1. Classes. Please consult regularly the an enhanced version of this syllabus <http://ux1.eiu.edu/~nekey/syllabi/3100.htm>. Class meets at 11, T & Th. Generally, I lecture on Tuesday and we discuss texts on Thursday (read Sources and Debates before and bring to class on day assigned). Any revisions to this syllabus will be limited, for pedagogical reasons (changes in due dates, readings, specific essay questions, review sheets), and announced in advance and posted on D2L.
  2. Papers. His 3100 is designated writing-intensive (essays may be submitted for your Electronic Writing Portfolio; please revised based on my comments, and let me know by email you are submitting same). One essay (5 pages, 15% of your grade) will ask you to analyze your document (presented as a group leader, see below) in context of other period documents, as well as biographical, dictionary, and secondary research. The Trial of Charles essay (7 pages, 20%) asks you to contextualize the events of 1649 in a similar manner. . The two focused and thoughtful essays should be typed, double-spaced, and use clear and consistent referencing (see citation guide).
  3. Participation. Participation is required (10%, based presentations and contributions to in-class discussion, and debate; online discussion 10%). [Extra credit (up to 5%) can be obtained by an optional extra essay on the final.] Online discussion assignments have instructions, but often ask one to select the key sentence from the main assigned document for that week, and then to write why you selected that sentence; that is, why you think it is key. Once you have posted, you will see others' postings. Select someone else's posting (if possible a different sentence), and write how that sentence and description relates to another of the documents for that week that you have read. Additional comments/relations will provide extra discussion credit for that week. One specific in-class and online participation assignment is as a group leader. You will choose or be assigned to a group (2-to-3 students). Before your group's week, you will read one chapter of sources, select a few that you would be willing to lead, and post same on D2L. I will then select from these as to which document you will help present (about seven documents each week; leaders will take us through 3-4). The group will then be responsible for presenting those documents to the class, by noting context (from EEBO, ODNB, OED, other documents, or historiography) and ask questions. (Think of discussion leaders as responsible for preparing the class for using those documents in the Mid-Term.)
  4. Rules of Engagement. In order to keep us all on task and minimize distractions, let's not read newspapers, study or write for another class, text, make or receive phone calls, email, or visit non-class-related sites during class time (and please, please, please mute all notifications on your devices). Generally speaking, three or less absences will not adversely affect your participation grade. (Because it is participation I seek, I tend not to ask for nor receive excuse notesĀ from various authorities.) If you are/will be absent, please consult the online syllabus first to see what was/will be covered. Your grade as a whole may suffer if your absences fall on the date of assigned reports or exams. There is, of course, no make-up for reports or the final. Other make-ups will be at my discretion. (Anyone with a documented disability should let me know in the first week or two of class so that we can make appropriate accommodations.) History department graduate students tutor in CH 2726 (Nick Waller is working with me this semester). And ask me for questions and clarifications. I will talk about history virtually anytime.
  5. Exams. You must purchase at the University Bookstore, sign, and turn in all three exam books by Sept. 19. No one may take the two in-class mid-terms (15% each) or the final (20%) without an exam book. First exam covers from about 1450 to about 1603; the second from about 1585 to 1642; the third 1640-1700. The mid-terms will consist primarily of statements based on factual narrative, brief interpretation, identifications, essays based on short excerpts from assigned documents, and mapping. The final includes excerpts and questions which elicit essays of synthesis and analysis. Improvement during the semester will mitigate early disastrous performance.
  6. I use the following grade scale for tests and for your final grade.
  7. Evaluation (summary)
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    last modified on August 30, 2016