Module HIST2731: KINGS AND CONFLICT IN: ENGLAND 1377-1509

Department: HISTORY

HIST2731: KINGS AND CONFLICT IN: ENGLAND 1377-1509

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' knowledge of the characteristic ways in which royal and noble power was exercised in the late Middle Ages.
• To develop students' understanding of the principal causes of political conflict in the late Middle Ages.
• To develop students' ability to analyse select problems in late medieval English history coherently and with Appropriate information.
• To satisfy the generic requirements of Level 2 modules in History.

Content

• The period from the late fourteenth to the early sixteenth centuries witnessed a series of dramatic events in the political history of England, including the largest mass revolt in English history, the deposition of four kings and the outbreak of civil war known as the Wars of the Roses.
• Some historians have seen this period as characterised by a fundamental crisis of late medieval English kingship, while others have taken a more sanguine approach.
• This module aims to introduce students to the nature of power in late medieval England, together with the structures of political conflict, in a society very different from any that most of them will have studied before.
• The module is divided into four units, each covering an aspect of late medieval English government and society: popular revolt, parliament, kingship and the nobility.

Learning Outcomes

• Students will gain: A knowledge of the characteristic ways in which royal, noble and ecclesiastical power was exercised in the late Middle Ages.
• Understanding of the principal causes of political and religious conflict in the late Middle Ages.

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will acquire an ability to analyse select problems in late medieval English history coherently and with appropriate information.

• 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

• Student learning is facilitated by a combination of the following teaching methods:
• lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

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