Module HIST1241: REGIONAL AND NATIONAL IDENTITY IN THE BRITISH ISLES 1536-1707

Department: History

HIST1241: REGIONAL AND NATIONAL IDENTITY IN THE BRITISH ISLES 1536-1707

Prerequisites

• Normally 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 at level 1 to unfamiliar problems relating to the concepts of regional and national history, to the political-culture approach to history, and to the early modern period, with a view to supporting later learning about these aspects of history.

Content

• This module will introduce students to the concepts of regional and national identity, and will explore the inter-relationship between regionality and nationality in the kingdoms of the Atlantic Archipelago between 1536 (Union between England and Wales) and 1707 (Union between England and Scotland).
• The module will consider the nature of state formation and its relationship to national identity in England, Wales, Scotland and Ireland.
• The strength and scope of regional identity within these 'nations' will be considered, as will the relationship of nationalism and regionalism to colonialism at home and abroad (addressing the contentious issue of 'domestic colonialism' and the dynamic of colonial settlement and trade outside of the Atlantic Archipelago).

Learning Outcomes

• Knowledge of current historiographical debates about the formation of Britain as a political and cultural entity, in the C16th & C17th.
• Understanding the conceptual issues surrounding historical approaches to nationality and regionality in this period.
• Reflection upon the inter-relationship of region and nation in the Atlantic Archipelago between 1536 and 1707, and the relationship between geographical units of identity and political structures and social class.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• 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.
• 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