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Overview

Indicative List

1a. Introduction to the module. Starting your dissertation – the grant proposal

1b. Grant proposal – discussing your topics

Archives

2a Lecture – an introduction to the archives sector

2b. Worksop – visit to the North Wales Archive

Applied History

3a. Writing for the public

3b. History and policy

Heritage Trail

4a. Introduction to the topic and history of heritage tours

4b. Types and scope of heritage trails

5a. Tour of 91¾«Æ·ºÚÁÏ³Ô¹Ï (students to critique)

5b. Assessment, methodology and guidance.

Oral history project

7a. The history and context of oral history

7b. Doing oral history: interviews and ethics

8a. Oral history in action c. 1900-1970s

8b. Oral history in action c. 1970s until today

9a. Introduction to data sets in Excel coding exercises and project introduction

9b. Introduction to coding

10a. Coding exercises and project introduction

10b. Teaching History

Public History

11a. Lecture - approaches to Public History

11b. Workshop - on-site workshop with a local history

Students will also be expected to attend at least three sessions from the School's Research Seminar series.

Assessment Strategy

-good -Students who receive a mark ranging between B- and B+ will compile a bibliography meeting the criteria above, but perhaps also containing some unusual or very recent items, which would suggest effective and imaginative use of finding aids. Their literature search should also show good critical acumen. Their research proposal will be adequate as a foundation for a dissertation – but may also include perceptive understandings of the state of the chosen field, imaginative choices of primary material, or full understandings of the possible problems (as well as the strengths) of the chosen methodology. They will speak clearly and will establish eye contact with the audience in their presentation, using the time and materials sensibly to convey a clear case. In evaluating the research seminar paper, they will engage with historiography or archaeology, as applicable, but such an engagement may not be consistently sustained throughout, or may be lacking critical engagement.

-excellent -Students who achieve A- and above will produce correct bibliographies with an excellent critical literature search demonstrating an understanding of a very high standard, and a fully effective research proposal which suggest a research project of great insight or significance as well as originality. They will produce and explain a cogent piece of work using relevant forms of presentation with clarity and precision as well as demonstrate visual aids of a professional standard. Strong and consistent critical engagement with historiography or archaeology in their critique of a research seminar paper.

-Threshold -Students who receive a mark ranging between C- to C+ will compile a bibliography of primary and secondary sources in the relevant area and present it correctly and write a literature search with adequate critical comment, and they will assemble a research proposal likely to serve as the foundation of a solid academic dissertation. They will show some awareness of the audience and of the methods required to engage people, but will still lack fluidity or content. In evaluating the research seminar paper, they will critically interrogate it, without, however, engaging with relevant historiography or archaeology.

Learning Outcomes

• Acquire an in-depth knowledge and the ability to critically evaluate secondary and primary material in a chosen scholarly area.

• Be able to place research within a broader framework of historiography.

• Construct a plan for a manageable research project to produce a substantial and original piece of historical investigation and analysis.

• Develop an independent research question and evaluate its significance to historiography .

• Formulate and test a hypothesis for an original research project.

• Organise own learning through self-management and work to deadlines.

• Present complex ideas in a coherent and accessible form and report to a professional standard.

• Produce a critical literature search relevant to the dissertation with a correctly set out bibliography.

• Write for a wider non-academic readership (eg history magazines, giving evidence/context for government, etc.,).