HIS2095 : Social Histories of Alcohol: Britain and Ireland, 1700 - Present
- Offered for Year: 2019/20
- Module Leader(s): Dr Annie Tindley
- Lecturer: Dr Shane McCorristine
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
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 alcohol and drinking in Britain, Ireland and the British colonial context from the eighteenth century to the present. There is an extensive if somewhat fractured literature on these themes, and material from cognate disciplines (geography; sociology; criminology; medical humanities) 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 will be co-taught and led by two nineteenth century historians and supported by guest lecturers and field trip(s).
The module will take a thematic (rather than chronological) approach to ‘drinking histories’, with a broad syllabus including:
Alcohol and the city;
The rise of connoisseurship in the c21st (case study: whisky politics);
Alcohol and travel
Combatting alcohol – temperance, prohibition, alternatives
Drinking and class – alcohol as a regulator of power
Alcohol and the industrial revolution – from artisan to mass production: the economic and business history of alcohol production (case studies: Stu Brew + Scottish & Newcastle; Wylam);
Drinking and crime;
Gender and alcohol;
Alcohol and creativity – literature, poetry, the creative arts;
Drinking and alcohol in the imperial context;
Alcoholism – from nuisance to disease: the evolution of its treatment.
Possible guest lecturers:
• Stu Brew (NU student brewing company)
• Colleague from FMS
• Prof. Stella Ghervas on Russia and vodka.
Possible field trips:
• Newcastle University Special Collections;
• Wylam Brewery
|Guided Independent Study||Assessment preparation and completion||54||1:00||54:00||1/3 of guided independent study|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Guided Independent Study||Assessment preparation and completion||55||1:00||55:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||12||1:00||12:00||Seminars|
|Scheduled Learning And Teaching Activities||Fieldwork||1||10:00||10:00||fieldtrip|
|Guided Independent Study||Independent study||45||1:00||45:00||N/A|
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.
Small group teaching will allow the students to explore ideas and patterns together in a structured way, and great emphasis will be placed on primary sources and their interpretation. This will be assisted by an organised visit to Newcastle University Special Collections.
The format of resits will be determined by the Board of Examiners
|Oral Presentation||20||2||M||25||Group oral and poster presentation|
|Essay||2||A||75||3000 word research essay|
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.
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.
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 hand in their 3000-word essays before they go away. If this is not possible, they should tell the School exchange coordinator that they are going to submit their essays in absentia, then submit their essays through Blackboard and email copies of the essays to firstname.lastname@example.org. Any essay received after the deadline will be considered as a late submission.
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.