Module HIST1211: EXPERIENCING EMPIRE: BRITAIN, IMPERIALISM AND THE WORLD, 1815-1997

Department: HISTORY

HIST1211: EXPERIENCING EMPIRE: BRITAIN, IMPERIALISM AND THE WORLD, 1815-1997

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 equip students with an understanding of the causes, patterns and impact of British imperial expansion, and of decolonisation.
• To acquaint students with the theoretical and historiographical debates and concepts pertaining to British imperialism.
• To develop an appreciation of modern British history in the global context.
• To contribute towards meeting the generic aims of Level 1 study in history.

Content

• This module offers students the opportunity to study the historical processes involved in the rise and fall of the British Empire during the nineteenth and twentieth centuries, and to examine the impact of the imperial experience on both Britain itself and the territories and peoples which, at different times and in different ways, comprised the empire.
• Students will be able to extend their knowledge of British history and be provided with an introduction to the history of other continents and peoples, encompassed within an examination of historical change at the global level.
• The module approaches British imperialism using a broadly conceived portrait of the empire, dealing with issues such as politics and administration, imperial strategy, culture, society and economy at the local, regional and metropolitan levels.

Learning Outcomes

• Knowledge and understanding of the political, economic, social and cultural history of the British Empire.
• An appreciation of the impact of British imperialism on the peoples of Africa, Asia and the Americas.
• An awareness of the imperial legacy and of the challenges involved in the transition from 'empire' to 'commonwealth'.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will acquire the ability to evaluate the scholarly debates pertaining to the processes of British imperial expansion.

• 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 the following teaching methods:
• 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.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

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