1. Classes. Please consult regularly the an enhanced version of this syllabus <http://ux1.eiu.edu/~nekey/syllabi/3100.htm>. Generally, I lecture on Tuesday and we discuss texts on Thursday (read Sources and Debates before and bring to class on day assigned). Any revisions to this syllabus will be limited, will be for pedagogical reasons (changes in due dates, readings, specific essay questions, review sheets), and will be announced in advance and posted on the web.
  2. Papers. His 3100 is designated writing-intensive (the second essay may be submitted as a revised paper for your Electronic Writing Portfolio; the first alone may be submitted but not as a revised work). The two essays due should be typed, double-spaced, and use a clear and consistent form of referencing (see citation guide http://ux1.eiu.edu/~nekey/citate.htm). One essay (5 pages, 15% of your grade) will analyze your group’s (see below) sources on an aspect of Tudor or early Stuart history and how such material supports or critiques one side of a historiographical debate on that subject. The second will be a comparison between those sources and those about Revolutionary England (1640-60) focusing on a similar subject (7 pages, 20%) and the arguments of a couple relevant historians. For both you will need to use Early English Book Online (EEBO) to consult and bring into your analysis a brief portion of a relevant contemporary pamphlet. Essays should be focused and thoughtful.
  3. Participation. Participation (based on your contribution to pre-assignments and discussion) is required (15%), though extra credit (up to 5%) can be obtained by an optional extra essay on the final. One specific participation assignment is as a discussion leader. You will choose or be assigned a group will be assigned a chapter of sources and will place on (at least 7 days before the class discusses the documents) a ranked list of 3 documents from their chapter with 1-2 sentences on each explaining what the rest of the class should get out of those documents. The group will then be responsible for presenting 5-6 documents to the class, ask questions, present context (for example, from other documents in the chapter introduction), and, if necessary, begin the discussion between themselves. (Think of discussion leaders as responsible for preparing the class for how those documents may be used on the Mid-Term.)
  4. Generally speaking, more than three absences will adversely affect your participation grade. (Because it is participation I seek, I tend not to countenance "excused absences," nor to read excuse “notes” from various authorities.) Your grade as a whole may suffer if your absences fall on the date of assigned reports or exams. There is, of course, no make-up for reports or the final. Other make-ups will be at my discretion. (Anyone with a documented disability should let me know by the second week of class so that we can make appropriate accommodations.) History department graduate students tutor in CH 2726. And ask me for questions and clarifications. I will talk about history virtually anytime.
  5. Exams. You must purchase at the University Bookstore, sign, and turn in all three exam books three classes a week before the first Mid-Term (that is by Sept. 23). No one may take the two in-class mid-terms (15% each) or the final (20%) without an exam book. First exam covers from about 1450 to about 1603; the second from about 1585 to 1642; the third 1640-1720. The mid-terms will consist primarily of statements based on factual narrative, brief interpretation, identifications, essays based on short excerpts from assigned documents, and mapping. The final includes excerpts and questions which elicit essays of synthesis and analysis. Improvement during the semester will mitigate disastrous performance early on.
  6. I use the following grade scale for tests and for your final grade.
    back
    last modified on October 14, 2008