AMER30812
American Hauntings
20
Semester 2
Undergraduate
Level 3
Natalie Zacek
Unit coordinator
English and American Studies
1
FHEQ level (Framework for Higher Education Qualifications) ' Undefined '
European Credit Transfer & Accumulation System Rating : 10.0
<p>This interdisciplinary module explores the place of the supernatural in American history and culture from the beginnings of English settlement in North America through the current era. It explores the ways in which the “original sins” of American history, such as the enslavement of African-Americans and the dispossession of Native Americans, have been understood through the figures of ghosts, monsters, and spirits, and how the recurrence of such figures over centuries reflects the novelist William Faulkner’s claim that “the past is never dead; it’s not even past.” We will explore the haunted history of the United States by discovering how fictions and folk beliefs can illuminate the past in ways unavailable through standard historical sources, and whether these cultural artefacts can be a form of resistance against past and present injustices.</p>
<p>This interdisciplinary module explores the place of the supernatural in American history and culture from the beginnings of English settlement in North America through the current era. It explores the ways in which the “original sins” of American history, such as the enslavement of African-Americans and the dispossession of Native Americans, have been understood through the figures of ghosts, monsters, and spirits, and how the recurrence of such figures over centuries reflects the novelist William Faulkner’s claim that “the past is never dead; it’s not even past.” We will explore the haunted history of the United States by discovering how fictions and folk beliefs can illuminate the past in ways unavailable through standard historical sources, and whether these cultural artefacts can be a form of resistance against past and present injustices.</p>
<ul> <li> To understand the concept of haunting as a way through which to understand obscured histories of the United States;<br /> </li> <li> To appreciate the ways in which non-traditional sources can expand our understanding of historical events and processes;<br /> </li> <li> To appreciate the incomplete nature of various aspects of U.S. history and culture</li></ul>
<ul> <li> Expanded knowledge of a variety of events and processes in the history of the United States, from the beginnings of European settlement through the present;<br /> </li> <li> Understanding of the concept of haunting and its usefulness in the study of history</li></ul>
<ul> <li> Ability to use non-traditional sources, such as fiction and folk belief, as sources of historical understanding</li></ul><ul> <li> Understanding of history as an incomplete and unstable process</li></ul>
<ul> <li> Combination of traditional and non-traditional sources in historical research;<br /> </li> <li> Presentation of ideas in a variety of assessment contexts</li></ul>
<ul> <li> Participation in group discussions;<br /> </li> <li> Research, analysis, and expression of ideas in written and verbal contexts<br /> </li> <li> Organisation of time in relation to module meetings and assessments</li></ul>
Other
This module calls upon students to develop and practice the skills listed above under ¿Transferable Skills and Personal Qualities,¿ all of which are central to employability. In addition, each student is expected to take responsibility for her/his learning, and to improve his/her understanding of the material and success in the assessments for this module through engagement with the feedback provided (in both written and verbal form) by the course unit director; these too are important skills for employability in many fields.
0
Other
100%
<figure class="table"><table style="border-collapse:collapse;" border="0" cellpadding="0" cellspacing="0" width="178"><tbody><tr style="height:72.0pt;" height="96"><td class="xl68" style="height:72.0pt;width:67pt;" height="96" width="89">Essay</td><td class="xl67" style="border-left-style:none;width:67pt;" width="89">50%</td></tr></tbody></table></figure><figure class="table"><table style="border-collapse:collapse;" border="0" cellpadding="0" cellspacing="0" width="178"><tbody><tr style="height:72.0pt;" height="96"><td class="xl67" style="height:72.0pt;width:67pt;" height="96" width="89">On Campus Exam</td><td class="xl67" style="border-left-style:none;width:67pt;" width="89">50%</td></tr></tbody></table></figure><p> </p>
Y
<p>Charles L. Crow, American Gothic (Cardiff: University of Wales Press, 2009) </p><p> </p><p>Charles L. Crow, ed., A Companion to American Gothic (Hoboken, NJ: John Wiley & Sons, 2014) </p><p> </p><p>Joel Faflak and Jason W. Haslam, eds., American Gothic Culture: An Edinburgh Companion (Edinburgh: Edinburgh University Press, 2016) </p><p> </p><p>Teresa A. Goddu, Gothic America: Narrative, History, and Nation (New York: Columbia University Press, 1997)</p><p> </p><p>Zachary Michael Jack, The Haunt of Home: A Journey through America’s Heartland (Ithaca, NY: Cornell University Press, 2020) </p><p> </p><p>Marko Lukic, Geography of Horror: Spaces, Hauntings, and the American Imagination (Cham: Palgrave Macmillan, 2022) </p>
Lectures
11
Seminars
22
0
0