|Semester 2 Credit Value:||20|
How are we to read this period of British history which was punctuated by so many profound social, economic and political changes? We can, arguably, home in on the way that the period has been read heroically as The Age of Reform, The Age of Progress, The Rise of Democracy, or The Age of Improvement. There was certainly progress and plenty of it. Electoral reform slowly transformed the old elitist political structure into something which resembled representative parliamentary democracy by 1918. A tranche of social reforms delivered educational opportunities and improved living and working conditions for the masses. Shifting patterns of consumption reflected the relaxation of social mores and the acceptance of religious pluralism.
The transition to a relatively modern British society as outlined above was, of course, far from trouble-free. Riots in London over the Corn Laws were not an isolated instance. Resistance to the introduction of mechanisation, Chartist agitation in the 1830s and 1840s, and popular campaigns for shorter working hours, the repeal of the Contagious Diseases Act, and social welfare provisions were symptomatic of a society in some distress, struggling to cope with the pace and impact of change. Notwithstanding philanthropic and charitable endeavours, poverty was an abiding feature of Victorian society; and attempts to tackle the problem did not preclude the existence of an equally strong desire to control the working classes. Suffragette riots and social unrest provided the backdrop to the declaration of war in 1914.
This module aims:
1. To explore changes and continuities in British society from 1815-1918
2. To trace and analyse the rise of popular politics and the development of social welfare
3. To develop the capacity for independent study
4. 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
2. British society before 1815
3. The independent artisan
4. Populism and class
6. The nineteenth-century press
8. Labour, Liberalism and Democracy
9. Conservative Politics and Tradition
11. Living and learning
12. Belief and Unbelief
13. The pursuit of pleasure
14. Women, work and family
15. Care and control in the community
16. Early Socialism
17. New Liberalism
18. The Impact of war
19. Progress and Plenty?
The intention of the module is to enable students to:
1. Acquire a broad and a detailed understanding of British history during the 'long nineteenth century'
2. Develop an awareness of the importance of regional studies in the construction of national histories
3. Be conversant with the interplay of economic, political and cultural change
4. Develop a better understanding of the close relationship between national and international politics
1. Students will improve their critical and analytical skills, particularly in terms of the relationship between major social, economic and political change and its impact upon communities and individuals.
2. Students will become more adept at drawing regional comparisons.
3. Students will build upon existing skills in listening, note-taking and summary writing, oral communication and essay planning.
4. Students will improve their capacity to debate, share and exchange knowledge with other members of the seminar group.
5. Students will develop a capacity for independent study and critical judgement, and be able 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||12||1:00||12:00||N/A|
|Guided Independent Study||Assessment preparation and completion||65||1:00||65:00||40% of guided independent Study|
|Guided Independent Study||Directed research and reading||65||1:00||65:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||2:00||24:00||Seminars|
|Guided Independent Study||Independent study||34||1:00||34:00||20% of guided independent study|
1. Lectures will provide an overview of the subject and general introduction to the relevant themes. They will also provide an introduction to the key historiographical and conceptual debates. They will impart core knowledge and an outline of the knowledge that students are expected to acquire. They will also stimulate development of listening and note-taking skills.
2. Seminars will encourage independent study and promote improvements in oral presentation, interpersonal communication, problem-solving skills and adaptability.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||25||2000 words (including footnotes but excluding bibliography)|
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 exchange students at Newcastle University including Erasmus, study-abroad, exchange proper and Loyola are warmly encouraged to do the same assessment as the domestic students unless they have compelling reasons not to do so. If this is the case, they are offered the option 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 domestic students. If they wish to take up this option, students need to discuss it with their module leader, having checked with their home university that the new assessment will be accepted by them.
Students who opt for the alternative assessment because they will have to leave Newcastle University before the assessment period (excluding Erasmus students, who are contractually obliged to be at Newcastle until the end of the semester) should hand in their 3000-word essays before they go away. If this is not possible, they should tell the School exchange coordinator that they are going to submit their essays in absentia, then submit their essays through Blackboard and email copies of the essays to the School Office (email@example.com). Any essay received after the deadline will be considered as a late submission.
Note: The Module Catalogue now reflects module information relating to academic year 15/16. Please contact your School Office if you require module information for a previous academic year.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.