WEEKLY SEMINAR PREPARATION AND LECTURE NOTES
WEEK 1: 23 JANUARY: INTRODUCTION AND KEY THEMES
This seminar will introduce you to the main themes of the module, and explain the variegated nature of the pre-reform political system
Set reading:
1. look at History of Parliament online – http://www.historyofparliamentonline.org/research
Under the alphabetical list, find your home constituency for either the period 1754-1790 or 1790-1820.
Remember, most towns today did not have representation then, so either find your nearest borough or choose your county.
- How many voters did the borough/county have?
- How many MPs?
- What party or parties did the constituency have? Did this change over time?
2. skim-read the pdf scans of Michael Turner, The Age of Unease: Government and Reform in Britain, 1782-1832 (Stroud, 2000) [on studynet], and Frank O’Gorman, The Long Eighteenth Century, [attached below], introduction
- what does ‘participatory politics’ mean?
- how have historians described elections and parliament in the long eighteenth century?
Further reading:
- J. A. Phillips, 'Participatory politics in Hanoverian England,’ Social History, 16:2 (1991), 223-30;
- Look at the British Library online exhibition, Taking Liberties.
Identify the most useful primary sources for this module, and read about them.
- Look at the timeline for reform.
- J. Phillips, ‘Popular Politics in Unreformed England’, Journal of Modern History, 52:4 (1980), 599-625.
Set reading:
1. look at History of Parliament online – http://www.historyofparliamentonline.org/research
Under the alphabetical list, find your home constituency for either the period 1754-1790 or 1790-1820.
Remember, most towns today did not have representation then, so either find your nearest borough or choose your county.
- How many voters did the borough/county have?
- How many MPs?
- What party or parties did the constituency have? Did this change over time?
2. skim-read the pdf scans of Michael Turner, The Age of Unease: Government and Reform in Britain, 1782-1832 (Stroud, 2000) [on studynet], and Frank O’Gorman, The Long Eighteenth Century, [attached below], introduction
- what does ‘participatory politics’ mean?
- how have historians described elections and parliament in the long eighteenth century?
Further reading:
- J. A. Phillips, 'Participatory politics in Hanoverian England,’ Social History, 16:2 (1991), 223-30;
- Look at the British Library online exhibition, Taking Liberties.
Identify the most useful primary sources for this module, and read about them.
- Look at the timeline for reform.
- J. Phillips, ‘Popular Politics in Unreformed England’, Journal of Modern History, 52:4 (1980), 599-625.
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WEEK 2: 30 JANUARY: WILKES AND LIBERTY
This week we are looking at the controversial figure of John Wilkes. Why was he important? How did his supporters use developing media and consumer products for this campaign?
Set reading:
1. skim-read the biography of John Wilkes on the Oxford Dictionary of National Biography. [via voyager]
- who was Wilkes?
- why was he controversial?
- why did he get kicked out of parliament?
2. READ EITHER Shearer West, 'Wilkes's squint: synecdochic physiognomy and political identity in eighteenth-century print culture', Eighteenth-Century Studies, 33:1
(1999), 65-84
AND/OR Amelia Rauser, 'Embodied liberty: why Hogarth's caricature of John Wilkes backfired', in Fort, Bernadette; Rosenthal, Angela (ed.), The other Hogarth: aesthetics of difference (Princeton, 2001), 240-59 [JPGS BELOW]
2. In the seminar we will be examining the following primary sources. Find out about them beforehand to prepare.
1. William Hogarth, ‘John Wilkes Esq’ portrait, (1763)
2. ‘Wilkes and Liberty, no bu**’ bowl
3. ‘Wilkes and Liberty, a new song’ (1763)
Questions to answer in preparation for the seminar:
Ø how was Wilkes’s squint used by his supporters? What does the creation and use of the symbol reveal about a) the changing nature of politics; b) the changing nature of the media in the eighteenth century?
Ø what did Wilkes stand for, and why was he popular?
Ø why did the Scots hate Wilkes?
Ø why did Wilkesite radicalism ultimately fail?
Further reading:
- Ian R. Christie, Wilkes, Wyvill and Reform: the parliamentary reform movement in British politics, 1760-1785 (London, 1962), chapter ‘The Wilkites, 1769-76’
- John Sainsbury, 'John Wilkes, debt, and patriotism', Journal of British Studies, 34:2 (1995), 165-95
- Ian Gilmour, Riot, Risings and Revolution (1992), chapter 15, ‘Wilkes and Liberty’.
Set reading:
1. skim-read the biography of John Wilkes on the Oxford Dictionary of National Biography. [via voyager]
- who was Wilkes?
- why was he controversial?
- why did he get kicked out of parliament?
2. READ EITHER Shearer West, 'Wilkes's squint: synecdochic physiognomy and political identity in eighteenth-century print culture', Eighteenth-Century Studies, 33:1
(1999), 65-84
AND/OR Amelia Rauser, 'Embodied liberty: why Hogarth's caricature of John Wilkes backfired', in Fort, Bernadette; Rosenthal, Angela (ed.), The other Hogarth: aesthetics of difference (Princeton, 2001), 240-59 [JPGS BELOW]
2. In the seminar we will be examining the following primary sources. Find out about them beforehand to prepare.
1. William Hogarth, ‘John Wilkes Esq’ portrait, (1763)
2. ‘Wilkes and Liberty, no bu**’ bowl
3. ‘Wilkes and Liberty, a new song’ (1763)
Questions to answer in preparation for the seminar:
Ø how was Wilkes’s squint used by his supporters? What does the creation and use of the symbol reveal about a) the changing nature of politics; b) the changing nature of the media in the eighteenth century?
Ø what did Wilkes stand for, and why was he popular?
Ø why did the Scots hate Wilkes?
Ø why did Wilkesite radicalism ultimately fail?
Further reading:
- Ian R. Christie, Wilkes, Wyvill and Reform: the parliamentary reform movement in British politics, 1760-1785 (London, 1962), chapter ‘The Wilkites, 1769-76’
- John Sainsbury, 'John Wilkes, debt, and patriotism', Journal of British Studies, 34:2 (1995), 165-95
- Ian Gilmour, Riot, Risings and Revolution (1992), chapter 15, ‘Wilkes and Liberty’.
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WEEK 3: 6 FEBRUARY: RESPONSES TO THE AMERICAN REVOLUTION
This week we are examining some key primary sources, which expressed new ideas about reform and the constitution, in response to the American Revolution. Think about their main principles, and their influence on British reformers.
1. Read ONE of the following primary sources and find out about their authors on Oxford Dictionary of National Biography:
1. Major John Cartwright, Take Your Choice! (1776), introduction
2. Thomas Paine, Common Sense (1776), part I, ‘Of the Origin and Design of Government in General’ [google books or ECCO] (for example, pp. 5-9 in this edition)
3. Catharine Macaulay, An Address to the People of England, Scotland and Ireland (1775), pp. 1-12 [on googlebooks]
2. Set reading: Choose at least one of the following articles and chapters:
- Turner, Age of Unease, relevant chapter on the American revolution
- Ian R. Christie, 'The Yorkshire Association, 1780-4: a Study in Political Organization', Historical Journal, 3:2 (1960), 144-61
- Harry Thomas Dickinson, 'Radicals and reformers in the age of Wilkes and Wyvill', in Black, Jeremy (ed.), British politics and society from Walpole to Pitt, 1742-1789 (Basingstoke, 1990), 123-146
- Stephen Conway, The British Isles and the War of American Independence (Oxford, 2000), chapter 6.
Questions to answer in preparation for the seminar:
Ø Why and how did the ‘Association’ movement emerge? What was its significance?
Ø what spread of opinions constituted radicalism in Britain during the American revolution?
Ø what was the influence of Dissenters upon British radicalism in this period?
1. Read ONE of the following primary sources and find out about their authors on Oxford Dictionary of National Biography:
1. Major John Cartwright, Take Your Choice! (1776), introduction
2. Thomas Paine, Common Sense (1776), part I, ‘Of the Origin and Design of Government in General’ [google books or ECCO] (for example, pp. 5-9 in this edition)
3. Catharine Macaulay, An Address to the People of England, Scotland and Ireland (1775), pp. 1-12 [on googlebooks]
2. Set reading: Choose at least one of the following articles and chapters:
- Turner, Age of Unease, relevant chapter on the American revolution
- Ian R. Christie, 'The Yorkshire Association, 1780-4: a Study in Political Organization', Historical Journal, 3:2 (1960), 144-61
- Harry Thomas Dickinson, 'Radicals and reformers in the age of Wilkes and Wyvill', in Black, Jeremy (ed.), British politics and society from Walpole to Pitt, 1742-1789 (Basingstoke, 1990), 123-146
- Stephen Conway, The British Isles and the War of American Independence (Oxford, 2000), chapter 6.
Questions to answer in preparation for the seminar:
Ø Why and how did the ‘Association’ movement emerge? What was its significance?
Ø what spread of opinions constituted radicalism in Britain during the American revolution?
Ø what was the influence of Dissenters upon British radicalism in this period?
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WEEK 4: 13 FEBRUARY: PRIMARY SOURCE WORKSHOP
This seminar will follow an alternative format, with group-work on the following range of sources.
STUDYING PRIMARY SOURCES REQUIRES PRIOR RESEARCH IN SECONDARY SOURCES. Find out as much as you can about the sources, their creators, their purposes, and what they reveal about the question of parliamentary reform at the time.
Primary sources:
1. ‘45’ pin badges (1760s), British Museum
2. Caricature: Anon, ‘The Parricide: a Sketch of Modern Patriotism’ (1776)
3. election jug (1774), Attingham Park, Shropshire
4. London Packet or New Lloyd's Evening Post(London, England),December 8, 1780 - December 11, 1780, column listing number of counties petitioning for economical reform [pdf below], or find it yourself on Galevault/British Library newspapers via Voyager]
5. 'Jacobinism Displayed' broadside ballad (1795)
Questions to answer when examining primary sources:
Ø Who made it?
Ø When?
Ø What kind of source is it (pamphlet? Book? Newspaper? Material object?)
Ø Why was it made?
Ø Who was it aimed at?
Ø How would its audience react?
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WEEK 5: 20 February: RESPONSES TO THE FRENCH REVOLUTION
This
week we are examining the key text in response to the French Revolution,
and the reaction to radicalism by loyalists and the government.
1. Set reading:
a) British Library exhibition about Paine: http://www.bl.uk/onlinegallery/takingliberties/staritems/635painerightsofman.html
b) Gary Kates, ‘From liberalism to radicalism: Tom Paine’s Rights of Man’, Journal of the History of Ideas, 50: 4 (1989)
2. Primary Sources:
a) Thomas Paine, The Rights of Man, part II (1792), Chapter 5, ‘Ways and Means of Improving the Condition of Europe Interspersed with Miscellaneous Observations,’ part 6, beginning ‘I shall now conclude this plan with enumerating the several particulars, and then proceed to other matters….’ http://www.ushistory.org/Paine/rights/c2-055.htm
[Also on ECCO, googlebooks]
- what was Paine arguing for?
- how and why were his proposals radical?
b). Caricatures:
James Gillray, ‘The Tree of Liberty’ (1798)
James Gillray, ‘London Corresponding Society alarm’d (1798)
[available on British Museum online database, or in many of the caricature books listed in the secondary source bibliography]:
Questions to prepare for the seminar:
Ø What was the importance of visual material and other non-textual forms of propaganda in the 1790s?
Ø Do historians agree about the main effects of the French Revolution upon British politics a) inside parliament; b) outside parliament?
Ø how did radicalism change in its a) principles and b) organisation following 1789? Compare with the association movement of the 1770s and 80s.
Further reading:
- Mark Philp (ed.), The French Revolution and British Popular Politics (Cambridge, 1991), chapter 3, ‘The fragmented ideology of reform’.
- John Barrell, ‘Radicalism, Visual Culture, and Spectacle in the 1790s,’ Romanticism on the Net, 46 (May 2007) http://www.erudit.org/revue/ron/2007/v/n46/016131ar.html
- Michael Turner, Age of Unease, relevant chapter
- E. P. Thompson, The Making of the English Working Class (1968), chapter 5, ‘Planting the Liberty Tree’.
- H. T. Dickinson, British radicalism and the French Revolution, 1789-1815 (Oxford, 1985), chapter on radicalism
- Clive Emsley, Britain and the French Revolution (Harlow, 2000), chapter ‘politics’.
Look up 'Spence token' or 'Middlesex token' from the 1790s on Ebay and see how many are floating around for sale. E.g. This coin from 1794
1. Set reading:
a) British Library exhibition about Paine: http://www.bl.uk/onlinegallery/takingliberties/staritems/635painerightsofman.html
b) Gary Kates, ‘From liberalism to radicalism: Tom Paine’s Rights of Man’, Journal of the History of Ideas, 50: 4 (1989)
2. Primary Sources:
a) Thomas Paine, The Rights of Man, part II (1792), Chapter 5, ‘Ways and Means of Improving the Condition of Europe Interspersed with Miscellaneous Observations,’ part 6, beginning ‘I shall now conclude this plan with enumerating the several particulars, and then proceed to other matters….’ http://www.ushistory.org/Paine/rights/c2-055.htm
[Also on ECCO, googlebooks]
- what was Paine arguing for?
- how and why were his proposals radical?
b). Caricatures:
James Gillray, ‘The Tree of Liberty’ (1798)
James Gillray, ‘London Corresponding Society alarm’d (1798)
[available on British Museum online database, or in many of the caricature books listed in the secondary source bibliography]:
Questions to prepare for the seminar:
Ø What was the importance of visual material and other non-textual forms of propaganda in the 1790s?
Ø Do historians agree about the main effects of the French Revolution upon British politics a) inside parliament; b) outside parliament?
Ø how did radicalism change in its a) principles and b) organisation following 1789? Compare with the association movement of the 1770s and 80s.
Further reading:
- Mark Philp (ed.), The French Revolution and British Popular Politics (Cambridge, 1991), chapter 3, ‘The fragmented ideology of reform’.
- John Barrell, ‘Radicalism, Visual Culture, and Spectacle in the 1790s,’ Romanticism on the Net, 46 (May 2007) http://www.erudit.org/revue/ron/2007/v/n46/016131ar.html
- Michael Turner, Age of Unease, relevant chapter
- E. P. Thompson, The Making of the English Working Class (1968), chapter 5, ‘Planting the Liberty Tree’.
- H. T. Dickinson, British radicalism and the French Revolution, 1789-1815 (Oxford, 1985), chapter on radicalism
- Clive Emsley, Britain and the French Revolution (Harlow, 2000), chapter ‘politics’.
Look up 'Spence token' or 'Middlesex token' from the 1790s on Ebay and see how many are floating around for sale. E.g. This coin from 1794
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WEEK 6: 27 February :IRELAND
This week we are examining the reform campaign in Ireland. How does it compare with the British campaign? How important was ‘Grattan’s parliament’? Note the connections between the Irish reformers and the American (and later the French) revolutionaries.
1. Please read: Gerard O’Brien, ‘The Grattan Mystique,’ Eighteenth Century Ireland (1986) [scanned on studynet]
This article refers to the autobiography and memoirs of Henry Grattan, and how later Irish nationalists attempted to manipulate the memory of Grattan to suit their own purposes. Work out how and why they did this.
2. Primary Sources:
a) Henry Grattan, The Select Speeches of the Right Hon. Henry Grattan (Dublin, 1861), 49-63, ‘Declaration of Irish Rights, 19 April 1780’ [googlebooks]
b). Caricature: James Gillray, ‘Irish Gratitude’ (1782)
c). ‘Declaration of the Society of United Irishmen in Dublin, 9 Nov. 1791’ in R. Madden, The United Irishmen (1842), volume II
Questions to answer:
Ø who were the Irish ‘Patriots’? How did they respond to the American Revolution?
Ø why did the demands for reform in Ireland become more radical?
Ø who were the United Irishmen? How did they respond to the French Revolution?
Ø what were the causes of the Irish Rebellion of 1798?
Further reading:
- Foster, R.F., Modern Ireland, 1600-1972 (1988), relevant chapters.
- Small, Stephen, Political thought in Ireland, 1776-1798: republicanism, patriotism, and radicalism (Oxford, 2002), especially chapter ‘Patriotism and Radical Reform’.
- Elliott, Marianne, 'Ireland and the French Revolution', In Dickinson, Harry Thomas (ed.), Britain and the French Revolution, 1789-1815 (Basingstoke and New York, 1989), 83-101
1. Please read: Gerard O’Brien, ‘The Grattan Mystique,’ Eighteenth Century Ireland (1986) [scanned on studynet]
This article refers to the autobiography and memoirs of Henry Grattan, and how later Irish nationalists attempted to manipulate the memory of Grattan to suit their own purposes. Work out how and why they did this.
2. Primary Sources:
a) Henry Grattan, The Select Speeches of the Right Hon. Henry Grattan (Dublin, 1861), 49-63, ‘Declaration of Irish Rights, 19 April 1780’ [googlebooks]
b). Caricature: James Gillray, ‘Irish Gratitude’ (1782)
c). ‘Declaration of the Society of United Irishmen in Dublin, 9 Nov. 1791’ in R. Madden, The United Irishmen (1842), volume II
Questions to answer:
Ø who were the Irish ‘Patriots’? How did they respond to the American Revolution?
Ø why did the demands for reform in Ireland become more radical?
Ø who were the United Irishmen? How did they respond to the French Revolution?
Ø what were the causes of the Irish Rebellion of 1798?
Further reading:
- Foster, R.F., Modern Ireland, 1600-1972 (1988), relevant chapters.
- Small, Stephen, Political thought in Ireland, 1776-1798: republicanism, patriotism, and radicalism (Oxford, 2002), especially chapter ‘Patriotism and Radical Reform’.
- Elliott, Marianne, 'Ireland and the French Revolution', In Dickinson, Harry Thomas (ed.), Britain and the French Revolution, 1789-1815 (Basingstoke and New York, 1989), 83-101
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WEEK 7: 6 March: POSTWAR RADICALISM AND THE MASS PLATFORM
This week we are discussing the revival of the reform campaign after the Napoleonic Wars. What was the ‘mass platform’ and why was it important? What was the significance of the ‘Peterloo massacre’?
Set reading:
John Belchem, 'Henry Hunt and the evolution of the mass platform', English Historical Review, 93 (1978), 739-73
Primary sources:
1. Caricatures:George Cruikshank, ‘Massacre at St. Peter's or "Britons strike home"!!!’ (1819) [British Museum database]
2. William Hone, The Political House that Jack Built (1819)
[googlebooks or http://www.rc.umd.edu/editions/hone/coverp.htm]
How did Hone subvert the traditional nursery rhyme? Why? Why was this seditious?
Further reading:
- Robert Poole, 'The March to Peterloo: Politics and Festivity in Late Georgian England', Past & Present, 192 (2006), 109-53
- Michael Bush, 'The Women at Peterloo: The Impact of Female Reform on the Manchester Meeting of 16 August 1819', History, 89:294 (2004), 209-232
- Ian Dyck, 'From "Rabble" to "Chopsticks": The Radicalism of William Cobbett', Albion, 21 (1989), 56-87.
- James Epstein, ‘The Constitutional Idiom: Radical Reasoning, Rhetoric and Action in Early Nineteenth Century England,’ Journal of Social History, 23 (1990), 553-74.
Set reading:
John Belchem, 'Henry Hunt and the evolution of the mass platform', English Historical Review, 93 (1978), 739-73
Primary sources:
1. Caricatures:George Cruikshank, ‘Massacre at St. Peter's or "Britons strike home"!!!’ (1819) [British Museum database]
2. William Hone, The Political House that Jack Built (1819)
[googlebooks or http://www.rc.umd.edu/editions/hone/coverp.htm]
How did Hone subvert the traditional nursery rhyme? Why? Why was this seditious?
Further reading:
- Robert Poole, 'The March to Peterloo: Politics and Festivity in Late Georgian England', Past & Present, 192 (2006), 109-53
- Michael Bush, 'The Women at Peterloo: The Impact of Female Reform on the Manchester Meeting of 16 August 1819', History, 89:294 (2004), 209-232
- Ian Dyck, 'From "Rabble" to "Chopsticks": The Radicalism of William Cobbett', Albion, 21 (1989), 56-87.
- James Epstein, ‘The Constitutional Idiom: Radical Reasoning, Rhetoric and Action in Early Nineteenth Century England,’ Journal of Social History, 23 (1990), 553-74.
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WEEK 8: 13 March: ESSAY TUTORIALS
Please fill in an essay tutorial worksheet before your tutorial.
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WEEK 9: 20 March: BUILD UP TO THE REFORM BILLS
Read: Nancy LoPatin, ‘Ritual, Symbolism and Radical Rhetoric: Political Unions and Political Identity in the Age of Parliamentary Reform’, Journal of Victorian Culture, 3:1 (1998)
Primary sources:
1. E. King, The reformers' attack on the old rotten tree; or the foul nests of the cormorants in danger', 1831 [British museum]
2. Petition from the City of London for the repeal of the test and corporation acts, Hansard, 11 February 1828
3.C. Grant, 'Four weighty authorities on reform', 1831 [British museum]
- Why was religious reform back on the agenda in 1828-29? What were the test and corporation acts?
- why did the issue of parliamentary reform begin to revive in 1830?
- to what extent did rioting in the southern counties have an influence on the reform crisis?
Read: Nancy LoPatin, ‘Ritual, Symbolism and Radical Rhetoric: Political Unions and Political Identity in the Age of Parliamentary Reform’, Journal of Victorian Culture, 3:1 (1998)
Primary sources:
1. E. King, The reformers' attack on the old rotten tree; or the foul nests of the cormorants in danger', 1831 [British museum]
2. Petition from the City of London for the repeal of the test and corporation acts, Hansard, 11 February 1828
3.C. Grant, 'Four weighty authorities on reform', 1831 [British museum]
- Why was religious reform back on the agenda in 1828-29? What were the test and corporation acts?
- why did the issue of parliamentary reform begin to revive in 1830?
- to what extent did rioting in the southern counties have an influence on the reform crisis?
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WEEK 10: THE REFORM ACTS OF 1832
This week we examine the crises that led to the first reform act of 1832. To what extent did popular pressure play a large part in the passing of the bill?
Read: Nancy LoPatin-Lummis, 'The 1832 Reform Act Debate: Should the Suffrage Be Based on Property or Taxpaying?', Journal of British Studies, 46:2 (2007), 320-45
Examine the following primary sources: What does each group want? What type of reform? How did they act to get their demands heard?
1. Papers of Francis Place, chapter 2 Resolutions Adopted at the Great Public Meeting, Consisting of 30,000 People, Held At the Eagle Tavern, City-Road, on Monday, 8th March, 1830] - http://www.british-history.ac.uk/source.aspx?pubid=230
2. Reform petitions, House of Commons Debates, 18 April 1831, vol 3 cc1494-509
3. Parliamentary debate: ‘REFORM—WITHHOLDING THE SUPPLIES’, House of Commons Debates, 17 May 1832 vol 12 cc1032-5
- what did the Bolton petition demand?
- what did 'witholding the supplies' mean?
- how can we use this as evidence for the level of parliamentary pressure in the 'days of May'?
Further reading:
- Biography of Francis Place, Oxford Dictionary of National Biography online
- John A. Phillips and Charles Wetherell, 'The Great Reform Act of 1832 and the political modernization of England', American Historical Review, 100 (1995), 411-36
Nancy Lopatin, 'Political Unions and the Great Reform Act', Parliamentary History, 10:1 (1991)
- Gordon Pentland, 'The Debate on Scottish Parliamentary Reform, 1830-1832', Scottish Historical Review, 85:1 (2006), 100-30.
- George Rude, 'English Rural and Urban Disturbances on the Eve of the First Reform Bill, 1830-1831', Past & Present, No. 37 (Jul., 1967), pp. 87-102
Read: Nancy LoPatin-Lummis, 'The 1832 Reform Act Debate: Should the Suffrage Be Based on Property or Taxpaying?', Journal of British Studies, 46:2 (2007), 320-45
Examine the following primary sources: What does each group want? What type of reform? How did they act to get their demands heard?
1. Papers of Francis Place, chapter 2 Resolutions Adopted at the Great Public Meeting, Consisting of 30,000 People, Held At the Eagle Tavern, City-Road, on Monday, 8th March, 1830] - http://www.british-history.ac.uk/source.aspx?pubid=230
2. Reform petitions, House of Commons Debates, 18 April 1831, vol 3 cc1494-509
3. Parliamentary debate: ‘REFORM—WITHHOLDING THE SUPPLIES’, House of Commons Debates, 17 May 1832 vol 12 cc1032-5
- what did the Bolton petition demand?
- what did 'witholding the supplies' mean?
- how can we use this as evidence for the level of parliamentary pressure in the 'days of May'?
Further reading:
- Biography of Francis Place, Oxford Dictionary of National Biography online
- John A. Phillips and Charles Wetherell, 'The Great Reform Act of 1832 and the political modernization of England', American Historical Review, 100 (1995), 411-36
Nancy Lopatin, 'Political Unions and the Great Reform Act', Parliamentary History, 10:1 (1991)
- Gordon Pentland, 'The Debate on Scottish Parliamentary Reform, 1830-1832', Scottish Historical Review, 85:1 (2006), 100-30.
- George Rude, 'English Rural and Urban Disturbances on the Eve of the First Reform Bill, 1830-1831', Past & Present, No. 37 (Jul., 1967), pp. 87-102
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WEEK 11: PRIMARY SOURCES AND HISTORIOGRAPHY
This week we will be revising our knowledge of the primary sources. Please read through your notes on all the primary sources.
lecture_11_handout_historiography.pdf | |
File Size: | 89 kb |
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WEEK 12: EXAM PREPARATION