• Inactive for Year: 2024/25

• Module Leader(s): Ms Anne Redgate

• Owning School: History, Classics and Archaeology
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

In general
•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 provide an opportunity of investigating in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.
•To develop the capacity for independent study.
•To investigate in some depth selected problems, including the appraisal of selected source material and the critical examination of current historiography.

Module-specific aims
•To undertake study in comparative history.
•To consider the portraits and representations, self-image and ideology of kingship of five Christian monarchs, one each from Anglo-Saxon England, the empire of the Franks, Bulgaria, Byzantium, and Armenia, spanning six decades.
•To establish the similarities and differences between them.
•To investigate the contacts between them.
•To identify the sources behind these images and ideas.
•To appraise artistic and literary source material, and the links between them.

Outline Of Syllabus

The following is a guide.

1.
An Introduction to the module at the beginning of the teaching period.
Identifying overall conclusions at the end of the module.

2.
The five case studies
Charles the Bald, Carolingian emperor of the Franks 875-77
Alfred, king of Wessex 871-899
Symeon, tsar of Bulgaria 893-927
Leo VI ‘the Wise’, emperor of Byzantium 886-912
Gagik Artsruni, king of Armenia 908-943

3.
The major literary sources that offer a representation of each monarch and of his and/or his circle’s ideology of kingship.

4.
The works of art that portray or evoke each monarch.

5.
The political context, problems and opportunities of each monarch.

6. Physical appearance and its meanings - crowns, robes, physical features, ceremonial.

7. the qualities of the 'ideal' ruler - wisdom, learning, building, humility, penitence, justice.

8. International contacts and influences - trade, war, diplomacy, pilgrimage, travel.

The five case studies will first be considered separately and in connection with the topics listed under 3.-5., as a foundation for considering them comparatively and in connection with the topics listed under 6.-8.

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

Seminars encourage independent study and promote improvements in oral presentation, interpersonal
communication, problem-solving skills and adaptability.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Exams

Other Assessment

Formative Assessments

Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.

Assessment Rationale And Relationship

Documentary commentary exercises in submitted work and in 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.

Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.

Work submitted during the delivery of the module forms a means of determining student progress.

Examinations 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.

The form of the resit is no different from the above, i.e. no marks are carried over from the sit to the resit. Students are not allowed to submit for the resit any work that they have previously submitted.


Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.

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 Lists

• HIS3295's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• HIS3295's Timetable