Module HIST2021: BRITISH DEMOCRACY 1900-1960: POLITICS AND POLITICAL CULTURE

Department: History

HIST2021: BRITISH DEMOCRACY 1900-1960: POLITICS AND POLITICAL CULTURE

Prerequisites

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

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To understand the character and development of British politics and public life during the 20th century advance and achievement of parliamentary democracy and social democracy.

Content

• The module focuses on the establishment and impact of democracy in Britain. By this is meant both parliamentary democracy, with all adult men and women obtaining the right to vote, and social democracy, with creation of the welfare state and committment to full employment. The module will range across government, policy, parties, popular politics, and ideas. Themes include the creation of the modern party system, with the emergence of the Labour party; the nature of modern electoral politics, including the 'gender factor'; debates and the main political institutions particularly the monarchy; the transforming domestic impact of the two world wars; and the development of social reform and economic management, creating new understandings of citizenship. The module will also examine the defense of understandings of citizenship. The module will also examine the defence of parliamentary democracy against fascism and communism, and consider the contributions of some of the leading public figures of the last century.

Learning Outcomes

• knowledge and understanding of modern British political parties, national institutions and electoral systems, and of learned aspects of national policy and public debate.
• An understanding of the various interpretations offered to explain changes in these aspects, and ability to assess and test he plausibility of competing explanations.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• In addition students will acquire the ability to express informed and sophisticated opinions on the political history of 20th century Britain, and more generally to possess a grasp of how politics and government are conducted.

• 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:

None.

■ 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