Workshop tasks - here is what you need to do each week
Week 1. INTRODUCTION TO POPULAR PROTEST AND THE MAIN EVENTS, 1760-1848
This week is curtailed to one hour for reasons out of my control.
We will be learning about the main events and types of popular protest and collective action during this period. We will also consider how and why historians have studied popular protest, and be introduced to some models of social movements.
Preparation for before you arrive for the workshop:
Task 1: The main 'textbook' for this module is John E Archer, Social Unrest and Popular Protest in England, 1780-1840 (Cambridge, 2000). It is available as an ebook via Voyager.
Read the introduction and look through the contents page.
--- Note down the different types of popular protest and collective action that occurred in this period.
--- What were some of the key events?
Task 2: print out (or save on your laptop/tablet) the files below (especially '6hum1012workshop1handoutintroduction.pdf') and bring to the workshop.
WORKSHOP TASKS:
1. During the workshop, we will be making a list of different sorts of protests and collective action. Discuss them on the blog!
2. You will also be introduced to inclusive ways of learning in seminars. See the 'seminar behaviour checklist' below.
4. LECTURE: Watch the lecture (below, in two parts) http://youtu.be/nn7XVvlu2ZM and http://youtu.be/aqIV2icsTGI, and make notes on the handout.
We will be learning about the main events and types of popular protest and collective action during this period. We will also consider how and why historians have studied popular protest, and be introduced to some models of social movements.
Preparation for before you arrive for the workshop:
Task 1: The main 'textbook' for this module is John E Archer, Social Unrest and Popular Protest in England, 1780-1840 (Cambridge, 2000). It is available as an ebook via Voyager.
Read the introduction and look through the contents page.
--- Note down the different types of popular protest and collective action that occurred in this period.
--- What were some of the key events?
Task 2: print out (or save on your laptop/tablet) the files below (especially '6hum1012workshop1handoutintroduction.pdf') and bring to the workshop.
WORKSHOP TASKS:
1. During the workshop, we will be making a list of different sorts of protests and collective action. Discuss them on the blog!
2. You will also be introduced to inclusive ways of learning in seminars. See the 'seminar behaviour checklist' below.
4. LECTURE: Watch the lecture (below, in two parts) http://youtu.be/nn7XVvlu2ZM and http://youtu.be/aqIV2icsTGI, and make notes on the handout.
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Week 2. Primary Source Workshop: THE CROWD AND THE MOB
This session is a hands-on workshop exploring a range of primary sources. It focuses on crowd action, and particularly food riots. What distinguished between a crowd and a mob?
Preparation for the workshop:
Task 1. Listen to: 'Voices from the Old Bailey', BBC Radio 4, series 2: 'Riots' on BBC iplayer.
It features me, our very own Prof. Tim Hitchcock, and Prof. Peter King and Prof. Amanda Vickery discussing riots in the eighteenth century, using the Old Bailey trials and witness statements.
Listen to the sections on food riots and the Wilkes riots, up until the discussion of the Gordon Riots, (we will be discussing these next week)
Discuss your favourite and most interesting parts of the programme on the studynet discussion board.
Task 2: Read J. E. Archer, Social Unrest and Popular Protest in England, 1780-1840 (2000), chapter 3 on food riots.
AND
E. P. Thompson, ‘The Moral Economy of the English Crowd in the eighteenth century,’ Past and Present, 50: 1 (1971).
In your notes, answer the following questions:
3. Watch the lecture summaries on youtube below. Print out the workshop handout and bring it to the workshop.
WORKSHOP TASKS:
During the workshop, we will be examining the following primary sources. Look at them in advance and come up with some general questions that every historian should ask when they examine a primary source, e.g. 'who was its author?'
Primary source 1: text of the Riot Act: Edward Wise, The law relating to riots and unlawful assemblies (London, 1848), pp. 41-44. Link to copy on google books.
The definition of a riot is also explained on the Old Bailey online site - http://www.oldbaileyonline.org/static/Crimes.jsp#riot
Primary source 2: cartoon: Isaac Cruikshank, 'Hints to forestallers, or a sure way to reduce the price of grain!!', 1800 - link on the British Museum website.
Primary source 3: newspaper article: True Briton, 4 August 1795 [British Library newspapers online] - picture attached below
Primary source 4: tract - 'The Riot: or Half a loaf is better than no bread' (Cheap Repository Tract, 1795) - link on the British Museum website.
Further reading:
Adrian Randall, Riotous Assemblies (Oxford, 2006), chapters 4 and 5 on food riots
Robert J Holton, ‘The Crowd in History: Some Problems of Theory and Method’. Social History, 3:2 (1978)
Preparation for the workshop:
Task 1. Listen to: 'Voices from the Old Bailey', BBC Radio 4, series 2: 'Riots' on BBC iplayer.
It features me, our very own Prof. Tim Hitchcock, and Prof. Peter King and Prof. Amanda Vickery discussing riots in the eighteenth century, using the Old Bailey trials and witness statements.
Listen to the sections on food riots and the Wilkes riots, up until the discussion of the Gordon Riots, (we will be discussing these next week)
Discuss your favourite and most interesting parts of the programme on the studynet discussion board.
Task 2: Read J. E. Archer, Social Unrest and Popular Protest in England, 1780-1840 (2000), chapter 3 on food riots.
AND
E. P. Thompson, ‘The Moral Economy of the English Crowd in the eighteenth century,’ Past and Present, 50: 1 (1971).
In your notes, answer the following questions:
- What happened in a food riot?
- What was the 'moral economy'?
- deconstruct and explain the first three pages of the article. What models of riot and the crowd was Thompson attempting to argue against?
3. Watch the lecture summaries on youtube below. Print out the workshop handout and bring it to the workshop.
WORKSHOP TASKS:
During the workshop, we will be examining the following primary sources. Look at them in advance and come up with some general questions that every historian should ask when they examine a primary source, e.g. 'who was its author?'
Primary source 1: text of the Riot Act: Edward Wise, The law relating to riots and unlawful assemblies (London, 1848), pp. 41-44. Link to copy on google books.
The definition of a riot is also explained on the Old Bailey online site - http://www.oldbaileyonline.org/static/Crimes.jsp#riot
Primary source 2: cartoon: Isaac Cruikshank, 'Hints to forestallers, or a sure way to reduce the price of grain!!', 1800 - link on the British Museum website.
Primary source 3: newspaper article: True Briton, 4 August 1795 [British Library newspapers online] - picture attached below
Primary source 4: tract - 'The Riot: or Half a loaf is better than no bread' (Cheap Repository Tract, 1795) - link on the British Museum website.
Further reading:
Adrian Randall, Riotous Assemblies (Oxford, 2006), chapters 4 and 5 on food riots
Robert J Holton, ‘The Crowd in History: Some Problems of Theory and Method’. Social History, 3:2 (1978)
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Week 3: THE GORDON RIOTS OF JUNE 1780
This week we will be learning about one of the most violent and prolonged incidents of violence in the eighteenth century: the Gordon Riots of June 1780. We will also be examining trial records in Old Bailey Online.
Task 1: Watch Prof Tim Hitchcock's professorial lecture at Hertfordshire: http://web-apps.herts.ac.uk/uhweb/apps/video/hitchcock.cfm
Discuss his main arguments and any questions you have on the blog.
Listen to the discussion of the Gordon Riots on Voices from the Old Bailey, BBC Radio 4: 'Riots' if you haven't done so yet.
Task 2: Read: G. Rudé, ‘The Gordon Riots: A Study of the Rioters and their Victims,’ Transactions of the Royal Historical Society, 5th ser, 6 (1956), and/or Nicholas Rogers, Crowds, Culture and Politics in Georgian Britain (Oxford, 1998), chapter on the Gordon Riots. (page below; full pdf on studynet) Consider the following questions:
- Why was Rude's article so important in changing our view of the crowd?
- how is Nicholas Roger's account of the Gordon Riots different from that of Rude's?
Task 3: Go to Old Bailey Online. Search for the trials of rioters involved in the Gordon Riots (clue: search for the date June 1780 and 'riot'). Choose one or two. Bring the accounts AND/OR your notes along with you to the workshop.
Workshop tasks: In the workshop, we will examine your choice of Old Bailey trial accounts, and the following primary sources:
2) James Gillray, 'No Popery, or the Newgate Reformer', 9 June 1780 - British Museum digital archive
3) Fielding and Walker, 'The Mob destroying & Setting Fire to the Kings Bench Prison & House of Correction in St Georges Fields', 1780-85, British Museum digital archive.
In the workshop we will also: in groups, summarise in a paragraph, Rude, Rogers and Hitchcock's explanations of:
1. the causes of the riots;
2. the type of people involved;
3. how the riots developed over time
4. the response of the authorities.
Further reading
Ian Haywood and John Seed, eds, The Gordon Riots (Cambridge, 2012) is the latest new research on the riots. Copies are available (at College Lane LRC - get on the shuttle and read it!)
First few pages of chapter 5 of Archer, Social Unrest
See my opinion piece on the History and Policy website. Discuss on the discussion board.
map of the riots: http://www.bl.uk/learning/artimages/maphist/war/gordonriots/gordonriots.html
National Archives black history: http://www.nationalarchives.gov.uk/pathways/blackhistory/rights/gordon.htm
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Week 4: 'CONTENTIOUS GATHERINGS', 1760-1848
This week we will be examining the main political movements during the 'age of reform'. How were they organised? How important were their leaders? How did political organization and tactics develop over this period? We will be critiquing Charles Tilly's 'progression' model of the development of political movements.
Task 1: Read the pdf of extracts from Charles Tilly, Popular Contention in Great Britain, 1758-1834 (London, 1995) attached below. Try to find the book in the LRC or anything else that Charles Tilly has written.
Don't worry if you don't understand all the events referred to. What I want you to focus on is how Tilly defined 'contentious gathering' and what methods he used to look at the primary sources (newspaper) to measure how protests and movements developed over this period.
- how did he define 'contentious gatherings'
- what sample of newspapers, events and dates did he use?
- critique his use of keywords to measure change and development of protest.
In the workshop we will be debating: 'How convincing is Charles Tilly's thesis about the development of social movements in Britain, 1760-1848?'?' Download/print out the handouts below and prepare some notes to help you in the debate.
Task 2: Download/print out the newspaper reports attached below.
The Times, 21 January 1819, report of a radical meeting in Manchester
The Times, 28 March 1839, report of a Chartist meeting in Devon
AND find your own newspaper report of a political meeting 1760-1848 using the British Library 19th century newspaper collection [go to studynet/Voyager (use the vpn if off campus)> search for British Library newspapers > click on the links to Gale newsvault or 19th century newspapers].
Bring the reports to the workshop.
Highlight how they describe political meetings. What do they show about the development of political movements over this period?
Task 3: Watch the youtube lecture below on the historiography of political movements in this period.
Workshop tasks:
1. In groups, analyse the language used by reporters in the newspaper reports, and discuss the reports you've brought in.
2. We will discuss Charles Tilly's model of progression of social movements and 'contentious gatherings' in Charles Tilly, Popular Contention in Great Britain, 1758-1834 (London, 1995), p.363.
3. Debate: 'How convincing is Charles Tilly's thesis about the development of social movements in Britain, 1760-1848?'
Task 1: Read the pdf of extracts from Charles Tilly, Popular Contention in Great Britain, 1758-1834 (London, 1995) attached below. Try to find the book in the LRC or anything else that Charles Tilly has written.
Don't worry if you don't understand all the events referred to. What I want you to focus on is how Tilly defined 'contentious gathering' and what methods he used to look at the primary sources (newspaper) to measure how protests and movements developed over this period.
- how did he define 'contentious gatherings'
- what sample of newspapers, events and dates did he use?
- critique his use of keywords to measure change and development of protest.
In the workshop we will be debating: 'How convincing is Charles Tilly's thesis about the development of social movements in Britain, 1760-1848?'?' Download/print out the handouts below and prepare some notes to help you in the debate.
Task 2: Download/print out the newspaper reports attached below.
The Times, 21 January 1819, report of a radical meeting in Manchester
The Times, 28 March 1839, report of a Chartist meeting in Devon
AND find your own newspaper report of a political meeting 1760-1848 using the British Library 19th century newspaper collection [go to studynet/Voyager (use the vpn if off campus)> search for British Library newspapers > click on the links to Gale newsvault or 19th century newspapers].
Bring the reports to the workshop.
Highlight how they describe political meetings. What do they show about the development of political movements over this period?
Task 3: Watch the youtube lecture below on the historiography of political movements in this period.
Workshop tasks:
1. In groups, analyse the language used by reporters in the newspaper reports, and discuss the reports you've brought in.
2. We will discuss Charles Tilly's model of progression of social movements and 'contentious gatherings' in Charles Tilly, Popular Contention in Great Britain, 1758-1834 (London, 1995), p.363.
3. Debate: 'How convincing is Charles Tilly's thesis about the development of social movements in Britain, 1760-1848?'
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Week 5: THE PETERLOO MASSACRE
This week we will be examining the causes of the Peterloo Massacre of 16 August 1819.
Task 1: Read:
Robert Poole, 'By the Law or the Sword: Peterloo revisited', History, 91:302 (2006).
- what were the old arguments about the causes of the Peterloo Massacre?
- what new evidence and arguments does Robert Poole put forward?
Task 2: Look at the website of the Peterloo Memorial campaign, particularly the page on the blue plaque. http://www.peterloomassacre.org/blue-plaque.html
- compare and contrast the wording on the blue and red plaques.
Instead of a lecture, listen to
BBC Radio 4 In Our Time: http://www.bbc.co.uk/programmes/p003k9l7
Task 3: Examine the primary sources listed below that we will be looking at in the workshop. Get into four groups. Two groups will look closely at the pro-radical propaganda, while the other two groups will examine the loyalist and anti-radical propaganda. Consider how the radicals/loyalists justified their actions.
Workshop tasks:
In the workshop, we will be examining the following primary sources. Ask the usual questions: who, what, when, why? What do they tell us about the mass platform reform movement, its aims and identity, and the actions of the authorities?
Two groups will look closely at the pro-radical propaganda, while the other two groups will examine the loyalist and anti-radical propaganda. Consider how the radicals/loyalists justified their actions.
pro-radical sources:
Source 1. pro-radical caricature: George or Isaac Cruikshank, 'Massacre at St Peter's, or Britons Strike Home!!!' (1819), British Museum: http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=1503463&partId=1&searchText=peterloo&page=1
Source 2: radical autobiography: Samuel Bamford, Passages in the Life of a Radical (1849), chapter 25: http://gerald-massey.org.uk/bamford/c_radical_%288%29.htm#XXV.
anti-radical sources:
Source 3: trial: opening statement by prosecution lawyer Mr Scarlett at the trial of Henry Hunt, The Trial of Henry Hunt (1820), pp.6-28, = read at least pp. 17-20: http://books.google.co.uk/books?id=-BgyAQAAMAAJ&dq=trial%20henry%20hunt&pg=PA20#v=onepage&q=trial%20henry%20hunt&f=false
Source 4: anti-radical caricature: Charles Williams, 'The Smithfield Parliament, i.e. universal suffrage' (1819), British Museum: http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=1487749&partId=1&searchText=henry+hunt+smithfield&page=1
Source for both sides:Source 5: Middleton banner, 1819: http://www.gmmg.org.uk/our-connected-history/item/peterloo-banner/
Debate: 'The authorities were justified to send the yeomanry in to arrest Henry Hunt and clear the mass reform meeting in Manchester on 16 August 1819.'
Further reading:
- BBC Radio 4 In Our Time: http://www.bbc.co.uk/programmes/p003k9l7
- Robert Poole, ed., Return to Peterloo (Manchester Region History Review, special issue, 2014). There should be copies in the LRC soon if not now.
- * R. Poole, ‘The March to Peterloo,’ Past and Present, 192 (2006)
- Manchester Region History Review, Volume 3 Number 1: Spring/Summer 1989, http://www.hssr.mmu.ac.uk/mcrh/mrhr/back-issues-index/ especially Eric Taplin, 'Peterloo artefacts', http://www.hssr.mmu.ac.uk/mcrh/files/2013/01/mrhr_03i_museums_anon1.pdf
- * John Belchem, 'Henry Hunt and the evolution of the mass platform', English Historical Review, 93 (1978), 739-73.
Week 6: WOMEN AND COLLECTIVE ACTION
This week we will revisit two topics, but this time with a gender angle: radicalism and food riots. We will examine the role of women in collective action, and historians' debates about the importance of women in protest. We will consider the model of 'separate spheres' and whether it is applicable to this topic of history.
Task 1:
Read:
M.L. Bush, 'The Women at Peterloo: the Impact of Female Reform on the Manchester Meeting of 16 August 1819', History, 89: 294 (April 2004)
AND
John Bohstedt, 'Gender, Household and Community Politics: Women in English Riots, 1790-1810', Past and Present, 120 (1988)
- consider what roles women played in collective action as described in these articles.
Task 2:
examine the following primary sources:
1. newspaper article: The Times, 13 October 1800, pdf attached below.
2. caricature: George Cruikshank, 'The Belle-alliance, or the female reformers of Blackburn!!!' (1819), British Museum: http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=1648229&partId=1&searchText=blackburn+reformers&page=1
3. find an example of a woman involved in a riot using Old Bailey Online. [tip: go to 'statistics' where you can select gender and type of offence].
Further reading:
Nicholas Rogers, Crowds, Culture and Politics in Georgian Britain (1998), chapters 'crowds, gender and public space', and 'Caroline's crowds'.
M. Thomis and J. Grimmit, Women in Protest, 1800-1850 (1982)
Anna Clark, The Struggle for the Breeches: gender and the making of the British Working Class (1995), chapters 11-13.
Contemporary relevance - look at the current statistics on the gender-pay gap - link here
Task 1:
Read:
M.L. Bush, 'The Women at Peterloo: the Impact of Female Reform on the Manchester Meeting of 16 August 1819', History, 89: 294 (April 2004)
AND
John Bohstedt, 'Gender, Household and Community Politics: Women in English Riots, 1790-1810', Past and Present, 120 (1988)
- consider what roles women played in collective action as described in these articles.
Task 2:
examine the following primary sources:
1. newspaper article: The Times, 13 October 1800, pdf attached below.
2. caricature: George Cruikshank, 'The Belle-alliance, or the female reformers of Blackburn!!!' (1819), British Museum: http://www.britishmuseum.org/research/collection_online/collection_object_details.aspx?objectId=1648229&partId=1&searchText=blackburn+reformers&page=1
3. find an example of a woman involved in a riot using Old Bailey Online. [tip: go to 'statistics' where you can select gender and type of offence].
Further reading:
Nicholas Rogers, Crowds, Culture and Politics in Georgian Britain (1998), chapters 'crowds, gender and public space', and 'Caroline's crowds'.
M. Thomis and J. Grimmit, Women in Protest, 1800-1850 (1982)
Anna Clark, The Struggle for the Breeches: gender and the making of the British Working Class (1995), chapters 11-13.
Contemporary relevance - look at the current statistics on the gender-pay gap - link here
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Week 7: CHARTISM, 1837-1848
This week we will be studying one political movement in detail: the Chartists, who campaigned for political and social reform between 1837 and 1848. They were arguably the most popular and organised working-class movement for reform ever seen in British history. We will examine their tactics, organisation, and how their movement came to encompass a wide variety of activities and goals.
Task 1:
Read J.K. Walton, Chartism (1999) available as an e-book via studynet/Voyager, at least chapter 1, ‘Chartism in Outline’, if not all of it.
Note the key points and bring your notes and reflections to the workshop. Who were the Chartists? What did they want? What types of collective action and tactics did they use?
Task 2:
Read the ‘Chartist lives’ sections from Malcolm Chase, Chartism: a New History (Manchester, 2007), Hatfield de Havilland - Main, Standard Loan Call Number: 322.2094109034 CHA.
Read at least ‘Ann Dawson’ AND one other Chartist’s mini-biography.
OR look up at least two Chartist biographies in Oxford Dictionary of National Biography online [available via Voyager/studynet].
Discuss them on the discussion board, and consider the advantages and disadvantages of taking a prosopographical (biographical) approach to history. What can we learn about Chartism from studying the lives of these people?
Workshop tasks:
In the workshop we will be examining the following PRIMARY SOURCES:
a) plan of O'Connorville, Hertfordshire, 1846, British Library:
http://www.bl.uk/learning/histcitizen/21cc/struggle/chartists1/historicalsources/source10/oconnorville.html
b) Ann Dawson, sampler, c.1847. JPG attached below, description in Malcolm Chase, Chartism: a New History (Manchester, 2007), pp. 261-70.
c) Photograph of mass Chartist meeting on Kennington Common, 10 April 1848: Royal Collection: http://www.royalcollection.org.uk/egallery/object.asp?category=296&object=2932482&row=4
[a clearer reproduction can be see here [the one time I'll allow you to use wikipedia!]: http://en.wikipedia.org/wiki/File:Chartist_meeting,_Kennington_Common.jpg]
Towards the end of the workshop, we will conduct a debate. Consider the question: 'The Chartists did not succeed because the movement had too many aims and tactics'.
Task 1:
Read J.K. Walton, Chartism (1999) available as an e-book via studynet/Voyager, at least chapter 1, ‘Chartism in Outline’, if not all of it.
Note the key points and bring your notes and reflections to the workshop. Who were the Chartists? What did they want? What types of collective action and tactics did they use?
Task 2:
Read the ‘Chartist lives’ sections from Malcolm Chase, Chartism: a New History (Manchester, 2007), Hatfield de Havilland - Main, Standard Loan Call Number: 322.2094109034 CHA.
Read at least ‘Ann Dawson’ AND one other Chartist’s mini-biography.
OR look up at least two Chartist biographies in Oxford Dictionary of National Biography online [available via Voyager/studynet].
Discuss them on the discussion board, and consider the advantages and disadvantages of taking a prosopographical (biographical) approach to history. What can we learn about Chartism from studying the lives of these people?
Workshop tasks:
In the workshop we will be examining the following PRIMARY SOURCES:
a) plan of O'Connorville, Hertfordshire, 1846, British Library:
http://www.bl.uk/learning/histcitizen/21cc/struggle/chartists1/historicalsources/source10/oconnorville.html
b) Ann Dawson, sampler, c.1847. JPG attached below, description in Malcolm Chase, Chartism: a New History (Manchester, 2007), pp. 261-70.
c) Photograph of mass Chartist meeting on Kennington Common, 10 April 1848: Royal Collection: http://www.royalcollection.org.uk/egallery/object.asp?category=296&object=2932482&row=4
[a clearer reproduction can be see here [the one time I'll allow you to use wikipedia!]: http://en.wikipedia.org/wiki/File:Chartist_meeting,_Kennington_Common.jpg]
Towards the end of the workshop, we will conduct a debate. Consider the question: 'The Chartists did not succeed because the movement had too many aims and tactics'.
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Further information and reading
Chartism timeline: http://www.chartists.net/Chartist-Timeline.htm
M. Chase, ‘Wholesome Object Lessons’: The Chartist Land Plan in Retrospect', English Historical Review, 118 (2003)
E. Griffin, ‘The making of the Chartists: popular politics and working-class autobiography in early Victorian Britain’, English Historical Review, 129:538 (2014)
Owen Ashton and the late Dorothy Thompson, seminar on the Bristol Radical History Group website:
http://www.brh.org.uk/site/events/the-chartists-and-their-legacy/
M. Chase, ‘Wholesome Object Lessons’: The Chartist Land Plan in Retrospect', English Historical Review, 118 (2003)
E. Griffin, ‘The making of the Chartists: popular politics and working-class autobiography in early Victorian Britain’, English Historical Review, 129:538 (2014)
Owen Ashton and the late Dorothy Thompson, seminar on the Bristol Radical History Group website:
http://www.brh.org.uk/site/events/the-chartists-and-their-legacy/
Week 8: TRADE UNIONS
Task 1:
Read J. E. Archer, Social Unrest and Popular Protest, chapter 4, ‘Industrial Protest’
AND
Jeff Horn, 'Machine-breaking in England and France during the Age of Revolution', Labour/Le Travail (which Voyager has mispelled 'travailleur'), 55 (spring 2005) [obviously focus on the sections on England]
answer these questions:
- why were the Combination Acts passed in 1799-1800?
- what was a trade combination? What did they do? How did they develop over this period?
- why did workers break industrial machinery?
- what were the different political economies in this period? How did trade unions' interpretation of the economy clash with the new industrialists' version?
LECTURE:
I have recorded some mini- introductory lectures of 5 minutes each:
Part 1: http://screencast.com/t/dFUJlRlz
Part 2:http://screencast.com/t/xkLU4JZK
Part 3: http://screencast.com/t/bQQwjnbJal
Workshop tasks:
Get into 4 groups. Discuss on the discussion board on studynet, and then in the workshop, what your sources tell us about the development of trade unions and their tactics in this period.
Groups 1 & 2 examine:
Arthur Aspinall, The Early English Trade Unions (London, 1949), Hatfield de Havilland - Main, Standard Loan Call Number: 331.880941 ASP [I have scanned a few pages in a pdf below under week 9]
Read: ‘Association of Weavers to the Public’, 1799, on pp. 21-24. Choose one other letter you find interesting.
You can download copies of the original letters (HO 42/28) from the National Archives website, although note they are big pdf files of poor quality images: http://www.nationalarchives.gov.uk/documentsonline/details-result.asp?Edoc_Id=8739241&query&resultcount=41
Groups 3 and 4 examine:
Kevin Binfield, The Writings of the Luddites (Baltimore, 2004), selected ballads and handbills. I attach selected pages below.
Further reading:
· J. Rule, ‘Trade Unions, the Government and the French Revolution, 1789-1802,’ chapter 3 in J. Rule and R. Malcolmson, Protest and Survival (1993) Hatfield de Havilland - Main, Standard Loan Call Number: 941.07 PRO
· Adrian Randall, Riotous Assemblies (Oxford, 2006), chapters 6, 10, 11 [available as an ebook via Voyager]
· K. Navickas, ‘The Search for General Ludd: the Mythology of Luddism,’ Social History, 30:3 (2005)
- E. P. Thompson, The Making of the English Working Class (Harmondsworth, 1968)
- J. Rule, British Trade Unionism, 1750-1850 : the formative years (1988)
· J. Rule, ‘Trade Unions, the Government and the French Revolution, 1789-1802,’ chapter 3 in J. Rule and R. Malcolmson, Protest and Survival (1993) Hatfield de Havilland - Main, Standard Loan Call Number: 941.07 PRO
· Adrian Randall, Riotous Assemblies (Oxford, 2006), chapters 6, 10, 11 [available as an ebook via Voyager]
· K. Navickas, ‘The Search for General Ludd: the Mythology of Luddism,’ Social History, 30:3 (2005)
- E. P. Thompson, The Making of the English Working Class (Harmondsworth, 1968)
- J. Rule, British Trade Unionism, 1750-1850 : the formative years (1988)
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WEEK 9: PRACTICE PANEL DISCUSSION: PROTEST AND CONSUMPTION
This week we will be examining how political movements use tactics associated with shopping and consumption: the boycott, exclusive dealing, co-operatives, and other methods.
* The workshop takes the form of a practice ‘panel discussion group’. Your panel will be discussing primary sources in front of your ‘studio audience’. One group will examine the impact of the Combination Acts upon the development of trade unions. The other group will discuss the phenomenon of machine-breaking and their imaginary leaders. We will then compare and contrast the two types of collective action.
You need:
1. a chair: someone to direct people when to speak, and to organise questions from the crowd
2. an introducer: someone who can introduce the context of your topic broadly
3. 2 or 3 'experts' on the primary sources - pick out what you think the audience should know about the sources
4. a concluder: someone to conclude the discussion by summarising what has been discussed and larger conclusions
DISCUSSION PREPARATION :
Using the following sources, and further secondary reading, each group prepare the following discussions:
- what do the journal articles argue about the ways in which social movements used consumerism as a tactic?
- how effective were those tactics?
- what do the primary sources show about the uses of consumerism as a form of protest in this period?
Groups 1 and 2:
Read:
Clare Midgley, ‘Slave sugar boycotts, female activism, and the domestic base of British anti-slavery culture’, Slavery and Abolition, 17:3 (1996), 137-62 [attached below]
Source a) Cameo: Josiah Wedgwood, 'Am I not a man and a brother?', 1787, British museum link here.
Source b) Caricature: 'Anti-Saccharites, or John Bull and his Family leaving off the use of sugar', 1792, British museum link here.
supplementary reading:
Jane Webster, 'The unredeemed object: displaying abolitionist artefacts in 2007', Slavery and Abolition, 30:2 (2009)
Seymour Drescher, Capitalism and Anti-Slavery: British Abolitionism in Comparative Perspective (Oxford, 1986)
Groups 3 and 4:
Read:
Peter Gurney, ‘Exclusive Dealing in the Chartist Movement’, Labour History Review, 74:1 (April 2009), 90-110.
source c) St. Albans female friendly society token, 1803, British Museum link here
Source d) Chartist tea cup, c.1840s, Glasgow, now in People's Palace museum, Glasgow. Photo attached below.
supplementary reading:
Andrea Rusnock and V. Dietz, 'Defining Women's Sickness and Work : Female Friendly Societies in England, 1780-1830', Journal of Women's History, 24:1 (2012)
Peter Gurney, '"Rejoicing in Potatoes" : The Politics of Consumption in England during the "Hungry Forties", Past and Present, 203 (2009)
* The workshop takes the form of a practice ‘panel discussion group’. Your panel will be discussing primary sources in front of your ‘studio audience’. One group will examine the impact of the Combination Acts upon the development of trade unions. The other group will discuss the phenomenon of machine-breaking and their imaginary leaders. We will then compare and contrast the two types of collective action.
You need:
1. a chair: someone to direct people when to speak, and to organise questions from the crowd
2. an introducer: someone who can introduce the context of your topic broadly
3. 2 or 3 'experts' on the primary sources - pick out what you think the audience should know about the sources
4. a concluder: someone to conclude the discussion by summarising what has been discussed and larger conclusions
DISCUSSION PREPARATION :
Using the following sources, and further secondary reading, each group prepare the following discussions:
- what do the journal articles argue about the ways in which social movements used consumerism as a tactic?
- how effective were those tactics?
- what do the primary sources show about the uses of consumerism as a form of protest in this period?
Groups 1 and 2:
Read:
Clare Midgley, ‘Slave sugar boycotts, female activism, and the domestic base of British anti-slavery culture’, Slavery and Abolition, 17:3 (1996), 137-62 [attached below]
Source a) Cameo: Josiah Wedgwood, 'Am I not a man and a brother?', 1787, British museum link here.
Source b) Caricature: 'Anti-Saccharites, or John Bull and his Family leaving off the use of sugar', 1792, British museum link here.
supplementary reading:
Jane Webster, 'The unredeemed object: displaying abolitionist artefacts in 2007', Slavery and Abolition, 30:2 (2009)
Seymour Drescher, Capitalism and Anti-Slavery: British Abolitionism in Comparative Perspective (Oxford, 1986)
Groups 3 and 4:
Read:
Peter Gurney, ‘Exclusive Dealing in the Chartist Movement’, Labour History Review, 74:1 (April 2009), 90-110.
source c) St. Albans female friendly society token, 1803, British Museum link here
Source d) Chartist tea cup, c.1840s, Glasgow, now in People's Palace museum, Glasgow. Photo attached below.
supplementary reading:
Andrea Rusnock and V. Dietz, 'Defining Women's Sickness and Work : Female Friendly Societies in England, 1780-1830', Journal of Women's History, 24:1 (2012)
Peter Gurney, '"Rejoicing in Potatoes" : The Politics of Consumption in England during the "Hungry Forties", Past and Present, 203 (2009)
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Week 10: CAPTAIN SWING AND RURAL PROTEST
This week we will be carrying on the theme of machine-breaking, but looking at protest in rural areas. How was rural protest different from protest in urban areas? Have historians over-estimated the rural-urban divide during this period of industrial and agricultural revolutions? Is ‘covert’ protest the best way to describe rural collective action?
WORKSHOP PREPARATION:
Task 1:
Read: Carl Griffin, ‘The Violent Captain Swing’, Past and Present, 209 (November 2010)
AND
J.E. Archer, Social Unrest and Popular Protest in England, 1780-1840, chapter 2, 'agricultural protest'.
In your reading, pay attention to how both historians describe the influence of Eric Hobsbawm and George Rude's classic book, Captain Swing.
What were the Swing riots? What was Hobsbawm and Rude's interpretation of them?
How have historians rethought what the Swing riots were about and how they acted?
Task 2:
PRIMARY SOURCES:
a) Caricature: Henry Heath, 'Swing!', 1830, British Museum, link to page here.
b) 'Swing' letter sent to King's College, Cambridge, National Archives, HO 52/6, http://www.nationalarchives.gov.uk/education/politics/g5/source/g5s7c.htm
c) newspaper account of the Otmoor enclosure riots, 1830: The Standard, 18 September, 1830, file attached below.
You may wish to read: David Eastwood, ‘Communities, Protest and Police in early Nineteenth-Century Oxfordshire: The Enclosure of Otmoor Reconsidered’, Agricultural History Review, 44 (1996) 35-47 to understand source c.
Further reading:
* Carl Griffin, The Rural War: Captain Swing and the Politics of Protest (Manchester, 2012),
942.075 GRI
Carl Griffin, Protest, politics and work in rural England, 1700-1850 (Basingstoke, 2014),
331.10917340942 GRI
* E.J. Hobsbawm and G. Rude, Captain Swing (1969) (new ed. 1973) Hatfield de Havilland - Main, Standard Loan Call Number: 941.075 HOB
Southern History, 32 (2010) – whole issue
articles by Adrian Randall, Peter Jones and Carl Griffin in International Review of Social History, 54 (December 2009)
WORKSHOP PREPARATION:
Task 1:
Read: Carl Griffin, ‘The Violent Captain Swing’, Past and Present, 209 (November 2010)
AND
J.E. Archer, Social Unrest and Popular Protest in England, 1780-1840, chapter 2, 'agricultural protest'.
In your reading, pay attention to how both historians describe the influence of Eric Hobsbawm and George Rude's classic book, Captain Swing.
What were the Swing riots? What was Hobsbawm and Rude's interpretation of them?
How have historians rethought what the Swing riots were about and how they acted?
Task 2:
PRIMARY SOURCES:
a) Caricature: Henry Heath, 'Swing!', 1830, British Museum, link to page here.
b) 'Swing' letter sent to King's College, Cambridge, National Archives, HO 52/6, http://www.nationalarchives.gov.uk/education/politics/g5/source/g5s7c.htm
c) newspaper account of the Otmoor enclosure riots, 1830: The Standard, 18 September, 1830, file attached below.
You may wish to read: David Eastwood, ‘Communities, Protest and Police in early Nineteenth-Century Oxfordshire: The Enclosure of Otmoor Reconsidered’, Agricultural History Review, 44 (1996) 35-47 to understand source c.
Further reading:
* Carl Griffin, The Rural War: Captain Swing and the Politics of Protest (Manchester, 2012),
942.075 GRI
Carl Griffin, Protest, politics and work in rural England, 1700-1850 (Basingstoke, 2014),
331.10917340942 GRI
* E.J. Hobsbawm and G. Rude, Captain Swing (1969) (new ed. 1973) Hatfield de Havilland - Main, Standard Loan Call Number: 941.075 HOB
Southern History, 32 (2010) – whole issue
articles by Adrian Randall, Peter Jones and Carl Griffin in International Review of Social History, 54 (December 2009)
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WEEK 11: ESSAY TUTORIALS AND ASSESSED SEMINAR DISCUSSION PREPARATION
This week I will hold essay tutorials with you individually. Please fill in and send me your essay tutorial plan by email before the workshop. Please also bring your workshop write ups so we can discuss your feedback and ways to improve.
During the workshop you will have time to prepare your assessed discussion in groups.
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WEEK 12: ASSESSED SEMINAR DISCUSSION: MATERIAL CULTURE
This week your seminar discussion will be assessed. You will be working in groups to help and support each other in discussion.
Each group choose one topic we have studied in the module, and examine 2 material objects used as primary sources for that topic. What can they tell historians about the development of popular protest in Britain in this period?
You are welcome to find other relevant primary sources yourselves.
Go to Assessed seminar discussion for the full marking guidelines and more detailed information.
The following reading may help you in understanding how historians use primary sources and material culture:
John Barrell, ‘Radicalism, Visual Culture, and Spectacle in the 1790s’, Romanticism on line, 46 (2007) http://www.erudit.org/revue/ron/2007/v/n46/016131ar.html
J. Epstein, ‘Understanding the Cap of Liberty’, Past and Present, 122 (1989)
'The Objects of Peterloo' in R. Poole, ed., Return to Peterloo (2014)
Nicholas Mansfield, "Radical Banners as Sites of Memory: The National Banner Survey," in Contested Sites: Commemoration, Memorials, and Popular Politics in Nineteenth-Century Britain, ed. Paul A. Pickering and Alex Tyrell (Aldershot, 2004)
Miles Taylor, 'John Bull and the iconography of public opinion in England c.1712-1929,'Past & Present, 134 (1992), 93-128
Nancy LoPatin, 'Ritual, Symbolism and Radical Rhetoric: Political Unions and Political Identity in the Age of Parliamentary Reform', Journal of Victorian Culture 3, 1, (spring 1998), 1 – 29
Malcolm Chase, ‘Digital Chartists: Online Resources for the Study of Chartism’, Journal of Victorian Culture, 14:2 (2009) 294-301
Each group choose one topic we have studied in the module, and examine 2 material objects used as primary sources for that topic. What can they tell historians about the development of popular protest in Britain in this period?
You are welcome to find other relevant primary sources yourselves.
Go to Assessed seminar discussion for the full marking guidelines and more detailed information.
The following reading may help you in understanding how historians use primary sources and material culture:
John Barrell, ‘Radicalism, Visual Culture, and Spectacle in the 1790s’, Romanticism on line, 46 (2007) http://www.erudit.org/revue/ron/2007/v/n46/016131ar.html
J. Epstein, ‘Understanding the Cap of Liberty’, Past and Present, 122 (1989)
'The Objects of Peterloo' in R. Poole, ed., Return to Peterloo (2014)
Nicholas Mansfield, "Radical Banners as Sites of Memory: The National Banner Survey," in Contested Sites: Commemoration, Memorials, and Popular Politics in Nineteenth-Century Britain, ed. Paul A. Pickering and Alex Tyrell (Aldershot, 2004)
Miles Taylor, 'John Bull and the iconography of public opinion in England c.1712-1929,'Past & Present, 134 (1992), 93-128
Nancy LoPatin, 'Ritual, Symbolism and Radical Rhetoric: Political Unions and Political Identity in the Age of Parliamentary Reform', Journal of Victorian Culture 3, 1, (spring 1998), 1 – 29
Malcolm Chase, ‘Digital Chartists: Online Resources for the Study of Chartism’, Journal of Victorian Culture, 14:2 (2009) 294-301
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