Module HIST3901: Fascism in Practice: Everyday Life in Fascist Italy, Nazi Germany and Franco’s Spain.

Department: History

HIST3901: Fascism in Practice: Everyday Life in Fascist Italy, Nazi Germany and Franco’s Spain.

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students to historiographical and conceptual approches relating to the history of everyday life.
• To demonstrate a detailed insight into social and cultural policies and practices within the major European dictatorships of the mid-20th century.

Content

• The course will consider: the major problems and themes of the comparative study of fascism(s); definitions and debates surrounding ‘totalitarianism’ and ‘authoritarianism’; the meaning(s) of concepts such as ‘consent’, ‘dissent’ and ‘resistance’; historical approaches and categories including everyday life history, microhistory, gender, generation and material culture.
• Thematically it will look at the apparatus of repression and coercion and of propaganda and consent in the four case studies as well as the experience of working, growing up, free time, sport, leisure and consumption.
• It will make use of both the existing rich secondary literature as well as innovative primary sources including press reports, oral history projects, cartoons and children’s comics, letters and memoirs.

Learning Outcomes

• a firm grounding in important aspects of the social and cultural history of the European dictatorships of the mid 20th century.
• familiarity with key historical approaches, conceptual tools and ‘problems’ relating to the history of ‘everyday life’ such as the relationship between public vs. private and between the state and the individual and with the question of historical agency.
• an ability to think critically about our practice as historians, the questions we ask and the tools we use.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• To reflect upon the nature of history as a discipline by analysing the questions historians ask of their primary sources and/or the nature of the debates among historians.

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/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;
• 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:
• 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 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. In addition, seen Examinations (with pre-released paper) are intended to enable Level 3 students to produce more considered and reflective work;
• 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:

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 tutorials; 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