Module Catalogue 2024/25

HIS8025 : Pathway in British History (Inactive)

HIS8025 : Pathway in British History (Inactive)

  • Inactive for Year: 2024/25
  • Module Leader(s): Professor Matt Perry
  • Lecturer: Dr Vicky Long, Dr Martin Farr, Professor Annie Tindley
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semesters

Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System
Pre-requisite

Modules you must have done previously to study this module

Pre Requisite Comment

N/A

Co-Requisite

Modules you need to take at the same time

Co Requisite Comment

N/A

Aims

This module aims to give students an understanding of influential methodologies and theories of aspects of British history as practised within the field of British History and subsequently in the MA in British History. Each seminar leader and the ML lead two weeks of content, revolving around their research interests, while contributing to the overall theme of the module.

Outline Of Syllabus

This will vary depending on the specialist research interests of the staff teaching on the module, but themes may include: the Atlantic world, imperialism, industrialisation and industrial decline, crime and popular protest, demography, national identity, slavery, social identity and class formation, family structure and gender relations, poverty and the poor, material goods and consumption, relationships between the three kingdoms and/or four nations, state formation, urbanization, work and labour patterns, and political history.

Learning Outcomes

Intended Knowledge Outcomes

Students will have gained insights into the consideration and interpretation of major trends in British history through a reading of a selection of significant texts.

Students will have:
- an opportunity to use selected primary sources and a range of secondary reading so as to be able to engage in current critical debates at an advanced level;
- acquired a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of historical scholarship;
- displayed originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
- acquired a conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline, and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

Intended Skill Outcomes

Development of associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results; a comprehensive understanding of techniques applicable to their own research or advanced scholarship; ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; to demonstrate self-direction and originality in tackling and solving problems, and to act autonomously in planning and implementing tasks at a professional or equivalent level; ability to continue to advance their knowledge and understanding, and to develop new skills to a high level; aquisition of the qualities and transferable skills necessary for employment requiring the exercise of: initiative and personal responsibility, and the independent learning ability required for continuing professional development.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Guided Independent StudyAssessment preparation and completion971:0097:00Researching and writing of assessment.
Guided Independent StudyDirected research and reading541:0054:006 hours of reading for the weekly seminar.
Scheduled Learning And Teaching ActivitiesSmall group teaching92:0018:00Present in Person. Two hour weekly seminar.
Scheduled Learning And Teaching ActivitiesDrop-in/surgery12:002:00Final week of teaching. Drop-in support for guidance with assessments.
Guided Independent StudyIndependent study271:0027:003 hours of preparatory tasks for the weekly seminar.
Scheduled Learning And Teaching ActivitiesModule talk12:002:00PiP. Introduction to the module in week 1.
Total200:00
Teaching Rationale And Relationship

There will be 9 weekly seminars (none in week 1, the enrichment week, or week 12). Seminars encourage independent study and promote improvements in oral communication, problem-solving skills and adaptability. Seminars at MA level allow students to share perspectives on their reading and personal research interests, as well as to engage in an advanced-level critical discussion of the problems and issues surrounding the theme under review. The drop-in surgery in week 12 will help students with their assessment - it provides them with an opportunity to discuss their essay with staff members. A module talk in week 1 will introduce the course to students.


We do not lecture at MA. Replacement lecture materials are therefore unnecessary.

Reading Lists

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Essay1A50One 1900 word essay (including footnotes, excluding bibliography)
Essay1M50One 1900 word essay (including footnotes, excluding the bibliography) to be set mid-term.
Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Description Semester When Set Comment
Essay1MStudents will complete a short outline plan for their first essay on which they will receive formative feedback from the subject expert on the module. 200 words max
Assessment Rationale And Relationship

Submitted work tests knowledge outcomes and develops skills in research, reading and writing. Essays allow students to explore a theme of the course in the depth that we require at MA. They also offers the opportunity to explore primary sources, which will be essential to their dissertations. The students will write one essay during the mid-term and one during the assessment period. Essay topics will be divided into baskets to ensure that assessment covers a range of themes on the module. The formative assessment will consist of an essay plan for Essay 1 allowing feedback not just on the essay topic and approach but the process, from which they will derive benefit undertaking essay 2.


Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.

Timetable

Past Exam Papers

General Notes

N/A

Welcome to Newcastle University Module Catalogue

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Disclaimer

The information contained within the Module Catalogue relates to the 2024 academic year.

In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.

Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.