Module HIST1461: War and Society in Early Modern Europe, c. 1500-1650

Department: History

HIST1461: War and Society in Early Modern Europe, c. 1500-1650

Prerequisites

• Normally 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 to the study of early modern European history through a study of warfare and its relationship with society in early modern Europe.
• To introduce students to key historiographical problems.
• To introduce students to a range of primary sources available for the study of early modern Europe and how they can be used to examine historical problems.

Content

• This module examines warfare in the context of early modern European society over the period c. 1500-1650.
• Key issues explored include: why early modern European society generated war, how wars were fought, how warfare developed over this period, how warfare affected different sectors of society, and how it affected the development of the state.
• These issues are explored both thematically and also through case-studies of particular conflicts. The primary focus of the course is on western Europe, although warfare in northern and eastern Europe is also considered.
• The course also explores the development of historiographical approaches to this topic, in particular the ongoing debate over the ‘military revolution’. It also looks at the variety of sources which can be used to study early modern European warfare and society, and how they can be utilised to solve historical problems.

Learning Outcomes

• A familiarity with the outlines of early modern European political and social conditions.
• A detailed knowledge of why and how wars were fought in early modern Europe, how warfare changed over the period covered, and how it affected society and the state.
• An understanding of key historiographical debates.
• An awareness of some of the sources of early modern history and how they can be used.

• 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:
• 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:

Formative benefits from the summative assessments, plus one or more short assignments delivered orally and discussed 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