Module HIST3323: CONSUMER BEHAVIOUR IN BRITAIN, 1660-1760

Department: History

HIST3323: CONSUMER BEHAVIOUR IN BRITAIN, 1660-1760

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This specialized Level 3 Special Subject module will give students the opportunity to study 'consumption' as an anthropologically defined approach to consumer behaviour and the culture of the economy in Britain 1660-1760.
• It will explore interdisciplinary approaches and require the study of a range of primary evidence, including material culture.

Content

• The module draws on recent historiography that has debated the development of a 'consumer society' in Britain between 1660 and 1760.
• This historiography will be studied in conjunction with recent anthropological approaches to material culture studies.
• The importance of earlier theorists of social differentiation, from Veblen and Elias through to Bourdieu and Douglas will also be considered.
• The seminars will also address the nature of consumption in the period prior to 1660, to establish a longer term perspective on changing patterns of material consumption.
• Although focused on Britain, the module will include relevant sources and secondary literature on colonial America (defined as part of the British world in the period 1660-1760).

Learning Outcomes

• Knowledge of the cultural dimension of economic behaviour in Britain between 1660 and 1760, and how contemporaries regarded consumer behaviour and its social implications.
• Understand the approaches to consumption formulated by historians, social theorists and anthropologists.
• Understand the significance of consumption for analysing gender relations and social differentiation, and reflect on the ways in which the culture of the economy and consumer behaviour relate to theories of modernity.

• Subject specific skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will be able to integrate documentary and material culture sources, through the study of primary printed sources, printed visual sources and museum collections of material culture.

• 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:
• 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;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• 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;
• Assessment of Primary Source Handling Students are assessed on their understanding of original primary sources, usually in print, their character varying according to the nature of the subject, and the students??? ability to bring that knowledge to bear on ???cutting edge??? research-based monographs and articles. Students are given the opportunity to discuss and articulate an understanding of changing interpretations and approaches to historical problems, drawing evidence from a body of primary source materials. Students are required to demonstrate skills associated with the evaluation of a variety of primary source materials, using documentary analysis for a critical assessment of existing historical interpretations.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One formative essay of not more than 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. 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. Preparation to participate in seminars and tutorials. At least one oral presentation in each term, and at least two practice gobbets in each term.

■ 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