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Revolutionary Britain Course guide 2008-9 Robert Armstrong Office: Room 3018 [email protected] 1 Revolutionary Britain This course focuses upon the years considered by later generations as establishing the British constitution upon ‘revolutionary principles’. The period saw the political turmoil of the ‘popish plot’, the first age of party, the revolutionary events of 1688-90 in England and Scotland, the Treaty of Union between those two kingdoms, and the birth of the Jacobite movement. In each case, the course will emphasise the interplay between high politics and popular politics, whether the struggle to control the street politics of procession, demonstration and riot; the harnessing of partisan energies through the development of ideology, propaganda and the public arena; persistent conspiracy and the intermittent adoption of the politics of violence across the political spectrum from republican to Jacobite. Sources studied will reflect this agenda, combining landmark political and constitutional documents with personal accounts of these turbulent years and the political thought and propaganda generated in this age of Marvell, Locke, Defoe and Swift. Course aims include: • Investigation of an intricate and significant period in British history to develop understanding of the interaction of layers of historical explanation (popular politics, political ideas, cultural developments etc.) and varieties of historical interpretation • To focus on contemporary materials so as to encourage familiarity with the raw materials of history, increase confidence in handling primary sources and develop skills in the criticism and deployment of such materials • To use course assessment to provide opportunities for individual study and for teaching through conducting presentations and leading discussions. Weekly teaching will consist of: • One one-hour informal lecture, including discussion of primary sources. These lectures address political and religious developments in England and Scotland. The topic covered will be those examined in ‘Paper one’ of the moderatorship examinations. • One two-hour seminar, which will normally focus on two ‘set texts’, primary sources which will be examined in ‘Paper two’ of the moderatorship examinations. Most weeks students will deliver presentations based on these documents, followed by a discussion of the texts, which will have been studied inadvance by the class. Some seminars will instead take the form of a general investigation of landmark constitutional documents or of literary sources for the period. 2 Course requirements Each class member is required: • To attend the weekly seminar • To participate in class discussion • To deliver one or two presentations in each of Michaelmas and Hilary terms • To submit two pieces of written work in each of Michaelmas and Hilary terms One of these pieces work will take the form of a 3,000 word essay, with that in Hilary term (the moderatorship essay or Essay B) forming part of the assessment for the moderatorship examination. For deadlines see the current History department handbook. The moderatorship essay must be delivered to the History Office. Extensions may only be granted by the head of department, Professor Ciaran Brady. A second essay (to be delivered to Dr. Armstrong) will be based on the student’s presentation, in turn based on one of the set texts for the course. This essay will be delivered the week following the individual’s presentation to the class. Presentations The following notes are for general guidance only. Not all points are relevant to any given presentation. Rather these notes are intended as prompts on how to interrogate a text or approach a subject in advance of a presentation, and as an indication of what makes for a strong presentation. General points • A presentation should last for about 20 minutes, followed by group discussion. Presentations should not take the form of essay-type papers, though they will provide the basis for subsequent essays. The material used for the presentation need not be handed up for marking. • In preparing a presentation it is worth considering the following: 1) Work out a clear structure and work on the clarity and fullness of information presented; 2) Analysis and reflection: what does the subject amount to in terms of the course as a whole; be aware of different interpretations (where relevant); offer a sense of what proved difficult or interesting, or which other sources or commentaries proved useful; 3) Use of handouts or other overheads, illustrations or other material. It would be worthwhile having some such material ready for circulation a few days before making a presentation, allowing other class members to read and prepare points for discussion. Any such material can be copied by me if submitted in advance, and left for collection for class members outside the History Office. 3 Seminars on extracts from texts 1. What is the nature of the text?: • authorship: author’s background, possible bias, sources of information • nature of the document: published or unpublished at the time; short pamphlet or extract from lengthy text; prose, verse or drama. What are the implications? • circumstances of composition and of publication • purpose: to vindicate, to persuade, etc. 2. What does the text say and how is it said ? • Discuss the content, highlighting significant passages, and noting the structure • What types of argument does the author deploy – does s/he look to history, theology or other types of authority? • What techniques for persuasion are employed – from point-to-point argument to scare- mongering or stereotyping? • If written for polemical or partisan purposes, do you think it succeeds in its aims? • Point up terms which may need explanation, identify persons (and perhaps places or events) mentioned or discussed 3. What does it mean and why does it matter ? • What impact did the text have? How was it received by contemporaries? • Was it part of a tradition of writing, or an example of a type of argument or case being advanced, or does it signal a new departure? • What does the text contribute to an understanding of the period? Approaching presentations • The aim is to inform the class, as a supplement lectures and private reading. • Presentations should therefore balance clarity with a relatively full treatment - attempting to put across the key points rather than too much detail but providing a sound basis for understanding for the rest of the class • Use of primary sources is vital both in presentations and essays; the opportunity should be taken to handle the raw materials of history. The suggested sources are a starting point but it would be well worth seeking out additional material. Resist the temptation to major on the details of an author’s life at the expense of getting to grips with the work! 4 Revolutionary Britain Lecture list The following list is for general guidance only. Specific items may be elaborated or reduced in light of the direction taken by the class over the year as a while. • Introducing Restoration Britain • The ‘popish plot’ and the crisis of the Stuart monarchy • The Exclusion crisis: issues and events • The Exclusion crisis: politics outside parliament • Whig and Tory: ideas and attitudes • Radicals and royalists in Restoration Scotland • Republicans, Rye house and the Tory reaction • The reign of James II: the Tory inheritance • The reign of James II: the churches and religious indulgence • The reign of James II: crisis and collapse • The ‘Glorious Revolution’: issues and events • Whig and Tory in the English Revolution • Toleration: ideology and pragmatism • Scotland’s Revolution • The birth of Jacobitism 1688-1702 • The image of monarchy: court and culture from 1688 • Whigs in power: the ‘Junto’ and Country politics • War, finance and international politics • ‘King William’s ill years’ and the renaissance of the Scottish parliament • Negotiating the Union • Politics of war and peace: England to 1707 • Writing revolution and the ‘rage of party’: literature and politics after 1689 • Political culture in later Stuart Britain 5 Revolutionary Britain Reading lists The reading list falls into two parts: General reading: a selected list of mostly secondary works, grouped chronologically, thematically and geographically. The books and articles in these relate to the issues treated in the lectures, and reading in conjunction with the lectures is required. These works will be also relevant for essays and presentations. Seminar programme: ‘primary texts’ and commentary: NOTE: this course will make extensive use of the Library’s on-line databases Early English books online (EEBO) and Eighteenth-Century Collections On-line (ECCO). Class members are expected to familiarize themselves with the database and use it extensively for essays and presentations. The primary texts listed below in conjunction with the seminar programme are all to be found in EEBO or ECCO; some are also available in modern editions. They are those which will be drawn upon for class presentations and will provide the extracts set for discussion in paper 2 of the examination. In each case I have added a few extra works which provide commentary on the texts, or discussion of the authors. GENERAL READING General accounts and interpretations, and reference works The following provide valuable introductions to, or interpretations of, the period studied: Tim Harris, Restoration: Charles II and his kingdoms 1660-1685 (2005) Tim Harris, Revolution: the great crisis of the British monarchy 1685-1720
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