Last modified: 23 Jul 2024 11:07
This course will consider a variety of epidemics throughout history and consider the ways in which states and individuals responded as well as the interplay between state and individual responses.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | Second Term | Credit Points | 30 credits (15 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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By examining the history of pandemics, plagues and pestilences, this course will consider how societies responded, and respond, to the deadliest epidemics in history.
This will be done through examining of key, inter-related themes:
Heavy emphasis will be placed on key secondary texts in the historiographical debates and major bodies of primary source documentation on the subject to consider recurring themes and historical discontinuities in the response to epidemics.
| Assessment Type | Summative | Weighting | 60 | |
|---|---|---|---|---|
| Assessment Weeks | 35 | Feedback Weeks | 37 | |
| Feedback |
Feedback will be provided online via MyAberdeen. |
Word Count | 3000 | |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | To analyse the recurring appearance of conspiracy theories and scapegoats in societal responses to pandemics/epidemics |
| Conceptual | Analyse | To assess the ways in which individuals and official bodies respond to the threat/presence of large-scale pandemics/epidemics (e.g., plagues) |
| Conceptual | Apply | To engage in intellectual debate and constructive criticism through written assessments, interactive discussions, and private study relating to the topic |
| Conceptual | Evaluate | To evaluate the ways in which individual behaviour undermines official attempts to deal with pandemics/epidemics. |
| Conceptual | Evaluate | To display a critical and comparative appreciation of key debates and controversies through interacting with primary and secondary sources related to the topic |
| Conceptual | Evaluate | To evaluate the ways in which societies responded to pandemics/epidemics changed over time while relying on past responses |
| Conceptual | Understand | To examine the development of responses (both individual and official) to pandemics/epidemics both in the short and long-term |
| Reflection | Create | To develop transferable skills through interactive learning and private study in an on-line environment |
| Assessment Type | Summative | Weighting | 10 | |
|---|---|---|---|---|
| Assessment Weeks | 27 | Feedback Weeks | 29 | |
| Feedback |
750-word review of Reviewers. Review several reviews of key historiographical secondary works published in peer-reviewed academic journals. Feedback will be provided online via MyAberdeen.
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Apply | To engage in intellectual debate and constructive criticism through written assessments, interactive discussions, and private study relating to the topic |
| Conceptual | Evaluate | To display a critical and comparative appreciation of key debates and controversies through interacting with primary and secondary sources related to the topic |
| Reflection | Create | To develop transferable skills through interactive learning and private study in an on-line environment |
| Assessment Type | Summative | Weighting | 30 | |
|---|---|---|---|---|
| Assessment Weeks | 39 | Feedback Weeks | 41 | |
| Feedback |
1,500-word comparative analysis of the historiographical arguments and approaches in a selected pair of peer-reviewed academic articles. Feedback will be provided online via MyAberdeen. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Apply | To engage in intellectual debate and constructive criticism through written assessments, interactive discussions, and private study relating to the topic |
| Conceptual | Evaluate | To display a critical and comparative appreciation of key debates and controversies through interacting with primary and secondary sources related to the topic |
| Reflection | Create | To develop transferable skills through interactive learning and private study in an on-line environment |
| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 25,26,27,28,29,30,31,32,33,34,35,39 | Feedback Weeks | 25,26,27,28,29,30,31,32,33,34,35,39 | |
| Feedback |
Feedback will be provided online via MyAberdeen by course convenor participation in, and commenting on, Discussion Board Forum posts by students. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | To analyse the recurring appearance of conspiracy theories and scapegoats in societal responses to pandemics/epidemics |
| Conceptual | Analyse | To assess the ways in which individuals and official bodies respond to the threat/presence of large-scale pandemics/epidemics (e.g., plagues) |
| Conceptual | Apply | To engage in intellectual debate and constructive criticism through written assessments, interactive discussions, and private study relating to the topic |
| Conceptual | Evaluate | To evaluate the ways in which individual behaviour undermines official attempts to deal with pandemics/epidemics. |
| Conceptual | Evaluate | To display a critical and comparative appreciation of key debates and controversies through interacting with primary and secondary sources related to the topic |
| Conceptual | Evaluate | To evaluate the ways in which societies responded to pandemics/epidemics changed over time while relying on past responses |
| Conceptual | Understand | To examine the development of responses (both individual and official) to pandemics/epidemics both in the short and long-term |
| Reflection | Create | To develop transferable skills through interactive learning and private study in an on-line environment |
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | To assess the ways in which individuals and official bodies respond to the threat/presence of large-scale pandemics/epidemics (e.g., plagues) |
| Conceptual | Evaluate | To evaluate the ways in which individual behaviour undermines official attempts to deal with pandemics/epidemics. |
| Conceptual | Understand | To examine the development of responses (both individual and official) to pandemics/epidemics both in the short and long-term |
| Conceptual | Evaluate | To evaluate the ways in which societies responded to pandemics/epidemics changed over time while relying on past responses |
| Conceptual | Analyse | To analyse the recurring appearance of conspiracy theories and scapegoats in societal responses to pandemics/epidemics |
| Conceptual | Apply | To engage in intellectual debate and constructive criticism through written assessments, interactive discussions, and private study relating to the topic |
| Conceptual | Evaluate | To display a critical and comparative appreciation of key debates and controversies through interacting with primary and secondary sources related to the topic |
| Reflection | Create | To develop transferable skills through interactive learning and private study in an on-line environment |
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