• Offered for Year: 2024/25

• Module Leader(s): Dr Felix Schulz
• Lecturer: Professor Susan-Mary Grant, Dr Samiksha Sehrawat, Dr Christina Mobley, Dr Konstantina Maragkou, Dr Simon Mills, Dr Darakhshan Khan, Dr Martin Farr, Professor Violetta Hionidou, Dr Lauren Darwin

• 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.

Aims

History Lab II (like its semester one counterpart, History Lab I) is a historical survey taught through case studies. The goal is to teach – and learn – through meaningful microcosm, rather than attempt a whistle-stop tour of everything.

Across the two modules, each member of staff will give three interconnected lectures on a specific case-study from their field: one lecture about a discrete moment/event/issue and its attendant historiography, a second lecture that features primary sources on the same, and a third lecture that features public or private representations of that event as a basis for methodological issues. The integration of these differing dimensions will showcase how historians think and work by highlighting examples of differing historical interpretations and ongoing negotiations with the past.

A key aim of the module is to support students in developing strategies for independent learning: specifically, how to get up to speed with unfamiliar topics quickly. The formative assessments will be geared towards a) summarizing the argument and methodology outlined in the lectures, and b) contextualising the events or people of the case studies in time and space.

Outline Of Syllabus

Topics covered will vary from year-to-year, but as many members of History staff as possible will contribute a block of three lectures every year, giving students chance to explore a wide range of different periods, places, and approaches. They will thus be encouraged to draw parallels and see interconnections cross-culturally and cross-culturally, in order to move away from thinking of history in narrowly national or regional terms, a practice which tends to prioritise western histories and/or the Global North.

Each of the two History Lab modules will concentrate on a particular broad theme, with case studies ordered chronologically throughout the semester. Depending on what case studies are scheduled for inclusion in a given year, the themes may therefore change, in order to maintain a clear and coherent ‘fit’ between topics and overall theme.

Themes may include:

•       conflict
•       cities
•       social change
•       radical ideas
•       memory
•       labour
•       health

Case studies may include:

•       The ‘Martyrs’ of Cordoba, 850-859
•       James Cook Lands in Aotearoa New Zealand 1769
•       The Jarrow Crusade, 1936
•       Beyond the 'First Industrial Nation': The British Industrial Revolution in Global Perspective
•       Political Violence in the Weimar Republic: The Case of Horst Wessel (1907-1930)
•       Wealth and Poverty in early twentieth-century China
•       Sexual Revolution and the Pill
• The public history of bubonic plague

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

INTERACTIVE LECTURES with Q and A time will enable students to gain a wider sense of historical argument and debate and how such debates operate, which also allows them to develop comparisons between different historiographical debates.

MODULE TALK will introduce students to the module.

WORKSHOPS will help to prepare students for their assessments.

Assessment Methods

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

Other Assessment

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.

Assessment Rationale And Relationship

Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.

As a formative assessment, students can write a 'practice' position paper of 1000 words by choosing one of the position papers set within the first half of the semester. This formative assessment will not receive a mark but feedback will be provided. This formative assessment can be resubmitted as one of the three position papers which constitutes the summative assessment at the end of the module. This summative assessment is a portfolio of three position papers chosen from all of the case studies offered over the course of the module.

Position papers are short pieces of academic writing in response to a set question. They requires students to express an opinion and provide evidence as to why they are taking that particular stance. For each weekly case study, students are provided with two position papers which relate to the topic and sources at hand.

Reading Lists

• HIS1103's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• HIS1103's Timetable