Module HIST1281: WARS AND WELFARE: BRITISH SOCIETY 1900 - 1945

Department: HISTORY

HIST1281: WARS AND WELFARE: BRITISH SOCIETY 1900 - 1945

Prerequisites

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

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To allow students at level 1 to examine the historical roots of contemporary social practices and provision and to understand the role of wars in shaping not only the external relations of nation-states but also their internal arrangements.
• It will familiarise them with the work of modern British social historians and prepare them for deeper study at special subject level, if they so wish.

Content

• This module examines the impact of the Boer War and the two world wars on social welfare.
• But not only social welfare: these wars caused or accelerated ?? great economic, political and cultural changes, such as concern about racial degeneration in the wake of the Boer War.
• or the 'state socialism' of the Great War.
• or the 'American occupation of Britain' during the Second World War.
• The module explores how we should explain these changes.
• Was it because the capitalist state was forced to be more accommodating towards the labour movement? How did other classes view this accommodation? Why was the First World War followed by mass unemployment, but the Second World War by full employment and embourgeoisement? Did women share equally in the benefits of a war economy?

Learning Outcomes

• Knowledge of the major changes in welfare and cultural provision, by the state and by voluntary agencies, for workers, the unemployed, old age pensioners, the poor, women, children and immigrants in Britain since 1900.
• Knowledge of the competing interpretations available to explain these social changes, with particular emphasis on the importance that each interpretation attaches to the impact of the wars in which Britain has been involved since 1900.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will acquire an ability to construct reasoned arguments about the development of welfare in Britain since 1900, drawing on work by political and economic historians where appropriate.

• 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