Gender, Society and Culture in Early Modern Europe (HISM036)
|Staff||Dr Sarah Toulalan - Convenor|
Dr Laura Sangha - Lecturer
Dr Freyja Cox Jensen - Lecturer
|Duration of Module||Term 2: 11 weeks;|
The aim of this module is to evaluate the nature, extent and importance of gender difference to society and culture in early modern Europe through the exploration of a wide range of subjects that may include: theoretical perspectives on gender and history; contemporary theory about the nature and roles of men and women in early modern society; marriage and the family; the household, work and economic lives; bodies, health, medicine and sexuality; masculinity and patriarchy; the law; religion and witchcraft; class, power, government and politics.
ILO: Module-specific skills
- 1. Locate and evaluate critically the relevant primary and secondary source materials required to investigate a specific historical or methodological question.
- 2. Demonstrate a detailed knowledge of key themes and approaches in the study of gender, society and culture in early modern Europe.
ILO: Discipline-specific skills
- 3. Demonstrate the ability to analyse and synthesise widely different types of historical material and evidence.
- 4. Identify and understand the nature of original sources.
- 5. Demonstrate a critical understanding of key historical concepts and debates.
- 6. Research for themselves and present independent accounts and interpretations of different historical issues.
ILO: Personal and key skills
- 7. Develop the capacity for independent critical study and thought.
- 8. Apply key bibliographical skills (including the use of on-line finding aids).
- 9. Construct and defend a sustained argument, both in written form and orally, using primary and secondary materials.
- 10. Work as an individual and with a tutor and peers in an independent, constructive and responsive way (e.g. lead a group discussion or task).
This will be a team-taught module and the syllabus will vary according to the composition of the module team and student choice. The module will examine topics such as:
(a) Gender: history and theory, practical approaches.
(b) Witchcraft; religion; urban development; education and social relations; medicine.
(c) Masculinity; crime; government and politics; power and patriarchy; class and social hierarchies.
(d) Marriage and the family; reproduction, pregnancy and childbirth; sexuality; parents and children; health and medicine.
(e) Religion: (1) Reformation Europe (2) parish life (3) the holy household.
(f) Education; reading and writing/print culture; court culture; ‘the arts’/drama and the stage.
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||22||11 x 2 hour seminars.|
|Guided independent study||278||Preparation for seminars, essays and presentations.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Seminar discussion||Ongoing||1-10||Oral through discussion with peers and tutor|
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|
|Essay||67||4000 words||1-10||Oral and written|
|Individual Presentation||33||20 minutes and 1,000 word reflective commentary||1-10||Oral and written|
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|
|Presentation||Script as for 20 minute presentation and 1,000 word reflective commentary||1-10||Referral/deferral period|
The re-assessment consists of one 4,000 word essay, as in the original assessment, but replaces the individual presentation with a written script and accompanying visual aids that could be delivered in such a presentation and which is the equivalent of 20 minutes of speech. Instead of reflecting on the delivery of the presentation and its reception, as in the original assessment, the reflective commentary will explore the objectives and intended delivery methods of the presentation.
Indicative learning resources - Basic reading
Susan Amussen, An Ordered Society: Gender and Class in Early Modern England, (New York, 1988).
Patricia Crawford and Sara Mendelson, Women in Early Modern England, (Oxford, 1998).
Natalie Zemon Davis and Arlette Farge (eds), A History of Women: Renaissance and Enlightenment Paradoxes, (Cambridge, Mass. and London, 1993).
Elizabeth Eisenstein, The Printing Revolution in Early Modern Europe (1993)
Anthony Fletcher, Gender, Sex and Subordination in Early Modern England (New Haven and London, 1995).
Louise Fradenburg and Carla Freccero (eds), Premodern Sexualities, (New York and London, 1996)
Beatrice Gottlieb, The Family in the Western World From the Black Death to the Industrial Age, (Oxford, 1993).
Robert Allan Houston, Literacy in Early Modern Europe: culture and education 1500-1800 (Harlow, 2002)
Olwen Hufton, The Prospect Before Her: A History of Women in Western Europe, Vol 1, 1500-1800, (London,1995).
Lisa Jardine and Jerry Brotton, Global Interests: Renaissance Art Between East and West (2000)
F.W. Kent and Patricia Simons (eds), Patronage, art, and society in Renaissance Italy (1987)
James J. Murphy, Latin Rhetoric and Education in the Middle Ages and Renaissance (Aldershot, 2005)
Rowlands, Alison (ed.), Witchcraft and Masculinities in Early Modern Europe, (Basingstoke,2009).
Alexandra Shepard, Meanings of Manhood in Early modern England (Oxford, 2000).
Robert Shoemaker, Gender in English Society 1650-1850: The Emergence of Separate Spheres? (London, 1998).
M.R. Sommerville, Sex and Subjection: Attitudes to Women in Early Modern Society (London, 1995).
Merry Wiesner-Hanks, Women and Gender in Early Modern Europe (Cambridge, 2008).
Dieuwke van der Poel, Louis Peter Grijp and Wim van Anrooij (eds), Identity, Intertextuality, and Performance in Early Modern Song Culture (Leiden, 2016)
Ulinka Rublack, Reformation Europe (Cambridge, 2005)
Alec Ryrie, Being Protestant in Reformation Britain (Oxford, 2013)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Early English Books Online, Eighteenth Century Collections Online, Burney Collection of Seventeenth and Eighteenth Century Newspapers Other resources: Any other primary source material as provided.
Available as distance learning?
Last revision date
Key words search
Gender, culture, society, women, masculinity, manhood.