est3ecc ethnic and civil conflict
ETHNIC AND CIVIL CONFLICT IN SOUTHERN EUROPE AND CYPRUS
EST3ECC
2016
Credit points: 15
Subject outline
In this subject students investigate civil wars motivated by ideological differences within a single culture or by identity conflicts over ethnicity, race, and religion within a multiethnic polity. We explore similarities and differences in the experiences of Spain, Italy, Greece and Cyprus with nation-building, social revolution, modernization, civil war, and reconciliation in the twentieth century. The response of the International community to civil conflict and ethnic tensions in these countries is examined together with the ways in which outside intervention has shaped the length and internal dynamics of the conflicts. We conclude with an assessment of the prospect for a lasting peace in Cyprus and of the challenges of justice, reconciliation, and economic reconstruction.
SchoolSchool of Humanities & Social Sciences
Credit points15
Subject Co-ordinatorMaria Herodotou
Available to Study Abroad StudentsYes
Subject year levelYear Level 3 - UG
Exchange StudentsYes
Subject particulars
Subject rules
PrerequisitesN/A
Co-requisitesN/A
Incompatible subjects EST2ECC
Equivalent subjectsN/A
Special conditions Offered subject to enrolment numbers, staff and funding availability
Learning resources
Readings
Resource Type | Title | Resource Requirement | Author and Year | Publisher |
---|---|---|---|---|
Readings | The origins of the Greek Civil War | Prescribed | Close, D. | LONGMAN 1995. |
Readings | Hostage to history: Cyprus from the Ottomans to Kissinger | Preliminary | Hitchens, C. | VERSO 1997 |
Readings | The Spanish Civil War | Preliminary | Thomas, H. | PENGUIN 2001 |
Graduate capabilities & intended learning outcomes
01. Collaborate in groups to determine how to synthesise a large volume of information and convert it into historical narrative.
- Activities:
- Group writing of the causes of a contentious event or series of events in a past.
- Related graduate capabilities and elements:
- Writing(Writing)
- Speaking(Speaking)
- Teamwork(Teamwork)
02. Collaborate in groups to write both sides of an argument, especially with relation to cause and effect.
- Activities:
- Group writing of the causes of a contentious event or series of events in a past.
- Related graduate capabilities and elements:
- Teamwork(Teamwork)
- Writing(Writing)
- Speaking(Speaking)
03. Discuss the implications of studying other peoples' cultures and histories.
- Activities:
- Class discussions and online quizzes based on weekly tutorial readings.
- Related graduate capabilities and elements:
- Speaking(Speaking)
- Creative Problem-solving(Creative Problem-solving)
- Inquiry/ Research(Inquiry/ Research)
04. Identify and reflect on the use of visual sources as historical sources, and using them in historical inquiry.
- Activities:
- Class discussions on visual documentary material (weekly) as sources for historical inquiry. Integrate (with guidance) visual materials in the study of a historical issue.
- Related graduate capabilities and elements:
- Speaking(Speaking)
- Ethical & Cultural Awareness(Ethical & Cultural Awareness)
- Inquiry/ Research(Inquiry/ Research)
05. Identify and reflect on the ways in which technology has impacted on the way in which 'historical facts' are presented and received in the 21st century
- Activities:
- Class discussions and online quizzes based on weekly tutorial readings.
- Related graduate capabilities and elements:
- Ethical & Cultural Awareness(Ethical & Cultural Awareness)
- Writing(Writing)
- Speaking(Speaking)
06. Identify some ways historians use the present to shape their interpretations of the past. Discuss how this occurs in every culture, including our own.
- Activities:
- Group writing of the causes of a contentious event or series of events in a past.
- Related graduate capabilities and elements:
- Inquiry/ Research(Inquiry/ Research)
- Writing(Writing)
- Teamwork(Teamwork)
07. Investigate aspects of the historiography on a historical topic and frame a response.
- Activities:
- Class exercises based on tutorial readings and lectures, identifying cause and effect, ideological bias and methodologies.
- Related graduate capabilities and elements:
- Creative Problem-solving(Creative Problem-solving)
- Critical Thinking(Critical Thinking)
- Writing(Writing)
08. Present a short talk, guide discussion in tutorials, based on tutorial readings.
- Activities:
- Oral presentation (group) and leadership in discussion process.
- Related graduate capabilities and elements:
- Speaking(Speaking)
- Teamwork(Teamwork)
- Inquiry/ Research(Inquiry/ Research)
09. Reflect on strengths and weaknesses of other historians' accounts when constructing their own historical account.
- Activities:
- Class discussions and online quizzes based on weekly tutorial readings.
- Related graduate capabilities and elements:
- Critical Thinking(Critical Thinking)
- Writing(Writing)
- Speaking(Speaking)
10. Write essays about an aspect of the past, offering a sustained argument or narrative, using primary and secondary sources, appropriate referencing and including a bibliography.
- Activities:
- Two mid-length essays, one exam and tutorial exercises, with emphasis on developing an argument, based on primary and secondary sources, providing a bibliography.
- Related graduate capabilities and elements:
- Critical Thinking(Critical Thinking)
- Writing(Writing)
- Life-Long Learning(Life-Long Learning)
Subject options
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Melbourne, 2016, Semester 2, Day
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorMaria Herodotou
Class requirements
Lecture/WorkshopWeek: 31 - 43
One 3.0 hours lecture/workshop other recurrence on weekdays during the day from week 31 to week 43 and delivered via blended.
Assessments
Assessment element | Comments | % | ILO* |
---|---|---|---|
one final exam (1600-word equivalent) | 40 | 10 | |
one research essay (1600-word equivalent) | 40 | 10 | |
online quizzes (800-word equivalent) | Third-year students will be expected to show a greater achievement of discipline-specific skills in their written work than second-year students. | 20 | 03, 05 |