Module HIST2911: Approaching Democracy: Public Life and Political Culture in Britain, 1815-1900

Department: History

HIST2911: Approaching Democracy: Public Life and Political Culture in Britain, 1815-1900

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• HIST3371 Approaching Democracy

Aims

• To enable students to develop an understanding of the 'political culture' of Britain from 1815-1900.
• To encourage students to probe the changing ideas, experiences and behaviour of political actors in Britain, including both 'high' and 'popular' politics.

Content

• British political life was transformed between 1815 and 1900.
• From an essentially eighteenth-century system, dominated by an aristocratic elite and a narrow franchise, by the end of the century aristocratic power was declining, and mass parties had arrived.
• If not yet a 'democracy' the country was edging towards one.
• This module examines the causes and consequences of these shifts by focusing on both elite and popular politics in tandem.
• Topics to be explored will include the nature of representative government, the relationship between the state and the locality, the scope of public opinion and popular politics, the importance of political ideas, and the governance of empire.
• In sum the course allows us to go beyond the familiar political narrative, and to assess the complexities of political culture as a whole.

Learning Outcomes

• Knowledge and understanding of the 'political culture' of Britain between 1815-1900.
• Understanding of aspects of the changing historiography of and conceptual approaches to nineteenth-century British political life.

• Subject specific skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will acquire the ability to construct analytical arguments on key historical issues relating to the subject.

• 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:

Formative benefits from the summative assessments, plus one or more short assignments delivered orally and discussed 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