Consumer Revolution? Food, Things and Fashion in England 1500-1800: Context (HIH3598)
|Staff||Professor Jane Whittle - Convenor|
|Pre-requisites||At least 90 credits of History at level 1 and/or level 2|
|Co-requisites||HIH3597 Consumer Revolution? Food, Things and Fashion in England 1500-1800: Sources|
|Duration of Module||Term 1: 11 weeks; Term 2: 11 weeks;|
To examine the changing nature of consumption in early modern England, particularly changes in diet, housing and clothing, and the ways in which such things were acquired. It examines the adoption of new items such as tea, coffee, clocks, forks and cotton cloth, changes in housing, and the spread of shops, and asks whether by the eighteenth century, these changes constituted a 'consumer revolution'. It draws on a theoretical literature about the place of consumption in modern life, and examines whether it is applicable to historical circumstances, as well as surveying the new and lively field of historical research into early modern consumption. The module investigates how items were marketed and acquired by consumers; it examines how and why new patterns of consumption were adopted, and who by, in particular looking at the role of gender; and looks at people's attitudes to changing consumption patterns.
ILO: Module-specific skills
- 1. Ability to evaluate the different complex themes within the topic 'Consumer Revolution? Food, Things and Fashion in England 1500-1800'.
- 2. Ability to make close specialist evaluation of the key developments within the period, developed through independent study and seminar work.
ILO: Discipline-specific skills
- 3. Ability to analyse the key developments within a particular historical environment
- 4. Ability to focus on and comprehend complex issues
- 5. Ability to understand and deploy historical terminology in a comprehensible manner.
ILO: Personal and key skills
- 6. Independent and autonomous study and group work, including presentation of material for group discussion, developed through the mode of learning.
- 7. Ability to digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 8. Ability to present complex arguments orally.
After an introductory session on the meaning of consumption, the following topics will be covered: food and diet, drinking and sociability; cooking and dining; elite houses; vernacular houses, furnishing the home; new things (clocks and mirrors); elite fashion; men’s clothes; plebeian fashion; purchasing goods; shopping and gender; was there a ‘Consumer revolution’? Different theoretical approaches will also be considered such as Norbert Elias on manners and etiquette; anthropological work on gifts and commodities; and Thorsten Veblen on emulation.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||44||seminars (22 x 2hr)|
|Guided independent study||256||Reading and preparation for seminars and presentations|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Better of two essay marks||33||3000 words||1-8|
|Exam||67||2 questions in 2 hours||1-7|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Better of two essays||Better of two essays||1-8||Referral/deferral period|
Indicative learning resources - Basic reading
Module has an active ELE page?
Available as distance learning?
Last revision date