ROVOST S NITIATIVES · 2015-07-29 · 2014-2015 PROVOST’S INITIATIVES RESOURCES: “History of...

2014-2015 PROVOST’S INITIATIVES RESOURCES: “History of Britain, History of York” Syllabus Professor Susie Steinbach, College of Liberal Arts

Special Topics: History of Britain, History of York

In this course, students will learn about the history of Britain by focusing on how various political,

economic, and other developments impacted one place, the city of York. The course puts time and space

into tension with one another by asking students to investigate an extremely long sweep of the history of

Britain—from the Roman Empire to the Restoration, a span of 1600 years—via a focus on one very

particular locality, the city of York. Students will work in groups (both small groups and a single large

group) to produce an accessible, multi-faceted, visual history of York from the first century to the

seventeenth century.

Hamline Plan:

This course addresses the following parts of the Hamline Plan: Disciplinary Breadth (S and

H), Speaking Intensive (O) and Cultural Breadth (I).

Disciplinary Breadth (S and H):

This course will make explicit to students the approaches of the discipline of history by requiring

students both to (1) use historical and historiographical sources that are social- science based, such as

works of economic history, (2) to use historical and historiographical sources that are humanities-based,

such as interpretive readings of literature and of visual arts, (3) to reflect on and discuss how these

sources and analyses of them differ, and what relationship each bears to the past and to truth. In

producing a website on the histories of Britain and York for the general public, students will be required

to include both social-science based history and humanities-based history in their preparation and in

their final product. Finding, selecting, and juxtaposing these will challenge all students to apply the

multiple approaches of my discipline. Students will be able to articulate approaches learned in the course

and apply them to unfamiliar issues or problems by requiring them to be aware of and to articulate the

assumptions, standards of evidence, and goals of both the social sciences and the humanities as they are

used—often in tension with one another—in history.


Speaking Intensive (O):

In this class, students will improve their abilities to lead discussions, to contribute to the

progression of a group task, and to listen. Our focus on speaking will help students to be mindful of

group dynamics, as they work in groups on specific goals; help us have open conversations about the

ability to listen; help students to focus on the skill of discussion-leading. Students will have many

opportunities to practice and analyze oral communication behaviors, as they take turns leading

discussion and work on their group-work strategies.

Departmental Learning Outcomes

This course addresses those department of history learning outcomes in which students will be able to:

● LO 2: Generate a coherent historical narrative of a society/region/nation over several centuries

● LO 3: Examine a specific historical event, individual, theme, or other, in its complexity

and contingency

● LO 4: Present historical analysis in a variety of written and oral forms for a variety of

audiences

● LO 5: Do effective, discipline-specific research; compile a comprehensive, correctly

formatted bibliography on an historical topic

After successfully completing this course, students will know:

● The history of Britain from the Roman period to the Restoration (at a survey level).

● The history of the city of York from the Roman period to the Restoration (at a survey level).

● Some of the issues involved with using case studies in history.

● The relationship between the social sciences and the humanities as it manifests in the discipline of

history.


After successfully completing this course, students will be able to:

● Effectively work in groups. This is a valuable life-long skill.

● Effectively summarize long stretches of history. Students will come to this course with little or no

knowledge of the content, and will have to master a large volume of content and then boil it down

and present it to the public. This is a valuable life-long skill.

● Build and use a Google site. This is a valuable life-long skill.

Required texts

Simon Jenkins, A Short History of England: The Glorious Story of a Rowdy Nation. New York:

PublicAffairs, 2013.

Richard Russell Lawrence, Roman Britain. Colchester: Shire, 2010.

Required Assignments

Please note that all written work is due in the form of a Word document (.doc or .docx) on the due date at

the specified time.

Policies

Education at Hamline is based on a learner-centered model. The professor will facilitate, assist and

direct the development of knowledge and skills by students, who are ultimately responsible for their own

educations. Students must arrive in class on time and prepared, attend and participate in all class and

online discussions, and take responsibility for managing their learning. You may not come to class late or

leave early. You should not move in or out of class unless it is unavoidable. Please remember that to

successfully complete a winter-term course you must be attending school full-time albeit by taking a single

course rather than four course

Attendance: we will be working in and as groups, and meeting only eight days total, in 16

three-hour sessions. This structure requires that every student be present every day at every

session. If you miss one session, your highest possible grade is an C; if you miss two sessions,


your highest possible grade is a D; if you miss four sessions, your highest possible grade is a F.

Attendance will be taken at the beginning of class, so if you arrive late, you are considered

absence for the purposes of the attendance requirement. Absences are considered ‘excused’ only

in the event of religious observance, serious illness, or a family emergency. Excused absences

should be arranged in advance. Every situation will be evaluated by the instructor to determine

whether an absence is excused.

Grades represent the instructor’s evaluation of the quality of your ideas and their expression.

Evaluation of class participation, written work, and presentations is based on the quality—not just

quantity—of the contribution.

Academic Accommodations for Students with Disabilities

Hamline University, the College of Liberal Arts, and the Department of History are committed to

accommodating students and others with disabilities and to complying with federal law. I am always

pleased to work with students towards the reasonable accommodations they require. To request academic

accommodations due to a disability, you must present a faculty notification letter from Disability

Resources indicating that you have a disability. If you have a faculty notification letter, please present it to

me so I will be able to provide the accommodations that you will need in this class. If you do not have a

faculty notification letter, but feel that you need one, or if you have any questions related to

accommodations on campus, please visit Disability Resources

(http://www.hamline.edu/offices/disability-services/), Bush Center Room 109,

[email protected]). Students who have disabilities that may affect their work in the course

should inform the instructor before the course begins so that appropriate adjustments can be made. The

sooner you inform your instructor about the need for accommodations the easier it is to make appropriate

adjustments. Please note that accommodations begin once the instructor has received official notification

and will not necessarily be applied retroactively.

http://www/

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Technology Disclaimer

At times we will be working online. If you have a laptop or similar, please bring it to class every

day, charged up, connected to the internet, and ready to go. You should not check email or facebook or

otherwise stray from a focus on our class. It is your responsibility to ensure that your computer and all

related technologies are functioning properly and that you have saved and backed up all work related to

this course. Technology-related excuses for incomplete or late work will not be accepted.

Please familiarize yourself with Critical Tasks in Blackboard

(http://www.hamline.edu/offices/ctl/online-learning/bbtutorial/), Hamline University’s course

management platform, in order to submit assignments, access course materials, and communicate with

other students in the class. All written assignments should be submitted via Blackboard as Word

documents in .doc or .docx format.

As a Hamline student, you are expected to observe the highest standards of responsibility and

ethics when using technology as detailed in Hamline’s Technology Use Policy

(http://www.hamline.edu/policies/technology-use.html). In general this means that an individual’s

use of technology should not infringe on the rights of other users, utilize an unfair share of system

resources, or interfere with the normal operation of the system.

Academic honesty

Students should note that academic dishonesty, including but not limited to plagiarism, is not

tolerated either at Hamline University or in the academic community at large. See the Hamline University

Honor Code (http://www.hamline.edu/Policy.aspx?id=2147487457). Direct quotes and paraphrases

must be acknowledged as such and properly cited. The failure to do so is considered academically

dishonest; anyone found guilty of academic dishonesty will be given a failing grade for the entire course

(with no option to withdraw from the course). There may be college-level or university-level

investigations or consequences as well.

http://www.hamline.edu/

http://www.hamline.edu/

http://www.hamline.edu/policies/technology-use.html

http://www.hamline.edu/policies/technology-use.html

http://www.hamline.edu/Policy.aspx


Contacting the instructor.

The fastest way to reach me is by email at [email protected]. Please put HIST 1980 in the

subject line of your email. You can also reach me by voicemail at 651.523.2306. For meetings, please email

me to arrange an appointment. If there is an emergency and you cannot reach me, please contact History

Department Chair Professor John Mazis at [email protected] or 651.523.2314.

Grading on presentations and written work:

A: Excellent ideas, argument, organization, and writing and presenting skills.

B: Excellent ideas and argument with good organization and writing and presenting skills, or good ideas

and argument with excellent organization and writing and presenting skills.

C: Good ideas and argument with good organization and good writing and presenting skills.

D: Good ideas and argument with fair organization and fair writing and presenting skills, or fair ideas

and argument with good organization and good writing and presenting skills.

F: Fair ideas and argument with fair organization and fair writing and presenting skills.

Late work. No late work will be accepted without our prior approval. Where consent is granted, work

will be marked down one letter grade for each class period it is late.

Assignments:

1. Chronologies and stories (4 submissions, 20% total). For this assignment, every student submits

(1) (from your group’s period only) a list of the ten events you would argue are most important or most noteworthy, with

a paragraph describing and explaining each of the ten events. Note that your annotated list must persuade readers that

these ten events are indeed important and noteworthy.

(2) a 600-word narrative that is the story you want your group to tell about your period.


2. Quizzes (5 quizzes, 20% total). There will be five quizzes. Each quiz will consist of four questions,

which will give you the opportunity to display your knowledge and understanding of the topics at hand.

For each question, you must give a one- or two-paragraph answer (so for four questions, you are writing

a total of four to eight paragraphs). For the first four quizzes, there will be one question on each group’s

time period; the result is that you will be better positioned to answer one question strongly, but you

should be able to answer all four questions.

3. Effective group work (30%). The majority of your work in this class will be group work. Your

group work will be assessed by you, by your peers in your group, and by the instructor.

4. Website (30%). Every student will be graded on our finished product, the website. Part of your

grade on the website will be an assessment of your own work in identifying academic sources that can

enhance our work, visuals for our site, and sites to link to.

Calendar

1. Monday 5 9:00-12:00

· Intro to course

· Social Sciences and Humanities

· Our rubric for group work

· Our rubric for presentation

· What we want our website to do (inform, academic, bring to life, make people want to visit)

· Brainstorming: what do we know about the history of Britain? what do we know about the history

of

York?


2. Monday 5 1:00-4:00

· Quick Huge Lecture on history of Britain I—Roman to War of the Roses (43-1485)

· Divide into four chronological groups:

1. Roman (43-410)

2. Anglo-Saxon, Viking (410-1066);

3. Medieval I: Norman Conquest, Feudalism, Magna Carta (1066-1215+)

4. Medieval II: Feudalism, Hundred Years War, Black Death, War of the Roses (1337-1485)

Tuesday 6, Wednesday 7 (2 days, no class)

· Spend these two days getting a sense of the long history of Britain I. Stick to the big picture. Use:

o Resources on the history of Britain (BB)

o Lawrence (77pp)

o Jenkins (295pp)

· Everyone submit chronologies and stories of Britain I: DUE TUESDAY JANUARY 6 11:59PM

(WEDNESDAY JANUARY 7 11:59PM IF YOU WERE NOT ABLE TO GET THE JENKINS

BOOK UNTIL WEDNESDAY)

o Please submit one MS Word document! It will have both your chronology and your story. For

this assignment, every student submits

(1) (from your group’s period only) a list of the ten events you would argue are most important or most

noteworthy, with a paragraph describing and explaining each of the ten events. Note that your annotated

list must persuade readers that these ten events are indeed important and noteworthy. So you will list ten


events from, for example, the Roman period for Britain, with a paragraph describing and explaining each

event.

AND

(2) a 600-word narrative that is the story you want your group to tell about your period. Here you will write a

600-word narrative on, for example, Roman Britain between 43 and 425, that constitutes the story you

want your group to tell.

· Familiarize yourself with google site features. What do you think our site should look like? Do?

3. Thursday 8 9:00-12:00

· QUIZ: Britain I. There will be four questions: one on the Roman period in Britain (43-410),

one on the Anglo-Saxon/ Viking period in Britain (410-1066), one on the Norman Conquest,

Feudalism, Magna Carta period in Britain (1066-1215+), and one on the Hundred Years War,

Black Death, War of the Roses period in Britain (1337-1485) You must answer all four

questions; you will probably be strongest on the question pertaining to your group’s period.

· Work in groups: compare notes on your period in Britain I and decide which things the

group wants to include, to foreground, to leave out—and WHY.

o POST GROUP CONCLUSIONS AS GOOGLE DOCS FOR OTHER GROUPS

4. Thursday 8 1:00-4:00

· Presentations from each group on Britain I.

· Each person submit review of these group presentations (of the other three groups, not

yours). DUE AT END OF CLASS 4:00PM

· Quick Huge Lecture on history of York I—Roman to Vikings only

Friday 9, Saturday 10, Sunday 11 (3 days, no class)

· Spend these two days getting a sense of the long history of York I. Although in lecture we

only got up to the Vikings, the online sources are excellent and should help you understand the

whole York I period (up to 1485). Stick to the big picture. Use:



o Lawrence (77 pp)

o Jenkins (295 pp)

· Everyone submit chronologies and stories of York I. NEW DUE DATE: SUNDAY

JANUARY 11 11:59PM

o Please submit one MS Word document! It will have both your chronology and your story. For this

assignment, every student submits

(1) (from your group’s period only) a list of the ten events you would argue are most important or most

noteworthy, with a paragraph describing and explaining each of the ten events. Note that your annotated

list must persuade readers that these ten events are indeed important and noteworthy. So you will list ten

events from, for example, the Roman period for York, with a paragraph describing and explaining each

event.

AND


600-word narrative on, for example, Roman York between 43 and 425, that constitutes the story

you want your group to tell.

· Continue to familiarize yourself with google site features.

5. Monday 12 9:00-12:00

· Discussion of plagiarism and of guidelines for our written work

· 10:00-11:00 SPECIAL GUEST LECTURE FROM PROFESSOR FRANK SHAW ON

STAINED GLASS IN YORK

· Quick Huge Lecture on history of York I—Norman Conquest to War of the Roses (1215-1485)

only

(finishing the lecture)

6. Monday 12 1:00-4:00


· Work in groups: compare notes on your period in York I and decide which things the group wants

to include, to foreground, to leave out—and WHY. Post group conclusions as google docs for other

groups.

· Presentations from groups on York I.

· Each person submit review of these group presentations (of the other three groups, not yours).

· Move to Britain II! Our groups will now work on four new chronological pieces:

1. Tudors without Reformation (1485-1603)

2. English Reformation (1517-1570)

3. Stuart Kings and early c17 (1603-1642)

4. Civil War, Interregnum, Restoration, Glorious Revolution (1642-1689)

Tuesday 13, Wednesday 14 (2 days, no class)

· Spend these two days getting a sense of the long history of Britain II. Stick to the big picture. Use:

o Resources on the history of Britain (BB) o Lawrence (77pp)

o Jenkins (295pp)

· Prepare for quiz on York I

· Continue to familiarize yourself with google site features.

7. Thursday 15 9:00-12:00

· QUIZ: York I. There will be four questions: one on the Roman period in York (43-410), one on

the Anglo-Saxon/ Viking period in York (410-1066), one on the Norman

Conquest/Feudalism/Magna Carta period in York (1066-1215), and one on the Hundred Years

War/Black Death/War of the Roses period in York (1337-1485) You must answer all four questions;

you will probably be strongest on the question pertaining to your group’s period.

· Presentations from groups on York I (continued) with reviews.


8. Thursday 15 1:00-4:00

· What are the big differences we notice between history of Britain I and history of York I?

· What do we want to do with the differences?

· Quick Huge Lecture on history of Britain II—Tudors to Bill of Rights (1485-1689)

· Work in groups: Britain II and presentations on it.

Friday 16, Saturday 17, Sunday 18, Monday 19 (4 days, no class)

· Everyone submit chronologies and stories of Britain II: DUE SUNDAY JANUARY 18 11:59PM

(1) (from your group’s period only) a list of the five events you would argue are most

important or most noteworthy, with a paragraph describing and explaining each of the ten

events. Note that your annotated list must persuade readers that these five events are indeed

important and noteworthy.


400-word narrative that constitutes the story you want your group to tell.

· WORK ON WEBSITE

9. Tuesday 20 9:00-12:00

· QUIZ: Britain II. There will be questions on four periods: Tudors without Reformation

(1485-1603), English Reformation (1517-1570), Stuart Kings and early c17 (1603-1642); Civil War,

Interregnum, Restoration, Glorious Revolution (1642-1689) . You must answer all four questions; you

will probably be strongest on the question pertaining to your group’s period.

· Presentations from each group on Britain II.


· Each person submit review of these group presentations (of the other three groups, not yours).

10. Tuesday 20 1:00-4:00

· Quick Huge Lecture on history of York II— Tudors to Bill of Rights (1485-1689)

· Work in groups: York II and presentations on it

Wednesday 21 (1 day, no class)

· Spend these two days getting a sense of the long history of York II. Stick to the big picture. Use:


o Lawrence (77pp)

o Jenkins (295pp)

· Everyone submit chronologies and stories of York II: DUE MONDAY JANUARY 19 11:59PM

(1) (from your group’s period only) a list of the five events you would argue are most

important or most noteworthy, with a paragraph describing and explaining each of the ten

events. Note that your annotated list must persuade readers that these five events are indeed

important and noteworthy.

AND


400-word narrative that constitutes the story you want your group to tell.

11. Thursday 22 9:00- 12:00

· QUIZ: York II.


· Work in groups on York II

12. Thursday 22 1:00- 4:00

· Group presentations on York II.

Friday 23, Saturday 24, Sunday 25 (3 days, no class)

· Using the form provided, submit your assessment of our website as a work-in-progress.

·

Find three academic sources that can enhance our work. Read and be ready to defend.

· Find three visuals for website. Explain why we should use these particular ones.

· Find three sites to link to. Explain why we should use these particular ones.

· ALL DUE SATURDAY JANUARY 24 11:59PM

13. Monday 26 9:00-12:00

· Check-in: do we have enough social sciences? do we have enough humanities?

·Think about some key episodes:

o Constantine’s conversion o 1190 massacre

o Catholicism

o Guy Fawkes/gunpowder plot

· What is a case study?

· Work on website

14. Monday 26 1:00-4:00

· Work on website


15. Wednesday 28 9:00-12:00

· Work on website

ROVOST S NITIATIVES · 2015-07-29 · 2014-2015 PROVOST’S INITIATIVES RESOURCES: “History of...

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