Stuart England (HIH2108A)
|Staff||Dr Freyja Cox Jensen - Convenor|
|Duration of Module||Term 1: 11 weeks;|
ILO: Module-specific skills
- 1. Understand the main themes in the subject, and to collate information upon and evaluate in greater detail those aspects of the module discussed in seminars, and especially those topics selected for essays.
- 2. Discuss the ways in which England and its neighbours interacted politically and culturally
- 3. Analyse the pattern of religious and political change and continuity in the British Isles, and be able to link historiographical arguments to these processes.
ILO: Discipline-specific skills
- 4. Understand and articulate the dangers, and the utility, of using theories, labels, and periodic demarcations in the practice of history.
- 5. Use a variety of types of historical source to substantiate an opinion on the key issues explored during the course.
- 6. Trace long-term as well as short-term historical developments.
- 7. Recognise and deploy historical terminology correctly.
- 8. Assess different approaches to historical writing in areas of controversy.
ILO: Personal and key skills
- 9. Work both independently and in a group, including participating in oral seminar discussions.
- 10. Identify a topic, select, comprehend, and organise primary and secondary materials on that topic with little guidance.
- 11. Produce a coherent argument, to a deadline and in examination conditions.
- 12. Demonstrate a development in his or her note-taking and critical reading skills, and academic writing style.
- 1603: the union of the crowns
- The early Stuarts: religion and politics
- The Wars of the Three Kingdoms, or, why was Charles I executed?
- An English ‘republic’?
- A ‘Glorious Revolution’?
- Life in Stuart England: the social order
- Gender, family, and household
- Culture I: Word, Text and Image
- Culture II: Music and Drama
- Revel, riot, and rebellion
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Scheduled Learning and Teaching activities||22 hours (22 x 1hr)||Lectures. These will play a key role in providing a spine of ideas and information through which all students can be brought to a similar level of knowledge and through which students can be made aware of important ideas and debates.|
|Scheduled Learning and Teaching Activities||22 hours (22 x 1hr)||Seminars. These will focus on particular aspects of the subject matter with a view to offering a fuller understanding than that provided by the lectures, and allowing students to develop their knowledge and skills more fully. They will include reading and interpretation of both primary and secondary sources. Students will be expected to prepare for seminars in advance (1) individually by reading and evaluating both examples of modern scholarship and primary sources, and to discuss the issues raised in the seminar itself and (2) in groups, preparing group presentations and thus developing students teamwork and oral skills.|
|Guided Independent Study||256 hours||Through reading, note-taking, and writing essay plans and essays, students will develop a comprehension of specific themes within the module, and develop the skills to assess specific sources, both primary and secondary, and developments within European history.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Essay plan||500 words||1-12||Verbal and written|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Unseen exam||50||2 Questions in 2 Hours||1-12||Written|
|Essay||30||3,000 Words||1-12||Written and verbal|
|Group Presentation||20||25 Minutes||1-10, 12||Written and verbal|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Group Presentation||Script as for individual presentation, equivalent to 10 minutes||1-10, 12||Referral/deferral period|
Indicative learning resources - Basic reading
Cust, R. & A.Hughes (ed.) Conflict in Early Stuart England (London: Longman, 1986).
De Krey, G. London and the Restoration, 1659-1683 (Cambridge: Cambridge University Press, 2005)
Harris, T. Restoration (London: Penguin, 2005)
Holmes, Clive. Why Was Charles I Executed? (London: Continuum, 2006).
Hutton, R. The Restoration (Oxford: Oxford University Press, 1985)
Kishlansky, M. A Monarchy Transformed: Britain 1603-1714 (London: Penguin, 1996).
Miller, J. After the Civil wars: English Politics and Government in the Reign of Charles II (Harlow: Longman, 2000)
Morrill, John. The Revolt of the Provinces (London: Longman, 1977)
Russell, C. The Causes of the English Civil War (Oxford, 1990)
Seaward, P. The Restoration, 1660-1688 (Basingstoke: Macmillan, 1991)
Smith, D. The Stuart parliaments, 1603-1689 (London: Arnold, 1991)
Somerville, J. Politics and Ideology in England: 1603-1640 (London: Longman, 1986)
Spurr, J. The Post-Reformation (London: Longman, 2006), esp. ch. 6
Tomlinson, H. (ed.) Before the English Civil War (London: Macmillan, 1983)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
Web based and electronic resources: Early English Books Online
Available as distance learning?
Last revision date
Key words search
Stuart, Early Modern, Politics, Britain, Republican, Charles I, Parliament