|Delivery Type||Delivery length / details|
|Seminars / Tutorials||10 x 3 hour sessions|
|Seminars / Tutorials||Individual 10-minute 'feedback tutorial' per written assignment submitted|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Essay 1 - 1 x 2,500 word essay||25%|
|Semester Assessment||Essay 2 - 1 x 2,500 word essay||25%|
|Semester Assessment||1 x 1,500 word document analysis||10%|
|Semester Exam||2 Hours 1 x 2 hour examination||40%|
|Supplementary Assessment||Essay 1 - 1 x 2,500 word supplementary (resit) essay||25%|
|Supplementary Assessment||Essay 2 - 1 x 2,500 word supplementary (resit) essay||25%|
|Supplementary Assessment||1 x 1,500 word supplementary (resit) document analysis||10%|
|Supplementary Exam||2 Hours 1 x 2 hour supplementary (resit) examination||40%|
On successful completion of this module students should be able to:
Display a critical understanding of the distinctive social, economic, political and cultural history of Britain in the 1960s
Comprehend and assess historical debates and interpretations, such as the continuing debate over how lasting was the impact of the sixties' cultural revolution and what were its origins.
Study, analyze and assess a range of different types of historical evidence, including art, films, music and literature from the sixties.
Express understanding of related issues, such as gender relations, the role of London and the influence of the USA, and discuss them through writing in an academic context.
Work independently and as part of a group and take an active part in group discussions (unassessed).
Special Subjects provide third-year students with an opportunity to study a particular period in great depth and partly on the basis of primary sources. They are intensively taught, and particularly high standards of precision, creativity and knowledge are expected from students. Together with the dissertation and the general historical problems module, they provide final-year students with an opportunity to demonstrate the maturation of their historical and other skills and of their intellectual sensitivity. The range of special subjects reflects the range of teaching and research interests on the part of departmental staff. As in other core courses, a wide choice of periods and approaches is made available.
2. US Influences – The Beats
3. US Influences - Politics and Protest
4. London and the Cultural Revolution
5. The Hippie Economy
6. Revolution in the North
7. Liberated Women
8. Music, Art and Fashion
9. Ordinary Life
10. The Legacy of the 1960s
This module will utilize a broad range of fascinating primary sources to explore the distinctive history of this captivating decade. Initial sessions will consider the broader antecedents of changes during the decade, historical youth movements, challenges to the political and ideological status quo, avant garde art movements, literary and popular musical trajectories etc and their impact. Subsequent seminars will focus on various aspects of the cultural revolution identifying key figures events and ideas, all the while trying to ascertain the real depth and impact of these events and processes. Topics will include the role of London, the various influences emanating from the USA, contrasting political cultures, the economic genesis and impact of cultural changes, shifting gender relations, the regional impact of cultural changes. The final seminars will question the impact of high profile, media sensitive events upon the progress of 'ordinary' life throughout Britain, and consider the lasting legacies which came from the so-called Swinging Sixties, including perhaps the reactionary changes of the 1980s.
|Skills Type||Skills details|
|Application of Number||n/a|
|Communication||Read a wide range of both primary and secondary texts; improve listening skills during the lectures, and consequently develop skills in note taking; demonstrate and develop the ability to communicate ideas in two essays; skills in oral presentation will be developed in seminars.|
|Improving own Learning and Performance||Show awareness of own learning styles, personal preferences and needs; devise and apply realistic learning and self management strategies; devise a personal action plan to include short and long-term goals and to develop personal awareness of how to improve on these.|
|Information Technology||Students will be encouraged to locate suitable material on the web and to access information on CD-Roms and to apply it appropriately to their own work. Students will also be encouraged to word-process their work. These skills will not be formally assessed.|
|Personal Development and Career planning||Develop awareness of personal skills, beliefs and qualities in relation to course in progression; plan and prepare for future course / career.|
|Problem solving||Identify problems and factors which might influence potential solutions; develop creative thinking approaches to problem solving; evaluate advantages and disadvantages of potential solutions.|
|Research skills||Understand a range of research methods and plan and carry out research; produce academically appropriate pieces of written work.|
|Subject Specific Skills||Develop a knowledge of, and familiarity with, a range of different sources from the modern period, including unpublished and published documents; develop the ability to use appropriate historical research tools effectively.|
|Team work||Understand the concept of group dynamics; contribute to the setting of group goals; contribute effectively to the planning of group activities; play an active part in group activities (e.g. short group presentations in seminars); evaluate group activities and own contribution.|
This module is at CQFW Level 6