The Civil Wars: England and Wales, 1588-1660
Run by School of History, Law and Social Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Prof Tony Claydon
Overall aims and purpose
The late Tudor and early Stuart era in England and Wales was one of the most turbulent, and has become one of the most controversial, periods the nations' histories. The dramatic events of the era have stimulated historical debate as scholars have argued over the stability of Elizabethan politics, society and church settlement, and about causes and immediate effects of the mid-century Civil Wars. This course aims to acquaint students with the events of the period; to introduce the rival interpretations of it and equip students to judge between them; to encourage them to synthesise their own understanding of the era as a whole; and to encourage them them to take special interest in particular aspects.
The course concentrates upon political and religious history - but social, cultural, economic and intellectual aspects are also considered where they are relevant to the core of the course. Topics covered: The breakdown of the Elizabethan polity (1588-1629); the personal rule of Charles I (1629-1640); the Civil Wars (1640-48), the regicide of 1649, the English republic 1649-60, and the Restoration of the monarchy in 1660.
Threshold students (D- and D) will have done only a minimum of reading, and their work will often be based partly on lecture notes and/or basic textbooks. They will demonstrate in their written assessments some knowledge of at least parts of the relevant field, and will make at least partially-successful attempts to frame an argument which engages with historical controversies, but they will fail to discuss some large and vital aspects of a topic; and/or deploy only some relevant material but partly fail to combine it into a coherent whole; and/or deploy some evidence to support individual points but often fail to do so and/or show difficulty weighing evidence (thereby relying on unsuitable or irrelevant evidence when making a point). Alternatively or additionally, the presentation of the work might also be poor, with bad grammar and/or punctuation, careless typos and spelling errors, and a lack of effective and correct referencing. Students in this band (C- to C+) will demonstrate a satisfactory range of achievement or depth of knowledge of most parts of the module, and will make successful, if occasionally inconsistent, attempts to develop those skills appropriate to the study of History at undergraduate level. In the case of the written assessments, the answers will attempt to focus on the question, although might drift into narrative, and will show some evidence of solid reading and research. The argument might lose direction and might not be adequately clear at the bottom of this category. Written work will be presented reasonably well with only limited errors in grammar, punctuation, and referencing, and not to the extent that they obscure meaning.
Good students (B- to B+) will demonstrate a solid level of achievement and depth of knowledge in all the criteria in the C- to C+ range, and will in addition exhibit constructive engagement with different types of historical writing and historiographical interpretation. Ideas will be communicated effectively and written work will include a good range of sources/reading and demonstrate a clear understanding of the issues and of the existing interpretations expressed in a well-structured, relevant, and focused argument. Students at the top end of this band will engage with and critique the ideas that they come across, and synthesise the various interpretations they find to reach their own considered conclusions. Written work will be correctly presented with references and bibliography where appropriate.
Excellent students (A- and above) will show strong achievement across all the criteria combined with particularly impressive depths of knowledge and/or subtlety of analysis. In written work, they will support their arguments with a wealth of relevant detail/examples. They will also demonstrate an acute awareness of the relevant historiography and give an account of why the conclusions reached are important within a particular historical debate. They may show a particularly subtle approach to possible objections, nuancing their argument in the light of counter-examples, or producing an interesting synthesis of various contrasting positions. Overall, the standards of content, argument, and analysis expected will be consistently superior to top upper-second work. Standards of presentation will also be high.
Synthesise historical arguments about long-term developments in England and Wales, 1588-1642 (in the exam); and present detailed historical arguments about specific aspects of the period (in the exam and essay).
Use primary sources as an integral part of historical argument
Demonstrate a wide-ranging knowledge of the overall development of England and Wales in the period 1588-1660.
Illustrate a detailed knowledge of specific aspects of the period
Judge between the alternative historical interpretations of the period, including current historiographic positions.
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Robert Ashton, The English civil war (1978) Robert Ashton, Reformation and revolution, 1558-1660 4th edition (1992) Ann Hughes, The causes of the English civil war (1991) - 2nd edition (1998) N.Carlin, The causes of the English civil war (1999) Roger Lockyer, The early Stuarts (1989) Conrad Russell, The causes of the English civil war (1990) Derek Hirst, England in conflict, 1603-1660 (1999) Graham Seel, The early Stuart kings (2001) Graham Seel, Regicide and republic (2001) Austin Woolrych, Britain in revolution, 1625-1660 (2002) A.G.R.Smith, The emergence of a nation state, England 1529-1660 (1984) P.Edwards, The making of the modern English state, 1460-1660 (2001)
Courses including this module
Optional in courses:
- V401: MArts Archaeology year 3 (MARTS/ARCH)