| School of Humanities | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| AMS-20074 | Discovering America: From Empires to Revolutions | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Co-ordinator: | Dr Laura Sandy Tel:33201 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Teaching Team: | Mrs Jayne Braddick, Dr Tim Lustig, Mrs Amanda Porritt, Miss Jo-Anne Watts, Dr Laura Sandy, Mr Jonathan Bell | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture Time: | See Timetable... | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Level: | 2 | Credits: | 15 | Study Hours: | 150 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| School Office: | Tel: 01782 733147 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Programme/Approved Electives for |
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| American Studies
Dual Honours (Level 2) American Studies Minor (Level 2) American Studies Single Honours (Level 2) History Dual Honours (Level 2) History Major (Level 2) History Minor (Level 2) History Single Honours (Level 2) |
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| Available as a Free Standing Elective |
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| No |
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| Barred Combinations |
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| None |
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| Prerequisites |
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| None |
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Description This module is suitable for students who have already taken history modules and acquired a solid grounding in the methods of historical research, analysis, and writing. This module looks in detail at the development of the Atlantic world from exploration through imperial settlement, the growth of European empires in North and South America, revolutions and American independence. It covers a wide range of topics; exploration and the age of enlightenment, the growth of empires and colonisation in the early modern period, migration patterns, the development of international trade networks, changing notions of race, class and gender, the age of revolutions and the struggle for independence in the Americas. Learners will gain an in-depth familiarity of a variety of case-studies related to the role and place of Europe in the wider Atlantic world between the fifteenth and eighteenth centuries. It will explore the impact and influence of Europe on the development and growth of the New World and, equally, the impact and influence of the New World on the political, economic, and cultural development of the Old World. Furthermore, it will look at the Atlantic as part of the new global order including Africa. It will also look at the political and intellectual links between the social orders which evolved in the New and Old Worlds, in both slave and free societies. By the application of advanced historiographical methods of research students will be able to to piece together the narrative of the Atlantic world and debate issues surrounding discovery, peopling and de-peopling of the Americas, migration and labour, the slave trade and Africa, the growth of European ports and cities, and the development of colonial rule and the 'Revolutionary Atlantic' including the American and Haitian revolutions. Furthermore, they will gain a conceptual understanding that enables them to apply critically paradigms generated by historians and social scientists, some of which are at the forefront of debates over the development of world and comparative histories of empire. Students taking this module will obtain the ability to evaluate the differing value of conflicting approaches, a process that throws into relief the uncertainty, ambiguity and limits of knowledge but also the possibility of achieving methodological objectivity. They will also learn or improve their time management skills and be able to manage their own learning by generating essay topics themselves, and make use of scholarly articles and primary sources relating to Atlantic histories in a way that goes beyond the insights available from secondary sources alone. |
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| Aims |
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| This module is suitable for students who have already taken history modules and acquired a solid grounding in the methods of historical research, analysis, and writing. This module looks in detail at the development of the Atlantic world from exploration through imperial settlement, revolutions and independence. It covers a wide range of topics; exploration and the age of enlightenment, the growth of empires and colonisation in the early modern period, migration patterns, the development of international trade networks, changing notions of race, class and gender, the age of revolutions and the struggle for independence in the Americas. Learners will gain an in-depth familiarity of a variety of case-studies related to the role and place of Europe in the wider Atlantic world between the fifteenth and eighteenth centuries. It will explore the impact and influence of Europe on the development and growth of the New World and, equally, the impact and influence of the New World on the political, economic, and cultural development of the Old World. Furthermore, it will look at the Atlantic as part of the new global order including Africa. It will also look at the political and intellectual links between the social orders which evolved in the New and Old Worlds, in both slave and free societies. By the application of advanced historiographical methods of research students will be able to to piece together the narrative of the Atlantic world and debate issues surrounding discovery, peopling and de-peopling of the Americas, migration and labour, the slave trade and Africa, the growth of European ports and cities, and the development of colonial rule and the Revolutionary Atlantic. Furthermore, they will gain a conceptual understanding that enables them to apply critically paradigms generated by historians and social scientists, some of which are at the forefront of debates over the development of world and comparative histories of empire. Students taking this module will obtain the ability to evaluate the differing value of conflicting approaches, a process that throws into relief the uncertainty, ambiguity and limits of knowledge but also the possibility of achieving methodological objectivity. They will also learn or improve their time management skills and be able to manage their own learning by generating essay topics themselves, and make use of scholarly articles and primary sources relating to Atlantic histories in a way that goes beyond the insights available from secondary sources alone. |
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| Intended Learning Outcomes |
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| recognise and describe the Atlantic World during European exploration and colonisation of the the Americas from the sixteenth to the nineteenth century. will be achieved by assessments: 1, 2, 3 apply their critical understanding of historical processes through the analysis of a range of primary and secondary texts relating to the development of the Atlantic world. will be achieved by assessments: 1, 2, 3 evaluate evidence critically, argue logically, and challenge taken-for-granted assumptions. will be achieved by assessments: 1, 2, 3 use source materials constructively both in evaluating primary and secondary accounts and in developing original interpretations fostering competence in the handling and analysis of evidence. will be achieved by assessments: 1 make persuasive, logical, and evidence-based analysis in written and in spoken form with due regard to achieving a fluent and coherent style, a high standard of presentation and an accurate use of language will be achieved. will be achieved by assessments: 1,2, 3 |
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| Study hours |
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| 12 weeks @ 2 hours seminar = 24 hours 12 weeks @ 3 hours seminar preparation = 36 hours Short paper preparation and execution = 30 hours Exam preparation = 60 hours Total = 150 hours |
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| Description of Module Assessment |
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| 01: Class Participation weighted 10% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Seminar participation including contribution to small group work Participation is assessed according to effort as well as academic ability; i.e., evidence of preparation in response to set seminar topics, readiness to apply the preparation positively in class discussion, and quality to contributions. Tutor will keep a weekly record to support marks awarded. Encourages development of both individual oral presentation and team-working skills in seminars and workshops. |
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| 02: Short Paper weighted 30% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| An Exercise of up to 1500 words Following appropriate seminar preparation students will undertake a critical assessment of a primary source related to the topic areas covered by this unit in order to develop the students &© skills in analysing, evaluating, and interrogating primary source material. Students will comment on one extract from a choice of three or four. |
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| 03: 2 Hour Unseen Exam weighted 60% | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2 hour unseen exam Unseen 2-hour examination, in which students will be required to answer two questions from a choice of ca. 10. |
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| Version: (1.06B) Updated: 03/Mar/2013
This document is the definitive current source of information about this module and supersedes any other information. |
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