HIST 488 Tudor-Stuart Britain (3 credits) |
|
with Prof. Mares |
 Prof. Pavlac
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HIST 488 Tudor-Stuart Britain (3 credits) |
|
with Prof. Mares |
Prof. Pavlac
|
Communication: If you find yourself in need of assistance, clarification, or general dialogue about the course please visit either of us during office hours at the places and times listed above. If you cannot make these times, please make an appointment, by e-mail or phone at the contacts above.
Note: Please use email as you would a letter; include a salutation other than “hey,” and be clear and concise. Also, we may not be able to respond to your email immediately, especially during evenings, on weekends, or over breaks, so make sure you are clear on the parameters of assignments well in advance of the due dates.
Our Responsibilities: We are all responsible for the
success of this course.
It is the instructors's responsibility to guide you
in learning the objectives of the course, to give clear presentations and
encourage your participation, to explain assignments and grade them
appropriately, to return assignments in a timely fashion and to make themselves
available to you.
It is your responsibility learn the course subject,
especially by reading the material, reflecting on it, and be prepared to ask
critical questions. Being familiar with the class policies and schedule,
reading, doing the homework, actively taking notes, and listening to the ideas
of others are your contributions to the success of this class.
Henry VIII is one of history’s most notorious British monarchs. In the United Kingdom he is noted for having sparked the English Reformation, but notorious for his six marriages, with two of them ending in beheadings. His daughter, Elizabeth I, is regarded as one of the most important female monarchs of all time. This class will explore Henry’s dynastic legacy alongside that of his heirs and Stuart successors. The British Isles under the two dynasties of Tudors and Stuarts exited the Middle Ages and entered Modern History. Topics to be covered in this course will be government between absolutism and parliament, witch hunts, women’s roles, class conflict, ethnic differentiation, imperialism and colonization, and reformation of religion.
History is the basis of an enlightened, concerned, and self-critical citizenry. Its premise is that we cannot prepare for the future without accurately perceiving and reflecting upon the world our predecessors have made. In this pursuit, History provides better understanding of ourselves, practice in essential liberal academic skills, and knowledge about other peoples and practices. The historical methods and information taught at King’s College should provide students with a foundation for diverse personal and career goals, whether they choose graduate study, professional schools, public history, teaching, public and government service, amateur interest, or good citizenship
The readings are intended to provide you with important factual and background information before class, a basis for discussion during class, and to be used as review and reference works afterwards.
Please obtain the following textbooks and bring them to class every day:
Before class, you will read according to the class schedule, below. In all
of your classes, you should prudently mark up, underline, highlight, and
otherwise annotate your texts as you study. For this class, you are required to
do so. Thus it would be best if you purchased/rented/leased a clean
un-marked-up copy of each text (whether new or used).
You should critique the texts as you study. While you are reading,
use one or more highlighters or pens to mark up portions of the texts. You might
use marks similar to those used by the professor in his assessment of your own
assignments.
You might consider different colors for (a) historical facts, terms, dates, (b)
important points or details, or (c) key explanatory phrases and sentences (d)
significant quotes or lines. You might write comments
in the margins about the following points:
Carefully reading and
noting texts is so important that the instructor applies two methods of
evaluation:
First, quizzes may be given. Quizzes are usually open book, so you may
copy your answers from your notes onto the quiz sheet. Use your own
words: language similar to the texts may be plagiarism.
Second, you are
required to turn in your textbooks at exams; then the instructor will
evaluate how well you have marked it up and answered review questions.
Bring
both textbooks to every class as scheduled to discuss them;
bring handouts as assigned. Ask questions about your texts. We will discuss them. After class, regularly through the semester,
you should review your class notes and compare them with the texts.
If
you have a used textbook that has already been marked up or an electronic
version of the textbook, or there is some other problem with obtaining a textbook, see
the instructor within the first two weeks of classes so that solutions can be
found for your use of the textbook and subsequent evaluation.
Participation and attendance are necessary because lecture and discussion provide the essentials for achieving class goals and objectives. Thus a portion of your grade (about 25%) will depend on your in-class performance, aside from graded quizzes, exams, and papers.
During class, students will be called on at random to explain and/or start discussion on a particular text required for that day's class.
You are required to attend each class, arrive on time, remain attentive, maintain proper classroom decorum, respond to questions, and participate in discussion and small-group activities. You are encouraged to take notes. Students are expected to be informed about significant current events, to enable mature engagement with the relevance of our society's past to present problems and controversies.
You should ask questions. There are no bad questions. Always ask if you have a question. If you are not comfortable asking in class, you may always ask either instructor after class or during office hours. Or you may email either
questions.
We must respect each other and our differences while in the
classroom. This class is an open forum, a place where every member of the class has the opportunity and should feel comfortable raising questions, voicing
opinions, and engaging in debate. Disrespect will not be tolerated. You are encouraged to voice your disagreement with my interpretations or with the views
of your classmates as long as you do so in a scholarly, respectful, and informed fashion.
We are all adults and I expect that we will all behave as such.
While the instructors hope that we are able to engage in lively conversations about the course topics and readings, please keep conversations focused on the
class. Please respect the people with whom you share the class and be open to their ideas and opinions. If you’re not comfortable with a topic, or talking in
class, please come speak with privately with either instructor. Finally, remember this is a classroom; we are all here to learn. In order to learn, we
all need to be able to focus on the course materials and the lecture or discussion.
During class, electronic devices may only be used for tasks and information relevant to the classroom activity and may not distract you or other students. Only with the instructor's permission may any aspect of class or its participants be recorded, only to be used for your own study, and the recordings must be erased after the final exam.
Educational Services: If at any point in the semester you feel you need extra help, more explanation, etc., do not hesitate to ask.
There are many great resources on campus available to you (Academic
Skills Center, Writing Center, research librarians, etc.) that can help.
For students with diagnosed, documented learning disabilities, please be sure to check in with the Academic Skills Center. They can help you establish
“appropriate plans to meet your educational needs” here at King’s College. The Center is located on the lobby floor of Mulligan.has a learning disability, physical handicap,
and/or any other possible impediment to class participation and requirements (whether vetted by the Academic Skills Center or not) should meet with the
instructors within the first two weeks of classes to establish available accommodations.
If, at some point during the semester, you must discontinue
the course, whether due to poor performance, illness, or some other cause, be sure to follow proper procedures for withdrawal through the Registrar.
Since participation and class attendance are necessary, if you miss a class
you must complete an Absentee
Assignment (see below) so that the instructor may evaluate whether some learning has taken place (see below).
If you arrive at class late, after attendance is taken, you must personally request that the absence be
turned into a tardy mark; otherwise an Absentee
Assignment (see below) may be
required. Students who need to leave a class early, except for an emergency,
should notify the instructor before class begins.
Missing a class falls into two categories, excused or unexcused, either of which requires submission
of an Absentee
Assignment (see below).
1. Excused absences are due to college activities, an emergency, or extended illness. They require a
notification by the appropriate College official (coach, director, etc.). If you know in advance, you should consult with the instructor about making up/turning in missed work; otherwise contact the instructor as soon as possible after your
return. They should have no negative impact upon your grade.
2. All other absences, for whatever reasons, are unexcused, but do not require any
written documentation. More than a few will lower the class participation portion of your grade.
After any absence, you are also responsible for
requesting any hand-outs and already-returned assignments from the instructor, or borrowing notes from other students.
If you miss any quizzes
and/or class projects due to an excused absence, you may make them up with the explicit permission of the
professor, who may require any
equivalent assignment; otherwise you will get an average of the other student grades, if you turn in an absentee assignment.
If you miss an exam, you do not need to complete an Absentee Assignment, but contact the instructor as soon as possible to schedule a make-up for the exam. You may take a missed exam only at the discretion of the instructor.
A few unexcused absences or a make-up exam should not significantly affect your grade. Always, your health is your first priority. If you are sick, stay away from class, and seek proper treatment and rest before returning to class.
Since participation and class attendance are necessary, if you miss a class you must complete an Absentee Assignment
so that the instructor may evaluate whether some learning has taken place.
For an Absentee Assignment, you
are to write a no-more-than-one page essay --the title on the cover page should be "Absentee
Assignment" followed on the next line by the date of the class missed) covering that day's reading or discussion topic.
These papers are ungraded, without points, and not returned; yet failure to complete Absentee Assignments will significantly lower your grade, perhaps
resulting in failure of the course.
Deadlines: The assignment(s) should be turned in to the instructor at the beginning of the next class after you return.
Review the academic honesty policy concerning cheating and plagiarism, differing levels of violations, and your moral, ethical, and legal obligation only to submit work completed by you yourself. (click here for more information from the Student Handbook.
In order to maintain academic integrity the History Department has created the following guidelines.
Cheating on exams is a serious breach of
expected academic honesty. You cheat when, instead of learning the information on your own, you use improper means in taking exams.
Cheating takes many
forms, including but not limited to:
To help prevent cheating during in-class exams, books and bags should be
removed from easy sight, no recording or playing machines may be used. Only paper from the instructor is to be used. For take-home or online exams students
should not consult with any other students or use any sources, unless explicitly allowed to do so by the instructor.
Plagiarism is a form of cheating
usually done on written assignments, where, intentionally or not, a writer uses other people's information without proper credit. Actually, other people's
information may be readily appropriated in other media environments. "Fair use"
is often allowed in some forms of writing (including this page), but is not allowed in coursework for the History Department. Usually, in our academic setting, information sources must be properly and precisely credited. You should
be aware of what constitutes plagiarism and how to avoid it.
For more information and links to sites about plagiarism go to information literacy, and read the guide "Help stop plagiarism!"
Plagiarism takes many forms,
including but not limited to:
NOTE: Having other people read your unfinished paper and make suggestions is not plagiarism, but rather should be encouraged as part of the writing process. Do use the Writing Center!
The most common form of plagiarism these days is to "cut and paste:" namely a
plagiarizer would copy words from some website or book and use them in an essay as if the words were her own.
>>If you use someone else's
exact words, you
must indicate such, usually through applying "quotation marks" AND by properly and precisely citing the source.
>>If you use someone else's
unique ideas or
information (which is not common knowledge), you must indicate such, even if you use your own words (or paraphrasing), by properly and precisely citing the
source.
For the purposes of courses taught by History Department faculty, the mere appearance of cheating or plagiarism, whether intentional or
unintentional, is a violation of academic integrity. The instructors cannot determine whether students' original intent was to cheat or if students were
simply inattentive, careless, sloppy, hurried, or whatever. If the instructor decides student coursework has violated the academic integrity policy, the
instructor may require the student to redo the assignment, do an alternative
assignment, and/or assign a penalty as follows:
Penalties
All cases of violation of academic integrity will be formally documented with
the Academic Integrity Officer. Please see the Academic Integrity Policy in the
Studdent Handbook for more information, including possible further sanctions.
Course-related penalties are at the discretion of the instructor of record,
but students may appeal according to the college's Academic Integrity Policy in
the Student Handbook.
1. You will have two exams, a midterm and a final as assigned during finals week, consisting of short answers and long essays (100 and 150 points). Before each exam, the professor will provide a study guide with key terms and sample questions. Your diligent attention and participation in class, note-taking, study, and review are necessary to do well on the exams.
2. You will have several in-class discussion/projects, intermittently through the semester. As always, you are required to have read before class the appropriate material (as listed on the class schedule, and be prepared to discuss and/or write about it in pairs or small groups. You may be evaluated by short quizzes or written reports done in-class or after class, either individually or in groups, worth between 10 and 20 points each.
You will write four-to-five page reflection paper on Tudor-Stuart Britain (100 points). You will also discuss the main issues in class.
Purpose: In trying to understand and explain the past, historians argue opposing or contradictory theses or points-of-view about the meaning of historical persons, events, and institutions. Tudor-Stuart Britain has been one such controversial topic for historians. Your examination of this structure will help both understand the Early Modern History and historical methodology. Also, this exercise will build your skills in reading texts in-depth, doing research, preparing bibliographies and footnotes, and organizing your findings in a clear, coherent and interesting narrative.
Procedure:
You earn your grade through work done for this course. You are responsible to understand why you have achieved a certain grade and what you can do to maintain or improve your grade. You are encouraged to consult with the professors during office hours or by appointment, both before and after exams and written assignments. The final exam is comprehensive, covering material for the entire course. Only paper from the instructor is to be used. Please write legibly, in blue/black ink (no pencils).
Your final grade will be based on a percentage of the sum of the assignments.
Overall Letter Grades -
A: Exemplary = 90 – 100% of total points. A
represents exemplary work or performance that could be a model for others.
B: Meritorious = 80 – 89% of total points. B represents excellent work that
meets and exceeds requirements and shows depth and originality.
C:
Satisfactory = 70 – 79% of total points. C represents satisfactory work that
meets all requirements and demonstrates the ability to do college level work.
D: Marginal = 60 – 69% of total points. D represents marginal work that
either lacks competence or fails to meet all requirements of the assignment.
F: Failing = 59 and below of total points. F represents failing work that
falls significantly short of requirements or basic competency.
Different assignments will be worth certain point values.
Most important, this course and your entire education should be about learning to be a better human being, not merely earning grades and fulfilling requirements. The grades and requirements, however, are imperfect means toward that noble end. Please consult with the professor about how you can succeed.
For your protection, in case of errors of recording, you should keep copies of all exams and assignments until you have received official notice of your final grade. Any and all materials done for this course may become the property of the professors, who may use them for assessment, evaluative, scholarly, or research purposes.
Should the College cancel classes or have a compressed schedule, still do work according to the schedule below, until otherwise instructed by the professors.
Meeting time under the compressed schedule is 2:30-3:15 pm.
| week-date | topic | readings & assignments |
| 1-M Jan 15 | Orientation | none |
| 1-W Jan 17 | The Wars of the Roses | https://media.wiley.com/product_ancillary/59/14051627/DOWNLOAD/web-chap.pdf |
| 2-M Jan 22 | Henry VII Tudor | Narrative, Introduction; Chapter 1, pp. 32-54 |
| 2-W Jan 24 | Henry VIII Tudor | Narrative, Chapter 1, pp. 54-64; Chapter 2 |
| 3-M Jan 29 | Edward VI and Mary I Tudor | Narrative, Chapter 3 |
| 3-W Jan 31 | Elizabeth I Tudor | Narrative, Chapter 4; Chapter 5 |
| 4-M Feb 5 | James VI I Stuart | Narrative, Chapter 6; Chapter 7, pp. 212-230 |
| 4-W Feb 7 | Charles I Stuart | Narrative, Chapter 7, pp. 230-249; Chapter 8, pp. 250-262 |
| 5-M Feb 12 | Cromwell | Narrative, Chapter 8, 262-276 |
| 5-W Feb 14 | Charles II Stuart | Narrative, Chapter 9, pp. 277-300 |
| 6-M Feb 19 | James II Stuart | Narrative, Chapter 9, pp. 300-314 |
| 6-W Feb 21 | William and Mary Stuart | Narrative, Chapter 10, pp. 330-331 |
| 7-M Feb 26 | Anne I Stuart | Narrative, Chapter 10, pp, 331-352; Conclusion |
| 7-W Feb 28 | Midterm EXAM | Everything thus far... |
| 8-M Mar 12 | absolutism and parliament | Sources, 2.12; 3.4; 3.5; 3.6; 3.7; 4.17; Love letters |
| 8-W Mar 14 | absolutism and parliament | Sources, 6.1; 6.14; 7.12; 8.1; 8.12; 8.13; 8.14; 8.15; 9.1; 9.2; 9.3; Locke |
| 9-M Mar 19 | ethnic differentiation | Sources, 1.8; 1.9; 2.17; 2.18; 2.19; 2.20; 4.4; |
| 9-W Mar 21 | ethnic differentiation | Sources, 7.13; 9.6; Act of Union |
| 10-M Mar 26 | imperialism and colonization | Sources, 4.1; 4.2; 4.3; 4.8; Utopia |
| 10-W Mar 28 | imperialism and Europe | Sources, 2.16; 9.8; 9.17; 9.22 |
| 11-W Apr 4 | class conflict | Sources, 1.2; 1.3; 5.3; 5.7; 5.15; 5.17; 9.17; 5.4; 5.6; 5.7; 5.9; 9.7; 9.17; 9.21; |
| 12-M Apr 9 | women's roles | Sources, 3.12; 4.9; 5.10; 5.11; 5.12; 7.14; 7.18; 9.20; 9.24; Moodle |
| 12-W Apr 11 | women's roles | Sources, Moodle |
| 13-M Apr 16 | religion | Sources, 3.1; 3.2; 3.3; 3.8; 3.9; 3.10; 3.11; 3.13; 3.14; 3.15; 3.16; 4.12; 4.13; 4.14 |
| 13-W Apr 18 | religion | Sources, 6.9; 7.18; 8.3; 8.5; 8.6; 8.12; 9.4; 9.7; 9.10; 9.14; 9.23 |
| 14-M Apr 23 | witch hunts |
Sources, 5:13; 5:14; Matthew Hopkins, The Discovery of Witches, 1647 http://www.gutenberg.org/ebooks/14015?msg=welcome_stranger; Confession of a witch in Essex https://chiccmanchester.files.wordpress.com/2011/02/wallington_opening.jpg |
| 14-W Apr 25 | witch hunts |
Salem: Examination of Bridget Bishop http://famous-trials.com/salem/2056-asa-bisx; Salem: Petitions of Two Convicted Witches http://famous-trials.com/salem/2071-sal-ep; Salem: Petitions for compensation http://famous-trials.com/salem/2068-sal-pet; John Hale, A Modest Inquiry Into The Nature Of Witchcraft, 1702 http://www.hawthorneinsalem.org/Literature/Quakers&Witches/YoungGoodmanBrown/MMD2612.html |
| 15-M Apr 30 | Review | Everything thus far... |
| due May 10 | Final EXAM | and that's all. |
Although this syllabus presents the basic content and requirements of the course, the professors reserve the right to change anything (e.g. assignments, point values, topics, due dates, grading policy, etc.), at any time, at their discretion.
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URL: http://brianpavlac.org/teach/HIST488.html Site built, maintained & Copyright © MMXXII by Brian A. Pavlac Last Revision: 2022 February 1 |
