Module HIST3823: A world turned upside down: radicalism and the English Revolution

Department: History

HIST3823: A world turned upside down: radicalism and the English Revolution

Prerequisites

• A pass mark in at least TWO level two modules in History.

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To provide students with an introduction to a period of great significance in British history: the emergence of political and religious radicalism, the execution of Charles I and the creation of England’s first written constitution;
• Students will engage with the major historiographical controversies that the period still generates and come to their own conclusions concerning the importance of British radicalism.

Content

• The module provides an opportunity to examine the major changes that took place in Britain, 1637-1649, particularly how the Civil War affected elite and popular religious and political attitudes, and to evaluate the major historiographical controversies that the period generates. All participants of the Civil War are considered, though with particular concentration on Parliament and radical republicanism. Students will be encouraged to consider the emergence of social radicalism and differing attitudes towards women and political participation.
• Attention will be given to a number of different but complimentary areas of inquiry, specifically methods of communication, the emergence of the public sphere, political and religious radicalism, and the emergence and failure of republicanism.
• Particular topics covered will include: the emergence of radical religious sects such as the Ranters, Diggers, Quakers and Baptists, discussions of popular sovereignty, the changing political and religious role of women, and the impact of war on popular attitudes to the church and government.

Learning Outcomes

• Familiarity with seventeenth century politics and religion in terms of ideology and social structure;
• Understanding of theories of Monarchy and how these were shaped by contingent events;
• Understanding of different forms of communication.
• Ability to critically engage with different forms of primary evidence including newspapers, pamphlets, tracts, scribal news, sermons and visual images.

• Challenging students’ assumptions about the past and reflecting on the nature of the discipline (and, where appropriate, interdisciplinarity) at an advanced level
• Appreciating how historical knowledge is produced, what forms it takes, and the purposes it serves
• Reflecting on students’ own historical consciousness and practice.

• The ability to employ sophisticated reading skills to gather, sift, process, synthesise and critically evaluate information from a variety of sources (print, digital, material, aural, visual, audio-visual etc.)
• The ability to communicate ideas and information orally and in writing, devise and sustain coherent and cogent arguments
• The ability to write and think under pressure, manage time and work to deadlines
• The ability to make effective use of information and communications technology.

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 the following teaching methods:
• 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:
• 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); preparation to participate in seminar and tutorials; at least one oral presentation, and practice source/gobbet work.

■ 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