The Norman Conquest of England: Origins and Aftermath
| Module title | The Norman Conquest of England: Origins and Aftermath |
|---|---|
| Module code | HIH1029 |
| Academic year | 2019/0 |
| Credits | 15 |
| Module staff | Dr Jennifer Farrell (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
This module will provide an introduction to some of the key sources that shed light on the Norman Conquest of England, which formally began at the Battle of Hastings in October 1066, and its impact on the political, social and cultural experiences of the English during the next century. You will have the opportunity to engage with a diverse range of visual and written primary sources including the histories written at the time, Arthurian literature, law codes, ecclesiastical records, castles, and the Bayeux Tapestry. The module will also ask you to consider the ways historians have used these primary sources to shape their arguments about the Conquest and its aftermath.
Module aims - intentions of the module
This module aims to:
- Provide you with an understanding of the political, social and cultural developments which resulted from the Norman Conquest of England
- Introduce you to the way historians have approached these events and to consider the ways in which the primary source material has shaped our understanding of them. Examine the origins and justifications of the Norman claim to the English throne
- Examine the processes by which the new Anglo-Norman monarchy sought to legitimise and sustain its victory at Hastings
- Examine the impact their arrival had on English politics, culture and society in the next century
- You will also have the opportunity to visit the Exeter Cathedral Archives and to handle the Exon Domesday and other original primary sources related to our topic
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Assess the nature and extent of political, social and cultural development in England between the late eleventh and late twelfth centuries
- 2. Analyse the arguments, both political and religious, that were used by the Normans to justify the Conquest and their subsequent role as kings
- 3. Develop a critical appreciation of modern historical studies of this period in English history
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Identify the problems of using historical sources, e.g. utility, limitations, challenges etc. and compare the validity of different types of sources, written and material
- 5. Answer a question concisely, with adequate supporting evidence and clarity of argument
- 6. Present work orally, respond to questions orally, and think quickly of questions to ask other students
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Conduct independent study and group work, including the presentation of material for group discussion, developed through the mode of learning
- 8. Digest, select and organise material to produce, to a deadline, a coherent and cogent argument, developed through the mode of assessment
- 9. Work with others in a team and to interact effectively with the tutor and the wider group
- 10. Write to a very tight word-length
Syllabus plan
Whilst the content may vary from year to year, it is envisioned that it will cover some or all of the following topics:
- Introduction
- English and Norman Identity before the Conquest
- Rival Claims to the Throne
- 1066 and the Battle of Hastings
- Domesday and Land Holding in England
- Norman Castles
- Visit to the Exeter Cathedral Archives
- Kingship and Succession
- The Law
- The Church
- Learning and Literature
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 128 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 2 | 2 hour lecture: Introduction to module |
| Scheduled learning and teaching | 20 | 10 x 2 hour seminars. At a meeting of the whole class generally a different group of 3-4 students will give a presentation to the whole class, followed by class discussion and working through the sources for that week carefully. Additional sources may be issued in the class and the lecturer will also use the time to set up issues for the following week |
| Guided independent study | 128 | Students prepare for the session through reading and research; writing five source commentaries and an essay and preparing one group presentation in the course of the term |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Group presentation (3-4 students) | 10-15 minutes | 1-4, 6-7, 9 | Oral |
| Lowest mark from portfolio of 5 source commentaries | 500 words | 1-5, 7-8, 10 | Mark and written comments |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| 4 highest marks from portfolio of 5 source commentaries | 60 | 2000 words (500 per commentary) | 1-5, 7-8, 10 | Mark and written comments |
| Essay on Sources | 40 | 1500 words | 1-5, 7-8, 10 | Mark and written comments |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| 4 highest marks of portfolio of 5 source commentaries | 4 highest marks of portfolio of 5 source commentaries | 1-5, 7-8, 10 | Referral/Deferral period |
| 1500-word essay | 1500-word essay | 1-5, 7-8, 10 | Referral/Deferral period |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
- Atkinson, R, An Army at Dawn. The War in North Africa, 1942-1943 (London: Abacus, 2004).
- Barr, N, Pendulum of War. The Three Battles of Alamein (Woodstock: Overlook Press, 2004).
- Bennett, R, Ultra and Mediterranean Strategy (New York: William Morrow,1989),
- Cooper, A, Cairo In the War 1939-1945 (London: Penguin, 1989).
- Crisp, R, Brazen Chariots (London: Frederick Muller, 1959).
- D’Arcy Dawson, J, Tunisian Battle (London: Macdonald & Co, 1944).
- Douglas, K, Alamein To Zem Zem (London: Bantam Books, 1985).
- Fennell, J, Combat and Morale in the North African Campaign (Cambridge: Cambridge University Press, 2011).
- Ferris, J.R, Intelligence and Strategy (Oxford: Routledge, 2005).
- Gladman, B.W, Intelligence and Anglo-American Air Support in World War Two. The
- Western Desert and Tunisia, 1940-1943 (Basingstoke: Palgrave Macmillan, 2009).
- HMSO, The Tiger Kills. The Story of the Indian Divisions in the North African campaign. (London: HMSO, undated)
- Joly, R, Take These Men (London: Constable, 1955).
- Kippenberger, H, Infantry Brigadier (London: Oxford University Press, 1949)
- Knox, M, Mussolini Unleashed 1939-1941. Politics and Strategy in Fascist Italy’s Last War (Cambridge: Cambridge University Press, 1998).
- Lawlor, S, Churchill and the Politics of War, 1940-1941 (Cambridge: Cambridge University Press, 1994).
- Mellenthin, F.W, Panzer Battles (Stroud: Tempus, 2001).
- Moorehead, A, African Trilogy (London: Hamish Hamilton, 1946).
- Rolf, D, The Bloody Road to Tunis (London: Greenhill Books, 2001).
Indicative learning resources - Web based and electronic resources
- ELE – https://vle.exeter.ac.uk/course/view.php?id=6863
- Internet Medieval Sourcebook: http://legacy.fordham.edu/halsall/sbook.asp
- The Domesday Book Online: http://www.domesdaybook.co.uk/
- Britain, 1066-1485: http://eudocs.lib.byu.edu/index.php/Britain_1066-1485
- Norman Art and Architecture: http://www.bbc.co.uk/history/british/normans/
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 4 |
| Available as distance learning? | No |
| Origin date | 31/01/2017 |
| Last revision date | 03/12/2018 |