HIS3331 : God's Terrible Voice: the experience and impact of Plague in England, 1500 - 1722
- Offered for Year: 2017/18
- Module Leader(s): Professor Jeremy Boulton
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||20|
The module aims to take students through the key trends and historiographical debates concerning the impact of plague in early modern England, placing the use and interpretation of primary sources at the core of their experience.
Outline Of Syllabus
This module will provide students with an in-depth study of the impact of plague epidemics in early modern England. Topics studied will include an introduction to plague, death and disease in early modern England;
Bubonic Plague: the nature of the disease and its history; Plague demography: counting plague in early modern England; Plague in London before 1665 ; Samuel Pepys and the last ‘Great Plague’ 1665; Plague in towns: Ralph Tailor’s Summer: Plague in Newcastle; Plague in the countryside: the Roses of Eyam?; Plague: Counter measures and social control; Plague and religion: God’s scourge?; Plague and medicine: doctors and plague ; The disappearance and feared return of plague: Defoe’s Journal of the Plague Year
|Guided Independent Study||Assessment preparation and completion||54||1:00||54:00||1/3 of guided independent study|
|Guided Independent Study||Directed research and reading||55||1:00||55:00||1/3 of guided independent study|
|Scheduled Learning And Teaching Activities||Small group teaching||12||3:00||36:00||Seminar|
|Guided Independent Study||Independent study||55||1:00||55:00||1/3 of guided independent study|
Teaching Rationale And Relationship
As a special subject, aside from an in-depth understanding of the content of the module, the teaching methods, which focus on small group work, independent research and writing, relate to the core learning outcomes of supporting students in developing sophisticated research skills across a wide range of sources, being able to synthesise the information they collect and form convincing and coherent arguments.
Independent learning is essential to this module: students are expected to develop skills of source evaluation, critical reading and note-taking in an independent and effective manner. Seminar teaching complements these skills by allowing students the opportunity to share and debate information gathered independently. Oral skills of argument and presentation will be developed. Moreover, a significant part of seminar teaching will test the development of primary source analysis.
Small group teaching will allow the students to explore ideas and patterns together in a structured way, and great emphasis will be placed on primary sources and their interpretation.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||Essay/documentary commentary of 1500-2000 words (including footnotes, but excluding bibliography).|
Assessment Rationale And Relationship
Exams test 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
Documentary commentary exercises and examinations test knowledge and understanding of the texts set for the module. The ability to compare and contrast related source texts on a common subject. The ability to expound and criticize a textual extract lucidly, succinctly and with relevance in a relatively brief space and in an exam, under pressure of time
Work submitted during the delivery of the module forms a means of determining student progress.
Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing
This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.
- Reading List Website : rlo.ncl.ac.uk