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HIS-20119 - Module Specification
School of Humanities
Faculty of Humanities and Social Sciences

For academic year: 2024/25 Last Updated: 29 June 2024

HIS-20119 - History Beyond the Classroom
Coordinator: Kristen Brill Tel: +44 1782 7 33201
Lecture Time: See Timetable...
Level: Level 5
Credits: 15
Study Hours: 150
School Office: 01782 733147

Programme/Approved Electives for 2024/25

None

Available as a Free Standing Elective

No

Co-requisites

None

Prerequisites

None

Barred Combinations

None

Description for 2024/25

In this interactive module you will learn how History is taught outside of the academic setting in places such as heritage sites, museums and advocacy organizations. You will grapple with how history is being presented to different groups for different purposes. A teaching team across History and Education will deliver the sessions; you will learn alongside students in Education and share your specialist knowledge with your peers across disciplines. Field trips will complement your seminar teaching and learning programme to apply your skills to case studies.

Aims
This module aims to develop students' understanding of public and applied history through experiential and peer-based learning practice.

Intended Learning Outcomes

critically analyse themes and issues surrounding the significance of public and applied history: 1,2
identify key primary and secondary sources related to the heritage sector and public history: 2
develop collaborative communication skills through experiential and peer-based learning practice: 1,2
constructively reflect on their own academic and professional development: 1
evaluate and assess the presentation of historical narratives to different audiences: 1,2

Study hours

12 x 2-hour classroom seminars = 24
2x6-hour field trips to partner organizations =12
Meeting with History module convener and History students to discuss Assessment 1 and examine examples of good practice: 1
Meeting with History module convener and History students to discuss Assessment 2 and examine examples of good practice: 1
Preparation for seminars and field trips = 58
Essay research and preparation = 32
Reflective diary research and preparation = 10
Formative group work with Education students (peer-based learning groups: students asked to meet in assigned groups of four with HIS and EDU students before the seminar to engage with weekly assigned task -to be done online or in-situ at group's discretion)= 12

School Rules

None

Description of Module Assessment

1: Assignment weighted 35%
Reflective Diary (1,000 words)
Students will complete a reflective diary to critically evaluate the core themes and skills developed on the module. Students must include entries for at least three sessions and the field trips must be discussed.

2: Essay weighted 65%
Research Essay (1,500 words)
Students will select a research essay question from at least seven options. Examples of indicative essay questions include: Critically evaluate two different interpretations of historical narrative presented at two museums or heritage sites. How can environmental history shape priorities of public history? Provide at least one example.

The University undertakes a continuous review of its teaching and research provision to ensure programmes are of a high quality and changes may be made to modules where it is necessary and reasonable to do so. Please be aware that minor changes to modules, such as a change to an individual assessment, can occur up until enrolment, although we endeavour to give you as much notice as possible of any changes. Details about the circumstance in which changes are made to programmes can be found in the Student Agreement, available at: https://www.keele.ac.uk/legalgovernancecompliance/governance/actcharterstatutesordinancesandregulations/studenttermsconditions/

Last Updated: 29 June 2024