIS3HTS
Equivalent subjectsN/A
Special conditionsN/A
Graduate capabilities & intended learning outcomes
01. Identify and Comprehend different systems and elements of slavery and forced labour as they have and continue to occur, and to analyse their historical significance
- Activities:
- Lectures and in-class activities will assist students in learning and recalling key elements of historical content; tutorials and small-group exercises will assist in deeper comprehension; and essays and research will encourage deeper analysis and evaluation.
- Related graduate capabilities and elements:
- Writing(Writing)
- Speaking(Speaking)
- Teamwork(Teamwork)
- Critical Thinking(Critical Thinking)
- Inquiry/ Research(Inquiry/ Research)
02. Demonstrate through written and verbal discussion, a familiarity with distinct interpretation of the histories of slavery and forced labour; and be able to compare the impact of diverse theoretical and conceptual perspectives.
- Activities:
- Assimilation of weekly reading and lecture material for class discussion and debate; annotated bibliography; research essay and final assessed reflections.
- Related graduate capabilities and elements:
- Creative Problem-solving(Creative Problem-solving)
- Ethical & Cultural Awareness(Ethical & Cultural Awareness)
- Critical Thinking(Critical Thinking)
- Speaking(Speaking)
- Life-Long Learning(Life-Long Learning)
- Writing(Writing)
- Inquiry/ Research(Inquiry/ Research)
03. Undertake a self-guided major research project identifying and evaluating core historical questions.
- Activities:
- Parts of the document and research essay focus on structure so that research is conducted throughout the semester alongside formative feedback. Second year students should be able to identify and organise relevant research material, and formulate an argument responding to set essay questions that demonstrates an understanding of the question and research material.
- Related graduate capabilities and elements:
- Critical Thinking(Critical Thinking)
- Creative Problem-solving(Creative Problem-solving)
- Life-Long Learning(Life-Long Learning)
- Inquiry/ Research(Inquiry/ Research)
- Writing(Writing)
04. Appraise and assess historical questions related to weekly topics, and compose responses based in evidence and examples.
- Activities:
- Assimilaton of weekly reading and lecture material and respond in reflective online blogs--either individually or as a team. For second year students, emphasis will be given to their ability to identify, appraise and assess key questions.
- Related graduate capabilities and elements:
- Critical Thinking(Critical Thinking)
- Life-Long Learning(Life-Long Learning)
- Creative Problem-solving(Creative Problem-solving)
- Teamwork(Teamwork)
- Writing(Writing)
05. Assimilate and reflect on course material in an in-class setting, and write a reflective or critical response to the overarching course themes.
- Activities:
- In-class exam for which students will need to have attended or viewed, and prepared for, lectures. Second year students would normally be expected to be able to identify core themes, describe instances of their relevance in weekly topics and evaluate a personal reflective or critical response.
- Related graduate capabilities and elements:
- Ethical & Cultural Awareness(Ethical & Cultural Awareness)
- Critical Thinking(Critical Thinking)
- Writing(Writing)
- Life-Long Learning(Life-Long Learning)
06. Work with others to present a response and lead a discussion on relevant historical topics or debates
- Activities:
- Groups of three will work together to read, analyse and respond to weekly readings and topics with an eye to leading tutorial discussion identifying core issues for some weeks.
- Related graduate capabilities and elements:
- Critical Thinking(Critical Thinking)
- Teamwork(Teamwork)
- Speaking(Speaking)
Subject options
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Albury-Wodonga, 2016, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorClaudia Haake
Class requirements
LectureWeek: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.
TutorialWeek: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Document exercise, (equivalent 1000 words) | 20 | 04, 06, 01 | |
| Exam, 1000 words | 40 | 04, 01, 03, 02 | |
| Major Research Essay, 2000 words | 40 | 01, 02, 03, 05 |
Melbourne, 2016, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorClaudia Haake
Class requirements
LectureWeek: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.
TutorialWeek: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Document exercise, (equivalent 1000 words) | 20 | 04, 06, 01 | |
| Exam, 1000 words | 40 | 04, 01, 03, 02 | |
| Major Research Essay, 2000 words | 40 | 01, 02, 03, 05 |
Mildura, 2016, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorClaudia Haake
Class requirements
LectureWeek: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.
TutorialWeek: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Document exercise, (equivalent 1000 words) | 20 | 04, 06, 01 | |
| Exam, 1000 words | 40 | 04, 01, 03, 02 | |
| Major Research Essay, 2000 words | 40 | 01, 02, 03, 05 |
Shepparton, 2016, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorClaudia Haake
Class requirements
LectureWeek: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via video conference.
TutorialWeek: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Document exercise, (equivalent 1000 words) | 20 | 04, 06, 01 | |
| Exam, 1000 words | 40 | 04, 01, 03, 02 | |
| Major Research Essay, 2000 words | 40 | 01, 02, 03, 05 |