Module HIST3161: INHERITING THE NORTH: ECONOMY & SOCIETY 1500-1850

Department: History

HIST3161: INHERITING THE NORTH: ECONOMY & SOCIETY 1500-1850

Prerequisites

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

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• This module studies the ways in which, between 1500 and 1850, the north 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.
• The module will make particular use of probate records in the University Archives.
• And contribute towards the achievement of the Department’s generic Aims for Study at Level 3.

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.
• 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.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/
• 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 the debates among historians.

• Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module:

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 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. 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 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