Module HIST33A1: The Making of Modern Europe c. 1789-1989

Department: History

HIST33A1: The Making of Modern Europe c. 1789-1989

Prerequisites

• • A pass mark in at least ONE level 2 module in History.

Corequisites

• none

Excluded Combination of Modules

• none

Aims

• To introduce to students the significance of historians’ understanding of modernity and modernisation processes;
• To enable students to engage with the conceptual and theoretical underpinnings of the historiography of modern Europe;
• To explore the ways in European societies experienced transformation processes and the ways in which historians have defined this.

Content

• What made modern Europe truly modern in the nineteenth and twentieth centuries? From the fall of the Bastille to the fall of the Berlin Wall, Europe has often been recognized as a site of perpetual political transformation, as many of its citizens came to live under or to contest a fragile series of empires, nations, states and federations. But these transformations in how power was organized and exercised have been placed alongside a host of other radical changes in social and economic conditions- industrialization, urbanization, mass consumption, gender roles- as well as in the sphere of cultural and belief. Taken together, these forces have often been described under the label of modernization, although there have been fierce disputes over when and why these processes occurred. This module revisits the historiography on these transformations, placing some of the classic models of social theory (such as Marx, Weber, Foucault) into dialogue with a number of classic historical case-studies from across Europe. The aim is to provide an insight into those shifts that have long been seen as crucial for marking out the modern era, and to demonstrate how historians have tested or refuted the insights drawn from the political and social sciences. With a strong thematic focus, anchored in key controversies- such as the industrial revolution, secularization, the birth of ideology or the disciplinary society- the module aims to understand firstly why Europe seemed to change so quickly in the nineteenth and twentieth century, and secondly how modern historiography has developed as a way of narrating and comprehending these changes.

Learning Outcomes

• Knowledge and critical understanding of the theories and concepts of European modernity;
• Knowledge of the historical contexts of modernisation processes in modern Europe;
• Competent and critical use of theories and concepts in historical research;
• Understanding of the relevance of interdisciplinary approaches in historical research.

• 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:
• 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:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context â–  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 ________________________________________

■ 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