Module HIST2561: GOTHIC GERMANY, 1250-1520

Department: History

HIST2561: GOTHIC GERMANY, 1250-1520

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide participants with a wide-ranging introduction to an important and seldom-studied period of German history.
• The module promotes the development of their critical and analytical skills by confronting them with major methodological problems raised by the study both of the period and of pre-modern 'Germany' as a region.
• It encourages them to make connections and to draw contrasts between developments in different areas of later medieval German life and culture.

Content

• The German-speaking regions of Europe are often said to have followed during the modern period a special, and peculiarly significant, path of development.
• Such views seldom pay much attention to the character of the German lands during the later medieval period a time which many historians nonetheless view as a crucial in establishing those forms of social and political organization and patterns of interaction which were to mark European life for many centuries to come.
• The purpose of this module is to redress that omission by means of a wide-ranging survey of German history during the two and a half centuries preceding the Lutheran Reformation.
• Topics considered include: the peculiarities of German political and social organization, the evolving relations of Germans with their neighbours, changing attitudes to money and economic activity, and the emergence of distinctive forms of religious life.

Learning Outcomes

• knowledge of important aspects of German history between the thirteenth and sixteenth centuries;
• a detailed familiarity with the English-language historiography relating to selected aspects of German history during this period;

• Subject specific skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will acquire experience of researching and writing three coursework essays of greater length than in most level-2 modules.

• 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:
• 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 formative essay of up to 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. 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