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Session: 2022/23
Last modified: 04/07/2022 11:08:34
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Title of Module: Making the Modern World |
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Code: SOCY07012 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | M
Pugh |
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| Summary of Module |
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This module addresses key social science themes in promoting a broad historical knowledge and understanding of economic, political, societal and cultural aspects of globalization spanning three centuries. It encourages students to consider international as well as local and place specific experiences of these changes. After an introductory exploration of conceptions of history students are introduced to a framework for understanding major systemic developments associated with globalization in the late 19th and early 20th centuries and then in the late 20th and early 21st centuries. Lectures and seminars then overview key concepts associated with globalization and economic development: nationalism, urbanisation and international cooperation and conflict, including imperialism, colonialism and decolonisation. Throughout, students are encouraged to appraise the value of diverse historical sources for appraising the experiences of social and economic change the module covers. The module offers students a valuable grounding and context for the broader study of social sciences.
- To overview globalisation and the 'making of the modern world' in its local and international dimensions.
- To introduce students to basic historical methods and historical sources.
- To consider changing class, race, gender and other key relationships in the context of modernity and globalisation, through selected case studies and examples.
- To develop students' basic academic literacy, groupwork and interpersonal skills in the context of researching and writing about the above issues.
- To promote historical awareness, reflection and intercultural sensitivity regarding power relationships and exploitation that shape the modern world.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Discuss economic, sociological and historical arguments relating to contemporary and past experiences of globalization in both spoken and written formats.
L2.
Critically appraise the value of primary sources with reference to relevant theories.
L3.
Demonstrate initiative and independence in gathering, selecting and recording information and presenting synthesised conclusions. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Demonstrating a broad knowledge of historical and modern trends in society and state.
Understanding routinely identified features of modernity.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Interpreting and evaluating a selected range of source material.
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| Generic Cognitive skills |
SCQF Level 7.
Presenting arguments in written form.
Interpreting and evaluating explanations which are routine to the study of social science.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Presenting and discussing routine evidence and explanations.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercising some initiative and independence in gathering, selecting and recording evidence.
Working with others in small and large group discussions.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | None |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module aligns with the philosophy of constructive alignment of its learning outcomes, content and assessment. It is delivered through a mix of interactive lecture sessions incorporating discussion breaks and relevant tasks, seminars supporting more intimate and extended discussion of selected topics and themes in group settings with tutor support and tapered scaffolding (i.e. more support generally provided at the start of the module than at the end subject to student needs). Students are exposed to a range of historical materials, not least oral history recordings on relevsnt themes, and encouraged to analyse these with reference to relevant theoretical frameworks and level-appropriate academic literature, tying in with the first summative assessment. The second (individual essay) assessment is similarly scaffolded by familiarising students with academic book chapters and articles and the skills needed to summarise and evaluate these in the development of a basic academic argument in response to an essay question. Students are offered a choice of sources and topics for both assessments to support a more personalised learning experience. Each week's lecture session incorporates a 'check-in' session where the module team can gauge student engagement and students can ask any arising questions from their engagement with the course materials. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 22 |
| Tutorial/Synchronous Support Activity | 8 |
| Asynchronous Class Activity | 8 |
| Independent Study | 162 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Alberto, A. (2005) Global modernization: rethinking the project of modernity. London: Sage.
Carbally, J.C. (2018) The Twentieth Century World, 1914 to the Present: State of Modernity. London: Bloomsbury.
Getz, T.R. (2018) The Long Nineteenth Century, 1750-1914: Crucible of Modernity. London: Boomsbury.
Merriman, J. (2004), A History of Modern Europe; (Vol 2) From the French Revolution to the Present, New York: Norton.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance Requirements
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Social Sciences |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | UG Social Sciences - Sociology & Social Policy |
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| Moderator | David McKeever |
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| External Examiner | R Ryder |
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| Accreditation Details | N/A |
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| Version Number | 2.12 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Group Coursework (40%) |
| Essay Assessment (60%) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Equality & Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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