Outline

Overview

This unit provides you with the ideas and encouragement to build upon your curiosity and creativity to view the world in a new light by investigating a range of differing ideologies and beliefs such as those of nationalism, radicalism, feminism, conservatism, narcissism, colonialism and racism, and Maoism and Taoism. The unit makes a case for the lifelong benefits of wide and critical reading. It is committed to deep thinking and learning through engaging with key texts that examine ideas across a range of cultures. Focussed engagement with texts will improve your critical thinking skills as you closely read and imaginatively respond to texts, movements and their at times provocative ideas.

Unit details and rules

Academic unit	Arts and Social Sciences
Credit points	6
Prerequisites ?	must be in the Dalyell stream
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Brendon O'Connor, brendon.oconnor@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Research analysis	Essay n/a	50%	Formal exam period Due date: 10 Nov 2025 at 23:59	2500 words	AI allowed
Outcomes assessed:
Research analysis	Response papers Students need to write one 1000 word paper on 2 of the set texts.	20%	Ongoing	1000 words	AI allowed
Outcomes assessed:
Research analysis	Response Paper Students need to write one 1000 word paper on 2 of the set texts.	20%	Ongoing	1000 words	AI allowed
Outcomes assessed:
Conversation	Tutorial participation n/a	10%	Ongoing	You must attend 10 tutorials	AI allowed
Outcomes assessed:
Out-of-class quiz	Early Feedback Task #earlyfeedbacktask	0%	Week 03 Due date: 22 Aug 2025 at 23:59	-	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Response papers: You need to write two papers on 2 of the set texts. These pieces of writing will be your thoughts and reflections on a particular text.
Essay: This is an essay on any of the book length set texts, however, you cannot write on the texts chosen for your response pieces. The essay should be a more wide ranging piece of writing than the response paper and it should draws on your close reading of the text as well as reviews and expert opinions. The text should be placed in context and you should discuss one or more of the debates the text contributes to.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Descriptions for the FINAL ESSAY
High distinction	85 - 100	Very well written and well-structured paper. Close and deep reading of the set text. Use of other illuminating texts to develop arguments about the set text and the issues it raises. The paper develops an argument rather than just commenting on a series of quotes and other people’s ideas. Or simply, brilliantly original.
Distinction	75 - 84	Well written paper. Close reading of the set text. Use of other texts to develop arguments. This paper develops an argument, but it lacks the focus, coherence or originality of an HD as it relies too much on other people’s arguments. Or what holds the paper back is that it still needed more redrafting to sharpen its argument and overall coherence.
Credit	65 - 74	A solid effort that focuses on the set text but reads like an early draft. Shows reading of the set text but this reading is not particularly close or deep. Use of other useful sources but these sources do not provide strong insights into the set text or topic of analysis. Often a credit essay needs better structuring, and it reads as each paragraph is exploring a new thought, rather than paragraphs building upon each other. Or credit essays tend to become repetitive as the essay is not based on deep or wide enough reading to develop more than a few thoughts.
Pass	50 - 64	This essay does enough to pass a university unit as it shows familiarity with the set text. However, students in the Dalyell program should not be satisfied with pass marks for essays. A pass essay tends to be poorly written or not particularly well constructed. The amount of research and reading presented in the essay is underwhelming. The essay tends to lack any sustaining or convincing argument to keep the essay together as a coherent piece of work. Pass essays tend to be very vague or repetitive. They are often hard to read as the marker is looking for the argument and some structure and failing to find it. Pass essays often read like first drafts.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Ideology, Nationalism, and Bureaucracy	Lecture (2 hr)
Week 01	Introductions and Orwell readings	Tutorial (1 hr)
Week 02	Antisemitism, Zionism and Violence	Lecture (2 hr)
Week 02	Pankaj Mishra, The World After Gaza	Tutorial (1 hr)
Week 03	Punk, art and the essay	Lecture (2 hr)
Week 03	Rachel Kushner, The Hard Crowd	Tutorial (1 hr)
Week 04	Feminism, Gender and Sex	Lecture (2 hr)
Week 04	Judith Butler, Gender Trouble	Tutorial (1 hr)
Week 05	Race, Slavery and Feminism	Lecture (2 hr)
Week 05	Toni Morrison, Beloved.	Tutorial (1 hr)
Week 06	Racism and Power	Lecture (2 hr)
Week 06	Charles Wade Mills, Racial Contract	Tutorial (1 hr)
Week 07	First nations peoples and family	Lecture (2 hr)
Week 07	Tony Birch, The White Girl	Tutorial (1 hr)
Week 08	Conservatism, Narcissism and Social Media	Lecture (2 hr)
Week 08	Christopher Lasch, The Culture of Narcissism	Tutorial (1 hr)
Week 09	Narcissism, Suicide and Literary Theory	Lecture (2 hr)
Week 09	David Foster Wallace, “Good old Neon”	Tutorial (1 hr)
Week 10	The Cultural Revolution, Maoism, and Taoism	Lecture (2 hr)
Week 10	Ah Cheng, The King of Trees	Tutorial (1 hr)
Week 11	Territorial capitalism and Cormac McCarthy	Lecture (2 hr)
Week 11	Cormac McCarthy, Blood Meridian	Tutorial (1 hr)
Week 12	Work, Capitalism and Desire	Lecture (2 hr)
Week 12	Mark Fisher, Capitalist Realism	Tutorial (1 hr)
Week 13	Roast	Tutorial (2 hr)

Attendance and class requirements

Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
Lecture recording: Most lectures (in recording-equipped venues) will be recorded and may be made available to students on the LMS. However, you should not rely on lecture recording to substitute your classroom learning experience.
Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

FASS2100: 2025

All lectures are from 2-4pm Wednesdays.

Module 1: Political ideologies and Essayists

Ideology, Nationalism, and Bureaucracy (O’Connor lecture) August 6

Reading: George Orwell, Essays

The must read essays are: “Second thoughts on James Burnham,” “Notes on Nationalism” and “Politics and the English Language”

Antisemitism, Zionism and Violence (O’Connor) August 13

Reading: Pankaj Mishra, The World After Gaza

3. Punk, art and the essay (O’Connor and Riddle) (August 20)

Reading: Rachel Kushner, The Hard Crowd

The must read essays are: “Is Prison Necessary?,” “ Bad Captains,” “Bunny,” and “The Hard Crowd”

Module 2: Feminism, Racism and Power

4. Feminism, Gender and Sex (Sharkey) (August 27)

Reading: Judith Butler, Gender Trouble.

5. Race, Slavery and Feminism (O’Connor & Riddle) (September 3)

Reading, Toni Morrison, Beloved.

6. Racism and Power (Shepherd) (September 10)

Reading: Charles Wade Mills, Racial Contract

7. First nations peoples and family (TBC) (September 17)

Reading: Tony Birch, The White Girl.

Module 3: Conservatism, Technology, and Narcissism

8. Conservatism, Narcissism and Social Media (O’Connor) (September 24)

Reading: Christopher Lasch, The Culture of Narcissism

9. Narcissism, Suicide and Literary Theory (Thompson) (October 8)

Reading: David Foster Wallace, “Good old Neon”

Module 4: Communism, frontier capitalism and late capitalism

10. The Cultural Revolution, Maoism, and Taoism (Moores) (October 15)

Reading: Ah Cheng, The King of Trees (Novellas)

11. Territorial capitalism (Morton) (October 22)

Reading: Cormac McCarthy, Blood Meridian

12. Work, Capitalism and Desire (O’Connor) (October 29)

Reading: Mark Fisher, Capitalist Realism

13: The Roast (November 5)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Communicate effectively in written and spoken English
LO2. Engage deeply with key texts on movements and ideas that changed the world
LO3. Learn how to analyse issues and debates from a multi-disciplinary perspective
LO4. Develop a deeper theoretical understanding of key social and political issues
LO5. Develop an understanding the strengths of fiction and non-fiction in understanding history, politics and society.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

I will spend more time this year explaining the assignment expectations in writing, in an online video that they can re-watch, and via examples. I will also tutor in the unit this year and that always helps in my experience to be aware of student concerns early rather than too late.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

FASS2100: Ideas and Movements That Changed the World

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links