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HIS32710

Academic Year 2026/2027

Manufacturing Truth in the Modern World (HIS32710)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
3 (Degree)
Credits:
10
Module Coordinator:
Professor Paul Rouse
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

False information proliferates in the modern world. Words are used to confuse, mislead and deceive. Images are manipulated to shift their meaning. Statistics are misused to lie in support of agendas and causes. Developments in Artificial Intelligence creates new challenges and opportunities. From propaganda to click-bait, from satire to conspiracy theory, from pseudoscience to partisan reporting, from stories describing events that actually never happened to unintentional errors of fact, false information is everywhere. The ubiquity of social media has radically redrawn the manner in which information is shared, but false information is not a product of the age of the Internet; it is something that has run through modern history. Using a series of case studies, this module will examine the history of misinformation, or ‘mistakes’; disinformation, or ‘lies’ and ‘hoaxes’, which are false and spread deliberately to deceive; and malinformation, or ‘gossip’, which may perhaps be correct but is used to harm. In some case studies, all three categories are interwoven in the story. Attempting to understand the growing impact of Artificial Intelligence will play a central role across the module.
Ultimately, this is a module about the primacy of analyzing evidence: it seeks to develop an understanding of how to assess evidence in all its aspects and how to use it. It is further concerned with critical thinking, as an essential tool for every historian and for every citizen in the modern world.

About this Module

Learning Outcomes:

On completion of this module, students will:
1. Be able to analyse evidence in a sophisticated manner, place it in context and assess its reliability;
2. Demonstrate understanding of the importance of critical thinking;
3. Demonstrate an understanding of diverse research methodologies and multi-platform information literacy that are fundamental to historical inquiry and more broadly applicable;
4. Assess how information is used by states, institutions and individuals;
5. Have an enhanced understanding of the manner in which Artificial Intelligence impacts on knowledge and on history in particular;
6. Give presentations and submit written work which demonstrates critical thinking, creativity, is backed up by evidence, and is well-organised.

Indicative Module Content:

This module will include topics such as:
The Russian Invasion of Ukraine
Wrap the Flag Around Me and Ask No Questions: Nationalist Fairytales
The Hitler Diaries and other Forgeries
Moving Statues: Religion, Hysteria and the Suspension of Reason
Climate Change: A History of Denial
The Democratisation of Lies: Google, Facebook and Twitter (and WhatsApp, YouTube, Instagram, Snapchat……)
Imperialists: Past, Present and Future
Bodycount: the (Mis)Use of Statistics
Protecting the Rich: How to Smear, Spy, Lie and Lawyer-Up for Harvey Weinstein
Xi, Trump, Brexit and ‘the Establishment’

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Novice

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Competent

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

100
Autonomous Student Learning

100
Seminar (or Webinar)

20
Online Learning

10
Total

230

Approaches to Teaching and Learning:
This module will be taught through a two-hour weekly seminar. The seminars will focus on small-group active and task-based learning by means of class debates, discussion and presentations. Autonomous learning is advanced through student-led debate and discussion of set primary sources and student presentations. As well as readings, students will engage with TV documentaries, films, news reports, social media postings, podcasts, radio programmes and other media. Student reflection is promoted by participation in all activities. Advanced research, writing and citations skills are developed through a 1,000-word essay and a 2,500 word end-of-term project.
A proportion of written assignments in each module in the School of History are subject to
moderation, meaning they undergo a second layer of review by another grader. This can
include oral moderation meetings where the student is invited in for a short meeting with the
module coordinator to discuss the assignment. Moderation contributes to better informed marking.’
Students are able to engage critically with AI tools as part of their learning in this module. Appropriate use may include brainstorming, idea generation and summarising material. Any use of AI must be cited appropriately and students remain fully responsible for the accuracy and reliability of their learning.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): 1,250 word written assignment Week 8 Graded No
30
 No
Assignment(Including Essay): End-of-term 3,000 word essay or equivalent Week 14 Graded No
50
 No
Participation in Learning Activities: Grades are awarded based on in-class exercises and activities Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded No
20
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback on continuous assessment, presentations and participation is given individually and to the class, verbally and in writing, during the trimester. Feedback on end-of-trimester projects is given individually and to the class on drafts and essays plans before final submission, and by appointment after submission and grading.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Tues 09:00 - 10:50
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