This course introduces you to the different frameworks which underpin historical research and the many different ways of writing history, while providing training in the skills necessary to practice history at undergraduate level. The module is taught through a range of case studies from different chronological periods. By the end of the module, you will not only understand why historians disagree, but you will have developed a set of practical skills that will enable you to participate in these debates, and to disagree with the historians you are reading (and perhaps with your tutors as well!)

On successful completion of the module a student will be able to:

Intellectual Skills:

• demonstrate, as a necessary foundation for more detailed analysis in Years Two and Three, an understanding of concepts such as  periodization, national history, comparative approaches;
• draw general conclusions about historical practice from the use of case studies relating to particular areas of historical debate;
• use a range of techniques to initiate and undertake analysis of information.

Discipline Specific (including practical) Skills:

• identify strengths, weaknesses, problems, and or peculiarities of alternative historical/historiographical interpretations;
• distinguish between popular and professional histories;
• develop causal explanations of historical processes;
• demonstrate skills in historical analysis;
• deepen their understanding of the broad themes and developments considered in the course through a case study of an event.

A range of teaching methods will be used in each of the sessions of the course, comprising a combination of lectures and seminar discussion of major issues.

Skills that will be practised and developed

Academic Skills (Knowledge, Understanding and Intellectual Skills)

Students will practise and develop their ability to:

• communicate ideas and arguments effectively, whether in class discussion or in written form, in an accurate, succinct and lucid manner.
• formulate and justify arguments and conclusions about a range of issues, and present appropriate supporting evidence
• modify as well as to defend their own position.
• think critically and challenge assumptions
• use a range of information technology resources to assist with information retrieval and assignment presentation.
• Manage their time and independently organise their own study methods and workload.
• work effectively with others as part of a team or group in seminar or tutorial discussions.    

How the module will be assessed

• Formative: 1 x 250 word abstract
• Summative 4 x multiple-choice VLE tests on study skills (pass/fail) [10%] and 1 x 2000 word essay [90%]

The VLE tests are designed to reinforce practical skills (using module handbook, using the library, referencing, and written style) which will also be discussed in course literature and in lectures and seminars where appropriate.

The essay is designed to give students the opportunity to demonstrate their ability to review evidence, draw appropriate conclusions from it and employ the formal conventions of scholarly presentation. Students will have the opportunity to write on frameworks or on the differences between academic and popular history. The essay must be no longer than 2,000 words (excluding appendices, references, and bibliography).

The opportunity for reassessment in this module

Individual cases will be determined by the Examination Board of the History Board of Studies.  Reassessment will normally take the form of a reassessment of the failed components (e.g. coursework, examination) in the August Resit Examination Period.

The syllabus will include discussion of key frameworks such as periodisation, nations, biography and a range of topics relating to public engagement with history.

 John Tosh, The Pursuit of History, 5^th edn (2009).

Peter Lambert and Phillipp Schofield (eds), Making History: an introduction to the practices of history (2004).

Mary Fulbrook, Historical Theory: ways of imagining the past (2007).

Ludmilla Jordanova, History in Practice, 2^nd edn (2006).

Jeremy Black and Donald Macraild, Studying History, 3^rd edn (2009).

Mark Donnelly and Claire Norton, Doing History (2011).