HCA1001 : Slavery
- Offered for Year: 2022/23
- Available for Study Abroad and Exchange students, subject to proof of pre-requisite knowledge.
- Module Leader(s): Dr Jane Webster
- Lecturer: Dr Willow Berridge, Dr Christina Mobley
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: | 20 |
ECTS Credits: | 10.0 |
Aims
This module explores slavery in the ancient, modern and early modern and modern periods. It is global in scope, introducing students to the experience and practise of slavery in Europe, Africa and the Americas. It will provide insight into the ideologies, practises and social structures that helped constitute the many different forms of slavery in these multiple eras and regions, and explore as far as is possible the lived experiences of slaves themselves.
Outline Of Syllabus
Will include some of the following:
Slavery in Classical Rome
Slavery in Africa
The Transatlantic Slave Trade
Caribbean Slavery
Slavery in Brazil
Slavery in the United States
Plantation Slavery: History and Archaeology
Abolitionism in Europe and the Americas
Teaching Methods
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Scheduled Learning And Teaching Activities | Lecture | 22 | 1:00 | 22:00 | PinP |
Guided Independent Study | Assessment preparation and completion | 50 | 1:00 | 50:00 | N/A |
Guided Independent Study | Assessment preparation and completion | 30 | 1:00 | 30:00 | N/A |
Guided Independent Study | Directed research and reading | 54 | 1:00 | 54:00 | N/A |
Guided Independent Study | Directed research and reading | 33 | 1:00 | 33:00 | Formative practice - 3 hrs a week of required seminar reading. |
Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | PinP Seminars |
Total | 200:00 |
Teaching Rationale And Relationship
Lectures - impart core knowledge and an outline of the 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 presentation, interpersonal communication, problem-solving skills, research skills and adaptability.
In-person seminars facilitate discussion, teamworking etc, and having 2 opportunities a week to meet in a classroom for lectures will encourage cohesion among a brand new cohort (this is a semester 1 module), facilitating dialogue and discussion in seminar settings. Note also that this is a Semester 1 team-taught module, taught by a team of 4, one of whom has an adjustment (for personal reasons) exempting her from producing recorded content (which would lead to variable delivery, and timetabling confusion if we opted for recorded lecture content some weeks and not others).
All lecture content is recorded, and therefore available for consolidation or (if a student cannot attend) as a supplement to being present.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Essay | 1 | A | 50 | 2,000 words (including footnotes but excluding bibliography) |
Written exercise | 1 | M | 50 | Exercise exploring Digital Humanities resources on slavery (1500 words) |
Formative Assessments
Description | Semester | When Set | Comment |
---|---|---|---|
Computer assessment | 1 | M | Weekly Canvas Quiz (no word count) |
Assessment Rationale And Relationship
Submitted work develops key skills in research, reading and writing and assesses intended knowledge and skills outcomes including independent thinking and the ability to critically evaluate the concepts and sources introduced in the module. Assessment I (Digital Humanities) encourages students to engage with scholarly resources beyond books, and to consider how data are collated and presented, and how scholars can use these resources. The essay allows students to focus in more depth on an aspect of the module: they must use data from at least two time periods and geographic zones, thereby broadening their knowledge and learning how to compare and contrast data from different periods. The formative assessment scaffolds for Assessment 2, a 2000 word essay. The seminar readings and allied quizzes support the Assessment 2 essay questions. The quizzes help students to develop critical thinking skills, and give them confidence in terms of articulating their learning in class.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HCA1001's Timetable