The Dissolution of the Monasteries (HIH1408)
|Staff||Professor James Clark - Convenor|
|Duration of Module||Term 2: 11 weeks;|
The aim of the module is to introduce students to a variety of evidence – documentary, literary, visual and archaeological – from which a fresh understanding of the Dissolution might be developed. Students will be able to view much of the evidence in its original form, supported where appropriate with transcriptions and translations. As such they will be able to generate their own, independent responses to the record of the causes, course and consequences of these events. They will learn to compare and contrast the strengths and limitations of textual and material sources. They will also develop an understanding of the ways historians deploy different forms of evidence to support their interpretations and to stimulate critical debate. In this way, the module will prepare students for independent research and writing in this and other periods and topics.
ILO: Module-specific skills
- 1. Assess the historical importance of the Dissolution of the Monasteries.
- 2. Work critically with a range of sources for the history of the Dissolution in particular and the Henrician Reformation in general.
- 3. Assess the sources in relation to the historical debates surrounding the Dissolution of the Monasteries.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and compare the validity of different types of sources.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning.
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Work with others in a team and to interact effectively with the tutor and the wider group
- 10. Write to a very tight word-length.
Over 12 weeks of classes, the module will examine the critical debate surrounding the Dissolution of the Monasteries; the place, purpose and profile of monasteries in early Tudor England; the origins of the impulse for their suppression; the legislation, government bodies and officers that brought about the Dissolution; the experience of Dissolution from the point of view of a) religious b) their employees, tenants and dependents c) provincial society d) crown, government and political nation; the immediate and longer-term effects of Dissolution.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled learning and teaching activities||2||2 hour lecture: Introduction to module|
|Scheduled learning and teaching activities||20||10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week.|
|Guided independent study||128||Students prepare for the session through reading and research; writing a weekly source essay and preparing one group presentation in the course of the term.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation (3-4 students)||10-15 minutes||1-9||Oral|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Portfolio of seven essays||77 (11% per essay)||400-500 words per essay||1-5, 7-8, 10||Mark and written comments|
|Essay||23||1000 words||1-5, 7-8, 10||Mark and written comments|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Portfolio of seven essays||Portfolio of seven essays||1-5, 7-8, 10||Referral/deferral period|
|1000-word essay||1000-word essay||1-5, 7-8, 10||Referral/deferral period|
Indicative learning resources - Basic reading
Bernard, G. W. The King’s Reformation (New Haven: Yale University Press, 2007).
Clark, J. G. The Religious Orders in Pre-Reformation England (Woodbridge: Boydell, 2002).
Clark, J. G. ‘Reformation and Reaction at St Albans Abbey’, English Historical Review, 115 (2000), 297-328.
Youings, J. The Dissolution of the Monasteries (London: Allen and Unwin, 1971).
Module has an active ELE page?
Available as distance learning?
Last revision date
Key words search
Reformation, Dissolution, Monasteries, Religion, Tudors, Henry VIII, Medieval, Early Modern, Monasticism