|Semester 1 Credit Value:||20|
Historians of the Atlantic World view the vast ocean separating Europe and Africa from the Americas not as a barrier but a bridge or a highway over which people travelled in both directions. This module deals with people in motion who have been criminalized by the law and the courts. It focuses on the experiences of three distinct groups of people whose identities were shaped by their Atlantic experiences. These are the pirates who infested the waters of the Caribbean and wrecked havoc along the North Atlantic coast; the rebels who sought refuge in North America as well as those condemned to exile in the wake of a series of rebellions in Britain; and thirdly, there were the convicts - the thousands of men, women and young people who, sentenced to criminal transportation by British and Irish courts, served their time as indentured servants in the Chesapeake colonies of Virginia or Maryland. Colonists also made use of criminal transportation but its use was limited to cases of rebellious natives and dissident slaves.
This module draws on personal narratives, contemporary pamphlets and essays, last dying speeches, British, Irish and colonial newspapers and runaway advertisements, as well as state documents and court records, in order to recaptures the lives of those who shared these experiences.
The aims of the module are:
•To explore the multiple meanings of the concept of the Atlantic World.
•To locate the Criminal Atlantic within the larger concept of the Atlantic World.
•To examine the place of piracy, rebellion, felony and misdemeanour within the Criminal Atlantic.
•To recover the legal structures within which pirates, rebels and criminals were trapped on both sides of the Atlantic.
•To reconstruct the lives of those not only bound for America but also those in America who were transported to Caribbean and Spanish American Colonies.
•To examine the relationship between law and society.
This module focuses on the experiences of three distinct groups of people in the British Atlantic world who were criminalized by law and the courts: the pirates who infested the Caribbean and North Atlantic coast, the rebels who sought refuge in America or were sent into exile by the authorities and the thousands of men, women and young people who, sentenced to transportation by British and Irish courts, became indentured servants in the Chesapeake colonies of Virginia and Maryland. It also examines how colonists in British America remodelled their legal heritage to meet their circumstances reserving criminal transportation for rebellious natives and dissident slaves. When the Revolution came both sides made use of ’removal’ claiming legal authority for their actions.
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|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||12||1:00||12:00||Seminars|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Opportunities to explore rich original sources.
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 encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability.
The format of resits will be determined by the Board of Examiners
|Essay||1||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.
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.