Module Catalogue 2024/25

HIS1105 : What is History For?

HIS1105 : What is History For?

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Lauren Darwin
  • Lecturer: Dr Luc Racaut, Dr Scott Ashley, Dr Darakhshan Khan
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System
Pre-requisite

Modules you must have done previously to study this module

Pre Requisite Comment

N/A

Co-Requisite

Modules you need to take at the same time

Co Requisite Comment

N/A

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?
- History & the Middle Ages
- History in the Renaissance and Enlightenment
- 19th Century History: Professionalization, Positivism and Colonialism?
- The Whig view of History.
- History, the nation state, and patriotism.
- History & Civilization
- Peoples' History: History from Below.
- Marxism & History.
- Gender in History: From Her Story to beyond the binary.
- Cultural History: Mentalities, Beliefs & Attitudes
- History & Race
- Post-colonialism & History.

Learning Outcomes

Intended Knowledge Outcomes

On successful completion of this module, students should:
•       Understand what it means to describe History as a discipline
•       Be able to recognise and explain the major approaches to historical research
•       Understand the context for the development and use of these approaches
•       Be able to distinguish between substantive difference of interpretation, and weak or invalid arguments
•       Have a grounding in the history of History as a discipline;
•       Have a grounding in current debates in the discipline relating to historical truth;
•       Have been introduced to how historical knowledge was conceptualised in the past

Intended Skill Outcomes

This module, along with ‘Evidence & Argument’ and ‘Historical Sources & Methods’, is designed to develop, reinforce, and test the skills students need to study History at degree level, namely:
•       Effective note-taking, both in class and during guided independent study
•       Active learning: engaging with material beyond the lectures
•       Critical reading: use of knowledge and analytical tools to read for argument, not just content
•       Clear and sophisticated written communication
•       Critical self-reflection, based on awareness of the limitations of historical argument
•       Ability to work as part of a team
•       Ability to present arguments orally


In addition, the module is intended to give students a grounding in the intellectual background of the discipline, enabling them to:
•       Recognise underlying types/patterns of scholarly (and non-scholarly) argument, including in readings about unfamiliar topics.
•       Engage with these approaches, e.g. through critical analysis of evidence and reasoning.
•       Deploy appropriate approaches and/or types of analysis in their own assessments and guided independent study.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesLecture181:0018:00N/A
Guided Independent StudyAssessment preparation and completion651:0065:00To complete 3 assessments
Guided Independent StudyDirected research and reading113:0033:003 hours reading per week.
Structured Guided LearningStructured research and reading activities92:0018:00Two hours preparation task for the weekly seminar
Scheduled Learning And Teaching ActivitiesSmall group teaching101:0010:001 seminar per week (except first week)
Scheduled Learning And Teaching ActivitiesDrop-in/surgery31:003:00Drop-in surgery hours to discuss module and assessment content
Guided Independent StudyIndependent study511:0051:00Independent Study
Scheduled Learning And Teaching ActivitiesModule talk12:002:00Introduction to the module
Total200:00
Teaching Rationale And Relationship

The MODULE TALK will provide students with key information about the module (aim of the module, themes, assessments etc.)

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 2024-25 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.

DROP-INS will give students the opportunity to ask any questions they have about the module content and/or upcoming assessments.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Portfolio1M60Portfolio of article summaries- 2,500 words
Oral Presentation1A40Students will deliver individual presentations of 5-7 minutes in length.
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Written exercise1M1 x 500 word draft article summary
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 500 word written draft summary of an article. Students will receive feedback on their draft summary which can be edited and used in their portfolio of writing.

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.

Timetable

Past Exam Papers

General Notes

N/A

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The information contained within the Module Catalogue relates to the 2024 academic year.

In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.

Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.