|Semester 2 Credit Value:||20|
This course is for the living, but is about death and dying in the past. In a series of lectures and seminars, students will be learning about topics of direct relevance to their personal futures. These include: current sociological theories of death and dying; the demography of death; causes of death; theories surrounding the afterlife; notions of what constituted a ‘good death’; bereavement and commemoration; funerals, graveyards and tombstones. The course involves a short field trip to a local church.
This module aims to examine the social history of death and dying in early modern England; to discuss key anthropological and sociological theories that help to explain how they apply to the historical experience of death and dying; to provide an opportunity to acquire a sound general knowledge of the subject, reading widely and critically in the primary and secondary literature associated with it; to develop the capacity for independent study; and to provide an opportunity of investigating in depth selected historical problems, including the appraisal of selected source material and the critical examination of current historiography.
Outline syllabus, intended as a guide only; week-by-week topics may be slightly different to the following.
Death and dying: a historical sociology; Death meets the statisticians: the awful truth; Causes of death: epidemics, famines and endemic disease patterns ; Purgatory and its abolition: death and the hereafter in England; Good deaths, bad deaths and criminal deaths; Mourning, bereavement and psychological reactions to death; Funerals: Tombstones; The body and its disposal.
By the end of this module you should have: a familiarity with the social history of death and dying in early modern England; Developed an enhanced ability to make comparisons between the historical experience of death and dying in the past with that pertaining in modern Western societies; Have some understanding of key anthropological and sociological theories and how they apply to the historical experience of death and dying; have some knowledge and appreciation of a range of primary source material, and an understanding of how such material should be interpreted historically.
Development of capacity for independent study and critical judgement and of the ability to respond promptly, cogently and clearly to new and unexpected questions arising from this study. Development of associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results.
Specifically, by the end of the module, you should be able to:
Take an appropriately critical approach to a wide range of historical source materials
Construct and sustain your own critical arguments backed with evidence and following appropriate technical conventions
Summarise succinctly and accurately diverse historical material
And you should have practised:
Locating, reading and digesting significant amounts of historical material
Note-taking from books, lectures and websites
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||24||1:00||24:00||N/A|
|Guided Independent Study||Assessment preparation and completion||66||1:00||66:00||40% of guided independent study|
|Guided Independent Study||Directed research and reading||66||1:00||66:00||40% of guided indendent study|
|Scheduled Learning And Teaching Activities||Small group teaching||11||1:00||11:00||Seminars|
|Scheduled Learning And Teaching Activities||Fieldwork||1||1:00||1:00||N/A|
|Guided Independent Study||Independent study||32||1:00||32:00||20% of guided independent study|
Lectures impart core knowledge and an outline of knowledge that students are expected to acquire and they stimulate development of listening and note-taking skills. They explain historical concepts and set out historical debates and problems. They introduce a range of source material and set out historical debates and problems. They introduce a range of source material and set out and help to evaluate its historical context and worth. Listening and note-taking are practised in lectures. Lectures introduce knowledge and historical concepts that are developed and built on in related weekly workshops and seminars.
Seminars provide students with an opportunity to participate in discussion and thus to improve their oral communication and formal presentational skills.
Field trips are designed to provide the students to experience spaces and places, including those they would be unlikely to have visited independently. These trips, thus allow students to learn in and from a different environment compared to the lecture theatre or the seminar room. The field trips allow students to use relevant observational techniques, to gain insights that can only be gained from spatial experience or the “archive of the feet” and to collect information to inform their studies. Moreover, the visits will enable students to relate the knowledge gained from lectures and independent reading to observations and experiences of the outside world.
The format of resits will be determined by the Board of Examiners
|Essay||2||M||25||2000 words (including footnotes but excluding bibliography)|
Work submitted during the delivery of the module forms a means of determining student progress. The exam tests acquisition of a clear general knowledge of the subject plus the ability to think and analyse a problem quickly, to select from and to apply both the general knowledge and detailed knowledge of aspects of the subject to new questions, problem-solving skills, adaptability, the ability to work unaided, and to write clearly and concisely.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
All exchange students at Newcastle University including Erasmus, study-abroad, exchange proper and Loyola are warmly encouraged to do the same assessment as the domestic students unless they have compelling reasons not to do so. If this is the case, they are offered the option of writing one 3,000 word essay to be handed in by 12.00 p.m. of the Friday of the first week of the assessment period. This will replace all assessment work required of domestic students. If they wish to take up this option, students need to discuss it with their module leader, having checked with their home university that the new assessment will be accepted by them.
Students who opt for the alternative assessment because they will have to leave Newcastle University before the assessment period (excluding Erasmus students, who are contractually obliged to be at Newcastle until the end of the semester) should hand in their 3000-word essays before they go away. If this is not possible, they should tell the School exchange coordinator that they are going to submit their essays in absentia, then submit their essays through Blackboard and email copies of the essays to the School Office (email@example.com). Any essay received after the deadline will be considered as a late submission.
Note: The Module Catalogue now reflects module information relating to academic year 15/16. Please contact your School Office if you require module information for a previous academic year.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.