Humanities Faculty
Assessment Advice
COURSE TITLE HISTORY
COURSE CODE 3059
UNIT TITLE STRUGGLES FOR INDEPENDENCE
Class Code 6HM0S2
Task Type
Research Essay
UNIT CODE 31308
ACCREDITATION T
UNIT VALUE 1.0
Teacher
Jason.Abela@ed.act.edu.au
email
Length
1200-1500
Weighting
30%
Due date
11/9/2013
Instructions regarding the nature of the task:
You may submit a hard copy of your draft or email it to Jason.Abela@ed.act.edu.au by
Wednesday 28th August. Please submit a hard copy only of the finished assessment task.
Task: Write a 1200 - 1500 word essay (not including quotes) in response to one of the following
questions. Your essay must include an annotated bibliography.
Q1) Discuss the reasons for European colonialism, and why it ultimately failed.
Q2) Discuss and explain why the first struggles for independence started in the Americas, despite
other areas of the world being far more populated.
Q3) Discuss and account for anti-colonial movements in Europe, and explain why they failed to
gain traction until after World War II.
Q4) Discuss and explain the spread of nationalism throughout the colonial world following World
War II.
Q5) The Vietnamese struggle for independence, like many others, was influenced heavily by
Marxist revolutionary ideals. Discuss Ho Chi Minh’s philosophy, and whether he was primarily a
Nationalist seeking independence, or a Communist spreading revolution.
Q6) Devise your own question. You must submit your proposed question to me in writing
(Jason.Abela@ed.act.edu.au) and receive written approval of the question before you begin
research.
Researching your essay topic
Useful resources will be made available at:
http://cliojournal.wikispaces.com/Struggles+for+Independence+2013. Please also use the research
guide below.
Dickson College Library
To do well in your essay, it’s essential that you locate and draw on books relevant to your topic.
Books are important a) because they have received the blessing of a publisher, suggesting they
are of good quality, and b) they involve a prolonged, in-depth exploration of a subject. You need to
demonstrate acquaintance with books on your topic.
DC library is the natural starting point. Identify relevant books by opening the Oliver icon on the
student desktop and searching the library catalogue. There is also a computer in the library where
the catalogue is always open. Another approach (which works in small libraries) is to just browse
the appropriate section. Look at the table of contents and the index to ascertain whether it’s worth
looking at the book in more depth.
If you cannot find resources in the library, do not give up – ask our librarians, Lindy, Gary and
Julie. They are super helpful.
The ACT Library
The ACT library system will most likely have some titles which aren’t available at the DC library.
To search for books in the ACT library system, go to http://www.library.act.gov.au/ > find > search
> Search the Catalogue. The ACT library system is great because any book in the system can be
ordered to be delivered to your local library. This obviously takes a few days so you need to get
organised and identify and order the books you need in plenty of time. You will have to join up first,
just by popping into your local library (there’s one at Dickson and in Civic, opposite the Legislative
Assembly).
National Library
The National Library is a great place to go as you will be able to access academic books that you
might not be able to find elsewhere. The more you can show your acquaintance with what
recognised experts have written on your topic, the better. The National Library is located just off
King Edward Terrace, near the lake. It’s open between 9am and 9pm Monday to Thursday, 9am to
5pm on Fridays and Saturdays and 1.30pm to 5pm on Sundays. You can’t borrow from the
National Library, you have to photocopy or take notes from the books you look at.
The ANU and UC Libraries
Unless you’ve got connects you probably won’t be able to borrow from these libraries. But
nothing’s stopping you from browsing and note-taking.
Internet Modern History Sourcebook (http://www.fordham.edu/Halsall/mod/modsbook.asp)
Class Page (http://cliojournal.wikispaces.com/High+Middle+Ages+2013)
Google Scholar & Google Books
Recent invention, very useful. Search smart –. Use Advanced Search
(http://www.google.com.au/advanced_search). Searching “x primary sources” is often a good one
(and, often enough not just for primary sources on x). Google Scholar
(http://scholar.google.com.au/) and Google Books (http://books.google.com.au/) are better places
to search still
Jason.Abela@ed.act.edu.au
Email me if you need help finding resources.
Research checklist
Have you explored all the avenues available to you?
Tick each one off as you cover it.
Dickson College Library
The ACT Library
National Library
The ANU and UC Libraries
Internet Medieval History Sourcebook
(http://www.fordham.edu/Halsall/mod/modsbook.asp)
Class Page
(http://cliojournal.wikispaces.com/Struggles+for+Independence+2013)
Google, including Scholar and Books
Jason.Abela@ed.act.edu.au
Criteria for assessment

The criteria for assessment are presented on the next page.
BSSS policies on penalties for late submission and plagiarism

Students are directed to the BSSS policies on late submission and plagiarism – www.bsss.act.edu.au – and on the Declaration of Original
Work form attached with this task.
Drafts

Students are encouraged to submit drafts; however, whilst feedback is provided students need to be aware it is not a reflection of the
final grade.
Outcomes
Investigation
◦
accurate, detailed
comprehension evidenced by
locating, selecting, recording
and acknowledging sources
◦ accurate, detailed
comprehension in the
classification, analysis and
evaluation of information.
Interpretation
◦
accurate, detailed
understanding of perspective
and drawing conclusions from
sources
◦ imagination and
independence in hypothesising,
synthesising, constructing
arguments and assess the
available evidence
◦ consideration of alternative
approaches and understanding
of historiography
◦ empathetic understanding of
values and cultures
Communication
◦
fluency and clarity using
historical conventions
◦ the exchange of ideas in
examining historical issues
A
B
 shows initiative
 makes informed, accurate
choices when selecting from
a range of sources with
different perspectives
 demonstrates detailed
comprehension
 always clearly and
accurately cites sources in
bibliography and
footnotes/in-text citation
 shows full awareness of the
scope, complexities,
implications and subtleties
of the question
 shows outstanding
integration and synthesis
from a range of sources and
perspectives
 achieves an insightful and
convincing argument which
resolves complexity or
conflict in the sources
 considers alternative
approaches demonstrating an
understanding of
historiography
 demonstrates a sophisticated
empathetic understanding of
values and cultures
 writes concisely with
accuracy, clarity, vitality and
maturity of expression
 demonstrates strong sense of
direction and purpose;
paragraphs linked;
outstanding introduction and
conclusion; historical
conventions
 demonstrates a sure sense of
audience and a confident and
distinctive voice
 shows some initiative
 makes informed, accurate
choices when selecting from
a range of sources
 demonstrates comprehension
 clearly and accurately cites
sources in bibliography and
footnotes/in-text citation
 selects appropriate sources
 demonstrates comprehension
 adequately cites sources in
bibliography and
footnotes/in-text citation
C
 responds to appropriate
sources
 demonstrates some
comprehension
 inconsistently cites sources in
bibliography and footnotes/intext citation
D
 relies on minimal sources
 inadequately citation
E
 shows awareness of the
scope, complexities and
implications of the question
 successfully integrates and
synthesises from a range of
sources and perspectives
 achieves a clear and
convincing argument
showing some awareness of
complexity or conflict in the
sources
 demonstrates some
understanding of alternative
approaches and
historiography
 demonstrates an empathetic
understanding of values and
cultures
 shows sound understanding
of the question and awareness
of its scope
 adequately integrates ideas
from a range of sources
 constructs an argument based
on simple analysis of sources
 understands differences in
values and cultures
 shows some understanding of
the question
 refers to obvious sources
 constructs a descriptive
narrative
 has limited recognition of
values and cultures
 shows limited understanding
of the question
 constructs a descriptive
narrative
 writes concisely with
accuracy, clarity and
maturity of expression
 demonstrates clear sense of
direction and purpose;
paragraphs linked; effective
introduction and conclusion;
historical conventions
 demonstrates a sense of
audience and a confident
voice
 writes effectively with
appropriate expression
 demonstrates sense of
direction and purpose;
paragraphs linked;
introduction and conclusion
linked to question; historical
conventions
 demonstrates a sense of
audience
 writes with some informal
expression
 demonstrates partial grasp of
essay structure; historical
conventions
 demonstrates a limited sense
of audience
 writes with informal
expression
 experiences difficulty with
essay structure
Comments:
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