Module HIST3443: The Long 1968: Protest in a Transnational Perspective, 1960-1980

Department: History

HIST3443: The Long 1968: Protest in a Transnational Perspective, 1960-1980

Prerequisites

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

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To understand the origins and repercussions of global protest movements in the 1960s and 1970s
• To evaluate the lasting legacies of these protest movements
• To consider how far they were transnational in nature
• To analyse primary source documents relating to activism in this period

Content

• Student activism, worker unrest, anti-war agitation, the civil rights movement, feminism — why did protest explode on a global level in the 1960s and 1970s, and what were the consequences? In this special subject module, we will explore forms of protest that transcended national borders, and will consider the ways in which protest movements were interconnected at a transnational level. We will also seek to place these protest movements within the broader history of the Cold War, and assess their impact on contemporary politics, culture and society.
• The module explores the ‘mass social movements’ of this period through a deep reading of relevant primary source documents. It will focus on Europe and North America, as the bulk of the primary source material available in translation relates to these regions. Students will use these documents to explore the range of actors involved in protest movements, the motivations of the different groups who animated these movements, and the multiplicity of responses to protest from those on the political left, right and centre .

Learning Outcomes

• To gain an understanding of how and why the ‘mass social movements’ of the 1960s and 1970s developed and expanded globally;
• To evaluate the impacts of these protest movements;
• To build knowledge around how to read and interpret primary source documents on this subject.

• Integrating primary and secondary sources in a skilled and sustained manner
• Engaging in deep, careful analysis of primary sources, while confronting methodological and conceptual challenges associated with advanced research.
• Evaluating historical interpretations and encouraging students to position themselves within existing debates

• The ability to employ sophisticated reading skills to gather, sift, process, synthesise and critically evaluate information from a variety of sources (print, digital, material, aural, visual, audio-visual etc.)
• The ability to communicate ideas and information orally and in writing, devise and sustain coherent and cogent arguments
• The ability to write and think under pressure, manage time and work to deadlines
• The ability to make effective use of information and communications technology

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:
• 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:
• 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); preparation to participate in seminar and tutorials; at least one oral presentation, and practice source/gobbet work.

■ 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