Module HIST3773: BEAUTIFUL EPOCH: POLITICS AND CULTURE IN FRANCE, 1890-1914

Department: History

HIST3773: BEAUTIFUL EPOCH: POLITICS AND CULTURE IN FRANCE, 1890-1914

Prerequisites

• A pass mark in at least TWO level two modules in History.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• to give the opportunity to study France in the Belle Epoque in great detail, and observe human behaviour closely in the political and cultural spheres of modern France;
• to give students insights into the historical record on Third Republic France and the extent to which it makes possible the reconstruction of French political and cultural debates from this period;
• to give the opportunity to test the opinions of historians of modern France against a careful and informed reading of selected primary source material.

Content

• The special subject introduces level three students to the politics and culture of Belle Epoque France. It overlaps at certain key points with the research interests of the lecturer, in centre-left politics and political thought; but it also presents more well-established areas of study, such as the New Right, the artistic movements of symbolism and art nouveau, or the intellectual foundations of the Republic in the history of the French Revolution.
• The course is structured around two classes. The 2 hour 'gobbets' class, for which most students (those not presenting in the theme class) will have to prepare 1 written gobbet, focuses on close discussion of set texts. The 1 hour 'themes' class, in which problems and ideas are addressed, through one or two presentations by students - sometimes, these classes cover a topic in art or literary history. The two classes form two of the strands of the course and are examined in the essay paper and the gobbet paper, the third, art and literature, is assessed in the summative essays and (in a wider context) as part of the essay paper.
• The documents include much political pamphleteering and propaganda; some diary accounts; political speeches and journalism; extracts from works of history or philosophy; and reproductions of paintings, extracts from novels and poems, and the music of Claude Debussy.

Learning Outcomes

• a familiarity with and critical understanding of a range of primary sources bearing on Third Republic France, their provenance, value and limitations;
• an understanding of changing interpretations and approaches to historical problems arising from the study of Third Republic France.

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

• Key skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/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:
• 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;
• tutorials - either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• 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;
• Assessment of Primary Source Handling - students are assessed on their understanding of original primary sources, usually in print, their character varying according to the nature of the subject, and the students' ability to bring that knowledge to bear on 'cutting edge' research-based monographs and articles. Students are given the opportunity to discuss and articulate an understanding of changing interpretations and approaches to historical problems, drawing evidence from a body of primary source materials. Students are required to demonstrate skills associated with the evaluation of a variety of primary source materials, using documentary analysis for a critical assessment of existing historical interpretations.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One formative essay of not more than 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. 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 in each term, and at least two practice gobbets in each term.

■ 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