Module HIST2441: Selling the Tudor Monarchy

Department: History

HIST2441: Selling the Tudor Monarchy

Prerequisites

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

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To introduce students to the ways in which the Tudors governed their realms, the problems posed by the accession of a usurper, a child and two women, and the impact of the Break with Rome on the Tudors’ legitimacy.
• To explore how, in light of these problems, the Tudors represented their power to their subjects and how their subjects responded as well as how subject reacted independently to the Tudors and the problems posed by usurpation, minority, queenship and the Break with Rome.
• To allow students to evaluate the different ways in which power and legitimacy could be displayed and articulated (e.g. liturgies, sermons, processions, progresses, print, art, drama) and engage with the methodological issues raised by such material.
• To engage critically with key historiographical works about ‘propaganda’, what this term means when applied to early modern societies and how useful a concept it is.
• Contribute towards the achievement of the Department's generic Aims for study at Level 2.

Content

• Focused around Kevin Sharpe’s Selling the Tudor Monarchy, as well as other key works, this module engages critically with arguments that the Tudors were ‘masters of spin’ and that, because of both a series of political accidents (the usurpation of Richard III, Henry VIII’s marital problems resulting in the Break with Rome, the accession of a child and two women) and the inherent weakness of the early modern state, the dynasty had to rely on visual, ceremonial and performative ways to enforce and enhance their legitimacy and power. It will examine the ways in which Henry VII, Henry VIII, Edward VI, Mary and Elizabeth governed and addressed the particular challenges they faced; it will investigate the coercive power of the Tudor state; and it will explore the range of ways in which the Tudors allegedly sought to uphold their legitimacy: liturgies, processions, progresses, sermons, art, tapestry, printed pamphlets etc.

Learning Outcomes

• An awareness of the political and constitutional problems posed by the accession of a usurper, minor and two women, as well as of the Break with Rome, and an ability to evaluate these critically.
• An understanding of how ‘propaganda’ was used by the state and its subjects and why.
• A knowledge of key modern works on these issues and an ability to evaluate these critically.

• 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 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:
• 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 source commentary of 700 words (excluding footnotes and bibliography) submitted in writing or delivered orally in a group seminar 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