4B015B - Debating Revolutions 01 Sep 2027 - 31 Aug 2033 | Version 0
Associated Module Information
| Module Code: | 4B015B | ||
|---|---|---|---|
| Module Title: | Debating Revolutions | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Film and TV | ||
| Faculty Sub Group: | Film and TV | ||
| Module Leader: | Rachel Lock-Lewis | ||
| Module Team: | Ruth Atherton, Christopher Hill | ||
| First Intended Intake: | SEP 2027 | Final Year of Intake: | 2032 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 4 |
| 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
Facilitate the recognition of debates in history and to deconstruct historians’ work to consider how historians reach contending perspectives in interpretations of past events.
Think about the evidence historians use and the significance of context in which they are writing.
Develop skills in interrogating primary sources of history.
Content Summary
The term revolution can mean many things. With causes that can seem sudden or much longer-term, and consequences that can range from seismic upheavals to quieter yet nonetheless deep transformation, the defining feature of revolutions is fundamental change. Whether violent or peaceful, the overthrow of a government or of norms of behaviour and thinking, exploring the nature, causes and consequences of revolutions is an opportunity to practise assessing and weighing up evidence, recognising how historians construct historical narratives, and how contending interpretations and conclusions are drawn. Building on the skills developed in ‘Thinking Like a Historian’, you’ll hone your academic history skills and engage with some of the biggest political, social, and technological changes that have shaped the present day. Case studies could include: The French Wars of Religion and the German Peasants’ War; The Enlightenment and Revolutions in Europe and the Americas; Sexual Revolution in the 1960s; The Rise of the Machines from Gutenberg to AI; Science, Magic and Medicine in Early Modern Europe; Russia in Revolution, 1905-1917; the Green Revolution. Your assessment gives you practice in evaluating evidence and in speaking and writing in a well-informed and confident way about the knowledge you have developed.
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 | Summarise the findings and conclusions of at least two historians’ published work on a given revolution. |
| LO2 | Explain how historians have reached contending conclusions about the revolution(s) in question. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Individual Presentation (Synchronous Onsite) | Presentation | 30 | N/A | 40 | No | 100 |
| Asynchronous Assessment | Individual Presentation (Asynchronous) | Online | 25 | N/A | 60 | No | 100 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Individual Presentation (Synchronous Onsite) | ✔ | ✘ | |
| Individual Presentation (Asynchronous) | ✔ | ✔ | |