Undergraduate Programme and Module Handbook 2006-2007 (archived)
Module HIST2811: THE POLITICS OF IDENTITY: FRANCE 1870-1945
Department: HISTORY
HIST2811: THE POLITICS OF IDENTITY: FRANCE 1870-1945
| Type | Open | Level | 2 | Credits | 20 | Availability | Available in 2006/07 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- None.
Corequisites
- None.
Excluded Combination of Modules
- None.
Aims
- To develop understanding of the key developments in French political culture in this period.
- to encourage appreciation of the roles of myth and memory in constructions of French identity.
- to build familiarity with current historical debates and theoretical approaches to the concepts of memory and identity.
- to develop the ability to use and evaluate a range of historical sources.
- to fulfil the generic aims for Level 2 History.
Content
- Between the years 1870 and 1945, France invaded three times and suffered civil war, yet it maintained myths of unity and national grandeur.
- The period witnessed France's longest-lasting Republic to date and the separation of Church and State, yet it also saw enduring conservative opposition, culminating in the 'National Revolution' of 1940.
- This course aims to explore the conflicting attempts to define what it meant to be French in a particularly turbulent period of the nations history.
- It will combine an examination of the political history with analysis of how events were recalled and reconfigured for a variety of competing ends.
- It adopts a broadly chronological approach, exploring key developments through the underlying theme of evolving political, religious, regional and national identities.
- The first half of the course covers the period up to 1914, beginning with the traumatic episodes of the Franco-Prussian War and the Commune.
- By analysing the often problematic political and cultural consolidation of the Third Republic, this course will explore the aims to synthesise concepts of the Republic and the nation and to transform 'peasants into Frenchmen'.
- It will examine patriotic and nationalist responses, as nationalism shifted from being associated with the left to being dominated by the right.
- The second half of the course begins with the experiences of World War I, considering recent research on soldiers' sense of nationhood, and how the conflict was commemorated both nationally and locally.
- The interwar politics of the right and the Popular Front of the left will then be examined.
- The course concludes with an exploration of the enduring controversies surrounding the experiences of World War II.
- the collapse, resistance, collaboration, and French involvement in the Final Solution.
- A variety of sources will be explored throughout, including paintings, monuments, museum collections, architecture and literature.
Learning Outcomes
Subject-specific Knowledge:
- Understanding of the key developments in French Political Culture in this period.
- appreciation of the roles of myth and memory in contructions of French identity.
- familiarity with current historical debates and theoretical approaches to the concepts of memory and identity.
Subject-specific Skills:
- Subject specific skills for this module can be viewed at:
- http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/
Key Skills:
- 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
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 19 | Weekly in Terms 1 & 2 | 1 hour | 19 | |
| Seminars | 6 | 3 in Term 1, then normally 2 in Term 2, and 1 in Term 3 (revision) | 1 hour | 6 | |
| Preparation and Reading | 175 | ||||
| Total | 200 |
Summative Assessment
Formative Assessment:
1. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a 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