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HIS33340

Academic Year 2026/2027

The Horse in Modern Global History 1800s-1950s (HIS33340)

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

Curricular information is subject to change.

This module aims to examine the foundational role of horses in shaping the global
nineteenth and twentieth centuries. A particular emphasis on their roles during the
transition from traditional labor to industrial modernity will be made. Contrary to the belief
that steam power rendered them obsolete, the module will argue that equine populations
surged alongside technological growth to support urban transport and imperial expansion. It
will also highlight and discuss the military significance of the warhorse through major
conflicts of the nineteenth century, while also underlining the tragic physical tolls of
mechanisation on the battlefield. Beyond mere utility, we will explore how selective breeding
and "blood" lineages influenced national identity and social hierarchies across diverse
cultures in the second half of the nineteenth century and the first quarter of the
twentieth century. In the post-World War II era, the horse has transitioned from a "living
machine" into a cultural and therapeutic icon, serving as a muse for art and photography.
Ultimately, this module will demonstrate an "animal turn" in the historiography of the
modern ages, repositioning the horse as an active participant in the human story rather than a
passive tool.
The module will adopt a global history perspective to the modern history of horse by
comparing their role and place in various societies of the world and stress how horse played a
part in connecting peoples, spaces and cultures. It willpursue the following major questions in
the global history of humanity during the nineteenth and twentieth centuries:
- How did the horse serve as a vital engine for modern industrialisation throughout the
nineteenth century?
- In what ways did mechanisation transform the horse's military and socio-economic
roles across the world?
- How has the horse transitioned from a living machine to cultural icon during the mid
twentieth century?

About this Module

Learning Outcomes:

At the end of this module, the student should:
- understand the key events, issues, and personalities who played a part in transforming the
role of the horses in modern global history of the nineteenth and twentieth centuries.
- interpret the historiography about the modern history of the horse
- Explain how the agency of the horse shaped the modern world
- compare and contrast the human story with the horse in the modern global age
- critically engage with a variety of primary and secondary material
- contribute regularly and in a meaningful way to class discussion
- write scholarly essays to the standard of a level 3/4 student of history

Indicative Module Content:

1. Introduction
2. The question of horse agency and in the history of the modern world
3. The professionalization of the breed
4. The industrial engine – symbiosis with steam
5. Agricultural Mechanization and horse
6. Horse in sports
7. Horse in diplomacy as gifts and strategic assets
8. Urban Infrastructure and the “animal city”
9. Ecological imperialism, global resistance and horse
10. Horse and warfare: The horse agency during World War I and World War II
11. The Long Farewell – Why horses eventually declined; their cultural afterlife
(1920s–1950s)

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

95

Autonomous Student Learning

95

Lectures

11

Seminar (or Webinar)

22

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 seminar. The weekly lecture provides an overview of the week’s topic,
focusing upon key historical trends, debates and events. The weekly seminar is focused upon
individual active learning by means of class debates and discussion. Advanced research,
writing and citation skills are developed through a semester-long 3,500-word research
project, as well as the midterm essay. Autonomous learning is advanced through student-led
debate and discussion of set primary sources each week. Generative AI may be used to
support study in this module, subject to the instructions of the module coordinator and in
accordance with the Academic Integrity Policy. The Module Coordinator will provide further
information during the module.

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.

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: Individual Project (%50): Students will conduct a research project and submit a research
paper, circa 3,500 words. The submission date is week 14.
Week 14 Graded No
50
No
Assignment(Including Essay): Students will write one essay (2000 words) as a mid-term assignment, choosing
from a primary source based on the set texts to be provided by the module coordinator. The
submission date is week 7
Week 7 Graded No
30
No
Participation in Learning Activities: This is based on participation on weekly
seminars, including asking questions, demonstrating understanding of sources and
documents, and collaborating with classmates
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
Autumn 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?

Not yet recorded.

It will be available on Brightspace.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 15:00 - 15:50
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Tues 09:00 - 11:00