HIS2319 : Reformation and Revolution: Tudors to the Georgians (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Professor Rachel Hammersley
- Lecturer: Dr Katie East
- Teaching Assistant: Miss Harriet Palin, Miss Leanne Smith
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
Early-Modern Britain is not central to the school history curriculum. If they are lucky Key Stage 1 pupils get a brief introduction to the Great Fire of London, while at Key Stage 2 the Tudors (generally Henry VIII and Elizabeth I) get a mention somewhere between the Normans and the World Wars. Yet this is one of the most exciting and fascinating periods in our nation's history. It has everything the budding historian might wish for: colourful characters, war, brutal executions, regime change and international exploration. It also laid the foundations for many of the institutions and ideas we take for granted today: parliamentary democracy; religious diversity and toleration; a world dominated by print; while also sowing the seeds of some less edifying aspects of our history such as the British Empire. As such, learning about the period from the Tudors to the Georgians is not just valuable in itself, but crucial to understanding the world we inhabit today.
Outline Of Syllabus
The syllabus may include the following topics in lectures and non-synchronous materials:
Tudor Brexit? Henry VIII's Reformation
A Mid-Tudor Crisis? Edward VI & Mary I
Protestant England? Protestants, Puritans, and Catholics in Elizabethan England
James VI and I: A Tale of Two Kingdoms
Charles I: Conservative or Revolutionary?
By the Sword Divided: England's Civil War
Regicide and Republic
A New Regime? Oliver Cromwell's Protectorate
The End of the Revolution? The Restoration of 1660
Revolution Revivified: The Exclusion Crisis
A Glorious Revolution? 1688-9
A Revolution in Government: Britain in the 1690s
High Church Conflicts and Tory Power
The Rise of Natural Religion
A Return to the Crisis of Succession: The Hanoverians
Economy and trade in the C18
The Age of Walpole
In addition the following topics may be covered in seminars or workshops:
The Tudor World View
Print Culture
Catholics and Protestants in Early Modern Britain
Political Thought
Popular Politics
Religious Conflicts.
Britain and the World: The Rise of a British Empire
Georgian Society
Material Culture
Sources and Methods in Early Modern History
Assessment Support and Feedback
Dissertations on Early Modern Britain
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | 1 lecture per week |
| Guided Independent Study | Assessment preparation and completion | 66 | 1:00 | 66:00 | For two assessment components (split as needed). |
| Guided Independent Study | Directed research and reading | 33 | 1:00 | 33:00 | 3 hours reading around the lecture topics per week based on material on the reading list. |
| Structured Guided Learning | Structured research and reading activities | 33 | 1:00 | 33:00 | 3 hours per week of seminar preparation tasks. |
| Scheduled Learning And Teaching Activities | Small group teaching | 11 | 1:00 | 11:00 | 1 seminar per week. |
| Scheduled Learning And Teaching Activities | Workshops | 11 | 1:00 | 11:00 | 1 per week apart from the first and last weeks. Used for skills development and feedback. |
| Guided Independent Study | Independent study | 35 | 1:00 | 35:00 | Independent study and general consolidation activities. |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures:
- Impart core knowledge and an overview of key themes and historiographical views
- Stimulate development of listening and note-taking skills
Seminars:
- Preparation for seminars will involve private reading, reflection, and personal responsibility for learning
- The seminars will allow extended discussion of the topics covered in the lecture
- Seminars will also centre on close reading of primary sources
In the event that on-campus sessions need to be reduced, there is capacity to hold live seminar discussions online and retain timetabled slots.
Workshops:
- A mixture of drop-in surgeries and scheduled skills sessions.
- These will guide students in key skills such as source analysis.
- They will also allow the opportunity for feedback for assignments, and guided preparation for on-going assignments
In the event that on-campus sessions need to be reduced, there is capacity to hold some or all of these sessions online and retain timetabled slots.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 30 | 1000 words. |
| Essay | 1 | A | 70 | 2,500 words. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Written exercise | 1 | M | Essay Plan - 500 words |
Assessment Rationale And Relationship
The written exercises will test the ability to formulate, develop and support an argument, and also source analysis and independent research skills.
Summative Assessment
Written Exercise 1 - will give the students an opportunity to engage with the primary material and to gain feedback on their analysis and writing skills before the final assessment.
Essay 1 - allows the students to demonstrate their analysis and writing skills and to develop a sustained argument, showcasing the work they have done on the module.
Formative Assessment
Essay Plan - by submitting a formative essay plan, students will gain feedback on their approach they are taking and the structure of their essay before submitting the final version.
All of the assessments for this module will be submitted and marked online.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HIS2319's Timetable