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HIS33280

Academic Year 2026/2027

Food and Nutritional Health in History (HIS33280)

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

Curricular information is subject to change.

This module examines histories of food, with particular focus on the changing connections between nutrition and public health. It explores how cultural norms, scientific advancements, and public policies have shaped “good food” and “healthy eating” across time and place, addressing topics like global food exchanges, malnutrition and famine, colonial dietary schemes and capitalist interventions. Students will engage diverse primary and secondary sources to understand the historical significance of culture, science, and power for food systems and health outcomes.

The module will cover major episodes in the evolution of food cultures and the development of nutrition science, particularly from the late 18th century to the end of the 20th century. Case studies to be examined will among others include: trans-Atlantic food crop exchanges between West Africa and the New World, the Irish Great Famine, the beriberi experiments in the Dutch East Indies, British colonial dietary interventions in Nigeria, and the discoveries of various vitamins across different laboratories in Europe and the US.

About this Module

Learning Outcomes:

At the completion of this module, students should:
• develop a rich understanding of the histories of food and nutrition science, and their bearing on public health;
• critically engage with diverse primary and secondary sources;
• be able to analyse and evaluate how cultural, economic, and political factors have influenced dietary practices across time and space;
• enhance their critical thinking, research, writing and communication skills through engagement with historical case studies and source analysis.

Indicative Module Content:

1) Introduction to Histories of Food and Nutrition
2) Ancient, Medieval and Early Modern Foodways
3) Food and the Columbian Exchange
4) Food Crops and Food Animals as Commodities
5) The Birth of Nutrition Science
6) The Colonial Discovery of Malnutrition
7) Colonial Capitalism and the Meatification of Diets
8) Mass Hunger, Famine and Public Health
9) Food Movements and Alternative Diets
10) Contemporary Challenges and Future Directions

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. Competent

Critical Thinking

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

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. Novice

Strategic

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

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. Advanced Beginner

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. Competent

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. Competent

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. Advanced Beginner

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. Competent

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
Lectures

11
Seminar (or Webinar)

22
Specified Learning Activities

95
Autonomous Student Learning

95
Total

223

Approaches to Teaching and Learning:
This is a small-group, seminar-based module. It is taught through a one-hour weekly lecture and a two-hour weekly seminar. The weekly lecture provides an overview to the week’s topic focusing on the key historical debates, trends and events. The weekly seminar is focused on active/task-based learning through class debate, discussions, and student presentations. Advanced research, writing and citation skills are developed through a combination of individual student presentation on archival/primary sources and written essay, culminating in a 4000-word research project. Autonomous learning is advanced through student-led debate and discussion of assigned primary sources and/or student presentations each week.

Students may engage critically with AI tools as part of their learning in this module. Appropriate use may include brainstorming, summarising material, testing ideas. Any use of AI must be cited appropriately.

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
Individual Project: Creative Response for Non-Academic Audience Week 7 Graded No
30
 No
Assignment(Including Essay): Essay: Final project/essay (4,000 words) Week 14 Graded No
50
 No
Participation in Learning Activities: Continuous Assessment: Participation in class discussion Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11 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 the continuous assessment is given during seminars and on appointment in one-to-one meetings.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - Autumn: All Weeks Mon 15:00 - 15:50
Autumn Seminar Offering 1 Week(s) - Autumn: All Weeks Tues 09:00 - 11:00
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