|Delivery Type||Delivery length / details|
|Seminars / Tutorials||Individual 10-minute 'feedback tutorial' per written assignment submitted|
|Seminars / Tutorials||10 x 3 hour sessions|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 x 1,500 word document analysis||10%|
|Semester Assessment||Essay 1 - 1 x 2,500 word essay||25%|
|Semester Assessment||Essay 2 - 1 x 2,500 word essay||25%|
|Semester Exam||2 Hours (1 x 2 hour exam)||40%|
|Supplementary Assessment||1 x 1,500 word supplementary (resit) document analysis||10%|
|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 Exam||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 refugee policymaking process and the reception and distinctive experiences of refugee groups in the United States of America.
Comprehend and assess different historical debates and interpretations evident in related texts, ranging from contemporary sources to recent scholarly works.
Read, analyze and assess a range of different types of historical evidence.
Express understanding and discuss related issues through writing in an academic context
Work independently and as part of a group (unassessed) and take an active part in group discussions (unassessed).
The module begins with a survey of US immigration policy, before going on to examine the experiences of groups of refugees and would-be refugees in their home countries and in the United States. There is a particular emphasis on the links between foreign policy and refugee policy, as the module examines why certain national and religious groups were given privileged access to the United States while others were excluded. During most of this period, the Cold War led US policymakers to believe it important to provide refuge to those leaving Communist states, even if they had not been singled out for persecution. On the other hand, would-be refugees from friendly countries were not welcome. The module will also look beyond Washington to discuss the part played by non-governmental organizations and individuals as advocates for the admission of certain groups, and at the role of public opinion in the reception of refugees. The final focus is on the resettlement of refugees in the United States. How did they cope with the challenges of a new country, a new language and a new culture? To what extent can they be said to have assimilated in American society?
1. A history of US immigration policy
2. Refugees from Nazi Germany
3. Displaced People
4. The Hungarian refugee influx
5. The Cuban Refugee Program
6. Soviet refugees
7. Indochinese refugees
8. The 1980 Refugee Act and the Mariel Boatlift
9. The unwanted: Haitians, Salvadorans, Nicaraguans
10. The Rafter Crisis
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.
|Skills Type||Skills details|
|Application of Number|
|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