Module HIST1431: THE INDIVIDUAL AND SOCIETY IN GERMANY, 1918-1990

Department: History

HIST1431: THE INDIVIDUAL AND SOCIETY IN GERMANY, 1918-1990

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 to debates in modern German history relating to the relationship between the individual and society in the period from the revolutions of 1918-19 to the reunification of Germany in 1990;
• To give students the opportunity to explore continuities and tensions in German history in the twentieth century, developing their skills in handling comparative approaches to particular periods and state systems;
• To introduce students to recent developments in historical research in the field of modern German history.

Content

• Drawing on recent developments in the historiography of twentieth century Germany, this module explores the changing nature of the relationship between the individual and society in Germany from the revolutions of 1918-19 to reunification in 1990. By studying the Weimar Republic, the Third Reich, the GDR and West Germany after 1945, students will be introduced to key debates surrounding the nature of democratic and authoritarian regimes and asked to question the relationship between the individual and the society within different state systems. Students will explore the connection between the individual and the mass, the centre and the periphery and how recent research has pointed to how individuals exist in relation to the state and conceive of their identity as German citizens. The module will not only introduce students to conceptual models of how historians handle the individual in relation to broader national histories but will give them an understanding of the nature of primary and secondary sources, equipping them for future study in history at finals level.

Learning Outcomes

• A detailed understanding of key debates in modern German history relating to the individual and society from 1918-1990;
• A detailed understanding of the conceptual underpinning for historical studies relating to the individual and the state in modern Germany;
• An understanding of recent developments in historical research in the field of modern German history.

• the ability to handle comparative approaches to particular periods and state systems in modern German history;
• 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:

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