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HIST 4163 Tudor-Stuart Britain, 1485-1714

Spring 2012 Classroom: Old Main 0319 MWF 9:30 a.m.-10:20 p.m.

Professor Benjamin Grob-Fitzgibbon Office Hours (Old Main 513): M/W/F 1:00-2:00pm Contact Info: [email protected] (email); 575-5893 (office phone)

Course Description: In this course, we will examine the history of the British Isles from the ascension of King Henry VII and the Tudor dynasty in 1485, to the unification of England and Scotland in 1707 (which officially created the state of Great Britain) and the close of the Stuart era in 1714. We will look at this historical period through a broad lens, capturing the political, social, economic, and cultural aspects of the British experience throughout these years. We will give particular attention to the processes of state formation in Britain, the sixteenth century English Reformation, the birth of an overseas empire, and the social, political, and religious revolutions of the seventeenth century.


Required Readings: · Trevor Royle, Lancaster Against York: The Wars of the Roses and the Foundation of Modern Britain · Christopher Haigh, English Reformations: Religion, Politics and Society under the Tudors · · · Liza Picard, Elizabeth's London: Everyday Life in Elizabethan London Michael Braddick, God's Fury, England's Fire: A New History of the English Civil Wars Steve Pincus, 1688: The First Modern Revolution

Assignments and Evaluation: · · Five 2-page analytical book reviews, 10% each (50% total) One term paper proposal (including paper title, thesis statement, and working bibliography), 5% · · One term paper draft, 15% One term paper (15-18 pages for undergraduate students; 18-25 pages for graduate students), 20% · Attendance and participation, 10%

Guidelines: The Readings: In this course, you will read five books. You will be not be assigned readings from these books for each day that the course meets, but should instead read each book on your own time by the due date indicated for the review of that book (see below). Completing these readings is essential to your success in the course. Class discussion forms an integral part of each lecture period and the readings are an important part of this overall discussion. The readings do not, however, always or even often cover the same material as is covered in lecture, and thus it is vital that you do the readings and come to class.

The 2-page analytical book reviews: In addition to reading the books, you are also required to complete a 2-page analytical book review on each by the date indicated on the syllabus (see below). The 2-page analytical book -2-

reviews should follow a set format. They should include four paragraphs. The first should explain the author's thesis or argument. Another way to think about this first paragraph is to ask why is the author writing? What is the message that he/she is attempting to articulate to the reader? What does he/she hope to get across to the reader? The second paragraph should contain a summary of the book. What is its basic story? How is it organized? What do the chapters cover? What evidence/historical information does the author use to support his/her argument? The third paragraph should analyze the strengths and weaknesses of the book. Where is the author's argument compelling? Where does it fall short? What is particularly persuasive? What is missing? The fourth paragraph should place the book within the context of the class and the history of Tudor-Stuart Britain. How does the book fit with the lectures and discussions? What does it reveal that the lectures could not or did not? What does it add to our understanding of Tudor-Stuart Britain? How does it complement or conflict with the previous books read this semester? Your book reviews will be evaluated on how well you have understood the material in the book as well as how well you have communicated that understanding in the four paragraphs described above.

The term paper: The purpose of the term paper is to allow you to look in-depth at an historical topic of your choice, approved by the professor, that is relevant to the study of Tudor-Stuart Britain. Before the final draft of the term paper is due, there are two additional assignments, each of which is graded. A paper proposal, consisting of a provisional title, a thesis statement, and a working bibliography, is due the fourth week of class; a completed draft is due the eleventh week of class. These drafts will be returned to you with comments during the fourteenth week of class. This gives you the remaining weeks of the semester to make the necessary revisions. The final draft is due the last day of class. The time and effort given to the paper proposal and the first draft are equally important to your overall grade as the finished term paper, and thus should be taken seriously. This is a term paper and the end result should reflect a term's worth of work.


Description of Letter Grades

For each assignment in this course, you will receive a letter grade, ranging from A+ to F. The criteria I will use for assigning these letter grades is as follows:

A+: Where angels tread. These grades are extremely rare and are a sign of true brilliance. In written work, this means outstanding prose that flows smoothly and is a pleasure to read (prose that not only needs few revisions, but which also moves the reader), a sound argument that is bold and well-made, supporting evidence from a variety of strong sources, and immaculately completed citations. An A+ grade indicates written work of a quality that would be considered excellent at the graduate level. In oral work (group presentations, class participation, etc), this means a smooth and confident delivery, astute analysis, and depth of commentary. Participation at the A+ level would leave a classroom visitor questioning who the professor is.

A: Excellent. An A grade is a grade to be proud of, and one which should be regarded as a strong accomplishment. If you receive an A grade, you are well above your peers. In written work, your prose flows smoothly and has few mistakes (grammatical or stylistic), you make a strong argument supported by a variety of correctly-cited sources, and your analysis shows depth. An A grade demonstrates quality that would be considered good at the graduate level. A grade participation is enlightening. An A grade, in either written or oral work, should teach the professor something new.

A-: Close to excellent. Like an A grade, a grade of A- demonstrates excellence. An A- paper is well-written and argued. An A- grade is one that even the best of students should be proud of. The difference between an A and an A- grade is one of intangibles. There is something missing from A- work which, whilst still very good, prevents it from achieving an A. This may be an incomplete citation, an awkward turn of phrase, a lack of depth at one point in the argument, or some other factor. An A- paper/presentation has few visible faults, and is work of high quality.

B+: Very Good. B+ work is strong with few flaws. In written work, this means papers that are well-written in an enjoyable style, with an argument that is sound and supported by a variety of


good sources. A B+ paper should have no obvious mistakes. A B+ grade, in either written or oral work, is a sign that your work is very good.

B: Good. Work that receives the grade of B is strong work that would receive praise from any professor on this campus. In written assignments, it demonstrates good prose, a thoughtful argument, and ample sources to support that argument. With hard work, any University of Arkansas student should be able to attain a B grade, although it is not a grade given without good reason.

B-: Solid. A B- grade demonstrates work that is solid, but lacks one element that would cause it to be considered good. Written work at this level in general has good prose, an acceptable argument, and adequate sources to support that argument, but falls short in one of these areas. One aspect of its argument may not be as well-supported, or its sound argument may be written with clunky prose in places. B- work is solid, with no major problems, but with some minor problems that prevent it from being regarded as truly good.

C+: Solid, but with some flaws. A C+ grade is similar to a B- grade in both written and oral work, but with more than one minor problem. An argument that lacks sufficient depth may also be written in stilted prose, or a well-written paper (in terms of prose) may lack a sound argument and have too few citations. A C+ grade is an indication that a student's work is close to B level, but needs some tweaking.

C: Average. A C grade is acceptable work but has at least one major flaw. Its prose may be poorly written, or its argument may have evident flaws, or its sources may be insufficient. C grade work has at least one problem that can be easily identified by the professor.

C-: Lacking. In most regards like C work, C- work has either one major problem and several minor problems, or two or more major problems. A grade of C- indicates that a student's work is on the wrong path, and large adjustments need to be made.


D+: Poor. A grade of D+ demonstrates effort but not delivery. A D+ grade in written work is reserved for a student who has tried but has major problems in prose, argument, and sourcing. A D+ grade in oral work shows preparation but a failure in substance and delivery.

D: Very poor. A grade of D demonstrates work that has been completed, but with little effort and major problems.

D-: Dire. An assignment that has been turned in, or a presentation that has been made, but with no effort other than to "show up." In truth, based on the quality of work, a D- grade should be an F.

F: Assignment not completed.

Points System for the Assignment of Final Grade

To most accurately calculate and record your final grade I will be using a points system. However, in humanities and social sciences courses, the subject matter is necessarily subjective and thus points are more difficult to assign than in the sciences or engineering. After all, when assessing a paper, what is the difference between an 83 or an 84? There are no objective criteria to which numbers can be assigned. For that reason, I will give only letter grades on each individual assignment. Those letter grades will then be converted within my grade book to points for the purposes of accurately and objectively calculating the final grade. As the student, you will only ever see letter grades, and it is the letter grades that are the most accurate and helpful description of your work, in conjunction with the narrative descriptions for grades given above. Furthermore, although the university does not allow +/- on the final grade (as reported on ISIS), I will be giving these designations to more accurately indicate to a student where they sit within a particular letter grade.


All final grades are based on a 100-point scale, with individual assignments worth either 20%, 15%, 10%, or 5% of the final grade (as indicated in the Assignments and Evaluation section above). The letter-to-points conversion scale I use is as follows:

Final Grade 20% Assignment 15% Assignment 10% Assignment 5% Assignment A+ A AB+ B BC+ C CD+ D DF 90-100 80-89.99 70-79.99 60-69.99 0-59.99 20 19 18 17.8 17 16 15.8 15 14 13.8 13 12 0 15 14.25 13.5 13.35 12.75 12 11.85 11.25 10.5 10.35 9.75 9 0 10 9.5 9 8.9 8.5 8 7.9 7.5 7 6.9 6.5 6 0 5 4.75 4.5 4.45 4.25 4 3.95 3.75 3.5 3.45 3.25 3 0

NOTE: Because ISIS does not allow +/- on final grades, it is possible that you will receive a B+ or a C+ on every assignment in the class yet still receive only a B or C for your final grade. Likewise, you may receive a B- or C- on every assignment in the class yet receive a B or C for your final grade. There is, alas, no way to prevent this from happening, nor to report grades with the level of accuracy that will be given on individual assignments. All within A-range (whether +/-) will receive a grade of A, all within B-range a grade of B, all with C-range a grade of C, etc.

Classroom Policies:

1). Academic Dishonesty: I will not tolerate any cheating, copying, plagiarism, or any other form of academic dishonesty. Plagiarism is defined as submitting someone else's work as your own.


This includes directly "cutting and pasting" from another text and citing this work only in the footnotes/endnotes and bibliography, without specifically indicating which words are not your own with quotation marks. If you use someone else's words, you must use quotation marks and cite in footnotes or endnotes the exact book and page number from which you gained the quote. Students caught engaging in academic dishonesty will receive a failing grade for the course--no excuses, no exceptions. For more on what constitutes academic dishonesty, see

2). Inclement Weather Policy: When Fayetteville City Schools are closed, this class will not meet (even if the university remains open). If Fayetteville City Schools remain open, this class will meet (unless the university is closed). School closings can be found on any number of local media websites, television stations, and radio stations.

3). Cell Phone Policy: Cell phone use is prohibited in class--including talking, texting, WIFIing, etc. Please make sure that all cell phones are turned off. If a cell phone rings during class time, the professor reserves the right to publicly ask the owner of said cell phone to leave. Texting is included within this general policy. Even when done under a desk, texting is distracting and rude, both to the professor and to your fellow students. A student who is texting will be asked to leave the class.

4). Laptop policy: The use of laptops for taking notes is permitted in class. However, the sending of emails, tweets, IMs, or other messages is prohibited. If such messages are sent during class time, the professor reserves the write to ban further use of laptops in class for the remainder of the semester for all students. The use of the internet, likewise, is prohibited in class. Finally, the use of a laptop to record the professor's voice or image is prohibited. To be clear--the only permitted purpose for which a laptop may be used is to take class notes. All other uses are forbidden.

5). Other media use: No recordings, either photographic, visual, or audio, may be taken during class time. If this professor finds himself or your fellow students on YouTube or some similar medium, he reserves the right to give the student who obtained the still, video, or audio footage a


failing grade for the class. This will not be tolerated. Furthermore, no student may record the image or voice of professor without prior permission. This policy applies both within the classroom and outside the classroom. Any student who has been found to violate this policy will receive a failing grade for the course.

6). Food and drink: Drinks are permitted in class. Eating, however, is not, as it can be distracting to the professor and to other students. There is no reason for food to be consumed during class time.

7). Sleeping: If you sleep, you will be asked (publicly) to leave the class. Please do not do so.

Lecture Schedule:

Week 1 Wednesday, January 18: Introduction: Why study Tudor-Stuart Britain? Friday, January 20: The British Isles before 1485

Week 2 Monday, January 23: The Establishment of the Tudor Dynasty Wednesday, January 25: The Structure of Government in Early Tudor Britain Friday, January 27: The Origins of Parliament

Week 3 Monday, January 30: The Practice of Power in Early Tudor Britain Wednesday, February 1: Religion in Early Tudor Britain Friday, February 3: An English Empire? ROYLE BOOK REVIEW DUE IN CLASS

Week 4 Monday, February 6: CLASS CANCELLED Wednesday, February 8: The King and the Cardinal: Henry VIII and Thomas Wolsey


Friday, February 10: The Reformation Parliament and the rise of Thomas Cranmer TERM PAPER PROPOSAL DUE IN CLASS

Week 5 Monday, February 13: The English Reformation and the Break from Rome Wednesday, February 15: The Reformation in Wales, Scotland, and Ireland Friday, February 17: The Response of the British peoples to the Reformations

Week 6 Monday, February 20: Other Aspects of Henry VIII's Reign Wednesday, February 22: Society and Culture in the British Isles under Henry VIII Friday, February 24: The Reign of Edward VI HAIGH BOOK REVIEW DUE IN CLASS

Week 7 Monday, February 27: "Bloody Mary" Tudor and the English Counterreformation Wednesday, February 29: The Ascension of Queen Elizabeth I Friday, March 2: The Strengthening of the English State

Week 8 Monday, March 5: The Consolidation of the English Protestantism Wednesday, March 7: The Beginnings of an Elizabethan Overseas Empire Friday, March 9: Perceiving a Catholic Menace

Week 9 Monday, March 12: The Origins of War with Spain Wednesday, March 14: The Spanish Armada and the Rise of a Strong England Friday, March 16: The Expansion of the English Empire PICARD BOOK REVIEW DUE IN CLASS

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Week 10 Monday, March 19-Friday, March 23: Spring Break: No Classes

Week 11 Monday, March 26: The British Isles at the Ascension of the Stuarts Wednesday, March 28: The Reign of James I of England and James VI of Scotland Friday, March 30: Charles I and the clash with Parliament TERM PAPER DRAFT DUE IN CLASS

Week 12 Monday, April 2: Parliament Asserts its Authority Wednesday, April 4: The Breaking of Order in England, Scotland, and Ireland Friday, April 6: The British Isles on the Eve of War

Week 13 Monday, April 9: Civil War and Revolution Wednesday, April 11: The English Republic Friday, April 13: The End of England's Republican Experiment BRADDICK BOOK REVIEW DUE IN CLASS

Week 14 Monday, April 16: Charles II and the English Restoration Wednesday, April 18: James II and the Coming of another Revolution Friday, April 20: The Glorious Revolution of 1688 TERM PAPER DRAFT RETURNED WITH COMMENTS

Week 15 Monday, April 23: The Revolutionary Settlement in England Wednesday, April 25: The Revolutionary Settlement in Scotland and Ireland Friday, April 27: The Importance of the Glorious Revolution in British History PINCUS BOOK REVIEW DUE IN CLASS

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Week 16 Monday, April 30: William and Mary after the Revolution Wednesday, May 2: The Reign of Queen Anne and the End of the Stuart Era TERM PAPER DUE IN CLASS

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