|Semester 1 Credit Value:||20|
The late eighteenth century was a period of change and revolution in Europe and America but also the beginning of a new period of conquest; within a few decades Europe ‘ruled’ over most parts of the world. The nineteenth century became thus Europe’s colonial century. However, after two world wars, the ‘height’ of those modern empires ended in a period of rebellion and subsequent ‘decolonization’ over the second-half of the twentieth century.
This module offers a survey of the ‘rise and fall’ of the different European colonial ‘empires’ in late modern history. Students have the opportunity to engage with the aspects and consequences as well as the diverse and changing nature of European – but also American and Japanese as comparison – overseas colonization and imperialism over the last two centuries. Particular emphasis is placed on the complex and varied relationships between the colonizer and the colonized during the period. In addition, students will have the opportunity to understand and participate in current debates on the political, economic, and cultural relationship between European and non-European peoples.
Here is an indicative outline:
1. Introduction to colonial history
Part 1: The expansion of Europe, 1492-1815
2. The first wave of empires
3. Popular sovereignty and political/cultural disturbance
Part 2: The building of global empires
4. Foundations of empires
5. European imperialism – colonial developments (1815-70)
6. Modern imperialism, general aspects (1870-1914)
7. Modern imperialism in Asia and the Pacific
8. European imperialism in Africa
9. The emergence of new imperial powers
10. Legacies of imperialism and long-term developments
Part 3: Nationalism, anti-colonial movements and political identities
11. The First World War and the colonies
12. Asian paths to autonomy
13. Latin American struggles with neo-colonialism
14. Africa under colonial domination
Part 4: The Second World War and the Bipolar World
15. The Second World War and the colonies
16. The Bipolar world and the Third World
Part 5: The end of empires
17. Independence in Asia
18. The Middle-East
19. Decolonization in Africa
Part 6: After Independence
20. Long-term struggles in the post-colonial era
1. Imperialism and colonisation
2. Literature, theatre and music
3. Visual culture
4. Anti-imperialism and anti-colonisation
5. How to comment primary sources
6. Colonial and Post-colonial Theories 1
7. Colonial and Post-colonial Theories 2
8. Exam revision / How to write an essay
III] Workshop and Tutorials
Research, archives and primary sources
IV] Film Sessions and Discussions
1. Gunga Din (1939)
2. Pépé le Moko (1937)
3. Battle of Algiers (1966)
|Scheduled Learning And Teaching Activities||Lecture||2||2:00||4:00||Film Screening|
|Scheduled Learning And Teaching Activities||Lecture||20||1:00||20:00||N/A|
|Scheduled Learning And Teaching Activities||Lecture||1||3:00||3:00||Film Screening|
|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||8||1:00||8:00||Seminars|
|Scheduled Learning And Teaching Activities||Workshops||1||2:00||2:00||N/A|
|Guided Independent Study||Independent study||33||1:00||33:00||20% 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.
Seminars and workshops/tutorials offer opportunities to analyse specific themes in detail, to develop interpersonal and presentational skills, to develop teamwork skills, and to show initiative.
Film sessions offer opportunities to analyse visual sources, to develop interpersonal and presentational skills.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||2000 words (including footnotes but excluding bibliography)|
|Essay||1||M||Research and analysis techniques, mock exam, etc.|
Submitted work tests intended knowledge and skills outcomes and develops key skills in research, reading and writing. 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.
ERASMUS students at Newcastle have 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, they need to discuss it with the module leader. It remains the case that, if an ERASMUS student wishes to do the same assessment as the domestic students, that option remains open to them. No variation of the deadlines will be allowed except on production of medical or equivalent evidence.
Study Abroad students (i.e. non-EU exchange students) are required to complete the normal assessment under all circumstances.
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.