Order 1017647: political, social, religious and ethnic composition of german society from 1871-1924

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Faculty of Social Sciences – Assessment Brief for Students – 2017 / 2018

Module code and title

6HS011 from Reich to republic

Module leader

Simon Constantine

Diet

Re-sit

Assessment type

Coursework

Submission dates

15th may 2018

Submission method

In hard copy, in person to student centre

Assessment limits

Coursework 2: Source Analysis 2500 words

Assessment weighting

Coursework 2: 50%

Assessment brief (if appropriate, please refer to module assessment briefing document)

Coursework – Assignment 2

Guidance for the Source Analysis (2000 words)

The sources you need to choose are those produced in the period we have been studying on the course (1971-1924). They are contained in the files. You need to choose 3-4 of the sources that interest you, and may select from both visual and written sources.

You need to analyse three or four of the primary sources from the folder

For the purposes of this exercise ‘a source’ could be an individual picture, or a series of pictures, or (to give another example) one police report, or several. For longer texts, it could also be that you decide to focus on a particular extract. This could be your source, rather than the text as a whole, if you choose.

The sources can be taken from one topic (one folder) or from different ones. As you will see, there are points of connection between the different topics we study. Identifying points of connection could form part of your analysis. Comparing the different sources you have selected, and the information in them may also be a useful way to begin. Your source analysis should cover aspects of the module which are substantially different from those you tackled in your essay.

The seminar source material on CANVAS has been chosen, in part, to indicate the variety of evidence available to historians. It follows that you might want to consider the merits or weaknesses inherent in the particular type of source in front of you. What can it tell you that other sources cannot? What information can it not reveal?

As always, your ability to evaluate the source in front of you will improve as you learn more about the historical context in which it was produced. The scholarship on the reading list (see: CANVAS) will provide this, and you will probably need to draw on the work of historians during the course of your analysis. Finding out more about the author of the piece in front of you may also help you develop your analysis.

It is good practice to quote from your sources, or refer to specific passages of written text.

Finally, you should recognize the peculiar nature of your enquiry here. Most of the written historical evidence from German history is, of course, in German, yet the sources in front of you are in English. Some of them have been translated, and this raises issues of translation (and accuracy), many others are written by contemporary British or American observers. We are often seeing things through their eyes, and it is clearly important to be aware of this.

Assessment Criteria (The actual assessment components for this assignment)

Criteria

Weighting (If applicable)

Both assessments will test:

Your knowledge of German society between 1871 and 1924, and its heterogeneous political, social, religious and ethnic composition.

Your grasp of the significance of ethnicity, ‘race’, social class and gender for the life-course of German subjects at home and in the colonies.

Your understanding of the economic and social transformation of Germany in this period, and of the impact of war on society between 1914 and 1918.

Your assessment of the scholarship and of the different approaches that have been taken by historians who have studied this period.

Your ability to compose a structured, articulate answer to one of the essay questions provided, drawing upon the scholarship listed in the module guide.

The second assessment will also test:

Your ability to formulate a persuasive interpretation of the meaning and worth of a selection of primary sources relating to the module content.

Not Applicable

Pass mark

Undergraduate 40%

Performance descriptors in use;

· University of Wolverhampton

· PSRB

Return of assessments

(Instructions for return / collection of assessments )

We will endeavour to return your marked essay back to you as soon as possible, but please allow up to four working weeks after the submission date for this process to be completed.

This assessment is testing Module Learning outcomes

Tick if tested here

COURSEWORK 1

Tick if tested here

COURSEWORK 2

LO1

Critically analyse the problematic nature of interpreting the past and the variety of approaches adopted by historians.

LO2

Critically evaluate the multiplicity of sources available to historians, and

LO3

The historical construction and changing nature of identity in Germany between 1871 and 1924, as defined principally by place, ethnicity, gender and class.

Additional information for students

The University’s Learning Information Services have produced a series of guides covering a range of topics to support your studies, and develop your academic skills including a guide to academic referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

Your module guide and course guide contain additional and important information regarding;

· The required referencing style for your assignment.*

Whilst many modules require referencing in accordance with the Harvard Referencing convention, some modules – for example those within the School of Law – require Oxford Referencing. Please familiarise yourself with the requirements of your module.

· Submission of your work

· Marking, feedback and moderation in accordance with the University of Wolverhampton Assessment Handbook

· Extensions on submission dates *

· Additional support *

· Academic conduct with regards to cheating, collusion or plagiarism *

· Links to appropriate sources of relevant information *

* Further information regarding these and other policies can be accessed through your student portal on wlv.ac.uk.

Always keep a copy of your work and a file of working papers

The requirement to keep a file of working papers is important. There may be circumstances where it is difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and possibly meet with your tutor to answer questions on your submission.

When you submit your work you will be required to sign an important declaration confirming that:

· The submission is your own work

· Any material you have used has been acknowledged and appropriately referenced

· You have not allowed another student to have access to your work

· The work has not been submitted previously.

The following information is important when:

· Preparing for your assignment

· Checking your work before you submit it

· Interpreting feedback on your work after marking.

Module Learning Outcomes

Module Learning Outcomes are specific to this module, and are set when the module was validated.

Assessment Criteria

The module Learning Outcomes tested by this assignment, and precise criteria against which your work will be marked are outlined in your assessment brief.

Performance Descriptors

Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated.

To help you further:

· Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who need to re take any component.

· Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on the VLE module topic.

· The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

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FoSS Generic Assessment Performance Descriptors

Based on – University Performance Descriptors (updated September 2015)

Note that these are generic descriptors that apply mainly, though not exclusively, to written academic work. The relevant performance descriptors for the appropriate level (as below) should appear in the module guide.

Any further module-specific assessment criteria, such as number of words, should be clearly stated in the assignment brief.

The pass rate at levels 3 -6 = 40%

Level 3

Level 4

Level 5

Level 6 (Graduate level)

90-100%

Very detailed answers to all parts of the question / task. Extremely clearly structured and focused, demonstrating overall coherence and in- depth understanding. Clear evidence of a range of independently sourced material well applied in all contexts.

No obvious errors in grammar as appropriate.

Focused and comprehensive engagement with the question, showing evidence of in-depth understanding of the issues. Extremely clearly structured and demonstrating a coherent argument throughout.

Evidence of wide, independent reading.

No obvious errors in referencing or grammar or syntax as appropriate.

Exceptionally detailed and original response to the assignment, with critical use of independently sourced contextual material.
Outstanding demonstration of linked understanding of relevant theory, concepts and models. Extremely well structured with high level of analysis.

No obvious errors in referencing or grammar or syntax as appropriate.

Exceptional level of analysis, showing deep critical engagement with a comprehensive range of contextual material. Demonstration of independent thought resulting in highly original or creative responses to the assignment. Provision of clear evidence of understanding of current scholarship and research based on an extensive range of relevant sources. Extreme clarity of structure demonstrating complete focus of argument.

No obvious errors in referencing or grammar or syntax as appropriate.

80-89%

Detailed answers to all parts of the question / task. Very clear, logical structure and focus, demonstrating overall coherence. Clear evidence of independently sourced material appropriately applied.

Very few errors in grammar as appropriate.

Detailed response to all relevant parts of the question with evidence of clear understanding of the issues. Well structured with evidence of independent reading supporting the argument.

Very few errors in referencing or grammar or syntax as appropriate.

Very full, independent response to the assignment with totally relevant material which is well beyond any module input, demonstrating independent study. Excellent understanding and application of relevant theory, concepts and models. Very clear logical structure.

Very few errors in referencing or grammar or syntax as appropriate.

Excellent links between relevant ideas, theories and practice. Evidence of clearly independent scholarship and the ability to engage critically and analytically with a wide range of contextually relevant resource material.

Demonstration of original insights, supported by extremely well structured overall argument.

Very few errors in referencing or grammar or syntax as appropriate.

70-79%

Full answers to all the parts of the question / task. Clear structure and focus. Evidence of material not covered in taught context and appropriately applied to given context.

Few errors in grammar as appropriate.

Identification and very good understanding of issues in the assessment. Full answers to all questions/task. Very clear argument with relevant examples used to illustrate response. Clear evidence of reading outside the module list.

Few errors in referencing or grammar or syntax as appropriate.

Full response to the assignment with all content relevant and focused. Very good understanding of relevant theory, concepts and models. Application of appropriate theory to examples/practice, demonstrating a rigorous approach to a variety of ideas, contexts and frameworks.

Few errors in referencing or grammar or syntax as appropriate.

Very good links between a range of different ideas and theories. Places issues in a wider context. Evidence of clear understanding of a range of relevant theories and application of these appropriately. Independent ideas, well argued and supported.

Few errors in referencing or grammar or syntax as appropriate.

60-69%

All significant content accurate. All main points of question / task covered. Identifiable structure. Some evidence of material not directly covered in taught input.

Some small repeated errors in grammar as appropriate

Good understanding of the issues. Engages directly with the question. Clear argument with good examples used to support it. All main points and important issues of the question/task covered. Some evidence of reading outside the module list

Some small repeated errors in referencing or grammar or syntax as appropriate

Answers most if not all detailed aspects of the question. Content mainly relevant and accurate. Good knowledge and understanding of relevant theory and concepts and application of theoretical models. Evidence of a developing appreciation of contextual issues.

Some small repeated errors in referencing or grammar or syntax as appropriate

Clear links between theory and practice. Good coverage of assignment issues. Full understanding of core issues.
Evidenced level of understanding of appropriate theory and concepts.

Some small repeated errors in referencing or grammar or syntax as appropriate

50-59%

Content generally accurate and relevant to the question / task. Reasonable breadth of taught material used. Evidence of structure.

Generally sound understanding of basic concepts. Content relevant to the question/task. Competently deals with main issues. Reading based on main texts or materials, but not always fully utilised in supporting arguments.

Some repeated errors in referencing or grammar or syntax as appropriate.

Main issues addressed and solid attempt to answer question. Some relevant content applied. Sound knowledge and understanding of relevant theory and concepts and identification of main issues

Some repeated errors in referencing or grammar or syntax as appropriate.

Identifies main issues and relevant theory. Coverage of most of assignment issues. Competent application of relevant theory and states obvious links to practice.

Some repeated errors in referencing or grammar or syntax as appropriate.

40-49%

40% Pass mark

Satisfactory evidence of understanding of basic concepts/issues and demonstration that the learning outcomes have been met. Limited use of the breadth of taught content. Some attempt at structure.

Satisfactory evidence of understanding of basic concepts/issues and demonstration that the learning outcomes have been met. Content broadly relevant but with limited or little application of theory. Almost totally descriptive.

Satisfactory attempt to address question/issues with some content relevant to assignment topic. Demonstration that the learning outcomes have been met. Material engages with relevant module materials, but largely repeats taught input and lacks development or personal interpretation. Some general understanding of topic

Demonstration that the learning outcomes have been met. Makes few links between theory and practice. Answers question in a very basic way.

Describes relevant theory accurately, and some relevant ideas offered.

Limited coherence of structure.

30-39%

Compensatable Fail

Some learning outcomes and / or assessment criteria not met.

Repetition of taught content with minimal attempt to focus on the given question or issue. Little evidence of structure.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Some learning outcomes and / or assessment criteria not met.

Superficial treatment of issues. Some is relevant to topic set. Material merely repeats taught input. Lacks understanding of basic theory or concepts. Possible use of extensive quoted passages.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Some learning outcomes and / or assessment criteria not met.

Questions not answered fully. Content not wholly relevant. Little or no evidence of understanding of relevant theory. Very repetitive of taught input – no development or application. The use of extensive quoted passages evident.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

Some learning outcomes and / or assessment criteria not met.

Inadequate content with issues not addressed; insufficient evidence of understanding of relevant theory and concepts and only partial understanding shown. Very limited application of theory. Use of extensive quoted passages is evident.

Evidence of sufficient grasp of learning outcomes to suggest that the student will be able to retrieve the module on resubmission.

20-29% Fail

No learning outcomes fully met. Little evidence of attempts to engage with module materials.

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No learning outcomes fully met. Little evidence of attempts to engage with module materials.

No learning outcomes fully met. Little attempt to engage with the module materials or ideas.

No learning outcomes fully met.
No demonstration of adequate knowledge or understanding of key concepts or theories. There is no recognition of the complexity of the subject.

10-19% Fail

Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice.

Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice.

Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice.

Little attempt to engage with assignment brief and has not met learning outcomes. Inadequate demonstration of knowledge or understanding of key concepts, theories or practice.

0-9% Fail

No real attempt to address the assignment brief or learning outcomes

image4.pngNo real attempt to address the assignment brief or learning outcomes

No real attempt to address the assignment brief or learning outcomes

No real attempt to address the assignment brief or learning outcomes.

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Authorised: Authorised: FoSS version 1 - Approved by: FAEC November 8th 2016. Ref: 2 Module Assessment Briefing Form