- Dr Andrew Holmes (Lecturer - Queen's University, Belfast)
|Delivery Type||Delivery length / details|
|Seminar||10 x 2 Hour Seminars|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Oral assessment (1,000 words)||20%|
|Semester Assessment||Written project (4,000 words)||80%|
|Supplementary Assessment||Written essay in lieu of oral assessment (1,000 words)||20%|
|Supplementary Assessment||Written assignment (4,000 words)||80%|
On successful completion of this module students should be able to:
1. Demonstrate an understanding of the key changes in British society and culture 1960-1980.
2. Interpret the past for a variety of audiences while demonstrating an awareness of the key ideas in heritage studies, including authenticity, value, and political power.
3. Engage critically with how the 60s/70s are interpreted in the present, both in the media and as forms of official and unofficial heritage.
4. Demonstrate an ability to understand and critically analyse heritage legislation.
5. Understand how to look at the discipline of academic history through the lens of heritage theories.
2. Americanisation and the rise of consumerism
3. Women: work, home and feminism
4.Race relations: a hidden history
5. Ableism, homophobia and mental health: then & now
6. Politics: trouble at home and abroad
7. Britain in chaos: the oil crisis and miners’ strike
8. Counterculture: or, how to escape
9. A united kingdom? Constituent parts of the UK in the 60s/70s
10. Looking onwards to Thatcher and the 80s
This module explores the contemporary heritage of British society and culture in the period from 1960 to 1980. It engages with a range of primary resources including films, music and material artefacts to explore the ways in which the period is interpreted and understood. Britain experienced significant change in the 1960s and 1970s and these two decades saw tumultuous changes, affecting everything from the rhythm of daily life to Britain’s position in the world. While many structures of society remained the same, the period had a lasting impact that we still recognise today. Each session is split into two parts: the first covers a historical theme, and the second explores how it has been portrayed and preserved in contemporary media and heritage. We’ll be thinking about if/how the facts have been distorted, what is under- or over-represented, and the suitability of official protection that has been applied to its tangible and intangible legacy.
|Skills Type||Skills details|
|Application of Number|
|Communication||Written communication skills will be developed through the coursework and written examination; skills in oral presentation will be developed in seminars.|
|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||The module will develop a knowledge of heritage theory and how to apply it to a variety of contexts, skill in using interdisciplinary research methods, and the ability to use a variety of resources including heritage legislation, audiovisual media, and material culture.|
|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 5