HIS3000 : Reading History
HIS3000 : Reading History
- Offered for Year: 2023/24
- Module Leader(s): Dr Scott Ashley
- Lecturer: Dr Katie East, Dr Benjamin Houston, Professor Matt Perry, Professor Bruce Baker, Dr Felix Schulz, Dr Darakhshan Khan, Dr Luc Racaut
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Your programme is made up of credits, the total differs on programme to programme.
|Semester 1 Credit Value:||20|
|European Credit Transfer System|
Modules you must have done previously to study this module
Pre Requisite Comment
Modules you need to take at the same time
Co Requisite Comment
This module represents one of the capstones of the Newcastle history degree programme. Constructed around the study of a single seminal secondary text, it is designed to enable students to explore the themes, evidence, approach, argument, literary merit and methodology of said text within the broader context of the historiography within which it is positioned and the intellectual skills acquired at Stages 1 and 2 of the Newcastle degree programme, and to employ these in a genuinely independent and intellectually robust way as preparation both for the writing of a dissertation (the 'Writing History' module) if appropriate and for the challenges of the world beyond academia.
This module aims:
1.To encourage in students the habit of considering new arguments and evidence, not within the confines of a particular module's subject matter but in the light of all the historical knowledge that they already possess.
2.To enable students to relate particular areas of historical knowledge to:
i.Other areas of knowledge and issues arising from different modules taken during the three years of their Honours Programme
ii.General historical knowledge other than that acquired through taught modules (e.g. by private reading, from television etc)
iii.Ethical, cultural and political issues and debates
3.To provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.
4.To provide an opportunity for students to read more widely and critically and to do so independently.
Outline Of Syllabus
Discussions of topics will vary from book to book, but will begin and end with sessions dealing with what the book says and does, and summing up. In between, the seminars will address some combination of: historiography, methodology, theoretical approach(es), concepts (conceived or developed in the book in question), connections/relevance/usefulness to World History, and opportunities for comparison with other examples from different periods of world regions, or with other historical works. The module is intended to have something of a synoptic character, so at all points students are encouraged to draw comparative or related examples from all the modules they have studied to date, as well as from other sources of information (the media, literature, etc).
Intended Knowledge Outcomes
By the end of this module, students will have the capacity to place what they have learned in three years of study within the context of, e.g.: historiography generally and the variety of approaches to historical writing, including the influence of other disciplines and areas of knowledge; the general public understanding of history, its value, its purpose and its broader social, political and ideological impact, and, where appropriate, world and comparative history.
Intended Skill Outcomes
By the end of this module, students should be able to:
1. Make connections across the full range of their own historical knowledge
2. Critique historical writing with some depth and sophistication
3. Construct and sustain their own critical arguments backed with evidence and following appropriate technical conventions
4. Associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results.
|Guided Independent Study||Assessment preparation and completion||50||1:00||50:00||Assessment preparation|
|Guided Independent Study||Directed research and reading||60||1:00||60:00||Required and recommended reading for seminars|
|Scheduled Learning And Teaching Activities||Small group teaching||10||3:00||30:00||Seminars; students remain with same member of staff through the semester|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||3||1:00||3:00||Support for assessments|
|Guided Independent Study||Independent study||57||1:00||57:00||Wider reading|
Teaching Rationale And Relationship
Directed and structured research and reading activities are designed to help students prepare effectively for the small group teaching, and to develop their own responses to and ideas about the book under examination. Seminar leaders will also develop structured non-synchronous online activities to support student learning as appropriate to the topic and the week; these may include (but aren't limited to) message boards, quizzes, group work, student presentations, and lecture materials. The ideas and readings will then be presented and discussed in small group teaching, encouraging independent learning, discussion, and debate, while also guiding students on how to approach historiography in a critical and analytical way.
Online drop-in surgeries are designed to offer students the chance to ask targeted questions about their assessments, and receive guidance and feedback.
Should it become necessary, seminars could be held as synchronous online classes.
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||20||Book Review of 1000 words in length. This should not be a review of the core text itself, but of a suitable companion text, of reasonable length.|
|Essay||1||A||80||2500 words in length.|
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.
|Written exercise||1||M||Essay plan of 500 words.|
Assessment Rationale And Relationship
1. Submitted work tests intended knowledge and skills outcomes, and develops key skills in research, reading and writing.
2. Work submitted during the delivery of the module forms a means of determining student progress, student understanding and development of critical skills.
3. Formative work gives students an opportunity to develop reading, writing and research skills in preparation for the second summative assessment.
4. The final written assignment provides an opportunity for students to demonstrate that they have reflected on all they have learned during their undergraduate studies and can bring that learning to bear in considering new and challenging ideas.
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.
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.
Past Exam Papers
Welcome to Newcastle University Module Catalogue
This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.
You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
The information contained within the Module Catalogue relates to the 2023 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 2024/25 entry will be published here in early-April 2024. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.