MODULE SPECIFICATION TEMPLATE
See the Code of Practice for Quality Assurance for Taught Programmes: Annex B before
completing this template - available on http://www.ukc.ac.uk/registry/quality/code2001/annexb.html and the relevant Faculty notes of guidance.
To use this template, download the file and insert text in the sections provided. You should
consult your Department Director of Learning and Teaching when preparing a proposal. Directors
of Learning and Teaching are required to sign off proposals before submission to the Faculty
Learning and Teaching Committee. Please delete all the sections in italics before submission to
the Faculty Officer.
Instructions:
1. If the module is part of a programme of study in a University department, please
complete sections 1 and 2.
2. If the module is part of a programme of study in an Associate College, please
complete Sections 1 and 3.
SECTION 1: MODULE SPECIFICATIONS
1. The title of the module
The American Revolution, 1760 – 1800: A Virtual Seminar
Proposer and Convenor: Dr William Pettigrew and Professor Daniel Thorp
2.The Department which will be responsible for management of the module
School of History
3. The Start Date of the Module
2011/2012
4. The cohort of students (onwards) to which the module will be applicable.
Third Year Single Honours and Joint Honours History students; American Studies Third
Year/Fourth Year students
5. The number of students expected to take the module
10
6. Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal
None
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
[H]
8. The number of credits which the module represents
Note: undergraduate full-time students take modules amounting to 120 credits per year and
postgraduate full-time students take modules amounting to 180 credits per year for a Masters
award
30 credits
9. Which term(s) the module is to be taught in (or other teaching pattern)
Autumn Term
10. Prerequisite and co-requisite modules
None
11. The programmes of study to which the module contributes
BA History; BA American Studies (3 Year); BA American Studies (History); BA History Joint
Degree Variants
12. The intended subject specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes
Students who successfully complete the module will:
 Have acquired a firm understanding of the American Revolution
 Have produced written assignments and oral presentations based upon analysis and
inference from a wide variety of primary and secondary source materials relating to the
history of American Revolution[Programme Learning Outcomes A2, B3, B4, B5).
 Have improved their ability to analyse, criticise and assess academic arguments
[Programme Learning Outcome C4].
 Have improved their ability to plan and write a history essay and to organise it around a
coherent argument [Programme Learning Outcomes B2, B6, C3, C4].
13. The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes
Students who successfully complete the module will:
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Participate in discussion, make their own contributions to discussion and listen to and
respect the contributions of others through the two-hour seminar format [Key Skills D1
Communication; D4 Working with Others]
Communicate their own ideas clearly and coherently, orally and in writing, assisted by peer
and teacher feedback [Key Skills D1 Communication; D5 Improving Own Learning]
Reflect on their own learning, plan their use of time, and identify appropriate directions for
further study, encouraged by the teacher [Key Skill D5 Improving Own Learning]
Produce word-processed assignments (including a final year dissertation) that are of a high
standard in terms of presentation and professionalism [Key Skill D3 Information
Technology]
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Draw on their own independent research skills in gathering and interpreting primary
resources in producing a final year dissertation [Key Skill D5 Improving Learning]
Through in depth analysis of primary and secondary material, students will be able to
synthesize and deploy different types of historical information effectively [Programme
Outcomes A2, D1].

Written assignments will encourage self-directed learning, critical expression, fluent prose
and a sophisticated understanding of the subject. Students will be able to reflect on their
experience and identify future directions for research via independent study and teacher
feedback [Programme Outcomes key skills D1, D3, D5].

Class discussions on complex historical problems, and oral presentations will emphasize
communication skills and encourage team-building [Programme Outcomes D1, D4, D6].
14. A synopsis of the curriculum
This source-based class challenges participants to consider the background, causes, and
content of the American Revolution from both sides of the Atlantic Ocean from the Stamp
Act debates to the election of Thomas Jefferson as President. Students will be asked to digest
primary documents from political speeches in the British Parliament, to American political
pamphlets. Students will consider the character and place of the American Revolution within
European and American economic, political, and cultural development. The course will
examine the conditions under which American Revolution emerged; the part played by
empire, and the distinctive combination of ideological and theological strands that produced a
compelling challenge to British Parliamentary authority for the first time.
This course will also play a part in implementing the University’s internationalisation
strategy and may assist the faculty’s aims to improve student mobility.
15. Indicative Reading List
Edmund Morgan, The Birth of the Republic
J R Pole and Jack Greene, A Companion to the American Revolution
Gordon Wood, The Creation of the American Republic
16. 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 learning outcomes
The module will be taught by means of a weekly series of three hour seminars which will
facilitate the close examination and discussion of primary and secondary materials, as well as
various historical approaches and historiographical controversies [Programme Learning
Outcomes, A4, A5, B2]. This course will be taught via a state-of-the-art video conference link
up with the Virginia Tech. For each seminar, the first 90 minutes will be devoted to a
conventional seminar, with the remaining half conducted via the link-up. Students will also
have the opportunity to discuss their research aims both within their peer group and with the
tutor in office hours [Key Skill D5]. Students will also be expected to engage in substantial
independent study, including researching materials in the library and a variety of textual
documents, in preparation for seminars, seminar presentations and written assignments
[Programme Learning Outcomes A3, B3, C2; Key Skills D3, D5, D6]. Students will be
expected to complete an appropriate number of study hours per week as set by university
guidelines. The total hours for the module are standard for 30 credit courses. Students will
be expected to prepare for each seminar by critically appraising selected texts and
formulating responses to questions posed in class [Programme Learning Outcomes, B1-4, C3,
C4]. Each week 1 or 2 students will offer an assessed oral presentation and lead discussion
thereafter [Programme Learning Outcomes B2, B3, C3, C4, D6].
17. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
There will be ten seminar sessions. Each seminar will focus on a particular historical
problem. The convenor will pre-circulate the questions to participants prior to each session.
Attendance at seminars is compulsory.
Students will write TWO essays for this course one of 3,000 words and the next of 6,000. The
first essay will constitute 20% of the assessment for this course. The second essay will
constitute 60% of the assessment for this course. Students’ marks in their second essays will
partly reflect the extent to which they have applied the feedback they received for their first
essay to their second essay. Ten per cent of the final mark for this course will derive from an
oral presentation delivered during the seminar. Ten per cent of the final mark for this course
will reflect students’ participation in seminars.
The essays will facilitate students’ achievement of the various subject-specific learning
outcomes, most obviously A2 (critical analysis of source materials), B2 (critical thought and
originality), B3 (synthesis of multiple sources), and C3 (essay organization). Written
assignments also function to encourage Key Skills D1, D3 (in organizing work), D5 (through
self and teacher review) and D6 (in answering the essay and dissertation questions). Oral
performance will aid in the achievement of subject-specific learning outcomes B2 (critical
thought), B3 (synthesis of materials in presentations to class) and C4 (marshalling and
defending an argument before peers) as well as in the development of Key Skills D1
(communication), D4 (interacting with peers) and D5 (improving social skills).
18. Implications for learning resources, including staff, library, IT and space
The proposed new module will be taught by Dr William Pettigrew in the School of History at
Kent and Professor Daniel Thorp of Virginia Tech who both research and publish on the
history of colonial America. The Templeman library holds most of the secondary reading
materials due to the strengths of the collection amassed during David Turley’s employment at
the University. Many of the primary materials are available through e-resources (Eighteenth
Century Collections Online, in particular).
Because of the need to make use of a video conference connection, a particular room will be
required for all seminars (Research and Development Building (H2) room 101A). Because of
the need to meet at a time convenient for those in Virginia, this seminar will need to meet in
the afternoon.
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning
and teaching methods and forms of assessment do not present any non-justifiable
disadvantage to students with disabilities
As far as can reasonably be anticipated the module will not present any non-justifiable
disadvantage to students with disabilities. If any student requires wheelchair access, an appropriate
teaching room will be obtained with the expectation that the University as a whole meets its
requirements to disabled students. Students who are visually-impaired or hearing-impaired will
have appropriate specific provision made for them through a university-wide system.
If the module is part of a programme in an Associate College, please complete the following:
20. Associate College:
21. University Department (for cognate programmes) or Faculty (for non-cognate programmes)
responsible for the programme:
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
DEPARTMENT
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
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Director of Learning and Teaching
Date
…………………………………………………
Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be
responsible for its resourcing"
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Head of Department
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN AN ASSOCIATE COLLEGE
(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has approved
the introduction of the module and will be responsible for its resourcing"
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Nominated Responsible Officer of the Associate
Date
College
………………………………………………….
Print Name
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Post
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Associate College