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Curricular information is subject to change
At the end of this module, it is expected that students will have acquired the following:
1. An advanced knowledge of urban history, of the processes which have driven urban creation and development since the middle ages
2. A critical awareness of the approaches which scholars across a range of Humanities disciplines have taken to the study of urban places
3. An ability to deploy, or to evaluate the benefits of deploying, different approaches to the study of urban places
4. An advanced knowledge of international policies and recommendations for the preservation of urban heritages, and an ability to critique their efficacies and ideological underpinnings.
The module has three components.
1. Urban history, middle ages to present. There will be a general survey, with detailed case-studies of individual cities or groups of cities: medieval walled cities; Hanseatic League cities, medieval Saharan/sub-Saharan cities; European colonial cities in the Americas; modern American cities (Chicago, Detroit, LA). Dublin is a good laboratory for exploring the matters of urban history and heritage, and will be studied using field trips.
2. Methodologies. The module will cover urban archaeological praxis, Town Plan Analysis, the Chicago and LA Schools of urbanism.
3. Urban heritage. The module will use UNESCO's Historic Urban Landscapes policy as a point of departure for considering the challenges of identifying and preserving both tangible and intangible urban heritages.
|Student Effort Type||Hours|
|Specified Learning Activities||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Essay: A substantial essay on a theme which is either urban archaeological or draws on the principles of 'Historic Urban Landscape'. The topic of the essay is chosen by the student.||Week 11||n/a||Graded||Yes||
|Essay: A book review, the book to be chosen from a selection of titles.||Week 8||n/a||Graded||Yes||
|Resit In||Terminal Exam|
• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
Feedback will be provided, in person, to students individually after their submission of their essays, and general feedback will be provided to the entire class after the submission of the first essay. Late in the semester, students will make (ungraded) presentations on their research for the second assessment, and this will be the context for feedback prior to submission.