Module HIST1181: THE US: REFORM, WAR & DEPRESSION, 1890-1940

Department: HISTORY

HIST1181: THE US: REFORM, WAR & DEPRESSION, 1890-1940

Prerequisites

• An A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or IB)

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to an understanding of late 19th and early 20th century American history.

Content

• This module will enable students to gain an understanding of major themes in US history between the crises of the 1890s and the New Deal of the 1930s.
• It will emphasize the social and cultural consequences of America's transformation into an ethically and racially diverse urban nation and a modern industrial power.
• It will also focus on the development of the American party-political system and on the changing role of the federal government through periods of political reformism and reaction, meeting the enormous challenges of participating in the Great War, 1971-1919, and dealing with the Great Depression, 1919-1940.

Learning Outcomes

• an understanding of the broad contours of change in public policy and American society;
• an appreciation of American historians' approaches to explanation of these changes.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• in addition, students will an acquire an ability to form and express, in different contexts, informed and sophisticated explanations about questions selected so as to highlight significant issues and episodes within the course framework.

• Key skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University