Module HIST1741: Medieval Worlds

Department: History

HIST1741: Medieval Worlds

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To train students in medieval history and historical practice and provide a solid foundation for more specialised medieval modules at Levels 2 and 3.
• To foster informed thinking about process and development in change over time and encourage interdisciplinary understandings of medieval history.
• To workshop the skills of analysis and criticism of primary sources, drawing out the possibilities and limitations of medieval texts, images, and objects.
• To practise comparison and contrast over time, space, and across genres and traditions of medieval scholarship, identifying and critiquing interpretations.
• To teach literacy in current digital tools for studying medieval primary sources and accessing secondary literature.

Content

• This module offers students a panoramic introduction to medieval history in Europe, the Middle East, and Asia (c. 300-1500 CE). By introducing multiple perspectives to disrupt the traditional Western-centred narrative of what we understand by ‘the Middle Ages’, it explores both comparable and contrasting historical experiences across diverse yet often interconnected societies. Through select overarching themes such as states and empires, religions and cultures, identities and inequalities, cities and economies, and the effects of epidemic disease, the module shows students how these societies were transformed over a broad time period of fundamental change. It also explores a range of scholarly approaches to the Middle Ages through lectures and seminars centred on each of these themes and the reading of primary sources. Crucially, in small-group discussion, students learn how to analyse different written, visual, and material evidence. By providing chronological and thematic grounding, this module enables students to account for the development of the many ‘worlds’ of medieval society.

Learning Outcomes

• An introduction to medieval history decentring Western Europe and encompassing the many ‘worlds’ of the Middle Ages.
• An integrated exploration of the diverse yet often connected societies of Europe, the Middle East, and Asia (c. 300-1500 CE).
• An understanding of select overarching political, social, economic, and cultural themes during a period of fundamental change.
• An exposure to written, material, and visual sources for studying medieval history.
• An awareness of the wide range of scholarly approaches to the Middle Ages.

• Critical analysis of the possibilities and limitations of primary sources.
• The ability to question historical narratives and interpretations based on written, visual, and material evidence.
• Critical appraisal of arguments and syntheses in secondary literature.
• Sensitivity to the different approaches, methods, and uses of evidence across scholarly contexts and traditions.
• The ability to compare and contrast historical processes and developments over a range of geographical and temporal contexts.

• The ability to employ sophisticated reading skills to gather, sift, process, synthesise, and critically evaluate information from a variety of sources (print, digital, material, aural, visual, audio-visual, etc.).
• The ability to communicate ideas and information orally and in writing, and to devise and sustain coherent and cogent arguments.
• The ability to write and think under pressure, manage time, and work to deadlines.
• The ability to make effective use of information and communications technology.

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 teaching methods:
• Lectures set the foundations for further study and provide the basis for the acquisition of subject-specific knowledge. Lectures provide a broad framework which defines the 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 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 building on 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 ability to marshal historical evidence, and facilitate 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. The seminar will also be the main forum for developing student skills in reading and criticising primary sources.
• Assessment: There are two summative written assessments on this module:
• Research essay (2,000 words maximum, excluding footnotes and bibliography). The summative essay remains a central component of assessment in history, due to the integrative higher-order skills it develops. It allows students the opportunity to demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources; identify, represent, and debate a range of subject-specific issues and opinions; and recognise, represent, and critically reflect upon historical and historiographical ideas, concepts, and problems. 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.
• In-person written examination (2 hours maximum). Students will be examined on subject-specific knowledge and skills. Examinations test the ability to prepare and direct an independent programme of learning and revision, and to work under pressure in timed conditions, developing and deploying time-management skills to produce coherent, reasoned, and well-supported arguments.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative work will be done as preparation for and during seminars, including tasks such as contributing to discussion in class and in virtual learning environments, short oral presentations, or brief pieces of writing as determined by module seminar tutors. All formative work is aimed at helping students to develop concise note-taking skills and the ability both to understand and interpret primary sources and identify and communicate the approaches and implications of secondary literature. There will also be one formatively assessed piece of written work: this will be a skills-based assignment (1,000 words maximum, excluding footnotes and bibliography), such as a primary source analysis or commentary, providing a primer and foundation for the summatively assessed research essay and in-person written examination.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.