Re-igniting the Dragon
Run by School of History, Philosophy and Social Sciences
20 Credits or 10 ECTS Credits
Organiser: Dr Mari Wiliam
Overall aims and purpose
This module explores the political, economic, social and cultural currents which affected Welsh society after 1939. At its core it aims to examine the concept of 're-igniting the dragon'. To what extent did Wales change and re-invent itself between the Second World War and the turn of the 21st century? How can Welsh nationhood be interpreted during these decades? What did the term 'Welsh' actually mean? The overlap between Britishness and Welshness will provide a backdrop to this exploration, particularly in terms of the dominant issues of political nationalism, economic dislocation, popular culture and welfare reforms. Students will be encouraged to debate the dialectic of post WWII Welsh historiography, and to interpret the role of political parties, pressure groups and protest in the formation of a 'modern' Wales. Themes such as gender, race, class, rurality, urbanisation, language, religion and terrorism will be key to this analysis. Students will be guided to explore primary sources including newspaper articles, literature, photographs, adverts, discographies, film, oral history testimony and political blogs. Secondary sources utilised in this module will have an interdisciplinary emphasis, combining history with the social sciences, anthropology, political geography, political science and media studies.
- Wales and the Second World War
- Austerity Forties, reconstruction and `Welfare Wales’?
- From skiffle to punk: Social and economic change 1950-1980
- 'Life in a Welsh Countryside' (rural Wales and farm life)
- 'Welcome to Sunny Rhyl': Tourist Wales and the role of festivals
- Labour Wales
- 'Conservative' Wales?
- Plaid Cymru and political nationalism
- 'The Dragon has Two Tongues' - language and identity in Wales
- We'll keep a welcome in the hillside: protest, paramilitaries and immigration
- 1980s Wales (Miners' Strike, privatisation, S4C etc)
- 'Good morning Wales': Devolution referenda and campaigns (Workshop)
- 'Blair's Babe'?: Politics, pop and society in post-devolution Wales
- Field trip: 1 day visit to the National Library of Wales to access archival collections of relevance to the module. This can be linked to the blog assessment.
C- to C+
There are three grades for lower second-class performance: C+ (58%) Work will receive a C+ mark if it: shows evidence of solid reading, but remains partially superficial; covers the important aspects of the relevant field, but in some places lacks depth; advances a coherent and relevant argument; employs some evidence to back its points; and is presented reasonably well with only a few or no mistakes. It will also contain appropriate references and bibliography, which may, however, be slightly erratic and/or partially insufficient. C (55%) Work will receive a C mark if it: shows evidence of solid reading, but remains superficial; covers most of the important aspects of the relevant field, but lacks depth; advances a coherent and largely relevant argument; employs some limited evidence to back its points; and is presented reasonably well with only limited mistakes. It will also contain appropriate references and bibliography, which may, however, contain some mistakes or be slightly erratic and/or partially insufficient. C- (52%) Work will receive a C- mark if it: shows evidence of solid reading, but little knowledge of in-depth studies (for first-year work the student may not have read beyond a few standard works; at second or third year the student may not have read a good selection of journal articles and specialist monographs); covers most of the important aspects of the relevant field, but lacks depth or misses a significant area (for second- and third-year work this may mean that it fails to deploy the historical details found in specialist literature); advances a coherent, and sometimes relevant argument, but drifts away from tackling the task in hand (for example, by ordering the argument in an illogical way, becoming distracted by tangential material, or lapsing into narrative of only partial pertinence); usually employs evidence to back its points, but occasionally fails to do so or deploys an insufficient range; displays an awareness that the past can be interpreted in different ways, but may fail to get to the heart of the central scholarly debate or fully understand a key point (in second- and third-year work this may extend to a failure to discuss important subtleties or ambiguities in the evidence, or to a lack of awareness of the current state of historical or archaeological debate); is reasonably well presented and contains appropriate references and bibliography, but makes some mistakes in presentation or appropriate use.
There are three grades for upper second-class performance: B+ (68%) Work will receive a B+ mark if it is consistently strong in: covering the necessary ground in depth and detail; advancing a well-structured, relevant, and focused argument; analysis and deployment of an appropriate range of historical and/or archaeological evidence and consideration of possible differences of interpretation; and is correctly presented with references and bibliography where appropriate. B (65%) Work will receive a B mark if it: is clear that it is based on solid reading; covers the necessary ground in depth and detail; advances a well-structured, relevant, and focused argument; analyses and deploys an appropriate range of historical and/or archaeological evidence and considers possible differences of interpretation; and is correctly presented with references and bibliography where appropriate. B- (62%) Work will receive a B- mark if it: is clearly based on solid reading; covers the necessary ground in some depth and detail; advances a properly-structured, relevant, and focused argument; analyses and deploys an appropriate range of historical and/or archaeological evidence and considers possible differences of interpretation; and is correctly presented with references and bibliography where appropriate.
There are four grades for first-class performance: A* (95%) At this level, first-class work earns its mark by showing genuine originality. It may advance a novel argument or deal with evidence which has not been considered before. Such originality of ideas or evidence is coupled with the standards of content, argument, and analysis expected of first-class work graded at A or A+. At this level, the work exhausts relevant secondary material, includes in dissertation work extensive and often unanticipated primary evidence, and betrays no factual or interpretative inaccuracy. It can also show a mastery of theory and deploy hypotheses subtly and imaginatively. In the case of essays and dissertations, work of this standard will be impeccable in presentation and will be publishable. A+ (87%) At this level, first-class work will also have its argument supported by an impressive wealth and relevance of detail, but will further deploy the evidence consistently accurately and give indications of deploying unexpected primary and secondary sources. It will habitually demonstrate a particularly acute and critical awareness of the historiography and/or archaeological debate, including conceptual approaches, and give a particularly impressive account of why the conclusions reached are important within a particular historical or archaeological debate. It will show a particularly sophisticated approach to possible objections, moderating the line taken in the light of counter-examples, or producing an interesting synthesis of various contrasting positions. It will be original work. The standards of content, argument, and analysis expected will be consistently first-class work. In essays and dissertations standards of presentation will be very high. A (80%) At this level, first-class work will have its argument supported by an impressive wealth and relevance of detail. It will usually also demonstrate an acute awareness of historiography and/or archaeological debate, and give an impressive account of why the conclusions reached are important within a particular historical or archaeological debate. It may show a particularly subtle approach to possible objections, moderating the line taken in the light of counter-examples, or producing an interesting synthesis of various contrasting positions. Overall, the standards of content, argument, and analysis expected will be consistently superior to top upper-second work. In essays and dissertations standards of presentation will be high. A- (74%) A first-class mark at this level is often earned simply by demonstrating one or more of the features of a good upper-second essay to a peculiar degree, for example presenting a particularly strong organization of argument, strong focus, wide range of reading, engagement with the historiography and/or archaeological debate, depth of understanding, an unobjectionable style, and strong presentation.
There are three grades for third-class performance: D+ (48%) Work is marked D+ if it: shows evidence of acceptable amounts of reading,but does not go much beyond what was referenced in lecture notes and/or a basic textbook; covers much of the necessary ground but fails to discuss one or a few vital aspects of a topic; deploys relevant material but partly fails to combine it into a coherent whole, or sustains a clear argument only for the greater part of the piece; deploys some evidence to support individual points, but sometimes fails to do so, or shows difficulty in weighing evidence, or chooses unreliable evidence; displays an awareness that the past can be interpreted in different ways but without devoting sustained discussion to this; is for the most part correctly presented but has sections where there are serious problems in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but occasionally misunderstands their appropriate use or makes mistakes in their presentation. D (45%) Work is marked D if it: shows evidence of an acceptable minimum of reading, based partly on lecture notes and/or a basic textbook; covers some of the necessary ground but fails to discuss some large and vital aspects of a topic; deploys some relevant material but partly fails to combine it into a coherent whole or sustains a clear argument for only some parts of the piece; deploys some evidence to support individual points but often fails to do so or shows difficulty weighing evidence or chooses unreliable, atypical or inappropriate evidence; shows some awareness that the past can be interpreted in different ways but the differences will not receive sustained discussion or analysis; is often correctly presented but has sections where there are serious difficulties in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but sometimes misunderstands their appropriate use or makes serious mistakes in their presentation. D- (42%) Work is marked D- if it: shows evidence of an acceptable minimum of reading, based largely on lecture notes and/or a basic textbook; covers parts of the necessary ground but fails to discuss some large and vital aspects of a topic; deploys some potentially relevant material but fails to bring it together into a coherent whole or sustains a clear argument for only parts of the piece; occasionally deploys evidence to back some individual points but often fails to do so or shows difficulty weighing evidence or chooses unreliable, atypical, or inappropriate evidence; may show some awareness that the past can be interpreted in different ways but the differences will not receive sustained discussion or analysis; is in part correctly presented but has sections where there are serious difficulties in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but sometimes misunderstands their appropriate use or makes serious mistakes in their presentation. In addition, for work that fails to meet the standard for honours: E+ (38%) Reading: Work may show evidence of reading—but this is largely cursory Content: Work discusses a limited number of the basic aspects of a topic, but leaves many out; or shows largely a limited knowledge of those it discusses; or is short weight; or makes major mistakes about the pattern of events. Argument: Work is mostly badly organized; or has a largely unclear argument; or makes an argument which is quite irrelevant to the task in hand. Analysis: Work deploys only a limited amount of evidence and tends more to express opinion without much support from historical fact (or archaeological evidence); or misuses evidence; or indicates only a limited sense that evidence can be interpreted in different ways. Presentation: Work makes some serious mistakes in presentation or writing style or in coherence; or makes some serious errors in grammar, spelling, or paragraph construction (but see guidelines on dyslexia below). Scholarly apparatus: Work prone to misuse references and bibliography, or inconsistent in recognizing when these are essential.
Demonstrate a familiarity with a wide range of primary sources and understand their historiographical significance.
Address the complexity of reconstructing the past, and the problematic and varied nature of studying both national and sub-national history.
Comprehend and validate how the period has been portrayed in specified secondary sources.
Develop and sustain historical arguments and academic debate on particular aspects of the period.
Comprehend and validate how the period has been portrayed in specified secondary sources.
Demonstrate an understanding of social, political and cultural change during this period in Wales.
|ESSAY||3000-4000 word essay||
The assessed essay of c. 3,000-4,000 words gives the scope for students to demonstrate their in-depth understanding of Welsh history post-1939, and to develop historical arguments based on historiography and comparative perspectives. It is an opportunity for students to explore a range of materials and to form evidence based, judicious conclusions.
Essays are a test of your skills, of your ability to 3000-4000 words use directed reading; to research a topic; to analyse material and understand different interpretations of the past; your ability to produce clear, evidence-based and properly referenced historical argument; presentation and your ability to organise your time so that the essay is submitted on time. Degree essays are supposed to be the result of considerable reading and research and of time spent considering your historical argument. Little credit will be given for work which simply repeats lectures or basic textbooks. The essays and their bibliographies will be expected to show evidence of wide reading (including journal articles and monographs). The argument of the work is expected to show independent judgement and engagement with any relevant historiographical debates. REMEMBER that you MUST provide references and a bibliography in the correct format. If you don't you will be penalised. All essays should be submitted in hardcopy and on Turnitin. All essays should be word-processed and well-presented. They must include a full bibliography and proper references. All assessed degree essays will be penalized according to University rules if they are handed in after the deadline and you have not arranged an extension with the Senior Tutor.
Degree essay questions will test knowledge and understanding of the overall development of the writing of history and historiography. Answers will be graded by considering scope of reading; content (the depth of knowledge displayed); the focus and clarity of argument; analysis (the ability to judge between interpretations and back arguments with evidence); presentation; and the ability to use references and bibliography appropriately [see Student Handbook for assessment criteria in these areas.] Answers will be expected to show detail of knowledge about the topic discussed and to engage with current historiographic controversies.
|INDIVIDUAL BLOG||Modern Wales Blog||
Blogs and wikis are an increasingly staple part of online life, and are used by the heritage industry, museums and libraries to keep in touch with both the public and the academic community. A number of academics also keep blogs in order to disseminate their research and opinions to a wider community. Blogs have a crucial role to play in the promotion of public history, and developing your skills in writing blog entries/wikis can boost your employability prospects. You will be provided with an example of a blog/wiki entry in your first seminar, and there will be an opportunity to discuss the concept in further seminars and with the module convenor.
The blog task will be separated into two components, of roughly equal length (i.e. 2,000 words). They should be submitted together, as a blog bundle. Both should be referenced, and the assignment should also include a thorough bibliography. 1. Select ONE person that you feel has made a pivotal contribution to Wales in the post-1939 period, and build an argument explaining why you feel this person is historically important. 2. Select ONE place, landmark or building that you felt has had a formative impact on Wales in the post-1939 period, and build an argument explaining why you feel it's historically important.
Teaching and Learning Strategy
2 x 1 hour weekly lecture to introduce core module themes and outline potential primary source materials.
10 x 1 hour seminars to discuss set reading and independent student research.
Visit to the National Library of Wales to access archival collections that students could integrate in their assessments for the module.
This includes preparation for seminars and assessments.
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- problem solving to develop solutions to understand the past
- understanding the complexity of change over time; in specific contexts and chronologies
- being sensitive to the differences, or the "otherness" of the past, and the difficulty to using it as a guide to present or future action
- being sensitive to the role of perceptions of the past in contemporary cultures
- producing logical and structured arguments supported by relevant evidence
- planning, designing, executing and documenting a programme of research, working independently
- marshalling and critically appraising other people's arguments, including listening and questioning
- demonstrating a positive and can-do approach to practical problems
- demonstrating an innovative approach, creativity, collaboration and risk taking
- presenting effective oral presentations for different kinds of audiences, including academic and/or audiences with little knowledge of history
- preparing effective written communications for different readerships
- making effective and appropriate use of relevant information technology
- making critical and effective use of information retrieval skills using paper-based and electronic resources
- appreciating and being sensitive to different cultures and dealing with unfamiliar situations
- critical evaluation of one's own and others' opinions
- engaging with relevant aspects of current agendas such as global perspectives, public engagement, employability, enterprise, and creativity
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/hgw-2003.html
Courses including this module
Compulsory in courses:
- VVV2: BA Philosophy and Religion and Welsh History year 2 (BA/PRWH)
- LVL1: BA Pol Cymd/Han Cymru year 2 (BA/SPWWH)
- LVH1: BA Cymdeithaseg/Hanes Cymru year 2 (BA/SWWH)
- V1VK: BA Welsh History with Archaeology year 2 (BA/WHA)
- VP23: BA Welsh History and Film Studies year 2 (BA/WHFS)
- VV12: BA Welsh History/History year 2 (BA/WHH)
- LVH2: BA Welsh History/Sociology year 2 (BA/WHS)
- QVM2: BA Welsh History/Cymraeg year 2 (BA/WHW)
Optional in courses:
- V400: BA Archaeology year 2 (BA/ARCH)
- 3QV1: BA History and English Literature year 2 (BA/ELH)
- P3V1: BA Film Studies and History year 2 (BA/FSH)
- V100: BA History year 2 (BA/H)
- V103: BA History and Archaeology year 2 (BA/HA)
- VV41: BA Herit, Archae & Hist year 2 (BA/HAH)
- V1V4: BA History with Archaeology year 2 (BA/HAR)
- MVX1: BA History/Criminology year 2 (BA/HCR)
- LV11: BA History/Economics year 2 (BA/HEC)
- RV11: BA History/French year 2 (BA/HFR)
- V1W6: BA History with Film Studies year 2 (BA/HFS)
- RV21: BA History/German year 2 (BA/HG)
- RV31: BA History/Italian year 2 (BA/HIT)
- V1P5: BA History with Journalism year 2 (BA/HJ)
- VW13: BA History and Music year 2 (BA/HMU)
- RV41: BA History/Spanish year 2 (BA/HSP)
- LVJ1: BA Cymdeithaseg/Hanes year 2 (BA/HSW)
- V140: BA Modern & Contemporary History year 2 (BA/MCH)
- V130: BA Mediaeval and Early Modern His year 2 (BA/MEMH)
- WV33: Music & Hist & Welsh Hist (IE) year 2 (BA/MHIE)
- VVV1: BA Philosophy and Religion and History year 2 (BA/PRH)
- LV31: BA Sociology/History year 2 (BA/SH)
- LV41: BA Social Policy/History year 2 (BA/SPH)
- LVK1: BA Polisi Cymdeithasol/Hanes year 2 (BA/SPWH)
- QV51: BA Cymraeg/History year 2 (BA/WH)