5B016B - Persecution, Prejudice and Inequalities 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 5B016B | ||
|---|---|---|---|
| Module Title: | Persecution, Prejudice and Inequalities | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Film and TV | ||
| Faculty Sub Group: | Film and TV | ||
| Module Leader: | Christopher Hill | ||
| Module Team: | Ruth Atherton, Rachel Lock-Lewis | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 5 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 30 | ||
| Equivalent Module: | |||
| HECOS codes: | 100302 - history | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2027 |
| Valid To | 31 Aug 2033 |
Module Aims
To facilitate an in-depth study of one or more examples of persecution, prejudice or inequality in the past.
To trace the origins, development, and course of a selected example(s) of persecution, prejudice or inequality and consider their impact on the present day.
To give learners practice in synthesising primary and secondary sources to investigate a given topic.
Content Summary
This module explores the diverse experiences of groups and/or communities who have been subjected to persecution, injustice and prejudice. Taking in to account the intersection of sometimes complex social categories, you'll examine selected case studies through lens such as race, ethnicity, gender, sexuality, class, beliefs, and cultural identities. A historical perspective enriches our understanding of the various ways in which such problems have been apprehended and the extent to which they have been addressed and resolved making this opportunity to connect past issues with present-day problems particularly informative and relevant to ‘real world’ problems. Case studies could include Witches, Wizards and Warlocks; The Problem of Poverty, 1834-present; Women in Modern Britain, 1792-present; ‘Race’ in Tiger Bay: A Global Microhistory.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminar | 25 |
| Practical Classes and Workshops | 31 |
| Guided Study | 10.5 |
| Problem/Challenge-based Learning | 163.5 |
| Formative Assessment | 10 |
| Summative Assessment | 60 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Synthesise a range of sources to construct an evidence-based account of the origins and development of the problem under scrutiny. |
| LO2 | Assess the extent to which persecution, prejudice, or inequalities were overcome in the given timeframe. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Clinical Viva (Onsite) | Individual Presentation (viva interview) | 20 | N/A | 30 | No | 40 |
| Asynchronous Assessment | Essay | Written Work (essay) | 0 | 4000 | 70 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Clinical Viva (Onsite) | ✔ | ✔ | |
| Essay | ✔ | ✔ | |