1. education

Module Specification
AM1001
Freedom Written in Blood: United States History, 1776-1877
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 1
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
James Campbell
UG Pass for Credit
No.
Assessment Description
004
005
006
Portfolio (qualifying element)
Review the Reviews (qualifying element)
Essay (qualifying element) (Final)
Student Workload (hours)
Lectures 20
Seminars
5
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 125
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
Ass't Group
Alt Reass't
30
30
40
Intended Learning Outcomes
The ability to analyse and interpret the main events and themes of American history from Independence to Reconstruction.
The development of a foundation on which to build a more detailed understanding of American society and culture in future
courses The ability to discuss, assess and analyse interpretations of early American history in written exercises.
Teaching and Learning Methods
Written communication, problem solving, information handling.
Assessment Methods
Portfolio 1,500 words 30%; Review the Reviews 1,500 words 30%; Essay 2,500 words 40%
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM1002
Classic US Texts
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 1
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Nick Everett
UG Pass for Credit
No.
Assessment Description
004
005
Passage Analysis (qualifying element)
Essay (qualifying element) (Final)
Student Workload (hours)
Lectures 11
Seminars 10
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision 10
Guided Independent Study 119
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
40
60
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
The ability to discuss and analyse nineteenth century American literature in its different forms The ability to demonstrate an
understanding of the contexts of nineteenth-century American literature The ability to discuss interpretations of literature in
written and group work exercises
Teaching and Learning Methods
Written communication, team working, information handling
Assessment Methods
Passage Analysis 1,500 words (40%); Assessed essay 2,000 words (60%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM1004
American History, 1877-Present
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 1
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Andrew Johnstone
UG Pass for Credit
No.
Assessment Description
004
005
Assessed Essay (qualifying element)
Assessed Essay (qualifying element) (Final)
Student Workload (hours)
Lectures 20
Seminars
8
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 124
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 152
Weight %
Exam Hours
50
50
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
At the end of this module, students should be able to analyse and interpret the main events and themes of American history
from the end of Reconstruction to the present; to demonstrate an informed understanding of different perspectives on key
historical events and themes; to coherently articulate and assess interpretations of modern American history in written
exercises.
Teaching and Learning Methods
Written communication, problem-solving, oral presentations, information handling.
Assessment Methods
Two Essays 2,000 words 50% each
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM1005
Modern American Writing
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 1
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Sarah Graham
UG Pass for Credit
No.
Assessment Description
004
005
Collaborative (group work) Critical Review (qualifying element)
Essay (qualifying element) (Final)
Student Workload (hours)
Lectures 10
Seminars 10
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 130
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
40
60
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
The ability to discuss and analyse modern American literature in its different forms. The ability to demonstrate an informed
understanding of the historical and cultural contexts of modern American literature. The ability to articulate coherently
responses to and interpretations of modern American literature orally, in essay, exam and in a groupwork context.
Teaching and Learning Methods
Written communication, oral communication, information handling
Assessment Methods
Collaborative (group work) Critical Review 1,500 words 40%; Essay 2,000 words 60%.
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM2013
Ethnicity and Diversity in American Literature, 1950-2000
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Catherine Morley
UG Pass for Credit
No.
Assessment Description
004
005
Passage Analysis 2,000 words (qualifying element)
Essay 3,000 words (qualifying element) (Final)
Student Workload (hours)
Lectures
Seminars 11
Practical Classes & Workshops
Tutorials 11
Fieldwork
Project Supervision
Guided Independent Study
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement 128
Year Abroad
Total Module Hours ,150
Weight %
Exam Hours
Ass't Group
Alt Reass't
40
60
Intended Learning Outcomes
The ability to demonstrate an informed understanding of ethnic and racial diversity in modern and contemporary American
literature. The ability to discuss and analyse issues pertaining to diversity in American culture by exploring the ways in which
writers have responded to particular circumstances. The ability to assess the differences between distinct ethnic groups, and
identify links between them, in group work and written exercises.
Teaching and Learning Methods
Written communication, team working, information handling.
Assessment Methods
Passage Analysis 2,000 words (40%); Essay 3,000 words (60%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM2014
Ethnicity and Diversity in American Life, from Emancipation to the Present
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
George Lewis
UG Pass for Credit
No.
Assessment Description
004
005
006
Essay (qualifying element)
Essay (qualifying element) (Final)
Oral Presentation (qualifying element)
Student Workload (hours)
Lectures
Seminars 18
Practical Classes & Workshops
Tutorials
7
Fieldwork
Project Supervision
Guided Independent Study 127
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 152
Weight %
Exam Hours
Ass't Group
Alt Reass't
40
40
20
Intended Learning Outcomes
The ability to demonstrate an informed understanding of ethnic and racial diversity in modern American life The ability to
assess the ways in which ethnic identities in America have been constructed from an historical perspective The ability to
discuss in written and verbal forms the tensions between the formation of distinct ethnic groups and the construction of a
singular 'American' identity
Teaching and Learning Methods
Written communication, oral communication, information handling
Assessment Methods
Essay (40%); Essay 40%; Oral presentation & Blog (20%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM3022
American Autobiography and American Literature
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Nick Everett
UG Pass for Credit
No.
Assessment Description
005
006
Portfolio (qualifying element) (Final)
Essay (qualifying element) (Final)
Student Workload (hours)
Lectures
Seminars 20
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
1
Guided Independent Study 129
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
Ass't Group
Alt Reass't
80
20
Intended Learning Outcomes
By the end of the module students will have situated a variety of American autobiograhical works in their literary, cultural and
historical contexts; demonstrated competence in basic skills of written first-person narrative; explored issues of
autobiography, particularly of representing individual selves and lives, both creatively and analytically
Teaching and Learning Methods
Written communication, problem solving, information handling, information technology, skills for lifelong learning
Assessment Methods
Final mark will either be essay 80%, creative portfolio 20% or creative portfolio 80%, essay 20%, whichever yields the higher
mark.
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
AM3024
Modern American Poetry
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Nick Everett
UG Pass for Credit
No.
Assessment Description
007
008
Portfolio (qualifying element) (Final)
Essay (qualifying element) (Final)
Student Workload (hours)
Lectures
Seminars 22
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
1
Guided Independent Study 127
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
Ass't Group
Alt Reass't
80
20
Intended Learning Outcomes
By the end of the course students will have greater understanding and appreciation of American poetry of the twentieth
century, particularly its forms and genres and its relation to tradition. They will also have practical experience of poetic
composition in a variety of forms.
Teaching and Learning Methods
The course will be taught in seminars and workshops in which students will present their own poetic exercises and discuss
issues in modern and contemporary poetry.
Assessment Methods
Assessment will be an essay of 2,000 words and a portfolio of poems each in a form covered by the course. Final mark will
be either essay 80%, poems 20% or poems 80%, essay 20%, whichever yields the higher mark.
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2231
Gender History
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
James Bothwell
UG Pass for Credit
No.
Assessment Description
003
004
Assignment A - Essay in comparative history (2,500 words)
Assignment B - Extended case study essay (4,000 words) (Final)
Student Workload (hours)
Lectures 21
Seminars
9
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
40
60
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of this module students will be able to:
• compare and contrast key factors affecting gender in three contexts
• evaluate the changing historiography and approaches to gender history
• deploy a range of written and oral presentational skills to discuss issues relating to the module
• demonstrate their ability to critically evaluate primary and secondary source materials to support an organised argument
Teaching and Learning Methods
Team taught by School of History staff. 21 lectures and 9 seminars. The lectures begin with the theoretical and
historiographical approaches to the theme of gender history, before focusing more narrowly on the context of the three case
studies. The lectures are followed by seminars examining the case studies, with students interpreting primary source
documents and presenting their arguments for class discussion. The module ends with a comparative seminar and a
concluding lecture raising important arguments about the wider significance of this historical theme.
Assessment Methods
Coursework: one comparative essay of 2,500 words (40%) and one extended case study essay of 4,000 words (60%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2232
Religious History
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Zoe Knox
UG Pass for Credit
No.
Assessment Description
003
004
Assignment A - Essay in comparative history (2,500 words)
Assignment B - Extended case study essay (4,000 words) (Final)
Student Workload (hours)
Lectures 20
Seminars 10
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
40
60
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of this module students will be able to:
• compare and contrast key factors affecting religious culture and practice in three contexts
• evaluate the changing historiography and approaches to religious history
• deploy a range of written and oral presentational skills to discuss issues relating to the module
• demonstrate their ability to critically evaluate primary and secondary source materials to support an organised argument
Teaching and Learning Methods
Team taught by School of History Staff. 20 lectures and 10 seminars. The lectures begin with the theoretical and
historiographical approaches to the theme of religious history, before focusing more narrowly on the context of the three case
studies. The lectures are followed by seminars examining the case studies, with students interpreting primary source
documents and presenting their arguments for class discussion. The module ends with a comparative seminar and a
concluding lecture raising important arguments about the wider significance of this historical theme.
Assessment Methods
Coursework: one comparative essay of 2,500 words (40%) and one extended case study essay of 4,000 words (60%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2235
Cultural History
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
David Gentilcore
UG Pass for Credit
No.
Assessment Description
003
004
Assignment A - Essay in comparative history (2,500 words)
Assignment B - Extended case study essay (4,000 words) (Final)
Student Workload (hours)
Lectures 21
Seminars
9
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
40
60
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of this module students will be able to:
• compare and contrast the role of cultural practices in three contexts
• evaluate the changing historiography and approaches to cultural history
• deploy a range of written and oral presentational skills to discuss issues relating to the module
• demonstrate their ability to critically evaluate primary and secondary source materials to support an organised argument
Teaching and Learning Methods
Team taught by School of History Staff.
21 lectures and 9 seminars. The lectures begin with the theoretical and historiographical approaches to the theme of cultural
history, before focusing more narrowly on the context of the three case studies. The lectures are followed by seminars
examining the case studies, with students interpreting primary source documents and presenting their arguments for class
discussion. The module ends with a comparative seminar and a concluding lecture raising important arguments about the
wider significance of this historical theme.
Assessment Methods
Coursework: one comparative essay of 2,500 words (40% and one extended case study essay of 4,000 words (60%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2301
Anglo-Saxon England to Alfred
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Joanna Story
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay (3,500 words) (Final)
Student Workload (hours)
Lectures 20
Seminars 10
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
The aim of this module is to familiarise students with the social, political and cultural history of early Anglo-Saxon England
before c. AD900.
By the end of this module students will be able to:
- present analyses of primary and secondary sources, orally and in writing, with clarity and precision
- critically analyse primary and secondary sources for the Anglo-Saxon kingdoms in the period before c. 900
- handle and critically assess different types of primary evidence surviving from the distant past, including textual, visual,
archaeological and manuscript sources
- research and produce of two pieces of summative written work which demonstrate a familiarity with the detail of the subject
and the broader context of the topic through wide-ranging reading and critical analysis of primary and secondary evidence,
and which demonstrate the ability to structure written work clearly and effectively with a care to presentation
- use efficiently some of the major online resources available to medievalists
Teaching and Learning Methods
teaching through lectures and primary source seminars
learning through guided study via lectures, seminar preparation and discussion, and independent research for essays
Assessment Methods
Two essays (2500 words) 25% + 25%; two hour examination (50%)
Pre-Requisites
Co-Requisites
-
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2307
Madness, Monarchy and Politics in Georgian Britain
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Ian Harris
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words) (Final)
Student Workload (hours)
Lectures
8
Seminars
8
Practical Classes & Workshops 13
Tutorials
0
Fieldwork
0
Project Supervision
0
Guided Independent Study 118
Demonstration
0
Supervised time in studio/workshop
3
Work Based Learning
0
Placement
0
Year Abroad
0
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of the module, students should be able to:(a) analyse some central features of the self-understanding implied in conceptions of mind, monarchy and parliamentary
politics in Georgian Britain. This relates to having been introduced to three interconnected areas:
(i) eighteenth century conceptions of mind & madness, and the treatment of the ‘mad’
(ii) the character of the monarchy, and the parallels between the position of a constitutional monarch and a
‘madman’
(iii) the character of the constitution, the workings of opinion in supporting it, and questions about the terms on
which the state existed
(b) demonstrate this through writing essays, participating in seminars and sitting an exam (where appropriate), as well as
participating in a debate.
(c) have improved their skills and the techniques necessary to study the subject, including skills of independent reading and
historical thinking, written and oral communication skills, and the ability to identify and use periodical literature, including that
available on jstor and on other electronic resources.
Teaching and Learning Methods
The course is taught by a combination of lectures and seminars as well as student-led re-enactment of parliamentary debate
Assessment Methods
Assessed essay and formal examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2317
Peopling Australia
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words)(Final)
Student Workload (hours)
Lectures 10
Seminars 20
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module, students should be able to:
• Discuss the impact of different social groups on the emergence of Australian society from the eighteenth to early twentieth
centuries.
• Evaluate the different approaches and debates that have shaped academic understanding of Australian history since the
nineteenth century.
• Explain why terms including ‘black armband’, genocide, frontier and ‘convict stain’ have produced such emotive discussions
in public and academic historical discussions.
• Place the history of Australian colonization and immigration in broader colonial and global contexts.
• Locate and mobilise a variety of relevant documentary, visual and material sources and be able to use them as evidence in
written work and class discussions.
Teaching and Learning Methods
This 20 Credit course will be taught through 10 weekly seminars divided into 3 sessions: a lecture, an in-depth discussion of
the reading, and a source analysis workshop.
Assessment Methods
2 x 2,500 word essays (50%) and 1 x 2hr/2 question written exam (50%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2319
From News to History: Contemporary History and the Media
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Sally Horrocks
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay (2,500 words)
Assignment B - Essay (2,500 words)
Assignment C - Essay (3,500 words) (Final)
Student Workload (hours)
Lectures
2
Seminars 18
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration 10
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
At the end of this module students should be able to:
- Analyse and reflect critically and contextually upon the use of media reports in printed, aural and visual form as sources for
historians
- Discuss the historical development of the various forms of media in post-Second World War Britain in qualitative and
quantitative terms and be aware of the factors that have shaped this.
- Analyse the analytical concepts from media studies that are relevant to the module and apply them to unfamiliar empirical
material
- Gather and deploy appropriate evidence and data to develop and sustain historical arguments in written and oral form
Teaching and Learning Methods
Lectures, seminars, and demonstrations,which will be screenings of audio visual material
Assessment Methods
Essays, Examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2323
Ireland Under the Union 1800-1922
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Stuart Ball
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Essay 1 (2,500 words)
"Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words) (Final)
Student Workload (hours)
Lectures
1
Seminars 28
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 119
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
Intended learning outcomes: On completion of this module students will be able to describe and explain the significant
developments in the history of Ireland between 1800 and 1922; be able to discuss the connections between political,
economic and social factors during this period; have developed an awareness of the major historical controversies related to
the period; have developed their skills of independent research and historical analysis through a wide range of reading; have
improved their skills of written and oral communication, made a seminar presentation and participated in group discussion.
Teaching and Learning Methods
Seminars
Assessment Methods
Essays, Essay examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2329
A World Connected: Welfare, Economy and Government since 1945
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Bernard Attard
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Data analysis report (2,500 words)
Assignment B - Essay (2,500 words)
Assignment C - Essay (3,500 words) Final
Student Workload (hours)
Lectures 20
Seminars
Practical Classes & Workshops
2
Tutorials 10
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module students will be able to:
- explain the key developments of the history of the world economy between 1945 and 2000
- explain the relationship between globalization and the growth of the world economy
- recognise the key concepts used by historians to analyse globalization
- discuss the relevant secondary literature
- interpret a selection of relevant source materials and statistics
- think critically and analytically.
Teaching and Learning Methods
Lectures and tutorials.
Assessment Methods
Course work (one document commentary and one essay) and an examination.
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2347
Deviance and Disorder in the Early Modern City
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Andrew Hopper
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 20
Practical Classes & Workshops
5
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 115
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module students will be able to analyse the complex relationship between the centre and localities in early
modern England by examining in depth the experience of England's second largest city of the period. This will encompass
political, religious, social, economic, cultural and military history. Assess and interpret primary source manuscript evidence in
crafting an argument from local sources that challenges or supports existing national historiographies. Analyse and discuss
and deliver oral presentations using a variety of media. The module's emphasis on the interpretation of primary source
material will also provide useful preparation for the undertaking of students' special subjects in their third year.
Teaching and Learning Methods
Lectures and Seminars. The seminars will begin with oral presentations from individuals and groups of students to initiate
debate and discussion. They will also focus on the criticism and analysis of primary sources drawn from the Virtual Norfolk
teaching and learning website developed by the Faculty of History at UEA from 2000-2003.
Assessment Methods
Essays and Examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2801
The Cultural Politics of Heritage
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
James Moore
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Historiographical Essay (2,500 words)
Assignment B - Research Essay (2,500 words)
Assignment C – Essay (3,500 words) (Final)
Student Workload (hours)
Lectures
Seminars
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of the course successful students will be able to:
- discuss the ways in which specific cultural and political forces shape the way heritage is perceived in different social
contexts
- explain and debate the way in which specific ideologies influence the way heritage is understood, represented and
interpreted
- evaluate and debate how and why the rise of 'identity politics' has made heritage an area of major public contention
- examine and interpret the way politics and cultural practices shape debates about the ownership and control of heritage
assets
- apply relevant conceptual and theoretical knowledge to specific local, national and international case studies
- deploy a range of writing skills appropriate to the form of assessment
- demonstrate a variety of problem-solving skills in researching for their essays
Teaching and Learning Methods
Lectures, Seminars, Independent research
Assessment Methods
Historiographical Essay, Research Essays, Essay Examinations
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS2802
Heritage Field Project
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 2
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
James Moore
UG Pass for Credit
No.
Assessment Description
001
002
Assignment 1 - Field Diary Report (4,000 words)
Assignment 2 - Long Essay (4,000 words) (Final)
Period:
Occurence:
Coordinator:
Mark Scheme:
Student Workload (hours)
Lectures
Seminars
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours
Weight %
Exam Hours
50
50
0
0
Weight %
Exam Hours
50
50
0
0
Ass't Group
Alt Reass't
Ass't Group
Alt Reass't
Semester 2
E
James Moore
UG Pass for Credit
No.
Assessment Description
001
002
Assignment 1 - Field Diary Report (4,000 words)
Assignment 2 - Long Essay (4,000 words) (Final)
Intended Learning Outcomes
On completion of the course successful students will be able to:
- operate within a specific heritage business in accordance with appropriate employer requirements and health and safety
arrangements
- work successfully with heritage professions to deliver a heritage product to customers and members of the public
- add value to a specific public heritage project by drawing upon personal knowledge, research and skills
- critically examine heritage projects and develop coherent professional views on heritage management practice or
interpretation
- undertake a detailed desk study examining a specific heritage project and make well-argued recommendations for heritage
enhancement work
- demonstrate an ability to express themselves clearly and coherently through written communications
Teaching and Learning Methods
Seminars, Field courses/visits, Work-based learning, Independent research
Assessment Methods
Field Diary Report, Long Essay
Pre-Requisites
Co-Requisites
Excluded Combinations
Last Published:
15 October 2014
Module Specification
HS3614
The Imperial Economy: Britain and the Wider World 1815-1914
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Bernard Attard
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Commentary (1,500 words)
Assignment B - Essay (3,000 words)
Assignment C - Essay (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 20
Practical Classes & Workshops
2
Tutorials
0
Fieldwork
0
Project Supervision
0
Guided Independent Study 118
Demonstration
0
Supervised time in studio/workshop
0
Work Based Learning
0
Placement
0
Year Abroad
0
Total Module Hours 150
Weight %
Exam Hours
20
30
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module students wiill be able to demonstrate:
- a detailed knowledge of the economic factors and forces that influenced Britain's relations with the rest of the world between
1815 and 1914
- a detailed knowledge of key concepts, theories, and historiographical debates as they apply to a range of case studies of the
relationship between British economic expansion and British imperialism in this period
- familiarity with the relevant secondary literature, source materials and statistics
- the capacity to think critically and analytically about the subject matter
Teaching and Learning Methods
Teaching and learning is based upon 10 lectures, preparation for, attendance at, and participation in 10 weekly seminars.
Assessment Methods
Students are assessed by coursework (50 percent of the final module mark) and a 2-hour examination (50 percent). The
coursework consists of a minor assignment (1,500 words) and a major assignment (2,500-3,000 words).
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3638
Political Satire 1681-1792
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Ian Harris
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 1 (2,500 words)
Assignment C - Essay 3 (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 10
Practical Classes & Workshops 12
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of the module, students should be able to:
- analyse central features of satire and politics disclosed in the primary works of literature and visual imagery that have been
prescribed for detailed study
- identify the historical settings of these works and their relationship to their content
- demonstrate the skills and the techniques necessary to study the subject from primary sources, including such skills as
independent reading and historical thinking, and written/oral communication skills
Teaching and Learning Methods
Lectures, seminars, group work
Assessment Methods
50% examination (2 hour); 50% Coursework (2 essays)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3646
Fourteenth Century Crisis in England? Politics & Society 1297-1413
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
James Bothwell
UG Pass for Credit
No.
Assessment Description
001
002
003
004
005
006
Assignment 1 - Oral Presentation Portfolio
Assignment 2 - 2,500 Word Research Essay
Examination (Final)
Assignment 1 - Oral Presentation Portfolio
Assignment 2 - 2,500 Word Research Essay
Assignment 3 - Essay (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 10
Practical Classes & Workshops 12
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
Ass't Group
25
25
50
25
25
50
0
0
2
0
0
0
E
E
E
Alt Reass't
Intended Learning Outcomes
On completion of this module students will:
•be able to recognise and describe key concepts and developments in the history of fourteenth century England
•be able to explain how historians have constructed the concepts and how this affects what we know about the past
•be able to critically evaluate these concepts with reference to specific historical case studies
•be familiar with secondary literature relevant to the specific historical periods being studied
•have developed their skills of analysis and critical evaluation of primary and secondary materials
•have improved their skills of written and oral communication, both through individual presentations and group discussion
•have produced pieces of writing which make use of primary sources in translation
Teaching and Learning Methods
10 lectures, 10 seminars, & 10 primary document analysis workshops
Assessment Methods
50% examination (2 hours), 50% coursework: 1 essay of a maximum of 2,500 words (25%) and an oral presentation portfolio
(25%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3657
The Nazis and Cinema: Holocaust and Representation
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Olaf Jensen
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 2 (3,500 words) (Final)
Student Workload (hours)
Lectures
Seminars 20
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 130
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
2
Ass't Group
Alt Reass't
Intended Learning Outcomes
At the end of this module, typical students should be able to:
- Reflect and discuss the criteria for assessing the merits and weaknesses of historical films
- Define and explain the ways film differs from other forms of historical representation
- Analyse the influence of film on historical consciousness/awareness
- Evaluate the role of historians in film-making
- Present and communicate research results to the seminar
- Work and communicate in groups
- Critically appraise the presented material
Teaching and Learning Methods
Lectures, Seminars, Group work
Assessment Methods
Essays, Essay examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3673
The Transformation of Leicester 1945 - 1980
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Colin Hyde
UG Pass for Credit
No.
Assessment Description
001
002
Assignment A - Essay on Oral History Methods, 2000 words
Assignment B - Recorded Interview, Interview Transcript 1500 word
Critical Reflection on Interview
Assignment C - Essay, 3500 words (Final)
003
Student Workload (hours)
Lectures
Seminars
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours
Weight %
Exam Hours
20
30
0
0
50
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
At the end of this module, typical students should be able to
a) identify and analyse significant developments shaping the social, economic and cultural life of Leicester between 1945 and
1980;
b) demonstrate knowledge of the principal actors in postwar Leicester, including the local authority, urban associations and
community groups;
c) evaluate the main forces making for social change over the period, such as economic cycles, city planning and patterns of
migration;
d) demonstrate understanding of oral history as a source and a methodology for historical research;
e) design and carry out an oral history project, including one or more interviews, in a structured and critical manner.
Teaching and Learning Methods
Methods include short lectures, in-class discussion, individual and group analysis of radio and oral testimony, and individual
tutorials. Students will be expected to make full use of the facilities and materials of the East Midlands Oral History Archive at
the University of Leicester where the module will be based.
Assessment Methods
The assessment methods are designed to test the following student skills
a) ability to analyse critically an aspect of local history using oral and sound sources alongside other primary and secondary
sources (Essay)
b) ability to design a viable, small oral history project, including an appropriate questionnaire (Project Plan)
c) ability to carry out one or more oral history interviews and integrate them effectively into a short study of a specific topic in
the history of post-war Leicester (Project).
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3679
Agincourt and Orleans: Lancastrian England and Valois France, 1413-1453
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Norman Housley
UG Pass for Credit
No.
Assessment Description
141
142
143
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C – Essay (3,500 words) (Final)
Student Workload (hours)
Lectures
Seminars
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of this module students will be able to: demonstrate a knowledge of the major events in the Anglo-French war
in this period; discuss the relevance of these events in the context of national identity, changes in the way wars were fought,
the role of propaganda, and myth creation; engage in group discussion focused on texts set for reading in advance; prepare
and present individual presentations on secondary reading; develop their ideas in writing at specified lengths, with references
and bibliography footnoted at an appropriate level.
Teaching and Learning Methods
Lectures and seminars
Assessment Methods
Essay, Text Commentaries and Examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3680
Women in American Society from Civil War to First World War
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Elizabeth Clapp
UG Pass for Credit
No.
Assessment Description
110
136
137
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 10
Practical Classes & Workshops 12
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of this module students will be able to:
- Identify some of the key factors affecting women's lives in the late nineteenth and early twentieth centuries in the USA
- Evaluate the concepts of 'the separation of spheres' and nineteenth-century ideals of femininity
- Analyse the ways in which women's lived experience did not always conform to prescriptive ideals
- Deploy a range of written and oral skills to discuss issues relating to the course
- Demonstrate their ability to critically evaluate primary and secondary materials pertinent to the subject
Teaching and Learning Methods
Lectures and seminars
Assessment Methods
Essays, Examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3684
Jacobitism in Britain and Europe, 1688-1808
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Nigel Aston
UG Pass for Credit
No.
Assessment Description
004
005
006
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 10
Practical Classes & Workshops 12
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
Upon completion of the module students are expected to be able to:
- analyse the significance of Jacobitism as a
major political phenomenon in both the British Isles and continental
Europe.
- improve their research, interpretative, and presentational skills in exploring Jacobitism in its local, national, and international
manifestations.
- explain how Jacobitism as a topic that has created (and continues to create) major divisions of opinion among historians
working in this field).
Students will be encouraged to refine their written and spoken techniques of assessing and interpreting primary source
evidence in a manner that will complement special subject studies.
The course encompasses political, religious, literary, cultural and military history.
Teaching and Learning Methods
Ten one hour lectures; ten one hour student presentations and
discussion; ten one hour group analysis of primary source material.
The latter will focus principally on sources drawn from the
Jacobite Heritage website.
Assessment Methods
50% written examination
50% on two assessed essays each assessed at 25%, 2500 words in length
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3691
Indigenous Peoples of the Americas, c1350-1650
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Deborah Toner
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 2 (3,500 words) (Final)
Student Workload (hours)
Lectures
Seminars 20
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 130
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
2
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module, students should be able to:
• Explain the cultural, social, economic and political dynamics of several indigenous societies in North, Central and South
America
• Evaluate the different approaches that historians, archaeologists, anthropologists and other scholars have used to study
indigenous societies in the Americas
• Apply a non-Eurocentric framework to the processes of conquest and colonisation in the Americas
• Analyse a combination of documentary, visual, and material sources
• Identify patterns and differences within large-scale historical processes
Teaching and Learning Methods
Lectures and seminars taught by Dr Deborah Toner
Assessment Methods
Essays and examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3694
Diasporas and Migrations in the Modern World
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
UG Pass for Credit
No.
Assessment Description
001
002
004
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C - Essay 3 (3,500 words) Final
Student Workload (hours)
Lectures 10
Seminars 20
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module, students will be able to:
• Identify some of the major social groups who have undergone colonial and global migration since the eighteenth century and
describe their experiences and motivations.
• Explain how processes of free and forced migration have helped transform the political, economic, social and cultural identity
of modern societies around the globe.
• Analyse and apply different academic disciplinary perspectives on the history of migration.
• Assess the relevance of the concept of ‘diaspora’ to the experiences and modern identity of different migrant groups.
• Use their historical understanding of the topic as a basis for evaluating and participating in contemporary debates about
migration and migrants.
Teaching and Learning Methods
Each week’s class will include an in-depth thematic discussion based on set readings, and a source analysis workshop.
Throughout, students will be encouraged to think independently and to pursue their own interests in historical place and time.
Assessment Methods
2 x 2,500 word essays (50%) and 1 x 2hr/2 question written exam (50%).
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3696
The Medieval Natural World
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
Richard Jones
UG Pass for Credit
No.
Assessment Description
001
002
003
004
Assignment 1 - Conference-style poster
Assignment 2 - 3 fieldtrip cards
Assignment 3 - Essay (2,500 words)
Assignment 4 - Essay (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 20
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
50
0
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of this module students will be able:
- to explain medieval understandings of the natural world
- to analyse the works of key thinkers of the medieval and classical periods
- to dicscuss the basic principles of pre-Enlightenment natural philosophy
- to handle confidently both textural and non-textural materials relevant to medieval history
- to express complex ideas both orally and on paper on a variety of formats
- to demonstrate their ability to communicate ideas to both academic and non-academic audiences
Teaching and Learning Methods
Lectures and seminars
Assessment Methods
Conference-style poster (12.5%), 3 Fieldtrip cards (12.5%), Long essay (25%) Examination(50%)
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3697
Cities and the Making of Modern South Asia, c. 1750-1950
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 2
E
Coordinator:
Mark Scheme:
Prashant Kidambi
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Source analysis (2,500 words)
Assignment B - Essay 1 (2,500 words)
Assignment C - Essay 2 (3,500 words) (Final)
Student Workload (hours)
Lectures
Seminars 30
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
By the end of the module, students will have:
- an understanding of the nature and development of cities and the making of urban South Asia under British rule
- a sound grasp of the key scholarly debates and controversies surrounding these changes
- critically evaluated, analysed and discussed, orally and in writing, a wide range of source materials
- constructed extended written and oral arguments supported by relevant historical evidence
Teaching and Learning Methods
Seminars
Assessment Methods
Essays and examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3698
Crusading in the Holy Land 1095-1291
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay 1 (2,500 words)
Assignment B - Essay 2 (2,500 words)
Assignment C – Essay (3,500 words) (Final)
Student Workload (hours)
Lectures
Seminars
Practical Classes & Workshops
Tutorials
Fieldwork
Project Supervision
Guided Independent Study
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours
Weight %
Exam Hours
25
25
50
0
0
2
Ass't Group
Alt Reass't
Intended Learning Outcomes
On successful completion of the module, students will be able to:
• demonstrate a broad and systematic knowledge of the history of the Crusades between 1095 and 1291
• critically evaluate relevant historiographical trends, ideas, and interpretations of the Crusades, including interpretations from
medieval culture and modern historiography, and how these different interpretations interact with and shape one another
• assess critical concepts in the history of the crusades, such as piety, chivalry, tolerance, Holy War and Jihad
• explain the key concepts, perspectives and debates within the secondary literature
• analyse primary sources from the period and explain how other historians of the Crusades have employed these sources
• formulate, justify and communicate well-supported arguments, in both oral and written forms
• utilise information technology resources to assist with information retrieval
• work as part of a team in seminar or tutorial discussions
Teaching and Learning Methods
Lectures, seminars and practical workshops
Taught by Dr S Biddlecombe
Assessment Methods
Essays and examination
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014
Module Specification
HS3805
Classical Greece since the Enlightenment: Archaeologists, Travellers and Tourists
Academic Year:
Module Level:
Scheme:
Department:
Credits:
2014/5
Year 3
UG
History
20
Period:
Occurence:
Semester 1
E
Coordinator:
Mark Scheme:
James Moore
UG Pass for Credit
No.
Assessment Description
001
002
003
Assignment A - Essay (2,500 words)
Assignment B - Desk study (2,500 words)
Assignment C - Essay (3,500 words) (Final)
Student Workload (hours)
Lectures 10
Seminars 20
Practical Classes & Workshops
2
Tutorials
Fieldwork
Project Supervision
Guided Independent Study 118
Demonstration
Supervised time in studio/workshop
Work Based Learning
Placement
Year Abroad
Total Module Hours 150
Weight %
Exam Hours
25
25
50
0
0
0
Ass't Group
Alt Reass't
Intended Learning Outcomes
On completion of the course successful students will be able to:
(1) examine how visions of Classical Greece have influenced key cultural debates since the Enlightenment
(2) discuss and debate critical issues in the historiography of Greek travel, tourism and archaeology
(3) evaluate how ideas about the Greek past have been shaped by methods and forms of writing, painting and research
(4) examine how the scholarly practices of the present are shaped by previous generations of historians, archaeologists and
thinkers
(5) analyse and evaluate the ways in which contemporary mass culture is influenced by the scholarly reception of specific
texts, pictures, artefacts and ideas
Teaching and Learning Methods
Lectures, Seminars, Independent Research
Assessment Methods
Essays, Desk Study (see note), Essay Examinations
Note: The desk study is an outline heritage site evaluation drawing on publicly available sources but not requiring specific
fieldwork
Pre-Requisites
Co-Requisites
Excluded Combinations
-
Last Published:
15 October 2014