HS3T98: From Darwin to Death Camps? Evolution and eugenics in European society, 1859-1945

Module code: HS3T98

Module provider: History; School of Humanities

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Professor David Stack, email: d.a.stack@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

Part 3 Options involve the study of specific periods, subjects or types of History. This option aims to give students an understanding of Darwin’s theory of evolution through natural selection, which profoundly changed our way of thinking about both the natural world and society. 

This module will: 

• Survey the history of Darwinism; 
• Reflect on the ways in which scientific ideas were developed and understood within differing historical contexts; and 
• Consider how historians have understood the relationship between Darwinism and the Holocaust. 

The purpose of the module is to develop a sophisticated understanding of the interrelationship of science and society, and an appreciation of the historiographical controversies surrounding Darwin and his legacy. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Identify and explain the main issues and events studied;
2. Have a detailed knowledge of the events through extensive reading in specialised literature;
3. Appraise critically the primary sources and historical interpretations of the subject;
4. Organise material and articulate arguments effectively in writing; and have developed their oral communication skills.

Module content

This module examines the reception of Darwin’s ideas and their influence in shaping social theories. In particular, the shifting perceptions of a desirable social and biological order which found expression in attempts by science, medicine and the state to influence heredity and evolution, to regulate sexuality and reproduction, and eradicate disease and defect. The consequent labelling of ‘mental defectives’, ‘degenerates’ and ‘born-criminals’ will be studied in relation to the attempts of the eugenics to promote the artificial selection of certain racial characteristics. Students will be asked to compare and contrast the differences and similarities of eugenic policies in a number of European countries. Underlying the course is a historiographical question about the relationship between nineteenth-century biology and twentieth-century politics: namely whether the ‘Final Solution’ should be seen as the culmination of a pan-European movement which began with the publication of Darwin’s Origin of Species (1859). 

Structure

Teaching and learning methods

Teaching and learning will be by a variety of methods, which may include: 

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• Seminars, which rely on structured group discussion and may also include seminar papers by students, discussion of evidence, team-based exercises, and debates; 
• Online exercises, including quizzes and worksheets; 
• Discussion boards; and 
• Independent study. 

Study hours

At least 33 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

1,000 words or 2 pages of A4 maximum to include, at the module convenor's discretion, an essay plan, bibliography, book review or other preparatory work towards each of the summative essays.

Reassessment

Additional costs