|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 x 1,500 word oral assessment||25%|
|Semester Assessment||1 x 1,500 word document analysis||25%|
|Semester Exam||2 Hours (1 x 2 hour exam)||50%|
|Supplementary Assessment||(Resit) Document analysis 1 - 1 x 1,500 words||25%|
|Supplementary Assessment||(Resit) Document analysis 2 - 1 x 1,500 words||25%|
|Supplementary Exam||2 Hours (Resit) (1 x 2 hour exam)||50%|
On successful completion of this module students should be able to:
1. Demonstrate an understanding of the concept of Romanticism, and its various expressions in early nineteenth century Wales.
2. Demonstrate an understanding of the alternative expressions of Welsh identity that emerged in the nineteenth century.
3. Critically evaluate how Welsh identity has changed and developed over time.
4. Demonstrate an ability to use a wide range of historical sources, including visual and literary sources.
This module and its companion will be the only Special Subject offered in the department on an exclusively Welsh theme. They utilize the abundant resources of the Iolo Morganwg archive at the National Library of Wales in order to introduce students to the remarkably creative activities of those individuals who, inspired by the ideals of the Romantic movement, sought to recreate ideas of Wales and Welshness at the end of the eighteenth and the beginning of the nineteenth centuries..
This module examines what has been called the ‘Eighteenth- Century Welsh Renaissance’, the cultural renewal that saw the forging of new notions of Wales and Welshness during the second half of the eighteenth and first half of the nineteenth centuries. This module focuses on rival visions of Welsh identity, that for a time seemed more popular than that fleshed out by Iolo Morganwg. These included a politically conservative and loyal Wales, that had little time for the radicalism of the French Revolutionary era, a Nonconformist Wales, a Picturesque and Romantic Wales, and a Victorian Wales, that prized respectability above all else.
2. Responding to the French Revolution
3. The impact of the French invasion (1797)
4. Wales and the Picturesque
5. Wales through the eyes of travel writers
6. Religious Revivals
7. Was nineteenth-century Wales a theocracy?
8. The Blue Books Controversy (1847)
9. Victorian Wales
10. Concluding session: When was Wales?
|Skills Type||Skills details|
|Application of Number||N/A|
|Communication||Written communication skills will be developed through the coursework and written examination; skills in oral presentation will be developed in seminars but are not formally assessed.|
|Improving own Learning and Performance||Students will be advised on how to improve research and communication skills through the individual tutorial providing feedback on submitted coursework.|
|Information Technology||Students will be encouraged to locate suitable material on the web and to apply it appropriately to their own work. Students will also be expected to word-process their work and make use of Blackboard. These skills will not be formally assessed.|
|Personal Development and Career planning||Students will develop a range of transferable skills, including time management and communication skills, which may help them identify their personal strengths as they consider potential career paths.|
|Problem solving||Students are expected to note and respond to historical problems which arise as part of the study of this subject area and to undertake suitable research for seminars and essays.|
|Research skills||Students will develop their research skills by reading a range of texts and evaluating their usefulness in preparation for the coursework and the written examination.|
|Subject Specific Skills||Students will gain an in-depth knowledge of Wales in the Romantic era, engage with a wide ranger of historical materials, and carry out historical closely akin to that undertaken by professional historians. The Special Subject will give students a real feel for the historical profession.|
|Team work||Students will be expected to play an active part in group activities (e.g. short group presentations in seminars) and to learn to evaluate their own contribution to such activities.|
This module is at CQFW Level 6