|Assessment Type||Assessment length / details||Proportion|
|Semester Exam||2 Hours||50%|
|Semester Assessment||Written Essay (2500 words)||50%|
|Supplementary Exam||2 Hours||50%|
|Supplementary Assessment||Written Essay (2500 words)||50%|
On successful completion of this module students should be able to:
1. Express an understanding of key historical developments in the period 950 to 1250.
2. Identify potentially significant causes and consequences of change in this period.
3. Understand the range of sources available for historians working in this period as well as their limitations.
4. Comment upon particular themes in comparative perspective.
5. Write at depth on particular aspects of the period using an appropriate range of secondary and primary sources.
When King Sverre of Norway died in 1202, he was said to have been the first Norwegian king since King Sigurðr Jórsalafari to die in his bed, rather than at the hands of his enemies. In contrast, even though England experienced succession disputes, rebellions and baronial unrest across the high medieval period, no kings were executed or killed. What does this tell us about how kingship was understood in high medieval England and Norway? In this module, students will use comparative methods to investigate this question and explore what it meant to be a king in high medieval Norway and England.
1. High Medieval Norway: An Introduction
2. High Medieval England: The path to the crown
3. Concepts of kingship
4. Law and the assertion of royal authority
5. Treason, civil war and rebellion: Part 1
6. Treason, civil war and rebellion: Part 2
7. Conduct in battle: Norms and Ideals
8. Rituals, norms and dispute resolution
9. Attitudes towards kings during conflict: Unfortunate Norwegian kings
10. Attitudes towards kings during conflict: King Stephen and King John
11. Images of kingship in historical narratives
12. . The medieval Church and ideas of Christian Kingship
13. . Virtuous kings: Christian and classical ideas
14. Kingship in twelfth century Norway – Ruthless gang leaders?
15. Kingship in thirteenth century Norway – The Lord’s Anointed?
16. Comparing kings: King Stephen and King Magnús Erlingsson
17. Comparing kings: King Henry II and King Sverrir
18. Conclusion: Comparative methods and new perspectives
1. High Medieval Norway and England: Similarities and differences
2. Concepts and Theories of Kingship
3. Comparative approaches to medieval kingship
4. Behavioural norms and the killing of kings
5. A changing concept of kingship? High medieval Norway
6. The use of comparative approaches: King Henry II and King Sverrir
|Skills Type||Skills details|
|Application of Number||Students will be introduced to data in the form of tables and figures and a range of quantitative data, which will require some degree of interpretation and understanding.|
|Communication||Written communication skills will be developed through the coursework; skills in oral presentation will be developed in seminars but are not formally assessed.|
|Improving own Learning and Performance||Students will be advised on how to improve research and communication skills through the individual tutorial providing feedback on submitted coursework.|
|Information Technology||Students will be encouraged to locate suitable material on the web and to apply it appropriately to their own work. Students will also be expected to word-process their work and make use of Blackboard. These skills will not be formally assessed.|
|Personal Development and Career planning||Students will develop a range of transferable skills, including time management and communication skills, which may help them identify their personal strengths as they consider potential career paths.|
|Problem solving||Students are expected to note and respond to historical problems which arise as part of the study of this subject area and to undertake suitable research for seminars and essays.|
|Research skills||Students will develop their research skills by reading a range of texts and evaluating their usefulness in preparation for the coursework and the written examination.|
|Subject Specific Skills||Students will develop their ability to analyse and interpret primary sources. Their ability to critique and debate historical arguments will be enhanced by their exposure to existing research within the area of study. Students will also learn how comparative approaches can be used within historical research.|
|Team work||Students will be expected to play an active part in group activities (e.g. short group presentations in seminars) and to learn to evaluate their own contribution to such activities.|
This module is at CQFW Level 5