|Semester 2 2024-25
The aim of this module is to provide students with a theoretically informed insight into the way in which law can be seen as an instrument of social commentary, and a barometer of social change over time. This is pursued through exploring the proposition that examining law making can cast important light on the values and aspirations and the fears and concerns of society at any given point in time. The timeframe of c. 1750 to the present allows the students to focus on the emergence of modern Britain , and also discover how examining the experiences of past societies can cast light on the present and even likely future directions in societal development. Within this timeframe students will examine the themes of continuity and change looking at a number of themes which inform their undergraduate studies in law, such as the emergence of the modern state, and the rise of modern capitalism; the problem of crime for society and responses to it; and the way in which relations between individuals are governed by the private laws of obligations and property. This will be pursued through examining the emergence of modern patterns and processes in law making, and examined alongside pertinent areas of modern history (especially social, economic and cultural histories) and theories of historical enquiry. This will be read alongside the significance of law, and law-making in society, and why understanding the experiences from the past might be very significant for law reform in the twenty-first century.
By the end of the module students should be able to demonstrate:
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Assessment preparation is embedded in several different ways. In the emphasis on developing individual narratives of interest from the outset and then embedding this into structured content for the seminar discussions. There are also dedicated revision activities, culminating in a final 'wrap up' class. Moving to individual student focus, there are opportunities for one-to-one assessment appointments for feedback on ideas and proposed directions, and then a follow up from the module teacher making suggestions on useful sources and directions.
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Students receive written feedback which reflects on the content of their submissions and the arguments made. It also makes suggestions for improvement, and endeavours to have a 'feed forward' function for further assessments, and especially the forthcoming dissertation element
Feedback is returned to students in line with University time stipulations