秋葵视频

This module examines the history and historiographies of protest across the British Empire between 1800 and 1930. Underpinned by a strong emphasis on the intersections of gender, race and class this module aims to evaluate the ways men and women based in different parts of Britain鈥檚 then 鈥榚mpire鈥� voiced their interests, concerns and demands, and the responses of those in power. A combination of well-known protests will be studied alongside less well-known events and encounters and will reveal the contested, contrary, and often downright contradictory experience of what it meant to be a British citizen in this period. Students will be invited to consider how these protests reflected divisive experiences of inclusion and exclusion that continue to resonate in present day historical, political and cultural narratives and will have the opportunity to offer creative and searching analyses of protest through the medium of blogging.

On successful completion of this module a student will be able to:
1. Demonstrate good knowledge and understanding of the history and historiography of protest in the British Empire in the 19th and early 20th centuries.
2. Identify, analyse and communicate the contested and changing political and legal landscape of Britain and the British Empire on gender, class and racial lines in the period 1800 -1930;
3. Demonstrate an awareness of intersections of gender, class, race and ethnicity in meanings of 鈥楤ritishness鈥� and 鈥榗itizenship鈥�;
4. Research and execute a piece of original research on protest in Britain for online audiences via a blog;
5. Collect and synthesize evidence and scholarly debate to formulate a coherent, critical analysis of protest and its impact;

The module content will be organised chronologically, beginning with a general historiographical introduction that identifies the key trends and patterns in the historical study of protest in 19th and early 20th century Britain and raises questions about omission and absence in these narratives. These themes and others trends and patterns will be analysed over subsequent weeks through the study of both well-known and less well-known/remembered popular protests and movements, including the Peterloo Massacre; early Trades Unionism [Tolpuddle Martyrs]; Chartism; the Morant Bay rebellion in Jamaica; the campaigns of militant suffragettes in the early 20th century; the 1916 Easter Rising; the 1919 race riots in British cities; the campaigns for women鈥檚 rights in British India in the 1920s and the Battle of Cable Street.

Seven 2-hour workshops will be held along with 4 2-hour guided lab sessions where students will work on the their research blogs. A field trip will be organised during reading week. Students will study a range of primary and secondary sources, available in text, digitally, orally and visually and will be encouraged to identify and keep up to date with alternative/emerging historical interpretations/approaches available for example via blogs, vlogs exhibitions etc.

Coursework: 100% weighting, 40% pass mark.
Learning Outcomes: 1, 2, 3, 4, 5.
Word Length: 3000 words.
Outline Details: Using WordPress, student will produce a series of blog posts (minimum 2, maximum 4) that address the topic of protest in ways that are appropriate to the course themes. Blogs should be based on both primary and secondary sources and be fully references with a bibliography.

Formative Assessment: Students will be invited to submit a draft of a blog post (c. 500 words) before the first guided lab session and will be given formative feedback by the module leader on content, style etc.