HIST1661: Connected Histories: Early Modern Europe, c. 1450-1750

• Normally an A or B grade in A-Level History, or an acceptable equivalent (e.g. in terms of Scottish Highers or lB)

• None

• None

• To introduce students to key developments in a formative period in European history
• To evaluate different interpretations of the chronological and geographical boundaries of European history in the early modern period

• The Reformations of the sixteenth century transformed Western Christendom into a continent of rival religious confessions. Yet over the following centuries a new sense of a European culture and identity took hold. How did these changes come about, who did they affect, and how did people make sense of their changing world? The fall of Constantinople and the conquest of the New World led Europeans to represent the continent in different perspectives. Thinkers in the Renaissance and Enlightenment reconsidered fundamental ideas about the relationships between individual and society, women and men, and the past and the present. Religious reform established confessional boundaries and denounced those who did not conform to them. Escalating warfare transformed a continent of dynastic states into a new balance of powers. And expanding global trade at a time of climate crisis in the little ice age brought European and global markets into closer contact and instituted an inter-continental slave trade, while most households in the era of early industrialisation lived and worked precariously, threatened by poverty and disease. This module introduces these key developments and more, while charting the emergence of the idea of Europe in a formative phase of the continent history.

Subject-specific Knowledge:

• Understanding of core historical concepts shaping the cultural, economic, political, religious, and social history of early modern Europe
• Providing students with an informed understanding of European diversity as well as Europe global interconnectedness
• To invite students to check and challenge Eurocentric historiographies

Subject-specific Skills:

• reading and use texts and other source materials critically and analytically, addressing questions of content, perspective and purpose at an advanced level;
• handling and critically analysing varying interpretations of a given body of historical evidence;
• managing a body of evidence or information, particularly gathering, sifting, synthesizing, organising, marshalling and presenting information consistent with the methods and standards of historical study and research;
• assembling evidence to address issues, constructing an argument and supporting it with evidence to permit and facilitate the evaluation of hypotheses;
• intellectual independence and research, including the development of bibliographical skills, the ability to research, use, evaluate and organise historical materials, and to present independent research in written form;

Key Skills:

• self-discipline, self-direction, initiative, the capacity for extended independent work on complex subjects, the development of pathways to originality, and intellectual curiosity;
• discrimination and judgement;
• ability to gather, organise and deploy evidence, data and information, and familiarity with appropriate means of identifying, finding, retrieving, sorting and exchanging information;
• analytical ability, and the capacity to consider and solve complex problems;
• structure, coherence, clarity and fluency of written expression;
• intellectual integrity, maturity and an appreciation of the validity of the reasoned views of others;
• imaginative insight.

• Student learning is facilitated by a combination of:
• Lectures to set the foundations for further study and to provide the basis for the acquisition of subject specific knowledge. Lectures provide a broad framework which defines individual module content, introducing students to themes, debates and interpretations. In this environment, students are given the opportunity to develop skills in listening, selective note-taking and reflection;
• Seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals. The seminar will also be the primary forum for developing students skills in reading and criticizing primary sources.
• Assessment:
• Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• The summative essay remains a central component of assessment in history, due to the integrative high-order skills it develops. It allows students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources.

If you have a question about Durham's modular degree programmes, please visit our FAQ webpages, Help page or our glossary of terms. If you have a question about modular programmes that is not covered by the FAQ, or a query about the on-line Undergraduate Module Handbook, please contact us.

Prospective Students: If you have a query about a specific module or degree programme, please Ask Us.

Current Students: Please contact your department.