1. The title of the module
Popular Religion and HERESY, 1100-1300.
2. The Department which will be responsible for management of the module
School of History
3. The Start Date of the Module
Spring Term 2008
4. The number of students expected to take the module
30/40 students
5. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Departments and Faculties regarding the withdrawal
Medieval Pilgrimage (HI 339), School of History
6. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
Credit level: I and H
7. The number of credits which the module represents
30
ECT credits: 15
8. Which term(s) the module is to be taught in (or other teaching pattern)
Spring Term
9. There are no-prerequisites for admission.
10. The programmes of study to which the module contributes
History (single and joint honours)
11. The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes
· To provide students with the skills necessary to recognise the full range of religious, political and social issues, which contributed to the development of popular religious and heretical movements in Europe during the high Middle Ages (1100-1300) (S of H Learning Outcomes A1, A4, C1)
· To provide students with the skills to make full use of a variety of primary as well as secondary sources and to evaluate their relative strengths and limitations, and to interpret these sources verbally and in writing (S of H Learning Outcomes C2, relating to Learning Outcomes A2 and A3).
· To develop skills of argumentation, both individually and as a group; verbally and in written form, as appropriate to levels I and H students (S of H Learning Outcomes, C3, D1, D6)
12. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
1. To cultivate the ability to construct robust historical arguments drawing intelligently on primary and secondary sources, and to present these arguments verbally and in writing (single or joint honours, Learning Outcomes, C3, D1).
2. Students will develop skills of conceptualisation, reflexivity, critical thought and epistemological awareness (single or joint honours, Learning Outcomes B 1-4).
3. Students will acquire knowledge and understanding of the past and particular aspects of the historiography and methodology, assisting them in other courses. (single or joint honours, Knowledge and Understanding 1-5).
13. Module Synopsis
This module examines the rise and spread of popular religious movements in Western Europe from the eleventh to the early fourteenth century and considers how some of these movements became seen as heresy. It also considers the leadership of the Medieval papacy and its contribution to the transformation and condemnation of religious and heretical movements. The module finally explores the reasons why popular religious movements provoked such strong reactions and compares and contrasts the treatment of these religious and heretical movements with that given to other social minorities.
The course will begin by considering different historiographical approaches to popular religion and heresy in the high Middles Ages and by assessing the strengths and limitations of various categories of literary and documentary evidence. It will then consider the spread of popular religion within Medieval Europe during the eleventh and twelfth centuries and the reaction of the ecclesiastical hierarchy to this phenomenon. Part of the module will be dedicated to the spread of heresy during the twelfth and the thirteenth centuries and to other forms of religious dissent. Finally the module will examine some case studies in order to show differences and similarities between different religious movements within Medieval Europe.
14. Reading list
B. Bolton, The Medieval Reformation (1983)
B. Hamilton, The Medieval Inquisition (1981)
F. Andrews, The Early Humiliati (Cambridge 1999)
P. Biller, The Waldenses, 1170-1530: Between a Religious Order and a Church (2000)
M. Lambert, Medieval Heresy (1992)
R. I. Moore, The Formation of a persecuting Society (1987)
W. Wakefield and A. Evans (eds.), Heresies of the High Middle Ages (1969)
15. Learning and teaching methods
The course will consist of a weekly lecture (one hour) and seminar (one hour). Lectures will introduce themes and issues, drawing on a range of evidence, while primary source will be the focus of the seminars. Students will be encouraged to develop their analytical and verbal skills through the discussion of primary and secondary sources. Short formal presentations and written assignments will foster speaking, writing and thinking skills.
I-level students will be expected to focus particularly on the analysis of secondary sources (developing skills relating to S of H, Learning Outcomes, A2, B2, and C3). H-level students will be required to examine primary sources (including the same skills as required of the I-level students, and additionally S of H, Learning Outcomes, A3, B4 and C2).
Students will be expected to devote twenty hours to this course each week, including contact hours.
Lectures will introduce students to approaches and chronological developments, in connection with S of H, Programme Aims, 1, and Learning Outcomes, A1 and C1. Verbal presentations will develop skills relating especially to S of H, Learning Outcomes, C2 and D1. Written work will cultivate the skills in line with S of H, Learning Outcomes, C3 and D1.
16. Assessment methods
Students will be assessed on the basis of their seminar presentations and a submitted one-page précis, worth 10% of the course mark (relating especially to S of H, Learning Outcomes, C 2, D 1).
50% of the course mark will be based on two essays. One of these essays will be focused on a specific issue (relating to S of H, Learning Outcomes, A2, A3, B4, C2), while the other will address a broader theme (relating to S of H, S of H Learning Outcomes, A5, B1, B3). I-level students may focus their thematic essay around a body of primary sources if they wish; H-level students are required to do so (see different skills required of I- and H-level students, noted above, §15). The examination, worth 40%, will test students’ grasp of primary sources encountered in the course, concepts, and historiography (testing in particular S of H Learning Outcomes, A1, A4, C1). This division of marks (60% coursework, 40% exam) is intended to reflect the importance attached in this course to essay-writing skills.
17. Implication for learning resources
Staff: This course will be taught by Dr Barbara Bombi.
Library: Some publications may need to be acquired by the library.
IT: Lectures and seminars will not require access to a PowerPoint projector.
Space: one lecture theatre and one/two seminar room/s will be required for one hour each week.
18. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
As far as can be anticipated this course will not present any non-justifiable disadvantages to students with disabilities.
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"
......Director of Learning and Teaching / ......
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Statement by the Head of Department: "I confirm that the Department has approved the introduction of the module and, where the module is proposed by Departmental staff, will be responsible for its resourcing"
......Head of Department / ......
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(Where the module is proposed by an Associate College)
Statement by the Nominated Officer of the College: "I confirm that the College has approved the introduction of the module and will be responsible for its resourcing"
......Associate College / ......
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