Module HIST3741: STORIES AND STORYTELLING IN EARLY MODERN EUROPE

Department: HISTORY

HIST3741: STORIES AND STORYTELLING IN EARLY MODERN EUROPE

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To encourage students to evaluate critically a range of contemporary sources (written and visual) and to develop further their analytical skills, specifically of reading 'against the grain', of symbolism, etc.
• To equip students with an understanding of key themes in early modern social and cultural European history (particularly the construction of identities).
• To acquaint students with the modern historiographical approach of 'narrative history'.
• To evaluate the effectiveness of modern 'narrative history' methodology.
• To contribute towards meeting the generic aims of Level 3 study in history.

Content

• Why is so much historical evidence in narrative form? How has this 'raw material' been shaped by those who told and heard the stories? This course examines how and why people in early modern Europe told or wrote stories and what we can learn from them about identity, gender, morality and authority.
• It also looks at the relationship between story and history: why do modern historians use stories as evidence? Why do they choose to reconstruct the material in the shape of further stories? How is this material shaped by our needs and concerns? The intended learning outcomes are: skills in reading a range of primary sources (written and visual), including reading 'against the grain'.
• awareness of, and ability to evaluate, modern 'narrative history' approaches.
• an understanding of early modern European culture, particularly how contemporaries constructed identities.

Learning Outcomes

• The ability to assess critically and sensitively a range of contemporary sources, written and visual.
• Knowledge and understanding of key themes in early modern social and cultural history, including the construction of identities of men, women, outsiders.
• Familiarity with modern 'narrative history' approaches.
• The ability to evaluate critically modern 'narrative history' approaches.

• 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

• 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;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Assessment:
• 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. In addition, seen Examinations (with pre-released paper) are intended to enable Level 3 students to produce more considered and reflective work;
• 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:

Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet; Preparation to participate in seminars and tutorials; At least one oral presentation or short written assignment.

■ 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