HIS2135 : The British Atlantic World: Relationships and Identities, c. 1607-1820 (Inactive)
- Inactive for Year: 2017/18
- Module Leader(s): Miss Jennifer Scammell
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
This module will provide an overview of the major themes and trends in the social, cultural, political and economic histories of the Early Modern British Atlantic World. It will explore the relationship between England (and later Britain) and its American colonies in the seventeenth and eighteenth centuries, as well as the complex and changing attitudes around the Revolution and the continued relationship after American independence. Who moved to the colonies and why? Were colonists still British? How did Britons view their colonial counterparts? How did these relationships and identities change in the context of revolution and its aftermath? These questions and others will be explored through a series of lectures, seminars and workshops. Students will use a variety of primary source material to consider questions of identity, Britishness, gender, religion, print culture, material culture, slavery, monarchy, revolution, and the Enlightenment. The British Atlantic World was in constant flux throughout the period and this module will examine the complex and changing relationship between Britain and its colonial counterparts.
The aims of this module are:
• To provide an overview of the major themes and trends in the social, cultural, political and economic histories of the Early Modern British Atlantic World. The module will introduce key methodologies historians use to study the British Atlantic World (print culture, personal accounts, material culture, etc.)
• To provide an opportunity to investigate in some depth various problems, including the appraisal of selected source material and the critical examination of current historiography, as well as the opportunity to acquire a wide-ranging understanding and sound general knowledge of the field, reading widely and critically in the primary and secondary literature associated with it.
• To develop the capacity for independent study.
Outline Of Syllabus
The module will be taught through a combination of lecture, workshop, and seminar formats. Each lecture will introduce a new topic or theme in relation to the module outline; seminars will complement the lectures, allowing for the close study of primary source material. Workshops will develop study and research skills, introducing students to online resources, including digitised newspaper databases, as well as digitised material culture databases. Lectures may include:
England in the early C17
Gender and Family
The Southern Colonies and the Caribbean
War of 1812
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||19||1:00||19:00||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||9||1:00||9:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||4||2:00||8:00||n/a|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Teaching Rationale And Relationship
Lectures impart core knowledge and outline knowledge the students are expected to acquire; they stimulate the development of listening and note-taking skills.
Seminars encourage independent study and promote the improvement of oral communication, problem-solving skills and adaptability.
Workshops develop computer literacy skills and enable students to find authoritative online learning resources; they provide in-depth guided study of primary sources.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||Essay (2,000 words including footnotes but excluding bibliography)|
Assessment Rationale And Relationship
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
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.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange 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