The module is arranged in two thematic sections and is taught through a combination of weekly lectures and seminars. Of the total 80 learning hours, 12 are lectures, 12 are seminars and the remaining 56 hours independent study time.
LECTURES are intended to provide a general introduction to topics and introduce the main themes and arguments of the module content. SEMINARS give students the opportunity to debate key questions related to these topics and will involve a follow-up discussion on the lecture. The discussion is centred on student readings which reflect on the lecture content and relevant primary, or secondary texts and students work in groups preparing answers to the seminar questions, which link to the Assignment, the Seminar file. Independent study should be used for wider reading around lecture topics and preparation of seminar presentations and Seminar File.

This module introduces you to some of the major concerns of historians of modern history, and provides a thematic foundation for understanding the making of the modern world. It raises key questions concerning the relationship between economic, social and political and cultural change and charts chronological changes and thematic trends from the 16th through to the 20th century. Specific issues covered include peasant societies, industrialisation, the expansion of Europe and the beginning of globalisation, human migration and diasporas, slavery, racism and political, cultural and social developments in the nineteenth and twentieth centuries. The first section focuses on wider developments, the second section on human responses to those developments, global and local.

A SEMINAR FOLDER length 2000 weighted at 100%.
@ 2,000 WORDS IN TOTAL OVER FOUR SELECTED LECTURE TOPICS BY STUDENTS AND RELATED SEMINAR QUESTIONS AND PROVIDE A BRIEF SUMMARY OF EACH TOPIC IN APPROXIMATELY 500 WORDS PER TOPIC.

The summaries should be based on the information taken from the lectures and lecture handouts and from the additional reading undertaken from seminars. Each topic summary should provide a concise answer to the relevant seminar question. The seminar file should reflect the knowledge, historical insight and skills that students have gained in studying the module, as outlined in the learning outcomes.

Cohen, R., Global Diasporas (London, UCL Press, 1997)
Ferro, M., Colonisation: A Global History (Routledge, 1997)
Hall, S., Held, D., Hubert, D. & Thompson, K. (eds), Modernity: An Introduction to Modern Societies
(Cambridge, Polity Press, 1995)
Hobsbawm, E., The Age of Extremes 1914-1991 (1994) Michael Joseph
Hobsbawm, E., The Age of Revolution 1789-1848 (1962)
Hobsbawm, E., The Age of Revolution: Europe 1789-1848, (London, Cardinell, 1973)
Hobsbawm, E., The Age of Capital 1848-1875 (Weidenfield & Nicholson 1975)
Hobsbawm, E., The Age of Empire 1875-1914 (Weidenfield & Nicholson 1987)
Kemp, T., Historical Patterns of Industrialisation 2nd. edn. (Harlow, Longman, 1993)
Malik, K. , The Meaning of Race: Race, History and culture in Western Society, (Macmillan, 1996, Basingstoke)
Rule, J. , The Labouring Classes in Early Industrial England 1750-1850 (Harlow, Longman, 1986)
Royle, E., Chartism, 3rd ed., (Harlow, Longman)
Tilly, L., & Scott, J., Women, Work and Family (Methuen, 1987)
Tosh, J., The Pursuit of History, 3rd edn., (Harlow, Longman, 2000)
Walvin, J., Slaves and Slavery: the British colonial Experience, (Manchester UP, Manchester, 1992)

Library resources, Internet.

Academic General Learning Outcomes
(1) Ability to identify trends and patterns of change over time.
(2) Awareness of the inter-relationship of economic, social, cultural and political aspects of history,
and the ability to demonstrate this through a seminar file summarising the key points of discussion
raised in 4 of the seminar questions.
(3) A broad, but critically reflective, understanding of the differing approaches to the study of history.

Module-Specific Learning Outcomes:
(1) A broad understanding of historical periodisation, developments in specific regions and relevant
themes and issues raised for historians which provides a foundation for study of indepth courses at
Levels 2 and 3.
(2) Understanding of the chronological changes and thematic trends from the 16th through to the 20th
century and how historians have interpreted them.
(3) Understanding of the link between developments in British and European history and globalisation
since the 16th century.
(4) Appreciation of important interconnections between structural (economic and political) changes in
individual and group action in understanding historical change.
(5) Appreciation of key questions concerning the relationship between economic, social, political and
cultural change.
(6) An appreciation of the global dimensions of historical change and how this has impacted on
contemporary societies.
(7) An awareness of the foundations of western domination.

Transferable Skills:
(1) Ability to write according to specific conventions of presentation, including use of correct
footnoting and bibliographical formats.
(2) Ability to synthesise and summarise key issues and arguments from the 4 topics chosen for your assignment.
(3) Ability to present report neatly in appropriate academic style.