Module Specification - University of Leicester · 2015-08-19 · Module Specification No. Assessment Description Weight % Exam Hours Ass't Group Alt Reass't 001 Examination (qualifying

Module Specification

No. Assessment Description Weight % Exam Hours Ass't Group Alt Reass't

001 Portfolio (qualifying element) 30002 Review the Reviews (qualifying element) 30003 Essay (qualifying element) (Final) 40

Period: Semester 1Occurence: ACoordinator: James CampbellMark Scheme: UG Pass for Credit

Academic Year: 2014/5Module Level: Year 1Scheme: UGDepartment: HistoryCredits: 20

Intended Learning OutcomesThe 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 futurecourses The ability to discuss, assess and analyse interpretations of early American history in written exercises.

Teaching and Learning MethodsWritten communication, problem solving, information handling.

Assessment MethodsPortfolio 1,500 words 30%; Review the Reviews 1,500 words 30%; Essay 2,500 words 40%

Pre-Requisites

Co-Requisites

Excluded Combinations-

Lectures 20Seminars 5

Practical Classes & WorkshopsTutorials

FieldworkProject Supervision

Guided Independent Study 125Demonstration

Supervised time in studio/workshopWork Based Learning

PlacementYear Abroad

Total Module Hours 150

Student Workload (hours)

AM1001 Freedom Written in Blood: United States History, 1776-1877

Last Published: 18 August 2015



001 Passage Analysis (qualifying element) 40 0002 Essay (qualifying element) (Final) 60 0

Period: Semester 1Occurence: ACoordinator: Nick EverettMark Scheme: UG Pass for Credit


Intended Learning OutcomesThe ability to discuss and analyse nineteenth century American literature in its different forms The ability to demonstrate anunderstanding of the contexts of nineteenth-century American literature The ability to discuss interpretations of literature inwritten and group work exercises

Teaching and Learning MethodsWritten communication, team working, information handling

Assessment MethodsPassage Analysis 1,500 words (40%); Assessed essay 2,000 words (60%)

Pre-Requisites

Co-Requisites




FieldworkProject Supervision 10






AM1002 Classic US Texts




001 Examination (qualifying element) (Final) 50 2002 Assessed Essay (qualifying element) 30 0003 Numeracy Exercise (qualifying element) 20 0

Period: Semester 1Occurence: ACoordinator: Alex WaddanMark Scheme: UG Pass for Credit


Intended Learning OutcomesAt the end of this module, typical students should be able to: interpret issues pertaining to American government and politics;to demonstrate knowledge of commentaries on and critical material relating to American politics; discuss interpretations ofAmerican politics in written exercises.

Teaching and Learning MethodsWritten communication, problem solving, information handling, numeracy.

Assessment Methods2 Hour examination (50%); 2000 word essay (30%); numeracy exercise (20%).

Pre-Requisites

Co-Requisites










AM1003 Introduction to American Politics




001 Examination (qualifying element) (Final) 50 2002 Assessed Essay (qualifying element) 30 0003 Presentation (qualifying element) 20 0

Period: Semester 2Occurence: ACoordinator: Andrew JohnstoneMark Scheme: UG Pass for Credit


Intended Learning OutcomesAt the end of this module, students should be able to analyse and interpret the main events and themes of American historyfrom the end of Reconstruction to the present; to demonstrate an informed understanding of different perspectives on keyhistorical events and themes; to coherently articulate and assess interpretations of modern American history in writtenexercises.

Teaching and Learning MethodsWritten communication, problem-solving, oral presentations, information handling.

Assessment MethodsTwo Essays 2,000 words 50% each

Pre-Requisites

Co-Requisites










AM1004 American History, 1877-Present




001 Collaborative (group work) Critical Review (qualifying element) 40 0002 Essay(qualifying element) (Final) 60 0

Period: Semester 2Occurence: ACoordinator: Sarah GrahamMark Scheme: UG Pass for Credit


Intended Learning OutcomesThe ability to discuss and analyse modern American literature in its different forms. The ability to demonstrate an informedunderstanding of the historical and cultural contexts of modern American literature. The ability to articulate coherentlyresponses to and interpretations of modern American literature orally, in essay, exam and in a groupwork context.

Teaching and Learning MethodsWritten communication, oral communication, information handling

Assessment MethodsCollaborative (group work) Critical Review 1,500 words 40%; Essay 2,000 words 60%.

Pre-Requisites

Co-Requisites










AM1005 Modern American Writing




001 Coursework - Extended Essay (qualifying element) (Final) 70 0002 Coursework - Short Essay (qualifying element) 30 0



Intended Learning OutcomesAt the end of this module, typical students should be able to demonstrate a basic understanding of key interpretations,representations, and issues pertaining to the American West; reflect upon, and make links between, a variety of perspectivesand disciplinary approaches to the West; articulate an engagement with aspects of the West in two distinct written exercises.

Teaching and Learning MethodsWritten communication, oral communication, information handling.

Assessment Methods1500 word essay (30%); 3000 word essay (70%)

Pre-Requisites

Co-Requisites



Practical Classes & Workshops 8Tutorials







AM1006 The American West




001 Extended Essay (qualifying element) (Final) 60 0002 Numeracy (qualifying element) 20 0003 Short Essay (qualifying element) 20 0

Period: Semester 2Occurence: ACoordinator: George LewisMark Scheme: UG Pass for Credit


Intended Learning OutcomesThe ability to demonstrate an advanced understanding of key interpretations, representations, and issues pertaining to theAmerican City The ability to reflect upon, and make links between, a variety of perspectives and disciplinary approaches tothe City The ability to articulate a close engagement with aspects of the American City in two distinct written exercises.

Teaching and Learning MethodsWritten communication, oral communication, information handling and numeracy.

Assessment MethodsShort written exercise (20%) 3,000 word essay (60%) numeracy project (20%)

Pre-Requisites

Co-Requisites










AM2011 The American City




001 Passage Analysis 2,000 words (qualifying element) 40002 Essay 3,000 words (qualifying element) (Final) 60

Period: Semester 2Occurence: ACoordinator: Catherine MorleyMark Scheme: UG Pass for Credit


Intended Learning OutcomesThe ability to demonstrate an informed understanding of ethnic and racial diversity in modern and contemporary Americanliterature. The ability to discuss and analyse issues pertaining to diversity in American culture by exploring the ways in whichwriters have responded to particular circumstances. The ability to assess the differences between distinct ethnic groups, andidentify links between them, in group work and written exercises.

Teaching and Learning MethodsWritten communication, team working, information handling.

Assessment MethodsPassage Analysis 2,000 words (40%); Essay 3,000 words (60%)

Pre-Requisites

Co-Requisites










AM2013 Ethnicity and Diversity in American Literature, 1950-2000




001 Essay (qualifying element) 30002 Oral Presentation & Blog (qualifying element) 20003 Examination (qualifying element) (Final) 50 2



Intended Learning OutcomesThe ability to demonstrate an informed understanding of ethnic and racial diversity in modern American life The ability toassess the ways in which ethnic identities in America have been constructed from an historical perspective The ability todiscuss in written and verbal forms the tensions between the formation of distinct ethnic groups and the construction of asingular 'American' identity

Teaching and Learning MethodsWritten communication, oral communication, information handling

Assessment MethodsEssay (40%); Essay 40%; Oral presentation & Blog (20%)

Pre-Requisites

Co-Requisites










AM2014 Ethnicity and Diversity in American Life, from Emancipation to the Present




001 Coursework - Book Review (qualifying element) 20002 Coursework - Essay (qualifying element) 30003 Examination - 2 hours (qualifying element) (Final) 50 2



Intended Learning OutcomesOn completion of this module students will be able to assess the origins and development of US foreign policy from 1890 to1945. Students will be able to analsyse key historiographical texts, critically evaluate key themes and show a generalcommand of the major questions of the period (examined in the examination).

Teaching and Learning MethodsLectures, Seminars, Independent research

Assessment MethodsBook review 1,500 words 20%; Essay 3,000 words 30%; Examination 50%

Pre-Requisites

Co-Requisites










AM2015 Diplomatic History: US Foreign Policy 1898-1945




001 Dissertation (qualifying element) (Final) 90002 Presentation (qualifying element) 10




Period: Semester 1Occurence: BCoordinator:Mark Scheme: UG Pass for Credit


Intended Learning OutcomesThe ability to devise and structure an extended piece of supervised research based on available resources and primarymaterial The ability to assimilate and interpret American Studies sources found in British libraries, archives, repositories andpublications in a structured and purposeful manner The ability to write intelligently and sustain an argument on a particularaspect of American culture, history, media or political life

Teaching and Learning MethodsWritten communication, problem solving, information handling, information technology, skills for lifelong learning

Assessment Methods10000 word dissertation (at end of AM3019)Presentation (at end of AM3018)

Pre-Requisites

Co-Requisites


LecturesSeminars








AM3018 Dissertation A




001 Dissertation B (qualifying element) (Final) 90002 Presentation (qualifying element) 10



001 Dissertation B (qualifying element) (Final) 100002 Presentation (qualifying element) 0



Intended Learning OutcomesThe ability to devise and structure an extended piece of supervised research based on available resources and primarymaterial The ability to assimilate and interpret American Studies sources found in British libraries, archives, repositories andpublications in a structured and purposeful manner The ability to write intelligently and sustain an argument on a particularaspect of American culture, history, media or political life


Assessment Methods10,000 word dissertation.Presentation (at end of AM3018)

Pre-Requisites

Co-Requisites


LecturesSeminars








AM3019 Dissertation B




001 Portfolio (qualifying element) (Final) 80002 Essay (qualifying element) (Final) 20



Intended Learning OutcomesBy the end of the module students will have situated a variety of American autobiograhical works in their literary, cultural andhistorical contexts; demonstrated competence in basic skills of written first-person narrative; explored issues ofautobiography, particularly of representing individual selves and lives, both creatively and analytically


Assessment MethodsFinal mark will either be essay 80%, creative portfolio 20% or creative portfolio 80%, essay 20%, whichever yields the highermark.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








AM3022 American Autobiography and American Literature




001 Portfolio (qualifying element) (Final) 80 0002 Essay (qualifying element) (Final) 20 0



001 Portfolio (qualifying element) (Final) 80 0002 Essay (qualifying element) (Final) 20 0003 Coursework (qualifying element) (Final) 80004 Coursework (qualifying element) (Final) 20

Period: Semester 1Occurence: BCoordinator: Nick EverettMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of the course students will have greater understanding and appreciation of American poetry of the twentiethcentury, particularly its forms and genres and its relation to tradition. They will also have practical experience of poeticcomposition in a variety of forms.

Teaching and Learning MethodsThe course will be taught in seminars and workshops in which students will present their own poetic exercises and discussissues in modern and contemporary poetry.

Assessment MethodsAssessment will be an essay of 2,000 words and a portfolio of poems each in a form covered by the course. Final mark willbe either essay 80%, poems 20% or poems 80%, essay 20%, whichever yields the higher mark.

Pre-Requisites

Co-Requisites


LecturesSeminars 22








AM3024 Modern American Poetry










Intended Learning OutcomesThe ability to devise and structure an extended piece of supervised research based on special access to resources facilitatedby the year abroad The ability to assimilate and interpret American Studies sources found in American and UK libraries,archives, repositories and publications in a structured and purposeful manner The ability to write intelligently and sustain anargument on a particular aspect of American culture, history, media or political life


Assessment Methods10,000 word dissertation (at end of AM3026). Statement of American sources and resources. Presentation (at end ofAM3025)

Pre-Requisites

Co-Requisites


LecturesSeminars








AM3025 Dissertation with Research in the USA (A)




001 Dissertation (B) (qualifying element) (Final) 90002 Presentation (qualifying element) 10



001 Dissertation (B) (qualifying element) (Final) 100002 Presentation (qualifying element) 0



Intended Learning OutcomesThe ability to devise and structure an extended piece of supervised research based on special access to resources facilitatedby the year abroad The ability to assimilate and interpret American Studies sources found in American and UK libraries,archives, repositories and publications in a structured and purposeful manner The ability to write intelligently and sustain anargument on a particular aspect of American culture, history, media or political life


Assessment Methods10,000 word dissertation. Statement of American sources and resources. Presentation (at end of AM3025)Presentation (at end of AM3025)

Pre-Requisites

Co-Requisites


LecturesSeminars








AM3026 Dissertation with Research in the USA (B)




001 Passage/Analysis 1,500 words (qualifying element) 30 0002 Essay 3,500 words (qualifying element) (Final) 70 0



Intended Learning OutcomesTo be able to identify and debate key issues raised by the texts and the topic of "coming of age". Explore texts that arediverse in form and genre and consider the implications of these variations. Develop an informed understanding ofrepresentations of adolescence in twentieth century North America. Articulare coherent responses to the texts and issuesthrough written exercises and discussion.

Teaching and Learning MethodsWritten communication, oral communication, research, information handling.

Assessment MethodsTwo essays, one of 1,500 words (30%) and one of 3,500 words (70%)

Pre-Requisites

Co-Requisites


LecturesSeminars 20








AM3038 Coming of Age in America




001 Essay 1,500 words (qualifying element) 30 0002 Essay 3,500 words (qualifying element) (Final) 70 0



Intended Learning OutcomesBy the end of this module students should be able to identify and debate key issues raised by the texts; in particular, they willhave developed an awareness of, and ability to respond cogently to, issues of difference as represented in a range of post-war American texts, both in seminar discussion and in written work. They will have explored texts that are diverse in form andgenre and considered the implications of these variations, and articulated coherent responses to the texts and issues throughwritten and oral exercises.

Teaching and Learning MethodsWritten communication, oral communication, research, information handling

Assessment MethodsTwo essays, one of 1,500 words (30%) and one of 3,500 words (70%)

Pre-Requisites

Co-Requisites



Practical Classes & Workshops 8Tutorials 0

Fieldwork 0Project Supervision 0

Guided Independent Study 122Demonstration 0

Supervised time in studio/workshop 0Work Based Learning 0

Placement 0Year Abroad 0



AM3039 Modern Monsters: Contemporary American Texts




001 2,500 word essay (qualifying element) 50 0002 2,500 word essay (qualifying element) (Final) 50 0

Period: Semester 1Occurence: ACoordinator: Catherine MorleyMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of the module, students will have engaged in directed and self-motivated reading and research and explored andevaluated the changing literary representations of New York City. Students will also have acquired a detailed understanding ofmodern and contemporary American texts; encountered and responded to current debates in the discipline and developedtheir own arguments through formative and summatively assessed work.

Teaching and Learning MethodsWritten communication, oral communication, research, information handling.

Assessment MethodsTwo essays one of 2,500 words (50%) and one of 2,500 words (50%)

Pre-Requisites

Co-Requisites


LecturesSeminars 20








AM3043 New York Stories: Tales of the City




001 Essay (Short) 30002 Essay (Long) 70

Period: Semester 2Occurence: ACoordinator: Alex WaddanMark Scheme: UG Honours Level


Intended Learning OutcomesBy the end of the module, students will have: engaged in directed and self-motivated reading and research; explored andevaluated the nature of the novel in C21st USA; acquired a detailed understanding of the development of the American novelin C21st; participated in seminar discussions and group-work activities; encountered and responded to current debates in thediscipline; developed their own arguments through formative and summatively assessed work.

Teaching and Learning MethodsThe module is taught through weekly 2-hour seminars. The seminars encourage student-centred learning through small groupdiscussion, sharing responses to the texts set as reading for each particular week. Discussion will enable students to developtheir own detailed interpretation of primary material and analysis of key issues raised on the module. Students are required toread set texts in advance of seminars and be prepared to contribute to discussions. The short (1500-word) essay is designedto be both formative and summative; the longer (3500-word) essay summative.

Assessment MethodsEssay 1500 wordsEssay 3500 words

Pre-Requisites

Co-Requisites


LecturesSeminars 20








AM3045 The Death of the Novel




001 Year abroad 100

Period: Academic YearOccurence: ACoordinator:Mark Scheme: UG Pass for Credit


Intended Learning Outcomes

Teaching and Learning Methods

Assessment Methods

Pre-Requisites

Co-Requisites

Excluded Combinations

LecturesSeminars



Guided Independent StudyDemonstration



Total Module Hours


AM3994 Year Abroad




001 Year abroad 100





Assessment Methods

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


AM3995 Year Abroad




001 Year abroad 100





Assessment Methods

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


AM3996 Year Abroad




001 Year abroad 100





Assessment Methods

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


AM3997 Year Abroad




001 Year abroad 100





Assessment Methods

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


AM3998 Year Abroad




001 Year abroad 100





Assessment Methods

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


AM3999 Year Abroad




001 Essay (short) 30002 Essay (long) 70

Period: Semester 2Occurence: ACoordinator: Alex WaddanMark Scheme: UG Honours Level


Intended Learning OutcomesBy the end of the module, students will have: engaged in directed and self-motivated reading and research; explored andevaluated the nature of the novel in C21st USA; acquired a detailed understanding of the development of the American novelin C21st; participated in seminar discussions and group-work activities; encountered and responded to current debates in thediscipline; developed their own arguments through formative and summatively assessed work.

Teaching and Learning MethodsThe module is taught through weekly 2-hour seminars. The seminars encourage student-centred learning through small groupdiscussion, sharing responses to the texts set as reading for each particular week. Discussion will enable students to developtheir own detailed interpretation of primary material and analysis of key issues raised on the module. Students are required toread set texts in advance of seminars and be prepared to contribute to discussions. The short (1500-word) essay is designedto be both formative and summative; the longer (3500-word) essay summative.

Assessment MethodsEssay 1500 wordsEssay 3500 words

Pre-Requisites

Co-Requisites


LecturesSeminars 20








EN3198 The Death of the Novel




001 Assignment A - Bibliographic Exercise (qualifying element) 25 0002 Assignment B - Online Research & Reflection Activity (qualifying

element)50 0

003 Assignment C - Oral Presentation (qualifying element) (Final) 25 0

Period: Semester 1Occurence: ACoordinator: Andrew HopperMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will have Developed the skills needed to study history effectively at university levelWorked effectively as a group Delivered an oral presentation Developed their numeracy, information handling andanalytical skills using primary and secondary sources Studied an in depth aspect of the past related to their tutor's researchinterests.

Teaching and Learning MethodsLecture workshops (up to 2 hours), tutorials.

Assessment MethodsBibliographic Exercise, Article Critique, Oral Presentation. Each assessment element must be passed with a minimum mark of35 in order to pass the module overall.

Pre-Requisites

Co-Requisites


Lectures 18Seminars








HS1000 Making History




001 Assignment A - Article Critique (1,500 words, (qualifying element) 25 0002 Assignment B - Short Essay (1,800 words, (qualifying element) 25 0003 Assignment C - Long Essay (2,500 words, (qualifying element) (Final) 50 0

Period: Semester 1Occurence: ACoordinator: John CoffeyMark Scheme: UG Pass for Credit


Intended Learning OutcomesAs part of the general aims of the first year to equip students with a 'common platform' of historical knowledge as a basis fortheir later studies, this core module aims to provide an overview of major developments in the history of France, England andSpain in the period between 1515 and 1715 It does so through focusing upon the key issue of crisis and its nature. Itexamines a number of differing types of crises - religious, social, political, economic and diplomatic - and their effects on thethree countries. It also seeks to enhance and develop the skills students are developing through the Historical Skillsmodule and otherwise by encouraging them to use those skills directly in 'real' historical situations.

Teaching and Learning MethodsLectures, tutorial classes

Assessment MethodsEssays. Each assessment element must be passed with a minimum mark of 35 in order to pass the module overall.

Pre-Requisites

Co-Requisites


Lectures 20Seminars








HS1005 From Renaissance to Enlightenment - Early Modern Europe, c.1450-1715




001 Assignment A - Article Critique (Max 1,500 words, (qualifying element) 25 0002 Assignment B - Seen Test (max 2,500 words, (qualifying element) 25 0003 Assignment C - Essay 2 (Max 2,500 words, (qualifying element) (Final) 50 0

Period: Semester 1Occurence: ACoordinator:Mark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of the module you should have: 1) Developed your knowledge of Europe during the period 1815-1914, and inparticular you should: have gained an understanding of the onset of 'modernisation' within Europe; have exploreddefinitions, interpretations and approaches taken by historians; be able to appreciate historical terminology and quantitativedata; have acquired an appreciation of the significance of 'modernisation' in the overall experience of humankind; and beable to assess the consequences of economic, political and social change for all members of society, whether as groups or asa whole. 2) Further developed a number of key skills, particularly: a. written communication, through the submission ofassignments and essays; b. oral communication, through the delivery of a presentation, and by interaction with members ofthe tutorial group; and c. independent study, involving the production of summaries of complex information and argument,the meeting of deadlines and time management.

Teaching and Learning MethodsLectures, Tutorials.

Assessment MethodsSeen test, essays. Each assessment element must be passed with a minimum mark of 35 in order to pass the module overall.

Pre-Requisites

Co-Requisites


Lectures 20Seminars








HS1010 Europe Reshaped 1815-1914




001 Assignment A - Seen Test (2,000 words, (qualifying element) 20 0002 Assignment B - Essay - (2,500 words, (qualifying element) 30 0003 Examination (qualifying element) (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Prashant KidambiMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will have (a) assessed and explained the emergence of the contemporary world as a resultof European expansion and the interaction of European systems and ideas with those of the rest of the world; (b) developedtheir skills of analysis and argument in some depth in both oral and written form

Teaching and Learning MethodsLectures, tutorials

Assessment MethodsEssays, Essay examination. Each assessment element must be passed with a minimum mark of 35 in order to pass themodule overall.

Pre-Requisites

Co-Requisites


Lectures 20Seminars








HS1011 The Making of the Modern World




001 Assignment A - Text Commentary (2,000 words, (qualifying element) 20 0002 Assignment B - Essay (2,500 words, (qualifying element) 30 0003 Examination (qualifying element) (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Norman HousleyMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn completion of this module students will be able to: identify key factors in the development of medieval society between 800and 1300; to discuss from a position of understanding concepts of lordship, monarchy, and church/state relations in theperiod; put into practice skills of critical analysis with primary sources from the medieval period; find, download and analyseprimary sources from the web for academic purposes; explore definitions, interpretations and approaches taken by historians;develop their skills of analysis and argument in some depth in both oral and written form.

Teaching and Learning MethodsLectures, tutorials.

Assessment MethodsEssays, text commentary, Examination. Each assessment element must be passed with a minimum mark of 35 in order topass the module overall.

Pre-Requisites

Co-Requisites


Lectures 20Seminars








HS1015 Monarchy and Society, AD 800-1300




001 Assignment A - Primary Source Critique (3,000 words, (qualifyingelement)

50 0

002 Assignment B - Essay (3,000 words, (qualifying element) (Final) 50 0

Period: Semester 2Occurence: ACoordinator: Claudia PrestelMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will have (a) investigated a specific historical individual or location in depth; (b) developedtheir skills of analysis and argument in some depth in both oral and written form

Teaching and Learning MethodsSeminars

Assessment MethodsEssays. Each assessment element must be passed with a minimum mark of 35 in order to pass the module overall.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS1100 People and Places




001 Assignment A - 5,000 word essay (Qualifying Element) 70 0002 Completion of Dissertation Preference Form (Qualifying Element) 0 0003 Assignment B - Data Analysis Tests (Final) 30 0

Period: Semester 2Occurence: ACoordinator: Stuart BallMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the completion of this module students will have (a) developed their research skills, with particular emphasis onprospective independent work on the 3rd-year dissertation; (b) developed their skills in historical computing and data analysis;(c) chosen their dissertation topic and carried out preliminary work on it of a bibliographic and contextual nature

Teaching and Learning MethodsLectures, workshops, individual dissertation consultations.

Assessment Methods5,000 word essay, data analysis exercise

Pre-Requisites

Co-Requisites


Lectures 13Seminars








HS2000 Historical Research Methods




001 Assignment A - Group Oral Presentation 40 0002 Assignment B - Group Written Project (Final) 60 0

Period: Semester 1Occurence: ACoordinator: Ian HarrisMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn completion of this module, students are expected to be able: to undertake research into a clearly defined topic usingeasily accessible sources to make an oral presentation in a lecture theatre environment using appropriate visual aids towork as a group and keep a record of the group's decisions to develop their own research questions in collaboration withothers to present the results of their research collectively

Teaching and Learning MethodsSeminars, group meetings, oral presentation session

Assessment MethodsGroup oral presentation (30 minutes), group written project (10,000 words)

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS2001 Group Project




001 Assignment A - Writing task (text commentary) 25002 Assignment B - Thematic Essay 50 0003 Examination (Final) 25 2



Intended Learning OutcomesAt the end of this module, students should be able to:• Demonstrate a basic understanding of the grammar and mechanics of the Latin language• Recognise the importance of Latin language and literature for the intellectual, historical and literary traditions of Europeanculture• Develop a deeper understanding of the Latin foundation of English, and enhance their ability to use the English languagecorrectly and creatively• Expand their critical awareness of primary source materials and modern scholarly literature • Approach translations in a critical and informed way• Develop their logical and problem-solving skills• Expand their skills in critical analysis and research

Teaching and Learning Methods10 x 1-hour discussion seminars (team-taught; variety of topics)10 x 2-hour language classes

Assessment MethodsCommentary and analysis of a short Latin text (translation provided), 1000 words (25%).• Thematic essay, 2500 words (50%).• Examination, 2 hours (25%). The exam will assess translation skills, and students will be allowed to take a dictionary and areference grammar into the exam.

Pre-Requisites

Co-Requisites

Excluded CombinationsAH2027/EN3148

LecturesSeminars 10








HS2027 Classical and Post-Classical Latin




001 Assignment A - Essay in comparative history (2,500 words) 40 0002 Assignment B - Extended case study essay (4,000 words) (Final) 60 0

Period: Semester 1Occurence: ACoordinator: James BothwellMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn 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 MethodsTeam taught by School of History staff. 21 lectures and 9 seminars. The lectures begin with the theoretical andhistoriographical approaches to the theme of gender history, before focusing more narrowly on the context of the three casestudies. The lectures are followed by seminars examining the case studies, with students interpreting primary sourcedocuments and presenting their arguments for class discussion. The module ends with a comparative seminar and aconcluding lecture raising important arguments about the wider significance of this historical theme.

Assessment MethodsCoursework: one comparative essay of 2,500 words (40%) and one extended case study essay of 4,000 words (60%)

Pre-Requisites

Co-Requisites










HS2231 Gender History





Period: Semester 1Occurence: ACoordinator: Zoe KnoxMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn 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 MethodsTeam taught by School of History Staff. 20 lectures and 10 seminars. The lectures begin with the theoretical andhistoriographical approaches to the theme of religious history, before focusing more narrowly on the context of the three casestudies. The lectures are followed by seminars examining the case studies, with students interpreting primary sourcedocuments and presenting their arguments for class discussion. The module ends with a comparative seminar and aconcluding lecture raising important arguments about the wider significance of this historical theme.


Pre-Requisites

Co-Requisites










HS2232 Religious History





Period: Semester 1Occurence: ACoordinator: Alexander KorbMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn completion of this module students will be able to:• compare and contrast key factors affecting race and ethnicity in three contrasting historical contexts• evaluate the changing historiography and approaches to the study of race and ethnicity• 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 organized argument

Teaching and Learning MethodsTeam taught by School of History staff. 18 lectures and 12 seminars. The lectures begin with the theoretical andhistoriographical approaches to the theme of race and ethnicity history, before focusing more narrowly on the context of thethree case studies. The lectures are followed by seminars examining the case studies, with students interpreting primarysource documents and presenting their arguments for class discussion. The module ends with a comparative seminar and aconcluding lecture raising important arguments about the wider significance of this historical theme.


Pre-Requisites

Co-Requisites










HS2234 Race and Ethnicity





Period: Semester 1Occurence: ACoordinator: David GentilcoreMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn 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 MethodsTeam taught by School of History Staff.21 lectures and 9 seminars. The lectures begin with the theoretical and historiographical approaches to the theme of culturalhistory, before focusing more narrowly on the context of the three case studies. The lectures are followed by seminarsexamining the case studies, with students interpreting primary source documents and presenting their arguments for classdiscussion. The module ends with a comparative seminar and a concluding lecture raising important arguments about thewider significance of this historical theme.

Assessment MethodsCoursework: one comparative essay of 2,500 words (40% and one extended case study essay of 4,000 words (60%)

Pre-Requisites

Co-Requisites










HS2235 Cultural History




001 Assignment A - Essay 1 (2,500 words) 25 0002 Assignment B - Essay 2 (2,500 words) 25 0003 Examination (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Joanna StoryMark Scheme: UG Pass for Credit


Intended Learning OutcomesThe aim of this module is to familiarise students with the social, political and cultural history of early Anglo-Saxon Englandbefore 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 subjectand 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 Methodsteaching through lectures and primary source seminarslearning through guided study via lectures, seminar preparation and discussion, and independent research for essays

Assessment MethodsTwo essays (2500 words) 25% + 25%; two hour examination (50%)

Pre-Requisites

Co-Requisites-










HS2301 Anglo-Saxon England to Alfred







Intended Learning OutcomesOn completion of this module students should be able to: • recognise and describe key concepts of late medieval political and social history• explain how historians have constructed the concepts and how this affects what we know about the past • evaluate these concepts with reference to specific historical themes• engage with the secondary literature relevant to the specific historical periods being studied• develop their skills of analysis and critical evaluation of primary and secondary materials• improve their skills of written and oral communication, and participate in group discussion• produce a piece of writing which makes use of primary sources

Teaching and Learning MethodsLectures and seminars

Assessment MethodsEssays and Examination

Pre-Requisites

Co-Requisites










HS2302 Blood, Position and Power: The Nobility of Later Mediaeval England, 1066-1485







Intended Learning OutcomesBy 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 parliamentarypolitics 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 onwhich the state existed(b) demonstrate this through writing essays, participating in seminars and sitting an exam (where appropriate), as well asparticipating in a debate.(c) have improved their skills and the techniques necessary to study the subject, including skills of independent reading andhistorical thinking, written and oral communication skills, and the ability to identify and use periodical literature, including thatavailable on jstor and on other electronic resources.

Teaching and Learning MethodsThe course is taught by a combination of lectures and seminars as well as student-led re-enactment of parliamentary debate

Assessment MethodsAssessed essay and formal examination

Pre-Requisites

Co-Requisites










HS2307 Madness, Monarchy and Politics in Georgian Britain




001 Assignment A - Essay (2,500 words) 25 0002 Assignment B - Essay (2,500 words) 25 0003 Examination (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Katherine FoxhallMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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 twentiethcenturies.• Evaluate the different approaches and debates that have shaped academic understanding of Australian history since thenineteenth century.• Explain why terms including ‘black armband’, genocide, frontier and ‘convict stain’ have produced such emotive discussionsin 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 inwritten work and class discussions.

Teaching and Learning MethodsThis 20 Credit course will be taught through 10 weekly seminars divided into 3 sessions: a lecture, an in-depth discussion ofthe reading, and a source analysis workshop.

Assessment Methods2 x 2,500 word essays (50%) and 1 x 2hr/2 question written exam (50%)

Pre-Requisites

Co-Requisites










HS2317 Peopling Australia





Period: Semester 2Occurence: ACoordinator: Sally HorrocksMark Scheme: UG Pass for Credit


Intended Learning OutcomesAt 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 forhistorians- Discuss the historical development of the various forms of media in post-Second World War Britain in qualitative andquantitative 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 empiricalmaterial- Gather and deploy appropriate evidence and data to develop and sustain historical arguments in written and oral form

Teaching and Learning MethodsLectures, seminars, and demonstrations,which will be screenings of audio visual material

Assessment MethodsEssays, Examination

Pre-Requisites

Co-Requisites










HS2319 From News to History: Contemporary History and the Media







Intended Learning OutcomesIntended learning outcomes: On completion of this module students will be able to describe and explain the significantdevelopments 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 tothe period; have developed their skills of independent research and historical analysis through a wide range of reading; haveimproved their skills of written and oral communication, made a seminar presentation and participated in group discussion.


Assessment MethodsEssays, Essay examination

Pre-Requisites

Co-Requisites










HS2323 Ireland Under the Union 1800-1922




001 Assignment A - Data analysis report (2,500 words) 25 0002 Assignment B - Essay (2,500 words) 25 0003 Examination (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Bernard AttardMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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 MethodsLectures and tutorials.

Assessment MethodsCourse work (one document commentary and one essay) and an examination.

Pre-Requisites

Co-Requisites


Lectures 20Seminars








HS2329 A World Connected: Welfare, Economy and Government since 1945







Intended Learning OutcomesOn completion of this module students will be able to: 1. Analyze the social and political history of the United States, especially the South, from 1848 to 1877.2. Explain the changing ways in which the abolition of slavery and post-Civil War reconstruction have been interpreted andremembered since the late-nineteenth century.3. Critically assess developments in African American history in the final years of slavery, during the Civil War, and in theaftermath of Emancipation.4. Participate in classroom discussions of primary and secondary sources.

Teaching and Learning MethodsLectures, Seminars, Discussions of Primary Sources and Historiography.

Assessment MethodsCoursework essays, Exam essays

Pre-Requisites

Co-Requisites










HS2346 Slavery, the Civil War and Reconstruction in the United States




001 Assignment 1 - Essay (2,500 words) 25 0002 Assignment 2 - Essay (2,500 words) 25 0003 Examination (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Andrew HopperMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will be able to analyse the complex relationship between the centre and localities in earlymodern England by examining in depth the experience of England's second largest city of the period. This will encompasspolitical, religious, social, economic, cultural and military history. Assess and interpret primary source manuscript evidence incrafting an argument from local sources that challenges or supports existing national historiographies. Analyse and discussand deliver oral presentations using a variety of media. The module's emphasis on the interpretation of primary sourcematerial will also provide useful preparation for the undertaking of students' special subjects in their third year.

Teaching and Learning MethodsLectures and Seminars. The seminars will begin with oral presentations from individuals and groups of students to initiatedebate and discussion. They will also focus on the criticism and analysis of primary sources drawn from the Virtual Norfolkteaching and learning website developed by the Faculty of History at UEA from 2000-2003.


Pre-Requisites

Co-Requisites










HS2347 Deviance and Disorder in the Early Modern City




001 Assignment A - Essay (4,000 - 5,000 words) 50 0003 Examination (Final) 50 2



Intended Learning OutcomesThe intended learning outcomes include the abilities to: Demonstrate a firm factual grasp of the history of the Soviet Union.Define the basic principles of Soviet-style communism. Describe how the Soviet experiment shaped twentieth-century worldhistory. Explain the impact communist governance had on the lives of Soviet Citizens. Debate historical issues andcontroversies in seminars and demonstrate critical analysis and effective writing.

Teaching and Learning MethodsLectures, Seminars, Exam

Assessment MethodsCoursework essays, Examination

Pre-Requisites

Co-Requisites










HS2348 Rise and Fall of the Soviet Union




119 Assignment A - Poster 15 0120 Assignment B - Theory Essay 35 0121 Assignment C - Long Essay (Final) 50

Period: Semester 2Occurence: ACoordinator: Alexander KorbMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of the module students should have developed knowledge of fascism during the period 1918-1945. Thisencompasses an understanding of WWI as a seminal caesura of Europe’s history; of profound knowledge of several casestudies such as Italy, Germany, England and cases in Eastern Europe; definitions, interpretations and approaches to fascismtaken by historians, especially the arguments about the nature of fascism. Students should also have further developed anumber of key skills, particularly quick comprehension and interpretation of secondary sources; the ability to discuss them inthe seminar; the independent study of a historical case chosen by the student, the concise presentation of complexinformation in class. Students will be encouraged to use electronic techniques such as reference management and powerpoint.

Teaching and Learning MethodsSeminars and Lectures

Assessment MethodsAssessment 100% coursework: one poster presentation (15%)one theory essay (35%)one long essay (50%)

Pre-Requisites

Co-Requisites










HS2349 Stormtroops, Blackshirts, Arrow Cross: Fascist Movements in Europe, 1919-1945





Period: Semester 2Occurence: ACoordinator: Toby LincolnMark Scheme: UG Pass for Credit


Intended Learning OutcomesStudents will develop a broad understanding of modern Chinese history, and an appreciation of how the country'sdevelopment has been shaped at different periods by colonialism, nationalism, modernity, war and revolution. This willenhance their knowledge of global history and introduce them to the idea of thinking about past events in comparativecontext. Students will develop enhanced skills of critical analysis by engaging with a wide variety of secondary readings andprimary source materials in translation. During seminars they will be required to give short presentations on either a primary orsecondary text.

Teaching and Learning MethodsTeaching will consist of ten one hour lectures and accompanying seminars. Since it is unlikely that students will have beenexposed to Chinese history before, the lectures will serve to introduce the main events, themes and historiographical debates.These will then be built upon in seminars, during which each student will be required to prepare a short comment on a primarysource or key historiographical debate. Presentations will be assigned in the first week.

Assessment Methods25% Essay, 25% Essay, 50% Examination

Pre-Requisites

Co-Requisites










HS2353 Enter the Dragon: Modern Chinese History, 1839-1989




001 Assignment A - Essay 1 (2,500 words) 25 0002 Assignment B - Essay (2,500 words) 25 0003 Examination (Final) 50 2



Intended Learning OutcomesOn completion of this course students will: - be able to discuss the significant developments in the British political system between 1906 and 2007 and relate these to thecontemporary situation- be able to identify and assess the most significant political events and personalities of this period; be aware of key conceptsand issues relevant to the subject- be aware of source materials relevant to the subject; have developed their skills of analysis through critical reading of anextensive range of books and articles, and through the evaluation of the evidence these contain- have improved their skills of written and oral communication, and participated in group discussion

Teaching and Learning MethodsLectures, Seminars


Pre-Requisites

Co-Requisites










HS2356 The Making of Modern British Politics, 1906-2007





Period: Semester 2Occurence: ACoordinator: Deborah TonerMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module, students should be able to:- Evaluate the changing role of drinking, drinking places, and anti-alcohol sentiment in shaping American society, culture andpolitics- Explain how attitudes towards drinking and drinking practices can contribute to the constrution of racial, class and genderidentities- Evaluate ideas about drinking in terms of their cultural and historical specificity- Analyse and evaluate a wide range of primary and seconday sources- Mobilise historical knowledge to participate in contemporary debates about drinking

Teaching and Learning MethodsLectures, practical classes, workshops and seminars

Assessment MethodsEssays and examination

Pre-Requisites

Co-Requisites










HS2359 From Beer to Fraternity: Alcohol, Society and Culture in North America




001 Assignment A - Essay (3,000 words) 30 0003 Assignment B - 30 Hours teaching practice signed off by teacher

(qualifying element)0 0

004 Assignment C - 2,000 word teaching diary 20 0005 Assignment D - Essay (5,000 words) (Final) 50 0

Period: Semester 2Occurence: ACoordinator: Rosemary SweetMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will be able to demonstrate:- detailed knowledge of the pedagogic theory and historical development of the teaching of history in primary and secondaryschools- critical thought about the transmission of knowledge- an awareness of and ability to demonstrate the practical skills required in a class room, including perparation,communication skills, sensitivity to individuals, a sense of responsibility, and the ability to control a class room

Teaching and Learning MethodsTeaching and learning would be primarily by experience and the knowledge that comes from refined experience. Theclassroom teacher will guide the student over the 30 hours that they are assigned to the school. The module tutor willprepare the group (maximum 12) for its foray into teaching, with interlinking semninars,and a debriefing when the placementwas finished as well as carrying out assessment procedures as detailed below. All other liaison with the school will be doneby the School and College Services team. Compulsory training (9 hours) will take place in semester 1, delivered by theSchool and College Services team

Assessment Methods1) Assignment A - Essay on history of education (3,000 words) 20%2) Assignment B - 30 hours teaching practice (signed off by teacher) Pass/Fail qualifying element 0%3) Assignment C - 2,000 word teaching diary (20%)4) Assignment D - Essay on history teaching in schools, supported by example teaching materials (5,000 words) 50%

Pre-Requisites

Co-Requisites










HS2360 History in the Classroom




001 Assignment A - Essay (2,000 words) 40 0003 Assignment B - Long essay (3,500 words) (Final) 60 0

Period: Semester 1Occurence: ACoordinator: Eliza RiediMark Scheme: UG Pass for Credit


Intended Learning Outcomes By the end of this module students should be able:- to appreciate some of the principal historiographical approaches to the study of history and to evaluate them critically.- to understand and to evaluate some of the key ways in which history is mediated in society. - to construct extended arguments analyzing the historiographical developments of a specific historical topic.


Assessment MethodsA short essay (2000 words; long essay (3500 words).

Pre-Requisites

Co-Requisites










HS2400 Perceiving the Past




001 Assignment A - Historiographical Essay (2,500 words) 25 0002 Assignment B - Research Essay (2,500 words) 25 0003 Examination (Final) 50 2

Period: Semester 2Occurence: ACoordinator: James MooreMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn 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 socialcontexts- explain and debate the way in which specific ideologies influence the way heritage is understood, represented andinterpreted- 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 heritageassets- 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 MethodsLectures, Seminars, Independent research

Assessment MethodsHistoriographical Essay, Research Essays, Essay Examinations

Pre-Requisites

Co-Requisites










HS2801 The Cultural Politics of Heritage




001 Assignment 1 - Field Diary Report (4,000 words) 50 0002 Assignment 2 - Long Essay (4,000 words) (Final) 50 0



Intended Learning OutcomesOn 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 safetyarrangements- 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 orinterpretation- undertake a detailed desk study examining a specific heritage project and make well-argued recommendations for heritageenhancement work- demonstrate an ability to express themselves clearly and coherently through written communications

Teaching and Learning MethodsSeminars, Field courses/visits, Work-based learning, Independent research

Assessment MethodsField Diary Report, Long Essay

Pre-Requisites

Co-Requisites


LecturesSeminars 5


Fieldwork 50Project Supervision


Supervised time in studio/workshopWork Based Learning 50




HS2802 Heritage Field Project




001 Dissertation Part 1 A (Final) 100 0



Intended Learning OutcomesOn completion of this module students will be able to: define the topic of their dissertation; provide a detailed survey ofliterature and sources; prepare a bibliography; search for relevant primary sources in libraries and archives; present evidenceof their progress to their supervisor.

Teaching and Learning MethodsSupervisions, Independent study

Assessment MethodsDissertation

Pre-Requisites

Co-Requisites


Lectures 2Seminars








HS3501 Dissertation (History): Part 1




001 Dissertation Part 2 A (Final) 100 0



Intended Learning OutcomesOn completion of this module students will be able to: organise an extended and systematic programme of work; engage inintensive private study; critically evaluate the relevant primary and secondary sources; present a major piece of writing that iswell-structured, clearly argued and properly referenced.

Teaching and Learning MethodsSupervisions, Independent study

Assessment MethodsDissertation

Pre-Requisites

Co-Requisites


LecturesSeminars








HS3502 Dissertation (History) Part 2




001 Assignment A - Commentary (1,500 words) 20 0002 Assignment B - Essay (3,000 words) 30 0003 Examination (Final) 50 2

Period: Semester 1Occurence: ACoordinator: Bernard AttardMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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 between1815 and 1914- a detailed knowledge of key concepts, theories, and historiographical debates as they apply to a range of case studies of therelationship 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 MethodsTeaching and learning is based upon 10 lectures, preparation for, attendance at, and participation in 10 weekly seminars.

Assessment MethodsStudents are assessed by coursework (50 percent of the final module mark) and a 2-hour examination (50 percent). Thecoursework consists of a minor assignment (1,500 words) and a major assignment (2,500-3,000 words).

Pre-Requisites

Co-Requisites










HS3614 The Imperial Economy: Britain and the Wider World 1815-1914




001 Assignment A (2,500 words) 25 0002 Assignment B (2,500 words) 25 0003 Examination (Final) 50 2



Intended Learning OutcomesOn completion of this module students will:- be able to describe and explain the significant developments in British political history between 1914 and 1974- be able to identify and evaluate the most significant events and personalities of the period- be able to discuss 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, delivered a seminar presentation and participated in groupdiscussion

Teaching and Learning MethodsLectures and Seminars


Pre-Requisites

Co-Requisites










HS3625 Parties and Politics in Britain, 1914-1974




001 Assignment A - Oral Presentation portfolio 25 0003 Assignment B - Essay (max 2,500 words) 25 0004 Examination (Final) 50 2



Intended Learning OutcomesAt the end of this module, you should be able to:- Analyse the key events and historiography of the US civil rights movement- Articulate key issues, themes and debates relating to the US civil rights movement- Evaluate a range of primary and secondary sources- Demonstrate analytical skills, clarity of expression and cogency of thought in both oral and written work



Pre-Requisites

Co-Requisites










HS3627 The Civil Rights Movement, 1945-1968




001 Assignment 1 - Essay 1 (2,500 words) 25 0002 Assignment 2 -Essay 2 (2,500 words) 25 0003 Examination (Final) 50 2



Intended Learning OutcomesAt the end of this module/course, you should be able to:- analyse the origins and course of the Vietnam War from 1945-1975- explain the evolution of American involvment in the war- assess the lasting significance of the war for the United States- recognise and evaluate differing interpretations of American involvment in Vietnam- demonstrate the ability to evaluate a variety of source materials

Teaching and Learning MethodsLectures, Seminars, Written Communication, Information Handling, Directed Reading, Independent Research.

Assessment MethodsCoursework essays (including a Book Review), Two hour examination

Pre-Requisites

Co-Requisites










HS3634 The USA and the Vietnam War







Intended Learning OutcomesBy 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 beenprescribed 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 asindependent reading and historical thinking, and written/oral communication skills

Teaching and Learning MethodsLectures, seminars, group work

Assessment Methods50% examination (2 hour); 50% Coursework (2 essays)

Pre-Requisites

Co-Requisites










HS3638 Political Satire 1681-1792







Intended Learning OutcomesOn completion of this module students will:- be able to describe and explain the significant developments in British foreign and defence policy between 1892 and 1968,and relate these to their domestic economic and political context- be able to identify and evaluate the most significant events and personalities of the period- be able to discuss the major historical controversies related to the period- have developed their skills of independent research and historical analsis through a wide range of reading- have improved their skills of written and oral communication, delivered a seminar presentation and participated in groupdiscussion


Assessment MethodsEssays, Essay Examination

Pre-Requisites

Co-Requisites










HS3645 The Decline of a World Power: British Foreign and Defence Policy, 1892-1968




001 Assignment A - Oral Presentation Portfolio 25 0002 Assignment B - 2,500 Word Research Essay 25 0003 Examination (Final) 50 2



Intended Learning OutcomesOn 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 Methods10 lectures, 10 seminars, & 10 primary document analysis workshops

Assessment Methods50% 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










HS3646 Fourteenth Century Crisis in England? Politics & Society 1297-1413




001 Assignment A - Essay (max 2,500 words) 25 0002 Assignment B - Oral presentation portfolio 25 0004 Examination (Final) 50 2



Intended Learning OutcomesAt the end of this module students should be able to *Identify the reasons for the growth and subsequent decline of anti-communism in American political and social life *analyse the effect that anti-communism had on domestic American life *critically evaluate different historiographical interpretations for the emergence and development of American anti-communism*operate in an oral presentation team and present a clear and coherent report to their peers.


Assessment MethodsEssays, Oral Presentation, Examination

Pre-Requisites

Co-Requisites










HS3649 McCarthy's America? Domestic Anti-Communism in the USA, 1830-1990





Period: Semester 2Occurence: ACoordinator: Olaf JensenMark Scheme: UG Pass for Credit


Intended Learning OutcomesAt 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 MethodsLectures, Seminars, Group work


Pre-Requisites

Co-Requisites


LecturesSeminars 20




Supervised time in studio/workshop 30Work Based Learning




HS3657 The Nazis and Cinema: Holocaust and Representation




001 Assignment A - Essay (2,500 words) 25 0002 Assignment B - Report (2,500 words) 25 0003 Examination (Final) 50 2



Intended Learning OutcomesBy the end of this module students will be able to:1. Analyse from a comparative perspective key historical issues, concepts, evidence, and historiographical debates relatingto topics such as slave culture, resistance, the master-slave relationship, and anti-slavery movements.2. Compare and contrast the historiographical scholarship on aspects of race and slavery in different American slavesocieties.3. Assess the relationship between slavery and ideologies of race and freedom in the Americas.



Pre-Requisites

Co-Requisites










HS3661 Slavery in the Americas




001 Assignment A - Short essay (2,500 words) 25 0002 Assignment B - Group podcast 25 0003 Assignment C - Individual podcast journal and report (750 words) 10 0004 Assignment D - Long (thematic) essay (4,000 words) (Final) 40 0



Intended Learning OutcomesOn completion of this module students will be able to:1. Analyse major developments in the field of African American crime and punishment in the U.S. from 1800 to the present.2. Explore the relationship between formal and informal modes of trial and punishment. 3. Examine how the categories of race, class, and gender have shaped the administration of justice in the United States. 4. Consider how and why patterns of crime and punishment in the South have been distinct from the rest of the United States.5. Write and record a podcast and reflect critically on the process.



Pre-Requisites

Co-Requisites










HS3662 Crime and Punishment in African American History




001 Assignment A - Essay on Oral History Methods, 2000 words 20 0002 Assignment B - Recorded Interview, Interview Transcript 1500 word

Critical Reflection on Interview30 0

003 Assignment C - Essay, 3500 words (Final) 50 0

Period: Semester 1Occurence: ACoordinator: Colin HydeMark Scheme: UG Pass for Credit


Intended Learning OutcomesAt the end of this module, typical students should be able toa) identify and analyse significant developments shaping the social, economic and cultural life of Leicester between 1945 and1980;b) demonstrate knowledge of the principal actors in postwar Leicester, including the local authority, urban associations andcommunity groups;c) evaluate the main forces making for social change over the period, such as economic cycles, city planning and patterns ofmigration;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 MethodsMethods include short lectures, in-class discussion, individual and group analysis of radio and oral testimony, and individualtutorials. Students will be expected to make full use of the facilities and materials of the East Midlands Oral History Archive atthe University of Leicester where the module will be based.

Assessment MethodsThe assessment methods are designed to test the following student skillsa) ability to analyse critically an aspect of local history using oral and sound sources alongside other primary and secondarysources (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 inthe history of post-war Leicester (Project).

Pre-Requisites

Co-Requisites


LecturesSeminars








HS3673 The Transformation of Leicester 1945 - 1980





Period: Semester 2Occurence: ACoordinator: Norman HousleyMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn completion of this module students will be able to: demonstrate a knowledge of the major events in the Anglo-French warin 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; prepareand present individual presentations on secondary reading; develop their ideas in writing at specified lengths, with referencesand bibliography footnoted at an appropriate level.


Assessment MethodsEssay, Text Commentaries and Examination

Pre-Requisites

Co-Requisites










HS3679 Agincourt and Orleans: Lancastrian England and Valois France, 1413-1453





Period: Semester 1Occurence: ACoordinator: Elizabeth ClappMark Scheme: UG Pass for Credit


Intended Learning OutcomesOn 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


Assessment MethodsEssays, Examination

Pre-Requisites

Co-Requisites










HS3680 Women in American Society from Civil War to First World War





Period: Semester 1Occurence: ACoordinator: Nigel AstonMark Scheme: UG Pass for Credit


Intended Learning OutcomesUpon completion of the module students are expected to be able to:- analyse the significance of Jacobitism as amajor political phenomenon in both the British Isles and continentalEurope. - improve their research, interpretative, and presentational skills in exploring Jacobitism in its local, national, and internationalmanifestations. - explain how Jacobitism as a topic that has created (and continues to create) major divisions of opinion among historiansworking in this field).

Students will be encouraged to refine their written and spoken techniques of assessing and interpreting primary sourceevidence in a manner that will complement special subject studies.The course encompasses political, religious, literary, cultural and military history.

Teaching and Learning MethodsTen one hour lectures; ten one hour student presentations anddiscussion; ten one hour group analysis of primary source material.The latter will focus principally on sources drawn from theJacobite Heritage website.

Assessment Methods50% written examination50% on two assessed essays each assessed at 25%, 2500 words in length

Pre-Requisites

Co-Requisites










HS3684 Jacobitism in Britain and Europe, 1688-1808





Period: Semester 1Occurence: ACoordinator: Toby LincolnMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module, students will be able• to refer to a wide range of literature on Sino-Japanese relations. This will enable them to understand the changing nature ofthis relationship, and the place of the Anti-Japanese War of Resistance within them• to contextualise the conflict in East Asia within the Second World War as a whole, and in turn re-evaluate the global natureof other theatres of war• to discuss the role that war plays in determining relations between China and Japan, and the importance its memory still hasto contemporary politics • to demonstrate their knowledge of these key themes through essays and an examination. However, they will also work on apresentation in class. This will not only allow for exploration of key figures and events in greater detail, but in being peerassessed will involve extensive reflection on aspects of the course

Teaching and Learning MethodsSeminars and practical calsses

Assessment MethodsEssay 2,500 words 25%, essay 2,500 words 25%, examination 50%

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS3689 When Two Dragons Fight: China and Japan at War in the Twentieth Century





Period: Semester 1Occurence: ACoordinator: Deborah TonerMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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 SouthAmerica• Evaluate the different approaches that historians, archaeologists, anthropologists and other scholars have used to studyindigenous 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 MethodsLectures and seminars taught by Dr Deborah Toner


Pre-Requisites

Co-Requisites










HS3691 Indigenous Peoples of the Americas, c1350-1650





Period: Semester 2Occurence: ACoordinator: Paul MooreMark Scheme: UG Pass for Credit


Intended Learning OutcomesThe aim of the module is to study in detail the history of Nazi Germany through close examination of the form, content andvehicles of its propaganda. The objective of the module is to familiarise students with the history, ideology and social impactof the Nazi movement in Germany through in-depth examination of a range of primary sources. By the end of this module students will be expected to be able to: - describe the political, social and economic backdrop against which the Nazi Party could come to, and maintain, power inGermany - demonstrate a clear understanding of the history of the Third Reich - identify the key tenets of Nazi ideology - identify the processes and forms through which that ideology was disseminated - apply insights derived from the study of a diverse range of primary sources - cogently debate key historiographical issues relating to the social, cultural and political history of Nazi Germany - demonstrate critical analysis and effective writing

Teaching and Learning Methods10 lectures, 20 seminars, 2hours practical classesThere will be one hour-long lecture each week, given by the course tutor, Dr Moore. Students will also attend a two hour-longseminar each week, also taught by him. The lectures will introduce students to the key events and themes in the history ofthe Third Reich in general, and the history of its culture, media and propaganda in particular. Lectures may also, whereappropriate, highlight relevant historiographical debates. The seminars are central to the aims of this module; students aretherefore expected to attend them all. In these participatory classes students will learn how to use historical sources, developtheir ability to debate issues, and contribute to the understanding and interpretation of the group as a whole. While thelectures allow the lecturer to give an overview of the subject matter and to guide the student's work, the seminars exist forstudents to contribute actively, and thereby test their ideas and progress against others. It is therefore essential that eachstudent prepares well for the seminars, to be ready to talk about his or her reading and ideas on the topics under discussion.Questions posted on Blackboard in advance of each seminar will provide the basis for discussion; it is the responsibility ofeach student to access the questions and to prepare answers before each seminar.

Assessment Methods50% examination (2 hours), 50% coursework (2 essays).

Pre-Requisites

Co-Requisites









HS3693 Making Nazis: Propaganda and Persuasion in the Third Reich, 1933-1945




HS3693 Making Nazis: Propaganda and Persuasion in the Third Reich, 1933-1945





Period: Semester 1Occurence: ACoordinator: Katherine FoxhallMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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 anddescribe their experiences and motivations.• Explain how processes of free and forced migration have helped transform the political, economic, social and cultural identityof 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 aboutmigration and migrants.

Teaching and Learning MethodsEach 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 Methods2 x 2,500 word essays (50%) and 1 x 2hr/2 question written exam (50%).

Pre-Requisites

Co-Requisites










HS3694 Diasporas and Migrations in the Modern World




001 Assignment A - conference-style poster 25 0002 Assignment B - 3 fieldtrip cards 25 0003 Assignment C - Long essay (2,500 words) 50 0004 Examination (Final) 100 2

Period: Semester 1Occurence: ACoordinator: Richard JonesMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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


Assessment MethodsConference-style poster (12.5%), 3 Fieldtrip cards (12.5%), Long essay (25%) Examination(50%)

Pre-Requisites

Co-Requisites










HS3696 The Medieval Natural World




001 Assignment A - Source analysis (2,500 words) 25 0002 Assignment B - Essay 1 (2,500 words) 25 0003 Examination (Final) 50 2

Period: Semester 2Occurence: ACoordinator: Prashant KidambiMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy 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



Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3697 Cities and the Making of Modern South Asia, c. 1750-1950







Intended Learning OutcomesOn 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 frommedieval 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 MethodsLectures, seminars and practical workshopsTaught by Dr S Biddlecombe


Pre-Requisites

Co-Requisites










HS3698 Crusading in the Holy Land 1095-1291




001 Assignment A - Gobbet Paper (Source Commentary) (1500 words) 25 0002 Assignment B - Oral Presentation & Discussion Paper (1500 words) 25 0003 Assignment C - Essay (3000 words) 50 0004 Examination (Final) 100 2



Intended Learning OutcomesBy the end of this module students will be able to demonstrate- a detailed knowledge of the social, political and cultural history of the early 18th century and the ability to appreciate theinteraction between politics, society and culture.- an enhanced ability to handle, critically evaluate and contextualise different types of primary evidence.- enhanced analytical, oral, and written skills - additional experience of oral presentations and group work- the ability to develop and express complex arguments based upon the analysis of primary sources.

Teaching and Learning MethodsStudent led presentations in seminars on assigned topics each week.Group based discussion of primary sources (visual and textual).Critical analysis of primary sources through text commentary in assignments. Independent study involving analysis and critical reflection upon primary and secondary sources in preparation for seminars.Development of essay writing skills and ability to gather and deploy appropriate evidence and sustain historical argumentsthrough essay planning and writing.

Assessment MethodsOne essay of 3,000 words.One discussion paper of 1,500 words and one gobbet paper of 1,500 words.2-hour examination (gobbet paper) sat in June.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3717 From Gin Lane to Westminster: Culture, Politics and Society in Eighteenth-CenturyBritain: Part 1




001 Assignment A - Gobbet Paper (Source Commentary) (1500 words) 25 0002 Assignment B - Oral Presentation & Discussion Paper (1500 words) 25 0003 Assignment C - Essay (3000 words) 50 0004 Examination (Final) 100 2



Intended Learning OutcomesBy the end of this module students will be able to demonstrate- a detailed knowledge of the social, political and cultural history of the early 18th century and the ability to appreciate theinteraction between politics, society and culture.- an enhanced ability to handle, critically evaluate and contextualise different types of primary evidence.- enhanced analytical, oral, and written skills - additional experience of oral presentations and group work- the ability to develop and express complex arguments based upon the analysis of primary sources.

Teaching and Learning MethodsStudent led presentations in seminars on assigned topics each week.Group based discussion of primary sources (visual and textual).Critical analysis of primary sources through text commentary in assignments.Independent study involving analysis and critical reflection upon primary and secondary sources in preparation for seminars.Development of essay writing skills and ability to gather and deploy appropriate evidence and sustain historical argumentsthrough essay planning and writing.

Assessment MethodsOne essay of 2,500 words.One discussion paper of 1,250 words and one gobbet paper of 1,250 words.2-hour examination (essay paper) sat in June.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3718 From Gin Lane to Westminster: Culture, Politics and Society in Eighteenth-CenturyBritain: Part 2




001 Assignment A - Essay 1 (2,500 words) 25 0002 Assignment B - Essay 2 (2,500 words) 25 0156 Examination (in summer term) (Final) 50 2



Intended Learning OutcomesAt the end of this module, typical students should be able to:• Critically evaluate primary and secondary source material• Analyse and assess key themes of the “Third Reich”• Analyse and assess key stages of the Holocaust• Evaluate major historiographical debates in Holocaust Studies• Work in groups• Present and communicate research results• Critically appraise the presented material



Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3725 The Holocaust: Genocide in Europe: Part 1




001 Assignment A - Document Paper (2,500 words) 25 0002 Assignment B - Essay (2,500 words) 25 0003 Examination (Final) 50 2



Intended Learning OutcomesAt the end of this module, typical students should be able to:- Critically evaluate primary and secondary source material- analyse and assess key themes of the 'Third Reich'- analyse and assess key stages of the Holocaust- evaluate major historiographical debates in Holocaust Studies- work in groups- present and communicate research results- critically appraise the presented material



Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3726 The Holocaust: Genocide in Europe: Part 2




001 Assignment A - Discussion Paper 1 (1,250 words) 25 0002 Assignment B - Essay (2,500 words) 50 0003 Assignment C- Discussion Paper 2 (1,250 words) 25 0004 Examination - document based (in Summer Term) (Final) 100 2



Intended Learning OutcomesBy the end of this module students will be able to demonstrate:- a detailed knowledge of political developments in North America in the period 1763 to 1789, and of British political thoughtconcerning those developments- enhanced ability to handle, critically evaluate and contextualise different types of primary evidence- enhanced analytical, and oral and written communication skills- additional experience of oral presentations and group work- the ability to develop and express complex arguments based upon the analysis of primary sources

Teaching and Learning MethodsLectures, seminars, student-led reenactment of debate

Assessment MethodsEssays, document-based examination

Pre-Requisites

Co-Requisites










HS3727 The American Revolution, 1763-1789:Part 1




001 Assignment A - Essay (2,500 words) 50 0002 Assignment B - Discussion Paper 1 (1,250 words) 25 0003 Assignment C - Discussion Paper 2 (1,250 words) 25 0004 Examination (Final) 100 2



Intended Learning OutcomesBy the end of this module students will be able to demonstrate:- a detailed knowledge of political developments in North America in the period 1763 to 1789, and of British political thoughtconcerning those developments- enhanced ability to handle, critically evaluate and contextualise different types of primary evidence- enhanced ability to handle, critically evaluate and contextualise different types of primary evidence- enhanced analytical, and oral and written communication skills- additional experience of oral presentations and group work- the ability to develop and express complex arguments based upon the analysis of primary sources



Pre-Requisites

Co-Requisites










HS3728 The American Revolution, 1763-1789: Part 2




001 Assignment A - Essay 1 (2,500 words) 25 0153 Assignment B - Essay 2 (2,500 words) 25 0154 Examination (in summer term) (Final) 50 2



Intended Learning OutcomesTo develop a knowledge of the course of US History during the Presidency of Franklin Roosevelt. On completion of thismodule students will be able to critically evaluate primary and secondary source material; analyse and assess key themes;and show a general command of the major questions of the period.


Assessment MethodsTwo x 2,500 word essays, each worth 25% Two hour examination – source paper

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3737 The Presidency of Franklin D. Roosevelt: Part 1







Intended Learning OutcomesTo develop a knowledge of the course of US History during the Presidency of Franklin Roosevelt. On completion of thismodule students will be able to critically evaluate primary and secondary source material; analyse and assess key themes;and show a general command of the major questions of the period.


Assessment MethodsTwo x 2,500 word essays, each worth 25% Two hour examination – essay questions

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3738 The Presidency of Franklin D. Roosevelt: Part 2




001 Assignemtn A - Essay 1 (2,500 words) 25 0002 Assignment B - Essay 2 (2.,500 words) 25 0003 Examination (in summer term) (Final) 50 2



Intended Learning OutcomesAt the end of this module, typical students should be able to - 1) Analyse why the vote became central to early twentieth century feminism, the arguments for woman suffrage, differenceswithin the movement regarding tactics and strategy, the motivations for and the results of militancy, and the personal 'suffragestories' of a selection of individual suffragists.2) Discuss the major historical debates on the topic and the evolution of suffrage history.3) Critically evaluate a wide range of primary source material related to the topic4) Construct extended written and oral arguments based upon both primary and secondary sources



Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3739 The Cause: The Women's Suffrage Movement in Britain, c.1897-1918: Part 1







Intended Learning OutcomesAt the end of this module, typical students should be able to - 1) Analyse why the vote became central to early twentieth century feminism, the arguments for woman suffrage, differenceswithin the movement regarding tactics and strategy, the motivations for and the results of militancy, and the personal 'suffragestories' of a selection of individual suffragists.2) Discuss the major historical debates on the topic and the evolution of suffrage history.3) Critically evaluate a wide range of primary source material related to the topic4) Construct extended written and oral arguments based upon both primary and secondary sources


Assessment MethodsEssay and Examinations

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3740 The Cause: The Women's Suffrage Movement in Britain, c.1897-1918: Part 2




166 Assignment A - Essay 1 (2,500 words) 25 0167 Assignment B - Essay 2 (2,500 words) 25 0168 Examination - source based (in summer term) (Final) 50 2

Period: Semester 1Occurence: ACoordinator: Peter KingMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will be able to - analyse the key developments in British criminal justice history in this period and of patterns of violent crime across spaceand time. - critically evaluate primary and secondary source material; analyse and assess key themes; and show a general commandand understanding of the major issues.

Teaching and Learning MethodsTeaching will take place in 20 three-hour blocks over two semesters often beginning with an introduction to the relevantsubject followed alternately by either seminars involving student led presentations or workshops using primary documents andon-line resources to explore key issues.

Assessment MethodsTwo x 2,500 word essays, Two hour examination – source paper to include materials relating to work from both semesters.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3747 Crime, Violence and Justice in 18th and 19th Century Britain: Part 1





Period: Semester 2Occurence: ACoordinator: Peter KingMark Scheme: UG Pass for Credit


Intended Learning OutcomesBy the end of this module students will be able to - analyse the key developments in British criminal justice history in this period and of patterns of violent crime across spaceand time. - critically evaluate primary and secondary source material; analyse and assess key themes; and show a general commandand understanding of the major issues.

Teaching and Learning MethodsTeaching will take place in 10 three-hour blocks often beginning with an introduction to the relevant subject followedalternately by either seminars involving student led presentations or workshops using primary documents and on-lineresources to explore key issues.

Assessment MethodsTwo x 2,500 word essays,Two hour examination – essay questions to include materials relating to work from both semesters.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3748 Crime, Violence and Justice in 18th and 19th Century Britain: Part 2




001 Assignment A - Essay 1 (2,500 words) 25 0002 Assignment B - Essay 2 (2,500 words) 25 0003 Examination - document based (in summer term) (Final) 50 2



Intended Learning OutcomesThe intended learning outcomes include the abilities to: • demonstrate a firm factual grasp of the history of the Soviet Union after World War II• define the basic principles of Soviet anti-religious and atheist policy • describe the Communist Party’s relations with the approved churches • identify the impetus for the Party’s persecution of the ‘underground’ churches• critique the responses of underground religious communities to state-sanctioned persecution• apply insights derived from primary source research• cogently debate key issues in the historiography of religion in the USSR• incorporate reflective practice into the essay writing process and• demonstrate critical analysis and effective writing

Teaching and Learning MethodsTen (10 ) three hour seminars (held weekly)

Assessment MethodsThe assessment will comprise two (2) 2,500 word essays which include a self-assessment component and one examinationof primary source documents (a ‘gobbet paper’).

Pre-Requisites

Co-Requisites










HS3751 Church, State and Belief in Soviet Russia, 1941-1991: Part 1




001 Assignment A - Essay (4,000-5,000 words) 50 0003 Examination (Final) 50 2



Intended Learning OutcomesThe intended learning outcomes include the abilities to: • demonstrate a firm factual grasp of the history of the Soviet Union after World War II• define the basic principles of Soviet anti-religious and atheist policy • describe the Communist Party’s relations with the approved churches • identify the impetus for the Party’s persecution of the ‘underground’ churches• critique the responses of underground religious communities to state-sanctioned persecution• apply insights derived from primary source research• cogently debate key issues in the historiography of religion in the USSR• incorporate reflective practice into the essay writing process and• demonstrate critical analysis and effective writing.

Teaching and Learning MethodsTen (10) three hour seminars (held weekly) for HS3752. The seminar discussion will be closely based on selected primarysource materials (in translation).

Assessment MethodsThe assessment will comprise one (1) 4,000-5,000 word essay which include a reflective statement and one examination inwhich students choose to answer two (2) of eight (8) questions.

Pre-Requisites

Co-Requisites










HS3752 Church, State and Belief in Soviet Russia, 1941-1991: Part 2




001 Assignment A - Essay (2,500 words) 25 0002 Assignment B - Essay (2,500 words) 25 0003 Examination (in summer term) (final) 50 2



Intended Learning OutcomesThe aims of the module are to facilitate detailed and advanced learning focused upon the study of politics, society and culturein late twentieth century Germany, and to foster the study of that history in an interdisciplinary manner, drawing upon a varietyof primary sources. The module also aims to provide a supportive environment for the giving of oral presentations bystudents, and to provide constructive feedback on these as each student works towards summative coursework assignments,as well as to enable students to write in a variety of styles for a variety of purposes.

By the end of this module, students will be able to demonstrate:• Detailed knowledge of the social, political and cultural history of Germany in the period • Enhanced ability to handle, critically evaluate and contextualise different types of primary evidence.• Enhanced analytical, oral, and written skills • Additional experience of oral presentations • Ability to learn reflectively based on feedback from peers and tutor• Ability to develop and express complex arguments based upon the analysis of primary sources relating to recent Germanhistory

Teaching and Learning Methods10 three-hour classes, with each including an overview lecture contextualising the week's topic, followed by seminarsencompassing class discussion of primary sources and the wider issues, and student presentations focusing on key themes.

Assessment Methods50% examination, 50% coursework.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3753 After Hitler: Society, Culture and The Politics of The Nazi Past in The TwoGermanies, 1945-1990. Part 1




001 Assignment A - Essay (2,500 words) 25 0002 Assignment B - Essay (2,500 words) 25 0003 Examination (final) 50 2



Intended Learning OutcomesThe aims of the module are to facilitate detailed and advanced learning focused upon the study of politics, society and culturein late twentieth century Germany, and to foster the study of that history in an interdisciplinary manner, drawing upon a varietyof primary sources. The module also aims to provide a supportive environment for the giving of oral presentations bystudents, and to provide constructive feedback on these as each student works towards summative coursework assignments,as well as to enable students to write in a variety of styles for a variety of purposes.By the end of this module students will be able to demonstrate:• Detailed knowledge of the social, political and cultural history of Germany in the period • Enhanced ability to handle, critically evaluate and contextualise different types of primary evidence.• Enhanced analytical, oral, and written skills • Additional experience of oral presentations • Ability to learn reflectively based on feedback from peers and tutor• Ability to develop and express complex arguments based upon the analysis of primary sources relating to recent Germanhistory.

Teaching and Learning Methods10 three-hour classes, with each including an overview lecture contextualising the week's topic, followed by seminarsencompassing class discussion of primary sources and the wider issues, and student presentations focusing on key themes.

Assessment Methods50% examination, 50% coursework.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS3754 After Hitler: Society, Culture and The Politics of The Nazi Past in The TwoGermanies, 1945-1990. Part 2




001 Assignment A - Essay (2,500 words) 25 0002 Assignment B - Desk Study (2,500 words) 25 0003 Examination (Final) 50 2



Intended Learning OutcomesOn 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 andthinkers(5) analyse and evaluate the ways in which contemporary mass culture is influenced by the scholarly reception of specifictexts, pictures, artefacts and ideas

Teaching and Learning MethodsLectures, Seminars, Independent Research

Assessment MethodsEssays, Desk Study (see note), Essay ExaminationsNote: The desk study is an outline heritage site evaluation drawing on publicly available sources but not requiring specificfieldwork

Pre-Requisites

Co-Requisites










HS3805 Classical Greece since the Enlightenment: Archaeologists, Travellers and Tourists


Documents

Module Specification - University of Leicester · 2015-08-19 · Module Specification No. Assessment Description Weight % Exam Hours Ass't Group Alt Reass't 001 Examination (qualifying