Brian P. Levack

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Three exams (75%) and a final essay (25%)

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This seminar will explore the ways  in which crime was prosecuted in Europe and America from ancient times to the present. The first three weeks  of the course will be devoted to reading about  accusatorial and inquisitorial systems  of  criminal procedure, the administration of judicial  torture, and the punishment of offenders. The second part of the course will begin with a study of trials in the ancient world (focusing on the trials of Socrates and Jesus) and then study trials for witchcraft in the sixteenth and seventeenth centuries, trials involving the conflict between religion and science  (Galileo  and Scopes), trials for treason, prosecutions for sexual crimes, including adultery, incest, bestiality and rape;  trials for infanticide, mainly in the eighteenth century; trials  involving issues of rae (the Scottsboro  Boys, Ossian Sweet, and 0. J Simpson), trials for Satanic ritual abuse in the 1980s, and trials for crimes against humanity in the twentieth century  (Nuremberg, Eichmann and Milosevic). The third part of the course will involve presentations of reports to the seminar on the topics of their research papers.

Required Texts:

All common  readings will  be made available  in a course  packet. Reading assignments will  average  about  150 pages per week.

Grading  Policy:

Each student will select a trial or a set of related trials, which will become the subject of a research paper. The paper will deal with the historical context of the trial, the procedures used in it, the issues that were debated, the reasons for the outcome of the trial, and its broader significance in the history of crime and the law. The first section of the paper, dealing mainly with the historical context of the trial, will be due in early October. The second part, dealing with the course of the trial, including procedures and the issues debated, will be due in early November. Students will have an opportunity to rewrite either or both of these parts of the paper in light of the instructor's comments. The entire paper, including the third and final part (dealing with the outcome and significance  of the trial), together with any rewritten versions of the first two parts, will be due on the day on which a final exam would be given. (The paper is technically a take-home final.)

Each student will also present a 1 5-minute oral report to the seminar on the topic of the research paper. These reports will be given on the last three weeks of the course. The paper, which should run between 18 and 25 pages, will count for 75% of the course grade. Class participation, including the oral report, will count for 25%. The instructor will assign plus but not minus grades in this course.

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Weekly group meetings with the instructor, individual consultations, and reports.

DEGREE PLAN STATEMENTS: Offered on the credit/no credit basis only.

MEETING STATEMENT: Three lecture hours a week for one semester.

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This seminar will explore the ways in which crime was prosecuted in Europe and America from ancient times to the present. The first three weeks of the course will be devoted to reading about accusatorial and inquisitorial systems of criminal procedure, the administration of judicial torture, and the punishment of offenders. The second part of the course will begin with a study of trials in the ancient world (focusing on the trials of Socrates and Jesus) and then study trials for witchcraft in the sixteenth and seventeenth

centuries, trials involving the conflict between religion and science (Galileo and Scopes) , trials for treason, prosecutions for sexual crimes, including adultery, incest, bestiality and rape; trials for infanticide, mainly in the eighteenth century; trials involving issues of race (the Scottsboro Boys, Ossian Sweet, and 0. J Simpson) , trials for Satanic ritual abuse in the 1980s, and trials for crimes against humanity in the twentieth century (Nuremberg, Eichmann and Milosevic) . The third part of the course will involve presentations of reports to the seminar on the topics of their research papers.

Required Texts: 

All common readings will be made available in a course packet. Reading assignments will average about 150 pages per week. 

Grading Policy: 

Each student will select a trial or a set of related trials, which will become the subject of a research paper. The paper will deal with the historical context of the trial, the procedures used in it, the issues that were debated, the reasons for the outcome of the trial, and its broader significance in the history of crime and the law. The first section of the paper, dealing mainly with the historical context of the trial, will be due in early October. The second part, dealing with the course of the trial, including procedures and the issues debated, will be due in early November. Students will have an opportunity to rewrite either or both of these parts of the paper in light of the instructor' s comments. The entire paper, including the third and final part ( dealing with the outcome and significance of the trial), together with any rewritten versions of the first two parts, will be due on the day on which a final exam would be given. (The paper is technically a take-home final.)

Each student will also present a 1 5-minute oral report to the seminar on the topic of the research paper. These reports will be given on the last three weeks of the course. The paper, which should run between 18 and 25 pages, will count for 753 of the course grade. Class participation, including the oral report, will count for 253. The instructor will assign plus but not minus grades in this course.

Course description

The main purpose of this course is to explain the prosecution of more than 100,000 people, most of them women, for the crime of witchcraft in Europe and colonial America between 1450 and 1750. We shall study the formation and dissemination of both learned and popular witch beliefs from ancient times to the eighteenth century, the development of criminal procedures that facilitated the trial and conviction of accused witches, the religious motives for prosecuting witches during the age of the Reformation, and the social contexts within which accusations of witchcraft arose. The course will conclude with a discussion of the decline and end of witchcraft prosecutions and the revival of witchcraft practices in the twentieth century.

Reading list:

Brian P. Levack, The Witch-Hunt in Early Modern Europe (3rd ed., 2006)

Norman Cohn, Europe’s Inner Demons (2001)

Brian P. Levack  (ed.), The Witchcraft Sourcebook (2004)

Paul Boyer and Stephen Nissenbaum, Salem Possessed (1975)

Carlo Ginzburg, The Night Battles: Witchcraft and Agrarian Cults in the Sixteenth and Seventeenth Centuries (1983)

Grading:

There will be three 80-minute exams and a final essay. Each assignment will count for roughly 25% of the course grade.

Course description and reading

This reading seminar will explore the beliefs of educated and illiterate Europeans regarding the Devil and his relationship with witches, who allegedly made pacts with him and worshipped him in large nocturnal assemblies in the fifteenth, sixteenth and seventeenth centuries. We will read a number of witchcraft treatises, including works by Heinrich Kramer (author the Malleus maleficarum), Henri Boguet, Nicolas Remy, Johann Weyer, Reginald Scot, William Perkins, James VI of Scotland, and Cotton Mather as well as excerpts from a few other treatises. We will also read some of the most important scholarly contributions to the study of this body of demonological literature.

Papers.

The only written assignment in the course is the production of a 15-20-page paper focusing on one or more demonological works. The grade received for the paper will count for roughly two-thirds of the course grade. Class participation, including the presentation of an oral report, will count for the remaining third. 

The main purpose of this lecture course is to explain the prosecution of more than 100,000 people, most of them women, for the crime of witchcraft in Europe and colonial America between 1450 and 1750. We shall study the formation and dissemination of both learned and popular witch beliefs from ancient times to the eighteenth century, the development of criminal procedures that facilitated the trial and conviction of accused witches, the religious motives for prosecuting witches during the age of the Reformation, and the social contexts within which accusations of witchcraft arose. The course will conclude with a discussion of the decline and end of witchcraft prosecutions and the revival of witchcraft practices in the twentieth century.

Reading:

Brian P. Levack, The Witch-Hunt in Early Modern Europe

Daren Oldridge, The Witchcraft Reader

Norman Cohn, Europe’s Inner Demons

Norman Gaskill, Witchfinders

Paul Boyer and Stehen Nissenbaum, Salem Possessed

Assignments: Three exams (25% each) and one final essay or term paper (25%)

Weekly group meetings with the instructor, individual consultations, and reports.

DEGREE PLAN STATEMENTS: Offered on the credit/no credit basis only.

MEETING STATEMENT: Three lecture hours a week for one semester.

This lecture course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). The lectures are topical and therefore do not follow a strict chronological order.

Required Reading:

Roger Lockyer, Tudor and Stuart Britain, 1485-1714 (3rd ed., Longman)

Christopher Haigh, English Reformations  (Oxford)

Thomas More, Utopia, trans. & ed. R. Adams and George Logan (3nd ed.)           (Norton)

            Colin Martin and Geoffrey Parker, The Spanish Armada (rev. ed. Manchester)

 Examinations

There will be three 75-minute exams and a take-home final. The first 75-minute exam will be held on Thursday, September 26, and will cover the following material:

             Lectures 1-8

             Lockyer, Tudor and Stuart Britain, chapters 1-4

             Haigh, English Reformations, pp. 1-167.

             Documents posted on Blackboard

The second 75-minute exam will be held on Tuesday, October 29, and will cover the following material:

             Lectures 9-16

             Lockyer, Tudor and Stuart Britain, Chapter 6

   More, Utopia, and essays by Seebohm, Kautsky, Chambers, Hexter, Fox, and           Lewis

The third 75-minute exam will be held on Thursday, December 5 and will cover the following material:

             Lectures 17-25

             Lockyer, Tudor and Stuart Britain, chapters 5, 7-10.

             Haigh, English Reformations, pp. 168-295.     

            Martin and Parker, The Spanish Armada

Each of the first exams will consist of six or seven short essay questions, of which you must answer five (10 points each), and one longer essay question (50 points). The essay question will be selected from a set of three or four questions that will be distributed in advance. The grade for each of the 75-minute exams will count for roughly 25% of the course grade.

Final grades of B+ (85-89), C+ (75-79) and D+ (65-69) will be given in this course, but no minus grades will be given.

This seminar will explore the ways in which crime was prosecuted in Europe and America from ancient times to the present. The first part of the course will be devoted to studying the ways in which secular and ecclesiastical courts defined crimes, the types of people they prosecuted, the procedures they used in the trials, and the punishments they administered. Particular attention will be given to the medieval ordeals, the adoption of inquisitorial criminal procedure, the use of torture, and capital punishment. The second part of the course will be devoted to the study of prosecutions for a variety of specific crimes, including heresy, witchcraft, treason, infanticide, incest, murder, and theft. The third part of the course will be devoted to reading some of the more celebrated trials in Western history, including those of Jesus, Joan of Arc, Anne Boleyn, Galileo, Louis XVI of France, Oscar Wilde, and Charles Manson.

Texts

All common readings will be made available in a course packet.

Requirements

25% of the course grade will be based on class participation. Another 25% will be based on an essay (about 8 pages) comparing certain aspects of Anglo-American and continental European systems of criminal justice. This essay will be due in the first week of April. 50% of the course grade will be based on a research paper (about 15-20 pages) on a particular criminal trial. The research paper will be due during the final examination period.

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

This seminar will study the period between the restoration of Charles II in 1660 and the Glorious Revolution of 1688-89. We will focus on four closely interrelated topics:

1) the revival of political tension in the aftermath of the Puritan Revolution and the climax of that tension in the Glorious Revolution;

2) the development of political theory, especially  that of John Locke and the radical Whigs, during the later years of Charles II’s reign;

3) the origin and development of religious dissent and the different ways in which the government responded to that dissent, ending with the Act of Toleration in 1689; and

4) the development of science and in particular the relationship between scientific thought on the one hand and both religious and political thought on the other. Students will be expected to read deeply in the primary and secondary sources of the period, participate actively in the discussions of the seminar and write a 20-page paper.

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This seminar will explore the ways in which crime was prosecuted in Europe and America from ancient times to the present. The first part of the course will be devoted to studying the ways in which secular and ecclesiastical courts defined crimes, the types of people they prosecuted, the procedures they used in the trials, and the punishments they administered. Particular attention will be given to the medieval ordeals, the adoption of inquisitorial criminal procedure, the use of torture, and capital punishment. The second part of the course will be devoted to the study of prosecutions for a variety of specific crimes, including heresy, witchcraft, treason, infanticide, incest, murder, and theft. The third part of the course will be devoted to reading some of the more celebrated trials in Western history, including those of Jesus, Joan of Arc, Anne Boleyn, Galileo, Louis XVI of France, Oscar Wilde, and Charles Manson.

This course will explore the beliefs of both educated and illiterate Europeans regarding the devil and his relationship with witches, who allegedly made pacts with him and worshipped him in large nocturnal assemblies in the fifteenth, sixteenth and seventeenth centuries. We will read a number of witchcraft treatises, including works by Heinrich Kramer (author the Malleus maleficarum), Henri Boguet, Nicolas Remy, Johann Weyer, William Perkins, James VI of Scotland, and Cotton Mather. We will also read some of the most important scholarly contributions to the study of this body of demonological literature. Students will be expected to participate in the weekly discussions of the seminar and write a 15-20-page paper on one of the demonological works written during this period. 

Weekly group meetings with the instructor, individual consultations, and reports.

DEGREE PLAN STATEMENTS: Offered on the credit/no credit basis only.

MEETING STATEMENT: Three lecture hours a week for one semester.

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This seminar will explore the ways in which crime was prosecuted in Europe and America from ancient times to the present. The first part of the course will be devoted to studying the ways in which secular and ecclesiastical courts defined crimes, the types of people they prosecuted, the procedures they used in the trials, and the punishments they administered. Particular attention will be given to the medieval ordeals, the adoption of inquisitorial criminal procedure, the use of torture, and capital punishment. The second part of the course will be devoted to the study of prosecutions for a variety of specific crimes, including heresy, witchcraft, treason, infanticide, incest, murder, and theft. The third part of the course will be devoted to reading some of the more celebrated trials in Western history, including those of Jesus, Joan of Arc, Anne Boleyn, Galileo, Louis XVI of France, Oscar Wilde, and Charles Manson.

This course carries a Writing flag.

Texts:All common readings will be made available in a course packet.

Requirements: 25% of the course grade will be based on class participation. Another 25% will be based on an essay (about 8 pages) comparing certain aspects of Anglo-American and continental European systems of criminal justice. This essay will be due in the first week of April. 50% of the course grade will be based on a research paper (about 15-20 pages) on a particular criminal trial. The research paper will be due during the final examination period.

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Weekly group meetings with the instructor, individual consultations, and reports.

DEGREE PLAN STATEMENTS: Offered on the credit/no credit basis only.

MEETING STATEMENT: Three lecture hours a week for one semester.

HIS 375K (39875) Instructor: Brian Levack

UTC 3.112                                              TA: Merry Zide

TTH 11:00-12:30

TUDOR ENGLAND, 1485-1603

Required Reading:

Roger Lockyer, Tudor and Stuart Britain, 1485-1714 (3^rd ed, Longman)

Sir John Fortescue, On the Laws and Governance of England, ed. S. Lockwood (Cambridge)

            Christopher Haigh, English Reformations  (Oxford)

            Thomas More, Utopia, trans. & ed. R. Adams (2^nd ed.) (Norton)

            Colin Martin and Geoffrey Parker, The Spanish Armada, (rev. ed. Norton)

Schedule of Lectures:

THE EARLY TUDORS AND THE DEVELOPMENT OF THE MODERN STATE

1. The Battle of Bosworth Field (Jan. 19)

2. Henry VII and the Nobility (Jan. 21)

3. Law and Order (Jan. 26)

4. The Monarchy, Parliament and the Constitution (Jan. 28)

5. The Tudor Revolution in Government (Feb. 2)

THE REFORMATION

6. The English Church Before the Reformation (Feb. 4)

7. The Divorce (Feb. 9)

8. The Break from Rome (Feb. 11)

9. The Dissolution of the Monasteries (Feb. 16)

A CHANGING SOCIETY

10. Social Structure and Social Mobility  (Feb. 23)

11. Marriage, Sexuality and the Family  (February 25)

12. Agrarian Society and Enclosures (March 2)

13. The Peerage (March 4)

14. Humanism (March 9)

15. More’s Utopia (March 11)

16. Witchcraft I (March 23)

17. Witchcraft II (March 25)

18. Architecture (April 1)

THE REIGNS OF EDWARD VI, MARY I AND ELIZABETH I

19. The Mid-Tudor Crisis (Apr. 8)

20. Religion and Politics in the Reign of Mary (Apr. 13)

21. Queen Elizabeth I: A Portrait (Apr. 15)

22. Mary Queen of Scots (Apr. 20)

23. Elizabethan Puritanism (Apr. 22)

24. The Catholic Problem (Apr. 27)

25. The War with Spain 23. Elizabeth and Parliament (Apr. 29)

26. The Legacy of the Tudors (May. 4)

Examinations

There will be three exams, each lasting 90 minutes.  The first will be held on Thursday, February 18, and will cover the following material:

Lectures 1-9

Lockyer, Tudor and Stuart Britain, chapters 1-4

Fortescue, On the Laws and Governance of England

Haigh, English Reformations, pp. 1-167.

The second exam will be held on Tuesday, April 6, and will cover the following material:

Lectures 10-18

Lockyer, Tudor and Stuart Britain, Chapter 6

More, Utopia, and essays by Chambers, Hexter, Fox, Elliott, and Lewis 

The third exam will be held on Thursday, May 6, and will cover the following material:

Lectures 19-26

Lockyer, Tudor and Stuart Britain, chapters 5, 7-10

Haigh, English Reformations, pp. 168-295.

  Martin and Parker, The Spanish Armada

Each of the exams will consist of six or seven short essay questions, of which you must answer five (10 points each), and one longer essay question (50 points). The essay question will be selected from a set of three or four questions that will be distributed in advance. The grade for each of the exams will count for roughly 25% of the course grade. Regularly scheduled make-up exams are not given in this course. Students who miss an examination and do not have a legitimate excuse (e.g., a note from a doctor) will receive a failing grade for that examination.  Students who have legitimate excuses should see the instructor to make alternative arrangements.

Final Essay or Paper

Each student is required to submit a final essay or term paper.  The essay will consist of an answer to a question that will be distributed about two weeks before the end of the semester. The purpose of the essay will be to develop your thoughts on one of the main problems with which the course is concerned.  In preparing your essay you will be expected to use the lectures and required readings, but you will be able to do so in any way you see fit.  You may also consult additional material, such as the recommended reading, but you will not be required to do so.  Instead of writing the final essay you may write a term paper on any aspect of Tudor history.  If you decide to write a paper (which should be approximately 10 pages in length), you must notify the instructor by April 8 and obtain his approval of a topic.  The grade you receive for the essay or the paper will count for roughly 25% of the course grade. Essays and papers are due on Saturday, May 15, at 5 p.m. in GAR 3.502. Plus/minus grades will be assigned for the final grade.

Office Hours:

Levack: <levack@mail.utexas.edu>: W 2:00-3:30, or by appointment in GAR 3.502  (475-7204)

Zide:  merryzide@gmail.com:

Recommended reading:

J. Guy, Tudor England (1991)

______, The Tudor Monarchy (1997)

J.R. Lander, Government and Community: England 1450-1509 (1980)

C. Ross, Richard III (1981)

P. Williams, The Tudor Regime (1989)

S.B. Chrimes, Henry VII (1972)

M. Bennett, The Battle of Bosworth (1985)

__________, Lambert Simnel and the Battle of Stoke (1987)

G.R. Elton (ed.), The Tudor Constitution (1968)

J.J. Scarisbrick, Henry VIII (1968)

G.R. Elton, The Tudor Revolution in Government (1953)

G.R. Elton, Policy and Police (1978)

C. Coleman and D. Starkey (eds.) Revolution Reassessed (1986)

J.H. Baker, The Oxford History of the Laws of England, Vol. I: 1483-1558 (2003)

K.J. Kesselring, Mercy and Authority in he Tudor State (2003)

J. Guy, The Cardinal’s Court: the Impact of Thomas Wolsey in Star Chamber (1977)

D. Daniell, William Tyndale: A Biography (1994)

D. MacCulloch, Thomas Cranmer: A Life (1996)

E. Duffy, The Stripping of the Altars (1992)

J.J. Scarisbrick, The Refornation and the English People (1984)

C. Haigh (ed.), The English Reformation Revised (1987)

R. Whiting, The Blind Devotion of the People (1989)

E. Shagan, Popular Politics and the English Reformation (2003)

S.E. Lehmberg, The Reformation of Cathedrals: Cathedrals in English Society, 1485-1603. 1988.

L. Solt, Church and State in Early Modern England (1990)

C.J. Sommerville, The Secularization of Early Modern England (1992)

A. Fox, Thomas More: History and Providence (1983)

R. Marius, Thomas More (1985)

G. Mattingly, Catherine of Aragon (1941)

E. Ives, Anne Boleyn (1986)

R. Warnicke, The Rise and Fall of Ann Boleyn (1989)

M. Aston, The King’s Bedpost: Reformation and Iconography in a Tudor Group Portrait (1993)

A. Fletcher, Tudor Rebellions (1968)

J. Cornwall, The Revolt of the Peasantry 1549

S. Anglo, Spectacle, Pageantry and Early Tudor Policy

_______, Images of Tudor Kingship (1992).

R. B. Outhwaite, Inflation in Tudor and Stuart England (1969)

A. Macfarlane, The Origins of English Individualism: The Family, Property and

Social Transition (1978).

E. Challis, The Tudor Coinage (1978)

J. Hatcher, Plague, Population and the English Economy, 1348-1530 (1977)

R. Porter, Disease, Medicine and Society in England, 1550-1860 (1987)

P. Slack. The Impact of the Plague in Tudor and Stuart England (1985)

A. Appleby, Famine in Tudor and Stuart England (1978)

R. H. Tawney, The Agrarian Problem in the Sixteenth Century (1971)

M. Overton, Agricultural Revolution in England: The Transformation of the Agrarian Economy 1500-1850 (1996)

J. Thirsk, (ed.). The Agrarian History of England and Wales IV: 1500-1640 (1967).

D. C. Coleman, The Economy of England, 1450-1750 (1977)

P. Ramsey (ed.), The Price Revolution in Sixteenth-Century England (1971)

W. G. Hoskins, The Age of Plunder (1976)

W. K.Jordan, Philanthropy in England, 1460-1660  (1959)

J. Pound, Poverty and Vagrancy in Tudor England (1971)

P. Slack, Poverty and Policy in Tudor and Stuart England (1988)

K. Wrightson, and D. Levine, Poverty and Piety in an English Village (1979)

J. Barry and C. Brooks (eds.), The Middling Sort of People: Culture, Society and Politics in England, 1550-1800 (1994)

I. W. Archer, The Pursuit of Stability: Social Relations in Elizabethan London (1991) 

D.H. Sacks, The Widening Gate: Bristol and the Atlantic Economy (1991)

R. Brenner, Merchants and Revolution: Commercial Change, Political Conflict, and London's Overseas Traders, 1550-1653 (1993).

J. Barry (ed.). The Tudor and Stuart Town, 1530-1688 (1990)

P. Clark, and P. Slack, English Towns in Transition, 1500-1700 (1976)

L. Pollock, Forgotten Children: Parent-Child Relations from 1500 to 1900 (1983)

L. Stone, The Family, Sex and Marriage in England, 1500-1800 (1977)

S. Amussen, An Ordered Society: Gender and Class in Early Modern England (1988)

L. Gowing, Domestic Dangers: Women, Words, and Sex in Early Modern London (1998)

A. Erickson, Women and Property in Early Modern England (1993)

A. Fletcher, Gender, Sex and Subordination in England, 1550-1800 (1995)

S. Mendelson and P. Crawford, Women in Early Modern England (1998)

J. Bennett, Ale, Beer and Brewsters in England (1999)

P. Crawford, Women and Religion in England 1500-1720 (1993)

B. J. Harris, English Aristocratic Women, 1450-1550 (2002)

K. Thomas, Religion and the Decline of Magic (1971)

J. Sharpe, Instruments of Darkness (1991)

B. Levack, The Witch-Hunt in Early Modern Europe (1995)

D. Cressy, Agnes Bowker’s Cat: Travesties and Transgressions in Tudor and Stuart Englamd (2000)

K. Thomas, Man and the Natural World (1983)

R. Tittler and J. Loach, The Mid-Tudor Polity c. 1540-1560 (1980)

M. L Bush, The Government Policy of Protector Somerset (1975).

W. K Jordan,  Edward VI: The Young King (1968)

__________, Edward VI: The Threshold of Power (1970)

J. Loach, Parliament and the Crown in the Reign of Mary Tudor (1986).

R. Tittler, The Reign of Mary I  (1983).

D.M. Loades, The Reign of Mary Tudor (1991)

S. Frye, Elizabeth I: The Competition for Representation (1993).

S. Doran, Monarchy and Matrimony: The Courtships of Elizabeth I (1996).

J. Guy, The Reign of Elizabeth I: Court and Culture in the Last Decade (1995).

H. Hackett, Virgin Mother, Maiden Queen: Elizabeth I and the Cult of the Virgin Mary (1995)

C. Haigh (ed.), The Reign of Elizabeth I (1987).

L. Hopkins, Elizazbeth I and her Court (1990)

C. Levin, "The Heart and Stomach of a King": Elizabeth I and the Politics of Sex and Power (1994).

J.M. Walker, Dissing Elizabeth: Negative Representations of Gloriana (1998)

M. Levine, The Early Elizabethan Succession Question, 1558-1568 (1966)

D. Dean, Law-Making and Society in Late Elizabethan England: The Parliament of England, 1584-1601 (1996)

W. MacCaffrey, Elizabeth I: War and Politics, 1588-1603, 1992.

___________________. Queen Elizabeth and the Making of Policy, 1572-1588. Princeton, 1981.

___________________. The Shaping of the Elizabethan Regime (1968).

J. E. Neale, Elizabeth I (1934)

_________. The Elizabethan House of Commons (1949)

_________. Elizabeth I and her Parliaments. 2 vols. (1953, 1958)

F. Yates, Astraea: The Imperial Theme in the Sixteenth Century (1975).

L.B. Smith, Treason in Tudor England: Politics and Paranoia  (1986).

M.M. Knappen, Tudor Puritanism (1939)

P. Collinson, The Elizabethan Puritan Movement (1967)

J. Bossy, The English Catholic Community (1975)

R. Strong, The Cult of Elizabeth (1977)

C. Platt, The Great Rebuilding of Tudor and Stuart England (1994)

J. Summerson.  Architecture in Britain,1530 to 1830. 5th ed. (1969)

R. Tittler, Architecture and Power The Town Hall and the English Urban Community, c. 1500-1640 (1991).

N. Matar, Turks, Moors and Englishmen in the Age of Discovery (1999)

K. R. Andrews, Elizabethan Privateering (1964).

R. B. Wernham, Before the Armada: The Emergence of the English Nation, 1485-1588. (1966).

______________, After the Armada: Elizabethan England and the Struggle for Western Europe, 1588-1595  (1983).

G. Mattingly, The Armada (1959)

D. Howarth. The Voyage of the Armada: The Spanish Story (1981)

Topics in Women's and Gender Studies.

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

Prerequisite: Graduate standing and consent of the graduate adviser.

May be repeated for credit when the topics vary.

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Topics in Women's and Gender Studies.

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Topics in Women's and Gender Studies.

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

Prerequisite: Graduate standing and consent of the graduate adviser.

May be repeated for credit when the topics vary.

Topics in Women's and Gender Studies.

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)

Description: This course explores the most significant political, religious, social, economic and cultural developments in sixteenth-century England. The main themes of the course are the development of the modern state, the Protestant Reformation, the emergence of a capitalist society, and the growth of political and religious divisions during the reigns of Queen Mary I (1553-1558) and Queen Elizabeth I (1558-1603). While the course primarily focuses on England, it also examines England’s place within Western Europe as well as the connections between England and Ireland during this period.  The lectures are topical and therefore do not follow a strict chronological order.

Prerequisites: Upper-division standing

Reading:

R. Lockyer, Tudor and Stuart Britain

C. Herrup, A House in Gross Disorder

 L. Stone, The Crisis of the Aristocracy

M. Gaskill, Witchfinders

B. Coward, Oliver Cromwell

J. Locke, Two Treatises of Government

W. Speck, Reluctant Revolutionaries

Assignments: Three exams (75%) and one final essay or term paper (25%)

This lecture course explores the most significant political, religious, social, economic and cultural developments in seventeenth-century England. The unifying theme of the course is the problem of revolution, and the lectures investigate the causes, nature, and development of the two revolutions of the seventeenth century—the Puritan Revolution of the 1640s and the Glorious Revolution of 1688-89. The lectures are topical and therefore do not follow a strict chronological order.

Texts:

Roger Lockyer, Tudor and Stuart Britain (3^rd ed., 2005)

William Hunt, The Puritan Moment: The Coming of Revolution in an English County  (1983)  [Xerox at Jenn’s]

Brian Levack, Witch-Hunting in Scotland (208)

Barry Coward, Oliver Cromwell  (1991)

Peter Laslett (ed.), John Locke's Two Treatises of Government (2nd ed., 1989)

Grading:

Three exams (75%) and a final essay (25%)