UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
The Black Death and Transformation of Europe, 1346-1400
2.
School or partner institution which will be responsible for management of the module
Centre for Medieval and Early Modern Studies
3.
Start date of the module
Spring 2014
4.
The number of students expected to take the module
5-10
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
7.
The number of credits and the ECTS value which the module represents
30 credits
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Either Autumn or Spring
9.
Prerequisite and co-requisite modules
None
10. The programmes of study to which the module contributes
MA in Medieval and Early Modern Studies
11. The intended subject specific learning outcomes
In the course of the module, the students will be exposed to a wide gamut of
historiographic problems and interdisciplinary methodologies, related to the study of
perhaps the single deadliest pandemic in human history. In addition to discussing and
analyzing particular texts and secondary literature, the course will undertake a fieldtrip to a
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UNIVERSITY OF KENT
deserted village site and to the Canterbury Cathedral Archives, home to a large number of
manorial documents from the Black Death years. The module will have a strong impact on
methodological skills of participating students and, as such, it will contribute a great deal to
their professional and scholarly development.
12. The intended generic learning outcomes:
The module will earn the students several qualities and transferable skills necessary
for employment requiring:
12.1 Critical thinking and assessment
12.2 Source-material and data analysis
12.3 The exercise of initiative and personal responsibility
12.4 Collaborative team-work
12.5 Decision-making in complex and unpredictable situations; and
12.6 The independent learning ability required for continuing professional
development.
13. A synopsis of the curriculum
Having arrived from the East in late 1347, a deadly and mysterious epidemic, whose nature
is still uncertain, ravaged Europe for four years, killing about 50 per cent of its already weak
population. But apart from killing the population, the Black Death left its profound marks on
European economy, society, mentality and art. The course aims at studying the causes,
spread, impact and consequences of the plague. Since no historical event, or phenomenon,
can be studied separately from its context, the Black Death will be examined in a larger
context of the fourteenth-century crisis, comprising population pressure, the Great Famine
(1315-21), Cattle Plague (1319-21), anti-Jewish violence, violent warfare and social unrest.
Topics covered will include:
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European Society on the Eve of the Black Death (c.1300-1348)
The Origins and Nature of the Plague: ‘Traditionalist’ and ‘Alternative’ Views
The Spread of the Plague in Europe
The Demographic Impact of the Plague
The Economic Impact of the Plague (to be held at the Canterbury Cathedral
Archives)
The Great Pestilence and Art & Architecture
The Black Death and the Jews
‘Where Medicine is Helpless’: Medical Responses to the Plague
A Field Trip to a Deserted Village Site
Religious and Literary Responses to the Plague
14. Indicative Reading List
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Aberth, John, The Black Death. The Great Mortality of 1348-1350 (Boston, 2005)
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UNIVERSITY OF KENT
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Baillie, Mike, New Light on the Black Death. The Cosmic Connection (Stroud, 2006)
Benedictow, Ole J., The Black Death. The Complete History (Woodbridge, 2004)
Cohn, Samuel, The Black Death Transformed: Disease and Culture in Early Renaissance
Europe (London, 2003)
Gottfried, Robert S., The Black Death (London, 1983)
Hatcher, John, Plague, Population, and the English Economy, 1348 - 1530 (London,
1977)
Horrox, Rosemary, trans. and ed., The Black Death (Manchester, 1994)
Jordan, William C., The Great Famine (Princeton, 1996)
Kelly, John, The Great Mortality (London, 2005)
Nirenberg, David, Communities of Violence (Princeton, 1996)
Smith, Richard M., ‘Demographic Developments in Rural England, 1300-48: A
Survey,’ in Bruce M.S. Campbell, ed., Before the Black Death: Studies in ‘Crisis’ of the
Early Fourteenth Century (Manchester and New York, 1991), pp. 25-78
Ziegler, Philip, The Black Death (New York, 1969)
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement
of the intended module learning outcomes
The module will be taught by eleven weekly two-hour seminars; in these seminars students
will present regularly on their research findings as part of group and individual research
tasks. In addition the module will include at least two field trips: one to visit Canterbury
Cathedral Archives, and the other to a site that will give insights into the epidemiology of
the Black Death and the ensuing depopulation of the countryside. A trip to the Museum of
London may also be planned.
Achievement of module learning outcomes:
12.1 Critical thinking and assessment will be achieved by (a) reading and discussing
primary sources and (b) juxtaposing them against secondary literature
12.2 Source-material and data analysis will be achieved by the introduction of
students to quantitative sources and methods, most notably (a) annual
agricultural reports found in manorial accounts and (b) demographic records
found in seasonal manorial court rolls
12.3 The exercise of initiative and personal responsibility will be achieved by the
process of research for the final project, first in consultation with the instructor,
later as an independent venture.
12.4 Collaborative team-work will be achieved by weekly class discussions and one
team-assignment
12.5 Decision-making in complex and unpredictable situations will be achieved by
(a) a field-trip to a deserted village site; (b) reconciling some challenging statistical
data with external sources
12.6 The independent learning ability required for continuing professional
development will be achieved by the process of research for the final project, first in
consultation with the instructor, later as an independent venture.
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UNIVERSITY OF KENT
16. Assessment methods and how these relate to testing achievement of the intended module
learning outcomes
This module will be assessed through a 5000 word essay developed in consultation with
the convenor. The essay is expected to be based on both primary sources and secondary
literature and to exhibit a good degree of creativity and originality, in terms and research
content, argument and conclusions, in accordance with the intended module learning
outcomes.
17. Implications for learning resources, including staff, library, IT and space
The module will be convened & taught by Dr Philip Slavin. It is expected that some recent
material may have to be purchased for the library, but we note that the collection is already
quite strong in the core texts required.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with
the University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support
service, and specialist support will be provided where needed.
19. Campus(es) where module will be delivered:
Canterbury.
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
20. Partner College/Validated Institution:
21. University School responsible for the programme:
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A
UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "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"
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20 May 2013
Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the
introduction of the module and, where the module is proposed by School staff, will be
responsible for its resourcing"
20 May 2013
Date
Head of Centre
Alixe Bovey
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE
OR VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has approved
the introduction of the module and will be responsible for its resourcing"
.................................................................
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Nominated Responsible Officer of Partner
College/Validated Institution
Date
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UNIVERSITY OF KENT
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated February 2013
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