HIS2131 : American Slavery, American Freedom: Black and White America in the Age of Revolutions
- Offered for Year: 2018/19
- Module Leader(s): Professor Susan-Mary Grant
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
The foundation of European colonies in North America marked the birth of a society that would eventually become the United State of America. Integral to this process was the simultaneous rise of Atlantic slavery and the forced transportation of millions of Africans to the Americas. At first slavery was simply an economic system, but as it developed it infected the political, social, and intellectual life of the newly independent nation, leading to the traumatic rupture of the Civil War in 1861.
This module explores the origins of the many race, class and gender issues that America still grapples with today by placing these in the broader context of the nation's colonial origins and the revolutionary upheavals of the eighteenth and nineteenth centuries. In particular it explores the contradictory concepts of slavery and freedom in a nation supposedly devoted to the principle of equality for all.
This module aims:
• To introduce students to historical research and to guide them in the analysis of primary documents and texts.
• To provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it and to develop the capacity for independent study.
• To enable students to develop their own interpretation of the politics, society and culture of North America/the USA from the colonial era to the end of the Civil War.
Outline Of Syllabus
Outline syllabus, intended as a guide only.
The rise of Atlantic slavery
Ideas of race and ethnic conflict
The revolutionary Atlantic
The Cotton Kingdom
Abolitionists v. Proslavery
The Civil War
|Scheduled Learning And Teaching Activities||Lecture||12||1:00||12:00||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||10||2:00||20:00||Seminars|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||2||2:00||4:00||Drop-in/surgery|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Teaching Rationale And Relationship
Lectures impart core knowledge and an outline of knowledge that students are expected to acquire; raise questions for students to consider in private study, and stimulate development of listening and note-taking skills. These sessions will also at certain points during the module be used for group work, encouraging teamwork and self-directed work.
Seminars encourage independent and group study and promote improvements in oral presentation, interpersonal communication, problem-solving skills and adaptability.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||40||2,500 words (including footnotes but excluding bibliography)|
Assessment Rationale And Relationship
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 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.