The Supernatural in Early Modern England (HIH1553)
|Staff||Dr Laura Sangha - Convenor|
|Duration of Module||
Term 2: 11 weeks; |
Through critical evaluation of the rich primary sources relating to the supernatural, the module aims to introduce students to the complex nature of Protestant religious cultures; to the diverse range of archival material available to the historian of early modern religion; and to the difficulties and advantages of deploying such primary material in the study of early modern religious mentalities. Documents to be discussed will include ecclesiastical records, sermons and treatises, ballads, pamphlets, almanacs, herbals, and plays.
ILO: Module-specific skills
- 1. Ability to understand and assess attitudes towards the supernatural in early modern England.
- 2. Ability to engage critically with a diverse range of historical sources relating to belief in the supernatural.
- 3. Ability to understand the purposes for which different contemporary sources were produced, and analyze and evaluate their reliability and usefulness for the study of early modern religious cultures more broadly.
ILO: Discipline-specific skills
- 4. Ability to identify the problems of using historical sources, e.g. bias, reliability, etc., and to compare the validity of different types of source.
- 5. Ability to answer a question briefly and concisely.
- 6. Ability to 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. Ability to digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment.
- 9. Ability to work with others in a team and to interact effectively with the tutor and the wider group.
- 10. Ability to write to a very tight word-length.
- Visible and Invisible Worlds: Early Modern Religious Cultures
- Time and Place: The Calendar and Landscape
- Providence : Miracles, Wonders and Signs
- Popular Healing: White Witches
- Demonological Witchcraft
- Astrologers: Elite Magic
- Angels: God’s Special Agents
- Fairies: The Airy People
- Ghosts: The Unquiet Dead
- The Supernatural and 'Science'
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 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 five source commentaries and an 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 (15% per commentary)||2000 words (500 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
• Jonathan Barry, Maranne Hester and Gareth Roberts (eds), Witchcraft in Early Modern Europe: Studies in Culture and Belief (Cambridge, 1996)
• Stuart Clark, Thinking with Demons: The Idea of Witchcraft in Early Modern Europe (Oxford, 1997)
• David Cressy, Bonfires and Bells: National Memory and the Protestant Calendar in Elizabethan and Stuart England (London, 1989)
• Owen Davies, Cunning-Folk: Popular Magic in English History (London, 2007)
• Ronald Hutton, The Rise and Fall of Merry England: The Ritual Year (Oxford, 1994)
• Michael MacDonald, Mystical Bedlam: Madness, Anxiety and Healing in 17th Century England (Cambridge, 1981)
• Peter Marshall, Beliefs and the Dead in Reformation England (Oxford, 2002)
• Peter Marshall and Alexandra Walsham (eds), Angels in the Early Modern World (Cambridge, 2006)
• Jane Shaw, Miracles in Enlightenment England (London, 2006)
• Keith Thomas, Religion and the Decline of Magic (London, 1971)
• Alexandra Walsham, Providence in Early Modern England (Oxford, 1999)
• Tessa Watt, Cheap Print and Popular Piety 1550-1640 (Cambridge, 1996)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Early English Books Online
Available as distance learning?
Last revision date