Module HIST1261: MODERNITY, CRISIS AND DESTRUCTION: EUROPE 1870-1945

Department: HISTORY

HIST1261: MODERNITY, CRISIS AND DESTRUCTION: EUROPE 1870-1945

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 social, political and cultural trends in European history from 1870-1945.
• develop students' ability to critically analyse texts and historiographical debates, extending their conceptual capabilities.
• recognise and promote an understanding of the complexities and limitations of historical analysis, relating in particular to the period under study.
• reflect the departmental aims at level I.

Content

• The syllabus is divided into three thematic blocs: Integration and Exclusion - There are different ways of making sense of the past, yet historians, like travellers, need roadmaps to avoid getting lost.
• In this thematic block the concepts of 'integration' and 'exclusion' will serve to bring some order into an extraordinarily complex and momentous period of European history.
• Lecture topics include: mass communication and cultural assimilation.
• 'modernisation' and responses to it.
• anti-Semitism.
• inter-war nationalism.
• the rise of the Left.
• Although France and Germany will receive special attention, the general focus of the lectures will be comparative.
• Disillusion and Destruction ??will analyse of the impact of the unprecedented scale and intensity of the First World War on European attitudes and conduct.
• Lectures will focus on the Costs of War, analysing the impact of the First World War on governments, economies and individuals.
• the Conduct of War, questioning whether the First World War was fought honourably or whether it promoted barbarous attitudes and produced atrocities that foreshadowed the Second World War.
• and finally analysing the perceptions and the realities of German Jews' relationship to the First World War.
• Consensus, Coercion and Resistance- will explore the political, cultural and social implications of the totalitarian and democratic European powers in their attempts to maintain and manufacture consensus.
• With reference to the European authoritarian States, the module will analyse the impact of coercion and its relationship to both centre and periphery.
• This thematic bloc will examine the impact of resistance, opposition and dissent on our understanding of the operation and function of the State in Europe.
• The bloc will compare and contrast experience in Germany, the Soviet Union, Italy, Spain, France and Britain.

Learning Outcomes

• An understanding of the broad social, political and cultural trends and developments in European history from 1870-1945 and an appreciation of the complexities of and limitations to historical knowledge in this field.

• 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 analyse information and historical trends and to develop and communicate sophisticated arguments relating to the course syllabus.

• 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 student's 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