Course Description and Learning Outcomes

British society greatly evolved in the nineteenth century, an age characterised by the railway, steam, democracy, cities, slums, disease, and also empire. In such a backdrop this module is devoted to understanding this era of great cultural change and how citizens of the Victorian city navigated through, both in a social and psychological way, their unfolding environments and society’s ‘development’. Taking a thematic approach to the Victorian period the module focuses upon a range of cities so as to explore the connections between economics, society, culture, and the urban environment in Britain and, where possible, the colonial world. In doing so students will consider a variety of themes such as transport, population growth, government expansion, education, housing and public health, crime and punishment, moral panics, architecture, class, race, behavioural codes, disease and dying in order to become acquainted with many of the critical changes that affected urban society in Britain and, moreover, how these transitions shaped imperial expansion and consolidation. Where possible comparisons with other western cities will be made in order to draw larger conclusions about what made this period distinct and so valuable to both British and global history.

To consider changes within the Victorian City the module will emphasise matters of urbanisation (the nature and development of the built environment), the moral environment (perception and images, living conditions, and policy) as well as shall recognise how the Victorians struggled to come to terms with the unfolding nature of their society, and the problems evident within it. To aid an understanding of this period of history fundamental to the shaping of modern Britain, and moreover the shaping of modern societies such as Hong Kong, a ‘doing approach’ to History is adopted. Using wherever possible primary sources students will be informed of how to think historically as well as learn the broad outlines of cultural evolution in the period selected, in this way the course provides a valuable opportunity to appraise the various factors shaping British cities and British colonial society in the 19^th century.

By the end of the module it is anticipated that students should be able to:

1. Recognise the broad social, cultural, and economic shifts that influenced the evolution of British society during the Victorian Age.
2. Grasp the day-to-day challenges of life within Victorian Cities, and express knowledge the development of British society in the form of written assignments.
3. Appreciate the relationship between Britain and its colonies, and how and why this association shaped life inside British towns and cities.
4. Demonstrate historical knowledge via a tutorial short presentation.
5. Develop critical and evaluative skills through direct encounters with primary and secondary sources.
6. Train to use a variety of source materials in order to deepen knowledge of urban and cultural development.

Course HIST5507B shall cover a variety topics relating to life within the British City in the 19^th century. The curriculum will cover matters such as:

Week 1. Introductory Class (Friday, 18^th January 2013)

Questions to consider: What adjectives can be employed to describe the Victorian era? How did the Victorian City represent itself on the ground, and in the mind of Victorians? Is Hong Kong still a Victorian City?

Additional question: How significant was Queen Victoria to the 19^th century?

References: 
R.J. Dennis & S.J. Daniels, ‘Community and the Social Geography of Victorian Cities’, Urban History Yearbook (1981), pp.7-23
D. Ward, ‘Victorian Cities: How Modern?’, Journal of Historical Geography 1 (1975), pp. 135-51
D. Cannadine, ‘Victorian Cities: How Different?, Social History 2 (1977), pp. 457-82

Week 2. Urban Transformations (Friday, 25^th January 2013)

Questions: What changes occurred within urban places throughout the Victorian era? How did their appearance, shape and size alter? What demographic, economic and cultural factors influenced the growth of cities in the 19^th century? How did shifting levels of life expectancies and levels of wealth influence life in Victorian cities? Was London sui generis? Did Britain genuinely change from a green and pleasant land to one filled with dark, satanic mills?

(Primary source: HMSO Census statistics, 1801-1901)

References: 
E.F. Lampard, ‘The Urbanizing World’, in HJ Dyos and M Wolff, The Victorian City   UL/CC RES HT133.D89 1976
A. Briggs, ‘The Human Aggregate’, in HJ Dyos and M Wolff, The Victorian City   UL/CC RES HT133.D89 1976
R.J. Morris and R. Rodger, The Victorian City: A Reader in British Urban History   ARL HT133.V5 1993
D. Goodman, The European Cities and Technology Reader   ARL T14.5 .E955 1999
R. Woods, The Demography of Victorian England and Wales   ULHB3585 .W66 2000
E. Hobsbawn, Industry and Empire   UL HC253.H57 1969b
J. Marriot, Unknown London   CC PR1111.L6 U55 2000

Week 3. The Mass of People and Movement: Human Numbers, Technology, and the Growth of Transport (Friday, 1^st February 2013)

Questions: How did the railways influence the development of the Victorian city and the city economy? Did the railway mirror the British social class system? Did migration patterns to cities influence metropolitan cultures? How did artists portray the railway age? Was the Victorian City a place of traffic congestion? Was the Victorian City zoned because of transport?

References:
J.R. Kellett, Railways on Victorian Cities   CC RES HE3018.K44 1979
Ian Carter, Railways and Culture in Britain   CC PR468.R35 C37 2001
Robert Woods, The Demography of Victorian England and Wales   UL HB3585 .W66 2000
R.E. Pritchard, Dickens England: Life in Victorian Times   UL DA533 .D53 2002
Sally Mitchell, Daily Life in Victorian England   UL DA533 .M675 1996
Asa Briggs, The Power of Steam and Iron Bridge to Crystal Palace   UL TJ461.B74
D.N. Mancoff, Victorian Urban Settings   ARL DA550 .V544 1996
H.J. Dyos, Railways and housing in Victorian London, Journal of Transport History 2 (1955), pp. 11-21 & pp. 90-100
G.C. Dickinson, The development of suburban road passenger transport in Leeds, 1840-95, Journal of Transport History 4 (1959-60), pp. 214-23
S. Mitchell, Daily Life in Victorian England UL   DA533 .M675 1996

Week 4. Governance (Friday, 8^th February 2013)

Questions: What were the major Acts responsible for the reform of government in Britain? Who controlled the way that cities and society developed? Was power expressed just through elected organisations? How important were associations, clubs and chapels? How did power express itself in architecture? In what ways was civic pride shown? Who were civic elites?

References:  
R.J. Morris & R.H. Trainor, Urban Governance: Britain and Beyond   UL JS3065 .U73 2000
R. Dixon & S. Muthesius, Victorian Architecture   ARL NA967.D59
J. Stevens Curl, Victorian Architecture   ARL NA967.C8 1990
R. Furneaux Jordan, Victorian Architecture   ARL NA967 .J6 1966
G.F. Chadwick, The Park and the Town: Public Landscape in the 19^th and 20^th Centuries   ARL SB481 .C5 1966
R. Rodger, Cities of Ideas   UL HT133 .C4925 2004
V. Bailey, Policing and Punishment in the 19^th Century Britain   UL HV8196.A2P

Week 5. No Class (Friday, 15^th February 2013)! Chinese New Year Holiday!

Week 6. Urban Regulation (Friday, 22^nd February 2013)

Questions: How was power and authority translated into action? What was the purpose of regulation and how were standards of behaviour applied? Were parks and amenities a reward for behaviour that met the approval of the governing classes? For this seminar focus will be placed upon the study of a specific urban settlement and the working of various institutions within that place, e.g. prisons, asylums, poor law, hospitals, schools, etc.

(Primary sources: Ordnance Survey maps).

References:
R. Dennis, English Industrial Cities of the 19^th Century   ARL HT133.D4 1986, UL HT133.D4
S. Checkland, British Public Policy 1776-1939   UL DA470 .C53
R. Leach & J. Percy-Smith, Local Governance in Britain   UL JS3111 .L42 2001
G. Bridge, A Companion to the City   CC RES HT111 .C65 2000
R.J. Morris & R.H. Trainor, Urban Governance: Britain and Beyond   UL JS3065 .U73 2000
H. Conway, People’s Parks   ARL SB484.G7C59 1991
D. Award, ‘The progressives and the urban question: British and American responses to the inner city slums 1880-1920’, Transactions of the Institute of British Geographers NS 9 (1984), pp. 299-315
D. Fraser, Urban Politics in Victorian England   UL JS3068.F7
E.P. Hennock, Fit and Proper Persons   UL JS3185.H45 1973b
M. Ogborn, ‘Local Power and State Regulation in Nineteenth Century Britain’, Transactions of the Institute of British Geographers 17 (1992), 215-26
J.R. Kellett, ‘Municipal Socialism, Enterprise and Trading in the Victorian City’, Urban History Yearbook (1978), pp. 36-45 

Week 7. Crime and Policing (Friday, 1^st March 2013)

Questions: Why was juvenile crime such a problem? How was it dealt with? Were the rich and poor treated with the same sense of justice? Did crime levels change through the Victorian period? Did certain parts of the city have bigger or smaller crime problems? How did the creation of the Police force affect how crime was dealt with? How was crime reflected across urban space? To understand the final question Charles Booth’s Poverty Maps of London (1888) will be utilised.

References:  
E.M. Palmegiano, Crime in Victorian Britain   UL REF Z5703.5.G7P35 1993
David Philips, Crime and Authority in Victorian England   UL HV6946.P48 1977
J.J. Tobias, Crime and Industrial Society in the 19^th Century   UL HV6944.T6 1972/ HV6944.T6
T.. Whitlock, Crime, Gender and Consumer Culture in 19^th Century England   UL HF5429.6.G72 E69 2005
M.J. Weiner, Men of Blood   UL/UL LAW HV6535.G42 E64 2004
Wong Yue-Chim, Crime and Industrialisation: An Economic Analysis   UL HV6942.W64
A.G.L. Shaw, Convicts and the Colonies   UL HV8950.A8S5

Week 8. The City of Dreadful Delights: Moral Panics, Garotting, and Jack the Ripper (Friday, 8^th March 2013)

For this particular class students will be given a range of information relating to the Jack the Ripper murders in East London. Questions will be asked to consider the impact of the event in the light of social fragmentation within the city, the presence of problems, the reality of working class life in Whitechapel, the fear that the murderer was an immigrant, the behaviour of the police and the use of photography for the first time. Students will be given materials and photographs from the Police records. The film From Hell will also be used.

References:    
J.R. Walkowitz, Prostitution and Victorian Society   UL LAW KD8077.W34
S. D’Cruze, Crimes of Outrage   UL HV6250.4.W65 D4 1998
P. Cornwell, Portrait of a Killer   UL HV6535.G6 L6335 2002
G. Coville & P. Lucanio, Jack the Ripper   CC PR478.J34 C68 1999
L. Perry Curtis Jr, Jack the Ripper and the London Press   UL HV6535.G6 L6345 2001
S. Knight, Jack the Ripper the Final Solution   UL HV6535.G6L637 1984
M. Tropp, Images of Fear   CC PR830.T3 T76 1999
P. McHugh, Prostitution and Victorian Social Reform   UL LAW KD8077.M24

Week 9. Dirt and Deprivation (Friday, 15^th March 2013)

Questions: What was the average lifespan in the Victorian City and was this the same at the beginning and end of the Victorian period? How were the sick cared for? What welfare was available to the sick and needy? How did urbanisation influence levels of health? What common diseases were there? What health reforms were instigated by Edwin Chadwick’s monumental report? What was the ‘Big Stink’? Did disease affect the Royal Family and what were the effects it had upon the Royals and wider society?

(Primary source: Punch)

References:   
G.F.A. Best, Mid-Victorian Britain, 1851-1875   UL HN385.B47, HN385.B47 1979
C. Hamlin, Public Health and Social Justice   UL WA11.FA1 H28 1998
S.E. Finer, The Life and Times of Edwin Chadwick   UL DA816.C47F55
A. Brundage, England’s Prussian Minister   UL DA565.C38B78
S. Szreter, Categories and Contexts: Anthropological and Historical Studies in Critical Demography  UL HB849 .C38 2004
D. Porter, The History of Public Health and the Modern State   MD WA11.1.H5 1994
G.E. Cherry, Cities and Plans   UL/CC RES HT169.G7C457
T. Boone, Youth of Darkest England   CC PR990 .B66 2005
R. Porter, Disease, Medicine and Society in England, 1550-1860   UL WWA31.P67
D. Gill, ‘Cholera and the Fight for Public Health Reform’, Historian 66 (2000)
J. Marriot and M. Matsumura, The Metropolitan Poor   UL HV4086.L66 M47 1999
BS Rowntree, Poverty, A study of Town Life   ARL HV4086.A7 Y67 1997

Weeks 10 and 12. Housing the Poor, Housing the Rich (Friday, 22^nd March 2012 and Friday, 5^th April 2013 – please note Friday, 29^th March 2013 Easter Weekend Vacation).

Housing the Poorr

Questions: Where and how did the poor live? Did the transport revolution influence this? What types of housing did poor people live in? What were they like? What was the relationship between where people lived and their place of employment? What was the relationship between slum and suburb? How was the slum a psychological yet persistent blight to the Victorians?

(Primary source: Friedrich Engels)

Housing the Rich

Questions: Where and how did the rich live? What forms of social control did the wealthy employ to maintain the exclusive nature of private housing developments? What famous suburbs are there? In what ways did suburbs encapsulate Victorian attitudes to privacy, sexual segregation and other middle class values?

References:
G. Routh, Occupations of the People of Great Britain, 1801-1981   UL HD8389.R68
H.J. Dyos, Victorian Suburb   UL HT133.D9
F.M.L. Thompson, The Rise of Suburbia   CC RES HT133.R57 1982
M.J. Daunton, Housing the Workers   ARL/UL HD7287.95.H68
H.J. Dyos, ‘The speculative builder and developer of Victorian London’, Victorian Studies 11 (1968)
D. Ward, ‘Environs and neighbours in the `two nations’ residential differentiation in mid nineteenth century Leeds’, Journal of Historical Geography 6 (1980), pp. 133-62
J. Springett, ‘Landowners and urban development: the Ramsden estate and nineteenth century Huddersfield’, Journal of Historical Geography 8 (1982), pp. 129-44
D. Cannadine, Lord and Landlords   UL HT653.G7C36
S. Muthesius, The English Terraced House   ARL NA7328.M88 1982
R. Harris, Changing Suburbs: Foundation, Form and Function                       
J. Burnett, A Social History of Housing, 1815-1970   UL HD7334.A3B87 1986
R.J. Dennis, ‘The geography of Victorian values: philanthropic housing, 1840-1900’, Journal of Historical Geography 15 (1989), pp. 40-54
R.K. Dewhirst, ‘Saltaire’, Town Planning Review 31 (1960-1), pp.135-44
William Ashworth, The Genesis of Modern British Town Planning   ARL NA9185.A795
J.N. Tarn, Five Percent Philanthropy   ARL/UL HD7333.A3 T35
S. Martin Gaskell, Slums   ARL HN398.E5S59 1990
W.L. Creese, The Search for Environment   UL HT161.C7, ARL HT161.C7 1992
R.I. Woods, ‘Mortality and Sanitary Conditions in the ‘Best Governed City in the World’ – Birmingham, 1870-1910’, Journal of Historical Geography 4 (1978), pp. 35-56
F.M.L. Thompson, A Social History of Britain, 1750-1950   UL HN385.C14
S.E. Finer, The Life and Times of Sir Edwin Chadwick   UL DA816.C47F55
E.W. Gilbert, ‘Pioneer Maps of Health and Disease in England’, Geographical Journal 124 (1958), pp.172-83
R.J. Morris, Cholera 1832   CC RES WC264.M677
R. Lawton, The Rise and Fall of Great Cities   ARL/UL HT384.E85R57
F. Driver, ‘Moral Geographies: Social Science and the Urban Environment in Nineteenth Century England’, Transactions of the Institute of British Geographers NS 13 (1988), pp. 275-84
C. Hamlin, ‘Muddling in Bumbledom: On the Enormity of Large Sanitary Reforms in Four British Towns, 1855-85, Victorian Studies 32 (1988), pp. 55-84

Week 13. The Growth of Education and the Conveying of Victorian Values (Friday, 12^th April 2013).

Questions: One of the great achievements of the Victorian age was the growth of education. Prior to the 1870 Education Act children in Britain were educated in many different ways, or not at all, depending upon their sex and their parents’ financial situation, social class, religion, and values. However what did education after 1870 consist of? In what ways was it used by the Middle Classes to disseminate ‘appropriate’ values of citizenship? Was education therefore another element of social control? Furthermore what types of schools existed, and what contemporary observations of them were given??

References:
J.R. Burstyn, Victorian Values and the Ideal of Womanhood   CC LC2042.EB87
P. Scott and P. Fletcher, Culture and Education in Victorian England   UL AP2.B887 v.34, no.2
A. Ellis, Educating Our Masters   CC LC 5056.G7E45
J. Goodman and J. Ma, Gender, Colonialism and Education   CC LA11.G45 2002
J.M. Mackenzie, The Victorian Vision   ARL DA550 .V545 2001
B. Simon and I. Bradley, The Victorian Public School   CC LA634.V46
A. Fletcher, Growing up in England : The Experience of Childhood
J. Purvis, Hard Lessons   CC LC5056.G7P87   
J.M. Goldstrom, The Social Content of Education 1808-1870   CC LC5056.G7G64
S. Mitchell, Daily Life in Victorian England   UL Res DA533 .M675 1996
M. Misra, ‘Colonial Officers and Gentlemen: The British Empire and the Globalisation of ‘Tradition’’, Journal of Global History

Week 14. Immigrants in the City (Friday, 19^th April 2013)

Questions: Did immigrants easily assimilate into the Victorian City? In Liverpool,, how did the Welsh, Scots and Irish form their own communities? Where did Jews, Italians, Chinese, Irish live in Victorian London? What kind of jobs did immigrants do? When looking at maps like Charles Booth’s 1888 London Map is it possible to identify immigrant areas? What forms of leisure did immigrants enjoy? Did they assimilate into Victorian life or were they not allowed to?

References:   
F. Engels, Condition of the Working Class in England   UL HD8389.E5
C. Hall, Civilising Subjects   UL HT133.D4 1986
R. Dennis, English Industrial Cities of the 19^th Century   ARL HT133.D4 1986
D. Hempton, Religion and Popular Culture in Britain and Ireland and The Religion of the People   CC BL65.C8 R445 2001
Lynn Hollen Lees, The Solidarities of Strangers   UL LAW KD3310 .L44 1998
Robert Colls, The Identity of England   UL DA118 .C627 2002
M.A. Busteed & R.I. Hodgson, ‘Irish migrant responses to urban life in early nineteenth-century Manchester’, Geographical Journal 162 (1996), pp. 139-153
E. Hobsbawn, The Age of Empire   UL D359.7.H63 1989

Week 15. Death and Dying in Victorian Society (Friday, 26th April 2013)

Questions: How did the Victorians cope with the constant threat of premature death, and how did their mourn their departed family members? In what ways did social stratification affect the plan of cemeteries? What architectural forms were used to mark graves, and what aesthetic traditions were utilised in Victorian cemeteries? Why, for instance, did the Victorians make so much reference to Ancient Egypt? What famous memorials existed in Victorian settlements, and how was the reign of Queen Victoria marked upon the Queen’s passing in 1901 in Britain and in the empire? What famous Victorian cemeteries are there, and why was Kensal Green in London such an important burial ground? With reference to places such as Glasgow, Manchester, London, Hong Kong and Calcutta a narrative of the architecture and death and dying shall be given. Where appropriate a comparative analysis shall be made other nations, e.g. post-revolutionary France.

References:   
J.S. Curl, The Victorian Celebration of Death   ARL GT3243 .C8 2000
J-M. Strange, Death, Grief and Poverty in Britain   UL HQ1073.5.G7 S77 2005
J.S. Curl, A Celebration of Death   ARL GT3242.C87 1993
J.S. Curl, Egyptomania   ARL CB245 .C874 1994
C. Brooks, The Albert Memorial   ARL Oversize NA9355.L6 A42 2000
P. Vaughan, The Victoria Memorial Hall, Calcutta   ARL N6756 .V53 1997
F. Driver and D. Gilbert, Imperial Cities: Landscape, Display and Identity   CC Res NA9183 .I474 1999
I. Morley, Provincial British Civic Design and the Building of Late-Victorian and Edwardian Cities

http://www.highgatecemetery.net/
http://www.kensalgreencemetery.com/history/index.html
http://www.timetravel-britain.com/articles/london/cemeteries.shtml
http://www.victoriamemorial-cal.org/
http://www.victorianweb.org/sculpture/albertmem/index.html

Students shall be given a term grade based on:

1. Participation – 30% of total score. This grade is given in relation to
   1. Attendance
   2. Ability to engage in class and tutorial discussions
   3. One short online exercise of student’s choice
2. Tutorial Short Paper based on work relation to formal academic content of the course (1500- 2000 words) — 30% of term grade
3. Final Paper (about 2500 words) — 40%

Concerning the handing-in of written assignments your Lecturer and Tutor will inform you of any deadlines that are to be met.

Please speak with the Lecturer or your Tutor should you have any questions about the assignments.

Teacher’s Assistance

Your Lecturer and Tutor are happy to assist you with regards to any aspect of the course. Therefore it is advisable if you have questions to communicate via email or to speak with them prior or after lectures. They are happy to try and assist you!

General bibliography includes:

• Asa Briggs, Victorian Cities *   ARL HT133.B7 1993
• H.J. Dyos and M. Wolfe, The Victorian City (2 volumes)   UL/CC RES HT133.D89 1976
• Richard Rodgers, Housing in Urban Britain 1780-1914   ARL/CC RES HD7333.A3 R625 1995
• Tristram Hunt, Building Jerusalem *   ARL NA5461 .B89 1996
• David Goodman, The European Cities and Technology Reader    ARL T14.5 .E955 1999

* recommended for purchase

Other works of relevance:

• J.R. Kellett, Railways on Victorian Cities   CC RES HE3018.K44 1979
• F.M.L. Thompson, The Rise of Suburbia   CC RES HT133.R57 1982
• J.M. Guy, The Victorian Age: An Anthology of Sources and Documents   CC RES DA550 .G965 1998
• Donald Olsen, The Growth of Victorian London   CC RES HT169.G72L6474
• Kellow Chesney, The Victorian Underworld   CC RES HV6942.C53
• R.J. Morris, Cholera, 1832: The Social Response to an Epidemic   CC RES WC264.M677
• Anthony Wohl, The Victorian Family   CC RES HQ613.V5
• A.S. Wohl, The Eternal Slum: Housing and Social Policy in Victorian London   UL HD7334.L7W6
• Kathryn Gleadle, British Women in the Nineteenth Century   CC RES HQ1593 .G58 2001
• Felix Driver and David Gilbert, ed. Imperial Cities: Landscape, Display and Identity   CC RES NA9183 .I474 1999
• J.A. Garrard, Leadership and Power in Victorian Industrial Towns   CC RES JS3068.G37 1983
• Peter Bailey, Popular Culture and Performance in the Victorian City   CC RES DA533 .B33 1998
• S. Checkland, The Rise of Industrial Society in England, 1815-1885   CC RES HHC255.C49 1966

Students will also be asked to refer to articles in journals such as London Journal, Journal of Urban History, Journal of Social Medicine, Journal of Victorian Culture, Historical Geography, Town Planning Review, Irish Studies, Victorian Studies, Historical Journal, Business History and Social History,, and websites like:

http://www.historique.net/history.html/

http://www.learningcurve.gov.uk/victorianbritain/

http://www.victorianweb.org/

http://www.victorianlondon.org/

http://www.britishempire.co.uk/

http://www.britainexpress.com/History/Victorian_index.htm

http://www.bbc.co.uk/history/

It is anticipated that a fieldtrip shall be arranged (around the Easter break). This will offer a first-hand opportunity to see and ‘read’ a historic environment in Hong Kong, and grasp its ‘inner meanings’. A detailed pamphlet shall be given to all students prior to the fieldtrip so as to provide background information.

All registered students for course 5507B shall be issued with a course CD designed by Prof. Morley. The CD is designed to supply materials to help in the preparation process for tutorials, to provide a course based reference book of sorts, and present basic administrative documents related to the running of the module. The CD shall contain files such as:

• Contact details of the lecturer and tutor.
•  A course timetable including dates of tutorials and deadlines for assignments.
• Files relating to writing assignments so as to provide assistance with the writing process.
• An encyclopaedia relating to Victorian History.
• Tutorial preparation materials.
• Information about the course’s use of the CUHK Web CT system.

To supplement the students’ learning all course materials shall be available online through a developed version of CUHK’s Web CT system. To access these materials registered students input their CUHK student number and password, and if they so wish, they can download materials. Materials accessible to students include chapters from books, journal papers, photos, health reports, maps, lecture PowerPoints, etc., used by Prof. Morley. The use of online resources ensures that if for any reason a student is unable to attend a class due to illness, a business trip or other commitments that individual can still access all materials given out in the lecture, and shall not fall behind in the course. Furthermore texts pertinent to assignment questions can be uploaded by Prof. Morley if there are problems obtaining books or papers from the library. However to support student learning outside of the classroom, and to offer a structured environment beyond the lecture hall, HIST5507B uses a variety of interactive online instructional methods that include:

• An online forum (HIST5507B Facebook group). This allows, for instance, Prof. Morley to follow-up on matters discussed in the lectures but it also allows students to exchange their thoughts and experiences regarding Victorian History. The online forum has three objectives. Firstly, to provide a communicative tool where everyone can collectively learn from each other rather than from just the traditional teacher-centred learning situation. Secondly, to build from knowledge acquired in the lecture hall. For example, by Professor Morley posting online questions it allows for the exercising of discussion, in turn extending student learning beyond the foundation of the lecture. Thirdly, it respects the fact that all students already have knowledge about history, and can develop their own understanding of the past in light of their existing know-how and experiences of the real world.
•  Online exercises (for which students one) to encourage deeper learning, and independent learning.
• Short documentary videos.
• Assignment planning sheets to guide students through the thought and analysis processes pertinent to composing written work on the past.

Accordingly, with the lecture, tutorials and online learning support mechanisms a coherent scholarly environment is provided for, one that has a purposeful architecture to provide for the extension of wisdom both inside and outside the classroom.

请注意大学有关学术著作诚信的政策和规则，及适用于犯规事例的纪律指引和程序。详情可浏览此处。

学生递交作业时，必须连同已签署的声明一并提交，表示他们知道有关政策、规则、指引及程序。

• 如属小组习作，则所有组员均须签署声明；所有组员 (不论有否签署声明及不论有否直接或间接撰写有问题的内容) 均须负上集体责任及受到惩处。
• 如作业以电脑制作、内容以文字为主，并经由大学「维诚」系统 (VeriGuide) 提交者，学生将作业的电子档案上载到系统后，便会获得收据，收据上已列明有关声明。
• 学生充分知悉到他们的作业可能会被人工智能内容检测软件审查，以确定其原创性。
• 学生充分知悉科目中采用人工智能工具的做法。在经允许下使用某些人工智能工具的情况下，学生已按照科目老师的指示明确注明出处和引文。

未有夹附签署妥当的声明的作业，老师将不予批阅。

学生只须提交作业的最终版本。

学生将作业或作业的一部份用于超过一个用途 (例如：同时符合两科的要求) 而没有作出声明会被视为未有声明重复使用作业。 学生重复使用其著作的措辞或某一、二句句子很常见，并可以接受，惟重复使用全部内容则构成问题。在任何情况下，须先获得相关老师同意方可提交作业。

由大学职员/老师制作的教学材料，包括课堂笔记、作业及考试题目等，其版权属香港中文大学拥有；学生可从大学采用的网上教学系统 (例如Blackboard) 下载由大学职员/老师制作的教学材料供其学习使用；惟未经相关职员/老师事先同意下，不得分发/分享/复制这些材料予第三者。