{"id":167,"date":"2022-04-26T09:07:13","date_gmt":"2022-04-26T08:07:13","guid":{"rendered":"https:\/\/petconroy.uk\/academia\/?page_id=167"},"modified":"2024-03-24T00:20:22","modified_gmt":"2024-03-24T00:20:22","slug":"history","status":"publish","type":"page","link":"https:\/\/petconroy.uk\/academia\/history\/","title":{"rendered":"History"},"content":{"rendered":"\n

Part of BA (Hons) History and Journalism Studies, 2021-<\/em>2025<\/h3>\n\n\n\n

2021-2022<\/h2>\n\n\n\n

The Making of Modern Britain 1707 to 2000: An Introduction<\/em> (Autumn 2021)<\/h3>\n\n\n\n
ASSIGNMENT<\/th>GRADE<\/th>READ<\/th><\/tr><\/thead>
Skills Portfolio: Devine, T. M. \u201cChapter 5: The Highland and Lowland Clearances.\u201d In Clearance and Improvement : Land, Power and People in Scotland: 1700 – 1900<\/em>, 93\u2013112. Edinburgh, Scotland: John Donald Short Run Press, 2010.<\/td>68 (2.1)<\/td>PDF<\/a><\/td><\/tr>
Essay: ‘Was Britain a better place in which to live and
work at the end of the 20th century compared to
the end of the 18th Century?’ (special focus: Education)<\/td>		68 (2.1)<\/td>PDF<\/a><\/td><\/tr>
Module Final Grade<\/strong><\/td>68 (2.1)<\/strong><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Concepts of History: Themes and Transformations<\/em> (Spring 2022)<\/h3>\n\n\n\n
ASSIGNMENT<\/th>GRADE<\/th>READ<\/th><\/tr><\/thead>
Source Analysis: Source Analysis: Summers, Thomas Osmond. Yellow Fever. Nashville, Tennessee, USA: Wheeler Brothers, 1879, 54 – ‘The Death Rate’<\/em><\/td>72 (1st)<\/td>PDF<\/a><\/td><\/tr>
Examination:
– Essay: Does all power ultimately rest upon violence?
– Source Analysis: Extract from Archibald Alison, \u201cThe Chartists and Universal Suffrage,\u201d in Blackwood\u2019s Edinburgh Magazine, ed. John
Blackwood, vol. XLVI (Edinburgh, UK: William Blackwood & Sons, 1839), 289\u2013303, https:\/\/babel.hathitrust.org\/cgi\/pt?id=mdp.39015028027830&view=1up&seq=303&skin=2021.
– Source Analysis: Independence Declaration (1776) United States. \u201cConstitution of the United States and the Declaration of Independence.\u201d Washington D.C., USA, United States of America: US GPO, 2009.
https:\/\/heinonline.org\/HOL\/P?h=hein.cow\/cusdoin0001&i=39.<\/td>		72 (1st)<\/td>PDF<\/a><\/td><\/tr>
Module Final Grade<\/strong><\/td>72 (1st)<\/strong><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

2022-2023<\/h2>\n\n\n\n

PDFs and ‘what went wrong’ discussion pages are coming soon.<\/p>\n\n\n\n

Autumn 2022<\/em><\/h3>\n\n\n\n
MODULE<\/th>ASSIGNMENT<\/th>GRADE<\/th>READ<\/th><\/tr><\/thead>
For the Lion: Scotland in the British Isles and Europe 1100-1542<\/td>Skills Portfolio, Assessment of Matthew
Hammond, \u2018Royal and Aristocratic Attitudes to Saints and the Virgin Mary in Thirteenth-Century Scotland\u2019, in S. Boardman and E. Williamson eds., The Cult of Saints and the Virgin Mary in Medieval Scotland<\/em> (Woodbridge, 2010), 61-85.<\/td>		67 (2.1)<\/td>??<\/td><\/tr>
For the Lion: Scotland in the British Isles and Europe 1100-1542<\/td>Essay: What were the key strengths of the Scottish
church by c.1472?#<\/sup><\/td>		58 (2.2)<\/td>??<\/td><\/tr>
For the Lion: Scotland in the British Isles and Europe 1100-1542<\/strong><\/td>Module Final Grade<\/strong><\/td>62 (2.1)<\/strong><\/td><\/td><\/tr>
Reputations in History<\/td>Document Exercise: David Livingstone<\/td>76 (1st)<\/td>??<\/td><\/tr>
Reputations in History<\/td>Essay: Was Maclean\u2019s decision not to join the Communist Party of Great Britain the key element in assessing his reputation? Discuss for the period from the 1920s to the 1980s.<\/td>73 (1st)<\/td>??<\/td><\/tr>
Reputations in History<\/strong><\/td>Module Final Grade<\/strong><\/td>74 (1st)<\/strong><\/td><\/td><\/tr><\/tbody><\/table>
*These may contain the marker’s comments. #For a discussion of what went wrong, please click the assignment hyperlink.<\/figcaption><\/figure>\n\n\n\n

Spring 2023<\/em><\/h3>\n\n\n\n
MODULE<\/th>ASSIGNMENT<\/th>GRADE<\/th>READ<\/th><\/tr><\/thead>
Africa between c.1800 and 1939<\/td>Essay: Why was the jihad of Usuman dan Fodio in
Hausaland successful?<\/td>		68 (2.1)<\/td>??<\/td><\/tr>
Africa between c.1800 and 1939<\/td>Exam: Q1: Did the ban on the trans-Atlantic slave trade from 1807 onwards bring an end to the slave trade in West Africa? | Q2: How far can the rise and character of the Zulu Kingdom be explained in terms of the personality of Shaka?<\/td>56 (2.2)<\/td>??<\/td><\/tr>
Africa between c.1800 and 1939<\/strong><\/td>Module Final Grade<\/strong><\/td>62 (2.1)<\/strong><\/td><\/td><\/tr>
Rebellion and Enlightenment: Scotland 1713 to 1815<\/td>Essay: Compare and contrast the accounts of 4 Scottish Parishes in the Statistical Account (1790s) with respect to the established and dissenting church.<\/td>63 (2.1)<\/td>??<\/td><\/tr>
Rebellion and Enlightenment: Scotland 1713 to 1815<\/td>Exam: Q1: Was the church the main source of support for the poor in eighteenth-century Scotland? | Q2: Source Analysis: Parish of Peebles, Statistical Accounts | Q3: Source Analysis: Parish of Gairloch, Statistical Accounts.<\/td>49 (3rd)<\/td>??<\/td><\/tr>
Rebellion and Enlightenment: Scotland 1713 to 1815<\/strong><\/td>Module Final Grade<\/strong><\/td>60 (2.1)<\/strong><\/td><\/td><\/tr><\/tbody><\/table>
*These may contain the marker’s comments. #For a discussion of what went wrong, please click the assignment hyperlink.<\/figcaption><\/figure>\n\n\n\n

2023-2024<\/h2>\n\n\n\n

Autumn 2023<\/em><\/h3>\n\n\n\n
MODULE<\/th>ASSIGNMENT<\/th>GRADE<\/th>READ<\/th><\/tr><\/thead>
Vikings, a Global Saga<\/td>Essay: Martyred or Murdered: The Deaths of Abbot Blathmac and King Edmund.<\/td>90 (1st)<\/td>LINK<\/a><\/td><\/tr>
Vikings, a Global Saga<\/td>Essay: Beyond Raiding: Unveiling the Epic Voyages of the Vikings (793-1066 AD)<\/td>78 (1st)<\/td>LINK<\/a><\/td><\/tr>
Vikings, a Global Saga<\/strong><\/td>Module Final Grade<\/strong><\/td>84 (1st)<\/strong><\/td><\/td><\/tr><\/tbody><\/table>
*These may contain the marker’s comments. #For a discussion of what went wrong, please click the assignment hyperlink.<\/figcaption><\/figure>\n\n\n\n

Spring 2024<\/em><\/h3>\n\n\n\n
MODULE<\/th>ASSIGNMENT<\/th>GRADE<\/th>READ<\/th><\/tr><\/thead>
Religion, Denomination and Prejudice in Britain 1780-1914<\/td>Essay: To what extent was religion the most important aspect of an individual’s identity in nineteenth century Britain?<\/td>TBA (TBA)<\/td>??<\/td><\/tr>
Religion, Denomination and Prejudice in Britain 1780-1914<\/td>Exam: <\/td>TBA (TBA)<\/td>??<\/td><\/tr>
Vikings, a Global Saga<\/strong><\/td>Module Final Grade<\/strong><\/td>TBA (TBA)<\/strong><\/td><\/td><\/tr><\/tbody><\/table>
*These may contain the marker’s comments. #For a discussion of what went wrong, please click the assignment hyperlink.<\/figcaption><\/figure>\n\n\n\n

2024-2025<\/h2>\n\n\n\n

Autumn 2024<\/em><\/h3>\n\n\n\n

Coming Soon<\/em><\/p>\n\n\n\n

Spring 2025<\/em><\/h3>\n\n\n\n

Coming Soon<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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