Unit rationale, description and aim
Scholars in the Arts, Humanities and Social Sciences need to understand the significance of the social and cultural changes that have taken place since the Second World War. This unit examines the various ways in which key issues and events in the long 1960s have been understood across a range of disciplines. This honours-level unit requires students to extend their studies in the Arts, Humanities and Social Sciences by exploring related disciplinary understandings of the controversial events, thinkers and cultural producers that shaped the key cultural movements and their legacies in the late twentieth century. The aim of the unit is to deepen students' understanding of their own discipline area and broaden their contextual knowledge through connecting their own disciplinary perspectives to other approaches, methodologies and conceptual frameworks in the Arts, Humanities and Social Science disciplines. This unit is available to Honours students in a range of disciplines in the Arts, Humanities and Social Sciences.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Articulate and apply advanced theoretical knowledg...
Learning Outcome 01
Critically analyse and evaluate complex debates an...
Learning Outcome 02
Relate advanced discipline-specific skills to tran...
Learning Outcome 03
Content
Topics may include:
- Postmodernity as theoretical and cultural practice
- Radical and reactionary politics of the 1960s and 1970s
- Postwar global economic order and theories of late capitalism
- Decolonisation and the global pan-Indigenous movement
- The rise of new social movements, including civil rights, second-wave feminism and gay liberation
- Awareness of and responses to the global environmental crisis
- Class and selfhood in the era of mass consumption
- New age spiritualities and countercultural currents in established religions
- Countercultural subcultures
- Cultural and artistic movements of the counterculture (rock and roll, folk, beat poetry, postmodern art, the psychedelic movement, etc)
- Innovation, technology and new media in the information age.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit Learning Outcomes and develop Graduate Attributes consistent with University assessment requirements. The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each Learning Outcome. In order to pass this unit, students are required to submit and participate in all assessment tasks. The first assessment task develops a broad understanding of a range of disciplinary perspectives and approaches, requiring students to critically engage with sources from relevant digital repositories and participate in collaborative reflection on key texts This task will develop advanced online skills and will enhance students’ digital literacy. The second assessment task requires students to communicate their analysis of a countercultural source from the long 1960s in an online forum and to respond to questions and comments about their selected source. This task requires students to formulate an understanding of the approaches of their own discipline and to explore how this can be extended and enriched through engagement with ideas from other disciplines. The third assessment task invites students to explore in-depth a particular aspect of the long 1960s through the lens of their own discipline.
Overview of assessments
Assessment Task 1: Online Tasks During the unit,...
Assessment Task 1: Online Tasks
During the unit, students will complete activities that demonstrate understanding of unit content and explore key texts collaboratively with their peers. The purpose of these tasks is to actively engage students in peer discussion and debate in multidisciplinary contexts and to build skills in digital literacy, problem solving and creativity.
30%
Assessment Task 2: Seminar Paper or multimodal pr...
Assessment Task 2: Seminar Paper or multimodal presentation
Students will present their analysis of a countercultural source from the long 1960s to the class and critically engage with the presentations of their fellow students. The purpose of this assignment is to develop students’ ability to use their home discipline to analyse sources and to extend their analysis through multidisciplinary conversation.
20%
Assessment Task 3: Written Essay Students will p...
Assessment Task 3: Written Essay
Students will prepare a research essay which examines the long 1960s through their home disciplinary lens. The purpose of this assignment is to develop students’ understandings of the distinctive nature of their home discipline and the relationship between their home discipline and the social and cultural changes that have taken place during and since the long 1960s.
50%
Learning and teaching strategy and rationale
Multi-mode: Workshops, web consultation, online seminars, online collaborative forums, computer workshops, online research tasks, and online seminar presentations.
This multidisciplinary unit enables students to deepen their knowledge of their own discipline and establishes dialogue between disciplines to extend students’ understanding of interdisciplinary knowledge production in the Arts, Humanities and Social Sciences.
The unit embraces active learning involving online activities through which students will:
- Gain a deep understanding of unit content
- Acquire, develop and hone skills fundamental to their discipline
The activities in this unit include reading, writing, discussion and debates aimed at extending understanding of the complex relationships between disciplinary approaches to the key events and issues that shaped the long 1960s. Through independent research and collaborative discussions, students will sharpen skills relevant to their discipline and explore how they intersect with interdisciplinary approaches.
150 hours in total, with a normal expectation of 24 hours of directed study, and the total contact hours should not exceed 24 hours. The directed study may include online lectures, tutorials, webinars, discussion boards, advanced library and database challenges, podcasts, etc. The balance of the hours then becomes private study to complete readings, research, prepare seminar presentations or assessment tasks for the unit.