Module HIST1251: THE MEDITERRANEAN WORLD IN THE SIXTEENTH CENTURY

Department: HISTORY

HIST1251: THE MEDITERRANEAN WORLD IN THE SIXTEENTH CENTURY

Prerequisites

• An A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or lB)

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To understand the significance of environmental and social influences upon historical development on a broad geographical scale, and the possibilities and limitations of the 16th-century Mediterranean world.
• To show how research in different social science disciplines can benefit development of historical understanding.

Content

• The module follows the scheme set out by Fernand Braudel in 'The Mediterranean and the Mediterranean world in the age of Philip II' (1st French ed.1949, 2nd rev. ed. 1966. English ed. 1972), considering how and why the work was conceived, Braudel's historiographical method, his themes and topics, and the conclusions he reached.
• Major themes are then elaborated with reference to subsequent work by other historians which develops, refines or challenges Braudel's hypotheses.
• Commercial, technological, and security considerations, and the changing balance between Ottoman and Spanish influence, will be given particular attention.
• Wherever possible (i.e. available in English) extracts from contemporary 16th-century texts (diplomatic, commercial, travellers' accounts, official reports etc.) will be studied to provide a more immediate and vivid context.

Learning Outcomes

• To appreciate factors such as distance, communication and travel by sea.
• trading and commodities.
• population, settlement and state control.
• piracy, security and naval warfare, etc.
• To understand how historical knowledge develops, through study of Braudel's 'The Mediterranean and the Mediterranean world in the age of Philip II', the debates generated by this classic work, and the contribution of work in other social science disciplines.
• Logical presentation of debate and broad-ranging evidence from modern historians from several countries, backgrounds and interests (insofar as this is available in English).
• appropriate use of contemporary 16th-century texts and documents.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures place Braudel's work in 20th-century historiographical context, outlining his main themes and showing how these have been developed, refined or challenged in subsequent debate by historians and several countries.
• In seminars students examine a range of 16th-century texts (including diplomatic correspondence, trade agreements, travellers' accounts and other published archival documents) relating to the main themes in order to appreciate the nature of contemporary evidence available.
• Each student provides a written and oral commentary on a designated text, supported by secondary reading.
• Presentations are considered part of the formative assessment, written seminar papers being returned with comments and an assessment grade.
• The two summative essays allow the student to select a Mediterranean country and/or themes for more detailed study, with particular reference to a significant historical debate arising out of Braudel's thesis.
• The two-hour unseen examination is in two parts: (i) commentaries on extracts from contemporary documents.
• (ii) one essay from a number set on broad aspects of 16th-century Mediterranean history.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One or more short assignments submitted in writing or delivered orally and discussed either 1:1 or in a group context.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University