|Semester 2 Credit Value:||20|
The specific aims of this module are:
• To introduce students to the study of the Americas in broad terms.
• To introduce students to the variety of different approaches used in the study of North American, Latin American and the Atlantic World via the study of five main areas: indigenous societies and colonial encounters; slavery and race; independence and nation-building; inter-American relations; and racial and ethnic identities.
• To provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it and to develop the capacity for independent study.
The module is structured around the following five themes:
1. Indigenous societies and colonial encounters
2. Slavery and race
3. Independence and nation-building
4. Inter - American relations
5. Racial and ethinic identities
Depending on who is teaching the module, the lectures will focus on examples in the Atlantic World, Latin America and North America that highlight these themes (e.g. lectures will be offered on slavery and race in, respectively, the Caribbean, Brazil and the American South)
This introductory module is designed to provide a foundation for the School's Stage 2 modules on different aspects of the history of the Americas. Students completing the module will have developed a knowledge of the range and variety of approaches to the study of the Americas and an awareness of the importance of the four areas detailed above to the history of the Atlantic World, from colonial times to the present day. These should have developed an understanding of the specific historiography, methodology and historical sources related to these. They should also have developed a new way of approaching the subject of history generally by establishing links between the histories of different nations yet within a fairly tight structured framework designed to help them make such links with reference to the history of the Americas.
Students successfully completing the module will have had the opportunity to develop the following key skills: written, electronic and interpersonal communication, teamwork, planning and organisation, problem solving, bibliographic initiative, numeracy, computer literacy.
Development of capacity for independent study and critical judgment and of the ability to respond promptly, cogently and clearly to new and unexpected questions arising from this study.
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Guided Independent Study||Assessment preparation and completion||72||1:00||72:00||45% of guided independent study|
|Guided Independent Study||Directed research and reading||72||1:00||72:00||45% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||16||1:00||16:00||Seminars - up to 16 groups|
|Guided Independent Study||Independent study||16||1:00||16:00||10% of guided independent study|
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. They explain historical concepts and set out historical debates and problems. They introduce a range of source material and set out and help evaluate its historical context and worth. Listening and note-taking are practised in lectures.
Seminars encourage independent study and promote improvements in oral presentation, interpersonal communication, problem-solving skills and adaptability. The group presentation further promotes the development of team-working skills.
The format of resits will be determined by the Board of Examiners
|Written Examination||135||2||A||100||48hr Take Home Exam|
Exams test 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.
Disclaimer: The information contained within the Module Catalogue relates to the 2016/17 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2017/18 entry will be published here in early-April 2017. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.