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A Revolutionary Century: France, 1789-1891

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A Revolutionary Century: France, 1789-1891 SYLLABUS History 422/522 The British Isles to 1485 Dr. Jason Knirck Winter 2014 Office: Language and Literature, 100J Office Phone: 963-2422 Office Hours: Monday-Wednesday, 1:30-3:00 Email: [email protected] PURPOSE This course traces the history of the British Isles until the Tudor period. In keeping with recent trends in British history, the course will discuss all four of the “nations”—England, Scotland, Wales and Ireland— that were eventually amalgamated into the United Kingdom of Great Britain and Ireland in the early nineteenth century. The Manx will tragically and typically be ignored, but there will be Picts. We will start with a brief discussion of Roman Britain, and conclude with the Wars of the Roses. Along the way we will discuss the rise of the English monarchy, the influence of waves of migrants, the development of urban life, and the interactions between the various regions of the British Isles. COURSE OUTCOMES This class is designed to give students the opportunity to obtain general knowledge of the major trends of early British history, practice the skills of an historian, and improve their writing and communication abilities. Specifically, by the end of the course, students should be able to do the following: analyze significant issues, trends and developments in early British history demonstrate knowledge that history is not simply the recitation of names and dates, but instead is a fluid subject where interpretations are constantly changing as a result of different methodologies and patterns of analysis analyze and synthesize sources in order to put forward a well-supported argument of their own make a clearly-written and clearly-presented argument, including a thesis and sufficient and well-used supporting detail identify differing explanations of historical change and the connections between cause and effect in the discipline of history understand and analyze the relationship between different regions in the British isles READINGS Richard Fletcher, Bloodfeud: Murder and Revenge in Anglo-Saxon England Robert Bartlett, The Hanged Man: A Story of Miracle, Memory, and Colonialism in the Middle Ages Margery Kempe, The Book of Margery Kempe There will also be various articles and other readings assigned in class. ASSIGNMENTS Exams There will be two exams in the course. Both will be take-home and are designed to test your ability to synthesize and analyze material from the readings and the lectures. Exam questions will be handed out at least one week prior to the due date. The exams should be typed, well-argued, well-written, analytical, sparkling, thought-provoking, awe-inducing, and punctual. The exams are due Friday, February 7th and Tuesday, March 18th, and are each worth 100 points. Comparative Paper The two assigned monographs (Bloodfeud and The Hanged Man) are microhistories, focusing on a particular location or a particular chain of events. For this paper, compare and contrast the methods used by each author in writing these histories. What kinds of sources do they use and how do they use them? How do they use their small event or location to illuminate larger points about early British society? What larger points do they illuminate? Ruminate on these questions in a 5-7 page paper. The paper should not be a summary of the two books, but should instead have an argument that answers the assigned questions. The paper is due on Tuesday, February 25th and is worth 100 points. Gender Paper What are the similarities and differences in the gender roles prescribed in The Book of Margery Kempe, early Irish society (as analyzed in “Do Not Marry the Fat Short One”) and for royal women in Wessex (as analyzed in “The King’s Wife in Wessex”)? How do Margery Kempe and the queens of Wessex attempt to fight against or expand on the roles prescribed for them? Answer both of these questions in a 5-7 page paper, making sure to use plenty of specific examples from the book. Discussions Groups of students will lead discussions of the books and articles. I will assign groups after the first week of class. The discussion grade (25 pts) will be based on each individual student’s participation in class discussions as well as his or her role in leading a discussion. Quizzes I reserve the right to give short quizzes over the assigned readings or other course material. Each quiz will be multiple choice and will be worth ten points. Quizzes will be given at the beginning of class and there are no opportunities to make up missed quizzes. Hist 522 Assignments (Graduate Students only) Graduate students enrolled in HIST 522 should complete the following: Both exams The comparative paper participation A major historiographical or research paper on a topic in early British history. The research paper should be in the neighborhood of 15-20 pages and should use a good blend of primary (at least three) and secondary (at least three) sources. The historiographical paper is not a research paper, but instead should investigate how historians have studied and analyzed a particular topic in British history. The historiographical paper should draw on at least three monographs and three articles. Topics for the research or historiographical papers must be approved by the instructor, ideally by the third week of class. The paper is worth 150 points and is due Thursday, March 6th. GRADING Grades will be computed along a standard 90-80-70-60 scale. An “A” indicates excellent work; a “B” indicates above average work, usually possessing significant strengths but at least one major weakness in structure or content; a “C” indicates average work, generally a paper that is overly narrative, confusingly structured or lacking significant engagement with the material; a “D” indicates work that is below average, yet still passing. The assignments will be weighted in the following manner for undergraduates: Exam I 100 points Exam II 100 points Quizzes ???? Comparative Paper 100 points Kempe paper 100 points Discussions 25 points LATE WORK Late work will be penalized five points for each day late (based on actual days, not just class days). If you have a problem with one of the due dates, please come and talk with me before the due date and we can make arrangements. I reserve the right to refuse to accept assignments more than three days late. ACADEMIC INTEGRITY Simply put, you can be unceremoniously tossed from this university for cheating. The resulting shame, ignominy and ostracism should be a sufficient deterrent, but if it is not, be warned that I will have no tolerance for those who cheat and will not hesitate to fail any student who turns in copied or plagiarized work. I fully expect that all work you turn in is your own. Cheating includes, but is not necessarily limited to, copying another’s work, turning in work that is not your own, lifting phrases or ideas out of the assigned books or any other books without citation, and copying phrases and ideas from web sites without citation. As a result, I reserve the right to fail you for the entire class if you turn in work which is not your own. STUDENTS WITH DISABILITIES If you have a disability or special need, please feel free to discuss this with me during the initial class meetings, and we will make suitable arrangements for accommodation. SCHEDULE OF TOPICS This schedule is very tentative. Changes will be announced in class. Week 1 January 6-10 Course Introduction Roman Britain Week 2 January 13-17 Anglo-Saxon Britain Week 3 January 20-24 Anglo-Saxon Britain NO CLASS: January 20th Reading, Bloodfeud: January 21st Reading: “The King’s Wife in Wessex 800-1066,” Pauline Stafford, Past and Present, No. 91 (May 1981): 3-27; January 24th Week 4 January 27-31 Pre-Norman Celtic Societies Video: The Secret of Kells Reading: “‘Do Not Marry the Fat Short One’: The Early Irish Wisdom on Women,” Lisa Bitel, Journal of Women’s History Vol. 6 No. 4/Vol. 7 No. 1 (Winter Spring 1995): 137-159; January 30th NO CLASS: January 29th (Development Day) Week 5 February 3-7 Pre-Normal Celtic Societies The Arrival of the Normans Week 6 February 10-14 The Normans in Power Reading: “The Costume of English Women from the Heptarchy to the Present Day: Chapter 1. Anglo-Saxon and Five Norman Reigns,” Walter Thornbury, The Art Journal, New Series, Vol.. 2 (1876): 22-27, February 11th Week 7 February 17-21 The 12th and 13th Centuries NO CLASS: February 17th Readings: Assizes of Clarendon, Magna Carta, Laudabiliter, Constitutions of Clarendon Reading: The Hanged Man, February 21st Week 8 February 24-28 The 12th and 13th Centuries Week 9 March 3-7 The 14th and 15th Centuries Reading: “A Kingdom Cleared of Castles: The Role of the Castle in the Campaigns of Robert Bruce,” David Cornell, The Scottish Historical Review Vol. 87 No. 2 October 2008; March 4th Reading: The Book of Margery Kempe, March 6th Week 10 March 10-14 The 14th and 15th Centuries .
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