Module HIST2011: COAL, CULTURE AND COMMUNITY: SOCIETY IN NORTH-EAST ENGLAND 1500-1800

Department: History

HIST2011: COAL, CULTURE AND COMMUNITY: SOCIETY IN NORTH-EAST ENGLAND 1500-1800

Prerequisites

• A pass mark in at least ONE level one module in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• This module studies the ways in which, between 1500 and 1800, the north-east of England was transformed from a 'neo-feudal' agrarian society into a 'modern' industrial society, by political and religious developments, industrialisation and agricultural change.
• The module will explore the relationship of economic and social change, and address the impact of religious change and political conflict.

Content

• This module studies the ways in which, between 1500 and 1800, the north east of England was transformed from a 'neo-feudal' agrarian society into a 'modern' industrial society, by political and religious developments, industrialisation and agricultural change.
• The module will explore the relationship of economic and social change, and address the impact of religious developments and political conflict.
• the relationship of regional developments to the national picture, and explore the changing nature of regional culture between the medieval and modern periods.

Learning Outcomes

• Students will have a detailed knowledge of the history of north-east England between 1500 and 1800.
• Students should understand the inter-relationship of national and regional politics, religious belief, social stratification, and economic change.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• In addition students should be able to assess the nature of regional society, and its relationship to national developments, as well as the reasons for social change within the region during the period 1500-1800.

• 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