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Module Sign-up Brochure 2020-21 QV31: English Literature and History

Stage 1 going into Stage 2 1. Do your research

Read through the information on the SELLL website carefully, and make sure to watch our online video which has detailed instructions on how to choose your modules, and navigate this brochure.

2. Sign up Online: Tuesday 28th July, from 9am Have the rules for your programme, from this brochure, with you when you log onto S3P:

https://s3p.ncl.ac.uk/login/index.aspx Compulsory modules will already be selected and optional modules will be listed for you to choose. The portal will close on 2nd August at 8:00pm. Further guidance and screenshots are available here:

http://www.ncl.ac.uk/students/progress/assets/documents/S3PHelp-screenshots-modules-March20.pdf

FAQs

How do I take an outside module? Modules not listed on your degree regulations will not appear in this brochure, and will not be available to you in S3P. Instead you will need to select ‘HSS dummy module(s)’. Then you will need to fill in a module change form at the beginning of Semester 1 to change from the dummy module to your chosen outside module.

How long will module selection take? A few minutes.

What if I suffer technical problems? Please don’t panic. You can call IT on 0191 208 5559 to log the issue. Alternatively you can email english@ncl.ac.uk and we will try to assist you.

Will I get my first choice of modules? Not necessarily. We recommend that you login and submit your choices as soon as possible. We’d also recommend having back-up modules in mind, in case your first choices are full. This is why it’s important to read the module descriptions and make your decisions before the portal opens.

I need further advice and guidance. Who should I ask? If your question is in regards to a specific module, please contact the module leader listed in the module descriptions, via email. If the module leader is to be confirmed (TBC), the head of subject is listed and will also be able to answer your questions. If you don’t understand your programme regulations please contact your Degree Programme Director (DPD): kirsten.macleod@ncl.ac.uk. If, after reading the module descriptions, you’re struggling to decide which modules to take you can contact your personal tutor via email.

I had arranged to have a semester abroad next year. What should I do? If you haven’t done so already, please contact Emily Murphy (Emily.murphy@ncl.ac.uk; for English Literature / Creative Writing) to discuss your options.

What if I change my mind or make a mistake? If your choices do not comply with your regulations, they will be rejected and we will contact you to choose all your modules again – if you do not respond by the given deadline, modules will be chosen for you. If you change your mind you will be given the opportunity to change your modules at a later date. Further information will be released closer to the time.

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Rules of your Programme You must have a total of 120 credits with either a 60/60, 50/70 or 70/50 credit split across the semesters

Circle or highlight your choices, then add up your credits in the total column

* requires DPD approval. You will also need to complete a module change form at the beginning of Semester 1 in October 2020 to change your HSS code into your chosen outside module.

Rules Code Module Title Total Credits

Sem 1 Sem 2

Compulsory SEL2218 Research Project in English Literature and History 20 20

Pre 1800 Literature Pick 1 or 2

SEL2201 Renaissance Bodies 20 20 SEL2202 Writing New Worlds, 1660-1800 20 20 SEL2203 Revolutionary Britain: 1789 - 1832 20 20 SEL2219 Monsters, Misery & Miracles 20 20

Post 1800 Literature Pick 1 or 2

SEL2204 Victorian Passions: Victorian Values 20 20 SEL2205 Fictions of Migration 20 20 SEL2206 Contemporary Cultures 20 20 SEL2207 Modernisms 20 20 SEL2215 Creative Practice 20 20

History Modules Pick 2 or 3

CAH2006 Hellenistic Empires from Alexander to Cleopatra 20 20 HIS2002 Fatal Allies: Anglo-Irish Relations, 1798-1998 20 20 HIS2012 Clash of Civilizations? 20 20 HIS2027 Africa: History of a Continent 20 20 HIS2031 Between Revolutions: Britain 1688-1789 20 20 HIS2072 Anglo-Saxon England 20 20 HIS2084 Europe’s Reformations 20 20 HIS2085 Pre-Columbian & Spanish America 20 20 HIS2086 Twentieth Century France 1914-95 20 20 HIS2095 Social Histories of Alcohol: Britain and Ireland 20 20 HIS2104 The Dark Ages: The Post-Roman World, 500-700 20 20 HIS2114 Death, Dying & the Dead in Early Modern England 20 20 HIS2124 A History of Contemporary Britain 20 20 HIS2131 American Slavery, American Freedom 20 20 HIS2133 Society and Politics in Colonial India, 1880s-1947 20 20 HIS2138 China's Last Empire 20 20 HIS2140 Survey History of Japan 20 20 HIS2170 History of New Orleans 20 20 HIS2219 Oral history and memory 20 20 HIS2228 The Habsburg Empire 20 20 HIS2235 The Soviet Experiment: 1917-1991 20 20 HIS2237 Irish Public Histories 20 20 HIS2239 Colonialism and Post-Colonialism in Egypt and Sudan 20 20 HIS2241 The History of Modern Germany, 1806 until today 20 20 HIS2250 The Scientific Revolution 20 20 HIS2252 A History of Aotearoa and New Zealand to the 1920s 20 20 HIS2259 The Russian Empire from Peter the Great to Lenin 20 20

Optional Outside Modules Pick no more than 20 credits

SEL2224 Poetry Workshop 20 20 SEL2226 Theatre Script Workshop 20 20 SEL2227 Prose Workshop 20 20 SEL2228 Screenwriting Workshop 20 20 NCL2007 Career Development Module for second year students 20 10 10 NCL2100 Developing Enterprise, Entrepreneurship and

Employability 20 10 10

HSS2110 Outside Dummy Module: 10 credits in Semester 1* 10 10 HSS2210 Outside Dummy Module: 10 credits in Semester 2* 10 10 HSS2120 Outside Dummy Module: 20 credits in Semester 1* 20 20 HSS2220 Outside Dummy Module: 20 credits in Semester 2* 20 20

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Module Descriptions *Due to COVID-19, staff are working to adapt their modules for the likelihood of future periods of lockdown and remote delivery. For this reason, module descriptions are not finalised and are subject to change. Please use these descriptions as an indicative of theme only.

Further details of each module can be found in the module catalogue: https://www.ncl.ac.uk/module-catalogue/

SEL2218 - Research Project in English Literature & History Module Leader: Kirsten MacLeod Semester 2, 20 credits No Pre-requisites

The Research Project guides students in the investigation of primary sources (which may be hard or digital; oral as well as written) which have significance for students studying both English Literature and History. The primary sources will vary according to the interests of staff members teaching from year to year. The module focuses on reading each source both as an object of historical information and as a literary text and asks students use their skills as historians and as literary critics to developing their own interpretation of the primary source text of their choice.

In addition, students will be directed in the processes necessary for handling and interpreting an archival collection (through hands-on research-skills workshops in an archival setting where required and on how to design a project that can be achieved within the specified time-frame.

Component When? % Comment Oral Presentation Mid Module 10 N/A Written Exercise Mid Module 10 1000 word write-up of the presentation inc. questions asked by

their audience and their responses to those questions. Case Study End Module 80 3000 word (or equivalent) case-study centred on one item within

the archival collection.

SEL2201 – Renaissance Bodies Module Leader: Emma Whipday Semester 2, 20 credits No Pre-requisites

The Renaissance ‘rebirth’ of intellectual and artistic activity across Western Europe gave rise to new genres, onstage and on the page. From the poetic epic to the Shakespearean tragedy, and from elite sonnets to popular printed prose, we will explore how writers aimed to stimulate the sensory experiences of their audiences. What did it feel like to be a body in Renaissance England? What did writers, readers, and audiences see, hear, touch, and smell? This module will trace how the rich and various genres of Renaissance literature imagine, represent, and affect the Renaissance body, in print, manuscript, and performance. Texts may change from year to year, but we will always have some tragedies and comedies by Shakespeare and two or three other playwrights. Epic is most likely to be represented by book 1 of Spenser’s Faery Queen and/or by two or three books of Milton’s Paradise Lost. Our prose choices will be taken usually from 'popular' print intended for a 'mass' audience.

Component When? % Comment Written Exercise Mid Module 30 1500 words Essay End Module 70 EITHER a take home essay OR a creative portfolio (both 2,500

words)

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SEL2202 - Writing New Worlds, 1660 - 1800 Module Leader: James Harriman-Smith Semester 1, 20 credits No Pre-requisites

This module aims to study writing produced in Britain and the Atlantic world during the ‘long’ eighteenth century and to develop students' ability to consider literary texts in their historical and cultural contexts; to analyse textual form and content in detail; and to communicate their critical responses to these texts in speech and writing. The overarching intellectual aim of the module will be to enable students to understand how encounters with new peoples, places and ideas were reflected in, mediated by, and sometimes actually created in, literature. The texts set for the module may change from year to year, but they will usually include fiction, poetry, children’s literature, drama, travel writing and life writing, spanning the period from the 1680s to 1800.

Component When? % Comment Essay Mid Module 40 1500 words Essay End Module 60 2500 words

SEL2203 - Revolutionary Britain, 1789-1832 Module Leader: Michael Rossington Semester 2, 20 credits No Pre-requisites

This module aims explore the many dynamic ways in which late eighteenth and early nineteenth-century authors rewrote and expanded the identity of the British nation - reacting to major historical events such as the French Revolution and the Napoleonic wars and using their writing to reflect, re-shape, and transform society. Throughout the module, we will explore how writers of the Romantic period used a wide range of genres - from political prose to epic poems, and narrative poetry to novels and essays - to address the key themes of national identity, the relationship of the individual with society, the role of the family, the figure of the poet, the power of the imagination, the reinvention of the past, and the vivid critical portraits of the personalities who exemplified the Romantic era. Starting with British responses to the French Revolution in the 1790s and the poetry of first-generation Romantics, we will go on to examine the further re-shaping of literature in Britain through artistic concerns, and the new social values explored by major novelists.

Component When? % Comment Professional Skills Assessment End Module 15 Participation in Seminars Written exercise End Module 85 3000 words

SEL2219 - Monsters, Misery & Miracles: Heroic Life in Old English Poetry Module Leader: Aditi Nafde Semester 1, 20 credits No Pre-requisites

This module introduces students to the poetry of the early middle ages in its original language, thereby allowing them to study the very beginnings of literature in English. Old English poetry covers a wide range of genres, including wisdom literature, religious verse, heroic and elegiac poetry, and innuendo-laden riddles. The module will explore literature that negotiates between the Germanic, heroic, Christian, and quotidian cultures that pervaded the age and were especially relevant to the North of England. This module will focus on three main texts in their original

5 language. It will start by examining the earliest dream poem in English, instrumental in establishing the conventions for describing religious experience, The Dream of the Rood. This will be followed by a deeply moving poem about loss and loneliness, The Wanderer. Finally, the module will examine one of the greatest poems about heroes, monsters, and warfare, Beowulf. Students will situate these texts in their literary contexts by reading a wider range of other Old English poetry in translation. Students will also develop an understanding of key features of the Old English language, which will enable them to create their own translations of these texts. In doing so, they will have the opportunity to examine and reflect on their own poetic impulses.

Component When? % Comment Written Examination Mid Module 25 90 minute exam Essay End Module 75 3000 words

SEL2204 - Victorian Passions: Victorian Values Module Leader: Jacob Jewusiak Semester 1, 20 credits No Pre-requisites

This module is designed to unpack the phrase, ‘Victorian values’, which nowadays invokes ideas of sexual repression, stifling middle-class morality, an unbending religious code, and jingoistic insularity. Yet the Victorians saw themselves as living in an age of unprecedented social change, engaging in passionate and controversial debates about the values of the world in which they lived. The module will explore three key debates – questions of sexuality and morality, class conflict, and the clash between science and faith – as they appeared in a range of different genres across the early, mid and late Victorian periods. In the course of the module students will:

Explore some of the most controversial debates of the Victorian period and their articulation in a range of Victorian literary texts.

Consider the formal expression of these debates in a range of different and developing literary genres. Consider the discursive relationship between text and context in the Victorian novel. Consider the relationship between literature, history and ideology. Practise appropriate skills of critical analysis.

Each of the topics - the Fallen Woman; Class Conflict; Faith and Doubt; and Empire - will be taught via at least three texts in which the issue is a central concern (though there will inevitably be overlap as gender, for example, cannot be adequately discussed without reference to class and religion in the Victorian period). In addition, all three literary genres will be covered: there will be at least two texts each in the form of poetry, prose and drama. There will be a text per week. Indicative texts and authors include Thomas Hardy, Tess of the d'Urbervilles; Christina Rossetti, Goblin Market; Elizabeth Gaskell; Alfred Tennyson, In Memoriam; Rudyard Kipling, The Jungle Books; George Bernard Shaw, Mrs Warren's Profession. Component When? % Comment Essay End Module 65 3000 words Written exercise Mid Module 20 1000 word commentary Professional Skills Assessment Mid Module 15 Participation and engagement

SEL2205 – Fictions of Migration Module Leader: Emily Murphy Semester 2, 20 credits No Pre-requisites

6 This module aims to introduce students to some of the major world fictions of movement and migration across the twentieth century. To provide students with a critical and theoretical vocabulary for the discussion and analysis of this fiction. To expose students to the diverse ways in which notions of exile, diaspora, empire, neo-colonialism, post-colonialism, globalisation, tourism, terrorism, and so forth, have marked twentieth century literature. To allow students to think beyond the sedentary categories of national literatures (e.g. British literature) associated with traditional canons. The syllabus will cover one novel/ short story collection per week. Lectures will locate these works in terms of key themes, issues and debates of the module (e.g. globalisation, gender and sexuality, terrorism).

Texts typically include: Jamaica Kincaid’s A Small Place; Jean Rhys’ Wide Sargasso Sea; Caryl Phillips’ Cambridge; Sam Selvon’s Ways of Sunlight; Toni Morrison’s Beloved; Mohsin Hamid’s The Reluctant Fundamentalist; T Salih’s Season of Migration to the North; Hari Kunzru’s Transmission.

Component When? % Comment Written Exercise Mid Module 25 1000 word textual commentary Essay End Module 75 3000 words

SEL2206 – Contemporary Cultures Module Leader: Hannah Durkin Semester 2, 20 credits No Pre-requisites

This module will explore identity at the margins of contemporary culture. Twentieth and Twenty-first century modernity is heralded as a global interconnected landscape, within which members of society are encouraged to consider themselves as participants in wide-ranging and above all inclusive cyber and social networks. This interconnectivity is not only – or even primarily – geographical, but concerned with ideological and economic formations of the human body and identity. This module locates and discusses those figures who have fallen between the cracks of modernity, in order to demonstrate how, for a great many, contemporary culture is a space of isolation and alienation. The module will mobilise ideas of waste, in all of its critical potential, in order to place texts within a broader social context. We will look at waste in terms of ecological change and the detritus produced by contemporary culture, but also with regard to a more conceptual understanding of the word in the wasted lives, ambition and opportunities of certain social demographics. This module aims:

To introduce students to a broad range of contemporary texts drawn from a wide range of genres which may include fiction, film, poetry, drama, graphic novels and television.

To explore relevant theoretical models (most notably in terms of class, gender, race, geography and medical humanities) in relation to contemporary culture.

To analyse the representation and articulation of these themes in selected texts and within specific social, cultural, historical, intellectual and economic contexts.

Component When? % Comment Written Exercise End Module 75 Comparative Essay, 3000 words Written Exercise Mid Module 25 Close reading exercise, 1000 words

SEL2207 - Modernisms Module Leader: Alex Niven Semester 1, 20 credits No Pre-requisites

The module begins by situating the emergence of modernism within its late-nineteenth century contexts. Across the module we will study some of the major works of prose and poetry of the period, and examine the then major

7 contexts for the emergence of distinctively modernist form and content. The emphasis throughout will be on the significance of formal innovation and experimentation. This module aims:

To introduce students to modernist literature and film and the critical debates surrounding them. To introduce students to the changes in literary form and practice that occurred during the first forty years

of the twentieth century. To encourage close analytical and critical reading of texts. To encourage consideration of the political and historical contexts within which writing and film are

produced.

Component When? % Comment Essay Mid Module 30 1200 word essay Essay End Module 70 2800 word essay

SEL2215 - Creative Practice Module Leader: Jake Polley Semester 1, 20 credits This module provides an introduction to a variety of processes and practices involved in the development of creative and essayistic work. It is concerned with the development of knowledge, understanding and experience of a range of creative approaches to writing. It encourages critical consideration of creative methods and habits, and introduces a variety of intellectual and practical approaches to the compilation of a creative work. It supports and encourages students to take responsibility for their learning and to develop creative thinking and judgement. It aims to inspire students to use their understanding of a variety of creative practices as a means of improving their own creative, reflective and critical practices.

Component When? % Comment Portfolio End Module 100 A portfolio of creative and essayistic work. Submission not to

exceed 4000 words.

CAH2006 – Hellenistic Empires from Alexander to Cleopatra Module Leader: John Holton Semester 1, 20 credits No Pre-Requisites

This module aims to introduce students to historical developments across the ancient Greek and near eastern worlds in the fourth to first centuries BC. This period covers the conquests of Alexander the Great in 336-323 BC and the rise and fall of the Hellenistic empires (principally the Antigonid, Seleucid, and Ptolemaic) down to the collapse of the Ptolemaic kingdom, under Cleopatra VII, in 30 BC. Recurrent thematic focuses across this module principally (but not exclusively) include:

structures and strategies of ancient imperialism (Greek, Macedonian, near eastern); relations between different cultural groups (Greeks, Macedonians, Persians, Egyptians, Babylonians, etc.); power, agency, and dynamics of interaction between political actors of differing statuses; social and cultural issues, such as identity and belonging, from the elite to the masses; continuity and change in the eastern Mediterranean and ancient near east in the 4th-1st centuries BC; long-term and short-term perspectives on historical processes, and how the historian can integrate these.

Underpinning the content of the module is a commitment to a further aim, namely the development of more holistic and more sophisticated approaches to the ancient evidence for a given area of study, be it historiographical, poetic, epigraphic, numismatic, artistic, or other.

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Component When? % Comment Essay Mid Module 60 2,250 words Case Study Mid Module 40 1,000-word description and analysis of an object

HIS2002 – Fatal Allies: Anglo-Irish Relations, 1798-1998 Module Leader: Sarah Campbell Semester 1, 20 credits No Pre-Requisites

On 18 May 2011, Queen Elizabeth II heralded a new era in Anglo-Irish relations in a speech that was branded a ‘game-changer’ in the relationship between the two islands. This module introduces students to this relationship, which can be described as being ‘close but tortuous’. The 1790s were a defining period in Anglo-Irish relations. The decade saw the birth of modern republicanism and Orangeism and the subsequent antagonism between the two which remains a defining feature of Irish political life. The 1790s also saw a redefining of the approach to Ireland within important elements of the British political elite. This was an opportunity lost by Britain, and the subsequent decades set the context for Anglo-Irish relations for the next 150 years. Events such as the Famine, the rise of popular nationalism, militant republicanism and cultural revival ensured that the Irish Question was placed firmly on the British agenda. This module examines key themes and events that influenced and shaped Anglo-Irish relations during this period. The conflict in Northern Ireland and the peace initiatives introduced by Britain and Ireland will play a key role in the module. The module will introduce students to the key debates in the historiography, including the ‘revisionist’ debate that occupied academics for much of the 1970s and 1980s. It will also examine the primary source documents of high politics that will shed new light on the diplomatic and security relations between Britain and Ireland from the United Irishmen to the Good Friday Agreement.

Component When? % Comment Essay Mid Module 50 2,000 word essay (including footnotes but excluding bibliography). Essay End Module 50 2,000 word essay (including footnotes but excluding bibliography).

HIS2012 – Clash of Civilizations? Islam, the Crusades, and the Mongol invasions (c. 750-1300) Module Leader: Nicola Clarke Semester 1, 20 credits No Pre-Requisites

In the year 750, the ‘Abbāsid family swept to power in the Islamic world on the back of a wave of social and political unrest. The first four weeks of this module will explore the political and cultural history of the ‘Abbāsid caliphate during the heyday of Baghdad, before turning to look at the waning of the regime’s authority during the ninth and tenth centuries. This decline created space in which a profusion of regional dynasties could flourish, breaking apart what had once been a unified Muslim empire stretching from Spain to India. The de-centring of political power was accompanied – or perhaps hastened – by the devolution of religious authority to a broad class of legal scholars, whose services were in turn courted by the new dynasties. The result was a crystallisation of multiple competing and overlapping Islams, most obviously the Shi’ism of the Fatimid caliphs in Egypt, and the Sunnism of the Seljuk sultans in Iraq and Syria. Into this divided world came invaders from both east and west. The Crusaders conquered Jerusalem in 1099 and occupied parts of the Near East until 1291; the Mongols spent the second quarter of the thirteenth century devastating Central Asia and bringing an ignominious end to the golden age of Baghdad, before settling down to rule large parts of the Islamic world. The bulk of this module (from week 5 onwards) will examine the political, religious and social impact of these two invasions on the central Islamic lands: what collapsed, what changed, and how Islam coped in the face of significant threats to both its survival and its worldview. Particular attention will be paid to the re-configuration of networks of intellectual and economic exchange, the experiences of Muslims under non-Muslim rule, how individuals like Saladin could make careers out of the instability, and the

9 institutions, structures and practices that fostered social and cultural continuity amidst sweeping political change. Seminar discussion will be centred on short passages from primary sources in translation – including the travel writing of Ibn Jubayr, the memoirs of Usama ibn Munqidh, and Rashid al-Din’s biography of Ghazan Khan, a Mongol convert to Islam – to give students a chance to hear voices from the period whenever possible.

Component When? % Comment Essay Mid Module 40 2,000 words (including footnotes but excluding bibliography) Written Exam End Module 60 N/A

HIS2027 - Africa: History of a Continent Module Leader: Christina Mobley Semester 2, 20 credits No Pre-requisites

This module covers the history of Africa from roughly the dawn of history until the post-colonial period. The module is organized chronologically by region, in order to introduce students to the great diversity of peoples, cultures, and climates that characterize the African continent. In this module, students will learn that Africa was never the “dark continent” that it is often supposed to be. A major focus of the module will be Africa’s engagement with the outside world, including the trans-Saharan trade, Swahili city-states and the Indian Ocean, and Trans-Atlantic trade. The module will stress continuity across time periods in order to highlight the lasting impact of historical processes, especially the slave trade and European colonialism. By privileging interdisciplinary methodologies to recover African voices, ideas, and institutions, students learn how Africans have always been influential historical actors in world history, exploring how they interacted with their neighbors in ways that made sense to them and their communities.

Component When? % Comment Essay Mid Module 10 500 words Essay Mid Module 15 750 words Essay Mid Module 25 1000 words Essay End Module 50 2000 words

HIS2031 - Between Revolutions: Britain 1688-1789 Module Leader: David Hope Semester 2, 20 credits No Pre-requisites

This module explores how the culture, society, politics, and economy of Britain was transformed in the period between the ‘Glorious’ Revolution of 1688 and the French Revolution of 1789. The eighteenth century is crucial to understanding how Britain became a modern nation. In just over a century, the population of England and Wales doubled, towns rapidly urbanised, the seeds of the industrial revolution were sown, a new ‘middling sort’ emerged on the back of increasing commercialisation, and Britain acquired a worldwide empire. The module offers students the chance to engage with a wide range of primary sources, from print culture and material objects to court records and account books. Through a combination of lectures and small-group seminars that include practical, skills-based workshops, the module explores the rise of modern party politics, population growth, Jacobitism, the experiences of women, the expansion of empire, crime and the poor, print culture, industrialisation, and new consumer goods.

Component When? % Comment Essay Mid Module 40 1500 words (including footnotes but excluding bibliography) Written Exam Mid Module 60 48 hour take-home exam (2500 words)

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HIS2072 – Anglo-Saxon England: From Roman Britain to the Norman Conquest, 410-1066 Module Leader: Anne Redgate Semester 2, 20 credits No Pre-Requisites

This module considers historical trends and developments 410-1066, particularly in relation to the creation of ‘England’, the formation of an ‘English’ ‘identity’ and England’s place in Europe. Students will acquire: knowledge of different types of evidence (textual evidence of different types - Bede’s Ecclesiastical History, vernacular poetry, charters, law codes - archaeology and art-history) and different interpretations; experience of critical assessment of evidence and interpretations and of analysis of historical problems; an introduction to various categories of history (cultural, economic, political, religious and social) and their interrelationship) and particular developments in the period (e.g. the role of women, towns) and of particular milestones and problems.

Component When? % Comment Essay Mid Module 25 2,000 words (including footnotes but excluding bibliography) Professional Skills Assessment

Mid Module 10 Seminar Participation

Written Exam End Module 65 N/A

HIS2084 – Europe’s Reformations Module Leader: Luc Racaut Semester 1, 20 credits No Pre-Requisites

This module aims to explore the intellectual and religious developments in Europe from the late middle ages to the end of the religious wars. The geographical scope of the module includes mainland Europe as well as the British kingdoms of England and Scotland. The module aims to provide an opportunity of investigating, in some depth, selected problems including the appraisal of selected source material and the critical examination of current historiography.

Component When? % Comment Essay Mid Module 25 2,000 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2085 – Pre-Columbian & Spanish America Module Leader: Claire Brewster Semester 2, 20 credits No Pre-Requisites

The nature, scale, and complexity of pre-Columbian society greatly confused the Spanish explorers: they gazed in wonder at the magnificent palaces and temples, yet were horrified by evidence of human sacrifice. In this module we study the clash of cultures that lay behind such confusion. You will gain an appreciation of the wide diversity of the indigenous civilisations that pre-dated the arrival of the Europeans, and more specifically will acquire an in-depth knowledge of the diverse, often contradictory, facets of the pre-eminent civilisations at the time of “discovery”: the Aztec and Inca empires. We will consider the motives and preconceptions of early European explorers and how tales of their exploits fired the imaginations and ambitions of the conquistadores and early colonial settlers. The experience of conquest had irrevocable effects for both victors and vanquished. The indigenous who survived military defeat and disease faced a future of marginalisation, exploitation, and discrimination. For the victors,

11 euphoria quickly turned to factionalism as competing interests sought to profit from their new colonies. In analysing the shape of colonial society, we gain an appreciation of how these tensions were borne out in social, religious, political and economic life. Finally, we question the degree to which it is right to assume that the experience of conquest was complete. We look at examples of indigenous resistance to colonial authority, and consider the extent to which such rebellions drew inspiration from the past and left a legacy for those that would follow.

Component When? % Comment Essay Mid Module 25 1500 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2086 – Twentieth Century France 1914-95 Module Leader: Matt Perry Semester 2, 20 credits No Pre-Requisites

This course will provide a survey of France’s social and political history in the years from the beginning of the Great War to the end of the Mitterrand double presidency. Despite significant pockets of industrialisation, France at the opening of the century was predominantly rural in terms of its active population. By the end of this period, France had undergone a dramatic modernisation. Yet a series of traumatic events – wars, occupation, general strikes, and economic crisis – punctuated this progress, rendering it far from an even-paced and smooth process. Political crisis and renewal refashioned France’s Republican institutions and constitution on four different occasions. The ‘état français’ (French state, or the Vichy regime as it became known) formed a wartime dictatorial interlude between democratic constitutions. Vichy intervened between the Third and Fourth Republics and the Algerian crisis led to the formation of the Fifth Republic in 1958. War had a profound impact upon the collective memory and identity of the French people. Each war – the Great War, the defeat of 1940 and Vichy syndrome, as well as the Algerian War (sometimes called France’s Vietnam) – reshaped society, attitudes and political cleavages. Students will develop an understanding of the complexity of the French social and political history during these years.

Component When? % Comment Essay Mid Module 25 2000 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2095 – Social Histories of Alcohol: Britain and Ireland, 1700-Present Module Leader: Annie Tindley Semester 2, 20 credits No Pre-Requisites

The aims of this module are two-fold:

1. To introduce and immerse the students in critical reflection around the social, cultural, economic and political aspects of alcohol and drinking in Britain, Ireland and the British colonial context from the eighteenth century to the present. There is an extensive if somewhat fractured literature on these themes, and material from cognate disciplines (geography; sociology; criminology; medical humanities) will be included.

2. To support the students to better identify then develop their skills, including those traditionally associated with History teaching (independent research and study; critical and reflective thinking; information literacy; written expression), and broader skills associated with employability (oral and personal presentation; team work; managing different audiences; entrepreneurialism).

12 Both aims are addressed in the teaching content and methods and in the assessment types. The module also aims to support the wider progression of the students and what is expected from them at Stage 2, building on their foundational Stage 1 year and preparing them for Stage 3.

Component When? % Comment Oral Presentation Mid Module 25 Group oral and poster presentation Essay End Module 75 3000 word research essay

HIS2104 – The Dark Ages: The Post-Roman World, 500-700 Module Leader: Scott Ashley Semester 2, 20 credits No Pre-Requisites

This module introduces you to one of the foundational periods in European history. The course starts with the crumbling eastern half of the Roman Empire, victorious against the might of Persia, but only to succumb to armies inspired by the teachings of an obscure Arabian prophet called Muhammad. We follow both the last ditch attempts of the Byzantines to hold off this vigorous, cultured and militant Islamic civilization in the east, and the less dramatic, but no less significant, erosion of the last vestiges of Roman culture and society in the west as barbarian kingdoms took root. Lectures and seminars will be geographically wide-ranging, from Scandinavia in the north to Africa in the south, Spain in the west to Iraq in the east. Thematically we will explore such issues as: the role and authority of kings, emperors and caliphs; the strange power exerted by relics and charismatic holy men; the death of ancient cities; the unexpected rebirth of new settlements filled with merchants and exotic goods; and the slow changes in the everyday lives of men and women in the countryside. We will also question to what extent these really were 'Dark Ages' and investigate the survival of literacy and learning, leading up to their triumphant revival after 750 under Charlemagne and the Carolingian dynasty, who restored the western Roman Empire in alliance with the Christian Church, only to fall victim to their own bitter feuds.

Component When? % Comment Essay Mid Module 25 2000 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2114 – Death, Dying & the Dead in Early Modern England, 1500-1832 Module Leader: Jeremy Boulton Semester 1, 20 credits No Pre-Requisites

This course is for the living, but is about death and dying in the past. In a series of lectures and seminars, students will be learning about topics of direct relevance to their personal futures. These include: current sociological theories of death and dying; the demography of death; causes of death; theories surrounding the afterlife; notions of what constituted a ‘good death’; bereavement and commemoration; funerals, graveyards and tombstones. The course involves a short field trip to a local church. This module aims to examine the social history of death and dying in early modern England; to discuss key anthropological and sociological theories that help to explain how they apply to the historical experience of death and dying; to provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it; to develop the capacity for independent study; and to provide an opportunity of investigating in depth selected historical problems, including the appraisal of selected source material and the critical examination of current historiography.

Component When? % Comment Essay Mid Module 25 2000 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

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HIS2124 – A History of Contemporary Britain Module Leader: Martin Farr Semester 1, 20 credits No Pre-Requisites

Rather than offering a conventional narrative or survey, this module will analyse the historical background and context of the contemporary United Kingdom. It will also offer some insights into the distinctive methodologies of contemporary history.

This module aims: To impart a thorough understanding of the course and themes of contemporary British history (in the main,

the post-1945 period). To provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically

in the primary and secondary literature associated with it and to develop the capacity for independent study.

Component When? % Comment Essay Mid Module 80 3000 word extended research essay Written Exam Mid Module 20 1,000 word source analysis

HIS2131 – American Slavery, American Freedom: Black and White America in the Age of Revolutions Module Leader: Susan-Mary Grant Semester 1, 20 credits No Pre-Requisites

The foundation of European colonies in North America marked the birth of a society that would eventually become the United States of America. Integral to this process was the simultaneous rise of Atlantic slavery and the forced transportation of millions of Africans to the Americas. At first slavery was simply an economic system, but as it developed it infected the political, social, and intellectual life of the newly independent nation, leading to the traumatic rupture of the Civil War in 1861. This module explores the origins of the many race, class and gender issues that America still grapples with today by placing these in the broader context of the nation's colonial origins and the revolutionary upheavals of the eighteenth and nineteenth centuries. In particular it explores the contradictory concepts of slavery and freedom in a nation supposedly devoted to the principle of equality for all.

Component When? % Comment Essay Mid Module 25 2,500 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2133 – Society and Politics in Colonial India, 1880s-1947 Module Leader: Samiksha Sehrawat Semester 1, 20 credits No Pre-Requisites

This module is for students interested in non-European history who have never studied it before. India is increasingly becoming important for British investors after market-based reforms which converted it into the second fastest growing economy in the world. The British ruled India for 200 years and modern Indian history is very closely related

14 to British history. The popularity of curries in Britain, the presence of large numbers of South Asians in Britain and the strong educational links between the two countries are just some of the reminders of the British connection with India. This module gives students who are unfamiliar with this history an opportunity to engage with it. The main aims of the module are to introduce students to South Asian history and to develop their understanding of British imperial history and colonialism. The module will cover some of the social, economic and political developments that have shaped contemporary India. It will trace the history of nationalist protests that made India the first British colony in Asia or Africa to become free in 1947. Students will be introduced to important historical figures like Gandhi, who were very influential – shaping the culture of protest in other countries by leaders like Nelson Mandela and Dr Martin Luther King Jr. To understand the history of Indian nationalist politics is to understand the process of decolonization and the decline of the British empire. Its significance lies not merely for Indian history but for the history of anti-colonialism in the British empire. The module will introduce students to the importance of caste in Indian society and explain one of the most important and least known political developments in India today – the rise of lower-caste Dalit politics. Another theme at the heart of the module is the challenge of multi-culturalism. India is a very diverse society. There are numerous religious groups in India including Hindus, Muslims, Christians, Sikhs, Buddhists and Jains. India has the world's third largest Muslim population and the largest Muslim population for a non-Muslim majority country. This religious diversity has produced tensions in Indian politics which led to the partition of India and the creation of India and Pakistan in 1947.The rise of the Hindu Right has many commonalities with the discourse against Islam that has become pervasive since the 9/11 terror attacks and students will discuss the implications of living in societies where different religious groups have different cultural practices. The emphasis of teaching is on learning in a friendly atmosphere, where student interaction and curiosity is encouraged.

Component When? % Comment Essay Mid Module 25 2000 words (including footnotes but excluding bibliography) Essay End Module 75 3,000 words (including footnotes but excluding bibliography)

HIS2138 - China's Last Empire Module Leader: Joseph Lawson Semester 2, 20 credits No Pre-Requisites

This module is an introduction to early modern China. The focus is on the Qing empire, which ruled China from 1644 to 1911. This was an era of economic, demographic and territorial expansion. The population tripled, leading to serious social, political and environmental problems. Qing conquests brought Xinjiang, Tibet, Taiwan, and Mongolia into the same political domain as China, and the idea of a multi-ethnic polity took shape. New directions emerged in Confucian thought, while attitudes to gender and cultural identity also underwent important changes. In the nineteenth century, civil wars and clashes with the West wrought profound changes and formed the basic context for China’s twentieth century revolutionary movements.

Component When? % Comment Essay Mid Module 25 2000 words (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2140 – Survey History of Japan Module Leader: Philip Garrett Semester 1, 20 credits No Pre-Requisites

This course aims to survey the broad sweep of history in Japan, from the earliest societies to the present day. What were the patterns of governance, society, and culture? What influenced the political structure of the country

15 spatially and institutionally in different periods? How did developments on the Asian continent affect Japan, and how did Japan interact with its neighbours? The survey will consider the big themes in Japanese history while examining the workings of its varied societies in detail.

The aims of this module are: 1. To introduce students to Japanese History and to the Japanese islands, from deep prehistory and the world’s

first pottery to Japan as the world’s third-largest economy in 2015. 2. To provide students with an opportunity to understand history from a non-European perspective. 3. To enrich students’ understanding of East Asian cultural exchange and politics. 4. To encourage students to consider comparative links and difficulties between occidental and oriental history

and historiography.

Component When? % Comment Essay Mid Module 40 2000 words (including footnotes but excluding bibliography) Written Exam End Module 60 Unseen

HIS2170 – History of New Orleans Module Leader: Bruce Baker Semester 1, 20 credits No Pre-Requisites

The module aims:

To examine the development of New Orleans over time in relation to its natural and built environment. To explain how the social and political structures of New Orleans evolved and how the legacies of earlier

social and political structures affected that evolution. To consider how the culture of New Orleans changed over time and the relationship between external and

indigenous influences on the culture. To examine the economic and business history of New Orleans, with a particular emphasis on its relationship

to national and transnational economies.

Component When? % Comment Oral Presentation Mid Module 10 Presentations by student groups on project. Written Exercise Mid Module 30 Individual section of group project (2000 words) Report Mid Module 35 A focused report on a specific research question following a set

format (2000 words) Problem Solving Exercises

Mid Module 15 Online quiz covering geography & basic terminology necessary as background for understanding the history of New Orleans

Written Exercise End Module 10 Preparation of material from group project for web page presentation

HIS2219 – Oral history and memory Module Leader: Benjamin Houston Semester 1, 20 credits No Pre-Requisites

Memories are living history and over the past seventy years, oral history has transformed the practice of contemporary history in many countries. This module will provide an overview of the historical development of oral history as a research method for historians, develop students’ awareness of memory as a historical source and explore the changing uses of both since the 1950s. Through the use of a theme each year, students will examine the

16 possibilities of using oral history as a way of understanding the past; develop an awareness of the ethical and practical issues involved and develop skills required to research, design , manage and undertake oral history interviews. There is a practical oral history project component to this module. You will work as part of a group on a topic related to theme of contemporary British history (there will be a theme each year) and conduct an oral history interview. This element of the module will provide you with experience in interviewing, transcribing, and analysis of oral histories, as well as exploring how they could be used in public histories.

Component When? % Comment Portfolio Mid Module 50 3 per group with responsibility for one project item (interview,

transcription, presentation) Essay End Module 50 2000 words

HIS2228 – The Habsburg Empire Module Leader: Tim Kirk Semester 1, 20 credits No Pre-Requisites

The module aims:

To examine the political and cultural history of the Habsburg empire in central Europe and its relations with other powers, both in the region and beyond, from the 1680s.

To consider the relationship between nation, state and 'people' in the context of unstable constitutional arrangements and political and cultural tensions, using primary sources.

To introduce a range of perspectives and interpretations, and to help students develop their own understanding of the historical and historiographical problems of Austrian history.

To provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.

Component When? % Comment Essay Mid Module 25 2000 word essay (including footnotes but excluding bibliography) Written Exam End Module 75 N/A

HIS2235 – The Soviet Experiment: 1917-1991 Module Leader: Robert Dale Semester 2, 20 credits No Pre-Requisites

This module will give students the opportunity to explore the major events, processes, themes and historiographical issues in Soviet history from the creation of the Soviet system in 1917, through to its collapse in 1991. The module aims to provide a survey of the Soviet social, economic, political and cultural experiment, one of the most ambitious and longest lasting political projects of the twentieth century. The module will explore how the first socialist society was created, and the ways in which Soviet state and society developed over the 74 years of communist rule. The module will examine key events and periods including the establishment of the early Bolshevik State, the New Economic Policy, Stalin’s revolution from above, the Khrushchev period thaw, the stagnation of the Brezhnev period and the reforms of the Gorbachev era. Alongside these events it will also explore key issues and themes that run across the period, including: economic modernisation, state building, political violence, the role of war in shaping society, the effects of ideological and cultural revolution, the impact of propaganda. In so doing the module seeks to explore both continuities and change in this period. Above all the module will consider what the Soviet experiment sought to achieve, evaluate the society that it created, and consider the lasting legacy of this experiment. The topics

17 we will study, especially in seminars, will force us to look beyond the Kremlin walls to try to understand what Soviet power meant for ordinary citizens. At the same time we will explore how rapidly and dramatically the historiography of Soviet history has developed. Thanks to the opening of Soviet archives since the collapse of the Soviet Union in 1991 our understanding of this period has been revolutionised. The module will use primary and secondary resources that previous generations of historians can only have dreamed of accessing. Students, therefore, have an opportunity to see how history is revised and re-written in the light of changing international political contexts and in the light of exciting new evidence.

Component When? % Comment Essay Mid Module 25 2000 word essay (including footnotes but excluding bibliography) Written Exam End Module 75 Unseen

HIS2237 - Irish Public Histories: Commemoration, Digitisation and the Politics of the Past in Ireland Module Leader: Christopher Loughlin Semester 1, 20 credits No Pre-Requisites

How do we combine memory studies, public histories and the politics of the past? The aim of this module is to introduce students to the problems of conducting public histories and memory studies in the context of Ireland’s decade of centenaries and wider historiography. It will combine traditional methods of history with the new digital humanities that has become possible thanks to digitisation of sources such as the 1641 depositions in Trinity College Dublin, the Bureau of Military History archive of veterans of the Anglo-Irish War of Independence and the Military Service Pensions Collection. The course will, further, utilise Ireland’s experience of traversing the decade of centenaries, 1912-23 (the one hundredth anniversary of a number of important events that saw the creation of the two modern states of Ireland), to examine public histories, memory studies and the politics of the past. The course will introduce students to the key pieces of Irish historiography related to public histories. It will also examine how memory studies has significantly changed the landscape of Irish history. Last, it will introduce students to conducting historical research utilising the digitised sources that are now available to the historian.

Component When? % Comment Essay Mid Module 50 Extended essay of 2,000 words (including footnotes but excluding

bibliography) Essay End Module 50 Extended essay of 2,000 words (including footnotes but excluding

bibliography)

HIS2239 – Colonialism and Post-Colonialism in Egypt and Sudan Module Leader: Willow Berridge Semester 2, 20 credits No Pre-Requisites

This module seeks to explore the impact of British colonialism on Egyptian and Sudanese society in the period from 1882 to the mid twentieth century, as well as the efforts of nationalists, socialists, Islamists, regionalists and secessionists within the post-colonial Sudanese nation state to confront the colonial legacy. There will be a strong comparative theme throughout and students will be encouraged to contrast to two nations’ experiences of colonial subjection and post-colonial statehood. It is assessed primarily through coursework (one source commentary and an essay). The aims of the module are:

To enable students to critically approach debates about colonialism, Eurocentrism and Islamism.

18 To convey a broad understanding of a complex range of cultural, political, and socio-economic

transformations within Egypt and Sudan from 1882 to the present. Raising awareness of the methodological challenges that arise using primary source accounts provided by

Western colonial Europeans to study non-Western societies.

Component When? % Comment Written Exercise Mid Module 20 1000 word source commentary (including footnotes but excluding

bibliography) Essay End Module 80 3000 word essay (including footnotes but excluding bibliography)

HIS2241 – The History of Modern Germany, 1800 until today Module Leader: Daniel Siemens Semester 2, 20 credits No Pre-Requisites

This course provides a survey of German history in the nineteenth and twentieth century, from the end of the ‘Holy Roman Empire’ in 1806 to the so-called ‘Berlin Republic’ of today. It is at the same time a political, social and cultural history of German speaking central Europe that takes the multiple identities of many parts of the region into account. The course aims at enabling students to understand the turning points in Germany's history (1806, 1815, 1848, 1870/71, 1918-19, 1933, 1945-49, 1989-90) and to connect the different periods between them. Students will likewise be introduced to the complexity of historical structures and events in their political, social and economic aspects and foundations. Furthermore, exemplary controversies of the historiography on Germany will be discussed. Focusing on specific themes will allow you to make comparisons over time and to understand how and why modern German history was so often complicated, painful and unstable.

Component When? % Comment Essay Mid Module 25 2000 words Written Exam End Module 75 N/A

HIS2250 - The Scientific Revolution: Transformations in Knowledge 1500-1700 Module Leader: Katie East Semester 1, 20 credits No Pre-requisites

The Scientific Revolution has been hailed in certain historiographical traditions as a development of greater significance to Europe than the Renaissance, the Reformation, or even the rise of Christianity. The term encompasses a period of scientific and scholarly advancement which fundamentally changed how the world, nature, and the place of man, were each understood. Key figures such as Galileo, Copernicus, Bacon and Newton pursued radical changes to how knowledge was acquired and tested. Traditional sources of authority, primarily based in antiquity or the Church, were challenged with ideas based on reason, evidence, and observation. The power wielded by religion and magic was undermined, as the ‘New Science’ explained the previously inexplicable. A rich historiographical tradition debates how this period of intellectual and cultural transformation might be characterised. Are the concepts favoured by intellectual historians, such as the age of ‘Scientific Revolution’ or the ‘Radical Enlightenment’, still useful? Did humanism yield entirely to science? How then can the continued influence of humanist scholarship and the classical heritage be explained? This module will explore these questions by investigating the most significant intellectual developments of the early modern period, balancing the close reading

19 of significant sources with a broad narrative of development, against which the major historiographical accounts of the period can be tested.

Component When? % Comment Oral Presentation Mid Module 10 N/A Written Exercise Mid Module 25 2,000 words (including footnotes, but excluding bibliography) Essay End Module 65 2,500 words (including footnotes, but excluding bibliography)

HIS2252 – A History of Aotearoa and New Zealand to the 1920s Module Leader: Jen Kain Semester 2, 20 credits No Pre-Requisites

This module covers the history of Aotearoa New Zealand until the 1920s when the British Dominions were declared 'autonomous communities'. 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.

Component When? % Comment Essay Mid Module 25 1000 word documentary analysis (includes footnotes, excludes

bibliography) Essay End Module 75 3000 word extended essay (includes footnotes, excludes

bibliography)

HIS2259 – The Russian Empire from Peter the Great to Lenin Module Leader: Stella Ghervas Semester 2, 20 credits No Pre-Requisites

This module examines the history of the Russian Empire from the reign of Peter the Great to the Revolution of 1917 and the rise of Lenin to power. Between about 1700 and 1917, Russia was a vast empire, the largest country in the world. The Tsar Peter the Great started a drive to modernize Russia by adopting Western technology and some aspects of Western culture; he also was the first Russian ruler to be addressed with the Western title of ‘emperor’. The autocratic system created a rift between the elites and the common people, a divide that Lenin’s 1917 Revolution attempted to mend by eliminating the elite. This module will look at the flow of events that led Russia to become a primary actor in European history. Yet the huge Eurasian state also maintained specific cultural traits and political traditions, a situation that affects international relations even today. We will examine several facets of Russia (particularly politics, economy, and culture), which shaped its unique historical trajectory.

Component When? % Comment Essay Mid Module 25 2000 words essay (including footnotes but excluding bibliography)

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Written Exam End Module 75 unseen

SEL2224 - Poetry Workshop Module Leader: John Challis Semester 2, 20 credits Pre-Requisites Students must have completed SEL1000, or have the permission of the module leader to enrol on this module.

This module aims: 1. Appreciation of the basic elements of poetry e.g. lineation, metrics, rhyme, imagery. 2. Development of voice and style to produce a poem with consideration of intended audience. 3. Develop reading and writing skills in poetry. 4. Develop imaginative skills in relation to own creative work. 5. Experience in drafting and revising in response to a range of feedback and reading.

Component When? % Comment Portfolio End Module 100 Portfolio of 10-12 poems plus self-reflexive commentary of 1500

words.

SEL2226 - Theatre Script Workshop Module Leader: Zoe Cooper Semester 2, 20 credits Pre-Requisites Students must have completed SEL1000, or have the permission of the module leader to enrol on this module.

Exploration of students own individual and unique voices in the context of writing for the contemporary theatrical stage. Specifically: 1. Development of the basic craft skills of writing for theatre e.g. plot, setting, scene development, dialogue, pace, etc. 2. Development of critical skills in watching, reading and writing about contemporary theatre. 3. Experience in drafting and revising in response to a range of feedback and reading.

Component When? % Comment Portfolio End Module 100 A 10 page self contained script (2000 words), 300 word synopsis

and a self-reflexive essay of 1500 words.

SEL2227 - Prose Workshop Module Leader: Preti Tanjeri Semester 2, 20 credits Pre-Requisites Students must have completed SEL1000, or have the permission of the module leader to enrol on this module.

This module aims: 1. Appreciation of the basic elements of fiction e.g. story arc, plot, narrative point of view, characterisation. 2. Development of voice and style to produce a short piece of fiction with consideration of intended audience. 3. Develop reading and writing skills in prose fiction. 4. Develop imaginative skills in relation to own creative work. 5. Experience in drafting and revising in response to a range of feedback and reading.

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Component When? % Comment Portfolio End Module 100 Portfolio 2,500 words of prose plus an essay of 1500 words.

SEL2228 - Screenwriting Workshop Module Leader: Tina Gharavi Semester 2, 20 credits Pre-Requisites Students must have completed SEL1000, or have the permission of the module leader to enrol on this module.

This module aims: 1. Appreciation of the basic elements of fiction storytelling in screenwriting e.g. story arc, plot, narrative point of view, characterisation. 2. Development of voice and style to produce a short piece of screenwriting fiction with consideration of intended audience. 3. Develop reading and writing skills in screenwriting fiction. 4. Develop imaginative skills in relation to own creative work. 5. Experience in drafting and revising in response to a range of feedback and reading.

Component When? % Comment Portfolio End Module 100 Portfolio 2,500 words (approx 10 pages) of script plus self-

reflexive commentary of 1500 words.

NCL2007 – Career Development Module for second year students Module Leader: Gayle Leach Semesters 1 & 2, 20 credits total Pre-requisites Details of pre-requisite requirements can be found at: https://www.ncl.ac.uk/careers/modules/cdm/registration/

The NCL2007 Career Development module offers students the opportunity to undertake work-related learning in a variety of environments, both on and off the University campus. Through engagement with the module, students will start to develop an understanding and awareness of their skills and attributes and how they might utilise these in future roles. Students will enhance their employability and personal enterprise skills as well as contributing towards meeting the aims of the host organisation.

Component When? % Comment Professional Skills Assessment

Mid Module 30 A summary of intended personal development actions towards module learning outcomes for the module

Professional Skills Assessment

Mid Module 30 Student evidence of skills development verified by host placement supervisor.

Written Exercise Mid Module 10 Students must complete at least 7 of 10 tasks to gain the marks available.

Professional Skills Assessment

Mid Module 30 Formal 10 minute presentation to other students taking this module.

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NCL2100 - Developing Enterprise, Entrepreneurship and Employability Module Leader: Charlotte Hope Semesters 1 & 2, 20 credits total No Pre-requisites

This module allows students from any subject area to use their discipline in an enterprise and entrepreneurial context to develop solutions to challenges set within the module. In semester one, students take part in an open, creative project whereby they can tackle a challenge affecting their discipline area or engaging their personal interests to create a new business venture, service or product. Once students have developed their confidence in providing innovative solutions, in semester two there is the opportunity to work on a live consultancy project for a relevant employer or organisation; developing intrapreneurship and employing creative problem solving with a more contextualised project brief. In a fast changing and highly competitive world all organisations need creative, enterprising and entrepreneurial people. This module aims to enhance employability by developing these key attributes and allowing students to see the link between the skills they develop for their employability and those for business start-up and self-employment.

Component When? % Comment Formative Assessment

Reflective log Mid Module N/A Individuals reflect on their progress and activities in their reflective blog. Feedback to improve reflective practise.

Reflective log Mid Module N/A Individuals reflect on their development over semester 1. Feedback to help prepare for final essay assessment.

Summative Assessment Report Mid Module 40 Group employer based consultancy project to develop a solution

to a current challenge. Peer assessment component also included. Essay Mid Module 30 Reflective essay (2000 words) Individually assessed using

reflective journals as evidence. Professional Skills Assessment

Mid Module 30 Presentation in form of an Exhibition Stand at Business Expo event. Peer assessment component also included.