Faculty of Social Sciences. Application deadline 4/15/2015

Transkript

1 NO EN History (Bachelor) The bachelor's degree in history provides knowledge of global economic, social and political developments, achievments and challenges. The programme enables students to develop their understanding of humanity's past and present, and to critically reflect over historical and contemporary social problems. This three-year programme is comprised of both history-oriented subjects and electives. Students learn the principles of resource evaluation and become practiced in the critical analysis of historical sources. The programme covers Norwegian, Nordic, European and global history and addresses themes across: political history, economic history, social history, cultural history, women's history and indigenous history. BACHELOR IN HISTORY ECTS Credits 180 Study level Bachelor Start semester Autumn 2015 Teaching language Norwegian Faculty Campus Faculty of Social Sciences Bodø Application deadline 4/15/2015 PER-BJARNE RAVNÅ Programme coordinator Førsteamanuensis Phone: ASTRID KJÆREFJORD GAUSTAD Academic advisor Rådgiver Phone: JOB OPPORTUNITIES Students attain critical skills and knowledge for work within a range of contexts. Possible career pathways include teaching, administration, the media, work within the cultural sector, tourism and public sector. Individual modul...es within the programme can be taken as electives within other bachelor degree programmes at University of Nordland. Page 1 of 25

2 FURTHER EDUCATION The Bachelor degree in History qualifies students for entry into relevant Master degree programmes. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines Page 2 of 25

3 Programme overview 1ST STUDY YEAR OVERVIEW Autumn 2015 Study foundation semester - Individual, Society and Science EX150S Spring 2016 Modern World History (after 1750) HI123S 30 SP 10 SP Mandatory courses 110 ECTS Credits Bachelor's thesis 10 ECTS Credits Elective courses - 60 ECTS credits 60 ECTS Credits European History before 1750 HI114S 10 SP Modern Norwegian History after 1815 HI118S 10 SP 2ND STUDY YEAR Autumn 2016 Historical theory and methodology HI122S 10 SP Norwegian History before 1814 HI109S 10 SP The world history of epedemics HI221S 10 SP Spring 2017 Modern Norwegian urban history - with an emphasis on Northern Norway HI218S 10 SP Sami history HI222S 10 SP Bachelor s Thesis HI212S 10 SP Page 3 of 25

4 Study plan BACHELOR IN HISTORY The study of history contributes to increase the understanding of the situation of humanity under changing societal conditions. Through knowledge of and insight into human societies in different regions and at various times during history, students gain a better understanding of present society. ADMISSION REQUIREMENTS Higher Education Entrance Qualification Language requirement View general admission information View specific application deadlines PROGRAMME DESCRIPTION The bachelor programme in history provides a broad review of the development of human societies in Norway and the rest of the world, with an emphasis on Europe, from the beginning of historic times to the present day. In addition, students study chosen themes from Norwegian or international history in depth. The programme also contains a component that focuses on historical theory and method. The programme aims to contribute to a reflective approach to social and cultural issues. Through syllabus work and instruction, students also learn the principles of source criticism and are trained in the critical analysis of historical sources. In an independent assignment (the bachelor assignment), students will practice working independently with historical literature and sources. LEARNING OUTCOMES On successful completion of the programme: Knowledge The student should acquire a basic knowledge of central events and development processes in Norwegian history and World history with a focus on Europe. The fields of knowledge cover the whole period from ancient history until today, but candidates should also understand chosen subjects in more detail. Skills Students should be able to discuss historical problem. Candidates should be able to relate specific themes to larger historical contexts and development processes, and undertake their own professional research based on literature and sources. General competence Students should be able to relate to an academic tradition, to access comprehensive academic literature, to review relevant knowledge from the literature, and to argue for their own conclusions in written academic work. ASSESSMENT METHODS Either a home exam, an oral examination or a written examination, or a combination, with regular Norwegian grading system (A-F). Page 4 of 25

5 EXAMINATION REGULATIONS, ASSESSMENT AND GRADING The Norwegian system for grading and assessment using the letter grades A - F, in which A denotes the best/highest grade and F denotes "not passed". Grades can also be awarded as "passed", "not passed", "approved" and "not approved". Read Examinations rules and regulations QUALIFICATIONS REQUIREMENTS AND REGULATIONS Refer to Regulations concerning studies and examinations at University of Nordland and other local regulations University Rules and Regulations COSTS No specific costs other than semester registration fee and course literature. GRADUATION REQUIREMENTS Bachelor thesis STUDY ABROAD It is possible to substitute courses taken abroad for history courses at University of Nordland at both 100-level (introductory) and 200-level (intermediate). If the student decides to go abroad, the foreign courses must be approved before the middle of the foregoing semester. SPECIFIC ARRANGEMENTS FOR RECOGNITION OF PRIOR LEARNING If the applicant does not fulfill the requirements for the Higher Education Entrance Qualification but has experience-based competence relevant to the field of study, he or she may apply for recognition of this competence in order to fulfill the admission requirements. General arrangements for recognition of prior learning PROGRAMME EVALUATION The programme is evaluated via student questionnaire, as well as by the programme director. The evaluations form a part of the University's quality assurance system. Page 5 of 25

6 Subject descriptions (8) Study foundation semester - Individual, Society and Science EX150S The goal for this semester course is twofold: 1. The course enables students to be better able to study and get involved in studies. It also lays the foundation for the expertise and skills students should have as students and in relation to their future work. It emphasizes in particular: Communication and reflection skills Writing and presentation skills 2. The course provides a basic introduction to philosophy and the history of science, and to central research themes and teaching at the faculty. Currently, this includes the following topics: Democracy, gender equality and participation Norwegian Society and the World Ethics in Practice and Science Globalization, Trade, Environment and Risk The Media's role and power Social Analysis and Political Systems Science s role and power Welfare Society and Welfare State Development No costs except semester registration fee and course literature. STUDY FOUNDATION SEMESTER - INDIVIDUAL, SOCIETY AND SCIENCE EX150S ECTS Credits 30 Level Course type Undergraduate degrees Compulsory for all bachelor programmes at the Faculty of Social Sciences except for the Bachelor of Circumpolar Studies. The course includes the courses Ex.phil and Ex.fac. Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian KJARTAN KOCH MIKALSEN Course coordinator Førsteamanuensis Phone: kjartan.k.mikalsen@nord.no Start semester Autumn 2015 Page 6 of 25

7 LEARNING OUTCOMES Knowledge: On successful completion of the course the candidate should: have broad knowledge of science traditions and their standing in society have basic knowledge of the role of science in social development understand the ethical challenges in research and knowledge-based practice be able to identify the positions, arguments and structures of different text types have a basic understanding of themselves at a personal level in communication and in relationships with others Skills: On successful completion of the course the candidate should: be able to take professional stands in debates be able to structure course material and present this in written work or oral form be able to work both independently and in groups master the relevant professional tools and techniques be able to think critically about ethical issues, both personal and student and community issues be able to reflect on own values and humanity General competence: On successful completion of the course the candidate should: be able to think critically about scientific knowledge production be generally oriented in social analysis, ethics and science be able to pass on important subjects, such as theories, issues and solutions in written, oral, and through other appropriate forms of expression have insight into the characteristics of science texts and how such texts can affect society be able to contribute to their own and others' professional development in an independent and thoughtful manner PREREQUISITIES Students must be prepared to read some litterature in Norwegian and some in English RECOMMENDED PRIOR KNOWLEDGE Admission occurs based on general study competence (university entrance) or work competence (prior learning) according to current Norwegian regulations. RECOMMENDED OR REQUIRED READING FELLESPENSUM (for ALLE): Books: Brodersen, R. B., Bråten, F. R., Anders, Slethei, K., Ågotnes, K. (2007), Tekstens autoritet. Tekstanalyse og skriving i akademia. Oslo: Universitetsforlaget (180 sider) Eide, Martin (2011), Hva er journalistikk. Oslo: Universitetsforlaget (Kapittel 1-5, 104 sider) Eriksen, Thomas H. og Torunn Arntsen Sajjad (2011), Kulturforskjeller i praksis. Oslo: Gyldendal akademisk (Kapittel 1-8 og 17, 127 sider) Gilje, Nils og Harald Grimen (1993), Samfunnsvitenskapenes forutsetninger. Innføring i samfunnsvitenskapenes vitenskapsfilosofi. Oslo: Universitetsforlaget (Kapittel 1-7 og 10, 196 sider) Jensen, Per og Inger Ulleberg (2011), Mellom ordene. Kommunikasjon i profesjonell praksis. Oslo: Gyldendal akademisk (Kapittel 1, 2, 4, 5, 7, 11, 15 og 16, 187 sider) Skirbekk, Gunnar og Nils Gilje (2007), Filosofihistorie Innføring i europeisk filosofihistorie med særlig vekt på vitenskapshistorie og politisk filosofi. Oslo: Universitetsforlaget (Kapittel 1-15, 20 og 21.A-D, 370 sider) Torp, Hege (red.) (2012), Nytt Arbeidsliv. Medvirkning, inkludering og belønning (E-bok). Oslo: Gyldendal akademisk (Kapittel 1, 2, 3, 6, 7, 9 og 10, ca. 155 sider) Compendium: Allardt, Erik (1976), Dimensions of welfare in a Comparative Scandinavian Study. Acta Sociologica, s (12 sider) Buckley, Terry (1996), The Institutions of Athenian Democracy, i Aspects of Greek History BC. A Source-Based Approach. Routledge, s (22 sider) Gilley, Bruce (2006), The meaning and measure of state legitimacy: Results for 72 countries, i European Journal of Political Research 45 (3), s (27 sider) Page 7 of 25

8 Grimen, Harald (2004), Samfunnsvitenskapelige tenkemåter. Oslo: Universitetsforlaget (Kapittel , 29 sider) Grimen, Harald (2010), Robert Nozick den minimale staten, i Pedersen, Jørgen (red.), Moderne politisk teori. Oslo: Pax Forlag (Kapittel 2, 22 sider). Huseby, Robert (2012), Likhet og rettferdighet G. A. Cohens kritikk av John Rawls. Nytt norsk tidsskrift 29 (2), s (9 sider) Høibraaten, Helge (1998), Demokrati, makt og kommunikasjon, i Fermann, Gunnar og Torbjørn L. Knutsen (red.), Virkelighet og vitenskap perspektiver på kultur, samfunn, natur og teknologi. Oslo: Ad Notam Gyldendal (Kapittel 8.5, 33 sider) Lundby, Knut (2010), Medier overalt, i Frønes, Ivar og Lise Kjølstad (red.), Det norske samfunn. Oslo: Gyldendal Akademisk (23 sider) Nielsen, May Britt O. (2011), Den demokratiske revolusjon, i Norvegr. Bind 3, Oslo: Aschehoug & Co, s (30 sider) Noack, Turid (2004), Familien i velferdsstaten: fra støttespiller til trojansk hest?, i Ellingsæter, Anne Lise og Anlaug Leira (red.), Velferdsstaten og familien utfordringer og dilemma. Oslo: Gyldendal akademiske (28 sider) Rose, Lawrence (2014), Demokratiteori forventninger og virkelighet, i Baldersheim og Rose (red.), Det kommunale laboratorium. Bergen: Fagbokforlaget (Kapittel 2, s , 32 sider) Røiseland, Asbjørn (2015), Samstyring og demokrati. Bodø: FSV notat Røiseland, Asbjørn (2015), Teorier om legitimitet. Bodø: FSV notat Schwebs, Knut og Helge Østbye (2013), Media i samfunnet. Oslo: Samlaget (Kapittel 8, 35 sider) Stamsø, Mary Ann (red.)( 2009), Velferdsstaten i endring. Oslo: Gyldendal Akademisk (Kapittel 3 og 10, ca. 50 sider) Svendsen, Lars Fr. H. og Simo Säätelä (2007), Hva er en god handling?, i Det sanne, det gode og det skjønne en innføring i filosofi. Oslo: Universitetsforlaget (Kapittel 6.1-3, 26 sider) Titmuss, Richard (2006), Universalism versus Selection, i Pierson, Christopher and F. Castles (eds.), The welfare state reader. Cambridge: Polity Press, s (10 sider) Available online: Lu, Catherine, World Government, The Stanford Encyclopedia of Philosophy (Fall 2012 Edition), Edward N. Zalta (ed.), URL = < PENSUM TIL TEKSTSEMINAR, KOMMUNIKASJON OG ETIKK (programspesifikt): Barnevern og Sosialt arbeid Compendium: Eide, K., Damsgaard, H.L. (2012) Utfordringer i velferdsstatens yrker. Fontene forskning, 5 (1): Natland, S. og Rasmussen, M. (2012) Jeg var ganske usynlig. Fontene forsking, 5 (1): 4-18 Kojan, B. H. et al. (2014) Barnevern og sosiale nettsamfunn - en utforskende analyse. Norges barnevern 91 (2-3): Røysum, A. (2010) Sosialarbeidernes profesjon utfordres. Fontene forsking 3 (1): Edvardsen O. og Mevik K. (2014) Vold mot barn i hjemmet: Hvordan ivareta barns rettigheter? Tidsskrift for familierett, arverett og barnerettslige spørsmål 12 (4): Eide, Solveig Botnen (2008) Profesjonsetikkens basis: en drøfting med utgangspunkt i endringer av norske sosionomers profesjonsetiske kodekser. Fontene forskning, 1 (1): Book: Ruud, Anne K. (2011), Hvorfor spurte ingen meg? Kommunikasjon med barn og ungdom i utfordrende livssituasjoner. Oslo: Gyldendal akademisk (Kapittel 1-3, 50 sider) Availale online: Yrkesetisk grunnlagsdokument for barnevernpedagoger, sosionomer, vernepleiere og velferdsarbeidere: Historie og lektorutdanningen Compendium: Audoin-Rauzeau, S. og Becker, A. (2002) Battle, combat, violence: a necessary history. I: Audoin-Rauzeau, S. og Becker, A. Understanding the Great War. Hill and Wang, ss Drake, H.A. (2006) The Impact of Constantine on Christianity I: Lenski, N. red. The Cambridge Companian to the Age of Constantine. Cambridge University Press, ss Evjen, B. (2008) Giftermål, næring og etnisk tilhørighet I: Evjen, B. og Hansen, L. I. red. Nordlands kulturelle mangfold. Etniske relasjoner i historisk perspektiv. Pax Forlag, ss Krag, C. (2012) Rikssamlingshistorien og ynglingerekken. Historisk Tidsskrift 91 (2): Aas, S. (2014) Kvinnebyen Bodø før I: Politikk, profesjon og vekkelse. Kvinner i Norge på og 1900-tallet. Fagbokforlaget, ss Page 8 of 25

9 Eide, S. B. og Skorstad, B. (2013) Diskursetikk. I: Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, P. (2006) Habermas og den ideale talesituasjon - En innføring. Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000) Redelighet, saklighet og forskningsetikk. I: Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf (Innledning, del A-D og F, 28 sider) Human Resource Management Compendium: Arnulf, J.K. (2012) Ledelse og styring. I: Hva er ledelse. Universitetsforlaget, s Byrkjeflot, H. og Guldbrandsøy, K. (2013) Både hierarkisk styring og nettverk. Tidsskrift for samfunnsforskning 54 (4): Haaland, F. H. og Dale, F. (2005) Å bli leder for første gang. I: På randen av ledelse. Gyldendal akademisk, s Rødvei, P. H. (2008) Trenger vi fagforeninger i et individualisert arbeidsliv? Tidsskrift for samfunnsforskning 49 (2): Sund, B. og Lines, R. (2014) Implisitte teorier om særtrekk ved norsk ledelse. Nordiske Organisasjonsstudier 16 (3): Eide, S. B. og Skorstad, B. (2013) Diskursetikk. I: Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, P. (2006) Habermas og den ideale talesituasjon - En innføring. Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000) Redelighet, saklighet og forskningsetikk. I: Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf (Innledning, del A-D og F, 28 sider) Journalistikk Compendium: Brurås, Svein (2012): Vær varsom og dristig. I: Warmedal, M. M. Hjeltnes, G. red. Gravende journalistikk. Metode, prosess og etikk. Oslo : Gyldendal Akademisk, s Eide, Elisabeth (2012): Backlash i mediene? Journalistikk og kjønn. I: Orgeret, K. S. red. Norske medier journalistikk, politikk og kultur. Kristiansand: Cappelen Damm Høyskoleforlaget, s Eide, Martin (2009): Sannheten, verken mer eller mindre. I: Hva er journalistikk. Universitetsforlaget, s Mathisen, B. R. (2010) Heia vårres kara. I: Mathisen, B. R. red. Lokaljournalistikk. Blind patriotisme eller kritisk korrektiv. Kristiansand: IJ-forlaget, s Omdal, Sven Egil (2012): På ryggen av en svart svane. I: Eide, M., Larsen L. O. og Sjøvaag, H. red. Nytt på nett og brett Journalistikk i forandring. Oslo: Universitetsforlaget, s Lamark, Hege (2001) Som journalister spør. Kristiansand: IJ-forlaget, s Dirchsen, Jan B. (2011), Et spørgsmål om tillid at lave tv med mennesker. Århus: Forlaget Ajour, s Book: Brurås, Svein (2014), Etikk for journalister, 5. utgave. Fagbokforlaget (Kap. 9, Presseetikk og moralfilosofi, 30 sider) NB! De øvrige kapitlene i boka inngår som pensum 2. semester. Kapittelet er derfor ikke trykt opp i kompendiet. Boka fås kjøpt på Akademika. Lederskap Compendium: Arnulf, J.K. (2012) Ledelse og styring. I: Hva er ledelse. Universitetsforlaget, s Byrkjeflot, H. og Guldbrandsøy, K. (2013) Både hierarkisk styring og nettverk. Tidsskrift for samfunnsforskning 54 (4): Haaland, F. H. og Dale, F. (2005) Å bli leder for første gang. I: På randen av ledelse. Gyldendal akademisk, s Monsen, L.-K. (kommer 2016) Ledelse, makt og kommunikasjon (upublisert manus). Sund, B. og Lines, R. (2014) Implisitte teorier om særtrekk ved norsk ledelse. Nordiske Organisasjonsstudier 16 (3): Eide, S. B. og Skorstad, B. (2013) Diskursetikk. I: Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, P. (2006) Habermas og den ideale talesituasjon - En innføring. Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000) Redelighet, saklighet og forskningsetikk. I: Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: Page 9 of 25

10 PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf (Innledning, del A-D og F, 28 sider) Sosiologi Compendium: Gjernes, T. (2004) Helsemodeller og forebyggende helsearbeid. Sosiologisk tidsskrift 12 (2): Hansen, M. Nordli (2005) Ulikhet i Osloskolen: Rekruttering og segregering. Tidsskrift for ungdomsforskning 5 (1): 3-26 Rogstad, J. og Solbrække, K.N. (2012) Velmenende likegyldighet? Etnisk mangfold og integrasjon i en norsk sykehuskontekst. Sosiologisk tidsskrift 04/2012 Skorstad, B. (2008). Miljøomsyn i kvardagslivet. Sosiologi i dag 38 (4): Stefansen, Hegna, Valset, von Soest og Mossige (2009) Vold mot homofil ungdom. Forekomst og fortolkning. Sosiologi i dag, 39 (2): Eide, S. B. og Skorstad, B. (2013) Diskursetikk. I: Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, P. (2006) Habermas og den ideale talesituasjon - En innføring. Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000) Redelighet, saklighet og forskningsetikk. I: Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf (Innledning, del A-D og F, 28 sider) Statsvitenskap Compendium: Bergh, Johannes og Guro Ødegård (2013), Ungdomsvalget Norsk statsvitenskapelig tidsskrift 29 (1): Bøås, Morten (2009), Pirates of Somalia ny vekstnæring i et land uten stat. Internasjonal Politikk 53 (1): Karlsen, Rune og Stine Marie Waage (2013), Et usedvanlig sterkt medium? - En eksperimentstudie av politiske TV- og radioreklamer. Tidsskrift for samfunnsforskning 53 (4): Lundberg, Kjetil G. (2013), Fra tynne beskrivelser til feite forklaringer: - Om smitteperspektivet i norsk trygdedebatt. Nytt Norsk Tidsskrift 30 (2): Nyseth, Torill (2013), Stedsutvikling i et innovasjonsperspektiv Karneval eller bare nye kostymer?, i Ringholm, toril, Håvard Teigen og Nils Aarsæther (red.), Innovative kommuner. Oslo: Cappelen Damm Akademisk (Kapittel 15) Eide, S. B. og Skorstad, B. (2013) Diskursetikk. I: Etikk- til refleksjon og handling i sosialt arbeid. Gyldendal akademiske (Kap. 6, 13 sider) Hedberg, P. (2006) Habermas og den ideale talesituasjon - En innføring. Replikk (6 sider) Johansen, K. E. og Vetlesen A.J. (2000) Redelighet, saklighet og forskningsetikk. I: Innføring i etikk. Oslo: Universitetsforlaget (kap. 11, 20 sider) Available online: Forskningsetiske retningslinjer for samfunnsvitenskap, humaniora, juss og teologi. De nasjonale forskningsetiske komiteene. [Online]: PDF/Forskningsetiske%20retningslinjer%20for%20samfunnsvitenskap,%20humaniora,%20juss%20og%20teologi%20%282006%29.pdf (Innledning, del A-D og F, 28 sider) MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Teaching methoda and learning activities consist of a mixture of lectures, field trips, student activity, seminars and group work. Selected parts of the curriculum will be discussed in lectures and students are responsible for reviewing the whole curriculum. Students are expected to influence the content of discussions and workshops by contributing with their own suggestions and comments. In addition to compulsory teaching and assignments students follow a longitudinal writing seminar related to the two written tasks in the portfolio examination OVERLAPPING COURSES EX130S Examen philosophicum - 10 study points. EX105S Examen facultatum - 10 study points. EX152S Fundamentals of Academic Text - 10 study points. EX151S Study foundation semester - Individual, Society and Science - 30 study points. Page 10 of 25

11 COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system Page 11 of 25

12 Modern World History (after 1750) HI123S The course covers the following main topics: The Industrial Revolution in Great Britain The French Revolution The population explosion and migrations The Second Industrial Revolution The Changing State, : the nation and democracy Imperialism and the major powers, The background to the two world wars The principal trends of political and economic development during the inter-war period: (the Russian Revolution, the Versailles peace, fascism and National Socialism, the relations between the major powers until the Second World War) The Cold War Relations between rich and poor countries: the Third World European integration and globalization None other than semester registration fee and syllabus literature. MODERN WORLD HISTORY (AFTER 1750) HI123S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the one year programme and the bachelor in history. Elective for others. Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences WILHELM JØRN KARLSEN Course coordinator Førsteamanuensis Phone: Start semester Spring 2016 LEARNING OUTCOMES On successful completion of the course: Knowledge The student should acquire a basic knowledge of central events and development processes regarding the economic, social and political history of Europe from 1750 till Knowledge of major social and cultural institutions and the relationships between these, throughout the period. The development of Europe will be considered in a global context. Abilities The student should be able to discuss historical problems and reach their own conclusions. General competence The student should be able to access a comprehensive amount of scientific literature, to review relevant knowledge from the literature and to argue for their own conclusions in written work. PREREQUISITIES General study competence or practical competence according to current regulations. Page 12 of 25

13 RECOMMENDED PRIOR KNOWLEDGE Students should be prepared to read some of the required literature in English. RECOMMENDED OR REQUIRED READING The reading list is subject to amendments at semester start. The period : Either: Or: Eriksen, Tore Linné, Globalhistorie En sammenvevd og delt verden, Cappelen Damm Akademisk, 2010 (520 pages) Merriman, John, A History of Modern Europe from the Renaissance to the present, London, 2010, chapter 10, pp , 16-17, 19, 21-26, 30 (ca 620 pages) The period after 1945: Either: Or: Balsvik, Randi Rønning, Det 20. århundrets historie - et globalt perspektiv, Cappelen Damm Akademisk, 2010 (336 pages) Lundestad, Geir: Øst, vest, sør, nord. Hovedlinjer i internasjonal politikk etter 1945, Universitetsforlaget, 2010, pp , , (ca 230 pages) MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Lectures, seminars with individual assignments. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2012 spring). Home examination, 1 Weeks. Worth 40/100 of the grade (first instance 2012 spring). Written examination, 6 Hours. Worth 60/100 of the grade (first instance 2012 spring). OVERLAPPING COURSES HI117S Modern World History (after 1750) - 10 study points. HI117NS Modern World History - 10 study points. HI117NS Modern World History - 10 study points. HI123NS Modern World History (after 1750) - 10 study points. HI123LS Modern World History (after 1750) - 10 study points. HI112S-002 Modern World History (after 1780) - 7 study points. HI112S-001 Modern World History (after 1780) - 3 study points. COURSE EVALUATION The programme of study and relevant courses are evaluated by students twice a year as part of the university's quality assurance system. Page 13 of 25

14 European History before 1750 HI114S The course covers the following main topics: The cities and empires of Antiquity. Political, social and economic development of the city states of Antiquity and the Roman Empire The transition from Antiquity to the Middle Ages The development of the Byzantine Empire The development of the Arab Empire The development of the Western Church Demographic development Feudalism and the feudal economy - background, characteristics and development Town growth and trade, with particular attention to the Middle Ages The Reformation and the Counter Revolution State development, with a focus on the major countries such as England, France and Germany None other than semester fee and syllabus literature. EUROPEAN HISTORY BEFORE 1750 HI114S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the one year programme, bachelor in history and the senior teacher programme. Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences Norwegian ROLF HARALD STENSLAND Course coordinator Professor Phone: rolf.h.stensland@nord.no Start semester Spring 2016 LEARNING OUTCOMES On successful completion of the course: Knowledge The student should acquire a basic knowledge of central events and development processes regarding the economic, social and political history of Europe until around This will include knowledge of major social and cultural institutions and the relationships between these, throughout the period. Skills The student should be able to discuss historical problems and reach their own conclusions. General competence The student should be able to access comprehensively scientific literature, to review relevant knowledge from the literature and to argue for their own conclusions in written work. PREREQUISITIES General study competence or practical competence according to current regulations. Page 14 of 25

15 RECOMMENDED OR REQUIRED READING Ravnå, Per-Bjarne: Gresk og romersk politisk historie, 2006 (ca.180 pages) Bagge, Sverre: Europa tar form, Cappelen 2004, s (ca. 300 pages) Imsen, Steinar: Europa , Universitetsforlaget 2000, s , , (ca. 140 pages) John Merriman: Modern Europe from the Renaissance to the Present, London 2004, s.3-46, , , ( ca. 234 pages) Support litterature: Aschehougs Verdenshistorie, bd. 8, , Oslo 2000, s , , (ca. 200 pages) MODE OF DELIVERY Face-to-face on campus. TEACHING ACTIVITIES AND METHODS Lectures, seminars with individual assignments. ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2011 spring). OVERLAPPING COURSES HI114NS Eldre europeisk historie (før 1750) - 10 study points. HI114NS European History before study points. HI110S-001 European and Norwegian History until study points. HI110S-002 European and Norwegian History until study points. HI114LS European History before study points. COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. Page 15 of 25

16 Modern Norwegian History after 1815 HI118S The course covers the following main topics: Norway in 1814 The demographic transition - population growth in the 19th century The industrial breakthrough after ca "hamskiftet" - the agricultural upheaval The "civil servant's state" , the parliamentary system and the party-political breakthrough The union with Sweden Economic, social and political polarising in the inter-war period Norwegian foreign policy The ascendancy of the Labour Party - the post-war Welfare State Neo-liberalism after ca None, except semester fee and course literature. MODERN NORWEGIAN HISTORY AFTER 1815 HI118S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the one-year programme, bachelor and senior teacher programme in history. Year of study Course location Faculty Teaching language Application deadline 1st study year Bodø Faculty of Social Sciences KJETIL JAKOBSEN Course coordinator Professor Phone: kjetil.jakobsen@nord.no Start semester Spring 2016 LEARNING OUTCOMES On successful completion of the course: Knowledge The student should have acquired a basic knowledge of central events and development processes regarding the economic, social and political history of Norway from 1814 until ca This will include knowledge of major social and cultural institutions and the relationships between these, throughout the period. Abilities The student should be able to discuss historical problems and reach their own conclusions. General competence. The student should be able to access a comprehensive scientific literature, to review relevant knowledge from the literature and to argue for their own conclusions in written work. PREREQUISITIES None RECOMMENDED PRIOR KNOWLEDGE Adequate knowledge of the English language to read and analyse texts in English. Page 16 of 25

17 RECOMMENDED OR REQUIRED READING Myhre, Jan Eivind: Norsk historie Å byggje ein stat og skape ein nasjon. Det norske samlaget 2015, 2. utgave, 334 s. Stugu, Ola: Norsk historie etter vegen mot velstandslandet. Det Norske Samlaget 2012, 336 s. Helle, Knut, Ståle Dyrvik, Edgar Hovland og Tore Grønlie: Grunnbok i Norges historie. Fra vikingtid til våre dager. Kap. 17 Et mer moderne Norge, og kap. 27 Velferdsstaten - krise eller triumf? Universitetsforlaget MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Lectures, seminars with individual assignments. ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2011 autumn, last instance 2015 autumn). OVERLAPPING COURSES HI118NS Modern Norwegian History from study points. HI118NS Modern Norwegian History (from 1814) - 10 study points. HI105S-001 Modern Norwegian History (after 1780) - 8 study points. HI105S-002 Modern Norwegian History (after 1780) - 2 study points. COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. Page 17 of 25

18 Historical theory and methodology HI122S The course provides knowledge about what gives academic history identity as a science, and how the historian proceeds in order to use historical sources and determine their credibility. The purpose of this course is that the student should develop a critical attitude to the academic study of history and gain insight into the fundamental problems the historian faces when he / she is conducting research. In addition, the course includes a historical topic. The teaching will illustrate how historians have worked with the topic, and how they use various sources or arrive at different results from the same sources. The following topic is offered in the academic year 2014/2015: Kautokeino Sources and interpretations of the socalled "The Kautokeino Uprising" in No costs except semester registration fee and course literature. HISTORICAL THEORY AND METHODOLOGY HI122S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the one-year programme and the bachelor in history. Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Social Sciences PER-BJARNE RAVNÅ Course coordinator Førsteamanuensis Phone: per-bjarne.ravna@nord.no Start semester Autumn 2016 LEARNING OUTCOMES On successful completion of the course: Knowledge The student should have acquired knowledge and understanding of the basic theoretical and methodological premises for professional history. Abilities The student should be able to discuss theoretical and methodological questions. General competence The student should be able to access a theoretically oriented academic literature, and to explain theoretical and methodological principles in their own written work. PREREQUISITIES None RECOMMENDED PRIOR KNOWLEDGE Adequate knowledge of the English language to read and analyse texts in English. Page 18 of 25

19 RECOMMENDED OR REQUIRED READING Books: Andresen, A. m.fl.: Å gripe fortida. Innføring i historisk forståing og metode, 2. utgave, Samlaget 2012/2015. Mikkelsen, M. og Pålsrud, K.: Kautokeino-dokumentene. 177 arkivsaker om prosessene i mot 48 flyttsamer fra Kautokeino, Albatross Forlag Compendium: Kjelstadli, K.: Fortida er ikke hva den en gang var. En innføring i historiefaget, Universitetsforlaget 1999, ss , Lunden, K.: "Making nonsense of humanities". Er humaniora vitskap?, i Lunden, K.: Dialog med fortida, Det norske samlaget 1985, ss Bugge Amundsen, A. og Brenna, B.: Museer, kritisk museologi og tverrfaglige museumsstudier, i Rogan, B. og Bugge Amundsen A.(red.): Samling og museum. Kapitler av museenes historie, praksis og ideologi. Novus forlag s Pedersen, R.: De norske museene får sin form. Utvikling , i Rogan, B. og Bugge Amundsen A.(red.): Samling og museum. Kapitler av museenes historie, praksis og ideologi. Novus forlag ss Aas, S.: Minnepolitikk i endring - minnekulturen i og rundt Narvik 1940, i Dessingue, A., Knutsen, K. og A.E. Laksfoss Hansen (red.): Flerstemte minner. Hertevig akademisk ss MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Lectures ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2011 autumn). OVERLAPPING COURSES HI119S Methodology and Specialized Themes - 10 study points. HI113S Methodology and Specialized Themes - 10 study points. COURSE EVALUATION The programme of study and relevant courses are evaluated by students twice every year as part of the university s quality assurance system. Page 19 of 25

20 Norwegian History before 1814 HI109S The course covers the following main topics: The Viking period Demographic and economic development in the High Middle Ages State integration and development in the High Middle Ages The spread of Christianity and the growth of the church in the High Middle Ages Demographic and economic crises of the Late Middle Ages The Scandinavian Union in the Late Middle Ages Norway under Danish rule from the Late Middle Ages until 1814 Demographic development The growth of Industry and trade Social change, with a focus on the period after 1650 Background for the political events in 1814 None except semester fee and course literature. NORWEGIAN HISTORY BEFORE 1814 HI109S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the one year and bachelor programmes in history. As well as the senior teacher programme. Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Social Sciences Norwegian ROLF HARALD STENSLAND Course coordinator Professor Phone: rolf.h.stensland@nord.no Start semester Autumn 2016 LEARNING OUTCOMES On successful completion of the course: Knowledge The student should acquire basic knowledge of central events and development processes regarding the economic, social and political history of Europe until around This will include knowledge of major social and cultural institutions and the relationships between these, throughout the period. Abilities The student should be able to discuss historical problems and reach their own conclusions. General competence The student should be able to access a comprehensive scientific literature, to review relevant knowledge from the literature and to argue for their own conclusions in written work. PREREQUISITIES None Page 20 of 25

21 RECOMMENDED PRIOR KNOWLEDGE Adequate knowledge of the English language to read and analyse texts in English. RECOMMENDED OR REQUIRED READING Moseng, Ole Georg et al: Norsk historie I, fra , Universitetsforlaget 2007, pp (405 sider) Moseng, Ole Georg et al: Norsk historie , Universitetsforlaget 2003, pp (195 sider) Dyrvik, Ståle, Norsk historie , Det norske Samlaget 1999, pp.11-58, (228 sider) Ca 820 sider. MODE OF DELIVERY On-campus TEACHING ACTIVITIES AND METHODS Lectures, seminars with individual assignments. ASSESSMENT AND EXAMINATIONS Compound evaluation (first instance 2011 autumn). Home examination, 1 Weeks. Worth 40/100 of the grade (first instance 2011 autumn). Written examination, 6 Hours. Worth 60/100 of the grade (first instance 2011 autumn). OVERLAPPING COURSES HI109LS Norwegian History before study points. HI109NS Ancient Norwegian history (before 1814) - 10 study points. HI110S-001 European and Norwegian History until study points. HI110S-002 European and Norwegian History until study points. COURSE EVALUATION Annual evaluations which are included in the university s quality assurance system. Page 21 of 25

22 Sami history HI222S The course is an introduction to Sami history. It covers both ancient and modern times, and the different geographical areas that traditionally have been populated by the Samis. Throughout history the Sami societies have had many variations in language, culture and ways of making a living. There have also been great changes through the times, from a hunting and gathering society, to a reindeer hearding and agricultural society. Interaction between the Sami and the neighboring groups of people have always been important, and the course will also focus on this aspect of Sami history. The Sami society have always been under pressure from the governments of the Scandinavian states, with taxation, Christian mission and politics of assimilation have been central factors. Development and consequenses of these politics will be covered. Even if the course covers sami history in general, there will be slightly more focus on the area of Nordland. No costs except semester registration fee and course literature. SAMI HISTORY HI222S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for the online one year program in history. Start semester Spring 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Social Sciences ALF RAGNAR NIELSSEN Course coordinator Professor Phone: alf.r.nielssen@nord.no LEARNING OUTCOMES Knowledge The student should acquire knowledge about the most important themes of Sami history, including the economical and cultural differences between Sami societies from inland to coast and from north to south. Abilities Students should acquire an understanding of the concept ethnisity and gain insight into how ethisity is created, how it is developed and maintained through time, and how it changes in the meeting between different cultures. General competence The student should be able to access advanced research literature and take a stance regarding complex academic question. PREREQUISITIES None Page 22 of 25

23 RECOMMENDED PRIOR KNOWLEDGE None RECOMMENDED OR REQUIRED READING General litterature Evjen, Bjørg og Lars Ivar Hansen (red.). Nordlands kulturelle mangfold. Etniske relasjoner i Nordre Nordland. Pax Forlag, s Hansen, Lars Ivar og Bjørnar Olsen. Samenes historie fram til Cappelen Akademisk Forlag, s , , og Hætta, Odd Mathis. Samene - Nordkalottens urfolk. Høyskoleforlaget, Del 3 "Samfunn". s Borgos, Johan. "De er her ennå". Samisk historie i Vesterålen. Vesterålen kulturutvalg og Vesterålsmuseet, s Regional studies (kompendium) Bjørklund, Ivar. Fjordfolket i Kvænangen. Kap 11 "Den læstadianske vekkelse" og kap. 14 "Kulturskifte - velferdens pris". s og Hutchinson, Alan. "Samer i Saltdalen". Saltdal gård og slekt IV. Saltdal kommune s og Nielssen, Alf Ragnar. Fra steinalderen til 1700-tallet. Lødingen, Tjeldsund og Tysfjords historie IV. Lødingen kommune, s Nielssen, Alf Ragnar og Pedersen, Hilgunn. Fra vidstrakt prestegjeld til storkommune. Lødingen, Tjeldsund og Tysfjords historie V. Lødingen kommune, s , Severinsen, Anne. "Samisk befolkning, bruk av naturen og rettighetsforhold på Helgeland". Samisk naturbruk og rettssituasjon fra Hedmark til Troms. NOU 2007:14. s MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS Sessions with lectures and seminars. Excursions will also be possible. ASSESSMENT AND EXAMINATIONS Written examination, 6 Hours (first instance 2014 spring). OVERLAPPING COURSES HI222NS Sami history - 10 study points. COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 23 of 25

24 Bachelor s Thesis HI212S The bachelor assignment in History is an individual and independent piece of written work in which the student is given practice in using historical sources and scientific literature in an independent manner. Students choose the subject of their assignment themselves, but the subject must be approved by a dedicated supervisor. The student should discuss the subject as thoroughly, systematically and independently as possible. The assignment shall be between 10 and 20 typewritten pages (line-spacing 1,5, font 12 point). The title page, table of contents, notes and literature list not included. Students must follow the normal rules for the use of and reference to literature and other aids. Guidance on writing the assignment will be given. None other than semester fee and syllabus literature. BACHELOR S THESIS HI212S ECTS Credits 10 Level Course type Undergraduate degrees Compulsory for bachelor in history. Start semester Spring 2017 Year of study Course location Faculty Teaching language Application deadline 2nd study year Bodø Faculty of Social Sciences Norwegian MIRIAM TVEIT Course coordinator Universitetslektor Phone: miriam.tveit@nord.no LEARNING OUTCOMES Knowledge The student should acquire in-depth knowledge regarding the chosen subject. Abilities The student should show an ability to find literature and sources relevant to the subject and the research questions of the assignment, and to use these in an independent professional discussion. General competence The student should be able to access advanced research literature and historical sources and to take an independent stance on complex professional questions, and to document their ability in a written work of 12 to 20 pages. PREREQUISITIES The student must have completed a course in history equivalent to a year's study, giving 60 ECTS credits. RECOMMENDED PRIOR KNOWLEDGE The student must have completed a course in history equivalent to a year s study, giving 60 ECTS credits. Page 24 of 25

25 RECOMMENDED OR REQUIRED READING Students will usually decide themselves upon a syllabus of some 600 pages relating to their assignment. The syllabus must be presented in the list over literature used. For each titile used should there be added number of pages and the total number of pages. The syllabus must not overlap those relating to other courses in History, either at 100-level or 200-level. MODE OF DELIVERY Face-to-face. TEACHING ACTIVITIES AND METHODS A two-hour briefing on writing the assignment will be given at the beginning of the semester. Once the students have chosen their subjects, they will be assigned a tutor. Tutorials in the course of work on the assignment are obligatory. Students must have decided upon an approved subject and completed their first tutorial within one month of the start of the semester. At least two tutorials will be arranged during the course of their assignment but students cannot count on guidance during the last week before submission. A plan for the tutorials shall be agreed with the tutor. ASSESSMENT AND EXAMINATIONS Assignment with oral, 1 Semesters (first instance 2015 autumn, last instance 2015 autumn). COURSE EVALUATION Annual evaluations which are included in the university's quality assurance system. Page 25 of 25