Module HIST1251: THE MEDITERRANEAN WORLD IN THE SIXTEENTH CENTURY

Department: History

HIST1251: THE MEDITERRANEAN WORLD IN THE SIXTEENTH CENTURY

Prerequisites

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

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To understand the significance of environmental and social influences upon historical development on a broad geographical scale, and the possibilities and limitations of the 16th-century Mediterranean world.
• To show how research in different social science disciplines can benefit development of historical understanding.

Content

• The module follows the scheme set out by Fernand Braudel in 'The Mediterranean and the Mediterranean world in the age of Philip II' (1st French ed.1949, 2nd rev. ed. 1966. English ed. 1972), considering how and why the work was conceived, Braudel's historiographical method, his themes and topics, and the conclusions he reached.
• Major themes are then elaborated with reference to subsequent work by other historians which develops, refines or challenges Braudel's hypotheses.
• Commercial, technological, and security considerations, and the changing balance between Ottoman and Spanish influence, will be given particular attention.
• Wherever possible (i.e. available in English) extracts from contemporary 16th-century texts (diplomatic, commercial, travellers' accounts, official reports etc.) will be studied to provide a more immediate and vivid context.

Learning Outcomes

• To appreciate factors such as distance, communication and travel by sea.
• trading and commodities.
• population, settlement and state control.
• piracy, security and naval warfare, etc.
• To understand how historical knowledge develops, through study of Braudel's 'The Mediterranean and the Mediterranean world in the age of Philip II', the debates generated by this classic work, and the contribution of work in other social science disciplines.
• Logical presentation of debate and broad-ranging evidence from modern historians from several countries, backgrounds and interests (insofar as this is available in English).

• Subject specific skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/

• Key skills for this module can be viewed at: http://www.dur.ac.uk/history.internal/local/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