The eighteenth century straddles the unfamiliar past and the recognisably modern. In this module you study a period of transition and transformation that arguably laid the foundations for, and also created, the fault lines of the world we live in today. The eighteenth century was characterized in the West by a powerful will to unify, through global trade and commerce and ideas about humanity. Yet there was fragmentation also, through burgeoning national identities, and the shockwaves of the French Revolution.
This dichotomy will be explored through a variety of teaching and learning approaches. These include student-led sessions, workshop activities, seminars, guest speakers, computer-based learning and independent study. There is a strong emphasis on the use of primary source material and the challenges and debates of current historical research.
Teaching block one provides a historical and historiographical analysis of the period through a series of key themes. These include; eighteenth century society and the gendering of public and private space, the birth of a consumer society and the commercialization of leisure, the expansion of empire, international conflict, crime and punishment, the Enlightenment, and the French Revolution. Teaching block two allows an opportunity to explore these in greater depth when staff research specialisms will provide the basis for a series of case studies. Examples include: justice, gender and society in Britain, the expansion of empire, the culture of the French Revolution and Anglo-French encounters and identities.
Some examples of case studies which may be offered (not all will be offered each year):
In Teaching block 1 weekly lectures are designed to introduce students to the key features of each topic and to provide contextual information to be explored in greater depth in the seminars. Seminar workshop sessions will focus on specific issues, concepts and historiographical debates arising from the lecture, primarily through the use of primary source materials in a variety of formats to enhance skills of analysis. In addition, paired and small-group activities, the use of audio-visual material and the use of web-based resources will give students the opportunity to further refine critical skills and to develop their understanding of key interpretations of the period.
In teaching block 2 students will explore, in-depth, case studies related to academic staff specialist research areas. This will be done through a series of guided research and independent study tasks in which findings will be shared in bi-weekly seminars through presentation of work to a peer audience and group discussion.
Opportunity will be afforded for students to meet with a tutor on either a small group or a one-to-one basis to review learning and to provide feed forward criteria for summative assessment.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | 11 x 2hr lecture/seminars | 22 |
| Scheduled learning and teaching | 6 x 2 hr seminars | 12 |
| Guided independent study | Student Independent Study | 266 |
| Total (number of credits x 10) | 300 | |
Summative assessment is through two 3,000 word essays (50% weighting each). The first essay is based on analysis of secondary literature and is to be submitted towards the mid-point of the module. The second essay must include supporting evidence of primary source material and is to be submitted at the end of the module. For the essay, students will identify two or three aspects of their work for specific feedback by the tutor alongside general comments.
A range of formative assessments will be set throughout the module in order to provide feed forward for both assessed elements as follows:
1) primary source document preparation for each seminar for development of historical analysis skills;
2) preparation of a brief draft essay plan to enhance skills of structuring historical argument and presentation of evidence;
3) a poster examining a major area of historiographical debate to develop skills of synthesis of material and analysis.
| Learning Outcome | Assessment Strategy |
|---|---|
| Demonstrate detailed knowledge and in-depth understanding of historical change and continuity across the eighteenth century, and of an aspect of specialized focus for case study; | In-course essays. Methods of formative assessment also support this outcome. |
| Show an appreciation of the complex links and inter-dependence of the historical themes covered in the module; | In-course essays. Methods of formative assessment also support this outcome. |
| Critically evaluate evidence from both primary and secondary sources concerning aspects of the social, imperial and/or cultural history of Britain and Europe in the eighteenth century; | In-course essays. Methods of formative assessment also support this outcome. |
| Synthesize information from, and critically engage with, the relevant historiographical debates surrounding British and European histories of this period; | In-course essays. Methods of formative assessment also support this outcome. |
| Effectively and concisely communicate their ideas and specialist knowledge, both verbally and in writing, through engagement with the critical community; | In-course essays. Presentation and discussion of research findings in seminars. Attendance at 'work-in-progress' seminars within the professional community. |
| Demonstrate mastery of techniques of independent learning and research. | In-course essays. Presentation and discussion of research findings in seminars. |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| CWK | 3000 word essay | 50 |
| CWK | 3000 word essay | 50 |
| Total (to equal 100%) | 100% | |
It IS NOT a requirement that any major assessment category is passed separately in order to achieve an overall pass for the module
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