Module HIST20F1: Modern Russia from Emancipation to Revolution: a Cultural History

Department: History

HIST20F1: Modern Russia from Emancipation to Revolution: a Cultural History

Prerequisites

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

Corequisites

• •None.

Excluded Combination of Modules

• •None.

Aims

• To explore cultural and social change in Russia during a period of rapid modernization and revolution c. 1861-1924, with special reference to visual culture.

Content

• The module examines the cultural history of Russia in a period of rapid modernization, urbanization, and social, political and cultural upheaval, focusing on the period from the Emancipation of the serfs in 1861 to the Bolshevik Revolution of 1917 and the ensuing cultural ferment of the early 1920s. It pays particular attention to visual culture.

Learning Outcomes

• On completion of this module, students should have:
• enhanced their knowledge and understanding of cultural developments in Russia in the period covered, with particular reference to visual culture, art, architecture and popular culture;
• advanced their understanding of the relationship between cultural and social 'revolutions'.

• Ability to analyse different types of primary sources, with special attention to visual analysis;
• Ability to construct a reasoned and evidenced argument;
• Ability to demonstrate skills in independent research and critical analysis of historical evidence and interpretations;
• 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:
• 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. The additional summative assignments will test knowledge and skills specific to the module, such as analysis of relevant primary sources, or critical engagement with the historiography as demonstrated through book reviews and article abstracts.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative benefits from the 1,000 word summative assignment and from work done during and in preparation for seminars.

■ 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