HIS3371 : Riot, Reform and Revolution: Britain c.1760-1832
- Offered for Year: 2025/26
- Module Leader(s): Professor Rachel Hammersley
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
- Capacity limit: 48 student places
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 | |
Aims
The period between 1760 and 1832 was a tumultuous time in British history. Opening with the accession of George III and culminating with the passing of the Great Reform Act, the period was punctuated - and shaped- by the outbreak of first the American and later the French Revolution, both of which had a profound impact on British politics and political thought. From the Wilkes and Liberty demonstrations which brought lively crowds onto the street in support of a maverick politician, to vociferous calls for the abolition of the slave trade, and the rise of working class radicalism, this period saw the entry of previously excluded groups into political discourse. As a result it also witnessed the invention of innovative methods of sharing political ideas including penny pamphlets, punch bowls, coins and tokens, songs, and even graffiti.
The module will focus on the interaction between political thought and political action. As a Special Subject it will involve a particular focus on understanding this period via the analysis of primary sources. The range of sources analysed will be diverse and students will be encouraged and guided in using textual, visual, and material sources to craft a convincing historical argument.
The module will also be designed to develop students’ oral skills using techniques drawn from the Harkness method. They will be encouraged to work collaboratively and to learn from each other and from their discussions.
The aims of this module are:
•To enable students to study the period 1760-1832 in depth, focusing on political thought and action and on the themes of riot, reform and revolution.
•To introduce students to historical research and guide them in the analysis of primary sources and in the discussion of major historiographical debates on the topic.
•Thereby to enable students to develop their own interpretation of the period.
•To expose students to a wide range of sources including textual, visual, and material sources and to support them in developing their ability to critically analyse such sources and deploy them as part of their historical arguments.
- To support students in the development of oral and listening skills so that they are able to articulate their own ideas effectively, respond thoughtfully and respectfully to those of others, and take part in a stimulating and constructive discussion.
Outline Of Syllabus
Topics may include:
- The American Revolution in Britain.
- Wilkes and Liberty.
- The Dissemination of Political Knowledge
- Abolitionism
- The French Revolution in Britain
- A Geordie Revolutionary: Thomas Spence
- The road to 1832
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 10 | 1:00 | 10:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 55 | 1:00 | 55:00 | N/A |
| Guided Independent Study | Directed research and reading | 56 | 1:00 | 56:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 2:00 | 20:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 3:00 | 3:00 | N/A |
| Guided Independent Study | Independent study | 56 | 1:00 | 56:00 | N/A |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures are an opportunity to provide students with basic outlines of the key chronology, themes, and historiographical debates of the period.
Seminars encourage independent study and promote improvements in oral communication, problem solving skills and adaptability.
Surgery time provides the opportunity for students to have individual discussions with the module leader regarding their assessment for the module. This means that individual problems can be picked up on and dealt with in advance of submission.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 25 | Documentary Commentary of c.800 words worth 25%. |
| Essay | 1 | A | 75 | A thematic essay of c.3,000 words worth 75%. |
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 |
|---|---|---|---|
| Written exercise | 1 | M | Formative essay plan of c.200 words. |
Assessment Rationale And Relationship
The documentary commentary tests the ability to critically analyse, contextualise, and connect a primary source to the debates and developments of a given historical period.
The essay tests acquisition of a clear general knowledge of the subject as well as the ability to locate and synthesize relevant information and express complex ideas clearly in written form using appropriate scholarly apparatus.
The formative essay plan helps students to present a strong essay and to think about argument and structure in advance.
Work submitted during the delivery of the module forms a means of determining student progress. Submitted work tests knowledge outcomes and develops skills in research, reading and writing.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HIS3371's Timetable