Undergraduate Course: From Covenanting Revolution to Jacobite Rebellion: Scottish Politics, 1638-1747 (SCHI10077)
|School||School of History, Classics and Archaeology
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course explores the revolutions, reforms and political upheavals of seventeenth- and eighteenth-century Scotland. As well as examining the main events from the Covenanting revolution of 1638-41 to the Jacobite rising of 1745, the course pays particular attention to political culture and forms of popular participation in politics.
This course explores the turbulent events and important transformations in Scottish politics from the Covenanting revolution of 1638-41 to the Jacobite rising of 1745. Building on pre-honours courses in Scottish and British history, the course charts the main developments in political life, examining periods of rapid state-building and intense religious controversy, as well as such decisive turning points as the union of 1707. The course begins chronologically, discussing the period's successive revolutions and settlements. It then focuses on political culture and popular participation in politics, drawing on evidence from across the period to examine key themes.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| A pass or passes in 40 credits of first level historical courses or equivalent and a pass or passes in 40 credits of second level historical courses or equivalent.
Before enrolling students on this course, PTs are asked to contact the History Honours Admission Administrator to ensure that a place is available (Tel: 504030).
Information for Visiting Students
|Pre-requisites||Visiting students must have 3 History courses at grade B or above. We will only consider University/College level courses. Enrolments for this course are managed by the CAHSS Visiting Student Office, in line with the quotas allocated by the department. All enquiries to enrol must be made through the CAHSS Visiting Student Office. It is not appropriate for students to contact the department directly to request additional spaces.
|High Demand Course?
Course Delivery Information
|Academic year 2020/21, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 22,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
1,500 word Primary Source Commentary (35%)
2,500 word Essay (50%)
Discussion Forum Posts (15%)
||Students will be encouraged to submit an essay plan to the course organiser to receive formative feedback. Feedback on essays will be both formative and summative, allowing students to apply the feedback in their preparation for the exam. Students will have the opportunity to discuss that feedback further with the Course Organiser during their published office hours or by appointment.
|No Exam Information
On completion of this course, the student will be able to:
- demonstrate, by way of coursework, a sound knowledge of Scottish politics in the period 1638-1747;
- demonstrate, by way of coursework, an ability to read, analyse and reflect critically upon relevant scholarship;
- demonstrate, by way of coursework, an ability to understand, evaluate and utilise a variety of primary source material;
- demonstrate, by way of coursework, the ability to develop and sustain scholarly arguments in oral and written form, by formulating appropriate questions and utilising relevant evidence;
- demonstrate independence of mind and initiative; intellectual integrity and maturity; an ability to evaluate the work of others, including peers.
|Adams, Sharon, and Julian Goodare (eds.), Scotland in the Age of Two Revolutions (Woodbridge, 2014)|
Braddick, Michael J. (ed.), The Oxford Handbook of the English Revolution (Oxford, 2015)
Brown, Stewart J., and Christopher A. Whatley (eds.), The Union of 1707: New Dimensions (Edinburgh, 2008)
Devine, T. M., and J. R. Young (eds.), Eighteenth-Century Scotland: New Perspectives (East Linton, 1999)
Harris, Tim, Restoration: Charles II and his Kingdoms (London, 2005)
Jackson, Clare, Restoration Scotland, 1660-1690: Royalist Politics, Religion and Ideas (Woodbridge, 2003)
Macinnes, Allan I., The British Revolution, 1629-1660 (Basingstoke, 2005)
Robertson, John (ed.), A Union for Empire: Political Thought and the British Union of 1707 (Cambridge, 1995)
Shaw, John Stuart, The Political History of Eighteenth-Century Scotland (Basingstoke, 1999)
Stevenson, David, The Scottish Revolution, 1637-1644: The Triumph of the Covenanters (Newton Abbot, 1973)
Stewart, Laura A. M., Rethinking the Scottish Revolution: Covenanted Scotland, 1637-1651 (Oxford, 2016)
Whatley, Christopher A., with Derek J. Patrick, The Scots and the Union (Edinburgh, 2006) [or 2nd edn (2014)]
|Graduate Attributes and Skills
||ability to draw valid conclusions about the past
ability to identify, define and analyse historical problems
ability to select and apply a variety of critical approaches to problems informed by uneven evidence
ability to exercise critical judgement in creating new understanding
ability to extract key elements from complex information readiness and capacity to ask key questions and exercise rational enquiry
ability critically to assess existing understanding and the limitations of knowledge and recognition of the need regularly to challenge/test knowledge
ability to search for, evaluate and use information to develop knowledge and understanding
possession of an informed respect for the principles, methods, standards, values and boundaries of the discipline(s), as well as the capacity to question these
recognition of the importance of reflecting on one's learning experiences and being aware of one's own particular learning style
openness to new ideas, methods and ways of thinking
ability to identify processes and strategies for learning
independence as a learner, with readiness to take responsibility for one's own learning, and
commitment to continuous reflection, self-evaluation and self-improvement
ability to make decisions on the basis of rigorous and independent thought.
ability to test, modify and strengthen one's own views through collaboration and debate
ability to sustain intellectual interest
ability to make effective use of oral, written and visual means convey understanding of historical issues and one's interpretation of them.
ability to marshal argument lucidly and coherently
ability to collaborate and to relate to others
readiness to seek and value open feedback to inform genuine self-awareness
ability to articulate one's skills as identified through self-reflection
ability to approach historical problems with academic rigour
ability to manage and meet firm deadlines flexible, adaptable and proactive responsiveness to
possession of the confidence to make decisions based on one's understanding and
ability to transfer knowledge, learning, skills and abilities flexibly from one context to another
ability to work effectively with others, capitalising on diversities of thinking, experience and skills
working with, managing, and leading others in ways that value their diversity and equality and that encourage their contribution
|Course organiser||Dr Alasdair Raffe
Tel: (0131 6)51 4269
|Course secretary||Miss Katherine Perry