Module HIST3591: MANUFACTURING THE FUTURE: AMERICAN BUSINESS, C. 1820-1950

Department: History

HIST3591: MANUFACTURING THE FUTURE: AMERICAN BUSINESS, C. 1820-1950

Prerequisites

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

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To equip students with an understanding of key themes in the history of capitalist business enterprise in the United States.
• To encourage students to evaluate critically both the successes and failures of American entrepreneurship and management.
• To acquaint students with debates and concepts pertaining to the history of American business.
• To develop an awareness of how and why the historiography of American business evolved from the 1950s through the 1990s.
• To contribute towards meeting the generic aims of Level 3 study in history.

Content

• This module will examine major themes in the development of the modern American business system, in particular the growth of the large corporate enterprise and the creation of the professional and bureaucratic management techniques it required.
• It will also study business in its social and political contexts.
• No previous knowledge of US history will be expected or required, and the main emphasis will be on the social history of business rather than its economic performance.
• The module will be taught by seminar rather than by lecture, unless student numbers make a more formal teaching style unavoidable.

Learning Outcomes

• Knowledge and understanding of key themes in the history of capitalist business enterprise in the United States.
• Familiarity with debates and concepts pertaining to the history of American business.
• Awareness of how and why the historiography of American business evolved from the 1950s through the 1990s.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• In addition students will be able to evaluate critically both the successes and failures of American entrepreneurship and management.
• 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 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.
• 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 seminars and 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