HIS2132 : The Criminal Atlantic in the Long Eighteenth Century: Pirates, Convicts and Rebels
- Offered for Year: 2017/18
- Module Leader(s): Dr Gwenda Morgan
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
Historians of the Atlantic World view the vast ocean separating Europe and Africa from the Americas not as a barrier but a bridge or a highway over which people travelled in both directions. This module deals with people in motion who have been criminalized by the law and the courts. It focuses on the experiences of three distinct groups of people whose identities were shaped by their Atlantic experiences. These are the pirates who infested the waters of the Caribbean and wrecked havoc along the North Atlantic coast; the rebels who sought refuge in North America as well as those condemned to exile in the wake of a series of rebellions in Britain; and thirdly, there were the convicts - the thousands of men, women and young people who, sentenced to criminal transportation by British and Irish courts, served their time as indentured servants in the Chesapeake colonies of Virginia or Maryland. Colonists also made use of criminal transportation but its use was limited to cases of rebellious natives and dissident slaves.
This module draws on personal narratives, contemporary pamphlets and essays, last dying speeches, British, Irish and colonial newspapers and runaway advertisements, as well as state documents and court records, in order to recaptures the lives of those who shared these experiences.
The aims of the module are:
•To explore the multiple meanings of the concept of the Atlantic World.
•To locate the Criminal Atlantic within the larger concept of the Atlantic World.
•To examine the place of piracy, rebellion, felony and misdemeanour within the Criminal Atlantic.
•To recover the legal structures within which pirates, rebels and criminals were trapped on both sides of the Atlantic.
•To reconstruct the lives of those not only bound for America but also those in America who were transported to Caribbean and Spanish American Colonies.
•To examine the relationship between law and society.
Outline Of Syllabus
This module focuses on the experiences of three distinct groups of people in the British Atlantic world who were criminalized by law and the courts: the pirates who infested the Caribbean and North Atlantic coast, the rebels who sought refuge in America or were sent into exile by the authorities and the thousands of men, women and young people who, sentenced to transportation by British and Irish courts, became indentured servants in the Chesapeake colonies of Virginia and Maryland. It also examines how colonists in British America remodelled their legal heritage to meet their circumstances reserving criminal transportation for rebellious natives and dissident slaves. When the Revolution came both sides made use of ’removal’ claiming legal authority for their actions.
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Guided Independent Study||Directed research and reading||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||1:00||12:00||Seminars|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Teaching Rationale And Relationship
Opportunities to explore rich original sources.
Lectures impart core knowledge and an outline of knowledge that students are expected to acquire and they stimulate development of listening and note-taking skills.
Seminars encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||2000 words (including footnotes but excluding bibliography)|
Assessment Rationale And Relationship
Work submitted during the delivery of the module forms a means of determining student progress. The exam tests acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided, and to write clearly and concisely.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree unless they have compelling reasons not to do so. If this is the case, they are offered the alternative of writing one 3,000 word essay to be handed in by 12.00 p.m. of the Friday of the first week of the assessment period. This will replace all assessment work required of other students on the module. In order to take up this option, students need to discuss it with the Study Abroad Co-ordinator and their module leader, having checked with their home university that the new assessment will be accepted by them. The Study Abroad Co-ordinator will have the final say on such issues.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will require the provision of an alternative assessment before the end of teaching week 12. The alternative form of assessment for all semester 1 non-EU study abroad students will be two 1,500 word essays in addition to the other coursework assessment. The essays should be set so as to assure full coverage of the course content.
Study-abroad, exchange proper and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.
- Reading List Website : rlo.ncl.ac.uk