Module HIST3431: History and its audiences

Department: History

HIST3431: History and its audiences

Prerequisites

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

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To introduce students to broader issues about the nature of history and its place in modern culture;
• To introduce students to the diverse ways in which history makes an impact on the wider public;
• To develop students’ awareness of the nature of history by reflecting on the way it is mediated for different audiences.

Content

• This module examines the ways in which history is brought to wide publics outside schools and universities. It seeks to raise awareness about how the past is presented to a range of audiences. Sometimes this is done by academics, but many other groups are involved, such as novelists, film makers, curators, and journalists. By taking such a broad view, we can better appreciate what is meant by 'history', its complexities, strengths and limitations, and the central role that diverse audiences play in what is often called 'public history'. History is not contained or containable; it is a leisure activity and a significant sector of the economy, underpinned both by public institutions, some of which are government funded, and by the media.
• We will therefore reflect upon the way which both the past and knowledge about past are represented for diverse audiences, giving special emphasis to settings such as museums, the internet, galleries and heritage sites. In order to do this, we need to analyse written, visual and material forms of history. These will include historical novels, websites and exhibitions. Students will be encouraged to refine their critical reading and looking skills, and to bring their own interests and enthusiasms to bear on their work for this module. For example, in what ways is history used in public debate? It will be possible to examine what has been studied during a degree in history from a distinctive perspective, and to consider the role of the discipline in the wider world. The module is also suitable for students with an interest in public life, the heritage sector, and contemporary culture.

Learning Outcomes

• The ability to develop arguments about the reception of history by the general public;
• Appreciation of the conceptual complexities of ‘history’, ‘the past’, ‘audience’, ‘public history’;
• Developing skills in critical reading and visual analysis.

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

• Subject specific 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 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