UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
21 November 2014
MODULE SPECIFICATION
1.
Title of the module
HI632/725, The Tools of Empire
2.
School or partner institution which will be responsible for management of the
module
History
3.
Start date of the module
Original start date unknown; pre-2009 (revised start date – September 2014)
4.
The number of students expected to take the module
54
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I and H
7.
The number of credits and the ECTS value which the module represents
30 credits (15 ECTS credits)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Either Autumn term (Weeks 1-12) or Spring term (Weeks 13-24).
9.
Prerequisite and co-requisite modules
None.
10. The programmes of study to which the module contributes
BA in History, all single- and joint-honours programmes.
BA in Military History.
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11. The intended subject specific learning outcomes
Through the completion of this module, students will have:
11.1
11.2
11.3
11.4
Gained an in-depth knowledge of the technological and social developments
surrounding the growth and development of the British Empire.
Obtained a critical knowledge of some of the historiographical debates
surrounding the subject and be well positioned to judge between competing
interpretations of this era.
Formulated their own opinions on a variety of historiographical approaches,
developed their oral and written communication skills and presented a clear
historical argument supported with relevant evidence.
Critically engaged with a range of secondary source materials including articles
and monographs and have practiced selecting and deploying historical
information.
In addition, H-level students will have:
11.5
11.6
Shown an ability to synthesise a large body of material, and demonstrate a
capacity to critically compare different contemporary interpretations of the period.
Demonstrated a sustained and in-depth ability to critically evaluate primary
sources when studying the history of science and technology.
12. The intended generic learning outcomes
Through the completion of this module, students will have:
12.1
12.2
12.3
12.4
12.5
12.6
Considered critically relevant intellectual concepts as well as differences of
opinion and interpretation both amongst historians, and they will also have
developed their ability to identify and solve problems
Worked both independently and within groups. Students will have engaged in
independent work, using library resources, and will have practiced and improved
their skills in time management, historical research, organisation and analysis of
material, oral presentations and essay-writing.
Engaged in group work, in which they will have interacted effectively with others
and worked co-operatively to enhance one another’s learning.
Acquired the skill to communicate complex concepts effectively through written
work. They will have acquired the ability to further develop skills they have
already gained, which will be of use to them in future study or occupations.
Improved their communication skills and skills with IT.
Acquired the skill to present information creatively and accessibly.
In addition, H-level students will have:
12.7
12.8
Demonstrated independent learning skills by being able to make use of a wide
range of high-level resources, including up-to-date research in peer-reviewed
journals, information technology, relevant subject bibliographies and other
primary and secondary sources.
Demonstrated an ability to digest, select and organise material to produce, to a
deadline, a coherent and cogent argument, developed through the mode of
assessment, in either written or oral form.
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13. A synopsis of the curriculum
Fundamental to Western European political and cultural ambitions since the mid-eighteenth
century has been technological change. This module provides a unique and stimulating
social history of science and technology in a period of industrialisation and imperial
expansion. In the first part, we examine the twin foundations of British industrial and
imperial power exemplified by the dramatic eighteenth-century voyages of Captain James
Cook around the Pacific, and by the evolution of the steam engine by James Watt in the
same period. In the second part of the module we focus on the powerful new nineteenth
century technological systems - railways, steamships, electric telegraphs and ship canals which served to discipline the diverse cultures of Empire, whether British, American or
Continental. In these ways, the module will provide a striking foundational study for an
enriched understanding of politics and society in the modern world.
14. Indicative Reading List
•
D.S.L. Cardwell (1994) The Fontana History of Technology. New York: Fontana
•
D.R. Headrick (1981) The Tools of Empire. Oxford: OUP
•
D. Read. (1999) The Power of News. Oxford: OUP
•
W. Schivelbusch. (1986) The Railway Journey. Oakland: University of California
Press
•
C. Smith. (1998) The Science of Energy. Chicago: University of Chicago Press
•
R.A. Stafford (2002) Scientist of Empire. Cambridge: CUP
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
Contact hours: 10 one-hour lectures and 10 two-hour seminars. There will be one writing
week and one week devoted to individual essay return. 30 hours in total. [LOs 11.1-6; 12.1,
12.3-6]
Study hours: 22.5 hours per week over twelve weeks.
300 hours in total.
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
FOR LEVEL-I STUDENTS:
The module will be assessed by 100% coursework. This mark will be comprised of:
• Three essays (3000 words each – each essay is worth 30% of the overall module mark).
Through the essay, students learn to research a subject and to formulate and present their
own opinions. [LOs 11.1-4; 12.1-2, 12.4-6]
• Participation in seminars (10% of the overall mark). This mark will be based on the level
of engagement with the seminar readings and with one another’s responses and opinions
displayed in seminars. [LOs 11.1-4; 12.3-4, 12.6]
FOR LEVEL-H STUDENTS:
The module will be assessed by 100% coursework. This mark will be comprised of:
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• Three essays (3000 words each – each essay is worth 30% of the overall module mark).
Through the essay, students learn to research a subject and to formulate and present their
own opinions. [LOs 11.1-6; 12.1-2, 12.4-6]
• Participation in seminars (10% of the overall mark). This mark will be based on the level
of engagement with the seminar readings and with one another’s responses and opinions
displayed in seminars. [LOs 11.1-6; 12.3-4, 12.6]
H-level students will be required to display a broad, critical understanding of the subject in
coursework. They will be required to critically analyse both primary and secondary sources
in their essays, and display and understanding of the thematic and historiographical
contexts of the subject in their coursework. They will be set essay questions from a
separate list, distinct from the Level-I list.
17. Implications for learning resources, including staff, library, IT and space
The Templeman library already contains a good set of resources on the topics, but over time
this will need to be supplanted by recently published work.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury
If the module is part of a programme in a Partner College or Validated Institution, please
complete sections 20 and 21. If the module is not part of a programme in a Partner
College or Validated Institution these sections can be deleted.
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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