Module HIST1231: FOUNDATIONS OF MEDIEVAL ENGLAND

Department: HISTORY

HIST1231: FOUNDATIONS OF MEDIEVAL ENGLAND

Prerequisites

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

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students at Level 1 to a period of history (C11th & C12th) unfamiliar to most of them, thus broadening their chronological range.
• to introduce concepts particular to the medieval period which will help them in study at higher levels.
• to understand the way in which the ideas of historians about this period have changed and developed.

Content

• This course examines the history of England in the C11th & C12th.
• This was a particularly formative period, dominated by the Conquest and its effects.
• The module will provide students with a political framework extending from the reign of Edward the Confessor to the end of the Norman 'empire' in 1204.
• The economic foundations of England will be examined.
• Doomsday Book provides a unique view of the nature and extent of economic resources in this period.
• The issues of church-state relations, in particular the disputes between Henry I and Anselm, and Henry II and Becket, will be examined.
• Cultural issues will receive some attention.
• Students will gain a realisation of the many difficulties involved with 'Feudalism'.
• The military history of the period will be examined.
• This was also a crucial period for the development of English law, and this will form another theme in the module.
• There have been many historical controversies over issues in this period, students will discuss these and will explicitly address one historical debate in one of the pieces of work they produce

Learning Outcomes

• A knowledge of the history of England in the C11th & C12th.
• An understanding of debates between historians over issues in this period.

• 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. 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