Module Specification - University of Leicester · 2020-08-12 · 003 Assignment C - Team Poster Presentation and Individual Reflection (qualifying element). Alternative Assessment:

Module Specification

Due to the ongoing impact of the global pandemic we havehad to evaluate all of our courses to ensure that we adhere toGovernment guidelines to protect the health and wellbeing ofour staff and students. This means that as we work through

these changes the format, delivery methods and assessmentsfor the modules below are subject to change. Students will be

informed directly regarding the delivery and assessmentmethods for their programmes in 2020/21 and beyond and thefinal versions of the module specifications will be updated in

due course.

Last Published: 20 November 2020


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

001 Assignment A - Bibliographic Exercise (qualifying element) 25 35002 Assignment B - Online Research and Reflection Activity (two parts)

(qualifying element). Alternative Assessment: 1,25030 35

003 Assignment C - Team Poster Presentation and Individual Reflection(qualifying element). Alternative Assessment: Poster

20 35

004 Assignment D - Oral Presentation (qualifying element). AlternativeAssessment: Essay (1,500 words)

25 35

Period: Semester 1Occurence: ACoordinator: Eliza RiediMark Scheme: UG Module Mark Scheme

Academic Year: 2020/1Module Level: Year 1Scheme: UGDepartment: HistoryCredits: 30

Intended Learning OutcomesBy the end of this module, successful students will be able to demonstrate:- Develop research skills to use a university library effectively- Work effectively as part of a team- Deliver a clear and effective oral presentation- Develop knowledge of primary and secondary sources linked to a specific historical topic studied in their tutorial group- Reflect on and articulate motivations, strengths and experience of transferrable skills developed through team work andposter preparation.

Teaching and Learning MethodsLectures, tutorials, practical workshops, consultation with tutors, online activities with moderator support (work-based learningand demonstration).

Assessment Methods- Assignment A - Bibliographic Exercise (qualifying element) (25%)- Assignment B - Online Research and Reflection Activity (two parts) (qualifying element) (30%) - Alternative Assessment:1,250 words essay for each part.- Assignment C - Team Poster Presentation and Individual Reflection (qualifying element) (20%) - Alternative Assessment:Poster and Individual Reflection- Assignment D - Oral Presentation (qualifying element) - Alternative Assessment: Essay (1,500 words)

Pre-Requisites

Co-Requisites

Excluded Combinations-

Guided Independent Study: Indicative Activities1. Reading and note taking to produce an annotated bibliography on a given historical topic (40 hours)2. Participation in online research and relfection activity 'The Great History Conundrum'. This involves solving online puzzlesand contributing to a discussion forum (100 hours)3. Working in a team to produce a poster presentation for an external heritage-related organisation; reflection on skills gainedin this and other parts of the module to produce a reflective portfolio and CV (20 hours)4. Group research, including reading, analysis and delivery of an oral presentation on a given historical research question (50hours)5. Reading and analysis of articles, primary sources and supplementary material for non-assessed tutorials (30 hours)6. Reading and preparation for, and recapping via panopto, lectures (8 hours)

Student Workload (hours)Synchronous Lectures

Synchronous Small Group Teaching 8Synchronous Practical Classes/

Workshops/Professional PlacementsSynchronous Other

Asynchronous Lectures/Presentations 16Asynchronous Other 28

Guided Independent Study 248Total Module Hours 300

HS1000 Making History




001 Assignment A - Chronological Exercise (qualifying element) 40 35002 Assignment B - 2,500 word Essay (qualifying element) (Final) 60 35

Period: Semester 1Occurence: ACoordinator: Richard JonesMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn successful completion of this module, students will be able to:- Demonstrate a grounding in major themes and debates in medieval and early modern European history, c. 800-1700- Evaluate popular stereotypes of medieval and early modern 'barbarism';- Explain how Europeans sought to construct and maintain civility- Explain the value of different approaches to the past, including social, political, religious and cultural history- Analyse a variety of primary sources (textual and non-textual) by asking critical questions about their provenance, purpose,preservation and historical value- Locate specific persons, events and artefacts in their historical setting and chronological sequence demonstrate command ofa chosen essay topic

Teaching and Learning Methods

Assessment Methods- Assignment A Chronological Exercise (Qualifying Element)- Assignment B 2500 word essay (Qualifying Element)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesAssignment A: Annotated Bibliography - 15 hoursAssignment B: Essay preparation and writing - 30 hoursGeneral reading: 20 hoursReading and note-taking as preparation for lectures - 20 hoursReading and note-taking as preparation for seminars - 30 hours






HS1001 Barbarism and Civilisation: Medieval and Early Modern Europe




001 Assignment A: Seen Test (2,000 words) (qualifying element) 50 35002 Assignment B: Creative Writing Essay or Essay (2,000 words)

(qualifying element) (Final)50 35

Period: Semester 1Occurence: ACoordinator: Bernard AttardMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Analyse and evaluate the concepts of modernity, the pre-modern, the anti-modern and the post-modern in their historicalcontexts - Identify and discuss the origins of modernity as they affect personal identity, social life, and public institutions andorganisations, including the nation state- Reflect critically on their own place in, and relationship to, the past and to historical processes by understanding the originsand trajectory of modernity- Demonstrate key historical skills, attributes and qualities (e.g. research; argumentation and analysis; imagination) in writtenform in a variety of genres

Teaching and Learning MethodsLectures, tutorials, workshops, independent and directed reading

Assessment MethodsSeen Test (2,000 words) (Qualifying Element, Qualifying Mark = 35) (50%) Creative Writing Essay / Essay (2,000 words) (Qualifying Element, Qualifying Mark = 35) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesPreparation for seminars: 40 hoursReviewing notes and follow up reading after lectures: 20 hoursPreparation for and completion of Assignment A: 14 hoursPreparation and writing Assignment B: 25 hours Engagement with tutor in emails and office hours: 3 hoursDevelopment of essay writing, reading and communication skills using resources provided by the Library, Student LearningDevelopment and English Language Teaching Unit: 15 hours






HS1002 The Shock of the Modern




001 Assignment A - Primary Source Essay (1,500 words) 40 35002 Assignment B - Seen Test (2,000 words) 60 35

Period: Semester 2Occurence: ACoordinator: Prashant KidambiMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the end of this module, successful students will be able to:- Critically discuss key methodological and/or conceptual issues in global history, considering non-Eurocentric approaches-Compare and contrast key themes in global history with respect to different regional case studies- Critically analyse historicalprimary sources in their regional and global context- Evaluate different historiographical works and debates in the field ofglobal history- Demonstrate clarity and precision of communication skills in a variety of written formats

Teaching and Learning MethodsLectures, primary source tutorials, historiography tutorials, assignment-focused tutorials; consultation workshops and officehours

Reassessment: Students failing the seen test will be expected to take the same seen test in the resit examination period.

Assessment Methods- Primary Source Essay (1,500 words) (40%)- Seen Test (2,000 words) (60%)- Re-assessment: Seen Test (60%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for tutorials - 40 hoursDeveloping primary source essay question and preliminary research - 5 hoursResearching and writing primary source essay - 30 hoursRevision for seen test - 20 hoursWriting seen test - 15 hours Consulting assessment guidelines and other resources on blackboard - 2 hoursEngagement with tutor in emails and office hours for essay planning and feedback - 3 hours






HS1012 Global History: Connections and Cultures in a Changing World, c.1750-Present




001 Source Analysis (1,500 words) 40 35002 Essay (2,000 words) 60 35



Intended Learning OutcomesOn completion of this module, successful students will be able to: - Discuss the different ways historians have approached the study of British history- Apply relevant conceptual and theoretical knowledge to specific events, processes and sources- Employ detailed knowledge to offer informed opionions about key controversies in British history- Identify and evaluate keyeconomic, social, political and cultural developments in modern British history and relate these to each other

Teaching and Learning Methods2 x 1 hour Lectures, and 1 tutorials per week. Guided independent study to prepare for tutorials and assignments. Formativeassessment on the context of production of a source will prepare students for that summative assessment that will examineboth this context and the contents of the source.Students will have the opportunity to submit a formative assignment (maximum 500 words) and receive feedback on it.

Where a student fails an element of the assessment, they will be reassessed as follows: Assignment A, resubmit theassignment during the resit period; examination, submit a 2500 word essay in lieu of the examination during the resit period.

Assessment MethodsSource analysis and essay

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for weekly tutorials -54 hours Preparing oral presentation for tutorials - 3 hoursReading and note taking from secondary works as preparation for lectures - 20 hoursWriting one assignments - 15 hoursRevision for exam --25 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours




Asynchronous Lectures/Presentations 21Asynchronous Other


HS1013 Great Britain: The State We're In




002 Assignment A - Group Podcast (qualifying element). (Reassessedby essay).

50 35

003 Assignment B - Essay (2,000 words) 50 35 2

Period: Semester 2Occurence: ACoordinator: Svenja BethkeMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to: - Demonstrate a firm factual grasp of the history of Europe from 1861 to 1991- Describe the major social, political, cultural andeconomic trends shaping European societies- Cogently debate key issues in the historiography of modern Europe-Demonstrate critical analysis and effective writing- Present historical arguments using the medium of new learningtechnologies

Teaching and Learning MethodsLecturesTutorialsWorkshopsStudents will have the opportunity to submit a formative assignment (an article critique) and receive feedback on it..

Assessment MethodsGroup podcast and essay

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading articles, essays and books in preparation for the lectures and tutorials (30 hours); Listening to academic podcasts in preparation for lectures and tutorials (7 hours); Researching for the article critique (formative assessment) and the group podcast; writing the article critique (40 hours); Group meetings for the group podcasts (10 hours); Reading and revision for the examination (30 hours).






HS1016 Europe 1861-1991: Emancipation and Subjugation




001 Assignment A Primary Source Critique (2,000 words) 50 35002 Assignment B Essay (2,000 words) 50 35

Period: Semester 2Occurence: ACoordinator: Ian HarrisMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will have:- Describe and explain the significance of a particular historical individual or place- Analyse how a particular individual orplace relates to a broader historical context- Undertake effective independent research- Identify, locate, and critically analysea range of primary source materials.- Communicate effectively in a variety of written formats

Teaching and Learning MethodsExtended seminars (2hrs) featuring discussions, primary source analysis and student-led learning. Scaffolded virtual learningenvironment (Blackboard) to support guided independent study activities outlined below.

Assessment Methods- Primary Source Critique (2,000 words) (50%)- Essay (2,000 words) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 70 hours Writing critiques of primary sources for seminars - 30 hours Preparing oral presentations for seminars - 29 hoursReading and note taking from secondary works as preparation for assignments - 50 hoursWriting two assignments - 90 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 6 hours


Synchronous Small Group TeachingSynchronous Practical Classes/




HS1100 People and Places




002 Source Commentary 30003 Thematic Essay 70

Period: Semester 2Occurence: ACoordinator:Mark Scheme: UG Module Mark Scheme


Intended Learning OutcomesAt the end of this module, successful students will be able to:-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 Englishlanguage correctly and creatively- Expand their critical awareness of primary source materials and modern scholarlyliterature- Approach translations in a critical and informed way

Teaching and Learning Methods11 x 2 hour seminars

Commentary and analysis of a short Latin text (translation provided), 1000 words (30%)Thematic essay, 2500 words (70%)

Assessment MethodsSource commentary (30%)Thematic essay (70%)

Pre-Requisites

Co-Requisites

Excluded CombinationsAH2027/ML2020

Guided Independent Study: Indicative ActivitiesContact hour preparation: 22 hoursContact hour revision: 22 hoursAssessment preparation: 40 hoursAssessment feedback: 4 hoursReading/research: 40 hours




Asynchronous Lectures/PresentationsAsynchronous Other


HS2027 The Latin World: ancient, medieval and modern




003 Assignment - Essay in comparative history (4,500 words) (Final) 100



Intended Learning OutcomesOn completion of this module, successful students will be able to:- Compare and contrast key factors affecting gender in two contexts- Evaluate the changing historiography and approaches togender history- Deploy a range of written skills to discuss issues relating to the module- Demonstrate an ability to criticallyevaluate primary and secondary source materials to support an organised argument

Teaching and Learning MethodsLectures, seminars, workshops.Students will be given the opportunity to submit a formative assignment for feedback

Assessment MethodsEssay.

Students will also have the opportunity to submit formative work for feedback.

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 40 hours Developingbibliography, conducting preliminary research for essay, and writing essay plan - 10 hours Researching (both primary andsecondary sources) and writing essay - 60 hoursConsulting assessment guidelines and other resources on blackboard - 2 hours Engagement with tutor in emails and officehours for essay planning and feedback - 3 hours






HS2231 Gender History




001 Assignment A Essay (1,000 words) 30002 Assignment B Essay 3,500 words) Final 70

Period: Semester 1Occurence: ACoordinator: Zoe KnoxMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Compare and contrast key factors affecting religious culture and practice in two contrasting historical contexts- Evaluate the changing historiography and approaches to the study of religious history- Deploy a range of written 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 MethodsLectures, seminars, workshops

Assessment MethodsEssay (30%)Essay (70%)


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading for the lectures and seminars (40 hours); Preparing responses to questions in advance of the seminars (16 hours); Completing practical activities for the workshop (2 hours); Research and writing for the formative assessment (17 hours); Research, writing, and proofing the essay (40 hours).






HS2232 Religious History




001 Essay (4,500 words) 100

Period: Semester 2Occurence: ACoordinator: Joanna StoryMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Compare and contrast key factors affecting race and ethnicity in two contrasting historical contexts- Evaluate the changing historiography and approaches to the study of race and ethnicity- Deploy a range of written skills to discuss issues relating to the module- Demonstrate their ability to critically evaluate primary and secondary source materials to support an organised argument.Students will be given the opportunity to submit a formative assignment for feedback

Teaching and Learning MethodsLectures, seminars, workshops. Students will be given the opportunity to submit a formative assignment for feedback

Assessment Methods- Essay (100%)


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for lectures - 10 hoursReading and note-taking from secondary works as preparation for seminars – 10 hoursWriting critiques of primary sources and preparing notes for seminars - 10 hours Selecting, retrieving, reading and note taking from primary and secondary works as preparation for assignments – 45 hoursWriting assignments - 37 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours






HS2234 Race and Ethnicity




001 Assignment A Essay (1,000 words) 30002 Assignment B Essay (3,500 words) Final 70

Period: Semester 1Occurence: ACoordinator: Emma Battell LowmanMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module students will be able to:- Develop a critical insight into the role and incidence of violence in two differing historical contexts- Develop a familiarity with several different theories and models on the relationship of violence to human civilisation- Develop skills of analysis and argument in some depth in oral and written form- Generate an empirical sense of the ways in which state and popular power was exercised and structures of resistance werecreated and operative

Teaching and Learning MethodsOne-hour lectures, one-hour seminars with student presentations, and one-hour primary-source seminars. For the oralpresentation, students will be asked to give short presentations on a pre-arranged suitable subject (written equivalent ofaround 700 words). In seminars students will be expected to make substantial contributions based on their preparationreading for class. They will read, analyse, and reflect critically and contextually upon historical texts and other sourcesmaterials; develop an understanding of the varieties of approaches to understanding, constructing and interpreting the past,and of comparative perspectives on the past; and gather and deploy appropriate evidence and data to develop and sustainhistorical arguments.

Assessment Methods- Essay 1 (30%)- Essay 3 (70%)


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative Activities“Reading and note-taking from primary sources and secondary works as preparation for seminars - 32 hours Writing critiques of primary sources for seminars - 10 hours; Preparing oral presentations based on primary sources for seminars - 10 hoursReading and note taking from secondary works as preparation for lectures as well as for discussion in the seminars - 20 hoursWriting two essays - 40 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours






HS2236 Histories of Violence




001 Essay 1 (1,000 words) 30002 Essay 2 (3,500 words) 70

Period: Semester 1Occurence: ACoordinator: Raul CarstoceaMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesUpon successful completion of this module students will be able to:- Define class as a historical category- Identify the main political, social, cultural and demographic processes behind the growth of and changes within classes- Deploy a range of written skills to discuss issues relating to the module- Demonstrate their ability to critically evaluate primary and secondary source materials to support an organised argument - Evaluate competing interpretations of the historical importance of class categories

Teaching and Learning MethodsLectures, seminars, workshop

Assessment Methods- Essay 1 (1,000 words) (30%)- Essay 2 (3,500 words) (70%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 40 hours Reading and notetaking from secondary works as preparation for lectures - 20 hoursWriting two essays - 50 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 5 hours”






HS2237 All Bourgeois Now? Class in History




001 Essay (4,500 words) Final 100



Intended Learning OutcomesThis module serves as an introduction to urban history. By the end of the module students will be able to:- Define urbanization as an historical process- Identify the main physical and demographic processes behind the growth of major global cities- Compare the spatial development of different cities over time- Evaluate competing interpretations of urban growth and change- Interpret maps, plans and other primary sources related to urbanization

Teaching and Learning MethodsLectures, seminars, workshop

Assessment Methods- Essay (100%)Students will also have the opportunity to submit formative work for feedback.

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesBackground reading for and review of lectures, c. 20 hoursReading and reflection in preparation for seminars, c. 40 hoursPreparatory reading, planning and writing two assignments - c. 50-55 hoursEngagement with tutor in emails and office hours for assignment planning and reflection on feedback - c. 3 hours.






HS2238 Global Cities




002 Essay (2,000 words) 50003 Essay (2,000 words) 50

Period: Semester 1Occurence: ACoordinator: James BothwellMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to: - Recognise and describe key concepts and developments in the history of the English medieval nobility- Explain how historians have constructed the concepts and how this affects what we know about the past- Be familiar with secondary literature relevant to the specific historical period being studied- Develop their skills of analysis and critical evaluation of primary and secondary materials- Improve their skills of written communication

Teaching and Learning MethodsLectures, seminars, workshops Formative Assignment - Essay Outline Non Teaching Week - Individual Consultation Appointments

Assessment MethodsTwo essays

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 30 hoursDeveloping bibliography, conducting preliminary research for essay and essay plan - 18 hours. Researching and writing essay - 62 hours. Revision for exam - 39 hoursCompleting exam - 2 hours Consulting assessment guidelines and other resources on blackboard - 2 hoursEngagement with tutor in emails and office hours for essay planning and feedback - 3 hours






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




002 Assignment A Essay (2,000 words) 50003 Assignment B Essay (2,000 words) (Final) 50

Period: Semester 1Occurence: ACoordinator: Ian HarrisMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the end of the module, successful students will be able to:-- Analyse some central features of the self-understanding implied in conceptions of mind, monarch and parliamentary politicsin Georgian Britain,- Demonstrate and explain the historical concepts of mind and madness in the Georgian era- Demonstrate the ability to read independently and deeply with an awareness of historical context


Assessment Methods- Essay 1 (2,000 words) (50%)- Essay 2 (2,000 words) (50%)

Pre-Requisites

Co-Requisites








HS2307 Madness, Monarchy and Politics in Georgian Britain




002 Assignment A (1,500 words) 40003 Assignment B (2,500 words) 60

Period: Semester 2Occurence: ACoordinator: Elizabeth ClappMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to: - Employ a range of written skills to discuss issues relating to the course - Discuss specific issues in the history of theAmerican family- Analyse how constructions of gender affected interactions between men, women and children in Americanhistory- Assess the impact of class and race on family roles in American history- Identify and explain the changes andcontinuities in the American family since the colonial period

Teaching and Learning MethodsLectures, seminars, essay workshops. Students will be encouraged to engage in class discussions during the seminars;engage with primary source materials; and participate in small group exercises.Drop-in essay workshops will be held at suitable points in the semester to aid with assignment preparation. Students will alsobe encouraged to complete an in-class formative assignment which will be discussed in small groups.

Assessment Methods- Assignment 1 (1,500 words) (40%)- Assignment 2 (2,500 words) (60%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesBackground reading for and review of lectures, c. 20 hoursReading and reflection in preparation for seminars, c. 30 hoursPreparatory reading, planning and writing two assignments - c. 60-65 hoursEngagement with tutor in emails and office hours for assignment planning and reflection on feedback - c. 3 hours






HS2311 Domestic Revolutions: Women, Men and the Family in American History




001 Assignment A: An essay based on the crime topics of the first half ofthe module - 2000 words

50

002 Assignment B: An essay based on the 3 week Jack-the-RipperCase-Study - 2000 words

50

Period: Semester 1Occurence: ACoordinator: Elizabeth HurrenMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, students should be able to:-Demonstrate a critical awareness of ideas about the 'making of the criminal' in Victorian society-Classify changing concepts of criminal behaviour, law and order-Analyse historical methods in crime histories of the period-Differentiate between a rich variety of primary documents to test theoretical concepts of Victorian crime, power andpunishment-Deconstruct Jack-the-Ripper historical cliches and media myths, by evaluating crime and policing in context

Teaching and Learning MethodsOverall Weekly Structure: One-hour lecture + one-hour seminar source exercise + one hour workshop exploring the culturalimpact of Jack-the-Ripper in crime studies.

The Module is designed as a cumulative, blended learning experience, with students being expected to actively engage intheir seminar(s)/workshop(s). These are structured around the core module themes and are designed to complement theassessment patterns by focusing on developing a critical awareness of historical arguments, crime data, and primary sourcematerial.

Students will be expected to participate in oral presentations, small group discussions and workshops. Throughout studentswill be engaging in research and development in the context of practical classess and workshops, with a cumulative, thematicapproach to the relevant historiography.

Assessment MethodsAssignment A: An essay based on the crime topics of the first half of the module - 2000 words (50%) Assignment B: An essaybased on the 3 week Jack-the-Ripper Case-Study - 2000 words (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesPreparation for the seminars to include reading and note-taking from primary sources and secondary works: c. 40 hoursPreparing oral presentations for seminars, c. 5 hoursCareful and reflective reading of the set primary and secondary sources; preparation of notes and arguments; accessing andreading material in both the University Library and digital resources, c. 30 hoursPlanning and writing report, portfolio (essay and poster); and reflecting on feedback, c. 40 hours



Workshops/Professional PlacementsSynchronous Other 10



HS2328 Jack-the-Ripper: Crime, Popular Culture and Policing in Victorian Times




001 Essay 1 (2,000 words) 50002 Essay 2 (2,000 words) 50

Period: Semester 1Occurence: ACoordinator: Sophie CooperMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn successful completion of this module students should be able to:• Identify the key political and social developments during a period of enormous change in Ireland• Analyse some of the ways in which the role played by the Catholic Church affected political debate and everyday life inIreland in the twentieth century.• Explain how women were affected by the political and social consensus of post-war Ireland.• Analyse some of the effects the outbreak of the ‘Troubles’ in Northern Ireland had on politics and everyday life in theRepublic of Ireland.• Critically evaluate political developments in post-war Ireland by reference to theoretical concepts of power• Explain how historians have constructed the topic and how this affects what we know about the past.• Develop skills of analysis and argument in some depth in oral and written form.• Critically evaluate primary and secondary materials pertinent to the subject.

Teaching and Learning Methods10 one-hour lectures. 10 one-hour seminars with student presentations. 10 one-hour primary-source seminars. Each weekwe will meet twice: for a two-hour session and a one-hour session. In the two-hour session I will give a lecture followed by aseminar. In this seminar students will be asked to give short (five-ten minute) presentations on a suitable subject (around 700words). In our one-hour session we will analyse primary sources relating to each subject.

Assessment Methods100% coursework (2 essays, 2,500 words each).

Pre-RequisitesHS2331

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 40 hours , Preparing oralpresentations for seminars - 10 hours, Reading and note taking from secondary works as preparation for lectures - 10 hours,Writing two essays - 50 hours, Engagement with tutor in emails and tutorials for essay planning and feedback - 5 hours, Total115 hours






HS2331 Modern Ireland, 1939-1975




121 Oral presentation followed by a reflective piece of coursework(1,250 words)

50

122 Essay (2,500 words) 50

Period: Semester 2Occurence: ACoordinator: Alexander KorbMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to demonstrate:- Deliver a clear and compelling oral presentation- Create a well-constructed essay plan- Review and assess the historiography of fascism in Europe- Deploy and interpret primary sources to address a specific historical problem

Teaching and Learning MethodsLectures, Presentations, Small Group Discussions, Discussions of primary sources

Assessment Methods-Oral presentation followed by a reflective piece of coursework (1,250 words) (50%)- Essay (2,500 words) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 30 hours Writing critiquesof primary sources for seminars - 20 hoursPreparing oral presentations based on primary sources for seminars - 12 hoursReading and note taking from secondary works as preparation for lectures as well as for discussion in the seminars - 20 hoursWriting two essays - 60 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours

Student Workload (hours)Synchronous Lectures 10





HS2349 Stormtroops, Iron Guard and Arrow Cross: Fascism and Genocide in EasternEurope, 1938-1945





Period: Semester 2Occurence: ACoordinator: Toby LincolnMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Demonstate knowledge of the main events of modern Chinese history- Discuss how the country's development has been shaped at different periods by colonialism, nationalism, modernity, warand revolution- Demonstrate skills of critical analysis through engagement with a wide range of primary and seconday sources- Demonstrate clarity and precision of communication skills in a variety of written formats

Teaching and Learning MethodsOne hour lectures and seminars and discussion boards. In seminars students will be expected to make substantialcontributions based on their preparation reading for class. They will read, analyse, and reflect critically and contextually uponhistorical texts and other sources materials; develop an understanding of the varieties of approaches to understanding,constructing and interpreting the past, and of comparative perspectives on the past; and gather and deploy appropriateevidence and data to develop and sustain historical arguments. In the reading week, I will be available to discuss formativeassignments for the essay, and previous essays students may have written.


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note taking from secondary works in preparation for seminars 40 hoursReading and writing one formative essay plan 10 hoursreading for and writing essays 60 hoursPreparation for exam 30 hoursEngagement with tutor in emails and tutorials for essay planning, exam preparation and feedback - 5 hours






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




001 Essay (2,000 words) 50002 Portfolio (2000 words)

Portfolio (2000 words)50

Period: Semester 2Occurence: ACoordinator: Deborah TonerMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will 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 construction of racial, class and genderidentities - Evaluate ideas about drinking in terms of their cultural and historical specificity - Analyse specific types of primary sources about alcohol - Evaluate key historiographical works in the history of alcohol in North America

Teaching and Learning MethodsLectures; historiography-focused seminars; primary sources-focused seminars; consultation workshops and office hours.

Assessment MethodsEssay and portfolio

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 40 hoursDeveloping bibliography, conducting preliminary research for essay and essay plan - 8 hoursResearching and writing essay - 30 hoursPreparation of portfolio - 32 hours.Completing exam - 2 hours Consulting assessment guidelines and other resources on blackboard - 2 hoursEngagement with tutor in emails and office hours for essay planning and feedback - 3 hours






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




001 Teacher Appraisal (qualifying element) 0003 Teaching Portfolio (2,000 words plus teaching material) 50004 Written Assignment (2,500 words) 50



Intended Learning OutcomesOn completion of this module, successful students will be able to:- Be able to demonstrate detailed knowledge of the pedagogic theory and historical development of the teaching of history inprimary and secondary schools - To be able to demonstrate critical thought about the transmission of knowledge- To have acquired an awareness of and ability to demonstrate the practical skills required in a class room, includingperparation, communication skills, sensitivity to individuals, a sense of responsibility, and the ability to control a class room

Teaching and Learning MethodsSeminars; class room experience

Assessment Methods- Teacher Appaisal (qualifying element) (05%)- Teaching Portolio (2000 words plus teaching materials) (50%)- Written assignment (2500 words) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesPreparation of teaching material and background reading for lesson plans; 50 hoursreading secondary and primary literature on the UK education system and the teaching of history; 30 hoursseminar preparation: 6 hours writing assessments: 6 hoursliasion with host schools and teachers 5 hoursInformal discussions with host teachers 5 hours




Asynchronous Lectures/PresentationsAsynchronous Other 32


HS2360 History in the Classroom





Period: Semester 1Occurence: ACoordinator: Paul MooreMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module successful students will be able to:- Demonstrate detailed comparative knowledge of the interwar social, political and cultural histories of Germany, Italy, Spainand the USSR - Analyse key themes in the history of interwar Europe - Demonstrate an awareness of key historiographical debates - Demonstrate critical analysis and effective writing.- Critically evaluate primary and secondary materials pertinent to the subject.

Teaching and Learning MethodsOne-hour lectures, and one-hour seminars with student presentations. For the presentations, students will be asked to giveshort (max. ten minutes) presentations on a pre-arranged suitable subject. In seminars students will be expected to makesubstantial contributions based on their preparation reading for class. They will read, analyse, and reflect critically uponhistorical texts and other source materials.Students will be given the opportunity to submit a formative assignment for feedback.

Assessment Methods Two essays

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 50 hours Reading and note taking from secondary works as preparation for lectures - 12 hoursWriting essay - 50 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours”






HS2362 Living with Dictatorship: European Societies, 1918-1941




001 Essay (2,000 words) 50002 Exam Reassessed by Essay (2,500 words) 50 2

Period: Semester 2Occurence: ACoordinator: Jan VandeburieMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesIdentify, describe and critically evaluate with reference to case studies key concepts for the analysis of the Crusades and theLater Middle Ages.Explain how key concepts have been constructed and affect historical knowledge.Analyse and evaluate primary (both textual and visual) and secondary materials.Communicate an argument both written and orally.Produce an academic piece of writing which uses a variety of secondary and primary sources.

Teaching and Learning MethodsLectures, seminars and workshops

Assessment MethodsFormative assignment - for feedback only, essay, exam – reassessed by essay

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 30 hoursDeveloping bibliography, conducting preliminary research for essay and essay plan - 9 hoursResearching and writing essay - 30 hoursRevision for exam - 39 hoursCompleting exam - 2 hoursConsulting assessment guidelines and other resources on blackboard - 2 hoursEngagement with tutor in emails and office hours for essay planning and feedback - 3 hours




Asynchronous Lectures/PresentationsAsynchronous Other

Guided Independent StudyTotal Module Hours

HS2367 Holy Wars in Sacred Lands: Conflict and Coexistence during the Crusades




001 Assignment A: Writing Portfolio (1,000 words) 30003 Assignment B: Reflective Diary (1,500 words) and Essay (2,500

words)70

Period: Semester 1Occurence: ACoordinator: Kevin SchurerMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Appreciate some of the principal historiographical approaches to the study of history and to evaluate them critically, basedupon a wide range of reading - Understand and evaluate some of the key ways in which history is mediated in society- Communicate complex concepts and ideas accessibly and succinctly - Work with other students in order to produce a summative assignment - Develop skills of analysis and argument in oral and written form

Teaching and Learning Methods18 x1 hour lectures delivered by colleagues across the School of History; 4 x essay workshops and consultation; 10 x 1 hourseminars in which students will be expected to make substantial contributions based on their preparatory reading for class.They will read, analyse, and reflect critically and contextually upon historical texts and other sources materials; develop anunderstanding of the varieties of approaches to understanding, constructing and interpreting the past, and of comparativeperspectives on the past; and gather and deploy appropriate evidence and data to develop and sustain historical arguments.Individual tutors may require students to give short presentations on selected topics.

Assessment MethodsWriting Portfolio (1,000 words) 30%Essay and Reflective Diary (4,000 words) 70%

Pre-Requisites-

Co-Requisites-


Guided Independent Study: Indicative ActivitiesReading and preparation for seminars: 150 hoursReading and preparation for lectures: 54 hoursPreparation and writing of assignments: 50 hoursWork on reflective diary: 10 hoursEngagement with tutor by email and in feedback and support hours: 4 hours






HS2400 Perceiving the Past




001 Assignment A: Writing Portfolio (1,000 words) 50003 Assignment B Reflective Diary (1,500 words) 50

Period: Semester 1Occurence: ACoordinator: Kevin SchurerMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Appreciate some of the principal historiographical approaches to the study of history and to evaluate them critically, basedupon a wide range of reading - Understand and evaluate some of the key ways in which history is mediated in society- Communicate complex concepts and ideas accessibly and succinctly - Work with other students in order to produce a summative assignment - Develop skills of analysis and argument in oral and written form

Teaching and Learning Methods18 x1 hour lectures delivered by colleagues across the School of History. 10 x 1 hour seminars in which students will beexpected to make substantial contributions based on their preparation reading for class. Writing portfolio and reflective diary.They will read, analyse, and reflect critically and contextually upon historical texts and other sources materials; develop anunderstanding of the varieties of approaches to understanding, constructing and interpreting the past, and of comparativeperspectives on the past; and gather and deploy appropriate evidence and data to develop and sustain historical arguments.Individual tutors may require students to give short presentations on selected topics.

Assessment MethodsWriting Portfolio (1,000 words)Reflective Diary (1,5000 words)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and preparation for seminars: 50 hoursReading and preparation for lectures: 24 hoursPreparation and writing of first assignment: 34 hoursWork on reflective diary: 10 hoursEngagement with tutor by email and in feedback and support hours: 2 hours






HS2401 Perceiving the Past




001 Assignment A - Research proposal (3,500 words) 70002 Assignment B - Professional portfolio (2,000 words) 30

Period: Semester 2Occurence: ACoordinator:Mark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:- Undertake an initial assessment of relevant historiography and identify primary sources for the research project- Demonstrate their capacity to reflect on key dilemmas, issues and challenges in becoming an historical researcher- Formulate and develop a detailed research proposa- Engage in critical self-reflection and articulate strengths, skills and development areas in a professional context

Teaching and Learning MethodsThe module is taught by a combination of lectures, presentations and interactive on-line sessions. The lectures (or'provocations') will cover current and future trends in the discipline of history and introduce students to the debates andquestions covered in the interactive sessions. In the presentations, academic staff will give short 'flash' presentations on thirty-six fields of inquiry, in order to emphasise the diversity of research possibilities in history. The interactive sessions incorporatea number of reflective activities, focused on the theme of 'finding your voice'.

Assessment Methods- Assignment A - Research proposal (3,500 words) (70%)- Assignment B - Professional portfolio (2,000 words) (30%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesGuided independent study will involve:1. Preparation for and writing of the research proposal (110 hours)2. Preparation for and writing of the professional portfolio (70 hours).3. Preparation for and on-line engagement in interactive tasks, excercises and quizzes (20 hours).4. Preparation for and follow-up reading from provocations and field presentations (30 hours)5. Preparation for engagement with potential supervisor and feedback session on research proposal (10 hours)5. Engagement with coordinator by email and in feedback hours and in individual feedback session (5 hours)






HS2500 Becoming the Historical Researcher




001 1 Essay Field Diary Report (2,000 words) 50002 1 Essay Reflective Exercise (2,000 words) 50

Period: Semester 2Occurence: ACoordinator: James MooreMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:- Operate within a specific heritage business in accordance with appropriate employer requirements and health and safetyarrangements.- Work successfully with heritage professionals 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

Teaching and Learning MethodsLectures, Seminars, Independent research, Field work, Task-based learning.

Assessment Methods- 1 Essay Field Diary (2,000 words) (50%)- 1 Essay Reflective Exercise (2,000 words) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works - 10 hoursUndertaking organisational and planning tasks - 2 hoursWriting up diary and reports - 5 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours






HS2802 Heritage Field Project




001 Dissertation (10,000 words) 100

Period: Academic YearOccurence: ACoordinator:Mark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Organise an extended and systematic programme of work and engage in intensive private study - Search for and identify relevant primary and secondary sources in libraries, archives and on-line- Construct extended written arguments and analysis supported by historical evidence- Demonstrate an ability to critically evaluate the relevant primary and secondary sources- Present a major piece of writing that is well-structured, clearly argued and properly referenced.

Teaching and Learning MethodsFieldwork including visits to libraries and archives; supervisions; workshops. A progress report will be expected from studentsin the first semester, and they will receive feedback on this. Students will also be expected to participate in a workshop withother students and to discuss their work informally. Students will be encouraged to discuss a plan of their dissertation withtheir supervisor and to submit a draft chapter for feedback at a time agreed with their supervisor.

Assessment Methods- Dissertation (10,000 words)

Pre-RequisitesHS2500

Co-Requisites


Guided Independent Study: Indicative ActivitiesResearch to construct a bibliography and identify primary sources, 50 hours;Extensive reading; close reading of primary sources; visits to archives and on-line digital archives, 150 hours; Arranging and attending meetings with supervisor; reflections on supervisions; 30 hoursDrafting of dissertation plan, 18 hours; Drafting, writing and redrafting of dissertation; checking and proofreading of work, 150 hours.






HS3510 Dissertation




001 Assignment A - Historiographical critique (2,000 words) 40002 Assignment B - Essay (3,000 words) 60

Period: Semester 2Occurence: ACoordinator: Bernard AttardMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to demonstrate: -Analyse and evaluate key concepts, theories, and historiographical debates about the relationship between Britain's social,economic and imperial expansion between 1815 and 1914.- Analyse and assess the connections between between Britain's social, economic and imperial expansion between 1815 and1914- Construct extended written arguments and analyses supported by relevant historical evidence.

Teaching and Learning MethodsLectures, seminars, individual student consulatation and guided independent study

Assessment Methods- Assignment A - Historiographical critique (2,000 words) (40%)- Assignment B - Essay (3,000 words) (60%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesPreparation for tutorials: 45 hoursReviewing notes and follow up reading after lectures: 12 hoursPreparation for and writing two assignments: 45 hoursEngagement with tutor in emails and office hours: 3 hoursDevelopment of essay writing, reading, quantitative and communication skills using resources provided by the Library,Student Learning Development and English Language Teaching Unit: 10 hours






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




001 Assignment A - Essay (2,500 words) 50002 Assignment B - Essay (2,500 words) 50

Period: Semester 2Occurence: ACoordinator: Sally HorrocksMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn successful completion of this module, students should be able to:- Analyse the social history of Britain from c1900-1939- Explain the different interpretations of the impact of the Great War on British society- Understand why the war had a different impact on different social groups- Appreciate how different kinds of historical evidence can be used to understand the impact of the war- Construct and develop extended historical arguments in written and oral form, supported by relevant historical evidence

Teaching and Learning MethodsLectures, Seminars, Demonstrations, FieldworkStudents will be given the opportunity to complete a formative assignment for feedback

Assessment Methods- Assignment A- Essay (2,500 words) (50%)- Assignment B- Essay (2,500 words) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note taking from primary and secondary sources in preparation for seminars 40 hoursPreparation for oral presentation for seminars- 10 hoursSelf-guided fieldwork 5 hoursPreparation for and writing formative assessment- 8 hoursEngagement with tutor for feedback on formative assessment and essay planning 2 hoursReading, note-taking and writing for essay- 25 hoursRevision for examination- 30 hours






HS3620 What Difference Did the War Make? British Society and the Great War, 1900-1939





Period: Semester 1Occurence: ACoordinator: Andrew JohnstoneMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will 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 involvement in Vietnam- Demonstrate the ability to evaluate a variety of source materials

Teaching and Learning MethodsLectures, seminars, workshops, office hours

Assessment Methods2 essays

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 40 hours Reading and note taking from secondary works as preparation for lectures - 20 hoursResearch and writing the formative essay and assessed essays - 52 hoursExam revision and preparation - 22 hoursEngagement with tutor in emails and tutorials for essay planning and feedback - 3 hours






HS3634 The USA and the Vietnam War





Period: Semester 1Occurence: ACoordinator: James BothwellMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Recognise and describe key concepts and developments in the history of fourteenth-century England- Explain how historians have constructed the concepts and how this affects what we know about the past- Be familiar with secondary literature relevant to the specific historical period being studied- Develop their skills of analysis and critical evaluation of primary and secondary materials- Improve their skills of written communication


Assessment Methods Two essays

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 30 hoursDeveloping bibliography, conducting preliminary research for essays and essay plans - 18 hours; Researching and writingessay - 62 hoursRevision for exam - 39 hoursCompleting exam - 2 hours Consulting assessment guidelines and other resources on blackboard - 2 hoursEngagement with tutor in emails and office hours for essay planning and feedback - 3 hours






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




001 Assignment A Group Podcast Portfolio (Reassessed by writtenassignment)

30

002 Assignment B Essay (final) 70

Period: Semester 1Occurence: ACoordinator: James CampbellMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn successful completion of the module, students should be able to:

Analyse major developments in the field of race, crime, and punishment in the U.S. from the 1700s to the presentIdentify patterns and differences within large-scale historical processes.Construct extended written arguments supported by relevant historical evidenceWork collaboratively and effectively as part of a groupCritically evaluate historiographical trends, ideas and interpretations

Teaching and Learning Methods10 x weekly lectures10 x weekly seminars10 x weekly workshops (e.g. primary source analysis, documentary screenings and discussion)3 x assignment preparation workshops (incl. 1 x drop in session)2 x office hours

Assessment MethodsGroup Podcast Portfolio, Essay

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative Activities






HS3662 Crime and Punishment in African American History




138 Oral Presentation Report (2,500 words) 50139 Essay (2,500 words) 50

Period: Semester 1Occurence: ACoordinator: David GentilcoreMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful students will be able to:- Identify and evaluate the complex dialectic between diet and health as perceived by early modern Europeans, in both theoryand practice- Identify and analyse key factors for dietary change and continuity throughout Europe and its diverse regions- Relate this period's food history to the society, culture and medical understanding of which it was a part- Critically evaluate primary and secondary materials pertinent to the subject. - Develop skills of analysis and argument in some depth in oral and written form.

Teaching and Learning MethodsOne-hour lectures, one-hour seminars with student presentations, and one-hour primary-source seminars. For the individualoral presentation, students will be asked to give short presentations on a pre-arranged suitable subject. In seminars studentswill be expected to make substantial contributions based on their preparation reading for class. They will read, analyse, andreflect critically and contextually upon historical texts and other source materials; develop an understanding of the varieties ofapproaches to understanding, constructing and interpreting the past, and of comparative perspectives on the past; and gatherand deploy appropriate evidence and data to develop and sustain historical arguments.

Assessment Methods- Oral presentation report (2,500 words) (50%)- Essay (2,500 words) (50%)

Pre-Requisites

Co-Requisites





Workshops/Professional Placements 5

Synchronous OtherAsynchronous Lectures/Presentations

Asynchronous OtherGuided Independent Study 115

Total Module Hours 150

HS3678 Food, Diet and Health in Early Modern Europe




110 Assignment 1 (2,500 words) 50136 Assignment 2 (2,500 words) 50

Period: Semester 2Occurence: ACoordinator: Elizabeth ClappMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module students will be able to: - Identify the key factors affecting women's lives in the late nineteenth and early twentieth centuries in the USA- Evaluate the impact of gender constructions on women's lived experience in late nineteenth/early twentieth century USA- Deploy a range of written and oral skills to discuss issues relating to the course.- Demonstrate an ability to critically evaluate primary and secondary materials pertinent to the subject- Analyse the ways in which race and class influenced women's ability to conform to prescriptive ideals.

Teaching and Learning MethodsLectures, seminars, coursework workshops, individual consultations. Students will be expected to give a short oralpresentation during a seminar. Students will be given the opportunity to prepare a short formative assignment to discuss inworkshops.

Assessment Methods- Assignment one (2500 words) (50%)- Assignment two (2500 words) (50%)

Pre-Requisites

Co-Requisites








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





Period: Semester 2Occurence: ACoordinator: Toby LincolnMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the end of this module, successful students will be able to:- Refer to a wide range of literature on Sino-Japanese relations- Contextualise the conflict in East Asia within the Second World War as a whole, and re-evaluate the global nature of othertheatres of war- Discuss the role that war plays in determining relations between China and Japan, and the importance its memory has incontemporary politics- Demonstrate skills of critical analysis through engagement with a wide range of primary and seconday sources- Demonstrate clarity and precision of communication skills in a variety of written formats

Teaching and Learning MethodsLectures, seminars and discussion boards.


Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and note taking from secondary works in preparation for seminars 40 hoursReading and writing one formative essay plan 10 hours; reading for and writing essays 60 hours. Engagement with tutor inemails and seminars for essay planning and feedback - 5 hoursreading for and writing one essay 30 hours






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




001 Assignment A - Portfolio (2000 words) 40002 Assignment B - Comparative Essay (3,000 words) (Final) 60

Period: Semester 2Occurence: ACoordinator: Deborah TonerMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the end of this module, successful students will be able to:- Explain the cultural, social, economic and political dynamics of at least two 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 examine Indigenous societies before and/or during colonisation- Analyse documentary, visual, and/or material primary sources- Identify patterns and differences within large-scale historical processes

Teaching and Learning MethodsLectures; historiography-focused seminars; skills-focused seminars; consultation workshops and office hours


Pre-Requisites

Co-Requisites

Excluded Combinations

Guided Independent Study: Indicative ActivitiesReading and note-taking from primary sources and secondary works as preparation for seminars - 40 hoursDeveloping bibliography, conducting preliminary research for assignments - 10 hours. Researching and writing assignments - 60 hours. Consulting assessment guidelines and other resources on blackboard - 2 hours. Engagement with tutor in emails and office hours for assignment planning and feedback - 3 hours






HS3691 Indigenous Peoples of the Americas, c1350-1650




001 Assignment A - Essay (2,500 words) 50002 Assignment B - Portfolio (2500 words) 50

Period: Semester 1Occurence: ACoordinator: Zoe GrovesMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesOn completion of this module, successful 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



Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative Activities






HS3694 Diasporas and Migrations in the Modern World




002 Assignment A Interpretation Board (1,000 words) 40003 Assignment B Written/Illustrated piece of word (3,500 words) 60

Period: Semester 2Occurence: ACoordinator: Richard JonesMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the completion of this module, successful students will be able to:- Explain medieval understandings of the natural world - Demonstrate a familiarity with, and ability to critically analyse, the key works of natural philosophy from medieval andclassical periods- Demonstrate the skills necessary to handle confidently both textural and non-textural materials relevant to medieval history- Demonstrate an ability to communicate ideas to both academic and non-academic audiences

Teaching and Learning MethodsSeminars; lectures; oral presentations; (fieldtrips if time/financial resources available)

Assessment Methods- Interpretation Board (1000 words) (40%)- Written/ illustrated piece of work (3500 words) (60%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading of primary and secondary sources: 40 hourspreparation for seminars (including preparation for mini-presentations): 20 hours field visits in advance of preparing Interpretation Boards: 10 hoursinternet searches for illustrative materials: 5 hours Preparation and writing assessments:40 hours






HS3696 The Medieval Natural World




001 Assignment A - Essay 1 (2,500 words) 50002 Assignment B - Essay 2 (2,500 words) (Final) 50



Intended Learning OutcomesBy the completion of this module, successful students will be able to:- Analyse and assess the principal economic, political and cultural processes that shaped modern South Asia from 1857 to1947- Critically evaluate primary and secondary materials pertinent to the subject. - Construct extended written arguments and analyses supported by relevant historical evidence.

Teaching and Learning MethodsLectures, seminars, individual student consulatation and guided independent study

Assessment Methods- Assignment A - Essay 1 (2500 words) (50%)- Assignment B - Essay 2 (2500 words) (50%)

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesReading and reflection in preparation for seminars, c. 60 hours Preparatory reading, planning and writing two assignments - c. 50-55 hours Engagement with tutor in emails and office hours for assignment planning and reflection on feedback - c. 3 hours.






HS3699 From Empire to Nation: Modern South Asia, c.1857-1947




001 Source Based Analysis (3,500 words) 35002 Essay (3,500 words) 35003 Exam 30 2

Period: Academic YearOccurence: ACoordinator: Alexander KorbMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the completion of this module, successful students will be able to: - Demonstrate an ability to read closely, critically evaluate, and contextualise different types of primary source evidence - Construct extended written arguments and analyses supported by historical evidence - Demonstrate an ability to write at different lengths and for different purposes - Read deeply and critically evaluate secondary source materials - Critically engage with the major historical themes pertinent to the subject and demonstrate detailed subject knowledge of aspecific historical theme or period.

Teaching and Learning MethodsLectures, seminars, workshops, individual student consultations.

Assessment MethodsSource-based analysis, essay and timed open book examination

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesExtensive reading and note-taking in preparation for seminars, c. 120 hours; Deep reading of primary source materials, c. 80hours; Planning, extensive reading and writing assignments, c. 100-110 hours; Reflecting on and addressing feedback on assignments; consulting with tutor on essay and coursework by email anddiscussion, c. 5 hours Revision and preparation for examination, c. 60-70 hours.






HS3769 The Holocaust: Genocide in Europe





Period: Academic YearOccurence: ACoordinator: Paul MooreMark Scheme: UG Module Mark Scheme





Pre-Requisites

Co-Requisites








HS3771 After Hitler: Society, Culture and The Politics of The Nazi Past in The TwoGermanies, 1945-1990





Period: Academic YearOccurence: ACoordinator: Joanna StoryMark Scheme: UG Module Mark Scheme





Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesExtensive reading and note-taking in preparation for seminars, c. 120 hours; Deep reading of primary source materials, c. 80hours; Planning, extensive reading and writing assignments, c. 100-110 hours; Reflecting on and addressing feedback on assignments; consulting with tutor on essay and coursework by email anddiscussion, c. 5 hours Revision and preparation for examination, c. 60-70 hours. Student Workload (hours) information to be added: Seminars 60 hours, Practical Classes & Workshops 10 hours, GuidedIndependent Study 380 hours, Total Module Hours 450






HS3772 The Age of Bede and Alcuin: Anglo-Saxon Northumbria and Mercia in the 7th and8th Centuries





Period: Academic YearOccurence: ACoordinator: Elizabeth HurrenMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the completion of this module, successful students will be able to:- Demonstrate an ability to read closely, critically evaluate, and contextualise different types of primary source evidence- Construct extended written arguments and analyses supported by historical evidence- Demonstrate an ability to write at different lengths and for different purposes - Read deeply and critically evaluate secondary source materials- Critically engage with the major historical themes pertinent to the subject and demonstrate detailed subject knowledge of aspecific historical theme or period.



Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesExtensive reading and note-taking in preparation for seminars, c. 120 hours;Deep reading of primary source materials, c. 80 hours; Planning, extensive reading and writing assignments, c. 100-110 hours; Reflecting on and addressing feedback on assignments; consulting with tutor on essay and coursework by email anddiscussion, c. 5 hoursRevision and preparation for examination, c. 60-70 hours.






HS3773 Beauty, Sex & Science: Whose Body is it Anyway c.1550-2015?





Period: Academic YearOccurence: ACoordinator: Simon GunnMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesBy the completion of this module, successful students will be able to:- Demonstrate an ability to read closely, critically evaluate, and contextualise different types of primary source evidence- Construct extended written arguments and analyses supported by historical evidence- Demonstrate an ability to write at different lengths and for different purposes - Read deeply and critically evaluate secondary source materials- Critically engage with the major historical themes pertinent to the subject and demonstrate detailed subject knowledge of aspecific historical theme or period.



Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesExtensive reading and note-taking in preparation for seminars, c. 120 hours; Deep reading of primary source materials, c. 80 hours; Planning, extensive reading and writing assignments, c. 100-110 hours; Reflecting on and addressing feedback on assignments; consulting with tutor on essay and coursework by email anddiscussion, c. 5 hoursRevision and preparation for examination, c. 60-70 hours.






HS3776 How Soon is Now? A Social History of Urban England, 1945-1985





Period: Academic YearOccurence: ACoordinator: Andrew JohnstoneMark Scheme: UG Module Mark Scheme





Pre-Requisites

Co-Requisites








HS3777 The Presidency of Franklin D. Roosevelt





Period: Academic YearOccurence: ACoordinator: Zoe KnoxMark Scheme: UG Module Mark Scheme





Pre-Requisites

Co-Requisites








HS3778 Church, State and Belief in Soviet Russia, 1941-1991




001 Assignment A: Essay (1,500 words) 30002 Assignment B: Essay (3,500 words) final 60003 Assignment C: Thematic Exercise 5004 Assignment D: Critical Discussion 5

Period: Semester 1Occurence: ACoordinator: Angela MuirMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesDemonstrate a comprehensive understanding of the history and historiographies of gender, crime and deviance in eighteenthcentury Britain.Discuss critically a range of secondary historiographical debates related to the topic.Draw connections between a range of secondary historiographical debates related to the topic.Draw connections between a range of different primary source materials, and historiographical debated and theoreticalconcepts.Identify and interpret a variety of primary sources relating to gender, crime and deviance in eighteenth century Britain.Effectively formulate and present their own analysis and arguments clearly and concisely in both written and oral form.

Teaching and Learning MethodsLectures, seminars and workshops

Assessment MethodsSource analysis, research essay, thematic exercise, critical discussion

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesBackground reading for and review of lectures, c. 20 hours. Reading and reflection in preparation for seminars, c 40 hours.Preparatory reading, planning and writing assignments - c 50-55 hours. Engagement with tutor in emails and office hours for assignment planning and reflection on feedback - c. 3 hours.






HS3808 Gender, Crime and Deviance in Eighteenth Century Britain




001 Individual Oral Presentation 20002 Assignment A Essay (1,000 words) 30003 Assignment B Essay (3,000 words) 50

Period: Semester 1Occurence: ACoordinator: Raul CarstoceaMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesDemonstrate a comprehensive understanding of the history and historiographies of nations and empires in 19th and early20th century Central and Eastern Europe.Critically engage with notions of ‘centre’ and ‘periphery’ and critically examine the connections, transfers, and entanglementsoccurring between different spaces in Europe and outside Europe. Demonstrate an understanding of the positioning of 19th and 20th Central and Eastern Europe in a global setting. Discuss critically and draw connections between a range of secondary historiographical debates related to the topic.Effectively present own analysis and arguments clearly and concisely in both written and oral form.

Teaching and Learning MethodsLectures, seminars, oral presentations

Assessment Methods

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesBackground reading for and review of lectures, c. 20 hours. Reading and reflection in preparation for seminars, c. 40 hours.Preparatory reading, planning and writing two assignments - c 50-55 hours. Engagement with tutor in emails and office hoursfor assignment planning and reflection on feedback - c. 5 hours.






HS3809 On Europe’s Edge: Empires and Nations in Central and Eastern Europe, 1848-1918




001 Assignment A Essay (2,500 words) 50002 Assignment B Essay (2,500 words) final 50

Period: Semester 2Occurence: ACoordinator: John CoffeyMark Scheme: UG Module Mark Scheme


Intended Learning OutcomesAssess the formation and contribution of leading abolitionists Contextualise the abolitionist movement, explaining its relationship to empire, revolution, capitalism, religion, race, and socialchangeAnalyse and deploy key texts in different genres: speeches, tracts, memoirs, letters etcExplain and assess rival interpretations of the abolitionists as these have evolved from the 19th century to the present

Teaching and Learning MethodsLectures, Seminars, Oral Presentations

Assessment Methods

Pre-Requisites

Co-Requisites


Guided Independent Study: Indicative ActivitiesBackground reading for and review of lectures, c. 20 hours. Reading and reflection in preparation for seminars, c. 40 hours.Preparatory reading, planning and writing two assignments - c 50-55 hours. Engagement with tutor in emails and office hoursfor assignment planning and reflection on feedback - c. 5 hours.






HS3810 ABOLITIONISTS: ANTISLAVERY ACTIVISM IN BRITAIN AND AMERICA, 1787-1865


Documents

Module Specification - University of Leicester · 2020-08-12 · 003 Assignment C - Team Poster Presentation and Individual Reflection (qualifying element). Alternative Assessment: