• Offered for Year: 2024/25

• Module Leader(s): Ms Anne Redgate

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

• Capacity limit: 40 student places

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.

Module-specific aims
- To undertake study in comparative history.
- To undertake interdisciplinary study, appraising artistic and literary source material, and the links between them.
- To identify and consider the various ceremonies in which tenth-century English kings, Byzantine emperors and Armenian kings presented themselves to various audiences
- To identify and consider the ideas of 'good rulership' that lay behind them
- To identify and consider the mechanisms whereby the rulers were presented as a 'good ruler' e.g. symbolism
- To establish the similarities and differences between the case studies.
- To investigate the contacts between the rulers of the three different regions (Britain, Byzantium, Armenia).
- To identify the sources of the images and ideas that are revealed in their royal and imperial ceremonies.

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.
Case studies - rulers and their contexts
Rulers in Britain - King Aethelstan (king in England 924-939), King Edgar (king of England 959-979), 'unification' of England, claims to rulership of Britain
Emperors of Byzantium - Leo VI ‘the Wise’ (886-912), Constantine VII Porphyrogenitus (913-959), Nicephorus Phocas (963-969), Basil II (976-1025), self-defence and expansion, to the north and east
Gagik Artsruni, king of Armenia 908-943, Ashot III Bagratuni, king of kings of Armenia 952/3-977 , proliferating kingships, economic and urban growth, building programmes

3.
The major literary sources that offer a representation of each monarch and of the ceremonies associated with and known to him and in which he participated, and of his and/or his circle’s ideology of rulership.

4.
The works of art that portray or evoke each monarch, his ceremonial appearances and his ideas of rulership.

5.
Ceremonies: coronations, crown-wearings, processions, receptions, banquets, hunts, assemblies, penitence, funerals

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

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

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

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

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.
Small group teaching in seminars: encourages independent study and promotes improvements in oral communication, problem-solving skills and adaptability.
Workshops: some similarity to seminars and in addition offer practice in reading primary source texts and images and commenting on them and their inter-relationships, with the opportunity for feedback and discussion.

Assessment Methods

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

Exams

Other Assessment

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 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.

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.

Reading Lists

• HIS3367's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• HIS3367's Timetable