Module HIST3931: The Reformation in English Society

Department: History

HIST3931: The Reformation in English Society

Prerequisites

• A pass mark in at least ONE level two module in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To examine late medieval and early modern english religion from a social and cultural perspective.
• To question the ways in which religion in England has been understood and interpreted by historians.
• To analyse how historians have approached the problems of protestantism, religious dissent and religious struggle in later centuries.
• To consider what the reformation has meant to English society in the longer term. to satisfy the generic aims of Level 3 single modules in history.

Content

• The module commences with a detailed examination of strengths and weaknesses in late medieval Catholicism, focusing both on institutions (clergy, monasteries) and on structures of belief (saints, sacraments, purgatory). The significance of unorthodox religion, Lollardy and early Protestantism, is explored and related to the reform policies of the Tudor monarchy. Equal attention is devoted to those who opposed and to those supported the religious changes of the sixteenth century, and throughout there is a particular focus on parishes, and parish churches, as centres of religious culture and social organisation.

Learning Outcomes

• By the end of the module students will have acquired or developed the following: a detailed understanding of the complex historiographical debates surrounding the reformation in english society.
• The ability to interrogate the historiography of religion in England in the late medieval and early modern period from a social and cultural perspective.

• 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/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 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:

1. 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. 2. Preparation to participate in seminars and tutorials. 3. At least one oral presentation or short written assignments.

■ 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