|Delivery Type||Delivery length / details|
|Lecture||18 x 1 hour|
|Seminars / Tutorials||1 x Seminar every fortnight.|
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||1 X 2,500 WORD ESSAY||30%|
|Semester Exam||2 Hours 2 HOUR, 2 QUESTION EXAM||70%|
On completion of this module, students should be able to:
a) Identify and explain the key historiographical debates concerning gender and monarchy in 16th-century Europe
b) Demonstrate their knowledge of 16th-century political systems and their cultural implications
c) Reflect critically on the meanings of the term patriarchy
d) Analyse and evaluate a range of primary sources related to the statecraft of female rulers and its cultural representation
e) Gather and sift appropriate items of historical evidence
f) Develop and sustain historical arguments - in both oral (not assessed) and written work
g) Work both independently and collaboratively whilst being able to participate in group discussions (not assessed).
The second half of the sixteenth century is probably the very first period in European history for which we have sufficient evidence to be able to examine both Queens and their humblest subjects: the destitute poor, the conscripted soldiers, the alewives and the cunning women: think of the variety of people Shakespeare depicted in his plays. But remember, too, that all his female parts were acted by boys and young men (again, a plot device in the movie Elizabeth). Why this, if women ruled? What did it mean for a man to be laughed at by his fellows in the alehouse as a cuckold? And why did teenage apprentices attack brothels on Shrove Tuesday? Why did all contemporaries make such play with 'inversion', with turning the world upside down, with Carnival? Were late sixteenth-century politics really as sexualised as those of our own day? Did men really have such a hard time? And why do film-makers keep returning to this period and its personalities?
This module is at CQFW Level 4