Restoration London: Plague, Fire and History (HIH1525)
|Staff||Professor Jonathan Barry - Convenor|
|Duration of Module||
Term 1: 11 weeks; |
Sources relating to the plague and fire of London (1665-6) are used to explore the nature and inter-relationship of varied types of evidence: official, personal, literary, visual, statistical, topographic, ideological.
ILO: Module-specific skills
- 1. Assess the nature of the plague and fire of London.
- 2. Work critically with a range of sources for the history of England in the seventeenth century, with particular reference to the plague and fire of London.
- 3. Critique early modern English historical texts.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. bias, reliability, etc., and to compare the validity of different types of source.
- 5. Answer a question briefly and concisely.
- 6. Present work orally, to respond to questions orally, and to think quickly of questions to ask other students.
ILO: Personal and key skills
- 7. 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.
The course will begin with critical discussion of Defoe’s Journal of a Plague Year before a range of other sources are used to test the extent to which his account is reliable.
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 the module|
|Scheduled learning and teaching||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 learning||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 ||1-4, 6-7, 9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Marks and written comments|
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|
|4 highest marks from portfolio of 5 source commentaries||60||2000 words (500 per commentary) (15% per commentary)||1-5, 7-8, 10||Mark and written comments|
|Essay on Sources||40||1500 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|
|4 highest marks from portfolio of 5 source commentaries||4 highest marks from portfolio of 5 source commentaries||1-5, 7-8, 10||Referral/deferral period|
|1500 word essay||1500 word essay||1-5, 7-8, 10||Referral/deferral period|
Indicative learning resources - Basic reading
D Defoe, A Journal of the Plague Year ed. P Backscheider (Norton, 1992)
A Beier and R Finlay (eds), London 1500-1700: Making of the Metropolis (Longman, 1985)
R Porter, London: Social History (Penguin, 1996) chs 4-7
J Champion, London’s Dreaded Visitation (Historical Geography Research Series, 1995)
P Slack, the impact of Plague on Tudor and Stuart England (OUP, 1985)
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Available as distance learning?
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