Module Specification - University of Leicester · Module Specification ... Sally Horrocks Mark...

Module Specification

No. Assessment Description Weight % Exam Hours Ass't Group Alt Reass't

001 Oral presentation 17002 Dissertation (Final) 83

Period: Semester 2Occurence: A13Coordinator: Sally HorrocksMark Scheme: PGT Mark Scheme

Academic Year: 2014/5Module Level: PostgraduateScheme: PGDepartment: HistoryCredits: 60

Intended Learning OutcomesBy the end of this module students will be able to: plan an effective research project; explain the purposes and significance of their research and place it in the context ofexisting literature and interpretations; identify and analyse appropriate primary sources; deploy and demonstrate anunderstanding of the concepts and methodologies appropriate to the topic being researched; reach original conclusions basedon critical analysis of primary sources; relate their conclusions to those of the existing relevant literature and demonstratestheir unique contributions to knowledge and understanding of events and methodologies; present their findings through aneffectively structured piece of writing that is clear and concise, uses scholarly language and is supported by appropriatescholarly apparatus; identify and take into account ethical issues relating to historical research.

Teaching and Learning MethodsWorkshops, resource-based learning, research seminars, individual supervision.

Assessment Methods20 minute oral presentation15-20,000 word dissertation

Pre-Requisites

Co-Requisites

Excluded Combinations-

LecturesSeminars

Practical Classes & WorkshopsTutorials

FieldworkProject Supervision

Guided Independent StudyDemonstration

Supervised time in studio/workshopWork Based Learning

PlacementYear Abroad

Total Module Hours

Student Workload (hours)

HS7000 Dissertation (History)

Last Published: 18 August 2015



001 Essay 30002 Poster Presentation 20003 Group Oral Presentation 20004 Practical Research Exercise (Essay 2) 30

Period: Semester 1Occurence: ACoordinator: Zoe KnoxMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module students will be able to Identify and use appropriate electronic bibliographical and research engines for their own researchIdentify the ethical implications of their researchLocate, evaluate and analyse a wide range of manuscript, printed and non-textual sourcesCite and reference primary source material appropriatelyDepending on the specialist element of training taken within the option they should be able to:use spatial analysis and GIS; develop basic palaeographical skills; use and create historical databases; demonstrateknowledge and understanding of economic theory Identify overall patterns of historical change and development within key broader historical processesDiscuss the various problems that different types of sources pose to the historianInterpret and present simple descriptive statistics in the form of charts, tables and measures of central tendency anddispersion.

Teaching and Learning MethodsSeminars, workshops, directed reading, group work.

Assessment MethodsEssay, group poster presentation, group oral presentation, practical research exercise

Pre-Requisites

Co-Requisites


LecturesSeminars 30

Practical Classes & Workshops 2Tutorials 8


Guided Independent Study 185Demonstration



Total Module Hours 225


HS7005 Historical Research Methods




001 Extended essay (5000 words) final 100

Period: Semester 2Occurence: ACoordinator: Rosemary SweetMark Scheme: PGT Mark Scheme

Academic Year: 2014/5Module Level: Year 4Scheme: PGDepartment: HistoryCredits: 60

Intended Learning OutcomesAcquire reading and converastional fluency in German Acquire knowledge of German approaches to the study of urban historyAcquire familiarity with a different University and teaching system . Acquire detailed knowledge of an aspect of Berlin's historyAcquire detailed knowledge of topography of Berlin through fieldwork

Teaching and Learning MethodsCompletion of intensive German language course (100 hours)Participation in seminars at TU Berlin Guided independent studyPrivate study and conversation practice Fieldwork (studying topography of Berlin)

Assessment MethodsExtended essay (5000 words)

Pre-Requisites

Co-Requisites


LecturesSeminars 20

Practical Classes & Workshops 100Tutorials

Fieldwork 50Project Supervision






HS7009 Berlin Topography and Literature




001 Historiographical essay (2,500 words) 50002 Source Analysis (2,500 words) (Final) 50

Period: Semester 1Occurence: ACoordinator: John CoffeyMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of this module students should be able to: identify and explain the major political developments of the EnglishRevolution; reflect critically on the dynamic interaction between structures, factions and ideas; assess and critique thedifferent schools of historical interpretation; identify the range of primary sources available to historians; analyse a variety ofprimary source texts.

Teaching and Learning MethodsPresentations by module tutor; small group discussions; class discussion of primary sources; student oral presentations.

Assessment MethodsHistoriographical essay 50%; source analysis 50%

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7017 The English Revolution, 1640-1660: Histories and Sources




002 Extended essay (5000 words) 100

Period: Semester 2Occurence: ACoordinator: Joanna StoryMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of this module students will: display a familiarity with the major primary sources for the subject, and anappreciation of their range, nature and transmission as well as their content; demonstrate the ability to assimilate andcontextualise evidence from diverse primary sources; demonstrate the ability to define and write an extended analysisdisplaying knowledge and understanding of the secondary literature and primary sources to an advanced level.

Teaching and Learning MethodsSmall group seminars.

Assessment Methods1 x Extended essay (5,000 words)

Pre-Requisites

Co-Requisites


Lectures 0Seminars 20

Practical Classes & Workshops 0Tutorials 0

Fieldwork 0Project Supervision 0

Guided Independent Study 205Demonstration 0

Supervised time in studio/workshop 0Work Based Learning 0

Placement 0Year Abroad 0



HS7018 Anglo-Saxon England and the Continent




001 Essay 50002 Essay (Final) 50

Period: Semester 2Occurence: ACoordinator: Stuart BallMark Scheme: PGT Mark Scheme


Intended Learning OutcomesStudents will be able to analyse the role of the Prime Minister in Britain during the 20th century; to compare and contrastvarious approaches to the conduct of political leadership in 20th century Britain; to develop their skills of independentresearch and historical analysis through a wide range of reading; to develop their skills of oral communication; to develop theirskills of written communication.

Teaching and Learning MethodsSeminars, directed reading, independent research.

Assessment Methods2 x 2,500 word essays.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7019 The Prime Ministers: Political Leadership in Twentieth-century Britain 1902-1997




001 Extended essay and biblipgraphy on a source genre (Final) 100

Period: Semester 1Occurence: ACoordinator: James BothwellMark Scheme: PGT Mark Scheme


Intended Learning OutcomesOn completion of this module students will: display a familiarity with the major reference works used by practisingmedievalists; appreciate the range, nature and transmission of the major sources used in the study of Medieval History;demonstrate the acquisition of such technical skills as are necessary, at an individual level, for the remainder of their MA work(eg: palaeography/codicology).

Teaching and Learning MethodsSmall group seminar classes and private study.

Assessment MethodsExtended essay and bibliography on a source genre (c. 3000-3500 words)

Pre-Requisites

Co-RequisitesML7022 Latin: ab initio


LecturesSeminars 30








HS7022 Mastering Medieval Sources




001 5000 word essay (Final) 100

Period: Semester 1Occurence: ACoordinator: Olaf JensenMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module, students should be able to: understand the Holocaust as a step-by-step process; explain thedifferent types of perpetrators, profiteers, and bystanders of the Holocaust; critically evaluate historical and psychologicalconcepts regarding perpetrator behaviour; understand the impact of euphemisms and the corruption of language; perceive thesignificance of the shifts within the historiography of Nazi perpetrators; critically reflect upon the positive and negativebehaviors associated with obedience, conformity, ambivalence, indifference, and silence; improve their own research skillsand handling of information; present and communicate research results to the seminar; work and communicate in groups;think critically and analytically about the presented primary and secondary sources.

Teaching and Learning MethodsGuided readings; primary source critiques; individual student text presentations; open discussions.

Assessment Methods1 x 5,000 word essay

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7026 ‘Those Were the Days’- Perpetrators, Profiteers, and Bystanders of the Holocaust




001 Annotated bibliography 10002 Essay (Final) 90

Period: Semester 1Occurence: ACoordinator: Eliza RiediMark Scheme: PGT Mark Scheme

Academic Year: 2014/5Module Level: PostgraduateScheme: PGDepartment: HistoryCredits:

Intended Learning OutcomesOn completion of this module students are expected:• to demonstrate a clear understanding of the key themes and events in the history of the women suffrage movements inBritain and the USA • to have examined in detail and depth one aspect of the subject to have carried out independent research, using primary sources, into one aspect of the suffrage movements in Britainor the USA• to demonstrate a working knowledge of the historiography of the suffrage movement in both countries and recognise that thesubject is one of ongoing historical debateto be able to analyse how the suffrage movement relates to other aspects of women's experience in the nineteenth and earlytwentieth centuries

Teaching and Learning MethodsWeekly 2 hours seminars

Assessment MethodsAnnotated bibliography approx. 1000 wordsAssessed essay of 5000 words based on own research

Pre-Requisites

Co-Requisites


LecturesSeminars 20

Practical Classes & WorkshopsTutorials 2







HS7033 The Women's Suffrage Movements in Britain and the United States




001 Historiographical Essay (2,500 words) 50002 Topic Essay (2,500 words) (Final) 50

Period: Semester 2Occurence: ACoordinator: David GentilcoreMark Scheme: PGT Mark Scheme


Intended Learning Outcomes

On completion of this module, students should be able to:- identify key features of the healing landscape in early modern Europe

- distinguish between different approaches to the study of the history of medicine

- identify the range of primary sources available to the historian and how these have been used

- analyse a variety of primary sources

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Teaching and Learning MethodsPresentations by module tutor, weekly seminar discussion, directed reading, independent research, primary source analysisand critique, student oral presentations Presentations by module tutor, weekly seminar discussion, directed reading,independent research, primary source analysis and critique, student oral presentations

Assessment MethodsHistoriographical Essay (2,500 words); Topic Essay (2,500 words)

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7034 Patients and Practitioners: Responding to Illness in Early Modern Europe(1450-1750)




001 Report 40002 Research Essay (Final) 60

Period: Semester 1Occurence: ACoordinator: Lisanne GibsonMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject-specific skillsAt the end of this module, typical students should be able to:- distinguish between and discuss different definitions of 'material culture' and 'materiality'- critically assess the potential applications of material culture theory to urban heritage - describe what is meant by the 'biography' and 'social life' of artefacts, with particular reference to buildings and cities and thewider historical, sociocultural, political, economic and personal contexts of which they are a part- outline and critique the range of different sorts of responses to urban heritage that may be illuminated by a material cultureperspective- demonstrate a clear understanding of the ways in which objects, buildings and spaces may be imbued with a range ofvalues and meanings - understand heritage policy processes and instruments in different jurisdictions and national contexts- have knowledge of theories and debates in relation to heritage policy and politics- critically assess the ethics of contemporary design and redesign of built environments.

(b) Transferable skillsAt the end of this module, typical students should be able to:- show an ability to work with, analyse and critique a broad range of sources and data- develop and substantiate a critical argument- demonstrate the capacity to compare and contrast complex and sometimes conflicting ideas critically, carefully andobjectively- communicate clearly and coherently in writing using appropriate media- construct and produce an effective, well referenced and appropriate academic essay- reflect upon their existing academic and professional skills and weaknesses - develop academic working relationships- manage study time and self-directed learning effectively- utilise theoretical understanding in practical and applied contexts- develop high level analytical skills for understanding policy, strategy, reports and so forth.- develop research skills for accessing 'gray literature'.









HS7080 New Approaches to Urban Landscapes, Buildings & Objects



Teaching and Learning MethodsLectures, Small group teaching,Guest lecturesSelf-directed learning,Resource-based learning, Independent research.

Assessment MethodsReport 2,300-2,500 wordsResearch Essay 3,500-4,000 words

Pre-Requisites

Co-Requisites


HS7080 New Approaches to Urban Landscapes, Buildings & Objects




001 Oral Presentation 20002 Study Project (Final) 80

Period: Semester 2Occurence: ACoordinator:Mark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject-specific By the end of the knowledge typical students will have knowledge of the following:- how historical processes (industrialization, war, etc.) have shaped the urban environment;- the cultural, economic and emotional dimensions of the legacy of the past in towns and cities and the question of 'value';- the legal, political and planning frameworks within which conservation operates;- the concepts of conservation and heritage and debates about their application in specific urban sites;- current issues in conservation policy and practice in the UK and abroad.

Transferable skillsBy the end of the module typical students should be able to demonstrate:- awareness of the political and policy issues affecting research and professional practice;- ability to organise an oral presentation and to communicate effectively in speaking and writing;- ability to contribute positively to group activity as well as to work independently;- ability to design and manage a study project;- ability to manage own learning and meeet deadlines.

Teaching and Learning MethodsThe module will be taught by tutor-led seminar discussion, individual presentations and fieldwork involving interaction withprofessional practitioners in the field of conservation, heritage and planning. Students will be expected to pursue private studyto support their participation in seminars and to develop materials for their Study Project.

Assessment Methods1) A 15-minute oral presentation to the group based on a plan for the study project (20%)2) A Study Project on a specific aspect of conservation, heritage and planning, negotiated with the tutor of maximum 4,000words (80%)

Pre-Requisites

Co-Requisites


LecturesSeminars 22








HS7081 Conservation, Heritage & Planning




001 Dissertation (Final) 100

Period: Semester 2Occurence: A13Coordinator: Keith SnellMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module, students will be able to plan an effective research project, explain the purposes and significance oftheir research and place it in the context of existing literature and interpretations. They will be able to identify and analyseappropriate primary sources, deploy and demonstrate an understanding of the concepts and methodologies appropriate to thetopic being researched, as well as reach original conclusions based on critical analysis of primary sources. They will be ableto relate their conclusions to those of existing relevant literature and demonstrate their findings through an effectivelystructured piece of writing that is clear and concise, employs scholarly language and is supported by appropriate scholarlyapparatus. They may also need to identify and take into account ethical issues relating to their historical research.

Teaching and Learning MethodsThe dissertation is an independent research project conducted through students’ private study. Students are guided informulating a topic by a two-hour dissertation preparation seminar attended by all English Local History staff. Each studentcompletes a dissertation research proposal form, and is then allocated a dissertation supervisor. The supervisor impartsadvice on planning, researching and drafting of the dissertation during three hours’ worth of individual tutorials. Prior to finalsubmission, students submit a draft chapter (amounting to no more than 25% of the dissertation’s total length) to theirsupervisor for comment and feedback.

Assessment MethodsThe dissertation is a written project of 15-20,000 words which is double marked by two members of staff and sent to anexternal examiner.

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7100 Dissertation (ELH)




001 Evaluation (Final) 100

Period: Semester 2Occurence: ACoordinator: Richard JonesMark Scheme: PGT Mark Scheme


Intended Learning OutcomesTo develop students appreciation of the historic landscape and how this can be 'read' in the field; to hone observational andinterpretative skills, using the landscape has a historical text; to introduce students to the historical landscape of an Englishcounty; to encourage the use of the comparative method. By the end of the module students should have a greater feeling forand appreciation of the evidence to be gleaned from the landscape and to apply the lessons learned in Devon in theinterpretation of the historical landscapes of other English counties.

Teaching and Learning MethodsOne week fieldcourse (currently based in Devon) involving intensive study of the landscape. The fieldcourse is preceeded bya Saturday School to prepare for the course.

Assessment MethodsA fieldcourse evaluation (7,500 words)

Pre-Requisites

Co-Requisites


LecturesSeminars 5








HS7105 Fieldcourse




001 Research project (Final) 100

Period: Semester 2Occurence: ACoordinator: Keith SnellMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThe aims are :• To augment knowledge and comparative understanding of regional English and Welsh communities, covering essentialthemes relating to these fields, and the approaches and theory used in their study. • To enhance research skills and versatility, knowledge of local historical sources, written communication skills, criticalhistorical judgement, and related interpretation. • To impart inter-disciplinary methods and skills. These include artistic and pictorial interpretation, welfare history and the poorlaw, narratives of the poor and their senses of belonging, churchyard and memorial analysis of communities, village andlandscape history, quantitative methods and family history/historical population studies, consideration of industrialisation andits local effects, among other local historical methods and approaches bearing upon the changing nature of historicalcommunities. • To relate historical knowledge to present-centred issues and problems (e.g. heritage-related issues, artistic interpretations,welfare systems and their problems, local community xenophobia, ideas of belonging, gender relations, landscape and villageinterpretation). • To develop a historical dimension to aesthetic judgements. • To teach interpretation of artistic motifs, landscape painting and memorial styles.• To explore a great variety of sources relating to these themes, and ways of interpreting them, and the relevant legalframeworks. This module develops historical skills, and will also prepare students for more advanced study of local and regional history inEngland and Wales. On completion of the module, students will be familiar with many key themes and historiographicaldebates. They will have skills in the critical analysis of primary sources, as well as in written and oral presentation of historicalarguments.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions, which are mainly lectures interactively conducted with students. A Saturdayfield course is also provided, but not assessed in any way, and this alternates between a study of midlands industrialisation,and Derbyshire estate villages.

• Interactive lecturing – encouraging student participation, open discussion and debate.• Project, written and verbal feedback. • Private study, one-to-one supervision on project.

LecturesSeminars






Total Module Hours


HS7110 Understanding English and Welsh Communities and Cultures, 1800-2000



Assessment MethodsProject:One research project out of a choice of four project options. A project carries 20 credits. (5,000 word limit).

Pre-Requisites

Co-Requisites






001 Palaeography Skills Test 35002 Research Project (Final) 70

Period: Semester 2Occurence: ACoordinator: Andrew HopperMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis module combines the development of theoretical and practical skills to prepare students for advanced postgraduateresearch into the local history of early modern England. On completion of the module, students will be able to assess the keythemes and historiographical debates of recent years. They will develop skills in the critical analysis of primary sources, aswell as the written and oral presentation of historical arguments. Their written work will interpret and evaluate the relationshipbetween the centre and localities, and the history of the family in early modern England. By completing the palaeographytutorials, students will be equipped to read, contextualise and interpret early modern manuscript documents, enabling them toundertake future archival research with confidence.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. The first half of each session comprises an interactive seminar basedaround a powerpoint presentation from the module co-ordinator, who invites questions, debate and discussion. The secondhalf of each session is a practical tutorial on early modern palaeography, where students read, transcribe, contextualise andinterpret digital copies of archival documents in pairs and as a team. Further documents for transcription practice areprovided for homework, along with access to further online palaeography tutorials for private study. An individual tutorial of upto one hour is offered to each student to supervise their research project. The students also participate in a tour (conductedby the module co-ordinator in partnership with the archivist) of the Leicester, Leicestershire and Rutland Record Office inWigston, which discusses the functions of archives along with example of documents from this particular archive's holdings.

Assessment MethodsThe palaeography element to the module is assessed by a 75 minute skills test where the students transcribe a previouslyunseen manuscript source and critically analyse its uses to the local historian. This is for 10 credits.The research project, a piece of coursework limited to 5,000 words to be chosen by the student from a list of options in themodule handbook and decided in consultation with the module co-ordinator. This is for 20 credits.

Pre-Requisites

Co-Requisites


LecturesSeminars 15








HS7127 The Local Identities and Palaeography of Early Modern England, 1500-1700




001 Map Analysis 35002 Research Project (Final) 70

Period: Semester 1Occurence: ACoordinator: Richard JonesMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis module combines the development of theoretical and practical skills to prepare students for advanced postgraduateresearch into the landscape history of medieval England. On completion of the module, students will be able to demonstratefamiliarity with the key themes and historiographical debates of recent years. They will develop skills in the critical analysis ofboth written and non-written primary sources, as well as the written and oral presentation of historical arguments based onlandscape evidence. Their written work will demonstrate an appreciation of the role landscape has to play in historical enquiryand will be equipped with skills which will enable them to ‘read’ these landscapes in the field.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. Each session comprises an interactive lecture/seminar based around apower point presentation from the module co-ordinator, who invites questions, debate and discussion. Primary sourcematerial relevant to each session will be circulated in advance to enable students to prepare for these discussion. Eachsession will have its own dedicated reading list. An individual tutorial of up to one hour is offered to each student to supervisetheir research project. Themes broached in these sessions will be further examined and reinforced during two Saturdayfieldschools: one fieldschool will visit East Leicestershire; the second will alternate every two years between Whittlewood(Northants/Bucks) and Southwell/Newark (Notts.)

Assessment MethodsThe map element to the module is assessed by a 2,500 word analysis in which students will be asked to describe and explainthe evidence for medieval landscape change that can be read from a modern OS map. This is for 10 credits.The research project, a piece of coursework limited to 5000 words to be chosen by the student from a list of options in themodule handbook and decided in consultation with the module co-ordinator. This is for 20 credits.

Pre-Requisites

Co-Requisites










HS7128 Medieval Landscapes, 400-1500




001 Book Review 35002 Research Project (Final) 70

Period: Semester 2Occurence: ACoordinator: Peter KingMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis module will develop the students methodological and analytical skills in order to to prepare them for advancedpostgraduate research of the core themes in the history of community (at a range of scales including the individual family),conflict and change in the long eighteenth century. On completion of the module, students will be able to relate the existinghistoriography to a range of primary sources in a critical way and to locate their analysis within the key debates amongsthistorians. They will have an understanding of the nature of local families and communites, their power relations and the mainforms of protest they experienced. The students written work will demonstrate critical analysis of primary sources and theability to present and evaluate detailed historical arguments.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions. Each session comprises an interactive lecture/seminar based around apower point presentation from the module co-ordinator, who invites questions, debate and discussion. Primary sourcematerial relevant to each session will be circulated in advance to enable students to prepare for these discussions. Eachsession will have its own dedicated reading list. An individual tutorial of up to one hour is offered to each student to supervisetheir research project. Themes broached in these sessions will be further examined and reinforced during a Saturdayfieldschool.

Assessment MethodsBook review:The book review is of a monograph relevant to the module, chosen by the student, agreed with the tutor, assessing its value,its use of sources and other strengths or weaknesses. A review carries 10 credits. (2,500 word limit).

Project:One research project out of a choice of six project options. A project carries 20 credits. (5,000 word limit).

Pre-Requisites

Co-Requisites


Lectures 30Seminars








HS7129 Community, Conflict and Change in England and Wales from the late 17th Centuryto the early 19th Century




001 Book Review 35002 Research Project (Final) 70



Intended Learning OutcomesThe aims are :• To augment knowledge and comparative understanding of regional English and Welsh communities, cultures and familyhistories, covering essential themes relating to these fields, and the approaches and theory used in their study. • To enhance research skills and versatility, knowledge of local historical sources, written communication skills, criticalhistorical judgement, and related interpretation. • To impart inter-disciplinary methods and skills. These include historical demography, kinship and family structural studies,literary approaches, pictorial interpretation, oral history, methods in cultural and religious geography, and ethnological andanthropological approaches (eg. on 'core' families, or the gypsies), among other local historical methods and approaches.• To relate historical knowledge to present-centred issues and problems (e.g. familial belonging and identity, heritage-relatedissues, gypsy families, literary repute and local investment, heritage, welfare systems and their social and familial issues, localxenophobia,gender relations, secularisation, landscape interpretation).• To develop a historical dimension to aesthetic judgements. • To teach interpretation of artistic motifs, landscape painting and family memorial styles.• To explore a great variety of sources relating to these themes, and ways of interpreting them, and the relevant legalframeworks.

This module develops historical skills, and will also prepare students for more advanced study of local and regional history inEngland and Wales. On completion of the module, students will be familiar with many key themes and historiographicaldebates. They will have skills in the critical analysis of primary sources, as well as in written and oral presentation of historicalarguments.

Teaching and Learning MethodsThe module is delivered in 10 x 3 hour sessions, which are mainly lectures interactively conducted with students. A Saturdayfield course is also provided, but not assessed in any way, and this alternates between a study of Midlands industrialisation,and Derbyshire estate villages.

• Interactive lecturing – encouraging student participation, open discussion and debate.• Project, written and verbal feedback. • Private study, one-to-one supervision on project.

Lectures 30Seminars











Assessment MethodsBook review:The book review is of a monograph relevant to the module, chosen by the student, agreed with the tutor, assessing its value,its use of sources and other strengths or weaknesses. A review carries 10 credits. (2,500 word limit).

Project:One research project out of a choice of four project options. A project carries 20 credits. (5,000 word limit).

Pre-Requisites

Co-Requisites






001 Book review 33002 Project (final) 66



Intended Learning OutcomesBy the end of this module the typical student should be able to:

Define family history within a regionally comparative historical context;

Discuss wider developments affecting the study of family history and related themes like that of 'belonging';

Outline, discuss and evaluate broad current debates affecting identity, belonging, family history, genetics, surname origins,communities, and related historical issues;

Compare and relate their own family histories to those of others from different regions, countries, and ethnic groups;

Apply modern interdisciplinary and humanities techniques for historical analysis and writing.

Teaching and Learning MethodsLectures and Seminars. The teaching sessions will normally comprise a lecture for 1.5 hours, followed by an interactiveseminar for one hour.

Assessment MethodsBook review and project.

Pre-Requisites

Co-Requisites










HS7131 Family History




001 Oral Presentation 17002 Dissertation (Final) 83

Period: Semester 2Occurence: A13Coordinator:Mark Scheme: PGT Mark Scheme


Intended Learning OutcomesTo complete an extended piece of writing, designed by the student, based upon original research and written according toscholarly conventions.Successful students will be able to identify a valid research topic; access, retrieve and analyse research data; identify,summarise and evaluate relevant secondary literature; conduct and sustain a complex argument, supported by their researchfindings; present a properly referenced, well-structured dissertation in a format suitable for publication.

Teaching and Learning MethodsAims: project design and research skills; management of independent learning; problem solving; oral and writtencommunication skills, including scholarly presentation.Learning outcomes: location, retrieval and analysis of data; clear and effective presentation of information; oral and writtencommunication and schlarly presentation skills; time management and planning; acquisition of specialist expertise in chosentopic.Methods: seminars and tutorial supervision; feedback on design and draft chapters; self-reflection.

Assessment MethodsOne 20 minute oral presentation (10 credits)20,000 word dissertation (50 credits)

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7200 Dissertation




001 Essay (Final) 100



Intended Learning OutcomesSubject knowledge: Detailed knowledge of British urban topographical art and literature over the period c.1600-1840.Successful lstudents will have a detailed knowledge of the changing modes of representation of towns and urban society inprinted and graphic media (maps and plans, prints, paintings, topographical and related literature); they will be able to identifyand critically analyse the relationship between the sources studied and the socio-economic and cultural contexts in which theywere produced; they will have a critical understanding of the construction of urban identities and the uses to which they wereput; they will be able to analyse the physical built environment of the long eighteenth century; they will be able to commentupon contemporary interpretation of and debates around the preservation of the historic built environment in towns.

Teaching and Learning MethodsMethods: seminar discussion of reading and presentations, including feedback from peers and tutors; field trips to sites ofrelevance to the course; marked essay of 5,000 words and self-reflection.

Assessment MethodsOne 5000 word essay

Pre-RequisitesBA in History or related discipline/equivalent

Co-Requisites


LecturesSeminars 18








HS7202 Urban Topography: Image and Reality 1540-1840




001 Essay 1 (3.500 words) 50002 Essay 2 (3,500 words) 50

Period: Semester 2Occurence: ACoordinator: Toby LincolnMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis course is designed to introduce students to the history of cities in China and Japan from from the Late Imperial andTokugawa periods to the present day. By the end of the module, students will be able to explain how Beijng in China and Edoin Japan became two of the world's largest and most vibrant cities by around 1600. They will consider how long establishedideas on urban planning shaped the landscape of such cities and the lives of their inhabitants. Building on this knowledgestudents will explore the impact of foreign imperialism, modernity, war and revolution in shaping the development of thesecities, before looking at the challenges that urban planners face today to preserve some of the rich heritage. Students will beable to discuss a wide range of primary sources in translation and engage with the secondary literature.

Teaching and Learning MethodsThe course will onsist of ten two hour long seminars.

Assessment MethodsTwo 3,500 word essays

Pre-Requisites

Co-Requisites


Lectures 20Seminars








HS7210 Planning, experiencing and preserving cities in China and Japan, 1600 – present




001 Extended essay (5,000 words) (Final) 100



Intended Learning OutcomesOn completion of the course successful students will be able to: (1) discuss the specific social, economic, cultural and political forces that shaped the Victorian city;(2) explain and debate the different ways artists, writers and intellectuals have represented and interpreted Victorianurbanisation;(3) evaluate the changing cultural and political reputation of the Victorian city in the twentieth century; (4) examine and interpret changing methods and approaches to the conservation of Victorian urban locations and artefacts;(5) explore the different strategies for the conservation of specific heritage assets (industrial, architectural, artistic etc.);(5) apply relevant conceptual and theoretical knowledge to specific case studies;(6) deploy a range of writing skills appropriate to the form of assessment;(7) demonstrate a variety of problem-solving skills in researching for their essays.

Teaching and Learning MethodsTeaching is by a two-hour weekly seminar. Seminars combine interactive lecturing from the course tutor involving questionand answers; student led discussion and presentation with oral feedback on presentations; instruction essay techniques.

Assessment MethodsLong Essay of 5,000 words on a topic agreed with the module leader.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7211 The Victorian City: Past, Present and Future?




001 Research Design 20002 Dissertation (Final) 100

Period: Semester 2Occurence: A13Coordinator: Simon GunnMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject specificBy the end of the module typical students will have in-depth knowledge of an aspect of urban conservation, designed by thestudent and acquired through historical, scientific and/or policy-related research.Transferable skillsBy the end of the module typical students should be able to demonstrate: ability to design and plan a substantial projectbased on original research; awareness of research ethics and (where appropriate) risk management; skills of collection andanalysis of qualitative and quantitative data;- command of scholarly protocols of referencing, presentation, etc.- completion of a major ppiece of original historical and/or scientific research.

Teaching and Learning MethodsThe Dissertation represents the culmination of the Masters course and the movement towards independent learning on thepart of the student. To support this students will be provided with the following: a seminar/workshop where ideas can bepresented and issues such as research design and research ethics are discussed; individual tutorials with a Dissertationsupervisor to monitor student progress.The bulk of the learning will take place through students' private study and self-reflection on the research progress.The precise methods of learning and teaching will vary according to the location and topic, e.g. laboratory-based, policy-related, archive-based.

Assessment MethodsAn oral presentation of maximum 20 minutes, outlining the research design and plan, accounting for 10 credits and 17% ofthe final mark.A Dissertation of maximum 20,000 words or equivalent, accounting for 50 credits and 83% of the final mark.

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7250 Dissertation (Urban Conservation)




001 Essay (3,500 word max) 50002 Essay (3,500 word max) (Final) 50



Intended Learning OutcomesSubject specific:By the end of the module typical students will have knowledge of the following: the major historical factors shaping the growthof cities in different parts of the world since the medieval period; the principal concepts and theoretical traditions currentlyapplied to the city in historical studies; current debates in urban historiography; the different skills and approaches to the studyof the urban past brought by different disciplinary perspectives, including geography, sociology, art history and town planning.Transferable skills:By the end of the module typical students should be able to demonstrate: familiarity with a distinctive body of scholarlyliterature (urban historiography); critical awareness of concepts, theories and methods in the production of knowledge;understanding and application of the protocols of scholarly procedure (e.g. referencing, argument); the capacity to presentideas and arguments clearly in speaking and writing.

Teaching and Learning MethodsTeaching and learning is organised around a three hour weekly seminar, based on a particular concept in urban history (e.g.environment, power). Students undertake directed reading towards each seminar alongside reading towards their specificassignments. The seminars are supported by two individual tutorials at which students discuss their academic progress andplanning for their coursework essay . Additionally, students are expected to attend the fortnightly Centre for Urban Historyseminars given by invited speakers. The purpose of the overall diet of learning and teaching is to introduce students to theculture of research and to support them in acquiring the skills and knowledge to undertake study at Masters level.

Assessment Methods2 x essays of maximum 3,500 words on a comparative aspect of the history of cities, selected by the student from a pre-circulated list.

Pre-Requisites

Co-Requisites


LecturesSeminars 30








HS7251 The City in History




001 Oral Presentation 20002 Study Project (Final) 80

Period: Semester 2Occurence: ACoordinator: Simon GunnMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThe module is designed to introduce students to professional practice in conservation. By the end of the module students willbe able to:Describe current issues in urban conservation and in related disciplines;Outline the development and importance of urban conservation as public policy in the UK and elsewhere;Prepare a statement of significance;Demonstrate project management processes, including the use of external standards and guidelines;Demonstrate awareness of the contribution of project partners and project teams;Evaluate risk;Draw on specialist expertise

Teaching and Learning MethodsThe module will involve a variety of teaching and learning methods:Lectures or talks to introduce students to key principles and techniques of practical conservation;Fieldwork, to enable students to gain experience of conservation in situ;Seminars, to reflect and discuss specific situations and issues arising from fieldwork and personal research;Tutorials, to determine the progress of assessment tasks;Guided independent study to deepen knowledge of types of project and the various processes involved in conservationpractice.

Assessment Methods1. a 15 minutes oral presentation to the group based on a plan for the statement of significance (20%).2, Preparation of a statement of significance for a complex urban area in Leicester, maximum 4,000 words (80%).

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Co-Requisites










HS7252 Conservation in Practice




001 Critical Essay (3,500 word max) 50002 Case Study (3,500 word max) (Final) 50

Period: Semester 2Occurence: ACoordinator: Rebecca MadginMark Scheme: PGT Mark Scheme


Intended Learning OutcomesSubject-specific By the end of the module typical students will have knowledge of the following: long-term determinants of social andenviromental change affecting urban areas globally; different techniques for understanding sustainability: geological,historical, chemical, etc.; key policy statements such as The Charter of European Cities and Towns Towards Sustainability(1994); the significance of environmental factors such as renewable and non-renewable resources; the effects of climatechange, pollution and other factors on the material fabric and the historic fabric in particular; issues of social justice and equityin ensuring urban sustainability; managing green resources, such as parks, rivers and urban wilderness; the relationshipbetween local, national and global dimensions of sustainability and between technologies such as transport, manufacturingand agriculture in both threatening and securing sustainability; the role of urban governance, policy and the state in enablingsustainabilityTransferable skillsBy the end of the module, typical students should be able to demonstrate: a critical awareness of current research in urbanhistorical, environmental and sustainability studies; understanding of the changing policy framework for urban sustainabilityand shifting ethical and political priorities; the ability to write clearly and critically in a variety of styles (e.g. essay, report);ability to contribute effectively to oral and online discussion with reasoned arguments and use of evidence; ability to handledifferent types of data (statistical, documentary, historical, technical, etc.) and to marshal them as evidence; ability to workindependently, managing own learning and planning ahead.

Teaching and Learning MethodsThe module involve the following teaching and learning methods: interactive lectures, to identify the major aspects of urbansustainability as a field; seminars to enable discussion of specific topics related to the lectures and to private reading;fieldwork, to enable students to experience and evaluate a specific example or case-study of urban sustainability; privatereading and research, to deepen knowledge of the field and the debates associated with urban sustainability.

Assessment MethodsThe module will be assessed by two coursework assignments:1) A Critical Essay of maximum 3,500 words on a current debate in the field of urban sustainability, counting for 50% of thefinal mark;2) A Case-Study of maximum 3,500 words, analysing a particular problem of urban sustainability and how agencies orauthorities have sought to tackle it. The Case-Study will count for 50% of the final mark.

Pre-Requisites

Co-Requisites









HS7253 Urban Sustainability




HS7253 Urban Sustainability




001 Essay (2,000 words) 40002 Essay (3,000 words) (Final) 60

Period: Semester 2Occurence: ACoordinator: Prashant KidambiMark Scheme: PGT Mark Scheme


Intended Learning OutcomesThis course seeks (a) to acquaint students with the key theoretical traditions that have influenced the writing of history in thetwentieth century and (b) to enable students to understand the influence of these theoretical traditions on the varieties ofhistory that developed over the course of the twentieth century.

Teaching and Learning MethodsThe teaching format for this course consists of 10 two-hour weekly seminars. Students are required to prepare in advance foreach seminar session on the basis of the reading lists provided.

Assessment MethodsThe assessment for this course is on the basis of coursework; there is no examination. Students taking the module areexpected to write two essays of 2,000 words (40%) and 3,000 words (60%) respectively.

Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7303 History and Social Theory




001 Essay (5,000 words) (Final) 100

Period: Semester 2Occurence: ACoordinator: George LewisMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of the module, students should be able to: Show an awareness of the evolution of the rhetoric and historical realityof white supremacy over two centuries. Grasp the historical and political ramifications of the practice of white supremacy in anAmerican context. Identify the common themes of white supremacist discourse, c.1830-2000. Explain the longevity of whitesupremacy in its American context.

Teaching and Learning MethodsGuided reading; Primary source critiques; individual student presentations.


Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7305 White Supremacy: Rhetoric and Reality in the USA




001 Dissertation (Final) 100

Period: Semester 2Occurence: A13Coordinator: Sally HorrocksMark Scheme: PGT Mark Scheme


Intended Learning OutcomesBy the end of this module students will be able to: plan an effective research project; explain the purposes and significance oftheir research and place it in the context of existing literature and interpretations; identify and analyse appropriate primarysources; deploy and demonstrate an understanding of the concepts and methodologies appropriate to the topic beingresearched; reach original conclusions based on critical analysis of primary sources; relate their conclusions to those of theexisting relevant literature and demonstrates their unique contributions to knowledge and understanding of events andmethodologies; present their finds through an effectively structure piece of writing that is clear and concise, uses scholarlylanguage and is supported by appropriate scholarly apparatus; identify and take into account ethical issues relating tohistorical research.

Teaching and Learning MethodsWorkshops, resource-based learning, research seminars, individual supervision.

Assessment Methods25,000-30,000 word dissertation; 20 minute oral presentation - formative assessment.

Pre-Requisites

Co-Requisites


LecturesSeminars






Total Module Hours


HS7450 Dissertation (MRes)










Intended Learning OutcomesBy the end of this module students will be able to: demonstrate advanced bibliographic skills; select and critically analyserelevant secondary sources; communicate their findings in appropriate scholarly language and style.

Teaching and Learning MethodsInduction programme, directed reading, resource-based learning, individual supervision.

Assessment Methods5,000 word essay

Pre-Requisites

Co-Requisites


LecturesSeminars

Practical Classes & Workshops 2Tutorials

FieldworkProject Supervision 10






HS7451 MRes Literature Review




001 5,000-word essay (Final) 100



Intended Learning OutcomesThis module combines the study of both literary and historical sources relating to Victorial society. On completion of thismodule students will have acquired detailed knowledge of the nature of Victorian society; they will be able to critically assesshistorical and literary sources relating to the Victorian period; they will be able to discuss Victorian society at an advancedacademic level, combining primary sources and the relevant secondary literature. Graduates of English literature who takethe course will gain sufficient historical knowledge to be able to make judgments about the past with confidence and to writeconvincingly in support of those judgments.

Teaching and Learning MethodsTeaching is by a two hour weekly seminar. Seminars combine interactive lecturing from the course tutor involving questionand answers; student led discussion and presentation with oral feedback on presentations; instruction in English grammar,essay techniques and blackboard work.


Pre-Requisites

Co-Requisites


LecturesSeminars 20








HS7499 Victorian Society


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