Module HIST1271: COLD WAR TO CONVERGENCE: EUROPE SINCE 1945

Department: HISTORY

HIST1271: COLD WAR TO CONVERGENCE: EUROPE SINCE 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 three main thematic strands in post-1945 history, extending the students' range of knowledge within this discipline.
• analyse the main themes in the period from 1945, providing students with a developing specialism in historical methods, interpretation and historiography.
• enable students to study areas of continuity and change over an extended time period, facilitating a wider historical awareness.
• reflect the departmental aims at level 1.

Content

• The module examines major developments in Europe since the Second World War.
• Its first major theme is the division of Europe by the Iron Curtain.
• analysing the impact of the Cold War, and of the Soviet Union and America on Europe, and the process of accommodation within Europe to these divisions.
• The second, and counterveiling major theme is that of convergence.
• Reconstruction and integration in Western Europe are analysed.
• and comparable developments of politics, economics and society within Europe assessed.
• The final section of the module addresses these themes within the context of case studies of politics and society in individual states: Germany, Spain, Italy and Yugoslavia.

Learning Outcomes

• A critical understanding of key events and themes in post 1945 European History and historical interpretations of these events.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will acquire analytical skills relating to the events and themes in the module and be able to discuss their own ideas on the issues raised by the module in a rigorous and academic fashion.

• 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