World History: Globalisation
| Module title | World History: Globalisation |
|---|---|
| Module code | HIC1306 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Emma Kluge (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 80 |
|---|
Module description
The aim of this module is to introduce you to a range of social, cultural, economic and political themes in world history. The module looks at global historical change in the modern period. It is particularly concerned with the theme of globalisation seen from a range of perspectives. These include the evolution of global capitalism, migration, the experience of colonised peoples, uneven development, global conflict, and the spread of ideas and globalisation. You will engage with the history of global interconnectedness (and division) through a mixture of primary and secondary sources in order to critically assess arguments developed by historians and others.
Module aims - intentions of the module
This module aims:
- to give you a deeper understanding of global historical change in the modern period. Key themes in global history - such as conflict, migration, revolution, development, economics and colonization - will be explored using historical and comparative cultural/international perspectives.
- to develop an understanding of how global historical change can inform a more micro-historical approach and vice versa, complementing your study across Level 1.
- to develop your skills in fundamental aspects of historical enquiry, including the location, critical understanding and evaluation of primary and secondary source materials, and the written and oral presentation of scholarly arguments.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate understanding of some of the key themes in global history
- 2. Evaluate key historiographical arguments in global history, and use primary sources to achieve this
- 3. Demonstrate an understanding of how 'macro' historical change can inform understanding at the 'micro' level, and vice versa.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Deploy the basic rules of evidence in historical enquiry
- 5. Compare and contrast differing historical approaches
- 6. With guidance, indicate how people have lived, acted and thought in a range of contexts at different times and in a number of locations
- 7. Indicate some of the complexities of historical change at global scales
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. With guidance, select and digest academic literature relevant to the topic under study
- 9. Organise material to produce, to a deadline, a coherent and cogent argument
- 10. Communicate ideas orally and respond to the arguments of others in an appropriate manner
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- An introduction to world history
- capitalism
- imperialism
- colonisation
- migration
- expansionism
- criminality
- science and technology
- liberalism
- nationalism
- conflict
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 11 | Lectures: these provide a spine through which all students can be brought to a similar level of knowledge and through which ideas and controversies can be transmitted. |
| Scheduled Learning and Teaching | 11 | Seminars: will focus on particular aspects of the subject-matter, with a view to offering a fuller understanding than can be delivered through the lectures, allowing you to develop your skills and knowledge more fully. You will be expected to prepare adequately for seminars in advance by reading and evaluating and to discuss the issues raised in the seminar itself. |
| Guided Independent Study | 128 | Private study for lectures and seminars. Preparation for group presentations, formative assessment, and examination |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group presentation (group maximum 2-3 people) | 1 x 20 minutes (15 minutes presentation + 5 minutes Q&A for the group). Equivalent of 1500 words comprising, for example, PowerPoint slide, text read out, handouts and bibliography. | 1-10 | Oral and written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 50 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Examination | 50 | 1.5 hours | 1-9 | Written feedback |
| Literature Review | 50 | 1500 words | 1-9 | Written feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Examination | Examination | 1-9 | Referral/deferral period |
| Literature Review (1500 words) | Literature Review (1500 words) | 1-9 | Referral/deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
- R. Cameron and L. Neal, A Concise Economic History of the World from the Palaeolithic time to the Present (2003)
- I.C. Campbell, Worlds Apart: A History of the Pacific Islands (2011)
- J.L. Gaddis, The Cold War (2006)
- J. Gray, Rebellions and Revolutions: China from the 1800s to 2000 (2002)
- J. Hall, The State of the Nation: Ernest Gellner and the theory of nationalism (1998)
- M.B. Jansen, The Making of Modern Japan (2002)
- D.J. Manning, Liberalism (1976)
- P. Manning, Migration in World History (2005)
- L. Sondhaus, World War One: The Global Revolution (2011)
- Truth and Reconciliation Commission of Canada - They Came for the Children (2012)
- T.E. Vadney, The World Since 1945 (1998, 3 rd edition)
- E. Vanhaute, World History: An Introduction (2012)
- H.L. Wesseling, The European Colonial Empires, 1815-1919 (2004)
Indicative learning resources - Web based and electronic resources
- ELE : https://vle.exeter.ac.uk/course/view.php?id=11310
- Internet Global History Sourcebook: http://www.fordham.edu/halsall/global/globalsbook.asp
- Library of Congress (Teacher resources): http://www.loc.gov/teachers/additionalresources/relatedresources/world/primary.html
- World History Matters: http://worldhistorymatters.org/
- World History Sources: http://chnm.gmu.edu/worldhistorysources/
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 4 |
| Available as distance learning? | No |
| Origin date | 06/03/2019 |
| Last revision date | 15/06/2022 |
