Unit rationale, description and aim
Global connections have shaped the world around us. Inequalities between nations and groups, the growth or decline of opportunities for development, and the use of resources affecting climate and environmental change have all been forged by these historical connections. Developing an understanding of global history is essential before we can confront the global challenges of the twenty-first century. This unit explores the history of ‘globalisation’, the processes by which communities around the world have become increasingly interconnected and the complex networks of people and ideas that have driven global transformations. It provides students with an introduction to the study of history and prepares students to investigate the major cultural, economic, environmental, political and social forces that have shaped our world.
The influence of global ideas, values and religions; relations between imperial and colonised societies; wars and displacement; development and ‘dependency’; diseases and movements for global health; trade and investment; power and protest; revolution and counter-revolution; environmental change; music, art, and popular culture; educational and employment opportunity and inequality, are just some of the topics being researched by global historians today. Drawing on this latest research, this unit introduces students to the history of the ‘global’ and to the historical skills essential for a better understanding contemporary global society.
The aim of this unit is to trace the long history of globalisation. By examining histories of human convergence and interaction over time, it provides students with opportunities to develop and deploy historical skills to analyse key developments in global history and to assess their resonance today. test 18.12.25
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.
Describe some of the major causes and consequences...
Learning Outcome 01
Discuss and explain key concepts and ideas clearly...
Learning Outcome 02
Use and appropriately reference a variety of prima...
Learning Outcome 03
Apply critical reading skills to understanding of ...
Learning Outcome 04
Evaluate key historical and public debates relatin...
Learning Outcome 05
Content
Topics will include:
- Introductions to History and Global History
- First Nations Peoples and Global History
- The Classical World
- The Global Middle Ages
- War, violence and genocide
- Nationalism and transnationalism
- Imperialism, settler colonialism and Indigenous resistance
- Free, unfree and forced migration
- Trade, finance and the global economy
- Natural and human resource development and exploitation
- Global ideas and knowledge
- Revolutions and counter-revolutions
- Gender and sexuality in global context
- Technology, transport and communications
- Art, music, popular culture and sport
Assessment strategy and rationale
The assessment tasks and their weighting for this unit are designed to demonstrate the achievement of each learning outcome. Students must obtain a pass mark (50%) or better overall from the combination of marks from the three assessment tasks in order to pass the unit. The tasks are linked in a developmentally progressive sequence with the later assessment tasks given more weighting than the earlier ones since students’ knowledge and ability to discuss, explain and evaluate sources and concepts should increase over time and thus they should be better able to do well on the set task.
The Reading-related Task will be an early, relatively lightly weighted assessment task to assess the student’s ability to apply critical reading skills to identify, discuss and correctly reference ideas and content related to the opening weeks of the unit within specific readings. It is designed to be diagnostic (since this is an introductory unit) and formative. It will take place in the first half of the semester with feedback made available to students by, at the latest, the mid-teaching period. The Research Task requires students to identify relevant and suitable historical resources in response to a set question and to apply analysis and discussion skills developed in the first assessment to construct an evidence-based historical argument or narrative. The Summative Task requires students to demonstrate knowledge of the unit as a whole, their ability to synthesise and apply that knowledge, and the acquisition of level-appropriate written communication and analysis skills. test 18.12.25
Overview of assessments
Assessment Task 1 Reading-related Task T...
Assessment Task 1
Reading-related Task
This task requires students to identify key knowledge and historical debates within set scholarly historical readings and communicate their findings. test 18.12.25
20%
Assessment Task 2 Research Task Thi...
Assessment Task 2
Research Task
This task requires students to identify key resources related to a set topic and apply critical reading skills to construct a historical argument or narrative. The task also allows students to demonstrate their understanding of the issue, debate, site, or theme under discussion, and show they can clearly communicate their findings in written and/or oral form (as designated by the lecturer). test 18.12.25
40%
Assessment Task 3 Summative Task Th...
Assessment Task 3
Summative Task
This task requires students to apply critical reading skills to reflect, synthesise and evaluate the themes of the unit. Students will complete an examination or supervised test with set short-answer and/or essay questions that allow them to demonstrate their understanding of key issues in the history of globalisation. test 18.12.25
40%
Learning and teaching strategy and rationale
Lectures provide students with basic content knowledge, as well as guidance and advice around key interpretations, debates and problems in global history. In this way, lectures also establish a framework appropriate for independent learning. Active student participation is anticipated and encouraged in tutorials. Tutorials are designed to provide students with a peer-to-peer learning environment in which they can discuss and debate issues and problems raised in lectures, in set readings and through their own reading. Students consolidate their understanding, knowledge, analytical and communication skills through negotiation and interaction with both other students and staff. Tutorials may take a variety of forms, all of which provide different learning opportunities, including: working in pairs to share ideas; working in small groups for quick analysis, debate and identification of the most relevant and salient information; opportunities to brainstorm; opportunities to participate in whole group discussions; opportunities to work with source materials (primary and secondary); opportunities to learn through informal presentations.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote the connection between content and educational experiences. test 18.12.25
Accredited Exercise Physiologist Professional Standards
In connection to the learning outcomes, the Exercise & Sports Science Australia (ESSA) Accredited Exercise Physiologist (AEP) Professional Standards for Accreditation set the minimum standards for entry to and ongoing professional practice as an ESSA Accredited Exercise Physiologist (AEP).
Relating to
Guiding principle
An AEP is able to apply their AEP knowledge and skills to practice effectively in a professional, ethical, inclusive, and collaborative manner across the broad health care system, including in clinical and non-clinical settings.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Practise with integrity within the scope of practice for an AEP, the ESSA Code of Professional Conduct and Ethical Practice, and jurisdictional Codes of Conduct.
Relevant Learning OutcomeLO1, LO2, LO3, LO4, LO5
Relating to
Practise in accordance with ethically relevant legislation, regulations, and standards that apply to AEPs including privacy, confidentiality, data security, informed consent, and record-keeping.
Relevant Learning OutcomeLO1
Relating to
Differentiate and select verbal and non-verbal communication strategies that are contextually appropriate, timely, accessible, and respectful to clients, population groups, and relevant others.
Relevant Learning OutcomeLO1, LO3
Relating to
Develop reflective practices through self-reflection, seeking and engaging with feedback from colleagues and clients, critically evaluating service delivery and outcomes, and engaging in ongoing learning.
Relevant Learning OutcomeLO1
Relating to
Elements of Foundational Knowledge
An AEP has demonstrated the ability to:
Relevant Learning OutcomeLO1
Relating to
Integrate knowledge of anatomy, physiology, pathophysiology, and other determinants of health and function and apply these to inform safe and effective movement, physical activity, and exercise-based interventions for individuals and population groups throughout all stages of their life.
Relevant Learning OutcomeLO1
Relating to
Examine principles of biopsychosocial care, value-based care, person-centred care and social and cultural determinants of health and apply this to promote health and well-being for individual clients and population groups.
Relevant Learning OutcomeLO1
Relating to
Evaluate physiological responses and adaptations to acute and chronic exercise for clients across the full health spectrum.
Relevant Learning OutcomeLO1
Accredited Exercise Scientist Professional Standards
In connection to the learning outcomes, the Exercise & Sports Science Australia (ESSA) Accredited Exercise Scientist (AES) Professional Standards for Accreditation set the minimum standards for a professional to be accredited, and to maintain accreditation, as an Exercise Scientist.
Relating to
Distinguish roles of exercise professionals and health professionals within exercise science settings and judge when to refer.
Relevant Learning OutcomeLO1
Relating to
Identify risks and apply appropriate risk management strategies to the professional practice of exercise science.
Relevant Learning OutcomeLO1
Relating to
Practice in accordance with ethically relevant policies, legislation and regulations that apply to exercise science settings including privacy, consent and record keeping.
Relevant Learning OutcomeLO1
Relating to
Describe the broad structure of the Australian health system and the roles of Exercise Scientists.
Relevant Learning OutcomeLO1
Relating to
Biomechanics
Relevant Learning OutcomeLO1
Relating to
Guiding principle
An AES can apply knowledge and skills of evidence-based approaches to practice as an Exercise Scientist and to experimental research.
Relevant Learning OutcomeLO5
Representative texts and references
Bayly, Christopher. The Birth of the Modern World, 1780-1914. Malden, MA: Blackwell Publishing, 2004.
Bell, David. Rethinking the Age of Revolutions: France and the Birth of the Modern World. New York: Oxford University Press, 2018.
Berg, M. Writing a History of the Global: Challenges for the 21st Century. Oxford: Oxford University Press, 2013.
Borstelmann, Thomas. The 1970s: A New Global History from Civil Rights to Economic Inequality. Princeton: Princeton University Press, 2012.
Coates, Kenneth. A Global History of Indigenous Peoples: Struggle and Survival. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2004.
Colley, Linda. The Gun, the Ship and the Pen: Warfare, Constitutions and the Making of the Modern World. London: Profile Books, 2021.
Darwin, John. Unlocking the World : Port Cities and Globalization in the Age of Steam, 1830-1930. London: Allen Lane, 2020.
Hobson, J. A. The Eastern Origins of Western Civilisation. Cambridge: Cambridge University Press, 2004.
Hunt, L. Writing History in the Global Era. New York: W.W. Norton, 2015.
Lebovic, Sam. A Righteous Smokescreen: Postwar America and the Politics of Cultural Globalization. Chicago: University of Chicago Press, 2022.
Osterhammel, Jurgen. The Transformation of the World: A Global History of the Nineteenth Century. Princeton, Princeton University Press, 2014.
Stearns, P. Globalization in World History. 3rd edition. London: Routledge, 2020. test 18.12.25