HIS42390 Global Revolutions

Academic Year 2023/2024

This course explores the history of revolution and counter-revolution at the end of the ‘long-nineteenth century’ from global and comparative perspectives. Its focus is upon anti-colonial revolt, and nationalist and constitutional revolutions from 1895 to 1916. Cases that will be studied in depth include the end of Spanish colonial rule in Cuba and the Philippines; the Russian Revolutions of 1905-06; Iran’s constitutional Revolution of 1906; the Ottoman Revolution of 1908; the Mexican Revolution of 1910; and the Chinese Revolution of 1911; as well as the wave of revolutions that occurred in 1916. Students will study each of these cases and pose questions about the nature of the relationship between events that have usually been studied in isolation from one another. Each student will be encouraged to specialize in a single region and to situate its history more broadly within a global framework. This course is closely linked to an ongoing international collaborative research project led by UCD’s School of History.

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Curricular information is subject to change

Learning Outcomes:

Upon completion of this module, students will be able to:

1. Critically reflect upon the key concepts historians use to explain revolution and counter-revolution in the long nineteenth century.

2. Assess these concepts with reference to the case studies explored during this course.

3. Debate and reflect upon historical methodology. This will include the development of critical awareness of the strengths and weaknesses of national, local/micro, comparative, and transnational approaches to the study of the past.

4. Demonstrate an ability to engage in more advanced historical work in this and other areas.

5. Communicate at a level appropriate for a university degree.

Student Effort Hours: 
Student Effort Type Hours
Seminar (or Webinar)

20

Specified Learning Activities

90

Autonomous Student Learning

90

Total

200

Approaches to Teaching and Learning:
In this course, teaching and learning consists of a weekly 2 hour seminar. Each seminar begins with a mini-lecture from the course lecturer. The mini-lecture explains the rational behind this week's topic and some of the major issues in its historiography. This is followed by a short student presentation and further discussion among the group. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Continuous Assessment: Participation and graded in class presentation Throughout the Trimester n/a Graded No

50

No
Essay: Final 4000 word essay Week 12 n/a Graded No

50

No

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, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Students will meet the course lecturer for individual feedback on their in class presentations, and essays. Weekly office hours will be held for this purpose. Collective feedback will given to the group over the course of the semester.