Here is what you need to do each week.
You must prepare for each workshop in advance. There will also be mini-lectures for you to watch and make notes on in advance. Please download the handouts and use them to make notes.
*Reading: The online 'textbook' for this module is Edward Royle, Modern Britain, a Social History, 1750-2011 ( 3rd ed. 2011, available as an e-book via Voyager/studynet)
Understanding the Victorians: Politics, Culture and Society in Nineteenth-Century Britain by Susie L. Steinbach (Routledge, 2012) is also useful. (available as an e-book)
*Reading: The online 'textbook' for this module is Edward Royle, Modern Britain, a Social History, 1750-2011 ( 3rd ed. 2011, available as an e-book via Voyager/studynet)
Understanding the Victorians: Politics, Culture and Society in Nineteenth-Century Britain by Susie L. Steinbach (Routledge, 2012) is also useful. (available as an e-book)
week 1: introduction to the long nineteenth century
This week we will be familiarising ourselves with the main themes and events of the long nineteenth century.
Task 1: note the list of contents and chapter topics of Edward Royle, Modern Britain, a social history, 1750-2011 (3rd ed., 2011) and Susie Steinbach, Understanding the Victorians: Politics, Culture and Society in Nineteenth-Century Britain (2012).
Answer these questions:
Task 2: we will be examining the Great Exhibition of 1851. What does it tell us about the attitudes and ideas of Victorian society in the mid-nineteenth century?
Look at the following sources and websites for more information. We will be studying some of these in the seminar:
Further reading:
Answer these questions:
- What are the main issues and topics highlighted?
- What picture do they give of the changes and continuities of the long nineteenth century (1789-1914)?
- Make a list of the main events of the long nineteenth century. Use the timeline files to help you.
Task 2: we will be examining the Great Exhibition of 1851. What does it tell us about the attitudes and ideas of Victorian society in the mid-nineteenth century?
Look at the following sources and websites for more information. We will be studying some of these in the seminar:
- Lisa Merrill, 'Exhibiting Race Under the World's Huge Glass Case', Slavery and Abolition, 33:2 (2012)
- http://www.architecture.com/LibraryDrawingsAndPhotographs/Albertopolis/TheStoryOf/GreatExhibition/TheGreatExhibitionof1851.aspx
- BBC Radio 4 In Our Time programme about the Exhibition: http://www.bbc.co.uk/programmes/p003c19x
Further reading:
- AUERBACH, Jeffrey A., (ed.) and HOFFENBERG, Peter H., (ed.) Britain, the empire, and the world at the Great Exhibition of 1851 (Aldershot: Ashgate, 2008)
- DAVIS, John R., 'Albert and the Great Exhibition of 1851: Creating the Ceremonial of Industry', in Litzenberger, Caroline J.; Lyon, Eileen Groth (ed.), The human tradition in modern Britain (Lanham (MD), 2006)
- Purbrick, Louise (ed.), The Great Exhibition of 1851: new interdisciplinary essays (Manchester: Manchester University Press, 2001)
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week 2 : the Victorian city and the rural idyll
This week we will study the impact of urbanisation and the rise of the Victorian city compared with the myth of the rural idyll.
Preparation for seminar:
Read chapter 1, 'Cities and Slums' in Susie Steinbach, Understanding the Victorians: Politics, Culture and Society in Nineteenth-Century Britain (2012) for background information.
AND J. R. Walkowitz, ‘Going Public: shopping, street harassment and streetwalking in late Victorian London,’ Representations, 62 (Spring 1998)
Make notes on:
- what was the 'slum'? what caused it?
- what was the 'rural idyll'? Why did the Victorians imagine it?
- how have historians described the causes and development of urban Britain?
- what kind of history is Walkowitz's article? What does it argue about the experience of women in Victorian London? How common do you think their experience was?
Seminar tasks:
Prepare a debate about the achievements and the disadvantages of the Victorian city based on more reading from the relevant section of the secondary source bibliography.
Group 1: be prepared to defend the achievements of Victorian cities. You may also wish to find fault in the ‘rural idyll’.
Group 2: find the faults and disadvantages of Victorian cities. You may also want to defend the Victorian idealisation of the countryside.
You may also wish to use the fictional literature for this question - e.g. Benjamin Disraeli, Sybil; Elizabeth Gaskell, North and South; or factual surveys, e.g. Friedrich Engels, Condition of the Working Class; Charles Booth's map of London.
I have also scanned pages from Alison Ravetz, Council Housing and Culture: the History of a Social Experiment (London, 2001), about philanthropy, model villages, garden cities, and other items useful both for this week and next week. The PDF is on studynet.
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This recording is to be used only for non-commercial educational purposes under the terms of an ERA Licence. For terms of use and to find and record more programmes please visit BoB National.
This recording is to be used only for non-commercial educational purposes under the terms of an ERA Licence. For terms of use and to find and record more programmes please visit BoB National.
week 3: social reform, welfare and poverty
This week we are continuing the theme of the Victorian city and considering how the Victorians dealt with its social problems.
Seminar preparation task 1:
Read Royle, Modern Britain, chapters 15 and 16 on poverty.
= what does he say about Victorians' interpretations of poverty and its causes?
= what does he say about their solutions?
You may also wish to read chapter 4 of Steinbach, Understanding the Victorians, to supplement this reading.
task 2: Get into three groups. Each group prepare one of the following primary sources for discussion in the seminar:
How do the authors analyse:
a) the causes of poverty;
b) their solutions for its remedy?
Primary sources:
1. Friedrich Engels, The Condition of the Working Class in England (1844) (embedded below). Choose one chapter that interests you.
2. Charles Booth’s Poverty maps of London, 1898-9. Charles Booth online archive, LSE: Click here to link to the Charles Booth archive with the maps and explanations [if you are from London, find your local area!]
Charles Booth and the Survey into Life and Labour in London (1886-1903)
3. Henry Mayhew, London Labour and the London Poor (1861-2), any volume, choose a chapter of interest. (volume 1 is embedded below)
Questions to prepare for discussion in the seminar:
- who were Engels, Booth and Mayhew? [use the Oxford Dictionary of National Biography online (via Voyager) to find this out].
- What was their influence on social reform?
- Why did Victorians become increasingly concerned about the welfare of the working classes and the poor?
- What solutions did they offer to the problems of poverty?
extra reading:
Read Royle, Modern Britain, chapters 15 and 16 on poverty.
= what does he say about Victorians' interpretations of poverty and its causes?
= what does he say about their solutions?
You may also wish to read chapter 4 of Steinbach, Understanding the Victorians, to supplement this reading.
task 2: Get into three groups. Each group prepare one of the following primary sources for discussion in the seminar:
How do the authors analyse:
a) the causes of poverty;
b) their solutions for its remedy?
Primary sources:
1. Friedrich Engels, The Condition of the Working Class in England (1844) (embedded below). Choose one chapter that interests you.
2. Charles Booth’s Poverty maps of London, 1898-9. Charles Booth online archive, LSE: Click here to link to the Charles Booth archive with the maps and explanations [if you are from London, find your local area!]
Charles Booth and the Survey into Life and Labour in London (1886-1903)
3. Henry Mayhew, London Labour and the London Poor (1861-2), any volume, choose a chapter of interest. (volume 1 is embedded below)
Questions to prepare for discussion in the seminar:
- who were Engels, Booth and Mayhew? [use the Oxford Dictionary of National Biography online (via Voyager) to find this out].
- What was their influence on social reform?
- Why did Victorians become increasingly concerned about the welfare of the working classes and the poor?
- What solutions did they offer to the problems of poverty?
extra reading:
- E. P. Hennock, ‘The Measurement of Urban Poverty: From the Metropolis to the Nation, 1880-1920,’ Economic History Review, 40:2 (1987)
- Englander, D., and O’Day, R., Retrieved Riches: Social Investigation in Britain, 1840-1915 (1995)
- David Englander and Rosemary O'Day, Mr. Charles Booth's Inquiry: Life and Labour of the People in London (London, 1993)
- Martin Bulmer, Kevin Bales, The Social Survey in Historical Perspective: 1880-1940 (Cambridge, 1991)
- LSE collection of images from Adolphe Smith, Street Life in London (1877) http://digital.library.lse.ac.uk/collections/streetlifeinlondon#images
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This recording is to be used only for non-commercial educational purposes under the terms of an ERA Licence.
week 4: online seminar (Cumberland Lodge weekend): working lives and trade unions
This week the seminar is online. If you are not attending the history weekend at Cumberland Lodge, you must complete the reading, complete the online quiz on studynet and contribute at least two contributions to the discussion on studynet.
LECTURE - WATCH THE LECTURE BELOW AND MAKE NOTES USING THE LECTURE HANDOUT.
You might also want to watch this simple video on the Tolpuddle Martyrs: http://youtu.be/XvLyEoYmTaE
Why do people still hold an annual march at Tolpuddle today? - http://youtu.be/d2BPFegBiK0
Task 1:
Read E. Royle, Modern Britain, chapter 13 on organised labour
Complete the quiz on studynet.
Task 2: Read S. O. Rose, ‘Gender antagonism and class conflict: exclusionary strategies of male trade unionists in nineteenth-century Britain’, Social History, 13: 2 (1988). Discuss the answers to these questions on the studynet discussion board.
- what do she say about the position of women in the workplace?
- what were trade unions' attitudes to female workers?
= What historiographical debates does the article highlight?
You might also want to watch this simple video on the Tolpuddle Martyrs: http://youtu.be/XvLyEoYmTaE
Why do people still hold an annual march at Tolpuddle today? - http://youtu.be/d2BPFegBiK0
Task 1:
Read E. Royle, Modern Britain, chapter 13 on organised labour
Complete the quiz on studynet.
Task 2: Read S. O. Rose, ‘Gender antagonism and class conflict: exclusionary strategies of male trade unionists in nineteenth-century Britain’, Social History, 13: 2 (1988). Discuss the answers to these questions on the studynet discussion board.
- what do she say about the position of women in the workplace?
- what were trade unions' attitudes to female workers?
= What historiographical debates does the article highlight?
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week 5: empire
This week we will be discussing historians' debates about the significance and reach of the British empire and imperialism.
seminar preparation task 1: Read the debate between Bernard Porter and John Mackenzie:
- Bernard Porter, 'Further Thoughts on Imperial Absentmindedness', Journal of Imperial and Commonwealth History, 36: 1 (March 2008), 101-17; and
- John Mackenzie, 'Comfort and Conviction: A Response to Bernard Porter', Journal of Imperial and Commonwealth History, 36: 4 (Dec 2008), 659-68.
Highlight Bernard Porter's main arguments and John Mackenzie's counter-arguments. How convinced are you by Porter's defence?
task 2: using the two articles and the extra reading, prepare this debate topic:
'The British Empire was more 'absent-minded' than malicious in the nineteenth century'.
Extra reading:
- Steinbach, Understanding the Victorians, chapter 2
- Bernard Porter, The Absent Minded Imperialists: empire, society, and culture in Britain (Oxford, 2004), [available as an ebook via Voyager]
- John Mackenzie, Propaganda and Empire: the Manipulation of British Public Opinion (1985)
- Marshall, P.J. ed., The Cambridge Illustrated History of the British Empire (1996)
- Porter, A., Oxford History of the British Empire, vol III: the nineteenth century (1999)
- MACKENZIE, John MacDonald.,'Irish, Scottish, Welsh and English worlds? The historiography of a four nations approach to the history of the British empire', in Hall, Catherine; McClelland, Keith (ed.), Race, nation and empire : making histories, 1750 to the present (Manchester: Manchester University Press, 2010)
seminar preparation task 1: Read the debate between Bernard Porter and John Mackenzie:
- Bernard Porter, 'Further Thoughts on Imperial Absentmindedness', Journal of Imperial and Commonwealth History, 36: 1 (March 2008), 101-17; and
- John Mackenzie, 'Comfort and Conviction: A Response to Bernard Porter', Journal of Imperial and Commonwealth History, 36: 4 (Dec 2008), 659-68.
Highlight Bernard Porter's main arguments and John Mackenzie's counter-arguments. How convinced are you by Porter's defence?
task 2: using the two articles and the extra reading, prepare this debate topic:
'The British Empire was more 'absent-minded' than malicious in the nineteenth century'.
Extra reading:
- Steinbach, Understanding the Victorians, chapter 2
- Bernard Porter, The Absent Minded Imperialists: empire, society, and culture in Britain (Oxford, 2004), [available as an ebook via Voyager]
- John Mackenzie, Propaganda and Empire: the Manipulation of British Public Opinion (1985)
- Marshall, P.J. ed., The Cambridge Illustrated History of the British Empire (1996)
- Porter, A., Oxford History of the British Empire, vol III: the nineteenth century (1999)
- MACKENZIE, John MacDonald.,'Irish, Scottish, Welsh and English worlds? The historiography of a four nations approach to the history of the British empire', in Hall, Catherine; McClelland, Keith (ed.), Race, nation and empire : making histories, 1750 to the present (Manchester: Manchester University Press, 2010)
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week 6: the 'Celtic Fringe'?
This week we will be examining the four nations of the United Kingdom and how they interacted during the nineteenth century.
Seminar preparation task 1: Read Linda Colley, 'Britishness or Otherness: an argument', Journal of British Studies, Vol. 31, No. 4 (Oct., 1992)
- what is the 'four nations' approach to British history, and how does it differ from previous histories?
Task 2: Get into 4 groups. Each group will be assigned one nation to research. Consider the following questions:
e.g. http://digital.library.lse.ac.uk/objects/lse:mox756cez and the Punch archive is: http://punch.photoshelter.com/gallery/Victorian-Era-Cartoons/G0000czGdMEOaVXY/
Use the following reading to help you, and find your own reading from the full bibliography and Voyager/Bibliography of British and Irish History:
a) Ireland
b) Scotland
c) Wales
d) England
Britain:
- Alexander Grant and Keith Stringer, Uniting the Kingdom: the Making of British History (1995), part I
OR
- Hugh Kearney, The British Isles: a History of Four Nations (new ed 2012), introduction
Seminar Task 3: Consider the debate question: 'Four Nations is a better model of looking at nineteenth-century British history than 'the Celtic Fringe'.
Seminar preparation task 1: Read Linda Colley, 'Britishness or Otherness: an argument', Journal of British Studies, Vol. 31, No. 4 (Oct., 1992)
- what is the 'four nations' approach to British history, and how does it differ from previous histories?
Task 2: Get into 4 groups. Each group will be assigned one nation to research. Consider the following questions:
- - what was the country's constitutional relationship with Westminster? Highlight key dates and events and people.
- - what does the historiography say about how the writing of the history of the nation has changed?
- - why was Home Rule such a controversial issue in the later nineteenth century?
- - Find a Punch cartoon or similar depicting the nation.
e.g. http://digital.library.lse.ac.uk/objects/lse:mox756cez and the Punch archive is: http://punch.photoshelter.com/gallery/Victorian-Era-Cartoons/G0000czGdMEOaVXY/
Use the following reading to help you, and find your own reading from the full bibliography and Voyager/Bibliography of British and Irish History:
a) Ireland
- R. F. Foster, Modern Ireland, 1600-1972 (1988), relevant chapters;
- John Morrow, 'Thomas Carlyle, Young Ireland and the Condition of Ireland Question', Historical Journal, 51: 3 (2008), 643-67
- BEBBINGTON, David William, 'The union of hearts depicted: Gladstone, Home Rule and United Ireland', in Gladstone and Ireland : politics, religion, and nationality in the Victorian age; edited by D. George Boyce and Alan O'Day. (Basingstoke: Palgrave Macmillan, 2010), pp. 186-207 [or any chapter in the book - available as an ebook via Voyager]
- Shannon, Richard. 'Gladstone and Home Rule, 1886', In Ireland after the Union (Oxford, 1989), 45-59.
b) Scotland
- M. G. T. Pittock, Celtic Identity and the British Image (Manchester, 1999)
- Richard Finlay, 'Review Article: New Britain, New Scotland, New History?', Journal of Contemporary History, 36: 2 (April 2001), 383-393
- HARVIE, Christopher, Scotland and nationalism : Scottish society and politics, 1707-1994 (2nd edn., London: Routledge, 1994)
c) Wales
- R Merfyn Jones, 'Beyond Identity? The reconstruction of the Welsh', Journal of British Studies, 31: 4 (Oct 1992), 330-39
- Russell Davies, Hope and Heartbreak: a social history of Wales and the Welsh, 1776-1871 (2005)
- PRITCHARD, Ian 'Beer and Britannia' : public-house culture and the construction of nineteenth-century British-Welsh industrial identity', Nations and Nationalism, 18:2 (2012) 326-345
- EVANS, Neil, 'Loyalties : state, nation, community and military recruiting in Wales 1840-1918', in Cragoe, Matthew; Williams, Chris (ed.), Wales and war : society, politics and religion in the nineteenth and twentieth centuries (Cardiff: University of Wales Press, 2007)
d) England
- Linda Colley, 'Whose Nation? Class and National Consciousness in Britain, 1750-1830', Past and Present, 113 (1986)
- Gary K Peatling, 'Home Rule for England: English Nationalism and Edwardian DEbates about constitutional reform', Albion, 35: 1 (2003), 71-90
Britain:
- Alexander Grant and Keith Stringer, Uniting the Kingdom: the Making of British History (1995), part I
OR
- Hugh Kearney, The British Isles: a History of Four Nations (new ed 2012), introduction
Seminar Task 3: Consider the debate question: 'Four Nations is a better model of looking at nineteenth-century British history than 'the Celtic Fringe'.
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week 8: the Victorian family
This week we are exploring attitudes to family, marriage and women in Victorian society.
Task 1: Read: Julie Marie Strange, 'Fatherhood, Providing and Attachment in Late Victorian and Edwardian Working-Class Families', The Historical Journal, Volume 55, Issue 04 (December 2012), 1007-1027.
AND
Susie Steinbach, Understanding the Victorians, chapter 11, 'marriage, free love, and unnatural crimes'.
Answer the following questions:
1. what does Strange state about the historiography of the Victorian family?
2. what is her main argument and how does it differ from the older historiography?
3. what sources does she use as evidence to back up her argument?
Further reading:
- A.J. Hammerton, 'Pooterism or Partnership? Marriage and Masculine Identity in the lower middle classes, 1870-1920,' Journal of British Studies, 38: 3 (1999)
- Ellen Ross, Love and Toil: Motherhood in Outcast London, 1870-1918 (Oxford, 1993, available as an e-book via Voyager]
- Eileen Yeo, 'The Creation of 'motherhood' and women's responses in Britain and France, 1750-1922', Women's History Review, 8 (1999), 201-18
- E. Hopkins, Childhood Transformed: Working-class children in nineteenth century England (1994)
Task 1: Read: Julie Marie Strange, 'Fatherhood, Providing and Attachment in Late Victorian and Edwardian Working-Class Families', The Historical Journal, Volume 55, Issue 04 (December 2012), 1007-1027.
AND
Susie Steinbach, Understanding the Victorians, chapter 11, 'marriage, free love, and unnatural crimes'.
Answer the following questions:
1. what does Strange state about the historiography of the Victorian family?
2. what is her main argument and how does it differ from the older historiography?
3. what sources does she use as evidence to back up her argument?
Further reading:
- A.J. Hammerton, 'Pooterism or Partnership? Marriage and Masculine Identity in the lower middle classes, 1870-1920,' Journal of British Studies, 38: 3 (1999)
- Ellen Ross, Love and Toil: Motherhood in Outcast London, 1870-1918 (Oxford, 1993, available as an e-book via Voyager]
- Eileen Yeo, 'The Creation of 'motherhood' and women's responses in Britain and France, 1750-1922', Women's History Review, 8 (1999), 201-18
- E. Hopkins, Childhood Transformed: Working-class children in nineteenth century England (1994)
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week 9: religion, science and doubt
This week we are considering the secularisation debate. What evidence is there to suggest that religion in Victorian Britain was declining? What was the impact of science and new philosophies by Charles Darwin and other thinkers?
Seminar preparation task 1: Read Susie Steinbach, Understanding the Victorians, chapter 12, religion.
Consider the following questions in the seminar:
- why was the 1851 religious census so shocking for the Church of England?
- what impact did scientific and biological investigations have upon religion in this period?
- what have historians debated about secularisation in this period?
Task 2: Read: Jeremy N Morris, 'The strange death of Christian Britain: another look at the secularization debate', Historical Journal, 46: 4 (2003), 963-76.
It might be easier to start with part II of the article first. It is a review of the secularisation debate, particularly Callum Brown's book The Death of Christian Britain.
- Part i discusses Hugh McLeod's four features of secularisation - what are they?
- what is the main argument of Brown's book [see word doc attached]? Does Morris agree or disagree?
Seminar task 3: In the seminar we will be examining the findings of the 1851 religious census. Briefly look at the original report, Horace Mann, Official Report on Religious Worship (1854) here: http://archive.org/details/censusgreatbrit00manngoog
1. See pp.94 onwards and list the factors that Mann believed were responsible for low church attendance among the working classes.
2. what might be the problems of using this source to prove the secularisation thesis?
I have attached a couple of pages from John Wolffe, God and greater Britain: religion and national life in Britain and Ireland, 1843-1945 (1994) on the 1851 census below.
Further reading:
- Callum Brown, The Death of Christian Britain: Understanding Secularisation, 1800-2000 (London, 2000)
- Royle, Modern Britain, chapters 23 and 28 on religion and secularisation.
- Hugh McLeod and W. Ustorf, eds., The Decline of Christendom in Western Europe, 1750-2000 (2003)
- Hugh McLeod, 'Religion in nineteenth-century Britain', [review article], Journal of British Studies, 38: 3 (1999), 385-91.
- WOLFFE, John, 'The 1851 Census and Religious Change in Nineteenth-Century Yorkshire', Northern History, 45:1 (2008) 71-86
- SNELL, K. D. M. & ELL, Paul S., Rival Jerusalems: the geography of Victorian religion (Cambridge: Cambridge University Press, 2000)
Seminar preparation task 1: Read Susie Steinbach, Understanding the Victorians, chapter 12, religion.
Consider the following questions in the seminar:
- why was the 1851 religious census so shocking for the Church of England?
- what impact did scientific and biological investigations have upon religion in this period?
- what have historians debated about secularisation in this period?
Task 2: Read: Jeremy N Morris, 'The strange death of Christian Britain: another look at the secularization debate', Historical Journal, 46: 4 (2003), 963-76.
It might be easier to start with part II of the article first. It is a review of the secularisation debate, particularly Callum Brown's book The Death of Christian Britain.
- Part i discusses Hugh McLeod's four features of secularisation - what are they?
- what is the main argument of Brown's book [see word doc attached]? Does Morris agree or disagree?
Seminar task 3: In the seminar we will be examining the findings of the 1851 religious census. Briefly look at the original report, Horace Mann, Official Report on Religious Worship (1854) here: http://archive.org/details/censusgreatbrit00manngoog
1. See pp.94 onwards and list the factors that Mann believed were responsible for low church attendance among the working classes.
2. what might be the problems of using this source to prove the secularisation thesis?
I have attached a couple of pages from John Wolffe, God and greater Britain: religion and national life in Britain and Ireland, 1843-1945 (1994) on the 1851 census below.
Further reading:
- Callum Brown, The Death of Christian Britain: Understanding Secularisation, 1800-2000 (London, 2000)
- Royle, Modern Britain, chapters 23 and 28 on religion and secularisation.
- Hugh McLeod and W. Ustorf, eds., The Decline of Christendom in Western Europe, 1750-2000 (2003)
- Hugh McLeod, 'Religion in nineteenth-century Britain', [review article], Journal of British Studies, 38: 3 (1999), 385-91.
- WOLFFE, John, 'The 1851 Census and Religious Change in Nineteenth-Century Yorkshire', Northern History, 45:1 (2008) 71-86
- SNELL, K. D. M. & ELL, Paul S., Rival Jerusalems: the geography of Victorian religion (Cambridge: Cambridge University Press, 2000)
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week 10: Victorian leisure
This week we are discussing the leisure practices of the Victorians. What was the effect of factory reform and more free time and rising living standards upon the development of leisure?
Seminar preparation Task 1:
Choose from EITHER
Peter Bailey, 'Conspiracies of Meaning: Music-Hall and the Knowingness of Popular Culture', Past & Present, 144 (1994), 138-70 with F. Anstey, 'London Music Halls', Harper's New Monthly Magazine (1891) - click on the link here
AND/OR
John K. Walton, 'The Demand for Working-Class Seaside Holidays in Victorian England', Economic History Review, New Series, Vol. 34, No. 2 (May, 1981), pp. 249-265
Questions to consider:
- how does Bailey use evidence?
- What purposes did music hall serve?
- How do we know what the Victorian working-classes found funny?
- Why did seaside holidays become popular towards the end of the century? How did the seaside resort change?
Task 2:
read the relevant parts of chapters 21 and 22 of Royle, Modern Britain.
Task 3: Choose a topic from:
a) music hall
b) football
c) seaside resorts
Use the bibliography and voyager to select relevant reading on the topic, and prepare a short presentation (5 minutes). Why was the leisure activity important in Victorian society, and what have historians discussed about it?
Further reading:
Bob Nicholson's blog, The Digital Victorianist -
http://www.digitalvictorianist.com/blog/
Seminar preparation Task 1:
Choose from EITHER
Peter Bailey, 'Conspiracies of Meaning: Music-Hall and the Knowingness of Popular Culture', Past & Present, 144 (1994), 138-70 with F. Anstey, 'London Music Halls', Harper's New Monthly Magazine (1891) - click on the link here
AND/OR
John K. Walton, 'The Demand for Working-Class Seaside Holidays in Victorian England', Economic History Review, New Series, Vol. 34, No. 2 (May, 1981), pp. 249-265
Questions to consider:
- how does Bailey use evidence?
- What purposes did music hall serve?
- How do we know what the Victorian working-classes found funny?
- Why did seaside holidays become popular towards the end of the century? How did the seaside resort change?
Task 2:
read the relevant parts of chapters 21 and 22 of Royle, Modern Britain.
Task 3: Choose a topic from:
a) music hall
b) football
c) seaside resorts
Use the bibliography and voyager to select relevant reading on the topic, and prepare a short presentation (5 minutes). Why was the leisure activity important in Victorian society, and what have historians discussed about it?
Further reading:
Bob Nicholson's blog, The Digital Victorianist -
http://www.digitalvictorianist.com/blog/
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This recording is to be used only for non-commercial educational purposes under the terms of an ERA Licence. For terms of use and to find and record more programmes please visit BoB National.
week 12: reforming politics and welfare on the eve of WWI
This week we will be discussing the Edwardian period, changing ideas about welfare and reform on the eve of WWI
Seminar preparation task 1:
Read David Powell, 'The New Liberalism and the rise of Labour, 1886-1906', Historical Journal, 29:2 (1986)
- what was New Liberalism?
- why was the People's Budget so controversial?
- What changes did it lead to?
- why did the Labour party emerge at the end of the century?
task 2:
Further reading:
History & Policy paper on the People's Budget of 1909: http://www.historyandpolicy.org/papers/policy-paper-94.html
Bentley Brinkerhoff Gilbert, 'David Lloyd George: Land, The Budget, and Social Reform,' The American Historical Review
Vol. 81, No. 5 (Dec., 1976)
Read David Powell, 'The New Liberalism and the rise of Labour, 1886-1906', Historical Journal, 29:2 (1986)
- what was New Liberalism?
- why was the People's Budget so controversial?
- What changes did it lead to?
- why did the Labour party emerge at the end of the century?
task 2:
Further reading:
History & Policy paper on the People's Budget of 1909: http://www.historyandpolicy.org/papers/policy-paper-94.html
Bentley Brinkerhoff Gilbert, 'David Lloyd George: Land, The Budget, and Social Reform,' The American Historical Review
Vol. 81, No. 5 (Dec., 1976)
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week 13: exam preparation
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ppp_mock_examination_paper.pdf | |
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Revision strategies
Revision Strategy
• Form a revision group with 2 or 3 others and meet up 2-3 times before the exam
• Pool and share your knowledge & books
• Help each other revise and understand ideas and explanations
• Plan out with others how to develop material on particular questions
Revision Tactics 1
• Pick three or four of the main books on the bibliography, read through them for gist [introduction, conclusion, headings of each chapter] and work out the historians’ positions on the nineteenth century.
• Read, make notes and produce outline essays on three or four of the topics covered in the module .
· Remember to note down historians’ debates about each topic. These are normally highlighted in the introductions to books, and in the second or third paragraphs of journal articles.
Revision Tactics 2
• Accumulate your facts & data under sub headings of possible aspects
• Learn what comes under each sub-heading
• Reduce the sub headings to a list on one side of A4
• Reduce the sub headings to key words on one small card & learn them
• Form a revision group with 2 or 3 others and meet up 2-3 times before the exam
• Pool and share your knowledge & books
• Help each other revise and understand ideas and explanations
• Plan out with others how to develop material on particular questions
Revision Tactics 1
• Pick three or four of the main books on the bibliography, read through them for gist [introduction, conclusion, headings of each chapter] and work out the historians’ positions on the nineteenth century.
• Read, make notes and produce outline essays on three or four of the topics covered in the module .
· Remember to note down historians’ debates about each topic. These are normally highlighted in the introductions to books, and in the second or third paragraphs of journal articles.
Revision Tactics 2
• Accumulate your facts & data under sub headings of possible aspects
• Learn what comes under each sub-heading
• Reduce the sub headings to a list on one side of A4
• Reduce the sub headings to key words on one small card & learn them
Exam strategies
1. Open the paper. DO NOT START WRITING YET! Even if everyone else around you starts scribbling away, take at least 5 mins to 'get in the zone', and look through the paper and THINK about which questions you can answer. Remember that even if a question looks 'difficult' or 'not exactly what I've revised', if you've revised the broad topic, you will be able to answer it.
2. Choose your questions, then read them again. Highlight the key words you may wish to define in the introduction. Use these key words to structure your argument.
What kind of question is it? Think about the different types of answers.
a) to what extent....? Did this do that or not? = cover both sides of the argument, but weigh on one side more than the other, with supporting evidence.
b) compare and contrast.... How did this differ from that? = remember to compare and contrast, and do so in each paragraph.
c) causes and consequences... Why did this happen? = weigh up each one and prioritise them, avoiding a list.
3. Read the question.
4. spend 10 minutes on planning a structure:
Introduction setting out your main argument, structure, define some key words.
3-4 paragraphs – signpost first lines! If it involves primary sources, make sure you put the sources in context and answer the 'who, what, why, WHEN?' questions.
Conclusion – repeat your answer to the question.
5. read the question again and check you’ve answered it.
6. write your answer.
7. read the question again and check you’ve answered it.
Strategy for Section B
• Read the questions very carefully
• Note key words on your plan that are the triggers for discussing particular aspects in answer to the question
• Decide which aspects are relevant to answer this particular question.
• Decide the most appropriate order for discussing each aspect
Tactics in the exam
• If you cannot remember exact dates, try and get the decade right e.g. 'in the 1880s, the Liberals attempted to pass Home Rule for Ireland'
• If you cannot remember a particular name e.g. William Booth, then get around it by saying ‘social reformer’ [though it obviously helps the more specific you are]
• As part of your revision, work out a time chart for your chosen Section B Essay. When you get into the exam, note down key points from it to remind you of the sequence of events
Strategy for answers
• Look at the type of question: each type requires a different structure of answer:
a) To what extent... = you need to cover both sides of the argument, but weigh up one more than the other
b) Compare and contrast.... = make sure you do this in each paragraph, then come to a conclusion at the end about whether they mostly differed or were similar
c) Explain the causes/consequences.../ How and why....? = don’t just write a list; weigh up which causes/consequences were important/influenced each other.
· Briefly introduce the topics to be discussed in your answer in the first paragraph = define the terms of the question and use them to structure your answer.
• Do not include a lot of unnecessary background information
• Make sure your paragraphs link together and form a coherent answer.
Final checking
• Check that each sentence you have written is a proper sentence with a main verb, not just a phrase
• Check you have not repeated yourself in your section B essay.
• Check you have not repeated the same material in section A, as you have put in section B
In the Exam Room Remember:
• Turn off your mobile phone & put it in your bag/pocket, not on the desk
• Take your UH ID card with you and put it on top of the desk
• Do not take notes into the exam
• Put your bag etc. at the side of the room as instructed
Time management
• Remember to spend 5 minutes planning out you answers in the exam booklet. Then put a line through the plan to indicate it is not the answer
• Leave at least 5 minutes at the end to read through what you have written.
• Do not spend more than 55 minutes on the answer to Section A