| Unit name | American Dreamers: Socialism in the United States, 1776 to today |
|---|---|
| Unit code | HIST20150 |
| Credit points | 40 |
| Level of study | I/5 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Costaguta |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | Department of History (Historical Studies) |
| Faculty | Faculty of Arts |
Why is this unit important?
Why is there no socialism in the United States? This question, first asked by the German socialist Werner Sombart in a famous 1906 pamphlet, has resonated across time. Generations of historians have tried to give an answer to it, producing an extensive and fascinating literature. But only in rare occasions have historians critically engaged with the premise of the question itself. Is it true that there is no socialism in the United States? “American Dreamers” seeks to answer this question. Focusing on key moments in the history of the country, the unit will explore the development of a radical, left-wing movement of “American Dreamers” who sought to change the nation and bring liberty, equality and emancipation across class, gender and racial lines. How far did they succeed in achieving their goals? Has their role been recognised by historians and in the wider public debate? The unit will touch on a variety of radical strands, such as abolitionism, anarchism, feminism, Black nationalism, radical queerness and eco-criticism.
How does this unit fit into your programme of study?
If you attended “Fight the Power”, “Modern Revolutions” or any of the units on the United States and the Americas, you’ll find yourself at home here, although anyone with a slight interest in the history of radicalism in the United States will have no problems to engage with the material we will cover.
An overview of content
Why is there no socialism in the United States? This question, first asked by the German socialist Werner Sombart in a famous 1906 pamphlet, has resonated across time. Generations of historians have tried to give an answer to it, producing an extensive and fascinating literature. This unit takes a step back and questions the premise of Sombart’s analysis, asking: Is it true that socialism never existed in the U.S.? Focusing on a variety of key moments in the history of the country, this unit will explore the development of a radical, left-wing movement of “American Dreamers” who sought to change the nation and bring liberty, equality and emancipation across class, gender and racial lines. How far did they succeed in achieving their goals? Has their role been recognised by historians and in the wider public debate? The unit will touch on a variety of radical strands, such as abolitionism, anarchism, feminism, Black nationalism, radical queerness and eco-socialism.
How will students, personally, be different as a result of the unit?
Special Field units will enhance your capacity to build arguments with primary sources, properly located within appropriate theories, concepts, methodologies, and historiographies. The assessment for this unit is designed to support your development as an independent researcher in history, preparing you for your dissertations.
Learning Outcomes
On successful completion of this unit, students will be able to:
Classes will involve a combination of class discussion, investigative activities, and practical activities. Students will be expected to engage with readings and participate on a weekly basis. This will be further supported with drop-in sessions.
Tasks which help you learn and prepare you for summative tasks (formative):
You will have the opportunity to submit a 2-page written project proposal to your unit tutor before the winter vacation and you will receive a short amount of written feedback. Additionally, you will have the chance to workshop your plans during class time for peer feedback and support.
Tasks which count towards your unit mark (summative):
Essay, 2,500 words (20%) [ILOs 1-4].
Individual Research Project, 4,000 words (40%) [ILOs 1-5].
Timed Assessment (40%) [ILOs 1-4, 6].
The first essay, submitted in TB1, will be designed to consolidate your understanding of sources and approaches in the field. The individual research project, submitted in TB2, will see you apply and develop the skills and approaches from your first assessment. It will challenge you to develop your own research plan and produce an individual research essay. This is designed to support your progression towards your capstone dissertation. The Timed Assessment, held in the summer assessment period, completes your research journey. It will be a synoptic assessment designed to tie the whole unit together and will address deeper questions of meaning, significance, and impact.
When assessment does not go to plan
When required by the Board of Examiners, you will normally complete reassessments in the same formats as those outlined above. However, the Board reserves the right to modify the format or number of reassessments required. Details of reassessments are confirmed by the School/Centre shortly after the notification of your results at the end of the academic year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. HIST20150).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
