Module HIST3313: ENGLISH CIVIL WARS AND COMMONWEALTH

Department: HISTORY

HIST3313: ENGLISH CIVIL WARS AND COMMONWEALTH

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide a detailed knowledge of the events, and ideas, surrounding the outbreak of the English Civil Wars and the establishment of a Commonwealth.
• To give students the opportunity to think about the relationship between political events, social change and ideology.
• To introduce students to an extensive historiography.
• To use the study of contemporary sources to help students develop an understanding of the problems inherent in the historical record.
• To give students the opportunity to sharpen their powers of critical analysis, clarity and thought, and capacity to argue a case orally as well as on paper.

Content

• Covering the period from the calling of the Long and Short parliaments in 1640 to the establishment of the Protectorate in 1653, this special subject provides the opportunity for the in-depth study of the causes and consequences of one of the greatest upheavals in British history.
• It examines the reasons for the outbreak of civil war in 1642 and the arguments that were advanced in order to convince contemporaries to take up arms for one side or another.
• It looks at the development and expression of religious and political radicalism, the events that led to the judicial trial and execution of King Charles I in 1649, and the subsequent establishment of a non-monarchical commonwealth.
• While taking account of England's relations with Scotland and Ireland, it concludes with a consideration of the reasons for the failure of the republican experiment, which apparently came to an end when Oliver Cromwell expelled the Rump Parliament in 1653.

Learning Outcomes

• By the end of the module students should: have a knowledge of the events and ideas associated with the English civil wars and republic.
• understand existing interpretations of the period.
• understand problems inherent in contemporary sources relating to the period, and enable them to see how these sources can be used to construct historical arguments about it.

• Subject specific skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/;
• In addition students will be able to construct arguments that take account of both existing interpretations and a careful and informed reading of selected primary source materials relating to the period.

• Key skills for this module can be viewed at:
• http://www.dur.ac.uk/History/ugrads/ModuleProformaMap/

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Student learning is facilitated by a combination of:
• seminars to allow students to present and critically reflect upon the acquired subject-specific knowledge, methodologies and theories, and to identify and debate a range of issues and differing opinions. The seminar is the forum in which students are given the opportunity to communicate ideas, jointly exploring themes and arguments. Seminars are structured to develop understanding and designed to maximise student participation related to prior independent preparation. Seminars give students the opportunity to develop oral communication skills, encourage critical and tolerant approaches to reasoned argument and historical discussion, build the students' ability to marshal historical evidence, and facilitate the development of the ability to summarise historical arguments, think in a rapidly changing environment and communicate in a persuasive and articulate manner, whilst recognising the value of working with others and, occasionally, towards shared goals;
• tutorials either individually or in groups to discuss topics arising from prepared work, allowing students the opportunity to reflect upon their personal learning with the tutor.
• Assessment:
• Unseen Examinations test students' ability to work under pressure under timed conditions, to prepare for examinations and direct their own programme of revision and learning, and develop key time management skills. The unseen examination gives students the opportunity to develop relevant life skills such as the ability to produce coherent, reasoned and supported arguments under pressure. Students will be examined on subject specific knowledge;
• Summative essays remain a central component of assessment in history, due to the integrative high-order skills they develop. Essays allow students the opportunity to recognise, represent and critically reflect upon ideas, concepts and problems; students can demonstrate awareness of, and the ability to use and evaluate, a diverse range of resources and identify, represent and debate a range of subject-specific issues and opinions. Through the essay, students can synthesise information, adopt critical appraisals and develop reasoned argument based on individual research; they should be able to communicate ideas in writing, with clarity and coherence; and to show the ability to integrate and critically assess material from a wide range of sources;
• Assessment of Primary Source Handling Students are assessed on their understanding of original primary sources, usually in print, their character varying according to the nature of the subject, and the students??? ability to bring that knowledge to bear on ???cutting edge??? research-based monographs and articles. Students are given the opportunity to discuss and articulate an understanding of changing interpretations and approaches to historical problems, drawing evidence from a body of primary source materials. Students are required to demonstrate skills associated with the evaluation of a variety of primary source materials, using documentary analysis for a critical assessment of existing historical interpretations.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One formative essay of not more than 2500 words (not including footnotes and bibliography), submitted in Term 1. This will be returned with written comments and a standard departmental feedback sheet. Coursework essays are formative as well as summative. They are to be submitted in two copies, of which one will be returned with written comments and a standard departmental feedback sheet. Preparation to participate in seminars and tutorials. At least one oral presentation in each term, and at least two practice gobbets in each term.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University