Module HSH-3137:
Ruled by an Orange

Module Facts

Run by School of History, Philosophy and Social Sciences

40 Credits or 20 ECTS Credits

Semester 1 & 2

Organiser: Prof Tony Claydon

Overall aims and purpose

The reign of William III has recently been the subject of intense scrutiny as historians have claimed that the last decade of the seventeenth century marked a turning point in the history of England and Wales. Scholars have argued that the revolution of 1688 remodelled the constitution and the presentation of monarchy; that the chronic warfare of the 1690s expanded the activities of the state and gave parliament a new role in controlling royal power; and that the vigour of party conflict, of religious debate, and of the press, permitted greater mass participation in politics. This course will aim to acquaint students with the wide range of issues involved in these claims, and to equip them to assess their validity through study of recent historiography, and a variety of contemporary sources. It fits the history programmes at Bangor by providing further training in most of the skills listed within these: but particularly by allowing you to master a number of detailed debates between historians, use primary sources in detail, the ability to analyse arguments, and to deal with large bodies of evidence. It fits the general programme specification by allowing you to become acquainted with detailed aspects of the past, and analyse primary material in detail, as well as the general outcomes for the history programme.

Course content

The Glorious Revolution'; the constitutional and religious settlement of 1689; the style and policies of William and Mary as monarchs; court culture (especially the music of Purcell, and the architecture of Hampton Court); the role of parliament after the revolution; party politics; religion after the 1689 toleration act; the impact of the growth of the state; political thought in the age of John Locke; the electorate, the press, and the emergence of thepublic sphere'; Jacobitism.

Assessment Criteria

threshold

There are three grades for third-class performance: D+ (48%) Work is marked D+ if it: shows evidence of acceptable amounts of reading,but does not go much beyond what was referenced in lecture notes and/or a basic textbook; covers much of the necessary ground but fails to discuss one or a few vital aspects of a topic; deploys relevant material but partly fails to combine it into a coherent whole, or sustains a clear argument only for the greater part of the piece; deploys some evidence to support individual points, but sometimes fails to do so, or shows difficulty in weighing evidence, or chooses unreliable evidence; displays an awareness that the past can be interpreted in different ways but without devoting sustained discussion to this; is for the most part correctly presented but has sections where there are serious problems in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but occasionally misunderstands their appropriate use or makes mistakes in their presentation. D (45%) Work is marked D if it: shows evidence of an acceptable minimum of reading, based partly on lecture notes and/or a basic textbook; covers some of the necessary ground but fails to discuss some large and vital aspects of a topic; deploys some relevant material but partly fails to combine it into a coherent whole or sustains a clear argument for only some parts of the piece; deploys some evidence to support individual points but often fails to do so or shows difficulty weighing evidence or chooses unreliable, atypical or inappropriate evidence; shows some awareness that the past can be interpreted in different ways but the differences will not receive sustained discussion or analysis; is often correctly presented but has sections where there are serious difficulties in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but sometimes misunderstands their appropriate use or makes serious mistakes in their presentation. D- (42%) Work is marked D- if it: shows evidence of an acceptable minimum of reading, based largely on lecture notes and/or a basic textbook; covers parts of the necessary ground but fails to discuss some large and vital aspects of a topic; deploys some potentially relevant material but fails to bring it together into a coherent whole or sustains a clear argument for only parts of the piece; occasionally deploys evidence to back some individual points but often fails to do so or shows difficulty weighing evidence or chooses unreliable, atypical, or inappropriate evidence; may show some awareness that the past can be interpreted in different ways but the differences will not receive sustained discussion or analysis; is in part correctly presented but has sections where there are serious difficulties in presentation, style, spelling, grammar, or paragraph construction (but see section on dyslexia below); and uses references and bibliography where needed but sometimes misunderstands their appropriate use or makes serious mistakes in their presentation.

(v) Pass mark: work not of honours standard E+ (38%) Reading: Work may show evidence of reading—but this is largely cursory Content: Work discusses a limited number of the basic aspects of a topic, but leaves many out; or shows largely a limited knowledge of those it discusses; or is short weight; or makes major mistakes about the pattern of events. Argument: Work is mostly badly organized; or has a largely unclear argument; or makes an argument which is quite irrelevant to the task in hand. Analysis: Work deploys only a limited amount of evidence and tends more to express opinion without much support from historical fact (or archaeological evidence); or misuses evidence; or indicates only a limited sense that evidence can be interpreted in different ways. Presentation: Work makes some serious mistakes in presentation or writing style or in coherence; or makes some serious errors in grammar, spelling, or paragraph construction (but see guidelines on dyslexia below). Scholarly apparatus: Work prone to misuse references and bibliography, or inconsistent in recognizing when these are essential.

(vi) Fail Marks—not sufficient to pass the course There are a number of different grades for work that fails to meet the required standard. E (35%) Reading: Work may show some evidence of reading, although this is cursory Content: Work attempts to discuss a few of the basic aspects of a topic, but leaves many out; or shows a limited knowledge of those it discusses; or is clearly short; or makes gross mistakes about the pattern of events. Argument: Work badly organized; or has an unclear argument; or makes an argument which contains substantial irrelevance to the task in hand. Analysis: Work deploys little evidence, but rather tends primarily to express opinion without supporting this with historical fact (or archaeological evidence); or often misuses evidence; or shows little or no sense that evidence can be interpreted in different ways. Presentation: Work makes many serious mistakes in presentation or writing style or coherence; or makes many serious errors in grammar, spelling, or paragraph construction (but see guidelines on dyslexia below). Scholarly apparatus: Work may fail to use references and bibliography when these are essential. E- (32%) Reading: Work may show some evidence of reading, although this is very cursory Content: Work attempts to discuss a few of the basic aspects of a topic, but leaves many out; or shows a very limited knowledge of those it discusses; or is clearly short; or makes gross mistakes about the pattern of events. Argument: Work is badly organized; or has a very unclear argument; or makes an argument which contains substantial irrelevance to the task in hand. Analysis: Work deploys little evidence, but rather tends primarily to express opinion without supporting this with specific historical details or evidence (or archaeological evidence); or often misuses evidence; or shows little or no sense that evidence can be interpreted in different ways. Presentation: Work makes many very serious mistakes in presentation or writing style or coherence; or makes many serious errors in grammar, spelling, or paragraph construction (but see guidelines on dyslexia below). Scholarly apparatus: Work may fail to use references and bibliography when these are essential. F1 (25%) Reading: Work suggests minimal evidence of reading, although this appears very cursory Content: Work may discuss a couple of the basic aspects of a topic but leaves the rest out; or shows a very limited knowledge of those it discusses; or is very short; or makes very gross mistakes about the pattern of events. Argument: Work very badly organized; or has an obscure argument; or makes an argument which is very substantially irrelevant to the task in hand. Analysis: Work deploys minimal evidence, but rather tends willfully to express opinion without supporting it with historical details or evidence (or archaeological evidence); or largely misuses evidence; or shows no sense that evidence can be interpreted in different ways. Presentation: Work is overrun by serious mistakes in presentation or writing style or is incoherent; or lacks much sense of grammar, spelling, or paragraph construction (but see guidelines on dyslexia below). Scholarly apparatus: Work largely fails to use references and bibliography when these are essential. F2 (15%) Reading: Work indicates that very cursory or flawed or only irrelevant reading has been carried out Content: Work may discuss a basic aspect of a topic but leaves the rest out; or shows a very limited knowledge of those it discusses; or is very short; or makes very gross mistakes about the pattern of events. Argument: Work very badly organized; or has a very obscure argument; or makes an argument which is almost entirely irrelevant to the task in hand. Analysis: Work deploys minimal evidence, but rather tends willfully and colloquially to express opinion without supporting it with historical details or evidence (or archaeological evidence); or very seriously misuses evidence; or shows no sense that evidence can be interpreted in different ways. Presentation: Work is overrun by very serious mistakes in presentation or writing style or is incoherent; or lacks almost all sense of grammar, spelling, or paragraph construction (but see guidelines on dyslexia below). Scholarly apparatus: Work mostly fails to use references and bibliography when these are essential. F3 (5%) Reading: Work barely alludes to evidence of reading. Content: Work hints at discussing one of the basic aspects of a topic, but leaves the rest out; or shows only an entirely limited knowledge of those it discusses; or is exceedingly short; or makes exceedingly gross mistakes about the pattern of events. Argument: Work entirely disorganized; or has an incoherent argument; or makes an argument which is irrelevant to the task in hand. Analysis: Work deploys no evidence, but tends to assert opinion while ignoring any historical fact (or archaeological evidence); grossly misuses evidence; or shows no sense at all that evidence can be interpreted in different ways. Presentation: Work is devoid of accuracy in presentation or writing style or is incoherent; or shows no sense of grammar, spelling, or paragraph construction (but see the guidelines on dyslexia below). Scholarly apparatus: Work uses the minimum of references and bibliography, if at all, when these are essential. F4 (0%) Work will receive a zero mark if it is not submitted; if it is submitted after its deadline and penalized to this extent; if it is judged to have been produced by cheating (for example if it is guilty of plagiarism or duplication, or was written with the aid of illegal help in examinations); or if it is judged to be totally irrelevant to the task in hand (e.g. an essay wholly on the Second World War in answer to a question about the First World War); or is entirely devoid of the Pass criteria.

excellent

There are four grades for first-class performance: A* (95%) At this level, first-class work earns its mark by showing genuine originality. It may advance a novel argument or deal with evidence which has not been considered before. Such originality of ideas or evidence is coupled with the standards of content, argument, and analysis expected of first-class work graded at A or A+. At this level, the work exhausts relevant secondary material, includes in dissertation work extensive and often unanticipated primary evidence, and betrays no factual or interpretative inaccuracy. It can also show a mastery of theory and deploy hypotheses subtly and imaginatively. In the case of essays and dissertations, work of this standard will be impeccable in presentation and will be publishable. A+ (87%) At this level, first-class work will also have its argument supported by an impressive wealth and relevance of detail, but will further deploy the evidence consistently accurately and give indications of deploying unexpected primary and secondary sources. It will habitually demonstrate a particularly acute and critical awareness of the historiography and/or archaeological debate, including conceptual approaches, and give a particularly impressive account of why the conclusions reached are important within a particular historical or archaeological debate. It will show a particularly sophisticated approach to possible objections, moderating the line taken in the light of counter-examples, or producing an interesting synthesis of various contrasting positions. It will be original work. The standards of content, argument, and analysis expected will be consistently first-class work. In essays and dissertations standards of presentation will be very high. A (80%) At this level, first-class work will have its argument supported by an impressive wealth and relevance of detail. It will usually also demonstrate an acute awareness of historiography and/or archaeological debate, and give an impressive account of why the conclusions reached are important within a particular historical or archaeological debate. It may show a particularly subtle approach to possible objections, moderating the line taken 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. In essays and dissertations standards of presentation will be high. A- (74%) A first-class mark at this level is often earned simply by demonstrating one or more of the features of a good upper-second essay to a peculiar degree, for example presenting a particularly strong organization of argument, strong focus, wide range of reading, engagement with the historiography and/or archaeological debate, depth of understanding, an unobjectionable style, and strong presentation.

C- to C+

There are three grades for lower second-class performance: C+ (58%) Work will receive a C+ mark if it: shows evidence of solid reading, but remains partially superficial; covers the important aspects of the relevant field, but in some places lacks depth; advances a coherent and relevant argument; employs some evidence to back its points; and is presented reasonably well with only a few or no mistakes. It will also contain appropriate references and bibliography, which may, however, be slightly erratic and/or partially insufficient. C (55%) Work will receive a C mark if it: shows evidence of solid reading, but remains superficial; covers most of the important aspects of the relevant field, but lacks depth; advances a coherent and largely relevant argument; employs some limited evidence to back its points; and is presented reasonably well with only limited mistakes. It will also contain appropriate references and bibliography, which may, however, contain some mistakes or be slightly erratic and/or partially insufficient. C- (52%) Work will receive a C- mark if it: shows evidence of solid reading, but little knowledge of in-depth studies (for first-year work the student may not have read beyond a few standard works; at second or third year the student may not have read a good selection of journal articles and specialist monographs); covers most of the important aspects of the relevant field, but lacks depth or misses a significant area (for second- and third-year work this may mean that it fails to deploy the historical details found in specialist literature); advances a coherent, and sometimes relevant argument, but drifts away from tackling the task in hand (for example, by ordering the argument in an illogical way, becoming distracted by tangential material, or lapsing into narrative of only partial pertinence); usually employs evidence to back its points, but occasionally fails to do so or deploys an insufficient range; displays an awareness that the past can be interpreted in different ways, but may fail to get to the heart of the central scholarly debate or fully understand a key point (in second- and third-year work this may extend to a failure to discuss important subtleties or ambiguities in the evidence, or to a lack of awareness of the current state of historical or archaeological debate); is reasonably well presented and contains appropriate references and bibliography, but makes some mistakes in presentation or appropriate use.

For lower second-class marks for gobbet answers in third-year examinations specifically: the answer discusses the content and context of the general document from which the gobbet is taken, but fails to concentrate on the particular passage set and to discuss its particular significance. Alternatively, the answer may analyse the particular passage but fail to say enough about its wider context.

good

There are three grades for upper second-class performance: B+ (68%) Work will receive a B+ mark if it is consistently strong in: covering the necessary ground in depth and detail; advancing a well-structured, relevant, and focused argument; analysis and deployment of an appropriate range of historical and/or archaeological evidence and consideration of possible differences of interpretation; and is correctly presented with references and bibliography where appropriate. B (65%) Work will receive a B mark if it: is clear that it is based on solid reading; covers the necessary ground in depth and detail; advances a well-structured, relevant, and focused argument; analyses and deploys an appropriate range of historical and/or archaeological evidence and considers possible differences of interpretation; and is correctly presented with references and bibliography where appropriate. B- (62%) Work will receive a B- mark if it: is clearly based on solid reading; covers the necessary ground in some depth and detail; advances a properly-structured, relevant, and focused argument; analyses and deploys an appropriate range of historical and/or archaeological evidence and considers possible differences of interpretation; and is correctly presented with references and bibliography where appropriate.

Learning outcomes

  1. Present clear, evidence-based, and cogent historical argument in an essay and under examination conditions

  2. Demonstrate a detailed knowledge of English and Welsh history, 1688-1702

  3. Analyse individual pieces of historical evidence very closely - particularly setting them in context, judging their qualities as evidence, and explaining their significance.

  4. Judge between competing interpretations of this era (including current historiographic postions),

  5. Demonstrate a close familiarity with a range of primary sources from the late seventeenth century; analyse these sources and use them in historical argument

Assessment Methods

Type Name Description Weight
EXAM Source criticism ('Gobbets') exam

Examinations are a test of your ability to bring 2 hrs together a range of historical information; to understand historical questions quickly; to select the material relevant to making specific arguments; and to construct arguments quickly and flexibly. The exam will last TWO hours - you will be expected to provide brief analysis of SIX short passages drawn from the set documents for the course.

25
ESSAY Source Essay

This essay is a test of your ability to construct an argument based on close study of one of the major set documents for this course. Essays generally test your ability to use directed reading; to research a topic; to analyse material and understand different interpretations of the past; your ability to produce clear, evidence-based and properly referenced historical argument; presentation and your ability to organise your time so that the essay is submitted on time. Degree essays are supposed to be the result of considerable reading and research and of time spent considering your historical argument. Little credit will be given for work which simply repeats lectures or basic textbooks. The essays and their bibliographies will be expected to show evidence of wide reading (including journal articles and monographs). The argument of the work is expected to show independent judgement and engagement with any relevant historiographical debates. REMEMBER that you MUST provide references and a bibliography in the correct format. If you don't you will be penalised. All essays should be submitted on Turnitin. All essays should be word-processed and well-presented. They must include a full bibliography and proper references. All assessed degree essays will be penalized according to University rules if they are handed in after the deadline and you have not arranged an extension with the Senior Tutor.

. Answers will be graded by considering scope of reading; content (the depth of knowledge displayed); the focus and clarity of argument; analysis (the ability to judge between interpretations and back arguments with evidence); presentation; and the ability to use references and bibliography appropriately [see Student Handbook for assessment criteria in these areas.] Answers will be expected to show detail of knowledge about the topic discussed and to engage with current historiographic controversies.

25
EXAM General questions ('essay') exam

Examinations are a test of your ability to together a range of historical information; to understand historical questions quickly; to select the material relevant to making specific arguments; and to construct arguments quickly and flexibly. The exam will last THREE hours and you must answer THREE questions on different aspects of the history of England and Wales 1688-1702

50

Teaching and Learning Strategy

Hours
Seminar

Twice weekly seminars or revision sessions for weeks (c.1.75 hours per serminar), to discuss aspects of the period, and prepare students for the gobbets exam with close reading of set documents. The remainder of the 88 hours is spent on an optional field trip to view Hampton Court Palace

88
Private study

The module handbook provides an extensive reading list, which students should use to prepare for seminars, and assessments. Tasks for seminars are detailed by Blackboard announcement in the week before they occur. Private study is intended to give students the detailed knowledge of evidence, events and arguments that this course requires: and it also allows time to write the essay, and revise for the examinations.

312

Transferable skills

  • 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

Subject specific skills

  • problem solving to develop solutions to understand the past
  • understanding the complexity of change over time; in specific contexts and chronologies
  • being sensitive to the differences, or the "otherness" of the past, and the difficulty to using it as a guide to present or future action
  • producing logical and structured arguments supported by relevant evidence
  • planning, designing, executing and documenting a programme of research, working independently
  • marshalling and critically appraising other people's arguments, including listening and questioning
  • demonstrating an innovative approach, creativity, collaboration and risk taking
  • preparing effective written communications for different readerships
  • making effective and appropriate use of relevant information technology
  • critical evaluation of one's own and others' opinions

Resources

Resource implications for students

Students must bear some travel costs if they opt to go on the field trip to Hampton Court.

Reading list

Core reading:

Craig Rose, England in the 1690s: revolution, religion and war (1999) – clear and detailed coverage Tim Harris, Revolution: the great crisis of the British monarchy, 1685-1720 (2006) – gives good coverage of the revolution, and extends its analysis into the 1690s. Eveline Cruickshanks, David Hayton and Stuart Handley eds, The history of parliament: the house of Commons, 1690-1715 (5 vols, 2002) – has overview of parliament, but also biographies of every MP, and histories of what was happening in individual constituencies. www.oxforddnb.com – has online bibliographies of many key figures – will be very useful when researching authors of gobbet passages. The Early English Books Online and Eighteenth Century Collections Online databases (available via the Bangor Library website) allow you to look at the whole of any set pamphlets where there are only extracts in the source pack – useful for background and if you want to write a degree essay on one of these pamphlets. Patrick Dillon, The late revolution: 1688 and the creation of the modern world (2007) – is a fun and readable argument about the importance of the 1690s as well as the revolution. S.B.Baxter, William III (1966); Wout Troost, William III: the stadholder king (2005) Tim Harris, Politics under later Stuarts: party conflict in a divided society (1993)

Courses including this module

Compulsory in courses: