HIS2252 : Aotearoa New Zealand: From acquisition to autonomy
- Offered for Year: 2019/20
- Module Leader(s): Dr Jen Kain
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
This module covers the colonial history of Aotearoa New Zealand between approximately 1800 and 1926 when the Balfour Declaration removed the need for the British parliament to approve Dominions’ legislature. It takes a chronological approach to the country’s history to account for its development as a nation-state in Pākehā (white European) terms. Importantly, to counter this Eurocentric view, the module begins with the ‘pre-history’ Polynesian settlement of the region. It then considers colonisation in terms of relations with the Māori peoples and the land, specifically the Treaty of Waitangi and the New Zealand Land Wars. In moving into the latter part of the nineteenth century, the module situates New Zealand in a globalising world, in which its reforms were heralded as state experiments. Refusing to federalise with the Australian colonies, New Zealand became a Dominion in 1907 and remained loyal to the ‘mother country’ in the First World War and the Empire Settlement schemes that followed.
The course aims to provide students with an understanding of the following themes:
• The place of New Zealand in the Pacific, the British Empire, and alongside Australia.
• Systematic emigration as de facto colonisation.
• The development of political self-governance, economic policies and migration control.
• Liberalism, women’s suffrage and labour reforms.
• The nineteenth century perception of New Zealand as a ‘Better Britain’ and the contradictions therein.
• How and why Te reo Māori (language and culture) exists alongside a British-New Zealand national identity.
Overall, this module will provide an opportunity for students to acquire a sound general knowledge of New Zealand’s history using a wide range of primary and secondary material. It will challenge them look more closely at indigenous/coloniser relations, national identity, and how New Zealand’s history, culture and inhabitants are portrayed today.
The wide range of free primary source material provides students with valuable opportunities to hone their research skills:
• National Library of New Zealand Papers Past (https://paperspast.natlib.govt.nz/): newspapers, magazines and journals, letters and diaries.
• Appendices to the Journals of the House of Representatives (https://atojs.natlib.govt.nz/cgi-bin/atojs): government papers and reports.
• New Zealand Parliamentary Debates (https://catalog.hathitrust.org/Record/007119315): Hansard.
• New Zealand Electronic Text Collection (http://nzetc.victoria.ac.nz/): Biographies, local histories, literature.
Additionally New Zealand’s Ministry for Culture and Heritage maintains a number of authentic online sources:
• New Zealand History Nga korero a ipurangi o Aotearao (https://nzhistory.govt.nz/)
• Te Ara Encyclopedia of New Zealand (https://teara.govt.nz)
The Lit and Phil, Newcastle contains at least 50 examples of primary materials written in the nineteenth century covering New Zealand’s history, peoples, environment and administration. Material culture artefacts are held in the Tyne and Wear archives and the Great North Museum.
Outline Of Syllabus
Outline syllabus, intended as a guide only; week-by-week topics may be slightly different to the following:
1. Introduction: Polynesians as the first settlers
2. European exchanges: Māori and Pākehā
3. Settler Colonialism: From the Treaty of Waitangi to self-government
4. ‘Britain of the South’: New Zealand in the provincial era
5. The New Zealand Land Wars
6. The ‘Vogel Era’: Public works and immigration
7. New Zealand as a social laboratory
8. Asserting autonomy in a ‘British world’
9. Dominion status and the Great War
10. Empire settlement and sovereign status
11. Idealising the ‘land of the long white cloud’, past and present
12. Summary week
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||N/A|
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Guided Independent Study||Directed research and reading||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||Seminars|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Teaching Rationale And Relationship
Seminars provide students with an opportunity to participate in discussion and thus to improve their oral communication, team-working, interpersonal and presentation skills. Seminars will also encourage students to select and prioritise from a range of source material, and will enable students to raise and discuss issues in a small group setting.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||1000 word documentary analysis (includes footnotes, excludes bibliography)|
|Essay||1||A||75||3000 word extended essay (includes footnotes, excludes bibliography)|
Assessment Rationale And Relationship
The documentary analysis tests the ability to critically analyse, contextualise and connect a primary source to the debates and developments of a given historical period. It will push students to think critically and write concisely. The extended essay tests acquisition of a clear general knowledge of the subject as well as the ability to develop an appropriate topic, gather and synthesize information relevant to that topic, and express complex ideas clearly in written form using appropriate scholarly apparatus. All submitted work will test intended knowledge and skills outcomes and develops key skills in research, reading and writing.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree. Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.