Module Catalogue 2021/22

HIS2310 : Land and Society in the USA, Ireland and Scotland, c. 1840-1922 (Inactive)

  • Inactive for Year: 2021/22
  • Module Leader(s): Professor Annie Tindley
  • Lecturer: Dr Fergus Campbell, Dr Bruce Baker
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0
Pre Requisites
Pre Requisite Comment

N/A

Co Requisites
Co Requisite Comment

N/A

Aims

The aims of this module are two-fold:

1. To introduce and immerse the students in critical reflection around the social, cultural, economic and political aspects of how land issues drove and impacted on Britain, the USA and Ireland, with a heavy emphasis on linking these three case studies to the emerging field of environmental humanities. There is an extensive literature on these themes, and material from cognate disciplines (geography; sociology; landscape studies/fiction/poetry) will be included.

2. To support the students to better identify then develop their skills, including those traditionally associated with History teaching (independent research and study; critical and reflective thinking; information literacy; written expression), and broader skills associated with employability (oral and personal presentation; team work; managing different audiences; entrepreneurialism).

Both aims are addressed in the teaching content and methods and in the assessment types. The module also aims to support the wider progression of the students and what is expected from them at Stage 2, building on their foundational Stage 1 year and preparing them for Stage 3.

Outline Of Syllabus

This module examines issues of land ownership, management and reform transnationally, with a focus on three case studies: the USA, Scotland and Ireland. In each of these places, land reform has played a major political, economic and cultural role in the modern period. A list of topics that may be included are:

Introducing the topic and frameworks; the transnational turn in history; comparative approaches; the sources; modern Irish, Scottish and US context.

Case study 1 - the USA. Coverage from the 1840s to the 1920s including the Homestead Act, the Civil War and Reconstruction and all aspects of land reform - political, social, cultural and economic.

Case study 2 – Ireland. The Irish case study will consider the impact of protest on land reform and also what ideology or vision these movements had for Irish society in terms of land use. Overall, the Irish case may well have similarities with the USA and Scotland but it also may have strong differences particularly given the colonial or quasi colonial way in which Ireland was governed under the act of union (1801-1922).

Case study 3 - Scotland. In 2019 Scotland has the most concentrated land ownership patterns in Europe. This case study looks at why this is the case historically and the efforts that have been made between the 1880s and the present day to break down these patterns and how they compare and influenced land reform in other places as diverse as colonial India, Australia and Canada. Like in the USA and Ireland, land reform has been a major political issue in the modern period and was also related to issues around poor living and housing standards, military and imperial priorities, electoral reform and language politics.

Panel session with the module team and external guests; essay surgery

Learning Outcomes

Intended Knowledge Outcomes

Knowledge and understanding:

1. That students should be able to use multiple types of sources and media to understand the complexities of approach used by the environmental humanities in relation to British, American and Irish society’s interaction with land issues in the modern period including government records, fiction and poetry, art, business records, newspapers, film and TV.

2. That students should be able to critically understand and address the work of historians, sociologists, geographers and environmentalists, and other related disciplines that engage with land issues, and the key secondary debates in the field.

3. That students should be able to understand the key patterns of social, economic, cultural and political aspects of land issues in Britain, America and Ireland. That students should be able to think critically about the contemporary issues and legacies presented by land reform, reconstruction and the climate crisis.

Intended Skill Outcomes

Overall this module aims to ensure a defined progression for students from Stage 1 to Stage 2 and to prepare them for Stage 3. This is driven primarily to defined work on key skills (outlined below), as well as the content and approaches taken in the teaching and independent study elements of the module described above.

Practical skills

•       to use and critically evaluate primary sources
•       to identify and retrieve information from a wide variety of sources
•       to construct a reasoned defence of an interpretation of an event or aspect of society in the past
•       to work in small teams to produce assessed work, written and verbal/presentational

Key skills

•       to achieve effective oral and written communication
•       to show initiative, self-discipline and self-direction in learning
•       to improve performance through reflection, self-assessment and using feedback from the tutor effectively
•       to respond flexibly to a wide range of challenges

Cognitive (thinking) skills

•       To critically evaluate, analyse and discuss a wide range of source materials.
•       To construct extended written and oral arguments supported by relevant historical evidence.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion651:0065:00Assessment preparation study: split between the two assessments
Scheduled Learning And Teaching ActivitiesLecture111:0011:00One PiP lecture per week, counting towards student contact hours.
Structured Guided LearningLecture materials111:0011:00One recorded lecture per week: which counts towards student contact hours.
Guided Independent StudyDirected research and reading541:0054:00Reading and preparation tasks for seminars
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00One seminar per week: PiP.
Structured Guided LearningStructured research and reading activities111:0011:00Pre and post lecture tasks
Scheduled Learning And Teaching ActivitiesDrop-in/surgery12:002:00Essay consultation and surgery session
Guided Independent StudyIndependent study351:0035:00General consolidation activities
Scheduled Learning And Teaching ActivitiesModule talk21:002:00Introductory panel session with the module team and concluding panel session: PiP
Total200:00
Teaching Rationale And Relationship

As a Stage 2 module, aside from an in-depth understanding of the content of the module, the teaching methods, which focus on small group work, presentational and oral skills, team work, lecture delivery and independent research and writing, relate to the core learning outcomes of supporting students in developing sophisticated research skills across a wide range of sources, being able to synthesise the information they collect and form convincing and coherent arguments.

Independent learning is essential to this module: students are expected to develop skills of source evaluation, critical reading and note-taking in an independent and effective manner. Seminar teaching complements these skills by allowing students the opportunity to share and debate information gathered independently. In addition, students will be required to work in small teams to deliver a poster and oral presentation, enhancing their team-working experience and skills. Oral skills of argument and presentation will be developed. Moreover, a significant part of seminar teaching will test the development of primary source analysis and problem solving.

SEMINARS encourage independent study and promote improvements in oral presentation, interpersonal communication, problem-solving skills, research skills and adaptability.

LECTURES enable students to gain a wider sense of historical argument and debate and how such debates operate, which also allows them to develop comparisons between different historiographical debates.

SURGERY TIME: Staff will make themselves available in their offices for two hours over the course of the module to see students individually on issues concerning them, although we expect this will focus on preparation for assessments.

Reading Lists

Assessment Methods

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

Exams
Description Length Semester When Set Percentage Comment
Oral Presentation101M25Group presentation of a poster delivered in seminars: equivalent to 500 words max per person
Other Assessment
Description Semester When Set Percentage Comment
Essay1A75Research essay, 3000 words
Formative Assessments
Description Semester When Set Comment
Research proposal1MStudents will complete a proposal for their research essay, to build in formative feedback and direction. 500 words
Assessment Rationale And Relationship

This module (1) supports and assesses student progression at Stage 2 and (2) endeavours to support their skills development, including academic and employability.

1. Work submitted during the delivery of the module forms a means of determining the student’s progress.

A formative exercise of a research proposal will be set for this module. It will be un-assessed, but will be discussed in the seminars, will support students develop their ideas for the research essay and their research design skills generally and will feed into the assessed work.


Presentation: Students will be allocated into groups of 3 at the beginning of the module and will be required to select a topic around which they will research, design and produce (via PowerPoint slide) a poster, which they will them collectively present in seminar.

The group work element requires students to work as part of a team, set their own deadlines and goals, allocate work together and then present it. Organisational and time management skills are to the fore here. The research essay emphasises independent thinking and learning (supported by the Module Team), research literacy and finding skills, writing and structuring skills and working to deadlines.

Work submitted during the delivery of the module (i.e. the group presentation and poster) forms a means of determining student progress. Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.

Research essay: this prepares students for longer and more in-depth research practices in History in stage 3 including: developing research questions and methodologies; sourcing data and writing / constructing an argument. The essay will be comparative in approach, ensuring students engage with the transnational and comparative methodologies explored during the module.


Exchanges


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 submit their essays through Canvas.
This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.

Timetable

Past Exam Papers

General Notes

N/A

Disclaimer: The information contained within the Module Catalogue relates to the 2021/22 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 2022/23 entry will be published here in early-April 2022. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.