module specification - university of leicester · module specification ... scholarly apparatus; ......

Module Specification

No. Assessment Description Weight % Exam Hours Ass't Group Alt Reass't

001 Oral presentation 17002 Dissertation (Final) 83

Period: Semester 2Occurence: A13Coordinator: Sally HorrocksMark Scheme: PGT Mark Scheme

Academic Year: 2013/4Module Level: PostgraduateScheme: PGDepartment: HistoryCredits: 60

Intended Learning OutcomesBy the end of this module students will be able to: plan an effective research project; explain the purposes and significance of their research and place it in the context ofexisting literature and interpretations; identify and analyse appropriate primary sources; deploy and demonstrate anunderstanding of the concepts and methodologies appropriate to the topic being researched; reach original conclusions basedon critical analysis of primary sources; relate their conclusions to those of the existing relevant literature and demonstratestheir unique contributions to knowledge and understanding of events and methodologies; present their findings through aneffectively structured piece of writing that is clear and concise, uses scholarly language and is supported by appropriatescholarly apparatus; identify and take into account ethical issues relating to historical research.

Teaching and Learning MethodsWorkshops, resource-based learning, research seminars, individual supervision.

Assessment Methods20 minute oral presentation15-20,000 word dissertation

Pre-Requisites

Co-Requisites

Excluded Combinations-

LecturesSeminars

Practical Classes & WorkshopsTutorials

FieldworkProject Supervision

Guided Independent StudyDemonstration

Supervised time in studio/workshopWork Based Learning

PlacementYear Abroad

Total Module Hours

Student Workload (hours)

HS7000 Dissertation (History)

Last Published: 1 August 2015



001 Source Criticism Exercise 40002 Essay (Final) 60

Period: Semester 2Occurence: ACoordinator: James BothwellMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of this module students should have:Gained a subject specific knowledge of the fourteenth century political, social and cultural history;Developed an understanding of the key methodological and interpretive approaches to the history of the Middle Ages and theability to critique them;Gained an understanding of the different types of primary sources available to sotudents of fourteenth century English historyand the skills required to interpret them;Further developed a number of key skills - in particular: oral and written communication; independent study and research.

Teaching and Learning MethodsSeminars, Directed Reading, Independent Research

Assessment MethodsSource Criticism Exercise and Essay

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7003 Court & Culture in 14th Century England




001 Essay 25002 Poster Presentation 25003 Group Oral Presentation 25004 Practical Skills Exercise (Final) 25

Period: Semester 1Occurence: ACoordinator: Sally HorrocksMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module students will be able to Identify and use appropriate electronic bibliographical and research engines for their own researchIdentify the ethical implications of their researchLocate, evaluate and analyse a wide range of manuscript, printed and non-textual sourcesCite and reference primary source material appropriatelyDepending on the specialist element of training taken within the option they should be able to:use spatial analysis and GIS; develop basic palaeographical skills; use and create historical databases; demonstrateknowledge and understanding of economic theory Identify overall patterns of historical change and development within key broader historical processesDiscuss the various problems that different types of sources pose to the historianInterpret and present simple descriptive statistics in the form of charts, tables and measures of central tendency anddispersion.

Teaching and Learning MethodsSeminars, workshops, directed reading, group work, field trip

Assessment MethodsEssay, group poster presentation, group oral presentation, practical research exercise

Pre-Requisites

Co-Requisites


LecturesSeminars 40

Practical Classes & WorkshopsTutorials 8


Guided Independent Study 173Demonstration



Total Module Hours 225


HS7005 Historical Research Methods




001 Oral Presentation 20002 Study Project (4,000 word max) 80

Period: Semester 2Occurence: ACoordinator: Rebecca MadginMark Scheme: PGT Mark Scheme


LecturesSeminars






Total Module Hours


HS7007 Conservation, Heritage and the Urban Environment




001 Essay (Final) 100

Period: Semester 2Occurence: ACoordinator:Mark Scheme: PGT Mark Scheme


Intended Learning OutcomesAt the end of this module students should be able to: analyse the factors that contributed to distinctive urban shapes andidentities in different urban settings. Identify the images and ideas behind the overall concepts of the European vs. theAmerican City. Develop a critical awareness of the scholarly debates and controversies around those concepts. Developknowledge of the transatlantic transfers of ideas among city planners, architects and social reformers.

Teaching and Learning MethodsWeekly seminars, guided reading, primary source analysis, private study, individual oral presentations, group discussions,feedback from peers and tutor

Assessment Methods1 x 5,000 word essay

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7008 The European and the American City. Concepts and Realities (19th and 20thCentury)




001 1 x 2,000 word essay 40002 1 x 3,000 word essay (Final) 60

Period: Semester 1Occurence: ACoordinator: Andrew JohnstoneMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module, students will be able to: critically analyse the history of American foreign relations in the twentiethcentury; have an understanding of both key events and themes running through twentieth century US foreign policy; show anawareness of the varied driving forces behind US foreign policy; display an understanding of the different historiographicalapproaches to the study of US foreign relations; demonstrate effective writing skills; demonstrate effective presentations skills.

Teaching and Learning MethodsWeekly seminar discussion, directed reading, independent research, primary source critiques, individual studentpresentations.

Assessment Methods1 x 2,000 word essay and 1 x 3,000 word essay

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7016 The American Century: Explaining the History of American Foreign Relations




001 Historiographical essay (2,500 words) 50002 Source Analysis (2,500 words) (Final) 50

Period: Semester 2Occurence: ACoordinator: John CoffeyMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of this module students should be able to: identify and explain the major political developments of the EnglishRevolution; reflect critically on the dynamic interaction between structures, factions and ideas; assess and critique thedifferent schools of historical interpretation; identify the range of primary sources available to historians; analyse a variety ofprimary source texts.

Teaching and Learning MethodsPresentations by module tutor; small group discussions; class discussion of primary sources; student oral presentations.

Assessment MethodsHistoriographical essay 50%; source analysis 50%

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7017 The English Revolution, 1640-1660: Histories and Sources




001 Essay 50002 Essay (Final) 50

Period: Semester 1Occurence: ACoordinator: Stuart BallMark Scheme: PGT Mark Scheme


Intended Learning OutcomesStudents will be able to analyse the role of the Prime Minister in Britain during the 20th century; to compare and contrastvarious approaches to the conduct of political leadership in 20th century Britain; to develop their skills of independentresearch and historical analysis through a wide range of reading; to develop their skills of oral communication; to develop theirskills of written communication.

Teaching and Learning MethodsSeminars, directed reading, independent research.

Assessment Methods2 x 2,500 word essays.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7019 Political Leadership in Twentieth-century Britain




001 Extended essay and biblipgraphy on a source genre (Final) 100

Period: Semester 1Occurence: ACoordinator: Joanna StoryMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of this module students will: display a familiarity with the major reference works used by practisingmedievalists; appreciate the range, nature and transmission of the major sources used in the study of Medieval History;demonstrate the acquisition of such technical skills as are necessary, at an individual level, for the remainder of their MA work(eg: palaeography/codicology).

Teaching and Learning MethodsSmall group seminar classes and private study.

Assessment MethodsExtended essay and bibliography on a source genre (c. 3000-3500 words)

Pre-Requisites

Co-RequisitesML7022 Latin: ab initio


LecturesSeminars 30








HS7022 Mastering Medieval Sources





Period: Semester 1Occurence: ACoordinator: Alexander KorbMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module students will be able to:Demonstrate a full awareness of a broad range of acacemic theories relating to the Holocaust in a Europen and trans-European perspective (e.g. regarding discussions on the Holocaust and colonialism, the Holocuat and post-imperial legacies,and the Holocaust and other genocides).Demonstrateknowlede on the complexities of the Holocaust, and of the ambiguities of the Nazi empire and its allies. Exhibit a critical understanding of non-German perpetrators during WWII and of key theories of collective violence.

Teaching and Learning MethodsGuided Reading; Group discussions; Primary and secondary source critiques; Individual student presentation1

Assessment MethodsOne 5000-words-essay

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7023 The Holocaust in its European Context




001 5000 word essay (Final) 100

Period: Semester 1Occurence: ACoordinator: Olaf JensenMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module, students should be able to: understand the Holocaust as a step-by-step process; explain thedifferent types of perpetrators, profiteers, and bystanders of the Holocaust; critically evaluate historical and psychologicalconcepts regarding perpetrator behaviour; understand the impact of euphemisms and the corruption of language; perceive thesignificance of the shifts within the historiography of Nazi perpetrators; critically reflect upon the positive and negativebehaviors associated with obedience, conformity, ambivalence, indifference, and silence; improve their own research skillsand handling of information; present and communicate research results to the seminar; work and communicate in groups;think critically and analytically about the presented primary and secondary sources.

Teaching and Learning MethodsGuided readings; primary source critiques; individual student text presentations; open discussions.


Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7026 ‘Those Were the Days’- Perpetrators, Profiteers, and Bystanders of the Holocaust




001 Source Criticism Exercise 30002 Essay 70

Period: Semester 2Occurence: ACoordinator: Pragya VohraMark Scheme: PGT Mark Scheme


Intended Learning OutcomesIntended Learning Outcomes

On completion of this module students should have:

• Gained a subject specific knowledge of the complex processes of migration and settlement involved in shaping the VikingAge• Developed an understanding of the key methodological and interpretative approaches to the socio-cultural history of theMiddle Ages and the ability to critique them• Gained an understanding of the different types of primary sources available to students of Viking migration and the skillsrequired to interpret them

• Further developed a number of key skills – in particular: Oral and written communication Independent study and research.

Teaching and Learning MethodsSeminars, Directed reading, Field courses/visits, Independent research

Assessment MethodsEssays, Source Criticism Exercise

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7029 Enter the Dragon-Ship: Migration in the Viking Age




001 2,000 word Book Review 40002 3,000 word essay 60

Period: Semester 1Occurence: ACoordinator: Eleanor ThompsonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module, students will be able to relate and explain the key events in twentieth century United States politicalhistory; identify the major historical problems arising from this history; apply and engage critically with the relevanthistoriography and make their own appraisal of the historical development of the US state in the twentieth century. In thecourse of the module, they will develop and demonstrate effective independent research, writing, oral presentation and smallgroup work skills.

Teaching and Learning MethodsWeekly two-hour seminar, including primary source critiques and individual student presentations, directed reading,independent research

Assessment Methods1 x 2,000 word book review, 1 x 3,000 word essay

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7030 Readings in Twentieth Century United States Political History




001 Assignment A - Comparative Essay 35002 Assignment B - Case Study Essay 65

Period: Semester 2Occurence: ACoordinator: Mark WilliamsMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy encouraging critical approaches to the connections between religion and violence in the early-modern period, this modulewill equip students with the language and methods required to understand interactions between religious thought and broadersocial, cultural, and political issues. Students will develop not only a strong sense of the theological groundings for andagainst violence in the early-modern period, but also an appreciation for the wider cultural significance of religious thought. Through engagement with primary source material, students will develop a strong critical approach towards accounts of early-modern violence as well as the dissemination of religious ideas in a wide social context. Critical theories and majorhistorographical debates will be developed through case studies and comparative methods.Student led in-class discussions, based upon short weekly presentations, will develop oral communication skills andorganisation. The opportunity to employ IT into these presentations will help to incorporate media skills.

Teaching and Learning MethodsThis module will place a strong emphasis on comparative approaches and the interrogation of primary source material. Thiswill be facilitated through 10 seminars built around specific, thematic case studies drawn from a wide geographical scopebetween approximately 1500-1700. Primary source material wil be drawn from online source databases (EEBO, Thomason collection, 1641 Deposition database,etc.) and printed collections available through the University library. Close analysis of these sources will be a foundationalelement in this module. Oral presentations and classroom discussion will form part of the non-evaluated learning methods ofthe seminar.

Assessment MethodsEvaluation will be comprised of two essays. The first (ca. 2,500 words) will be a comparative essay which will require studentsto assess the nature of violence in two examples drawn from the syllabus, engaging with primary source material and debateswithin secondary literature in order to frame their points of comparison. The second assignment (ca. 4,000 words) will requirestudents to choose a case study from the syllabus and answer a pre-set question, chosen from a short list of options, throughprimary source research and intensive engagement with secondary literature.

Pre-Requisites

Co-Requisites


LecturesSeminars 20


Fieldwork 30Project Supervision 5

Guided Independent Study 60Demonstration 10

Supervised time in studio/workshopWork Based Learning 100




HS7031 Religion and Violence in Early-Modern Europe, 1500-1700




001 1 x 5,000 word essay 100

Period: Semester 2Occurence: ACoordinator: Caroline SharplesMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of HS 7032, students should have:

1. Gained subject specific knowledge on the organisation and legacy of the Nuremberg trials and the development ofinternational criminal justice since 1945. In particular, students will have:- Developed a good knowledge of historiographical debates;- Gained understanding of the UN definitions of genocide, war crimes and crimes against humanity;- Acquired detailed knowledge of the case for the prosecution as presented at Nuremberg;- Gained an appreciation of the difficulties of war crimes trials, including political factors, the reliability of witnesstestimony and the limits of public engagement with such proceedings.

2. Further developed a number of key skills – in particular:- Oral and written communication- Critical analysis of primary sources- Independent study and research.

Teaching and Learning MethodsThis module will be delivered via weekly, 2 hour seminars which will be centred around student discussion of keyhistoriographical debates and the analysis of various primary sources.

Assessment MethodsOne 5,000 word essay.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7032 Nuremberg and After: Punishing Perpetrators since 1945




001 Essay 40002 Research Essay 60

Period: Semester 1Occurence: ACoordinator: Lisanne GibsonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject-specific skillsAt the end of this module, typical students should be able to:- distinguish between and discuss different definitions of 'material culture' and 'materiality'- critically assess the potential applications of material culture theory to urban heritage - describe what is meant by the 'biography' and 'social life' of artefacts, with particular reference to buildings and cities and thewider historical, sociocultural, political, economic and personal contexts of which they are a part- outline and critique the range of different sorts of responses to urban heritage that may be illuminated by a material cultureperspective- demonstrate a clear understanding of the ways in which objects, buildings and spaces may be imbued with a range ofvalues and meanings - understand heritage policy processes and instruments in different jurisdictions and national contexts- have knowledge of theories and debates in relation to heritage policy and politics- critically assess the ethics of contemporary design and redesign of built environments.

(b) Transferable skillsAt the end of this module, typical students should be able to:- show an ability to work with, analyse and critique a broad range of sources and data- develop and substantiate a critical argument- demonstrate the capacity to compare and contrast complex and sometimes conflicting ideas critically, carefully andobjectively- communicate clearly and coherently in writing using appropriate media- construct and produce an effective, well referenced and appropriate academic essay- reflect upon their existing academic and professional skills and weaknesses - develop academic working relationships- manage study time and self-directed learning effectively- utilise theoretical understanding in practical and applied contexts- develop high level analytical skills for understanding policy, strategy, reports and so forth.- develop research skills for accessing 'gray literature'.

Lectures 11Seminars 11








HS7080 New Approaches to Urban Landscapes, Buildings & Objects



Teaching and Learning MethodsLectures, Small group teaching,Guest lecturesSelf-directed learning,Resource-based learning, Independent research.

Assessment Methods Research Essay- 5,000-6,000 words

Pre-Requisites

Co-Requisites


HS7080 New Approaches to Urban Landscapes, Buildings & Objects




001 Oral Presentation 20002 Study Project (Final) 80



LecturesSeminars 22








HS7081 Conservation, Heritage & Planning




001 Dissertation (Final) 100

Period: Semester 2Occurence: A13Coordinator: Keith SnellMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module, students will be able to plan an effective research project, explain the purposes and significance oftheir research and place it in the context of existing literature and interpretations. They will be able to identify and analyseappropriate primary sources, deploy and demonstrate an understanding of the concepts and methodologies appropriate to thetopic being researched, as well as reach original conclusions based on critical analysis of primary sources. They will be ableto relate their conclusions to those of existing relevant literature and demonstrate their findings through an effectivelystructured piece of writing that is clear and concise, employs scholarly language and is supported by appropriate scholarlyapparatus. They may also need to identify and take into account ethical issues relating to their historical research.

Teaching and Learning MethodsThe dissertation is an independent research project conducted through students’ private study. Students are guided informulating a topic by a two-hour dissertation preparation seminar attended by all English Local History staff. Each studentcompletes a dissertation research proposal form, and is then allocated a dissertation supervisor. The supervisor impartsadvice on planning, researching and drafting of the dissertation during three hours’ worth of individual tutorials. Prior to finalsubmission, students submit a draft chapter (amounting to no more than 25% of the dissertation’s total length) to theirsupervisor for comment and feedback.

Assessment MethodsThe dissertation is a written project of 15-20,000 words which is double marked by two members of staff and sent to anexternal examiner.

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7100 Dissertation (ELH)




001 Evaluation (Final) 100

Period: Semester 2Occurence: ACoordinator: Richard JonesMark Scheme: PGT Mark Scheme


Intended Learning OutcomesTo develop students appreciation of the historic landscape and how this can be 'read' in the field; to hone observational andinterpretative skills, using the landscape has a historical text; to introduce students to the historical landscape of an Englishcounty; to encourage the use of the comparative method. By the end of the module students should have a greater feeling forand appreciation of the evidence to be gleaned from the landscape and to apply the lessons learned in Devon in theinterpretation of the historical landscapes of other English counties.

Teaching and Learning MethodsOne week fieldcourse (currently based in Devon) involving intensive study of the landscape. The fieldcourse is preceeded bya Saturday School to prepare for the course.

Assessment MethodsA fieldcourse evaluation (7,500 words)

Pre-Requisites

Co-Requisites


LecturesSeminars 55






Total Module Hours


HS7105 Fieldcourse




001 Palaeography Skills Test 50 1002 Book Review (Final) 50

Period: Semester 2Occurence: ACoordinator: Andrew HopperMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis module combines the development of theoretical and practical skills to prepare students for advanced postgraduateresearch into the local history of early modern England. On completion of the module, students will be able to assess the keythemes and historiographical debates of recent years. They will develop skills in the critical analysis of primary sources, aswell as the written and oral presentation of historical arguments. Their written work will interpret and evaluate the relationshipbetween the centre and localities in early modern England. By completing the palaeography tutorials, students will beequipped to read, contextualise and interpret early modern manuscript documents, enabling them to undertake future archivalresearch with confidence.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. The first half of each session comprises an interactive seminar based arounda power point presentation from the module co-ordinator, who invites questions, debate and discussion. The second half ofeach session is a practical tutorial on early modern palaeography, where students read, transcribe, contextualise and interpretdigital copies of archival documents in pairs and as a team. Further documents for transcription practice are provided forhomework, along with access to further online palaeography tutorials for private study. The students also participate in a tour(conducted by the module co-ordinator in partnership with the archivist) of the Leicester, Leicestershire and Rutland RecordOffice in Wigston, which discusses the functions of archives along with examples ofdocuments from this particular archive'sholdings.

Assessment MethodsThe palaeography element to the module is assessed by a 75 minute skills test where the students transcribe a previouslyunseen manuscript source and critically analyse its uses to the local historian. This is for 10 credits.The book review, a piece of coursework limited to 2500 words that provides a critical appraisal of one particular monographthat is relevant to the module, to be chosen by the student in consultation with the module co-ordinator. This is for 10 credits.

Pre-Requisites

Co-Requisites


LecturesSeminars 15








HS7107 The Local Identities and Palaeography of Early Modern England, 1500-1700




001 Map Test 50 1002 Book Review (Final) 50

Period: Semester 1Occurence: ACoordinator: Richard JonesMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis module combines the development of theoretical and practical skills to prepare students for advanced postgraduateresearch into the landscape history of medieval England. On completion of the module, students will be able to demonstratefamiliarity with the key themes and historiographical debates of recent years. They will develop skills in the critical analysis ofboth written and non-written primary sources, as well as the written and oral presentation of historical arguments based onlandscape evidence. Their written work will demonstrate an appreciation of the role landscape has to play in historical enquiryand will be equipped with skills which will enable them to ‘read’ these landscapes in the field..

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. Each session comprises an interactive lecture/seminar based around apower point presentation from the module co-ordinator, who invites questions, debate and discussion. Primary sourcematerial relevant to each session will be circulated in advance to enable students to prepare for these discussion. Eachsession will have its own dedicated reading list. Themes broached in these sessions will be further examined and reinforcedduring two Saturday fieldschools: one fieldschool will visit East Leicestershire; the second will alternate every two yearsbetween Whittlewood (Northants/Bucks) and Southwell/Newark (Notts.)

Assessment MethodsThe map element to the module is assessed by a 75 minute skills test where the students will be asked to describe andexplain the evidence for medieval landscape change that can be read from a modern OS map. This is for 10 credits.The book review, a piece of coursework limited to 2500 words that provides a critical appraisal of one particular monographthat is relevant to the module, to be chosen by the student in consultation with the module co-ordinator. This is for 10 credits.

Pre-Requisites

Co-Requisites




Fieldwork 16Project Supervision






HS7108 Medieval Landscapes, 400-1500




001 Research Project (Final) 100

Period: Semester 1Occurence: ACoordinator: Peter KingMark Scheme: PGT Mark Scheme


001 Research Project (Final) 100



Intended Learning OutcomesThis module will develop the students methodological and analytical skills in order to to prepare them for advancedpostgraduate research of the core themes in the history of community, conflict and change in the long eighteenth century. Oncompletion of the module, students will be able to relate the existing historiography to a range of primary sources in a criticalway and to locate their analysis within the key debates amongst historians. They will have an understanding of the nature oflocal communites, their power relations and themain forms of protest they experienced. The students written work willdemonstrate critical analysis of primary sources and the ability to present and evaluate detailed historical arguments.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. Each session comprises an interactive lecture/seminar based around apower point presentation from the module co-ordinator, who invites questions, debate and discussion. Primary sourcematerial relevant to each session will be circulated in advance to enable students to prepare for these discussion. Eachsession will have its own dedicated reading list. An individual tutorial of up to one hour is offered to each student to supervisetheir research project. Themes broached in these sessions will be further examined and reinforced during a Saturdayfieldschool.

Assessment MethodsOne research project out of a choice of six project options. A project carries 20 credits. (5,000 word limit).

Pre-Requisites

Co-Requisites










HS7109 Community, Conflict and Change in England and Wales from the late 17th Centuryto the early 19th Century




001 Research project (Final) 100

Period: Semester 2Occurence: ACoordinator: Keith SnellMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThe aims are :• To augment knowledge and comparative understanding of regional English and Welsh communities, covering essentialthemes relating to these fields, and the approaches and theory used in their study. • To enhance research skills and versatility, knowledge of local historical sources, written communication skills, criticalhistorical judgement, and related interpretation. • To impart inter-disciplinary methods and skills. These include artistic and pictorial interpretation, welfare history and the poorlaw, narratives of the poor and their senses of belonging, churchyard and memorial analysis of communities, village andlandscape history, quantitative methods and family history/historical population studies, consideration of industrialisation andits local effects, among other local historical methods and approaches bearing upon the changing nature of historicalcommunities. • To relate historical knowledge to present-centred issues and problems (e.g. heritage-related issues, artistic interpretations,welfare systems and their problems, local community xenophobia, ideas of belonging, gender relations, landscape and villageinterpretation). • To develop a historical dimension to aesthetic judgements. • To teach interpretation of artistic motifs, landscape painting and memorial styles.• To explore a great variety of sources relating to these themes, and ways of interpreting them, and the relevant legalframeworks. This module develops historical skills, and will also prepare students for more advanced study of local and regional history inEngland and Wales. On completion of the module, students will be familiar with many key themes and historiographicaldebates. They will have skills in the critical analysis of primary sources, as well as in written and oral presentation of historicalarguments.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions, which are mainly lectures interactively conducted with students. A Saturdayfield course is also provided, but not assessed in any way, and this alternates between a study of midlands industrialisation,and Derbyshire estate villages.

• Interactive lecturing – encouraging student participation, open discussion and debate.• Project, written and verbal feedback. • Private study, one-to-one supervision on project.

Lectures 30Seminars








HS7110 Understanding English and Welsh Communities, 1700-2000



Assessment MethodsProject:One research project out of a choice of four project options. A project carries 20 credits. (5,000 word limit).

Pre-Requisites

Co-Requisites


HS7110 Understanding English and Welsh Communities, 1700-2000




001 Palaeography Skills Test 35 1002 Research Project (Final) 70

Period: Semester 2Occurence: ACoordinator: Andrew HopperMark Scheme: PGT Mark Scheme


001 Book Review 35 1002 Research Project (Final) 70

Period: Semester 2Occurence: BCoordinator: Andrew HopperMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis module combines the development of theoretical and practical skills to prepare students for advanced postgraduateresearch into the local history of early modern England. On completion of the module, students will be able to assess the keythemes and historiographical debates of recent years. They will develop skills in the critical analysis of primary sources, aswell as the written and oral presentation of historical arguments. Their written work will interpret and evaluate the relationshipbetween the centre and localities in early modern England. By completing the palaeography tutorials, students will beequipped to read, contextualise and interpret early modern manuscript documents, enabling them to undertake future archivalresearch with confidence.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. The first half of each session comprises an interactive seminar basedaround a powerpoint presentation from the module co-ordinator, who invites questions, debate and discussion. The secondhalf of each session is a practical tutorial on early modern palaeography, where students read, transcribe, contextualise andinterpret digital copies of archival documents in pairs and as a team. Further documents for transcription practice areprovided for homework, along with access to further online palaeography tutorials for private study. An individual tutorial of upto one hour is offered to each student to supervise their research project. The students also participate in a tour (conductedby the module co-ordinator in partnership with the archivist) of the Leicester, Leicestershire and Rutland Record Office inWigston, which discusses the functions of archives along with example of documents from this particular archive's holdings.

Assessment MethodsThe palaeography element to the module is assessed by a 75 minute skills test where the students transcribe a previouslyunseen manuscript source and critically analyse its uses to the local historian. This is for 10 credits.The research project, a piece of coursework limited to 5,000 words to be chosen by the student from a list of options in themodule handbook and decided in consultation with the module co-ordinator. This is for 20 credits.

Pre-Requisites

LecturesSeminars 15











Co-Requisites






001 Map Test 35 1002 Research Project (Final) 70



Intended Learning OutcomesThis module combines the development of theoretical and practical skills to prepare students for advanced postgraduateresearch into the landscape history of medieval England. On completion of the module, students will be able to demonstratefamiliarity with the key themes and historiographical debates of recent years. They will develop skills in the critical analysis ofboth written and non-written primary sources, as well as the written and oral presentation of historical arguments based onlandscape evidence. Their written work will demonstrate an appreciation of the role landscape has to play in historical enquiryand will be equipped with skills which will enable them to ‘read’ these landscapes in the field.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. Each session comprises an interactive lecture/seminar based around apower point presentation from the module co-ordinator, who invites questions, debate and discussion. Primary sourcematerial relevant to each session will be circulated in advance to enable students to prepare for these discussion. Eachsession will have its own dedicated reading list. An individual tutorial of up to one hour is offered to each student to supervisetheir research project. Themes broached in these sessions will be further examined and reinforced during two Saturdayfieldschools: one fieldschool will visit East Leicestershire; the second will alternate every two years between Whittlewood(Northants/Bucks) and Southwell/Newark (Notts.)

Assessment MethodsThe map element to the module is assessed by a 2,500 word analysis in which students will be asked to describe and explainthe evidence for medieval landscape change that can be read from a modern OS map. This is for 10 credits.The research project, a piece of coursework limited to 5000 words to be chosen by the student from a list of options in themodule handbook and decided in consultation with the module co-ordinator. This is for 20 credits.

Pre-Requisites

Co-Requisites










HS7128 Medieval Landscapes, 400-1500




001 Book Review 35002 Research Project (Final) 70



Intended Learning OutcomesThis module will develop the students methodological and analytical skills in order to to prepare them for advancedpostgraduate research of the core themes in the history of community, conflict and change in the long eighteenth century. Oncompletion of the module, students will be able to relate the existing historiography to a range of primary sources in a criticalway and to locate their analysis within the key debates amongst historians. They will have an understanding of the nature oflocal communites, their power relations and themain forms of protest they experienced. The students written work willdemonstrate critical analysis of primary sources and the ability to present and evaluate detailed historical arguments,

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. Each session comprises an interactive lecture/seminar based around apower point presentation from the module co-ordinator, who invites questions, debate and discussion. Primary sourcematerial relevant to each session will be circulated in advance to enable students to prepare for these discussion. Eachsession will have its own dedicated reading list. An individual tutorial of up to one hour is offered to each student to supervisetheir research project. Themes broached in these sessions will be further examined and reinforced during a Saturdayfieldschools

Assessment MethodsBook review:The book review is of a monograph relevant to the module, chosen by the student, agreed with the tutor, assessing its value,its use of sources and other strengths or weaknesses. A review carries 10 credits. (2,500 word limit).

Project:One research project out of a choice of six project options. A project carries 20 credits. (5,000 word limit).

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7129 Community, Conflict and Change in England and Wales from the late 17th Centuryto the early 19th Century










Intended Learning OutcomesThe aims are :• To augment knowledge and comparative understanding of regional English and Welsh communities, covering essentialthemes relating to these fields, and the approaches and theory used in their study. • To enhance research skills and versatility, knowledge of local historical sources, written communication skills, criticalhistorical judgement, and related interpretation. • To impart inter-disciplinary methods and skills. These include artistic and pictorial interpretation, welfare history and the poorlaw, narratives of the poor and their senses of belonging, churchyard and memorial analysis of communities, village andlandscape history, quantitative methods and family history/historical population studies, consideration of industrialisation andits local effects, among other local historical methods and approaches bearing upon the changing nature of historicalcommunities. • To relate historical knowledge to present-centred issues and problems (e.g. heritage-related issues, artistic interpretations,welfare systems and their problems, local community xenophobia, ideas of belonging, gender relations, landscape and villageinterpretation). • To develop a historical dimension to aesthetic judgements. • To teach interpretation of artistic motifs, landscape painting and memorial styles.• To explore a great variety of sources relating to these themes, and ways of interpreting them, and the relevant legalframeworks.

This module develops historical skills, and will also prepare students for more advanced study of local and regional history inEngland and Wales. On completion of the module, students will be familiar with many key themes and historiographicaldebates. They will have skills in the critical analysis of primary sources, as well as in written and oral presentation of historicalarguments.

Lectures 30Seminars








HS7130 #MULTIVALUE



Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions, which are mainly lectures interactively conducted with students. A Saturdayfield course is also provided, but not assessed in any way, and this alternates between a study of midlands industrialisation,and Derbyshire estate villages.

• Interactive lecturing – encouraging student participation, open discussion and debate.• Project, written and verbal feedback. • Private study, one-to-one supervision on project.

Assessment MethodsBook review:The book review is of a monograph relevant to the module, chosen by the student, agreed with the tutor, assessing its value,its use of sources and other strengths or weaknesses. A review carries 10 credits. (2,500 word limit).

Project:One research project out of a choice of four project options. A project carries 20 credits. (5,000 word limit).

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HS7130 #MULTIVALUE




001 Oral presentation 17002 Dissertation (Final) 83

Period: Semester 2Occurence: A13Coordinator:Mark Scheme: PGT Mark Scheme


Intended Learning OutcomesTo complete an extended piece of writing, designed by the student, based upon original research and written according toscholarly conventions.Successful students will be able to identify a valid research topic; access, retrieve and analyse research data; identify,summarise and evaluate relevant secondary literature; conduct and sustain a complex argument, supported by their researchfindings; present a properly referenced, well-structured dissertation in a format suitable for publication.

Teaching and Learning MethodsAims: project design and research skills; management of independent learning; problem solving; oral and writtencommunication skills, including scholarly presentation.Learning outcomes: location, retrieval and analysis of data; clear and effective presentation of information; oral and writtencommunication and schlarly presentation skills; time management and planning; acquisition of specialist expertise in chosentopic.Methods: seminars and tutorial supervision; feedback on design and draft chapters; self-reflection.

Assessment MethodsOne 20 minute oral presentation (10 credits)20,000 word dissertation (50 credits)

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Total Module Hours


HS7200 Dissertation





Period: Semester 2Occurence: ACoordinator: Rosemary SweetMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject knowledge: Detailed knowledge of British urban topographical art and literature over the period c.1600-1840.Successful lstudents will have a detailed knowledge of the changing modes of representation of towns and urban society inprinted and graphic media (maps and plans, prints, paintings, topographical and related literature); they will be able to identifyand critically analyse the relationship between the sources studied and the socio-economic and cultural contexts in which theywere produced; they will have a critical understanding of the construction of urban identities and the uses to which they wereput; they will be able to analyse the physical built environment of the long eighteenth century.

Teaching and Learning MethodsMethods: seminar discussion of reading and presentations, including feedback from peers and tutors; field trips to sites ofrelevance to the course; marked essay of 5,000 words and self-reflection.

Assessment MethodsOne 5000 word essay

Pre-RequisitesBA in History or related discipline/equivalent

Co-Requisites


LecturesSeminars 18








HS7202 Urban Topography: Image and Reality 1540-1840




001 Essay 50002 Essay (Final) 50

Period: Semester 2Occurence: ACoordinator: Prashant KidambiMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThe principal aims of this module are:To enable students to discuss and analyse the principal economic, political and cultural processes that chaped cities in BritishAsia and Africa during the late nineteenth and early twentieth centuries;To enable students to compare and contrast the nature of industrial urbanisation, governance and public culture in the citiesof British Asia and Africa;To enable students to assess and critique the historiography on colonial cities.

Teaching and Learning MethodsThe teaching format for this course consists of two-hour weekly seminars. These will be student-led. All members of the groupare expected to contribute to the presentation and discussion of the theme under consideration each week.

Assessment Methods 2 x 2,500 word essays

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Co-Requisites


LecturesSeminars 20








HS7207 Colonial Cities in British Asia and Africa, c. 1850-1950




001 Oral presentation 20002 Discussion Board 20003 Essay (3,000 words) (Final) 60



Intended Learning OutcomesThis module looks at various ‘vices’ and ‘virtues’ over a 130 year period and links these to concepts and theories used inhistorical analysis.During the module successful students: gain in-depth knowledge of the continuities and changes in the experience andperception of human behaviour from the mid-nineteenth century until 1980; acquire critical, textual analysis of a variety ofdifferent sources including reminiscence and autobiographical data, social surveys, newspaper reports, material culture andadvertisements; demonstrate their understanding of social theories by applying them in practice to historical documents andother sources; apply historical concepts such as time, space, gender, class, youth etc to primary material; produce a projectwhich sets out relevant research questions and problems, and which incorporates discussion of both primary and secondarysources.

Teaching and Learning Methods20 contact hours: this consists of seminar meetings for class discussion. The aim of the discussion board is to encourage greater discussion between the students. It is also to enable them to come tothe seminar with more thoughtful understandings of the topics to be discussed, and to link together the ideas of one seminarwith the next. The oral presentation gives students the experience of public speaking, presenting their arguments orally and answeringquestions about their work.

Assessment MethodsTen minute Oral presentation to class (20%)Discussion board contributions (at least two contributions per week)(20%)Essay/project (5,000 words)(60%)

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Co-Requisites


LecturesSeminars 20








HS7208 Vices and Virtues: Behaving and Misbehaving in British Society 1850-1980




001 Discussion Board 20002 Essay (4,000 words) (Final) 80



Intended Learning OutcomesThis module looks at various ‘vices’ and ‘virtues’ over a 130 year period and links these to concepts and theories used inhistorical analysis.During the module successful students: gain in-depth knowledge of the continuities and changes in the experience andperception of human behaviour from the mid-nineteenth century until 1980; acquire critical, textual analysis of a variety ofdifferent sources including reminiscence and autobiographical data, social surveys, newspaper reports, material culture andadvertisements; demonstrate their understanding of social theories by applying them in practice to historical documents andother sources; apply historical concepts such as time, space, gender, class, youth etc to primary material; produce a projectwhich sets out relevant research questions and problems, and which incorporates discussion of both primary and secondarysources.

Teaching and Learning Methods20 contact hours: this consists of seminar meetings for class discussion. The aim of the discussion board is to encourage greater discussion between the students. It is also to enable them to come tothe seminar with more thoughtful understandings of the topics to be discussed, and to link together the ideas of one seminarwith the next. The oral presentation gives students the experience of public speaking, presenting their arguments orally and answeringquestions about their work.

Assessment MethodsDiscussion board contributions (at least two contributions per week)(20%)Essay/project (4,000 words)(80%)

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Co-Requisites


LecturesSeminars 20








HS7209 Vices and Virtues: Behaving and Misbehaving in British Society 1850-1980




001 Research Design 20002 Dissertation (Final) 100

Period: Semester 2Occurence: A13Coordinator: Simon GunnMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject specificBy the end of the module typical students will have in-depth knowledge of an aspect of urban conservation, designed by thestudent and acquired through historical, scientific and/or policy-related research.Transferable skillsBy the end of the module typical students should be able to demonstrate: ability to design and plan a substantial projectbased on original research; awareness of research ethics and (where appropriate) risk management; skills of collection andanalysis of qualitative and quantitative data;- command of scholarly protocols of referencing, presentation, etc.- completion of a major ppiece of original historical and/or scientific research.

Teaching and Learning MethodsThe Dissertation represents the culmination of the Masters course and the movement towards independent learning on thepart of the student. To support this students will be provided with the following: a seminar/workshop where ideas can bepresented and issues such as research design and research ethics are discussed; individual tutorials with a Dissertationsupervisor to monitor student progress.The bulk of the learning will take place through students' private study and self-reflection on the research progress.The precise methods of learning and teaching will vary according to the location and topic, e.g. laboratory-based, policy-related, archive-based.

Assessment MethodsAn oral presentation of maximum 20 minutes, outlining the research design and plan, accounting for 10 credits and 17% ofthe final mark.A Dissertation of maximum 20,000 words or equivalent, accounting for 50 credits and 83% of the final mark.

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Total Module Hours


HS7250 Dissertation (Urban Conservation)




001 Essay (3,500 word max) 50002 Essay (3,500 word max) (Final) 50

Period: Semester 1Occurence: ACoordinator: Simon GunnMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject specific:By the end of the module typical students will have knowledge of the following: the major historical factors shaping the growthof cities in different parts of the world since the medieval period; the principal concepts and theoretical traditions currentlyapplied to the city in historical studies; current debates in urban historiography; the different skills and approaches to the studyof the urban past brought by different disciplinary perspectives, including geography, sociology, art history and town planning.Transferable skills:By the end of the module typical students should be able to demonstrate: familiarity with a distinctive body of scholarlyliterature (urban historiography); critical awareness of concepts, theories and methods in the production of knowledge;understanding and application of the protocols of scholarly procedure (e.g. referencing, argument); the capacity to presentideas and arguments clearly in speaking and writing.

Teaching and Learning MethodsTeaching and learning is organised around a three hour weekly seminar, based on a particular concept in urban history (e.g.environment, power). Students undertake directed reading towards each seminar alongside reading towards their specificassignments. The seminars are supported by two individual tutorials at which students discuss their academic progress andplanning for their coursework essay . Additionally, students are expected to attend the fortnightly Centre for Urban Historyseminars given by invited speakers. The purpose of the overall diet of learning and teaching is to introduce students to theculture of research and to support them in acquiring the skills and knowledge to undertake study at Masters level.

Assessment Methods2 x essays of maximum 3,500 words on a comparative aspect of the history of cities, selected by the student from a pre-circulated list.

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LecturesSeminars 30








HS7251 The City in History




001 Oral Presentation 20002 Study Project (Final) 80

Period: Semester 2Occurence: ACoordinator: Simon GunnMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThe module is designed to introduce students to professional practice in conservation. By the end of the module students willbe able to:Describe current issues in urban conservation and in related disciplines;Outline the development and importance of urban conservation as public policy in the UK and elsewhere;Prepare a statement of significance;Demonstrate project management processes, including the use of external standards and guidelines;Demonstrate awareness of the contribution of project partners and project teams;Evaluate risk;Draw on specialist expertise

Teaching and Learning MethodsThe module will involve a variety of teaching and learning methods:Lectures or talks to introduce students to key principles and techniques of practical conservation;Fieldwork, to enable students to gain experience of conservation in situ;Seminars, to reflect and discuss specific situations and issues arising from fieldwork and personal research;Tutorials, to determine the progress of assessment tasks;Guided independent study to deepen knowledge of types of project and the various processes involved in conservationpractice.

Assessment Methods1. a 15 minutes oral presentation to the group based on a plan for the statement of significance (20%).2, Preparation of a statement of significance for a complex urban area in Leicester, maximum 4,000 words (80%).

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HS7252 Conservation in Practice




001 Critical Essay (3,500 word max) 50002 Case Study (3,500 word max) (Final) 50



Intended Learning OutcomesSubject-specific By the end of the module typical students will have knowledge of the following: long-term determinants of social andenviromental change affecting urban areas globally; different techniques for understanding sustainability: geological,historical, chemical, etc.; key policy statements such as The Charter of European Cities and Towns Towards Sustainability(1994); the significance of environmental factors such as renewable and non-renewable resources; the effects of climatechange, pollution and other factors on the material fabric and the historic fabric in particular; issues of social justice and equityin ensuring urban sustainability; managing green resources, such as parks, rivers and urban wilderness; the relationshipbetween local, national and global dimensions of sustainability and between technologies such as transport, manufacturingand agriculture in both threatening and securing sustainability; the role of urban governance, policy and the state in enablingsustainabilityTransferable skillsBy the end of the module, typical students should be able to demonstrate: a critical awareness of current research in urbanhistorical, environmental and sustainability studies; understanding of the changing policy framework for urban sustainabilityand shifting ethical and political priorities; the ability to write clearly and critically in a variety of styles (e.g. essay, report);ability to contribute effectively to oral and online discussion with reasoned arguments and use of evidence; ability to handledifferent types of data (statistical, documentary, historical, technical, etc.) and to marshal them as evidence; ability to workindependently, managing own learning and planning ahead.

Teaching and Learning MethodsThe module involve the following teaching and learning methods: interactive lectures, to identify the major aspects of urbansustainability as a field; seminars to enable discussion of specific topics related to the lectures and to private reading;fieldwork, to enable students to experience and evaluate a specific example or case-study of urban sustainability; privatereading and research, to deepen knowledge of the field and the debates associated with urban sustainability.

Assessment MethodsThe module will be assessed by two coursework assignments:1) A Critical Essay of maximum 3,500 words on a current debate in the field of urban sustainability, counting for 50% of thefinal mark;2) A Case-Study of maximum 3,500 words, analysing a particular problem of urban sustainability and how agencies orauthorities have sought to tackle it. The Case-Study will count for 50% of the final mark.

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HS7253 Urban Sustainability




HS7253 Urban Sustainability




001 Essay (2,000 words) 40002 Essay (3,000 words) (Final) 60

Period: Semester 2Occurence: ACoordinator: Erika HannaMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis course seeks (a) to acquaint students with the key theoretical traditions that have influenced the writing of history in thetwentieth century and (b) to enable students to understand the influence of these theoretical traditions on the varieties ofhistory that developed over the course of the twentieth century.

Teaching and Learning MethodsThe teaching format for this course consists of 10 two-hour weekly seminars. Students are required to prepare in advance foreach seminar session on the basis of the reading lists provided.

Assessment MethodsThe assessment for this course is on the basis of coursework; there is no examination. Students taking the module areexpected to write two essays of 2,000 words (40%) and 3,000 words (60%) respectively.

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Co-Requisites


LecturesSeminars 20








HS7303 History and Social Theory




001 Essay 100



Intended Learning OutcomesBy the end of the module, students should be able to: Show an awareness of the evolution of the rhetoric and historical realityof white supremacy over two centuries. Grasp the historical and political ramifications of the practice of white supremacy in anAmerican context. Identify the common themes of white supremacist discourse, c.1830-2000. Explain the longevity of whitesupremacy in its American context.

Teaching and Learning MethodsGuided reading; Primary source critiques; individual student presentations.

Assessment Methods2 x 3,000 word essays

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Total Module Hours


HS7305 White Supremacy: Rhetoric and Reality in the USA




001 Dissertation (Final) 100

Period: Semester 2Occurence: A13Coordinator: Sally HorrocksMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module students will be able to: plan an effective research project; explain the purposes and significance oftheir research and place it in the context of existing literature and interpretations; identify and analyse appropriate primarysources; deploy and demonstrate an understanding of the concepts and methodologies appropriate to the topic beingresearched; reach original conclusions based on critical analysis of primary sources; relate their conclusions to those of theexisting relevant literature and demonstrates their unique contributions to knowledge and understanding of events andmethodologies; present their finds through an effectively structure piece of writing that is clear and concise, uses scholarlylanguage and is supported by appropriate scholarly apparatus; identify and take into account ethical issues relating tohistorical research.

Teaching and Learning MethodsWorkshops, resource-based learning, research seminars, individual supervision.

Assessment Methods25,000-30,000 word dissertation; 20 minute oral presentation - formative assessment.

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HS7450 Dissertation (MRes)










Intended Learning OutcomesBy the end of this module students will be able to: demonstrate advanced bibliographic skills; select and critically analyserelevant secondary sources; communicate their findings in appropriate scholarly language and style.

Teaching and Learning MethodsInduction programme, directed reading, resource-based learning, individual supervision.

Assessment Methods5,000 word essay

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LecturesSeminars


FieldworkProject Supervision 10






HS7451 MRes Literature Review




001 5,000-word essay (Final) 100



Intended Learning OutcomesThis module combines the study of both literary and historical sources relating to Victorial society. On completion of thismodule students will have acquired detailed knowledge of the nature of Victorian society; they will be able to critically assesshistorical and literary sources relating to the Victorian period; they will be able to discuss Victorian society at an advancedacademic level, combining primary sources and the relevant secondary literature. Graduates of English literature who takethe course will gain sufficient historical knowledge to be able to make judgments about the past with confidence and to writeconvincingly in support of those judgments.

Teaching and Learning MethodsTeaching is by a two hour weekly seminar. Seminars combine interactive lecturing from the course tutor involving questionand answers; student led discussion and presentation with oral feedback on presentations; instruction in English grammar,essay techniques and blackboard work.


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LecturesSeminars 20








HS7499 Victorian Society


module specification - university of leicester · module specification ... scholarly apparatus; ......

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