Module HIST2831: THE MODERN AMERICAN PRESIDENCY: MCKINLEY TO CLINTON

Department: HISTORY

HIST2831: THE MODERN AMERICAN PRESIDENCY: MCKINLEY TO CLINTON

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• (HIST2471) The Imperial Republic: The United States since Pearl Harbour.

Aims

• To develop understanding of the role and function of the modern American Presidency.
• to build familiarity with current historical debates associated with and approaches to the modern American Presidency.
• to develop the ability to use and evaluate a range of historical sources.
• to fulfil the generic aims for Level 2 History.

Content

• '[A] splendid misery', a 'dignified slavery' or a 'self-inflicted penance' 'beset by "unmerited censures".
• So the 18th and 19th Century Presidents reflected upon their incumbency.
• Drawing on a detailed study of the Presidents of the United States their policies and their decisions from McKinley to Clinton, this module seeks to introduce students to the development, role and function of the American Presidency in the 20th Century, paying particular attention to relative, potential and perceived power.
• Students will engage in an historiographical analysis of this development and utilise specific case studies to evidence their understanding.
• They will study the President's relationship with Congress, the Supreme Court, the West Wing Staff, the Press and the electorate, as well as the representation of the Presidency in television and film.
• Students will analyse the role of the Presidency in taking the nation to war in the twentieth century, as well as his efforts to maintain peace at both home and abroad.
• This will contribute, in association with an evaluation of legacy, to develop the students' own assessment of the Presidency.

Learning Outcomes

• Understanding the role and function of the modern American Presidency.
• Familiarity with current historical debates associated with the theoretical approaches the modern American Presidency.

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

• 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:

1. Coursework essays are formative as wellas summative. They are to be submitted in two copies, of which one will be returned with written comments and standard departmental feedback sheet. 2. Preparation to participate in seminars and tutorials. 3. At least one oral presentation or short written assignment.

■ 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