Instruct the students on the appropriate academic skills for essay writing, such as critical analysis, argument, referencing, and research
Introduce academic standards expected in written work
Describe what Britain was like geographically, socially and economically before the arrival of the railways
Explore the construction and development of the British railway network from 1825 onwards, and the engineering accomplishments of nineteenth century railway builders.
Discuss how the British government did not plan the construction of the railway network, compared with the foreign governments who exercised greater control.
Show how the building of the railways changed the structure, nature and character of villages, towns and cities
Demonstrate how the arrival of the railways altered trading patterns within Britain
Discuss how the building of the railways opened up opportunities for individuals to travel that had never existed previously
Explore how the railways, through the construction of works facilities, led to the establishment and development of railway towns
Discuss how the development of the railway industry led to the expansion of the capital markets
Introduce outstanding historical debates regarding the extent of the impact of the railways had on the British economy
Offer opportunities for students to respond and comment on the arguments of previous scholars, as well as critique the opinions of their peers.
Module learning outcomes
By the conclusion of the module the student should be able to:
Show an understanding of how the British railway network developed, as well as the engineering accomplishments of the nineteenth century railway companies.
Demonstrate knowledge of how the railways changed aspects of British social and economic life
Express opinions on existing debates in the literature and formulate their own
Write sustained work that offers a measured, convincing and scholarly argument
Demonstrate research skills by engaging with both primary and secondary source material
Select and organise appropriate information effectively so as to develop coherent opinions and arguments
Consider and solve problems, including complex problems to which there is no single solution
Write work that is sustained offering a measured, convincing and scholarly argument.
% of module mark
Special assessment rules
% of module mark
The tutor will give regular individual feedback throughout the module on work submitted.
The assessment feedback is as per the university’s guidelines with regard to timings.
Reading lists, and the availability of texts/journals electronically, are subject to change: please check with Lifelong Learning/teaching staff before making any purchases prior to the start of the module.
Bagwell, P. and Lyth, P, Transport in Britain, (London: 2002).
Casson, Mark, “The Efficiency of the Victorian British Railway Network: A Counterfactual Analysis”, Networks and Spatial Economics 9, 3, (2009) – SUPPLIED DIGITALLY
Gourvish, T.R., “Railways 1830-70: The Formative Years”, in Aldcroft, Derek H. and Freeman, Michael J., Transport in Victorian Britain, (Manchester, 1988) – SUPPLIED DIGITALLY
Heller, Mike, “Suburbia, marketing and stakeholders: developing Ilford, Essex, 1880–1914,” Urban History 41, 1 (2014) - SUPPLIED DIGITALLY.
Michael J., Transport in Victorian Britain, (Manchester, 1988) – SUPPLIED DIGITALLY
Simmons, Jack, The Railway in Town and Country, 1830-1914, (Newton Abbott, 1983)
Pope, Norris, “Dickens's “The signalman" and information problems in the railway age,” Technology and Culture 42. – SUPPLIED DIGITALLY
Armstrong, John, “The Role of Coastal Shipping in UK Transport: An Estimate of Comparative Traffic Movements in 1910,” The Journal of Transport History 8, 1987. – SUPPLIED DIGITALLY
Dyos, H.J. “Workmen’s Fares in South London”, Journal of Transport History 1, 3 (1954). – SUPPLIED DIGITALLY
Hawke, G.R., Railways and Economic Growth in England and Wales, 1840-1870, (Oxford, 1970) – SUPPLIED DIGITALLY
Kellett, John R., Railways and Victorian Cities, (London, 1969) – SUPPLIED DIGITALLY