- UCAS course code
- QT37
- UCAS institution code
- M20
Bachelor of Arts (BA)
BA English Literature and American Studies
English Literature and American Studies at Manchester combines literature with history, politics and popular culture of the United States.
- Typical A-level offer: AAB including specific subjects
- Typical contextual A-level offer: ABC including specific subjects
- Refugee/care-experienced offer: ACC including specific subjects
- Typical International Baccalaureate offer: 35 points overall with 6,6,5 at HL including specific subjects
Fees and funding
Fees
Tuition fees for home students commencing their studies in September 2025 will be £9,535 per annum (subject to Parliamentary approval). Tuition fees for international students will be £26,500 per annum. For general information please see the undergraduate finance pages.
Policy on additional costs
All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).
Scholarships/sponsorships
- Find out more from student finance
- Eligible UK students can apply for bursaries and scholarships
- Funding for EU and international students is on our country-specific pages
- Many students work part-time or complete a student internship
Course unit details:
Uncle Tom's Cabin as Global Media Event
Unit code | AMER22662 |
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Credit rating | 20 |
Unit level | Level 2 |
Teaching period(s) | Semester 2 |
Available as a free choice unit? | No |
Overview
Uncle Tom’s Cabin (1852) changed the world. Harriet Beecher Stowe’s novel about an enslaved man named Tom energized the anti-slavery movement. It sold more copies than any prior novel in American history. It shaped how future novelists, even pro-slavery novels, would write. Vaudeville acts, children’s books, and silent movies would re-use key characters from Stowe’s novel, and the novel itself would spawn merchandise, sequels, and rip-offs like any contemporary movie franchise. This module will explore how Uncle Tom’s Cabin reshaped politics and literature. Students will select a single element in the production or reception of Uncle Tom’s Cabin—such as illustrations or vaudeville songs—and in a final research essay trace the importance of that element over time. Students in this module will consider, ultimately, how a novel becomes a world-transforming media event, and they will also consider the uses and limitations of understanding politics through a work of fiction.
Aims
- To chart the production and reception of Uncle Tom’s Cabin (1852), the most popular nineteenth-century novel in the United States.
- To consider how works of fiction can influence politics, economics, and even war.
- Allow students to conduct a long-term research project that examines the relationship between a work of literature and material artifacts, such as illustrations, songbooks, photographs, silent movies, or other ephemera.
- To develop advanced skills of cultural observation, critical analysis, and contextualization.
- To improve students’ skills at working with primary-source materials across a variety of genres.
Learning outcomes
By the end of this course students should/will (please delete as appropriate) be able to:
Knowledge and understanding
On completion of the course students should be able to demonstrate:
- An understanding of the mechanisms by which Uncle Tom’s Cabin shaped anti-slavery politics in the United States and around the world.
- A familiarity with the modes of representation through which northern white people in the United States came to understand American slavery.
- An understanding of how works of fiction shape culture through reiteration—illustrations, songs, spinoffs, mockeries, branded toys, and more.
- The ability to analyse and interpret a range of primary sources and place them in historical context.
Intellectual skills
- The ability to analyze historical artifacts in context.
- Demonstrate the ability to design a research question and answer it in the form of an essay that responsibly analyzes a coherent group of primary sources.
- Be able to identify, locate, and incorporate primary historical texts and documents in their own research.
Practical skills
- The ability to use non-paywalled and university databases to gather historical materials.
- The ability to gather and keep track of multiple sources of information.
Transferable skills and personal qualities
- The ability to carry out research by crafting a coherent research question, limiting that question through a coherent logic of selection, and answering that question through research and writing.
- Improved critical faculties.
- Ability to work independently and in groups.
Assessment methods
Archival Review Essay | 40% |
Final Research Essay | 60% |
Recommended reading
The main works we will use, and the best introductory guides for this course, include:
Harriet Beecher Stowe, Uncle Tom’s Cabin; or, Life Among the Lowly, ed. Elizabeth Ammons (1852: New York, Norton, 2017)
Stephen Railton, ed., Uncle Tom’s Cabin and American Culture: A Multi-Media Archive, University of Virginia, 2009.
Frances Watkins [Harper], “Eliza Harris,” “To Mrs. Harriet Beecher Stowe,” and “Eva’s Farewell,” in Frederick Douglass’s Paper (1853-1854)
Aunt Mary [pseud.], A Peep into Uncle Tom's Cabin (London: Sampson Low & Son, Boston: Jewett and Company, 1853)
Mary Henderson Eastman, Aunt Phillis's Cabin; or, Southern Life As It Is (Philadelphia: Lippincott, Grambo & Co, 1852)
H. V. Messetti, Little Eva's Temptation: A Farce Comedy Suggested by Uncle Tom’s Cabin (c. 1920)
Study hours
Scheduled activity hours | |
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Lectures | 22 |
Seminars | 11 |
Independent study hours | |
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Independent study | 167 |
Teaching staff
Staff member | Role |
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Gordon Fraser | Unit coordinator |