Undergraduate Course: The Era of the American Revolution, 1754-1789 (HIST10152)

Course Outline
School	School of History, Classics and Archaeology	College	College of Humanities and Social Science
Credit level (Normal year taken)	SCQF Level 10 (Year 4 Undergraduate)	Availability	Not available to visiting students
SCQF Credits	40	ECTS Credits	20
Summary	The course will take a long view of revolutionary America, considering American development during the era from the 1763 Peace of Paris until the 1789 ratification of the Constitution. Chronologically the course will consider: the Seven Years War; the rise of the American resistance to Britain; the War of Independence; and the establishment of republican government in the states and the federal government. From a thematic standpoint the course will consider how the revolution affected different segments of the American population, including women, African Americans, Native Americans, rural and urban folk. Other themes to be considered include warfare, political mobilization, and the radicalism of the Revolution.
Course description	Not entered

Entry Requirements (not applicable to Visiting Students)
Pre-requisites		Co-requisites
Prohibited Combinations		Other requirements	A pass in 40 credits of third level historical courses or equivalent. Before enrolling students on this course, Directors are asked to contact the History Honours Admission Secretary to ensure that a place is available (Tel: 503783).

Course Delivery Information
Not being delivered

Learning Outcomes
The course aims to introduce students to the complexity of eighteenth-century American society. Those following the course should gain an insight into the political, social, and economic development of revolutionary America. The course is designed to enable students to engage critically with significant primary and secondary sources. Having completed this course students should be able to participate both orally and in writing in the historiographical debates concerning the American Revolution. Additionally, they should have developed the critical sensitivity necessary to evaluate primary sources. Specifically, students should build upon skills acquired in their previous three years to: improve their awareness of the nature and use of various types of historical evidence; to demonstrate the nature of history as argument by focusing on the debates between historians about key issues; to increase their skills in research, writing, and presentation of papers; and to increase their organisational, critical and communication skills.