Module LLLS0367: THE ORIGINS OF MODERN EUROPE

Department: FOUNDATION YEAR [Queen's Campus, Stockton]

LLLS0367: THE ORIGINS OF MODERN EUROPE

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop knowledge and understanding of selected themes of Europe as well as the nature of historical sources and the methods used by historians.
• Students will also gain familiarity with and develop a critical perspective of differing interpretations of historical problems and alternative and conflicting sources of evidence.

Content

• Introducing History: An introduction to historical sources, concepts and historiography.
• The course will then go onto develop a basic understanding of the different elements of historical analysis, using the Revolutionary period in Europe, 1789-1848.
• Pre-revolutionary Europe: an introductory seminar outlining the key developments of Modern European history prior to 1789.
• The Outbreak of the French Revolution: sessions devoted to the outbreak of the Revolution of 1789.
• Students will be encouraged to develop their historical skills through analysis of primary sources such as the 'Declaration of the Rights of Man and Citizen' (1789), contemporary political cartoons and first and accounts of events.
• The Course of the French Revolution: seminars will explore the different areas of the revolution thematically, detailing the political, economic, social and ideological aspects.
• Students will become familiar with different historical approaches studying the works of the Marxist historian Georges Rud and contrasting this approach with liberal historians such as William Doyle.
• Students will also study different analytical techniques, including the use of statistics in economic history.
• The Development of the French Revolution: seminars to look at the Jacobin Republic 1793, the subsequent use of terror as a political tool and a concept of charismatic leadership though and analysis of primary source materials such as ' The Cult of the Supreme Being'.
• Napoleonic Europe: assessing the impact of Napoleon on European affairs and studying the relationship between historical fact and memory through an analysis of film.
• Revolutionary Europe 1848: looks at comparative history in analysing the impact of the revolutions of 1848 on the different states in Europe.
• Impact of Revolutionary Europe 1789-1848: assessing the relationship between the revolutions and modern European history, acting as an introduction to Contemporary European Affairs.
• Among other aspects, seminars will cover perceptions of 1789 in Modern France.

Learning Outcomes

• Students will acquire the knowledge to be able to:
• make effective use of relevant factual knowledge to demonstrate and understanding and a critical evaluation of key events in European history during a given period.
• evaluate and interpret source material as historical evidence and to demonstrate facility in its use.
• distinguish and assess different approaches to interpretations of and opinions about a given period.
• communicate relevant ideas and central issues concerning the given period to their fellow students and to express tem confidently in written work.
• show awareness of change and continuity in the past and present and to present a clear, concise, logical and relevant argument.

• By the end of the module students will have acquired the skills to be able to:
• identify and distinguish between a primary and secondary source
• analyse, evaluate and interpret historical evidence
• discuss and debate relevant material in an academic manner
• acknowledge different historians' opinions
• understand and interpret art from the period

• By the end of the module students will:
• be able to communicate effectively in writing
• be able to demonstrate problem solving skills
• have improved their own learning and performance

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

• All teaching will take the form of seminars with a view to encouraging the active participation od all students.
• Throughout the programme students will be given a range of exercises designed to develop their ability to understand, analyse and formulate arguments.
• The assessment methods aims to take account of the need for students to be able to make effective use of primary and secondary sources and to express their ideas both verbally and in writing.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Throughout the course students are expected to consolidate their learning through background reading. Exercises and library research will be set to enable students to measure their progress and confirm understanding of the material.

■ 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