395ISS STUDY TRIP th 20 Century Berlin
COVENTRY UNIVERSITY Faculty of Arts and Humanities Semester Two, 2017
Module tutors: Sonja Astley Office: GE337 Email: email@example.com Brett Sanders Office: GE132 Email: firstname.lastname@example.org
Introduction The European history of the 20th century was in many ways dominated by Germany, through the two world wars in the first half, and as a pawn between East and West during the period of the Cold War in the second half. No individual place in Germany was as much affected by these developments as Berlin, first as the capital of the German Empire, the Weimar Republic and Nazi Germany, and post-1945 as a divided city ‘fought over’ by East and West. This module aims to highlight the importance of Berlin as the centre of German political decision-making, but also as an important social and cultural hub, a place of revolutions and of memorialisation. Thus, the module aims to give students the opportunity to address from a different angle or at greater depth some of the issues and topics they might already have touched upon in other modules such as ‘The Third Reich’ and ‘Post-War Germany’. Suitable topics for exploration would be, for example, ‘Berlin as a Place of Innovation and Culture during the 1920s and 1930s’, ‘The Changing Cityscape of Berlin since the Fall of the Wall’, ‘The Rise of the East German Opposition in the 1980s, with Special Reference to Berlin’, ‘The Role of the Stasi HQ in Berlin’, ‘Berlin as a Centre of Nazi Power’, ‘The Significance of Potsdam in Relation to Berlin’. Some of the central locations connected with these topics will be visited, and there will be presentations including question and answer sessions with speakers from diplomacy, politics and civil society. Themes and topics to be examined during the field trip will be introduced in preliminary lectures. The field course will involve critical debate and team work to analyse chosen themes. Students are advised to keep a regular journal during the trip in which they reflect on their day-to-day field trip experience. On completion of the trip, students will make a formal group presentation in which they analyse and evaluate a particular topic about Berlin or they may submit a group or individual podcast, again on a topic concerning Berlin. The second piece of coursework is a 2500-word essay based on a subject analysed during the study trip.
Indicative Content An introduction to the study region and relevant themes All social science and humanities students will have formal lectures on background matters such as: German history, focussing on twentieth century Berlin. In addition historical, political and sociological themes will be introduced, as relevant to the study area and the degree being studied. Fieldwork preparation • Ethical issues and an appreciation of the cultural context of field trip. • Health and safety on the field trip. • Information gathering skills. • Language lessons Residential field trip (Duration of eight or nine days) • Briefings, discussions in the field, interviews with key informants. • Completion of group projects. Observations. Synthesis and analysis of information. Post-fieldwork evaluation • Critical evaluation of fieldwork. • Analysis, interpretation and writing up of the study trip’s outcomes. Topics for the presentation and the research report would be specific topics referring to the main themes below:
Imperial Berlin Berlin during the Weimar Republic Berlin under National Socialism Divided Berlin Modern German Democracy
Teaching and Learning This module will be delivered through introductory lectures and seminars followed by the residential field trip where the emphasis is participation, group cooperation, and the development of inter-personal skills. There will be a series of workshops and lectures throughout the week. The study trip will be supervised, but the development of independent learning is emphasised. Feedback sessions will encourage reflection upon the issues covered each day.
To total 200 hours including self-directed learning and 37hr field trip week and pre- and post-trip workshops.
Entry Requirements (pre-requisites and co-requisites) Successful completion and progression from level 2. Given that there are limited spaces (a maximum of 40 students and a minimum of 10) on this module, overall academic performance will be taken into account if this module is over-subscribed How much do students have to pay? Students must remember that there will be additional costs involved in taking this module of circa £725. Of this £250 will be funded by the Centre for Global Engagement (CGE), provided you apply for it before the trip. The Faculty of Arts and Humanities (FAH) will contribute an additional £150. The final balance to you is £325.
What do students get for this payment? Flights
Travel Insurance All trips, and tours (unless informed otherwise in advance) Local travel to and from visits, research centres, museums and sights. Accommodation in a modest hotel with breakfast. NB: Students must sort out their own visas (if non-Schengen), insurance and special medications. Risk assessment This is an important aspect of pre-visit briefing. There are forms that the students need to complete and sign. Timetable The field trip module is timetabled like any other module and classes are held both before and after the trip itself. The time in classes before the trip is split between preliminary work and briefings and form-filling; after the trip, classes are devoted to preparing the final assessments. THE LECTURE PROGRAMME The teaching of this module will be organised mainly around a programme of approximately 4 lectures. The method of assessment is by coursework only. Full details on assessment are provided in the relevant section of this course guide a few pages below. 1. General module orientation Brief History of Berlin up to 1933 – 31 January 2017 2. Berlin under National Socialism – 21 February 2017 3. Post-war and post-Unification Berlin – 7 March 2017 4. Language class and final preparations for fieldtrip – 28 March 2017 Provisional programme of the study trip (see programme attached) to take place 1-9 April 2017.
The trip will run Saturday to Sunday and will comprise 5 working days – you have two free days. Each working (non-travel) day will have a theme. Selective literature: Essential Reading: - Fulbrook, M. (2009) A History of Germany 1918-2008: The Divided Nation. 3rd edn. Oxford: Wiley-Blackwell - Large, D.C. (2000) Berlin. New York: Basic Books - Miller, B. (2002) Narratives of Guilt and Compliance in Unified Germany: Stasi Informers and Their Impact on Society. London and New York: Routledge [electronic resource] - Taylor, F. (2006) The Berlin Wall. London: Bloomsbury Recommended Reading: - Childs, D. and Popplewell, R. (1996) The Stasi: The East German Intelligence and Security Service. Basingstoke: Macmillan - Conradt, D.P. (2009) The German Polity. 9th edn. New York and London: Longman - Fulbrook, M. (1999) German National Identity after the Holocaust. Cambridge and Maldon: Polity Press - Funder, A. (2003) Stasiland: Stories From Behind the Berlin Wall. London: Granta - Kettenacker , L. (1997) Germany since 1945. Oxford: OUP - Knischewski, G. and Spittler, U. (2005) ‘Remembering in the Berlin Republic: The Debate about the Central Holocaust Memorial in Berlin’. Debatte 13 (1), 25-43 - Larres, K. (ed) (2001) Germany since Unification: The Development of the Berlin Republic. Basingstoke: Palgrave - Larres, K. and Panayi, P. (eds) (1996) The Federal Republic of Germany since 1949: Politics, Society and Economy before and after Unification. London: Longman - Niven, B. (2002) Facing the Nazi Past: United Germany and the Legacy of the Third Reich. London and New York: Routledge - O’Dochartaigh, P. (2004) Germany since 1945. Basingstoke and New York: Palgrave Macmillan
- Parkes, S. (1996) Understanding Contemporary Germany. London: Routledge - Torpey, J.C. (1995) Intellectuals, Socialism, and Dissent: The East German Opposition and Its Legacy. Minneapolis and London: University of Minnesota Press - Tusa, Ann (1996) The Last Division: Berlin and the Wall. London: Hodder and Stoughton
Assessment Coursework 1: Contributes 50% to total module mark - 10 credits Group presentation (5 minutes per person) or information podcast (group or individual) Due date: 2 May 2017 Coursework 2: Contributes 50% to total module mark - 10 credits Research report (2,500 words, +/- 10%) Due date: 19 May 2017
Late Work All work submitted after the submission deadline without an approved extension will be given a mark of zero. A late submission grade of zero is better than a non-submission, however, as a late submission may allow you to re-sit the coursework. No submission at all will result in an automatic failure of the module, no resubmission entitlement, and potentially the termination of your whole course. You should note that short deferral (extension) of up to three calendar weeks may be given for genuine "force majeure" and medical reasons. (Please note that poor time management, theft, loss, or failure to keep a back-up file, are not valid reasons for an extension). The short deferral must be applied for on or before the submission date. You can apply for a short deferral by submitting an Examination/ Coursework Deferral Application Form, plus supporting third party evidence such as a doctorâ€™s note, at GE reception. For a longer delay in submission a student may apply for a (long) deferral. Academic staff cannot sanction extensions â€“ only the student support team are able to do so.
Learning Outcomes Assessed The intended learning outcomes are that, on completion of this module, the student should be able to: Module Specific Outcomes The intended learning outcomes are that on completion of this module the student should be able to: 1) Demonstrate an in-depth understanding of the key theories and debates in History, Politics, International Relations or sociology subjects (as appropriate) in the field course location 2) Demonstrate a critical approach to studying historical or political or sociological phenomena from multiple perspectives in the study course location 3) Assess the issues involved in the collection and interpretation of information gathered in an overseas location. 4) Demonstrate advanced communication skills, both during the study trip and in presenting and writing up information gathered in the field. General Transferable Intellectual Skills: Demonstrate to the appropriate level: 1) An ability to write clearly and coherently; 2) Use of electronic sources of information; 3) An ability to investigate subjects by means of independent information retrieval and independent study; 4) An ability to communicate points clearly in classroom discussions and through individual and group presentations; 5) An understanding of points of argument and analysis; 6) Interpersonal skills which will help to enhance future career and employment prospects.
Information Podcast/Documentary Film During the study trip you will be introduced to a variety of topics, such as the role of the Stasi in East German society or Berlinâ€™s modern day memory culture. As a team or individually, you will have the opportunity to develop an area you are particularly interested in, and produce a 20 minute (maximum of 4 people) information podcast on your chosen topic. If you choose to do a podcast, you do not have to do a presentation. Learning outcomes Subject-specific skills 1. Make effective use of information from a range of sources (e.g. fieldwork interviews and observations, literature search, appropriate web sources, reports). 2. Utilise field observation and/or data collection (primary or secondary) in self-directed field and classroom-based enquiry; Key skills 3. Retrieve, synthesise and analyse information from a wide range of sources, including the internet; 4. Effectively communicate in oral presentations and in different written formats. 5. Work in a group effectively to manage time, resources, and individual abilities to produce an audio-visual output; 6. Effectively use audiovisual and information technologies in presenting contemporary issues. Assignment Podcasts and presentations will each be assessed by tutors using the criteria below and feedback will be given. The mark you obtain will be a team mark, and thus you need to work closely as a team to ensure high standards. NB: Where there is clear evidence available that a member of the team has made insufficient effort, the tutor reserves the right to further adjust marks given to individual students. 11
Remember that the information podcast itself will be no longer than 20 minutes. Be specific – you need to focus on a specific issue, or part of an issue. You should consider carefully how you will present your topic. It is important that you make it clear what your issue, movement or event is at the beginning of the information podcast. • Focus on an issue relating to the three themes of the Berlin trip; Berlin under National Socialism; divided Berlin and Modern German Democracy. • A critical discussion of the issue – not a description, a onesided/biased presentation. • In its manner and content, it should resemble an in-depth Channel Four News piece. • Choose an appropriate environment to film in. The podcast should contain at least one of the following, as appropriate to the chosen topic: • Secondary footage (respecting issues of copyright). • Primary interviews. • Observation (respecting ethical considerations, particularly consent for filming others). Preparation steps Each person should search for information on the web on: 1) Tips on how to record digitally 2) Tips on planning production and storyboarding plans 3) Tips on using Audacity 4) Tips on using Camtasia 5) Tips on copyright issues
Reading Lists of initial reading are indicated above. You are expected to do further research to create your information podcast. A good starter reference on podcasting is: Salmon, G. and Edirisingha, P. (eds) (2008) Podcasting for learning in universities. Maidenhead: Open University Press (available as e-resource in the Library)
KEY METHODOLOGY TEXTBOOKS Essential Reading One key text on research methodology and fieldwork that is discipline based (i.e. History, Sociology, Politics and International Relations) such as: Hobbs, D. and Wright R.(2006) The Sage Handbook of Fieldwork London:Sage Tosh, J. (2004) The Pursuit of History (4th Edition). Harlow: Pearson Marsh, D. and Stoker, G. (2010), Theory and Methods in Political Science, Basingstoke, Macmillan. Hochschild, A.R. ( 2003) The Managed Heart: Commercialisation of human feeling London: University of California Press Behar, R (1997) The Vulnerable Observer: Anthropology That Breaks Your Heart (Paperback) Boston: Beacon Press
Assessment Criteria Guidelines for Grade Ranges for HIP Coursework Essays, Dissertations and Examination First - 70%+ (i)
Very clearly organised and logically structured, following through coherent thesis from aims to conclusion.
content and approach
Covers material in a full and accurate manner revealing careful attention to relevant evidence and arguments; excellent understanding of relevant issues. Develops its thesis with the aid of a coherent critical analysis. Some degree of innovation or originality in its approach to topic.
style and presentation
Very well written, with good command of grammar, syntax, spelling and punctuation; clearly presented with wide range of sources and with accurate and consistent references.
Upper Second - 2.1 - 60-69% (i)
Clearly organised and logically structured, following through coherent thesis from aims to conclusion.
content and approach
Covers material in a competent manner, with careful attention to relevant evidence and argument. Develops sound understanding of issues and problems raised in question. Develops its thesis with an analytical approach, focused on the question throughout.
style and presentation
Well-written with generally good grasp of grammar, syntax, spelling and punctuation; clearly presented with use of relevant sources and with accurate and consistent references.
Lower Second - 2.2 - 50-59% (i)
Sound organisation, though with some 14
inconsistencies; follows through thesis from aims to conclusion in limited but adequate manner. (ii)
content and approach
Covers material in generally thorough manner, though with some inconsistencies. Somewhat lacking in attention to relevant evidence, examples or arguments. Develops adequate understanding of issues and problems raised by the question, though not always focused on actual question. Approaches material with an essentially descriptive rather than analytical focus (a key distinction from 2.1 above).
style and presentation
Adequately written with generally sound command of grammar and syntax, though with a few errors of spelling and punctuation; clearly presented with use of limited but relevant sources and with consistent references.
3rd Class - 40-49% (i)
Some evidence of relevant organisation and structure with a few aims clearly set out.
content and approach
Limited focus on question, which displays some attention to relevant evidence and arguments. Evidence of some understanding of the issues and problems raised by the question.
style and presentation
Limited style and presentational skills. A command of English though with errors of grammar and syntax, and spelling. Uneven use of sources and references.
Fail - -40% (i)
Disorganised with no logical structure.
content and approach
Unfocused; minimal attention to relevant evidence or arguments, together with minimal understanding of problems and issues raised by the question.
Very poorly written, with inadequate command
of grammar and syntax, and with numerous errors of spelling and punctuation; presented with inadequate or non-existent sources or references.
Banded Marking Under the banded marking scheme, your work will conform to the grading system below.
Classification Numerical Scale First Class
100 95 90 85 80 75 72
Upper Second Class
68 65 62
Lower Second Class
58 55 52
48 45 42
38 35 30 20 10 0