HIST1501: The Century of Revolution

• Normally an A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or IB)

• None.

• None.

• To introduce students to the problems and concepts in understanding seventeenth century Britain, integrating religious, social and political history.

• This module will explore the cultural, political, religious and social changes that took place in Britain between the accession of James I and the death of Queen Anne. The module will follow a thematic approach, although attention will be paid to change and continuity throughout the seventeenth century. Specific topics to be covered will be the power and authority of religion, the rise of science and the emergence of propaganda, and students will be encouraged to consider the usefulness of concepts such as secularisation, public sphere theory and ideas of modernity. Students will be encouraged to reflect upon the emergence of modern Britain and the ways in which historians distinguish between the early modern and modern eras, drawing on relevant historical debates.

Subject-specific Knowledge:

• An understanding of how and why historians distinguish between early modern and modern eras;
• Reflection upon the relationship between religion and politics and how this was affected by new modes of communication.

Subject-specific Skills:

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

Key Skills:

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Student learning is facilitated by a combination of:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

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