HIS3225 : May 1968: all power to the imagination
- Offered for Year: 2017/18
- Module Leader(s): Dr Matt Perry
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
The events of May 1968 were a profound psychological shock to de Gaulle’s Presidency and the Fifth Republic. A student rebellion at Paris’s prestigious Sorbonne University sparked a general strike of roughly ten million workers. Scenes of factory and university occupations as well as mass demonstrations and street-fighting suggested a profound political radicalisation of both the labour and students’ movements and the events are widely seen as the catalyst of the French women’s movement. This module will examine the events and the political, social and intellectual context through the use of primary documents. This module will consider how the events pitted activists, union and party leaders, the government, and the police against one another in complex and fast-changing ways. The module will analyse the rich variety of primary documents and representations associated with May 1968.
The aims of this module are:
•To examine the social upheaval of the events of May 1968 in France in terms of political, social and intellectual history.
•To identify a range of primary sources and contemporary literature.
•To examine and evaluate a range of historiographical perspectives.
•To provide an opportunity to acquire sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it and develop the capacity for independent study.
Outline Of Syllabus
Intended as a guide only; week by week topics may be slightly different from the following:
Social origins: expansion of higher education and economic modernisation
Intellectual origins: Sartre and situationalism
French labour movement in 1960s
Revolutionaries and labour leaders
De Gaulle, CRS and the Government
Contradictory legacies of May 68
|Guided Independent Study||Assessment preparation and completion||55||1:00||55:00||1/3 of guided independent study|
|Guided Independent Study||Directed research and reading||55||1:00||55:00||1/3 of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||1||2:00||2:00||Seminar|
|Scheduled Learning And Teaching Activities||Small group teaching||10||3:00||30:00||Seminar|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||4||1:00||4:00||N/A|
|Guided Independent Study||Independent study||54||1:00||54:00||1/3 of guided independent study|
Teaching Rationale And Relationship
Rationale and relationship to learning outcomes:
Seminars encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability. Seminars will encourage students to select and prioritise from a range of source material, and will enable students to raise and discuss issues themselves. All students will also undertake the presentation of a specific theme in both written and oral form.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||Essay/doc.commentary of 1,500 to 2,000 words (including footnotes but excluding bibliography) due Friday 12pm teaching wk 7 Sem 1|
Assessment Rationale And Relationship
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.
Documentary commentary exercises and examinations test knowledge and understanding of the texts set for the module. The ability to compare and contrast related source texts on a common subject. The ability to expound and criticize a textual extract lucidly, succinctly and with relevance in a relatively brief space, and, in an exam, under pressure of time.
Work submitted during the delivery of the module forms a means of determining student progress. Submitted work tests knowledge outcomes and develops skills in research, reading and writing.
This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.
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