HIS2050 : The European Enlightenment, 1700-1789
- Offered for Year: 2018/19
- Module Leader(s): Dr Simon Mills
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
This module will focus on the rich and interesting period of the European Enlightenment. The chronological parameters will be roughly 1700-1789 and the period will be approached from an intellectual, cultural and social perspective. Though France is often seen as the heart of the Enlightenment, and will still be central to the module, the aim will be to examine the phenomenon of the Enlightenment across Europe and to compare Enlightenment ideas and practices in different countries.
The aims of this module are:
1. To introduce students to a key period in European history and to encourage them to examine that period from a variety of different perspectives.
2. To present the students with an opportunity to study the history of ideas and to enable them to think about the interrelationship between ideas and events.
3. To encourage students to think about history comparatively and to draw parallels, connections and contrasts between different countries and regions.
4. 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.
Outline Of Syllabus
The following is a guide only. Actual subjects may differ from those listed.
Lecture 1 What is Enlightenment?
Seminar 1 Kant’s What is Enlightenment?
Lecture 2 Origins of the Enlightenment
Seminar 2 Science and the Enlightenment
Lecture 3 Enlightenment Ideas
Seminar 3 Rousseau and Condorcet
Lecture 4 Religion and the Enlightenment
Seminar 4 Religion and the Enlightenment
Lecture 5 Enlightenment Institutions
Seminar 5 Salons, Coffee Houses and Societies
Lecture 6 The Radical Enlightenment
Seminar 6 Toland, Spinoza and the Traité des Trois Imposteurs.
Lecture 7 Print Culture
Seminar 7 Enlightenment Literature and the Encyclopédie
Lecture 8 Politics and the Enlightenment
Seminar 8 Enlightenment Political Thought
Lecture 9 Marginal Groups
Seminar 9 Women and Slaves
Lecture 10 The Counter Enlightenment
Seminar 10 Counter-Enlightenment Images
Lecture 11 Enlightenment and Revolution
Seminar 11 Round-up and Revision
|Scheduled Learning And Teaching Activities||Lecture||11||1:00||11:00||N/A|
|Guided Independent Study||Assessment preparation and completion||65||1:00||65:00||40% of guided independent study|
|Guided Independent Study||Directed research and reading||65||1:00||65:00||40% of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||11||2:00||22:00||Seminars|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||1||3:00||3:00||N/A|
|Guided Independent Study||Independent study||34||1:00||34:00||20% of guided independent study|
Teaching Rationale And Relationship
Lectures impart core knowledge and an outline knowledge that students are expected to acquire and they stimulate development of listening and note-taking skills.
Seminars provide students with an opportunity to participate in discussion and thus to improve their oral communication skills.
Surgery time provides the opportunity for students to have individual discussions with the module leader regarding their assessment for the module. This means that individual problems can be picked up on and dealt with.
The format of resits will be determined by the Board of Examiners
|Written exercise||1||M||15||800 word Wiki entry|
|Written exercise||1||M||25||1,200 word Documentary Commentary|
Assessment Rationale And Relationship
Submitted work tests intended knowledge and skills outcomes and develops key skills in research, reading and writing. Work submitted during the delivery of the module forms a means of determining student progress. Wiki entry - provides students with the opportunity to engage in independent research and to synthesise material concisely and effectively. Documentary Commentary - assesses the students’ engagement with primary sources, testing skills that will have been developed in the seminars. 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.
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.