Understanding Elizabethan Society (HIH1604)
|Staff||Dr Freyja Cox Jensen - Convenor|
|Duration of Module||Term 2: 11 weeks;|
The aim of this module is to introduce you to the various types of sources available to the student of early modern history. You will compare different genres of source, and analyse their uses and limitations in the understanding of the past. We will explore both qualitative and quantitative approaches, looking at architectural plans, maps, taxation data, household accounts, paintings, plays, poems, wills, census records, speeches and published pamphlets, to understand the nature of Elizabethan society, and how different members within it interacted with one another. You will also develop your presentation and discussion skills, through constant practice in the seminars.
ILO: Module-specific skills
- 1. Demonstrate an understanding of some of the theories that underpin approaches to early modern social and cultural history, and to apply them to specific case-studies.
- 2. Assess critically the range of sources emerging from early modern England.
- 3. Assess the sources in relation to the numerous debates surrounding this period.
ILO: Discipline-specific skills
- 4. Identify the problems of using historical sources, e.g. utility, limitations, etc, and to compare the validity of different types of sources.
- 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. 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.
1. Elizabethan England: three eyewitness accounts
Part I: “Of the nobilitie”
2. Life in the country: architecture; income (statistics)
3. Life at court: art; poetry
Part II: “Of gentlemen”
4. Growing up: education and status; school statutes; advice literature
5. Civic duty: parliamentary speeches; political tracts
Part III: “Of yeomen”
6. Daily life: wills and inventories
7. Pastime with good company: entertainment and the theatre
Part IV: “Of the fourth sort of men which doe not rule”
8. Inaudible voices: census records; legal records
9. Inaudible voices: archaeology
Part V: ...Of women?
10. Patriarchal in theory, permissive in practice? Women in the sources.
11. Conclusion: how useful are the eyewitness accounts?
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|
|Lecture||2||Introduction to module|
|Workshop||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, 6-9||Oral|
|Lowest mark from portfolio of 5 source commentaries||500 words||1-5, 7-8, 10||Mark 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 words||1500 words||1-5, 7-8, 10||Referral/deferral period|
Indicative learning resources - Basic reading
M. J. Braddick and J. Walter (eds), Negotiating Power in Early Modern Society: order, hierarchy and subordination in Britain and Ireland (2001)
Bernard Capp, When Gossips Meet: women, family, and neighbourhood in early modern England (2004)
P. Clark & P. Slack (eds) English Towns in Transition, 1500–1700 (1976)
David Cressy, Education in Tudor and Stuart England (1975)
Laura Gowing, Domestic Dangers: women, words, and sex in early modern London (1998)
J. Hatcher, ‘Understanding the Population History of England, 1450-1750’, Past & Present 180:1 (2003), pp. 83-130
Felicity Heal and Clive Holmes, The Gentry in England and Wales 1500-1700 (1994)
Ralph Houlbrooke, The English Family 1450-1700 (1984)
Martin Ingram, ‘Men and Women in late Medieval and early modern times’, English Historical Review 120:487 (2005)
W Prest(ed), The Professions in Early Modern England (1987)
Keith Wrightson, ‘ “Sorts of People” ’ in Tudor and Stuart England’ in J Barry and CW Brooks (eds), The middling sort of people: culture, society and politics in England, 1550-1800 (1994)
Keith Wrightson, English Society (1982)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Early English Books Online http://eebo.chadwyck.com/home
Indicative learning resources - Other resources
Primary Source pack
Available as distance learning?
Last revision date