Assessed Work (Summative Assessments)
Students will be evaluated as follows:
- 1 1500 word essay (10%) (First term)
- 2-hour, two question exam paper (40%) (Third Term)
- 1 3000 word essay (40%) (Second Term)
- Class participation (10%) (Taken over the two terms)
In general terms I would expect that the 1500 word essay would use Core Reading plus a couple of others. The 3000 word essay should use 3 or 4 extra readings... or more.
The exam will take place during summer term on a date that will be scheduled closer to the time
General information about assessed work including deadline dates and submission information can be found on the department https://warwick.ac.uk/fac/arts/history/students/undergraduate/teaching/assessment webpages.
To practice, students can do a non-assessed essay for week 10 of term 1 and a mock exam for week 10 of term 2.
Regulation on visiting students, extensions, late penalties etc, can be found here http://www2.warwick.ac.uk/fac/arts/history/students/assessment/submission/
Suggested Essay Questions. These can be used for both 1500 and 3000 word questions.
Why did Mexico become Independent from New Spain?
Why did Mexico suffer such civil turmoil in the period, 1821-1846?
How democratic was post-Independence Mexico?
How did the Mexican-American war affect Mexico?
Explain the causes of the Mexican-American war.
Why did Mexico undergo such rapid growth during the Porfiriato?
What were the changes in land ownership in Mexico, 1870 to 1940?
How did Mexican women's roles change, 1910-1940?
To what extent did the Porfiriato usher in a “land grab of massive proportions”?
How did different peasant groups negotiate the new land laws of the Porfiriato?
What were the cultural effects of modernity on Mexico?
How did Porfirian state culture envisage subaltern groups?
What were the causes of the Mexican Revolution?
What were the roles of women during the Mexican Revolution?
How popular was the Mexican Revolution?
The Revolution changed from a series of radical agrarian revolts to a project of modern state formation. How fair is this assessment of the Mexican Revolution?
How radical was the Mexican Revolution?
How, if at all, did the Revolution change cultural and social attitudes?
What were the effects of the state's education project?
“More a cultural than a socio-economic project”. Is this a fair assessment of the post-revolutionary state?
How did attitudes towards indigenous groups change after the Revolution? How did this affect the everyday lives of indigenous groups?
How authoritarian was the post-1940 Mexican state?
How did the Mexican state manage to maintain control of popular groups after 1940?
How important were the student protests of 1968?
What were the causes of Mexican democratization?
What was the significance of Mexico’s guerrilla groups?
How did the state control the Mexican media? How effective was this control?
What were the causes of Mexico's 1980s crisis?
How did the position of indigenous groups change during last three decades of the twentieth century?
Explain the rise of the Zapatistas.
Explain the influence of the drugs industry in Mexico.
How have policymakers proposed to end the Mexican drug trade? How viable are these suggestions?
Explain the rise of narcoculture.
Student contact hours for this second-year option module will be comprised as follows:
|Lectures:||Twenty one-hour lectures|
|Seminars:||Twenty one-hour seminars|
|Tutorials:||Four hours of feedback and long essay preparation|