Module HIST2331: The King’s Two Bodies: Rulership in Late Medieval Europe

Department: History

HIST2331: The King’s Two Bodies: Rulership in Late Medieval Europe

Prerequisites

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

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To introduce students at Level 2 to a comparative history of European rulership from c.1250-c.1500.
• to encourage students to think more deeply about the articulation and limits of political power in the late middle ages.
• to introduce students to a range of historical, art-historical and literary material.
• to encourage an awareness of the interaction between politics and culture.
• to satisfy the generic aims of Level 2 single modules in history.

Content

• Following recent work which has provided new approaches to the study of the development of monarchical government, this module will be less concerned with examining the administrative and institutional apparatus of government than with exploring the political culture of late medieval Europe.
• The module will include the following themes, to be introduced in lectures and explored in more detail in seminars:
• Rules for ruling (contemporary ideas about good and bad governance in a range of sources).
• Princely education and childhood (the upbringing and training of the 'perfect prince').
• The princely image in art, architecture and literature.
• Ritual (coronation, funeral, the royal touch, processions, entries into towns, the court, chivalry).
• Queenship.
• Reform and criticism of rulers (rebellion and deposition).

Learning Outcomes

• Understanding of the changing ideals and expectations of monarchy over time.
• Knowledge of the similarities and differences between various monarchical forms of government across Western Europe in the late middle ages (English, French, Spanish and Bohemian Kings, Holy Roman Emperors, Dukes of Burgundy and Italian Princes).

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

• 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