Module HIST3753: THE BLACK DEATH

Department: History

HIST3753: THE BLACK DEATH

Prerequisites

• A pass mark in at least TWO level two modules in History.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To give students a detailed understanding of the history of the 1347-9 plague outbreak and subsequent medieval visits of pestilence both in Britain and elsewhere in Europe.
• To develop students' critical approach to a wide range of source material including not only chronicles and administrative and legal documents but also literature, art and quantitative data series.
• To acquaint students with the methods used by historians of the medieval economy and society and the techniques employed by those debating the psychological, cultural and religious impact of the pestilence.
• To give students an understanding of the changing role of the Black Death as an explanation for historical development.
• To contribute towards meetings the generic aims of Level III study in History.

Content

• In Mid-1349 Petrarch wrote that 'the human race is almost wiped out' and the Black Death still enjoys a reputation as one of the most luridly horrifying and cataclysmic events of the Middle Ages.
• Yet historical opinion is sharply divided over the plague's precise nature and its consequences.
• It was even described by one modern historian as 'more purgative than toxic' This special subject will look first at the disease and its deadliness especially in England but also elsewhere in Europe.
• How do medieval descriptions of symptoms and data on death tolls fit in with modern scientific understanding? There will then be an examination of the short-and long-term impact of the Black Death and subsequent medieval epidemics on government, society and economy.
• How far did institutions collapse in the aftermath of the 'Great Pestilence' and how rapid and complete was recovery? What was its role as an agent of long-term historical change in these areas? This will be forwarded by an examination of the debates surrounding the cultural, psychological and religious impact of plague in the late middle ages.
• Essential to this part of the course will be an understanding of the plague's popular and scholarly reputation in modern times.
• A diverse range of sources will be used including not only the chronicle, administrative, quantitative and legal but also the literary and artistic.
• The course will examine the Black Death in its broad national and international context but special use will be made of material and data from Durham.

Learning Outcomes

• detailed knowledge and understanding of the nature and impact of the 1347-9 plague outbreak and subsequent medieval visits of pestilence both in Britain and elsewhere in Europe;
• the ability to evaluate critically and to deploy a wide range of primary sources, mostly from the medieval period, but including later reflections on the Black Death;
• an understanding of the methods used by historians to understand the impact of the Black Death;
• familiarity with current debates on the role of the Black Death in historical change.

• 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 the following teaching methods:
• 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:
• 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;
• Assessment of Primary Source Handling Students are assessed on their understanding of original primary sources, usually in print, their character varying according to the nature of the subject, and the students' ability to bring that knowledge to bear on 'cutting edge' research-based monographs and articles. Students are given the opportunity to discuss and articulate an understanding of changing interpretations and approaches to historical problems, drawing evidence from a body of primary source materials. Students are required to demonstrate skills associated with the evaluation of a variety of primary source materials, using documentary analysis for a critical assessment of existing historical interpretations.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One formative essay of not more than 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. 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. Preparation to participate in seminars and tutorials. At least one oral presentation in each term, and at least two practice gobbets in each term.

■ 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