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Module

HIS3346 : The Rising Generation: Youth, Age and Protest in Post-War Britain

  • Offered for Year: 2020/21
  • Module Leader(s): Dr Laura Tisdall
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semesters
Semester 1 Credit Value: 20
ECTS Credits: 10.0

Aims

This module considers how both conservatives and radicals used the language of age and life-stage to construct visions of the future between 1960 and 1989. How far can protest movements - second-wave feminism, black civil rights, gay liberation and CND - be understood as generational conflicts? And how does employing age, gender, class, race and sexuality as categories of historical analysis change the way that we do history?

This module aims to introduce students to important empirical and methodological questions about age, gender and sexuality, using a case study of post-war and Cold War Britain. It will consider the histories of 'muted groups' such as children, women, people of colour and LGBT people, but also demonstrate how the language used about such groups is used to structure power relations in society; for example, how groups and individuals are demeaned by being told 'that's childish' or 'you're acting like a girl'. The module will draw on a wide range of primary sources - for example, periodicals, photographs, maps, oral histories and self-narratives - and will be situated in the relevant historiography on post-war and Cold War Britain.

Particular attention will be paid to the following objectives:

•       How to use oral history and self-narrative sources.
•       How to use ‘secondary’ historiography when the main histories of a movement are written by contemporaries e.g. the historiography of second-wave feminism.
•       How to handle conflicting narratives about race, gender, sexuality and age critically, and how to use historical empathy to assess these sources.
•       How to analyse histories of particular phenomena using race, gender, age and sexuality as categories of historical analysis.

Outline Of Syllabus

A suggested list of seminar topics is as follows:

1.       Cold War Britain
2.       Class, trade unionism and the ‘New Left’
3.       Black activism and Black Power
4.       ‘Second-wave’ feminism
5.       Lesbians, bisexuality and political separatism
6.       Gay men and trans identities
7.       Children, adolescents and the children’s rights movement
8.       CND and anti-nuclear activism
9. Abortion and the unborn

Teaching Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion581:0058:00N/A
Structured Guided LearningLecture materials90:203:00Non-synchronous online recorded mini-lectures to introduce each topic.
Structured Guided LearningLecture materials90:406:00Non-synchronous online discussion and Q&A on discussion board, guided by key themes in mini-lecture.
Guided Independent StudyDirected research and reading571:0057:00N/A
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00Synchronous online seminars.
Scheduled Learning And Teaching ActivitiesDrop-in/surgery91:009:00Synchronous online Q&A drop in session on key readings.
Guided Independent StudyIndependent study581:0058:00N/A
Total200:00
Teaching Rationale And Relationship

The large % of independent study promotes self-directed learning and the effective use of primary and secondary literature. Online synchronous seminar teaching encourages the close analysis of primary source material and the development of critical thinking and historical empathy. Providing a mini-lecture that introduces the key themes of each seminar replaces the kind of interaction I would expect at the start of a three-hour in-person seminar, and uploading this at the beginning of each week will give students the necessary guidance they need to direct their own study, alongside providing written lecture notes that highlight key historiographical questions. Formative assessment, in the form of online recorded oral presentations, will allow students to develop their confidence both in public speaking and in posing questions to other students, skills which are important for the job market as well as for personal development. Doing these presentations online will be an important preparation for the future job market and workplace. Online non-synchronous discussions allow students to participate in class in a different way if they are less confident in synchronous seminars and Q&A sessions and/or experience connection issues, and requiring students to take turns to lead source discussions will deepen their understanding of the source base as a whole.

Assessment Methods

Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.

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

Other Assessment
Description Semester When Set Percentage Comment
Essay1M502000 words
Essay1A502000 words
Formative Assessments
Description Semester When Set Comment
Oral Presentation1ALength: 10 Minutes
Assessment Rationale And Relationship

This source-led course privileges close reading of the source material rather than memorisation for a timed examination. Therefore, the main assessments are coursework-based. This will allow the assessment of the intended knowledge outcomes by testing the students' understanding of the primary and secondary literature, and their ability to examine this literature critically and to situate their own argument within this existing work.

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.

Reading Lists

Timetable