Year of the Barricade: the 1848 Revolutions HIST4217
- Academic Session: 2019-20
- School: School of Humanities
- Credits: 20
- Level: Level 4 (SCQF level 10)
- Typically Offered: Either Semester 1 or Semester 2
- Available to Visiting Students: Yes
This course explores the torrent of revolutions that swept across Europe in 1848, setting them in the broader context of the nineteenth century. The course will focus on both the experience of individual countries and on specific themes, such as problems of poverty, ideology, class, gender and ethnicity, and engages with theories of revolution, the nature of the 'domino effect' and encourages comparisons with other such instances in the past.
10 x 1 hour lectures and 5 x 2 hour seminars. This is one of the honours options in History and may not run every year. The options that are running this session are available on MyCampus.
Requirements of Entry
Available to all students fulfilling requirements for Honours entry into History, and by arrangement to visiting students or students of other Honours programmes.
Coursework - class essay (2,000 words) (20%)
Coursework - seminar presentation (6%) seminar contribution (4%)
Examination - 120 minutes duration (70%)
Main Assessment In: April/May
Are reassessment opportunities available for all summative assessments? No
Reassessments are normally available for all courses, except those which contribute to the Honours classification. For non Honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions for this course are described below.
The aims common to all History Honours 20 credit courses are as follows:
1. To prepare students for independent and original analysis of a complex range of evidence, including source materials, thereby developing intellectual skills that will be of benefit in a wide range of careers.
Students' research capacity will be enriched by their introduction to diverse source materials and their oral and written communication skills enhanced in ways designed to address employers' expectations for highly literate and highly articulate graduates who are fully cognisant of a range of research tools.
2. To show students how a professional historian works.
By supporting students in the production of their essay and seminar presentation, students will gain first hand experience of the scoping and shaping of research projects and the challenges faced by historians in the pursuit of advances in knowledge.
3. To familiarise students, through source-criticism, with a wide-range of problems of interpretation arising from different usages of language, underlying meanings and intentions, differing standards of objectivity, and the variety of purpose and intent associated with historical evidence (written, visual or other).
The critical interpretation of key historiographical and theoretical debates relating to this subject will inform the close reading of sources. Provenance, perspective, context, intent and audience will be core considerations in students' interpretation of sources.
4. To ensure, through student-led discussion, that the relative validity of alternative historical interpretations is fully recognised. The seminars aim to encourage student-led learning and the facilitation of rigorous and informed debate.
5. To encourage students to develop imagination, skills and self-discipline required to master a similarly demanding brief in the future, whether in historical research or in any sphere or employment where these qualities are valuable.
Students will be encouraged to reflect on the range of generic research and communication skills they are developing over the course of this course in order to align their academic and professional aspirations and competencies and encourage reflective practice.
Intended Learning Outcomes of Course
By the end of this course students will be able to:
1. Demonstrate in-depth knowledge and understanding of the 1848 Revolutions.
2. Evaluate the significance of '1848' by setting the upheaval in the wider context of the nineteenth century.
3. Understand the key debates - both contemporary and modern - surrounding such problems as the 'social question', constitutionalism, nationalism and ethnicity, gender, liberalism, conservatism and socialism.
4. Demonstrate a capacity for comparative research, both in the European context and chronologically, by contrasting 1848 with similar events such as 1989 and the 'Arab Awakening' of 2011.
5. Engage critically with theories of revolution.
6. Demonstrate such skills as an awareness of the problematic nature of historical evidence and a capacity to evaluate and, where possible, resolve, conflicting interpretations, with special reference to 1848 and mid-nineteenth-century Europe.
7. Express and use such skills both orally and in writing.
Minimum Requirement for Award of Credits
Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.