HIST1521: Tensions of Empire: British Imperialism 1763-1963

• 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 equip students with an understanding of the causes, patterns and impact of British imperial expansion and contraction.
• To acquaint students with the theoretical and historiographical debates and concepts pertaining to British imperialism.
• To develop an appreciation of modern British history in the global context.

• This module offers students the opportunity to study the historical processes involved in the rise and fall of the British Empire from the mid-eighteenth to mid-twentieth centuries.
• It will examine the impact of the imperial experience on both Britain itself and the territories and peoples which, at different times and in different ways, comprised the empire.
• The module approaches British imperialism using a broadly conceived portrait of the empire, dealing with issues such as politics and administration, imperial strategy, conquest and resistance, culture, society and economy at the local, regional and metropolitan levels.
• A core focus of the module will be on the effects of the imperial experience on political culture in Britain and across its empire.
• Students will be able to extend their knowledge of British history and be provided with an introduction to the history of other continents and peoples.

Subject-specific Knowledge:

• Knowledge and understanding of the political, economic, social and cultural history of the British Empire.
• An appreciation of the impact of imperialism on Britain and on its territories in Africa, Asia and the Americas.

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 the following teaching methods:
• 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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