HIST3873: Worlds Apart: The City in Late Medieval England

• A pass mark in at least TWO level two modules in History.

• None

• None

• To extend students' understanding of the development of the city in England between the 13th and 15th centuries.
• To provide students with the opportunity to work with different types of source-material and to apply them to the study of late medieval English cities.

• The industrial and post-industrial city has featured prominently in modern literature as a crucible of architectural, economic and technological innovation and as a source of social dislocation and disintegration. Such contrasting views of the modern city are hardly surprising, however, since the city has always been characterised by extremes: polluted, crowded and dangerous, and yet also a place of opportunity and creativity. Throughout history the city has proved remarkably resilient and city life has been able to renew itself, drawing upon a set of ideas about the citys own distinctive identity within the wider world. In the memorable phrase of the great Annaliste historian, Fernand Braudel, every town is, and wants to be, a world apart. This Special Subject focuses upon the pre-industrial city in England between 1250 and 1500, a period which saw the growth of a vibrant and dynamic public culture in English urban communities. Drawing upon the extraordinarily rich civic archives of major English cities such as London, York, Bristol, Coventry and Norwich, you will explore how civic rulers dealt practically as well as ideologically with the problems and possibilities of urban living. What was the meaning of citizenship in the late medieval city? What was the function of the market-place within the city? To what extent did late medieval rulers have a concept of town planning? These are just some of the questions which you will be able to address in this course.

Subject-specific Knowledge:

• An understanding of the cultural history of late medieval English cities.
• A familiarity with and critical understanding of a range of primary sources (historical, literary, artistic, architectural and archaeological) relating to late medieval English cities.
• An understanding of the changing historical interpretations of and approaches to the nature and significance of urban development in late medieval England.

Subject-specific Skills:

• http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/Index.htm

Key Skills:

• http://www.dur.ac.uk/history.internal/local/ModuleProformaMap/Index.htm

• Student learning is facilitated by a combination of the following teaching methods:
• 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;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Assessment:
• Unseen 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 unseen 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;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow 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;
• Assessment of Primary Source Handling Students are assessed on their understanding of original primary sources, usually in print, their character varying according to the nature of the subject, and the students' ability to bring that knowledge to bear on 'cutting edge' research-based monographs and articles. Students are given the opportunity to discuss and articulate an understanding of changing interpretations and approaches to historical problems, drawing evidence from a body of primary source materials. Students are required to demonstrate skills associated with the evaluation of a variety of primary source materials, using documentary analysis for a critical assessment of existing historical interpretations.

One formative essay of not more than 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet. Preparation to participate in seminars and tutorials. At least one oral presentation in each term, and at least two practice gobbets in each term.

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