1. Demonstrate acquisition of a critical knowledge of three social problems encountered on the module and evidence of wider reading
Knowledge and Understanding; learning

2. Illustrate how relevant sociological and/or criminological theories encountered on the module inform our understanding of the social problems under investigation in the portfolio
Knowledge and understanding; application

3. Demonstrate capacity to use archive resources in the investigation of specific social problems and acknowledge merits and limitations of using such sources
Analysis; Enquiry

4. Critically analyse the ways in which specific socio-cultural, historical and material circumstances influenced these issues to emerge as ‘social problems’
Communication; Analysis; Application

1. Portfolio composed of 1 x 1,500 and 2 x 1,250-word answers from a list of titles (meets learning outcomes 1, 2, 3, 4 and 5)

2. Completion of weekly learning journal entries (250 words per entry) recording progress relating to the assignment (meets learning outcomes 1, 2, 3)

The module will be taught via a series of lectures and seminars

Blackboard will be used to house teaching materials and readings. Pre-recorded podcast lectures will be loaded to blackboard for students to revisit and review.
Electronic course packs will contain links to pdfs of readings relevant to each week’s topic.

Students will engage in independent study outside of the lecture/seminar this will include preparing for the taught sessions by doing the key reading(s) doing these readings will give students a deeper understanding of each of the social problems under discussion
Working towards assessments by:
Completing 10 x 250-word individual weekly learning journal entries that record progress relating to the assignment. Three of the weekly journal entries can be woven into the final assessment.
In the face-to-face seminars, students will engage in group discussions drawing on conventional academic resources such as journal articles, books, policies, parliamentary debates alongside archive sources. There will be one taught assessment guidance session.

Feedback:
The module leader will review a sample of students’ weekly learning entries and post some general feedback about the entries, so students learn about best practice and aspects of work to improve

Students will be given both informal feedback during taught sessions and written feedback on their final assessment

To bolster understanding and experience of using secondary sources, students will be invited to go on a course trip to the labour history and archive study centre, housed within the people’s history museum, Manchester. This will give students a taster of handling original archive sources for their assignments and the opportunity to return the centre at another time to do further research for assignments. For students who are unable to come on the course trip, photographs of archive documents viewed on the day will be made available on blackboard for students to review.

Alcock, P. May, M., and Wright, (2011). The Students Companion to Social Policy. (ebook)
Best, J., (2008) Social Problems. New York. WW. Norton and co.
Blakemore, K., and Warwick-Booth, L., (2013). Social Policy: An introduction. Open University Press (ebook)
Foucault, M., (2001) Madness and Civilisation. A history of insanity in the age of reason. Transl. Richard Howard. London. Routledge classics
Cohen, D., (2001). The war comes home: Disabled Veterans in Britain and Germany 1914-1939. University of California Press (ebook)
Donzelot, J., (1980). The Policing of Families. Hutchinson
Ballinger, A., (2000). Dead Woman Walking. Executed Women in England and Wales 1900-1955. Aldershot. Ashgate
Martin, A., Lloyd, J., (1986). The Miners’ Strike 1984-5: Loss without Limit. London. Routledge and Kegan Paul
Capp, B., (2003) When Gossips meet: Women Family and Customs in Common. Oxford. OUP (ebook)
Thompson, EP. (1991). Customs in Common. Merlin
Caine, B., (1997). English Feminism 1780-1980. Oxford. Oxford University Press
Poole, R., (2013). The Lancashire witches. Histories and Stories. Oxford. OUP (ebook)
McNay (1992). Foucault and Feminism: a Critical Introduction. Polity Cambridge [ebook]
Smart C. (1978) Women, Crime and Criminology. Routledge and Kegan Paul. London.

Lecture room with technology facilities; suitable for capturing audio of the whole session, projector, speakers, suitable for PowerPoint presentations, seminar room suitable for group work

University Library
eLibrary Resources
Blackboard
Internet

This core module examines historical, sociological social problems and societies’ reactions to them.
A key concern of this module is to examine the socio-cultural and historical circumstances in which these different social problems emerged, doing so will illustrate how these different social problems or more specifically, particular social groups emerged as ‘social problems’ or ‘deviants’ to be ‘managed’ by society.
Students will be introduced to classical sociological theoretical debates about the consequences of disrupting social order, inequalities, power, oppression and social problems.

The module gives students the opportunity to develop first-hand knowledge of some of these social problems with the use of primary archival sources. Some of the ‘social problems’ encountered on this module are likely to include:

society’s varying reaction and social control of deviant women; class distinctions in female-oriented professions; conflicts that emerge from social and political change

This core module examines historical, sociological social problems and societies’ reactions to them.
A key concern of this module is to examine the socio-cultural and historical circumstances in which these different social problems emerged, doing so will illustrate how these different social problems or more specifically, particular social groups emerged as ‘social problems’ or ‘deviants’ to be ‘managed’ by society.
Students will be introduced to classical sociological theoretical debates about the consequences of disrupting social order, inequalities, power, oppression and social problems.

The module gives students the opportunity to develop first-hand knowledge of some of these social problems with the use of primary archival sources. Some of the ‘social problems’ encountered on this module are likely to include:

managing violations of gender roles and sanctioning domestic violence in the marital relationship; the problem of independent women and witch hunts; the evils of early industrial Britain; creating a workforce, stigmatising state dependency, the exploitation of child apprentices; managing the birth rate: infanticide and baby-farmers; middle-class philanthropy, intervening in working-class women’s lives, tackling poverty in infancy; appealing to the ‘responsible mother’ in the 1920s; managing disability; homosexual lives post decriminalisation; the end of the male breadwinner, de-industrialisation and managing the miners’ strike (1984-85).