Three English Revolutions
HIST 015 · Fall 2019 · MW 12:10pm-1:25pm · Room 102 · Prof. J.C. Parks · firstname.lastname@example.org · MG 321, meetings by appt.
In this class we will be 1) exploring the world of revolutionary England and 2) learning how to think creatively and carefully about the past. I will also try to convey to you why it is fun, useful, and even necessary to do both of these things. This basic agenda translates into the four basic learning objectives for this course:
A) understanding the nature, causes, and consequences of the three most transformative events in English history (the Reformation, the English Civil Wars, and the Glorious Revolution) and their relationship to basic aspects of human life in the modern Western world;
B) becoming able to effectively and imaginatively examine both historical artifacts and modern works of historical scholarship in order to create knowledge about the past;
C) appreciating and cultivating the two basic habits of mind that characterize historical thinking: intellectual empathy and the structural and causal analysis of social change; and
D) presenting the fruits of this knowledge creation in prose writing that features both vivid description and compelling argumentation.
These learning objectives also further a series of more general student learning outcomes, including: 1) critical/analytical reading of primary and secondary sources; 2) crafting historical narrative and argument in written and oral form; 3) engaging in historical inquiry, research, and analysis; and 4) practicing historical empathy.
Organization, Expectations, & Assessment
The lectures, discussion sessions, assignments and assessment scheme for this course were carefully devised with the above learning objectives in mind. The assessment scheme for this course is meant to reward you for gradual progress in an honest, active effort to acquire the tools of a historian and think hard about revolutionary England (both in class and outside of class—regular attendance is important).
Every assignment must be completed in order to receive a grade for this course. I urge you to submit assignments on time. Not doing so will make it more difficult for you to benefit from the cumulative process of acquiring the tools of historical thinking that lies at the center of this course. In fairness to your peers, I will also be forced to reduce the grade for late assignments by 10% per day. Assignment deadlines may be extended in special circumstances, at my discretion.
Blog Posts (20%) [Must be submitted before class for credit]
Active, Consistent, Vocal Participation (10%)
Take-Home Midterm Exams (40%)
Take-Home Final Exam (30%)
93%-100% A 90%-92% A- 88%-89% B+ 83%-87% B 80%-82% B- 78%-79% C+ 73%-77% C 70%-72% C- 68%-69% D+ 63%-67% D 60%-63% D- >60% F
All exams must be submitted by 5:00am on the due date. Exams must be e-mailed to me as a Microsoft Word file (.doc or .docx) attachment with the appropriate file name and subject line (see my directions for individual assignments). If you have any problems sending or posting your assignments, please contact me immediately. Verify that you are familiar with how to send exams well in advance of the due date.
Plagiarism is a serious academic offense and more importantly, an abandonment of your intellectual development. In general, plagiarism refers to using the writing and thoughts of another author and representing them as one’s own. In the context of historical writing, we typically avoid this by citing the sources for the content of our own writing (even the general inspirations for it), whenever that content is not our own ideas or general knowledge (e.g., the fact that Charles I was king of England in 1628), and making direct quotations obvious. Originality consists not in pure self-reliance, but in how you make use of and combine primary sources and the work of other scholars, not to mention discussion and me and with peers in and out of class sessions. Collusion is a related breach of academic integrity that could occur in this course. Obviously I encourage discussions outside of class about revolutionary England and its empire. I also understand that these discussions might overlap with the content of assignments. But collaboration between students on an exercise or an exam may result in very similar exercise and exam answers. This makes it unclear who is appropriating whose thoughts and writing, and who deserves and does not deserve credit for the thoughts and writing in each assignment. In such cases all individuals involved may be culpable. The sure way to avoid this situation is by refraining from any discussion of the specific details of exercises or exams with other students until after you have submitted your assignment to me. Further Information on plagiarism and academic integrity in general
Accommodations for Students with Disabilities: Lehigh University is committed to maintaining an equitable and inclusive community and welcomes students with disabilities into all of the University’s educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact Disability Support Services (DSS), provide documentation, and participate in an interactive review process. If the documentation supports a request for reasonable accommodations, DSS will provide students with a Letter of Accommodations. Students who are approved for accommodations at Lehigh should share this letter and discuss their accommodations and learning needs with instructors as early in the semester as possible. For more information or to request services, please contact Disability Support Services in person in Williams Hall, Suite 301, via phone at 610-758-4152, via email at email@example.com, or online at https://studentaffairs.
Lehigh University endorses The Principles of Our Equitable Community. We expect each member of this class to acknowledge and practice these Principles. Respect for each other and for differing viewpoints is a vital component of the learning environment inside and outside the classroom.
The contents of this syllabus are subject to change. I will notify you of any changes made any time after our first class session via e-mail.
Required Survey Text
Robert Bucholz and Newton Key, Early Modern England 1485-1714: A Narrative History, 2nd edition (Malden, MA and Oxford, UK: Wiley-Blackwell, 2009). (ISBN: 1405162759) (used and new copies available at campus bookstore and online) (denoted “EME” in reading schedule)
All readings aside from the survey text are available for download on the course website. Again, written exercises are to be completed and e-mailed to me in the format specified above by 5:00 am on the day indicated.
Part 1: background
- Introduction (26 August)
- Christianity (28 August): EME 1-31 (Intro) (Powerpoint)
- Christendom (2 September): EME 32-54 (Ch. 1, part) (Powerpoint)
Part 2: The Reformation
- Tudor Troubles (4 September): EME 54-91 (Finish Ch. 1 + Ch.2) (Powerpoint)
- Tudor Text Discussion (9 September): Confession of John Pykas of Colchester (1527), in Newton Key and Robert Bucholz, eds., Sources and Debates in English History 1485-1714, 2nd edition (Walden, MA: Wiley-Blackwell, 2009), pp. 52-4; the Act in Restraint of Appeals and “Henry VIII and Theology,” in C.H. Williams, ed., English Historical Documents 1485-1558 (New York: Oxford University Press, 1967), pp. 738-46, 794-5. [Blog Posts]
- The English reformation(s) in the Reformation (11 September): EME 92-115 (Ch. 3) (Powerpoint)
- Reformation Revolutions Text Discussion (16 September): “Accounts and Inventories of St Edmund’s Parish, Salisbury, 1527-1557,” in D. Cressy and L.A. Ferrell (eds.), Religion and Society in Early Modern England: A Sourcebook (London: Routledge, 1996), pp. 35-9; Reports of commissioners for the dissolution of the monasteries in Williams, ed., English Historical Documents, pp. 781-6; Accounts of the Burning of the Oxford Martyrs, 1556. [Blog Posts]
- Gloriana or Bad Queen Bess ?(18 September): EME 116-146 (Ch.4, part) (Powerpoint)
- The Elizabethan Settlement Text Discussion (23 September): “An Act to Retain the Queen’s Majesty’s Subjects in Their Due Obedience” (1581); “William Allen on the Martyrdom of Father William Filby” (1582), in Bucholz and Key, eds., Sources and Debates, pp. 90-2; Letter from Elizabeth I to James VI of Scotland (1586) and Elizabeth’s Armada Speech & Letter from Elizabeth I to James VI (1588/1590 ), in L. Marcus et al., eds., Elizabeth I: Collected Works (Chicago: University of Chicago Press, 2000), pp. 286-7, 325-6; John Stubbe, The Discovery of a Gaping Gulf (1579), ed. L.E. Berry (Charlottesville: University of Virginia Press, 1968), pp. 4-7, 21-2, 29-30. [Blog Posts]
- Reformation and Beyond (25 September): EME 146-157 (Finish Ch.4) (Powerpoint)
- Intra-Protestant Text Discussion(30 September): The Admonition controversy: Thomas Cartwright vs. John Whitgift in J. Ayre, ed., The Collected Works of John Whitgift, 3 vols. (Cambridge: Cambridge University Press, 1852), I:382-384, III:189-92); William Perkins, A golden chaine (1591) in E. Shagan and D. Shuger, eds. Religion in Tudor England: An Anthology of Primary Sources (Baylor University Press, 2016); Section from the 39 Articles of the Church of England. [Blog Posts]
- The Stuart Storm (2 October): EME 212-239 (Ch. 7, part) (Powerpoint)
- 7 October: MIDTERM EXAM I DUE
Part 3: The Civil War and Revolution
- Stuart Church and State Text Discussion (7 October): Selection from James VI and I, Trew Law of Free Monarchies (1598) in Bucholz and Key, eds., Sources and Debates, pp. 137-9; Thomas Scott, Vox Populi, or News from Spain (1620), selection; “Archbishop Laud’s Visitation of Leicestershire, 1634,” in Cressy and Ferrell, eds., Religion and Society, pp. 155-7 [Blog Posts]
- God’s Fury, England’s Fire (9 October): EME 240-267 (Finish Ch. 7 + Ch.8, part); M. Kishlansky, “The Emergence of Adversary Politics in the Long Parliament,” Journal of Modern History 49:4 (1977), pp. 617-640 (Powerpoint)
- Fall Break (14 October): No Class
- Civil War Text Discussion (16 October): “Control of the Militia” (1642) in K. Lindley, ed., The English Civil War and Revolution (London: Routledge, 1998), pp. 98-101; Thomas Edwards, The Third Part of Gangraena (1646), selection; Graph on divisions in the House of Commons, 1603-1699. [Blog Posts]
- First Year of England’s Freedom, or King Oliver? (21 October): EME 267-276 (Finish Ch. 8) (Powerpoint)
- Republican England Text Discussion(23 October): Solemn League and Covenant from Constitution.org; An Agreement of the People and the Putney Debate in in Bucholz and Key, eds., Sources and Debates, 186-191; The Instrument of Government [sections] from Constitution.org [Blog Posts]
- The Revolution’s Legacy and Foundation of the Restoration(28 October): (Powerpoint) William J. Bulman, From Renaissance to Enlightenment [email me if you need another copy] (Powerpoint)
- Meaning of the Revolution Text Discussion (30 October): “Quaker Women Going ‘Naked’ for a Sign” and Trial of James Naylor (1655/56), in Bucholz and Key, eds., Sources and Debates, p. 201; selection from Thomas Hobbes, Behemoth, ed. Paul Seaward (Oxford, 2010), 108-111, 134-140. [Blog Posts]
- 4 November: MIDTERM EXAM II DUE
Part 4: The Glorious Revolution(?)
- Restoration: Protestant Patriots and Popish Plots? (4 November): EME 277-300 (Ch. 9, part) (Powerpoint)
- Later Stuart Text Discussion (6 November): The Succession Crisis and the Dispensing and Suspending Powers in A. Browning, ed., English Historical Documents 1660-1714 (New York: Oxford University Press, 1953), pp. 77-81, 109-116; John Bunyan, Grace Abounding to the Chief of Sinners (1666) [Section]; John Tillotson, Sermon CXXI [Section] from Works of John Tillotson. [Blog Posts]
- 1688: Glorious Revolution, or Oligarchic Conquest? (11 November): EME 300-324 (Finish Ch.9 + Ch. 10, part) (Powerpoint)
- 1688 Text Discussion (13 November): T.B. Macaulay, The History of England from the Accession of James II (1848), selection; John Miller, James II: A Study in Kingship (Hove: Wayland, 1977), pp. 143-5, 155-6, 260-2; S. Pincus, 1688: The First Modern Revolution (New Haven: Yale University Press, 2009), pp. 135-138, 521-2, Declaration of Indulgence [Ignore the Other Texts] in Bucholz and Key, eds., Sources and Debates, 232-237; Bill of Rights and Toleration Act in Bucholz and Key, eds., Sources and Debates, 245-250. [Blog Posts]
- Discussion: Historians’ Assessment of the Glorious Revolution (18 November)
- Rise of the Junto (20 November): EME 324-352 (Finish Ch. 10) (Powerpoint)
- Later Stuart Text Discussion (25 November): Sacheverell Trial and Trial related to Sacheverell Riots in Bucholz and Key, eds., Sources and Debates, 262-266; John Locke, Second Treatise of Government, Ch. 8-10 only (1689) [Blog Posts]
- Thanksgiving (27 November): No Class
- The Birth of the City (2 December): data on politics and the state from J. Brewer, The Sinews of Power (Cambridge, MA: Harvard University Press, 1988) and D. Hayton, The House of Commons 1690-1715 (Cambridge: Cambridge University Press, 2002), vol. 1. [Blog Posts] (Powerpoint)
- Conclusion (4 December) (Powerpoint)
19 December: FINAL EXAM DUE