Deviants and Dissenters in Early Modern England
| Module title | Deviants and Dissenters in Early Modern England |
|---|---|
| Module code | HIH2186A |
| Academic year | 2023/4 |
| Credits | 30 |
| Module staff | Professor Sarah Toulalan (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 36 |
|---|
Module description
How societies define and create deviants and dissenters can tell us a great deal about those societies: what they value and seek to promote and encourage is inevitably also revealed through what they seek to discourage or stamp out. This module explores who were the people, and groups of people, who deviated in some way from the ‘norms’ of early modern society, or who disagreed with its political, religious, legal, economic, and medical institutions and tenets, and why. It will further examine what it meant to be defined or categorised in this way. What kinds of ideas and beliefs might place a person or people on the margins of early modern English society and culture? What were the consequences of espousing such ideas or beliefs, or of acting on them? But deviance could also be experienced through the body: what bodily appearances, practices and behaviours might similarly place you on the margins of early modern society? These are the kinds of questions you will explore in this module, using a wide range of primary sources, which will provide a foundation for thinking about those you might examine in your dissertation research next year. You will also have the opportunity to develop your debating skills, and to synthesise and substantiate arguments as you build your own ideas about these often contested areas of historical study.
Module aims - intentions of the module
This module aims to:
- Develop your skills in researching, interpreting, and analysing both primary and secondary material, and in reporting on your work
- Explore an area of history in more depth, and develop the depth of understanding you will require to study more specialised areas of history
- Work in a team on group tasks.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Identify and explain developments in the histories of deviance and dissent, outsiders and outcasts, and marginalisation
- 2. Explain the key cultural, political, social, and economic trends in relation to the histories of deviance and dissent, outsides and outcasts, and marginalisation
- 3. Summarise and evaluate different historiographical perspectives relating to the histories of deviance and dissent, outsiders and outcasts and marginalisation.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Analyse the key developments in a complex historical environment
- 5. Demonstrate an ability to handle profoundly different approaches to history in a deeply contested area
- 6. Demonstrate an ability to understand and deploy complex historical terminology in a comprehensible manner
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Select, organise and analyse material for written work and oral presentations of different prescribed lengths and formats.
- 8. Present complex arguments orally.
- 9. Present an argument in a written form in a clear and organised manner, with appropriate use of correct English
- 10. Through essay development process, demonstrate ability to reflect critically on your own work, to respond constructively to feedback, and to implement suggestions and improve work on this basis
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:
- Religious dissenters: Protestant sects, Catholics, Jews, and atheists
- Political dissenters: radicals and rebels, plots and protests
- Social deviance: the poor, the masterless, travellers, criminals, witches
- Sexual deviance: same-sex desire, non-human and coerced sexual encounters, prostitution, and illicit sex
- Bodily differences: disability and disfigurement, disease, race and ethnicity, gender and age
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 44 | 256 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching | 11 | 11 x 1-hour lectures |
| Scheduled Learning and Teaching | 22 | 11 x 2-hour seminars |
| Scheduled learning and teaching | 11 | 11 x 1-hour workshops |
| Guided Independent Study | 256 | Reading and preparation for seminars and presentations |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written assignment proposal | 1000 words or equivalent | 1-8 (oral), 1-7, 9-10 (written) | Written and/or oral, as appropriate |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 0 | 30 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Group Presentation | 30 | 30 minute live, group presentation, + supporting materials; also evidenced by reflective coversheet | 1-8 | Written |
| Written assignment | 70 | 3000 words | 1-7, 9-10 | Written |
| 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 |
|---|---|---|---|
| Group presentation | 750-word-equivalent recorded presentation with other materials as standard; if not possible, then 750-word script for presentation with other materials as standard | 1-8 | Referral/Deferral period |
| Written assignment | Written assignment | 1-7, 9-10 | Referral/Deferral period |
Re-assessment notes
The re-assessment consists of a 3000-word written assignment, as in the original assessment, but replaces participation in the group presentation with an individual presentation equivalent to an individual’s contribution, to be recorded and submitted with all supporting materials as for the original assessment; failing this, students should submit a written script that could be delivered in such a presentation (750 words) along with all supporting materials as for the original assessment.
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
- Eamon Duffy, The Voices of Morebath: Reformation and Rebellion in an English Village (New Haven and London, 2001)
- Anthony Fletcher and J. Stevenson (eds), Order and Disorder in Early Modern England (Cambridge, 1985)
- John C. Fout (ed.), Forbidden History: The State, Society, and the Regulation of Sexuality in Modern Europe (Chicago and London, 1992)
- Erica Fudge, ‘Monstrous Acts: Bestiality in Early Modern England’, History Today (2000), 50:8, pp. 20-25.
- Erich Goode and Nachman Ben-Yehuda, Moral Panics: The Social Construction of Deviance ( Chichester: Wiley-Blackwell, 2009)
- Robert Jütte, Poverty and Deviance in Early Modern Europe (Cambridge, 1994).
- K.J. Kesselring, The Northern Rebellion of 1569: Faith, Politics and Protest in Elizabethan England (Basingstoke, 2007)
- Jon Oplinger, The Politics of Demonology: The European Witchcraze and the Mass Production of Deviance ( Selinsgrove; London, 1990)
- Julie Peakman (ed.) Sexual Perversions, 1670-1890 (Basingstoke, 2009)
- Paul Slack (ed.), Rebellion, Popular Protest and the Social Order in Early Modern England (Cambridge,, 1984)
- Jonathan Schorsch, Jews and Blacks in the Early Modern World (Cambridge, 2004)
- Margaret Spufford (ed.) The World of Rural Dissenters, 1520-1725 (Cambridge, 1995)
- Nicholas Tyacke (ed.) England’s Long Reformation 1500-1800 (London, 1998)
Indicative learning resources - Web based and electronic resources
- ELE – https://vle.exeter.ac.uk/course/view.php?id=11333
- Early English Books Online (EEBO) – University of Exeter Electronic Resources
- Old Bailey Proceedings Online - http://www.oldbaileyonline.org/forms/formMain.jsp
- English Broadside Ballad Archive (EBBA) - http://ebba.english.ucsb.edu/
- Broadside Ballads Online - http://ballads.bodleian.ox.ac.uk/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 15/02/2016 |
| Last revision date | 30/01/2023 |
