Aims

This module has four aims:

1) to introduce students to the development of History as an academic discipline and different types of History (political,
global, social, cultural, gender, post-colonial, and so on);
2) to compare and contrast different approaches to, and uses of, historical writing in different periods and regions;
3) in doing so, to make them consider the role of power-relations and cultural context in shaping the types of historical
knowledge produced by a given culture;
4) and to challenge students to engage with on-going methodological problems and debates in the discipline.

Outline Of Syllabus

Topics covered may include:

- Does History produce Truth?.
- “History” & “the Past”: What’s the Difference?
- Chronicle & Providence: Truth & the Divine in medieval historical writing.
- The Renaissance: History as moral truth.
- 19th Century History: Professionalization, Positivism and Colonialism?
- The Whig view of History.
- The Enlightenment: Reason, Disenchantment and their Legacies
- History, the nation state, and patriotism.
- Marxism & History.
- Peoples' History: History from Below.
- Subaltern Histories.
- Gender in History: From Her Story to beyond the binary.
- Cultural History: Mentalities, Beliefs & Attitudes
- History & Race
- Global History
- Post-modernism and the problem of Historical ‘truth’.
- Post-colonialism & History.
- Understanding ideology: Historians, language, and discourse.

Teaching Rationale And Relationship

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. They explain historical concepts and set out historical debates and problems. They introduce a range of source material and set out and help to evaluate its historical context and worth. Listening and note taking are practiced in lectures. The lectures for 2022-23 will develop these same skills. In the event that on-campus sessions need to be reduced, there is the capacity to present recorded materials asynchronously and retain timetabled slots for live discussion of these materials

SEMINARS encourage independent study and promote improvements in oral presentation, interpersonal communication, problem-solving skills and adaptability. The seminars on this module will be focused, helping stage 1 students to work through key texts, they will complement and develop skills in critical reading, note taking, analysis, and argument which students have developed. In the event that on-campus sessions need to be reduced, there is the capacity to hold live seminar discussions online and retain timetabled slots

Assessment Rationale And Relationship

All of the assessments for this module will be submitted and marked online.

There is a formative assessment on this module. It is a 400 word written summary of an article.

Assessment is intended to develop two core skills in History students – written and oral analysis and persuasion – at Stage 1. The portfolio of writing will test student’s abilities in critical reading and analysis: they will produce short summaries and criticisms of key works in historiography over the course of the semester. This ensures that assessment covers the range of the entire module. The presentation tests student’s abilities to a) present and critique complex material in a concise manner and b) to construct persuasive arguments.

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.