Year 1 History Module Choice Booklet 2017_18

       Encounter the Past:From Ancient Egypt to the War on Terror University of Southampton History Department Year 1 Module Choices 2017-18  

Contents    Introduction  /  How  to  Select  Modules  ……………………………………………………………………………………………1  Semester  1  Optional  Modules  (in  brief)…………………………………………………………………………………………..6  Semester  2  Optional  Modules  (in  brief)……………………………………………………………………………………..……7  Full  Module  List……………………………………………………………………………………………………………………………8-­‐10  Semester  1  Compulsory  Modules…………………………………….………………………………………………………..11-­‐14  Semester  1  Optional  Modules…………………………………………………………………………….……………………..15-­‐48  Semester  2  Compulsory  Modules………………………………………………………………………..……………………..49-­‐54  Semester  2  Optional  Modules………………………………………………………………………………………………....55-­‐106  Index  by  Historical  Period…………………………………………………………………………………………………….…….107-­‐9            

    Introduction  Be  bold!  In  coming  to  History  at  Southampton,  you  are  joining  an  incredibly  dynamic  community  of  scholars,   whose   broad   expertise   and   varied   interests   are   reflected   in   the   original   and   thought-­‐provoking   modules   available.   Take   the   time   to   explore   what   is   on   offer   by   reading   the   overviews,  considering   the   lists   of   topics   each   module   includes,   and   enjoying   the   sample   sources   and  commentaries  provided  in  this  handbook.  Do  not  be  put  off  by  things  of  which  you  may  not  yet  have  heard   or   studied   previously.   Getting   the   most   out   of   your   time   at   university   means   seizing   the  opportunity  to  broaden  your  horizons  and  challenge  yourself  intellectually,  and  that  is  exactly  what  this  varied  curriculum  offers  you.  Just  as  the  staff  in  this  department  are  pushing  the  boundaries  of  historical  knowledge  and  understanding,  so  should  you  be  on  both  an  academic  and  a  personal  level.    We  wish  you  all  the  best  for  the  upcoming  year,  and  hope  this  booklet  helps  you  make  the  most  of  the  diverse  options  available  to  you.     How  to  Select  Your  Modules  This  handbook  includes  details  on  the  modules  you  can  take  within  history,  including  the  compulsory  modules   that   you   take   in   year   one   as   well   as   optional   modules   for   you   to   choose.   The   history  compulsory  modules  are  HIST1151  World  Histories  in  semester  one  and  HIST1150  World  Ideologies  in   semester   two.   These   modules   will   introduce   you   to   new   areas   of   history,   covering   a   broad  chronological   and   geographical   scope   (HIST1151)   and   exploring   varied   concepts   and   big   ideas   that  have  shaped  the  past  and  the  way  historians  interpret  the  past  (HIST1150).  The  compulsory  modules  are  intended  to  give  you  the  big  picture  of  key  moments  and  ideas  from  the  ancient  to  the  modern  world  that  will  provide  a  foundation  for  the  rest  of  your  degree.  These  modules  are  also  designed  to  help  with  the  transition  from  sixth  form  and  college  to  university  so  you  are  developing  and  building  the   essential   historical   skills   that   you   need   throughout   the   rest   of   your   degree.   The   compulsory  modules  are  also  structured  to  introduce  you  to  different  lecturers  and  give  you  a  taste  of  the  types  of   subjects   and   approaches   to   history   you   could   study   during   your   degree.   World   Histories   (30  credits)   and   World   Ideologies   (30   credits)   go   alongside   your   optional   modules   (15   credits   each)   in  each  semester.  If  you  are  studying  for  a  combined  honours  degree  or  are  taking  one  of  the  ancient  history   degree   programmes,   other   compulsory   modules   will   be   relevant   to   you   as   explained   in   the  appropriate  sections  below.    In  order  to  qualify  for  your  degree,  you  need  to  take  120  credits  during  the  academic  year,  that  is  60  credits   in   each   semester.   Other   arrangements   apply   for   part-­‐time   students,   and   sometimes   for  students   whose   studies   have   been   affected   by   other   circumstances   in   some   way.   The   credits  attached  to  each  module  are  stated  in  each  description  below.  While  the  compulsory  modules  offer  you  a  foundation  and  a  ‘big  picture’  perspective,  the  optional  modules  are  designed  to  offer  a  more  in-­‐depth  study  of  a  particular  time  period,  event,  personality  or  historical  question.  This  means  that  from   the   beginning   you   are   looking   at   both   big   ideas   and   focused   case   studies   in   order   to   build   on  your  skills  as  an  historian.       1    

    For  Single  Honours  History  Students  (BA  History)  You   need   to   take   60   credits   in   each   semester.   In   both   semesters   there   is   one   compulsory   module  worth   30   credits   each:   HIST1151   World   Histories   in   semester   1,   and   HIST1150   World   Ideologies   in  semester  2.    You   will   also   select   two   optional   Cases   and   Contexts   modules   in   each   semester;   these   modules   are  worth  15  credits  each.  Cases  and  Contexts  modules  typically  focus  on  a  key  period  of  history  or  a  key  event,  and  trace  the  development  of  contexts  and  approaches  to  studying  that  history.  You  will  find  a   summary   of   each   of   these   modules   in   the   booklet   below,   including   an   indicative   primary   source  from  the  module  and  a  description  of  it.  The  pattern  of  your  modules  for  year  1  should  look  like  this:  SEMESTER  1   SEMESTER  2  HIST1151  World  Histories  (30  credits)   HIST1150  World  Ideologies  (30  credits)  AND   AND  2  x  15  credit  optional  modules   2  x  15  credit  optional  modules    You   are   also   required   to   take   one   optional   module   principally   concerned   with   pre-­‐1750   history,  which  can  be  in  either  semester  during  year  1.  Of  course,  you  do  not  have  to  restrict  yourself  to  just  one  and  you  may  take  all  of  your  optional  modules  in  ancient,  medieval  and  early  modern  history  if  you  wish.    The  tables  below  on  pp.  6-­‐7  set  out  the  lists  of  modules  that  you  can  select  in  each  semester.  Please  note   that   modules   ONLY   run   in   the   semester   in   which   they   are   listed,   i.e.   you   cannot   choose   a  module   that   is   listed   in   semester   1   to   take   in   semester   2.   Should   a   module   be   running   in   both  semesters   you   will   see   it   listed   in   both   tables.   Those   which   count   as   pre-­‐1750   are   identified   by   an  asterisk.       For  Joint-­‐Honours  History  Students    (BA  Modern  History  and  Politics,  BA  Archaeology  and  History,  BA  English  and  History,  BA  Film  and   History,  BA  History  and  a  Modern  Language,  BA  Philosophy  and  History)  Your  degree  is  designed  so  that  half  should  be  in  history  and  half  should  be  in  your  other  subject,  so  typically  60  credits  in  each  subject  area  each  year.    In   history,   in   semester   1   you   will   take   HIST1151   World   Histories.   This   is   a   30-­‐credit   module   and   is  compulsory   for   all   Year   1   History   students.   It   introduces   you   to   a   range   of   new   histories,  encompassing   very   wide   chronological   and   geographical   scope,   running   from   the   ancient   world   to  the  late  twentieth-­‐century.  In  semester  2,  you  need  to  select  two  Cases  and  Contexts  modules,  worth  15-­‐credits  each.  Cases  and  Contexts   modules   typically   focus   on   a   key   period   of   history   or   a   key   event,   and   trace   the  development  of  contexts  and  approaches  to  studying  that  history.  You  will  find  a  summary  of  each  of   2    

   these   modules   in   the   booklet   below,   including   an   indicative   primary   source   from   the   module   and   a  description  of  it.  The  pattern  of  your  modules  for  year  1  should  typically  look  like  this:  SEMESTER  1   SEMESTER  2  HIST1151  World  Histories  (30  credits)   2  x  15  credit  optional  modules  AND   AND  30  credits  from  your  other  subject   30  credits  from  your  other  subject    Please   refer   to   the   lists   of   modules   for   semester   2   set   out   on   p.   7   from   which   you   can   make   your  selections.  Please  note  that  modules  ONLY  run  in  the  semester  in  which  they  are  listed,  i.e.  modules  that   are   listed   in   semester   1   will   not   be   running   in   semester   2,   so   ensure   that   you   make   your  selections   from   the   modules   running   in   semester   2.   Should   a   module   be   running   in   both   semesters  you  will  see  it  listed  in  both  tables.    If   you   taking   the   Modern   History   and   Politics   programme,   you   can   only   take   post-­‐1750   optional  modules,  and  so  are  restricted  to  those  that  do  not  have  an  asterisk  next  to  them.       For  Ancient  History  students     (BA  Ancient  History,  BA  Ancient  History  and  History,  BA  Ancient  History  and  Archaeology,  BA  Ancient  History  and  Philosophy,  BA  Ancient  History  and  Spanish,  BA  Ancient  History  and  German)  You  need  to  take  60  credits  in  each  semester.  In  both  semesters  there  are  compulsory  modules  that  will   introduce   you   to   ancient   history   and   broaden   your   understanding   of   the   field;   HIST1155  Introduction  to  the  Ancient  World  in  semester  1  is  worth  30  credits,  and  in  semester  2  are  HIST1154  Ancient   History:   Sources   and   Controversies   and   ARCH1062/HIST1130   Wonderful   Things,   which   are  15  credits  each.  Introduction  to  the  Ancient  World  is  designed  to  introduce  you  to  some  of  the  major  civilisations   and   historical   turning   points   of   the   ancient   world.   Ancient   History:   Sources   and  Controversies   introduces   some   of   the   foundational   primary   sources   for   the   understanding   of   the  ancient   world,   and   which   will   likely   be   sources   that   you   will   work   with   throughout   your   degree.  Wonderful   Things   focuses   on   understanding   the   past   through   material   evidence,   which   is   an  important  skill  for  the  understanding  of  antiquity.  These  modules  are  also  designed  to  help  with  the  transition  from  sixth  form  and  college  to  university  so  you  are  developing  and  building  the  essential  historical  skills  that  you  need  throughout  the  rest  of  your  degree.  The  compulsory  modules  are  also  structured   to   introduce   you   to   different   lecturers   and   give   you   a   taste   of   the   types   of   subjects   you  could  study  during  your  degree.    You  will  also  select  two  optional  modules  in  each  semester;  these  modules  are  worth  15  credits  each  and  may  be  taught  by  lecturers  in  the  history,  archaeology,  english  or  philosophy  departments.  You  will   find   that   the   history   of   the   ancient   world   is   a   very   multidisciplinary   subject,   and   you   can   use   a  number  of  different  approaches  and  types  of  evidence  to  assess  a  key  period  of  ancient  history  and  its  legacy  for  today.  You  will  find  a  summary  of  the  history  modules  in  the  booklet  below,  including  an  indicative  primary  source  from  the  module  and  a  description  of  it,  but  you  will  be  offered  a  whole   3    

   range  of  modules  relevant  to  the  ancient  world.  Please  see  the  list  of  modules  available  to  you  that  you  have  been  sent  separately.  Do  not  forget  that  you  can  opt  to  take  Greek  or  Latin  as  part  of  your  optional   modules.   Language   modules   identified   as   level   1A   are   available   in   semester   one   and   level  1B  modules  are  on  offer  in  semester  two.  However,  you  can  only  take  1B  if  you  have  already  taken  1A.  For  single  honours  ancient  history  students,  the  pattern  of  your  modules  for  year  1  should  look  like  this:  SEMESTER  1   SEMESTER  2  HIST1155  Introduction  to  the  ancient  world   HIST1154  Ancient  History:  Sources  and  (30  credits)   Controversies  (15  credits)  AND   AND  2  x  15  credit  optional  ancient  modules  from   ARCH1062/HIST1130  Wonderful  Things  (15  within  History,  Archaeology,  English,   credits)  Philosophy,  or  Greek  or  Latin  languages   AND   2  x  15  credit  optional  ancient  modules  from   within  History,  Archaeology,  English,  Philosophy,   or  Greek  or  Latin  languages    If   you   are   studying   ancient   history   as   a   joint   honours   degree,   your   degree   is   designed   so   that   half  should  be  in  ancient  history  and  half  should  be  in  your  other  subject,  so  typically  60  credits  in  each  subject  area  each  year.  In  ancient  history,  in  semester  1  you  will  take  HIST1155  Introduction  to  the  Ancient  World  (30  credits).  In  semester  2,  you  need  to  select  two  optional  modules,  worth  15-­‐credits  each  (30  credits  in  total).  Your  remaining  credits  come  from  your  other  subject  area.  As   a   joint   honours   ancient   history   student,   the   pattern   of   your   modules   for   year   1   should   typically  look  like  this:  SEMESTER  1   SEMESTER  2  HIST1155  Introduction  to  the  ancient  world   2  x  15  credit  optional  ancient  modules  from  (30  credits)   within  History,  Archaeology,  English,  Philosophy,   or  Greek  or  Latin  languages  AND   AND  30  credits  from  your  other  subject   30  credits  from  your  other  subject    Please  refer  to  the  lists  of  modules  set  out  in  the  tables  below  (p.6-­‐7)  from  which  you  can  make  your  history   selections.   Please   note   that   modules   ONLY   run   in   the   semester   in   which   they   are   listed,   i.e.  you  cannot  choose  a  module  that  is  listed  in  semester  1  to  take  in  semester  2.  Should  a  module  be  running  in  both  semesters  you  will  see  it  listed  in  both  tables.  All  the  modules  available  to  you  will  be   4    

   listed  on  the  Online  Option  Choice  system,  and  you  will  receive  a  list  of  the  modules  available  to  you  separately.  If  you  have  any  queries  you  can  contact  the  Ancient  History  coordinator  for  semester  one,  Dr  Louise  Revell  (Louise.Revell@soton.ac.uk).    For  further  details  for  all  of  these  degree  programmes,  and  for  more  information  on  joint  degrees,  see:  http://www.southampton.ac.uk/history/undergraduate/courses.page?       Online  Option  Choice  The  Student  Office  will  send  you  information  separately  about  how  to  use  the  Online  Option  Choice  system.  The  OOC  system  operates  on  a  first  come  first  served  basis.  Individual  module  size  is  capped  to   ensure   the   quality   of   students’   experience.   This   does   mean   some   modules   will   fill   quickly.   In  making  your  selections,  we  encourage  you  to  think  broadly  across  the  range  of  modules  offered.     Disclaimer  The  information  contained  in  this  Module  Options  Handbook  is  correct  at  the  time  it  was  published.    Typically,   around   a   quarter   of   optional   modules   do   not   run   due   to   low   interest   or   unanticipated  changes  in  staff  availability.  If  we  do  have  insufficient  numbers  of  students  interested  in  an  optional  module,   this   may   not   be   offered.       If   an   optional   module   will   not   be   running,   we   will   advise   you   as  soon   as   possible   and   help   you   choose   an   alternative   module.   Please   see   the   university’s   official  disclaimer  http://www.calendar.soton.ac.uk/                 5    

  Semester  1  optional  modules     Emperor  Constantine  the  Great     Roman  Army  in  Britain   *HIST  1006   The  First  Crusade   *HIST  1168   Murder  of  Edward  II   *HIST  1019   Castles   *HIST  1134   Henry  VIII:  Reputation  and  Reality   *HIST  1148   Rebellions  and  Uprisings   *HIST  1094   The  Seven  Years  War   *HIST  1062   New  World  Slavery   HIST  1118   The  Real  Downton  Abbey   HIST  1029   The  French  Revolution   HIST  1147   The  First  World  War   HIST  1020   McCarthyism   HIST  1011   Liberté,  Egalité,  Beyoncé   HIST  1015   Russia  in  Revolution   HIST  1158   Gandhi  and  Gandhism   HIST  1058   Putin  and  the  Politics  of  Post-­‐Soviet  Russia   HIST  1111   HIST  1170           6    

    *HIST  1016     Semester  2  optional  modules   *HIST  1102   Masada:  History  and  Myth   *HIST  1164   End  of  the  World:  Apocalyptic  Visions  of  History   *HIST  1153   Consuls,  Dictators  and  Emperors   *HIST  1174   Alexander  the  Great   *HIST  1074   The  First  Crusade   *HIST  1175   Battle  of  Agincourt   *HIST  1146   Castles   *HIST  1087   Joan  of  Arc   *HIST  1136   Papal  Power  in  Medieval  Europe   *HIST  1022   Siena  to  Southampton:  Medieval  Towns  and  Cities   *HIST  1008   Childhood  and  Youth  in  Early  Modern  Society   HIST  1089   A  Tudor  Revolution  in  Government?   HIST  1084   Histories  of  Empire   HIST  1012   Cites  of  the  Dead   HIST  1119   Who  is  Anne  Frank?   HIST  1113   The  Long  Summer?  Edwardian  Britain  1901-­‐1914   HIST  1125   The  Crimean  War   HIST  1173   When  an  Empire  Falls   HIST  1103   The  First  World  War   HIST  XXXX   The  Collapse  of  Austria-­‐Hungary   HIST  1085   Eisenhower  and  the  World   HIST  XXXX   German  Jews  in  Great  Britain   HIST  1076   Twentieth-­‐Century  China   HIST  1145   Pakistan:  History  and  Origins   HIST  1171   From  Shah  to  Ayatollah   Reagan’s  America   7    

    Full  Module  List  History  Year  1  Semester  1  Compulsory  Modules  HIST1151  –  World  Histories  (compulsory  for  all  students  reading  BA  History,  BA  Modern  History  and  Politics,  BA  Archaeology  and  History,  BA  English  and  History,  BA  Film  and  History,  BA  Philosophy  and  History,   BA   History   and   a   Modern   Language,   BA   Ancient   History   and  History)…...………....………………………………………………………………………………………………………………………….11  HIST1155  –  Introduction  to  the  Ancient  World  (compulsory  for  all  students  reading  BA  Ancient  History,  BA  Ancient  History  and  History,  BA  Ancient  History  and  Archaeology,  BA  Ancient  History  and  Philosophy,  BA  Ancient  History  and  a  Language)  ................................................................................13  Cases  and  Contexts  Optional  Modules  HIST  1011  –  The  First  World  War……..………………………………………………………………….………………………….15  HIST1019  –  The  First  Crusade…………………………………………………….……………...……………………………………17  HIST1029  –  New  World  Slavery………………………………………………..………………………………………………………19  HIST1015  –  McCarthyism………………………………………………………………………………..…………………..…………..21  HIST1020  –  The  French  Revolution…………………………………………………………………………………………………..23  HIST1058  –  Russia  in  Revolution……………………………………………………………………..………….……………..……25  HIST1062  –  Rebellions  and  Uprisings:  in  the  Age  of  the  Tudors  …………………….…………………………………27  HIST1134  –  The  Murder  of  Edward  II……………………………………………………………………………………………….29  HIST1148  –  Castles……………………………………………………………………………………………………………….………….31  HIST1094  –  Henry  VIII:  Reputation  and  Reality  …………………..……………...…………………………………………..33  HIST1147  –  The  Real  Downton  Abbey……...………………………………………………………………………………………35  HIST1168  –  The  Roman  Army  in  Britain……………….…………………………………………………..………………………37  HIST1106  –  Emperor  Constantine  the  Great…………………………………………………..….……….……………………39  HIST1111  –  Gandhi  and  Gandhism  …………………………………………………………………………………..……………..41  HIST1170  –  Putin  and  the  Politics  of  Post-­‐Soviet  Russia……………………………………………………………………43  HIST1158  –  Liberté,  Egalité,  Beyoncé:  Woman’s  History  in  Modern  Britain……...……..………………………45  HIST1118  –  The  Seven  Years  War…………………………………………………………………………………………………….47     8    

   History  Year  1  Semester  2  Compulsory  Modules  HIST1150  –  World  Ideologies  (compulsory  for  all  BA  History  students)……….…………………………………..49  HIST1154  –  Ancient  History:  Sources  and  Controversies  (compulsory  for  BA  Ancient  History).………..51  ARCH1062/HIST1130  –  Wonderful  Things  (compulsory  for  BA  Ancient  History)……………………..…......53  Cases  and  Contexts  Optional  Modules  HIST1008  –  A  Tudor  Revolution  in  Government?……………………………………………………………………..………55  HIST1074  –  The  Battle  of  Agincourt………………………………………………………………………………………………….57  HIST1085  –  German  Jews  in  Great  Britain  after  1933………………………………………………………………….……59  HIST1102  –  End  of  the  World:  Apocalyptic  Visions  of    istory................................................................61  HIST1113  –  The  Crimean  War…………………………………………………………………………………………..………………63  HIST1164  –  Consuls,  Dictators  and  Emperors:  Roman  Politics  in  the  First  Century  BC  …………….………65  HIST1084  –  Cites  of  the  Dead:  Ritual,  Mourning  and  the  Victorian  City,  1820-­‐1914..……………….………67  HIST1089  –  Histories  of  Empire............................................................................................................69  HIST1145  –  From  Shah  to  Ayatollah:  The  Establishment  of  the  Clerical  Power  in  Iran  (1979  to  Today)…................................................................................................................................................71  HIST1012  –  Who  is  Anne  Frank?………………………………………………………………………………………………………73  HIST1125  –  When  an  Empire  Falls:  Culture  and  the  British  Empire,  1914-­‐1960..................................75  HIST1076  –  God’s  Own  Land:  Exploring  Pakistan’s  Origins  and  History  ………..………………………….………77  HIST1087  –  Papal  Power  in  Medieval  Europe………………..…………………………………………………………………79  HIST1119  –  The  Long  Summer?  Edwardian  Britain  1901-­‐1914.………………………………………………………..81  HIST1136  –  Siena  to  Southampton:  Medieval  Towns  and  Cities…………………………….…………………………83  HIST1146  –  Joan  of  Arc:  History  Behind  the  Myth  ……………………………………………………………………………85  HIST1153  –  Alexander  the  Great  and  his  Legacy  ……………………..………………………………………………………87  HIST1171  –  Reagan’s  America………………………………………………………………………………………………………….89  HIST1174  –  The  First  Crusade…………………………………………………………………….…………………………………….91  HIST1175  –  Castles  ……………………………..……………………………………………………………………………….………….93  HIST1173  –  The  First  World  War………………………………………………………………………………………………………95   9    

   HIST1016  –  Masada:  History  and  Myth................................................................................................97  HISTXXXX  –  Eisenhower  and  the  World:  U.S.  Foreign  Policy  in  the  1950s…………………………………………99  HIST1022  –  Childhood  and  Youth  in  Early  Modern  Society…………………..………………………………………..101  HIST1103  –  The  Collapse  of  Austria-­‐Hungary…….…………………………………………………………………………..103  HISTXXXX  –  Twentieth-­‐Century  China  ………………...…………………………………………………………………………105       10    

    Year  1  Semester  1  –  Compulsory  Module  (30  credits)*   HIST  1151  –  World  Histories:  Contact,  Conflict  and  Culture  from  Ancient  to  Modern   *Compulsory  for  all  students  on  BA  History,  BA  Modern  History  and  Politics,  BA  History  and  a   Modern  Language,  BA  Film  and  History,  BA  English  and  History,  BA  Archaeology  and  History,  BA   Philosophy  and  History,  BA  Ancient  History  and  History      Module  Overview  The   idea   of   historical   periods—the   division   of   the   past   into   blocks   such   as   ‘the   middle   ages’   or   ‘the  modern  period’—is  fundamental  to  how  historians  and  the  general  public  write  and  think  about  the  past.  The  aim  of  this  module  is  to  introduce  you  to  how  different  historical  periods  are  defined,  and  how   the   idea   of   historical   periods   affects   the   way   that   history   is   written   and   understood   due   to  these   basic   questions   and   assumptions.   As   well   as   introducing   these   ideas,   the   module   will   also  provide   you   with   the   opportunity   to   discuss   and   debate   some   of   the   most   important   features   of  these   periods,   including   the   nature   of   cultural   contact   and   conflict   between   world   civilisations,   the  history   of   empires,   and   dynamics   of   change   in   world   histories   from   ‘antiquity’   to   ‘the   modern  period’.  In  this  way,  the  module  will  provide  you  with  background  knowledge  useful  throughout  the  rest  of  your  degree  and  beyond.      Special  Features  of  this  Module   • Wide-­‐ranging  introduction  to  historical  periods   • Wide-­‐ranging  introduction  to  historical  methodologies   • Intensive  skills  training  for  degree-­‐level  written  work   • Global  historical  coverage           11    

     Assessment     Assessment  Method   %  Contribution  to  Final  Mark  3  x  written  evaluation  of  a  journal  article     75  Group  presentation     25    Sample  Source                            Soviet   porcelain   designer   and   visual   artist   Mikhail   Adamovich   designed   this   plate   in   1921.   Called  Kapital,  the  plate  shows  a  revolutionary  worker  stamping  on  the  word  ‘capital’  in  futurist  style.  The  plate   was   one   of   a   series   designed   by   Adamovich   in   the   late   1910s   and   early   1920s   celebrating   the  revolution:  employed  within  what  was  known  by  then  as  the  State  porcelain  factory,  Adamovich  was  famed  for  his  works  on  agitprop  and  futurist  design.  The  most  important  message  from  this  plate  is  that  industrial  power  after  the  revolution  was  to  be  handed  over  from  the  managers  to  the  workers  (proletariat):   the   fires,   vivid   colours   and   sharp   lines   embody   power   and   revolutionary   energy;   this  was  a  direct,  modern  challenge  to  the  traditional  order.  The  plate  may  be  familiar  to  you  already:  it  was  object  number  96  as  chosen  by  the  director  of  the  British  Museum  Neil  MacGregor  in  the  radio  series  A  History  of  the  World  in  100  Objects  (2010).       12    

    Year  1  Semester  1  –  Ancient  History  Compulsory  Module  (30  credits)*   HIST1155  –  Introduction  to  the  Ancient  World  (Dr  Louise  Revell)   *Compulsory  for  all  students  reading  BA  Ancient  History,  BA  Ancient  History  and  History,  BA   Ancient  History  and  Archaeology,  BA  Ancient  History  and  Philosophy,  BA  Ancient  History  and   Spanish,  BA  Ancient  History  and  German    Module  Overview  The   Ancient   World   has   profoundly   influenced   subsequent   generations   of   history,   and   helps   us   to  understand   the   foundations   of   today’s   world.   This   module   provides   an   introduction   to   this  momentous   period   of   history   from   Dark   Age   Greece   to   the   emergence   of   Islam.   We   will   explore  major  civilisations  including  Classical  Greece,  the  Hellenistic  world,  the  Roman  Republic,  the  rise  and  fall   of   the   Roman   Empire   and   the   Byzantine   Empire   up   to   the   rise   of   Islam.   This   module   will  introduce   you   to   central   themes   in   Greek,   Roman   and   Byzantine   history,   assessing   political  processes,   socio-­‐cultural   changes   and   ideological   developments.   A   wide   array   of   evidence   will   be  investigated  from  the  literary  to  the  material  and  visual,  such  as  historical  writings,  art,  architecture,  archaeology,   inscriptions,   and   philosophy.   Throughout   we   will   ask   major   questions:   what   were   the  key  turning  points  and  markers  of  change  in  the  Ancient  World?  What  were  the  distinctive  features  of   the   major   ancient   civilisations?   How   did   the   dominant   civilisations   interact   with   other   cultures  and   societies   under   their   rule?   Importantly,   we   will   also   investigate   the   reception   of   the   Ancient  World:   how   has   it   been   understood   by   subsequent   generations   and   what   is   its   significance   and  impact  throughout  history?  In  this  way,  the  module  will  provide  you  with  an  overview  and  important  background  knowledge  that  will  support  you  in  the  rest  of  your  degree  and  beyond.    Indicative  List  of  Seminar  Topics  • Minoan/Mycenaean  to  Dark  Age  Greece  • Classical  Greece  • Hellenistic  world  • Greece  and  its  Neighbours  • Republican  Rome  • Roman  Empire  • Rome  and  its  Neighbours   13    

   • Constantine  and  the  fall  of  Rome  • Byzantium  and  the  rise  of  Islam  • The  reception  of  the  Ancient  World  (including  a  visit  to  the  British  Museum)    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  2  x  Essays  (2,000  words  each)   60  Group  presentation     20    Sample  Source  How  striking  and  grand  is  the  spectacle  presented  by  the  period  with  which  I  purpose  to  deal,  will  be  most   clearly   apparent   if   we   set   beside   and   compare   with   the   Roman   dominion   the   most   famous  empires  of  the  past,  those  which  have  formed  the  chief  theme  of  historians.  Those  worthy  of  being  thus  set  beside  it  and  compared  are  these.  The  Persians  for  a  certain  period  possessed  a  great  rule  and  dominion,  but  so  often  as  they  ventured  to  overstep  the  boundaries  of  Asia  they  imperilled  not  only  the  security  of  this  empire,  but  their  own  existence.  The  Spartans,  after  having  for  many  years  disputed  the  hegemony  of  Greece,  at  length  attained  it  but  to  hold  it  uncontested  for  scarce  twelve  years.   The   Macedonian   rule   in   Europe   extended   but   from   the   Adriatic   region   to   the   Danube,   which  would  appear  a  quite  insignificant  portion  of  the  continent.   But  the  Romans  have  subjected  to  their  rule   not   portions,   but   nearly   the   whole   of   the   world   and   possess   an   empire   which   is   not   only  immeasurably   greater   than   any   which   preceded   it,   but   need   not   fear   rivalry   in   the   future.  In   the  course   of   this   work   it   will   become   more   clearly   intelligible   by   what   steps   this   power   was   acquired,  and   it   will   also   be   seen   how   many   and   how   great   advantages   accrue   to   the   student   from   the  systematic  treatment  of  history.   Polybius  Histories  1.2    This  passage  from  the  Greek  historian  Polybius  (2nd  century  BC)  demonstrates  the  acute  interest  the  ancients   had   in   their   past,   and   their   ability   to   categorize   and   compare   different   peoples,   empires,  and   periods.   Polybius   ultimately   sees   Rome   as   the   greatest   of   all   ancient   civilizations,   and   seeks   to  explain   its   rise   to   a   Greek   audience.   Was   Polybius   right   in   his   assessment?   In   this   module   we   will  trace  the  rise  and  fall  of  some  of  those  earlier  societies  and  discover  what  happened  to  Rome  and  its  neighbours  after  Polybius’  time.         14    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1011  –  The  First  World  War  (Professor  Neil  Gregor)                            Module  Overview  The  aim  of  this  course  is  to  examine  how  changing  conceptions  of  what  the  study  of  the  past  should  involve   have   affected   the   work   of   historians   studying   the   First   World   War.   You   will   analyse   ways   in  which   different   historical   interpretations   are   formed   not   merely   through   differences   of   opinion  concerning   the   content   and   significance   of   the   text   per   se,   but   also   as   a   product   of   different  methodological  approaches.  You  will  examine  and  analyse  ways  in  which  historical  interpretations  of  the   First   World   War   are   rooted   in   consideration   of   varied   forms   of   textual   evidence.   You   will  demonstrate   through   systematic   and   guided   study   of   the   different   types   of   historical   literature  available  on  the  First  World  War,  the  ability  to  assess  primary  and  secondary  source  material.      Indicative  List  of  Seminar  Topics   • Diplomatic  origins  of  World  War  One     • Its  nature  as  a  military  conflict     • The  social  history  of  warfare     • The  nature  of  the  home  front     • Its  impact  on  gender  relations   • Impact  on  the  landscape   • Impact  in  terms  of  memorialisation  and  commemoration     15    

   Assessment     Assessment  Method   %  Contribution  to  Final  Mark  1  x  Essay  (1,000  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40      Sample  Source    ‘We   started   away   just   after   dawn   from   our   camp   and   I   think   it   was   about   an   hour   later   that   we  encountered  the  enemy.  They  were  on  the  opposite  side  of  the  valley  and  as  we  came  over  the  brow  of  the  hill  they  opened  on  us  with  rifle  fire  and  shrapnel  from  about  900  yards.  We  lost  three  officers  and   about   100   men   killed   and   wounded   in   that   half   hour.   I   do   not   want   any   more   days   like   that  one…Anyway  we  drove  the  Germans  back  and  held  them  there  for  eight  days.  I  cannot  tell  you  all  I  should  like  to,  as  it  would  never  reach  you.’   Private  James  Mitchell  of  7  Church  Lane,  East  Grinstead,  wrote  a  letter  to  his  father  on  17  October   1914      Many   soldiers   wrote   letters   back   to   loved   ones   and   friends   from   ‘the   front’   for   the   entirety   of   the  First   World   War.   This   short   extract   deals   with   major   areas   that   we   can   see   appear   in   many   such  letters   from   soldiers:   angst,   the   shock   of   life   on   the   front   and   also   the   realization   that   the   letter  might   not   get   some,   and   hence   disconnect   from   ‘normal’   home   life.   This   short   source   can   make   us  think  about  many  such  themes,  and  to  what  extent  the  war  led  to  radical  and  disruptive  changes  in  daily  life  for  an  entire  generation.               16    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1019  –  The  First  Crusade  (Nicholas  Kingwell)       14th  century  manuscript  depiction  of  the  battle  of  Antioch  in  1098    Module  Overview  How  are  modern  day  relations  between  Islam  and  the  West  to  be  explained  and  why  does  the  term  ‘crusade'  carry  such  emotive  resonance  for  Muslims?  To  understand  these  things  we  have  to  go  back  to   the   beginnings   of   the   crusade   movement   in   1095   with   the   appeal   of   Pope   Urban   II   to   Western  Christians  to  take  up  arms  and  liberate  Jerusalem  from  Muslim  control.  What  led  tens  of  thousands  of  people  to  respond  to  this  appeal  and  leave  their  homes  to  undertake  such  a  hazardous  enterprise?  The   module   considers   this   and   also   explores   the   experiences   and   reactions   of   those   who  encountered   the   First   Crusade   including   Jews,   Greeks   and   Muslims   using   the   testimonies   produced  at  the  time,  including  chronicles,  letters,  charters  and  poems.             17    

   Indicative  List  of  Seminar  Topics   • Pope  Urban  II’s  call  for  Catholic  Europe  to  take  up  arms  to  liberate  the  Holy  City  of  Jerusalem   • The  origins  of  the  Crusade  and  the  motives  of  the  participants   • The  capture  of  Jerusalem     • Study  of  contemporary  chronicles,  letters  and  charters,  including  Muslim  and  Jewish  sources   • The  composition  of  the  crusading  army   • The  military  and  logistical  problems  faced  by  the  crusaders   • The  impact  of  the  crusade  from  the  perspective  of  those  most  impacted,  notably  Muslims,   Jews  and  Eastern  Christians   • Analysis   of   the   difficulty   faced   by   the   crusaders   in   maintaining   a   Western   presence   in   the   East      Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40    1  x  Exam  (1  hour)   40      Sample  Source  “When  Pope  Urban  [II]  had  said  those  these  and  very  many  similar  things  in  his  urbane  discourse,  he  so  influenced  to  one  purpose  the  desires  of  all  who  were  present,  that  they  cried  out,  ‘God  wills  it,  God  wills  it!’”   From  The  Jerusalem  History  by  Robert  of  Rheims    In   his   eye-­‐witness   account   of   the   spell-­‐binding   speech   delivered   by   Pope   Urban   II   at   the   Council   of  Clermont  in  1095,  Robert  records  the  frenzied  reaction  of  the  audience  of  knights  and  clerics  to  the  pope’s   exhortation   to   relieve   their   eastern   Christian   brothers   from   their   alleged   sufferings   at   the  hands   of   Muslims,   and   to   fight   to   liberate   Jerusalem   for   Christianity.   His   words   set   Christendom  alight   and   initiated   the   expedition   that   we   know   today   as   the   First   Crusade   which   resulted   in   the  capture   of   Jerusalem   four   years   later.     Urban’s   appeal   to   fight   for   Christ   was   to   have   long   lasting  consequences,  for  it  sparked  not  only  the  medieval  period’s  preoccupation  with  crusading,  but  it  was  to   have   profound   and   long   lasting   effects   on   relations   between   the   West   and   Islam   which   are  still  being  played  out  today.       18    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1029  –  New  World  Slavery  (Dr  David  Cox)        Module  Overview  This  module  will  explore  New  World  slavery,  specifically  in  the  context  of  the  United  States  and  the  West  Indies.    Within  this  context  we  will  consider  broad  interpretations  of  slavery,  from  abolitionist  critiques  of  the  nineteenth  century  through  to  revisionist  studies  of  the  1970s  and  beyond.    We  will  also   explore   new   approaches   to   the   study   of   slavery   and   introduce   you   to   different   types   of  evidence;  for  example,  the  archaeological  record,  slave  narratives  and  planters’  journals.      Indicative  List  of  Seminar  Topics   • Origins  of  slavery   • The  Colonial  Era   • The  American  Revolution   • Antebellum  slavery  –  including  slaves  and  work,  slave  communities,  and  slave  resistance     • Slavery  and  the  Civil  War   • Abolition  of  slavery  and  freeing  slaves         19    

  %  Contribution  to  Final  Mark     20  Assessment   40   40   Assessment  Method  1  x  Commentaries  exercise  (2  x  500  words)  1  x  Essay  (2,000  words)  1  x  Exam  (1  hour)    Sample  Source      Illustration  from  Joel  Chandler  Harris,  Uncle  Remus:  His  Songs  and  His  Sayings  (New  York:  D.   Appleton,  1880)    Because   slaves   rarely   wrote   about   their   lives   (it   was   illegal   for   slaves   to   learn   to   read   and   write),  historians   of   slavery   have   to   use   non-­‐traditional   primary   sources   such   as   the   folktales   told   by   the  enslaved.   The   first   collection   of   African-­‐American   folktales   was   published   in   1880   and   features   a  number   of   stories   in   which   the   Trickster   (a   rabbit)   uses   his   cunning   to   get   the   better   of   larger   and  more   powerful   animals   (such   as   the   fox,   pictured   above).   A   number   of   historians   have   argued   that  the   Trickster   represented   the   slave,   whilst   the   larger   creature   stood   for   the   white   slaveholder.   If  looked  at  in  this  way,  the  tales  seem  less  simple  entertainment  and  more  a  way  to  teach  other  slaves  the  importance  of  using  their  wits  to  survive  the  harsh  and  dehumanizing  realities  of  slavery.  In  the  United   States,   violent   resistance   to   slavery   was   suicidal,   but   slaves   could   resist   their   masters   in  subtler  ways.     20    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1015  –  McCarthyism  (Professor  Kendrick  Oliver)        Module  Overview  ‘I  have  here  in  my  hand  a  list  of  205  names  that  were  made  known  to  the  Secretary  of  State  as  being  members  of  Communist  Party  and  who  nevertheless  are  still  working  and  shaping  policy  in  that  State  Department.'  With   these   words,   asserting   both   the   existence   of   an   internal   communist   menace   and   the  government   failure   to   act   against   it,   Senator   Joseph   McCarthy   thrust   himself   into   the   centre   of   US  national  politics.  His  inquisition  into  communist  subversives  and  spies  lasted  from  1950  to  1954.  But  ‘McCarthyism'   as   a   phenomenon   was   more   deeply-­‐rooted,   more   enduring   and   much   broader   in  scope  than  the  career  and  campaigns  of  a  single  politician.  This  module  explores  the  causes,  course  and   effects   of   McCarthyism   writ   large,   from   the   end   of   the   Second   World   War   through   to   the   late  1950s.           21    

   Indicative  List  of  Seminar  Topics   • Introduction   • Biography:  McCarthy  the  man   • Espionage  and  the  CPUSA   • McCarthyism  and  the  US  Congress   • McCarthyism  and  the  executive  branch   • Anticommunism  in  its  local  contexts   • The  domestic  Cold  War   • The  Invasion  of  the  Body  Snatchers   • Antecedents  of  McCarthyism:  American  conservatism,  the  Populist  tradition  and  the   Paranoid  Style   • What  sort  of  Americans  supported  McCarthyism  and  why?    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Essay  (2,000  word)   50  1  x  Exam  (1  hour)   50    Sample  Source  ‘The   reason   why   we   find   ourselves   in   a   position   of   impotency   is   not   because   our   only   powerful  potential  enemy  has  sent  men  to  invade  our  shores,  but  rather  because  of  the  traitorous  actions  of  those  who  have  been  treated  so  well  by  this  Nation.  It  has  not  been  the  less  fortunate  or  members  of   minority   groups   who   have   been   selling   this   Nation   out,   but   rather   those   who   have   had   all   the  benefits   that   the   wealthiest   nation   on   earth   has   had   to   offer   -­‐   the   finest   homes,   the   finest   college  education,  and  the  finest  jobs  in  Government  we  can  give.’   Senator  Joseph  McCarthy,  ‘The  Enemy  Within’  speech,  9  February,  1950  The   fear   that   American   security   had   been   compromised   by   a   network   of   communist   spies   and  sympathizers  long  preceded  Senator  Joseph  McCarthy’s  rise  to  national  prominence.  But  McCarthy’s  populist  rhetoric,  evident  in  his  infamous  Wheeling  speech,  added  a  powerful  new  ingredient  to  the  controversy:   a   populist   hostility   fuelled   by   social   resentment   as   well   as   national   security   concerns.  Liberal   elites   who   had   previously   assumed   themselves   to   be   working   for   the   interests   of   ordinary  Americans   were   now   converted,   to   their   perplexity,   into   the   objects   of   widespread   grassroots  antipathy  and  suspicion.  The  social  and  cultural  style  as  well  as  the  political  programme  of  post-­‐war  liberals  became  identified  as  ‘un-­‐American’.       22    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1020  –  The  French  Revolution  (Dr  Joan  Tumblety)        Module  Overview  It   can   be   difficult   to   reconcile   the   two   most   famous   achievements   of   the   French   Revolution   -­‐   the  declaration  of  the  rights  of  man  and  citizen  of  1789  and  the  use  of  the  guillotine  to  crush  dissent  in  1793-­‐4.  This  module  offers  you  an  introduction  to  the  complexities  of  this  subject.  First,  we  seek  to  grasp   the   eighteenth-­‐century   world   in   which   the   revolution   took   place;   then   we   consider   the  principal   features   of   the   Revolution   up   to   1794   and   identify   the   challenges   that   led   to   its  radicalisation.  The  rest  of  the  module  invites  you  to  think  about  three  questions:  1)  how  committed  were  the  revolutionaries  to  the  idea  of  equality;  2)  what  explains  the  slide  into  Terror  and  execution  in  1793;  and  3)  how  deeply  did  the  Revolution  shape  the  daily  life  of  French  people?         23    

   Indicative  List  of  Seminar  Topics   • The  nature  of  the  ancien  régime  and  its  final  collapse  in  spring  1789   • The  passage  from  constitutional  monarchy  to  republic  and  the  public  figures  involved  in  that   process   • The  inevitability  of  the  Terror  of  1793   • Changing  notions  of  citizenship  and  the  question  of  its  inclusivity  or  exclusivity   • The  place  of  ideas  and  culture  in  the  'new  regime'   • Religion  and  the  Church   • War  and  foreign  policy   • Counter-­‐revolution  and  the  civil  war  in  the  Vendée    Historiographically,   you   will   be   invited   to   consider   the   relative   merits   of   ‘orthodox’   and   ‘revisionist’  positions   on   the   causes   and   nature   of   the   Revolution,   and   thus   to   discuss   the   primary   motors   of  revolutionary  change  in  eighteenth-­‐century  France.    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  source  8  The  proof  necessary  to  condemn  the  enemies  of  the  people  can  be  any  evidence  whether  material,  moral,  verbal  or  written  which  can  persuade  a  just  and  reasonable  man.  …  9  Every  citizen  has  the  right  to  arrest  and  bring  conspirators  and  counter-­‐revolutionaries  before  the  magistrates.  He  is  obliged  to  denounce  them  as  soon  as  recognized.  …  16   The   law   provides,   for   the   defence   of   calumniated   patriots,   patriotic   juries   for   conspirators,  none.  …   Excerpt  from  the  law  of  22  Prairial  (10  June  1794)    The   source   demonstrates   how   far   an   individual’s   ‘inalienable   rights’   had   been   eroded   since   the  Declaration  of  the  Rights  of  Man  and  Citizen  of  1789:  no  longer  entitled  to  a  defence,  ‘moral’  proof  (rumour)   sufficed   to   condemn   the   accused   to   death   as   enemies   of   the   people.   This   law   both  reflected  and  facilitated  an  escalation  and  radicalisation  of  the  state-­‐orchestrated  Terror  of  1793-­‐4.  It   was   an   attempt   by   the   leading   Jacobins   on   the   Committee   of   Public   Safety   to   wrest   control   of  judicial  mechanisms  away  from  parliament  in  the  wake  of  attacks  on  their  centralising  powers  made  by  their  own  supporters.     24    

      Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1058  –  Russia  in  Revolution  (Dr  Claire  Le  Foll)        Module  Overview  The   module   will   investigate   in   depth   one   of   the   most   formative   events   in   twentieth-­‐century   world  history   then   examine   the   interplay   between   political,   economic,   social,   military   and   ideological  aspects   of   revolution   in   Russia   between   1905   and   1917.   To   conclude   we   will   engage   with   debates  between  historians  on  both  the  causes  and  outcomes  of  the  revolution.    Indicative  List  of  Seminar  Topics   • 1905  revolution   • Constitutional  Russia   • Russia  on  the  eve  of  World  War  One   • Whether  Russia's  experience  in  the  First  World  War  was  the  cause  or  catalyst  for  1917   • Revolutionary  Petrograd     • The  Bolshevik  seizure  of  power     • Political  debates   25    

    • What  the  Russian  revolution  meant  for  the  twentieth  century    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  Source                              This   political   cartoon   of   the   tsar   dancing   to   Rasputin’s   tune   from   1916   raises   many   interesting  questions   about   the   Russian   monarchy   and   reception   of   it,   crucially   only   one   year   prior   to   the  revolutions  of  1917.  The  reaction  of  the  public  to  the  tsar  and  criticism  of  him  from  educated  society  stemmed  partially  from  a  perception  that  the  tsar  was  increasingly  subject  to  the  whims  of  devious  advisors,  among  which  was  the  ‘mad  monk’  Rasputin.  Powerless  to  resist  the  overtures  of  this  crazed  mystic,  the  tsar  and  his  inner  circle  were  inept  and  naïve  in  the  face  of  the  vast  social,  political  and  economic   challenges   occurring   in   the   country   during   the   First   World   War,   and   their   inaction   aided  the   swift   demise   of   the   300-­‐year-­‐old   empire.   The   direction   late   tsarism   was   heading   in   is   a   key  feature  of  this  module  and  something  we  shall  consider  in  more  depth.       26    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1062  –  Rebellions  and  Uprisings  in  the  Age  of  the  Tudors  (Professor  Mark  Stoyle)        Module  Overview  The   aims   of   this   module   are   to   introduce   you   to   the   turbulent   sequence   of   rebellions   which   took  place   during   the   Tudor   period,   to   encourage   you   to   ponder   on   the   causes   and   consequences   of  those  uprisings,  and  to  help  you  to  understand  why  previous  historians  have  written  about  them  in  the  way  that  they  have.    Indicative  List  of  Seminar  Topics   • Rebellion  and  taxation   • Rebellion  and  religious  conflict   • Rebellion  and  ethnic  conflict   • Rebellion  and  class  conflict   • Women  rebels   • ‘Royal  rebels’   • Noble  rebels   • Echoes  of  rebellion     27    

   Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Essay  (1,000  words)     20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40      Sample  Source  ‘By  this  time  there  was  a  scaffold  made  over  against  the  White  Tower,  for  the  …  lady  Jane  [Grey]  to  die  upon.  The  said  lady,  being  nothing  at  all  abashed,  neither  with  fear  of  her  own  death,  which  then  approached,  nor  with  the  sight  of  the  dead  carcase  of  her  husband  …  came  forth  …  her  countenance  nothing   abashed,   neither   her   eyes   moistening   with   any   tears   …   with   a   book   in   her   hand,   whereon  she  prayed  all  the  way,  till  she  came  to  the  said  scaffold’.   J.G.  Nichols  (ed.),  The  Chronicle  of  Queen  Jane  and  Queen  Mary,  pp.  55-­‐56.    This   eye-­‐witness   account   of   the   execution   of   Lady   Jane   Grey   at   the   Tower   of   London   in   1554  illustrates  the  desperate  stakes  for  which  all  Tudor  ‘rebels’  played.  Having  briefly  seized  the  crown  in  1553,  Jane  had  already  been  forgiven  once  by  Mary  Tudor,  the  woman  who  had  replaced  her  on  the  English  throne.  When  Sir  Thomas  Wyatt  led  a  new  rebellion  against  Mary  during  the  following  year,  however   –   a   rebellion   which   was   swiftly   quashed   –   the   queen   decided   that   she   could   no   longer  tolerate   the   risk   which   the   continued   existence   of   her   teenage   rival   posed,   and   Jane   and   her  husband  were  executed  on  a  charge  of  treason  shortly  afterwards.                           28    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1134  –  The  Murder  of  Edward  II  (Dr  Craig  Lambert)                      Module  Overview  From   1327   to   1485   three   English   kings   were   deposed,   one   murdered   in   the   Tower   of   London   and  one   killed   in   battle.   Edward   II   was   the   first   to   be   removed   and   his   deposition,   murder   or   possible  survival   is   one   of   the   most   important   events   in   English   medieval   history.   It   was   the   first   time   an  English   parliament   deposed   a   divinely   anointed   monarch   and   it   provided   the   blueprint   for   the  removal   of   future   monarchs.   After   Edward’s   deposition   several   English   kings   were   removed   by  popular  mandate,  channelled  through  a  newly  emerging  political  consciousness.  It  also  ensured  that  English   kingship   developed   differently   to   continental   monarchy.   Successful   English   kings   ruled  through   parliament,   not   against   it.   In   order   to   understand   how   Edward   II   was   deposed   we   need   to  look  at  aspects  of  his  reign.  In  particular  how  he  treated  the  nobility,  his  military  ineptitude  and  how  this  fostered  discontent.  We  will  then  examine  how  chroniclers  of  the  time  treated  his  reign  and  his  kingship.  We  also  need  to  consider  the  development  of  parliament  and  how  it  was  used  to  provide  a  popular   platform,   and   thus   credibility,   to   the   removal   of   a   monarch.   Literary   characterisations   of  Edward  II  will  also  be  explored  through  such  works  as  Christopher  Marlowe’s  Edward  II  (available  on  DVD   as   a   play).   Marlowe   drew   upon   Raphael   Holinshed's   Chronicles   (1587)   for   most   of   his  information   and   so   we   can   use   both   of   these   records   to   see   how   the   character   of   Edward   II   was  treated   by   later   writers.   More   recently,   a   theory   that   Edward   II   escaped   custody   and   survived   as   a  hermit  in  Italy  has  been  given  a  new  lease  of  life.  We  shall  examine  this  historical  argument  and  the  writings   of   those   who   oppose   it.   There   is   a   wealth   of   historical   records   and   secondary   reading   now  available   in   translations   and   online   that   throw   light   on   Edward’s   reign,   his   murder   or   possible  survival,   including   the   parliament   rolls.   Through   this   module   you   will   be   introduced   to   historical  sources  of  various  provenances  and  how  historians  have  used  them.    Indicative  List  of  Seminar  Topics  • Kingship  • Historical  theories  • Kings  as  personalities  • The  development  of  parliament     29    

   Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  Source                    The  execution  of  Thomas,  earl  of  Lancaster,  in  1322.  From  the  Luttrell  Psalter  in  the  British  Library,   Add.  Mss.  42130,  fol.  56.  A   picture   is   worth   a   thousand   words.   In   1322   Edward   II   executed   his   cousin   Thomas   Earl   of  Lancaster,  the  most  powerful  man  in  the  kingdom  after  the  king.  This  image  features  in  the  Luttrell  Psalter,   a   book   of   Psalms   (c.1330)   created   for   Sir   Geoffrey   Luttrell,   a   man   with   Lancastrian  sympathies.   Until   1322   Thomas   had   led   the   baronial   opposition   to   Edward’s   increasingly   tyrannical  rule   by   championing   a   series   of   political   and   fiscal   reforms   known   as   the   Ordinances.   Frustrated   at  the  king’s  unwillingness  to  implement  the  Ordinances  Lancaster  led  a  rebellion.  In  1322  at  the  battle  of  Boroughbridge  Lancaster’s  forces  were  defeated  and  the  earl  was  captured.  After  a  summary  trial  he  was  led  away  and  executed,  the  first  man  of  his  rank  to  be  killed  in  such  a  way  for  over  300  years.  Here  we  see  an  almost  saintly  Thomas  holding  his  hands  out  in  prayer  while  he  is  executed  by  a  man  holding   a   large   sword,   designed   to   represent   the   king’s   tyranny   and   force.   The   Earl’s   neck   is  bleeding,   an   image   aimed   at   showing   his   path   to   martyrdom.   This   image   represents   much   about  Edward’s   reign:   the   brutality   of   the   age,   the   break   with   his   nobles   and   his   tyrannical   rule   that   was  encouraged   by   a   cadre   of   unsuitable   and   power   greedy   couturiers.   Yet,   it   also   shows   the  contradictions  and  complexities  of  medieval  society.  Thomas  was  no  saint  who  had  showed  himself  to   be   a   troublesome   man   unfit   to   perform   the   role   as   leader   of   the   opposition.   Yet,   several   years  after  his  death  a  cult  developed  around  his  tomb  and  miracles  were  said  to  have  occurred.  Within  a  few   years   he   was   nominated   for   canonisation.   So   after   his   death   a   man   who   in   life   had   proved  himself  to  be  a  poor  leader  and  a  rebel  was  championed  as  a  saint.         30    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1148  –  Castles:  Military  Technology  and  Social  Change  from  the  Middle  Ages  to  the  Modern   (Dr  Nick  Karn)                      Module  Overview  The  castle  was  one  of  the  most  characteristic  creations  and  symbols  of  the  middle  ages.  They  were  advanced   military   technology   which   supported   a   range   of   functions;   they   dominated   populations  and   secured   conquests;   they   were   garrisons,   centres   of   government   and   elite   residences,   among  other   functions.   Within   this   module,   you   will   examine   how   the   castle   developed   in   terms   of  functions  and  uses.  Changing  military  technology  formed  perhaps  the  largest  single  influence  on  the  development   of   the   castle,   and   the   module   will   include   consideration   of   the   development   of   siege  technology,   and   especially   of   the   evolution   of   artillery.   Social   change   also   influenced   the  development   of   the   castle,   for   castles   depended   on   the   predominance   of   an   aristocratic   class   itself  subject  to  change.  Finally,  you  will  look  at  the  end  of  the  castle  as  a  serious  military  asset,  and  how  some  of  its  functions  and  values  survived  even  that.    Indicative  List  of  Seminar  Topics   • The  origin  of  the  castle,  or,  why  were  there  no  castles  in  the  early  middle  ages?   • Castles  and  feudal  society:  functions  and  form     • The  spread  of  castles  around  Europe     • Castles,  innovation  and  the  Crusades     • Edward  I  of  England  and  the  castles  of  the  conquest  of  Wales     • Castles  and  technology:  the  origins  of  artillery  and  changing  castle  design     • Castles  and  aristocratic  culture  in  the  later  middle  ages     • Henry  VIII  and  the  defence  of  the  nation     • Elizabethan  and  Stuart  castles:  changing  functions     • The  end  of  the  castle?  Military  obsolescence  and  changing  social  norms     • Castles  and  the  Gothic  imagination     • Revision  and  overview     31    

  %  Contribution  to  Final  Mark     20  Assessment   Assessment  Method  1  x  Commentaries  exercise  (2  x  500  words)  1  x  Essay  (2,000  words)   40    1  x  Exam  (1  hour)   40    Sample  Source  ‘And   without   delay,   setting   up   engines   most   skilfully   contrived   around   the   castle,   and   posting   an  encircling  ring  of  archers  in  very  dense  formation,  he  began  to  harass  the  besieged  most  grievously.  On  the  one  hand  stones  or  other  missiles  launched  from  the  engines  were  falling  and  battering  them  everywhere,  on  the  other  a  most  fearful  hail  of  arrows,  flying  around  before  their  eyes,  was  causing  them  extreme  affliction;  sometimes  javelins  flung  from  a  distance,  or  masses  of  any  sort  hurled  in  by  hand,   were   tormenting   them,   sometimes   sturdy   warriors,   gallantly   climbing   the   steep   and   lofty  rampart,  met  them  in  most  bitter  conflict  with  nothing  but  the  palisade  to  keep  the  two  sides  apart.  In  was  in  fact  like  this  that  the  king’s  men  harassed  the  besieged  by  daily  onslaughts;  they,  on  their  side,   defended   themselves   manfully   without   giving   way   until   those   who   were   chief   in   command,  without   the   knowledge   of   the   others,   sent   secretly   to   the   king   and   made   an   agreement   conceding  his  demand  for  the  surrender  of  the  castle.’   The  siege  and  capture  of  Faringdon  Castle  (Berkshire)  in  1144  from  the  anonymous  Gesta  Stephani,   translated  by  K.  R.  Potter  and  R.  H.  C.  Davis  (second  edition,  Oxford:  OUP,  1976),  p.  181    A   castle   siege   could   be   violent   and   destructive,   and   might   involve   some   of   the   most   advanced  military   hardware   of   the   day—giant   catapults   and   slings,   and   later   cannons—so   that   sieges   could  make  a  great  impression  on  contemporaries  and  observers.  The  great  engines  of  war  could  catch  the  eye,  but  were  not  the  whole  story  of  castles  and  sieges.  Very  few  castles  were  ever  captured  through  direct  assaults  that  smashed  walls  and  broke  stone.  Most  sieges  were  won  through  bringing  pressure  to   bear   on   the   morale   and   attitudes   of   the   garrison,   and   through   intimidating   the   occupants   of   a  castle.   The   noise   and   bombardment   of   siege   warfare   were   principally   meant   to   affect   the   people  rather  than  the  walls.    This   siege   ended   in   a   negotiated   surrender,   and   this   was   normal   for   sieges.   Few   ended   in   violence  and   massacres.   There   was   a   clear   procedure   about   how   this   should   be   done,   and   how   the   honour  and  status  of  both  sides  should  be  protected.  There  were  conventions  about  when  it  was  acceptable  for  a  garrison  to  surrender,  when  resistance  had  been  sufficient  that  honour  was  satisfied.  As  in  this  case,  the  approval  or  acquiescence  of  senior  commanders  and  lords  was  essential  to  the  process,  so  that  garrisons  could  claim  that  they  were  just  obeying  orders.  Honour  and  duty  to  lords,  and  a  sense  of  masculine  endurance  (note  the  use  of  ‘manfully’  above)  were  fundamental  to  medieval  warfare.         32    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1094  –  Henry  VIII:  Reputation  and  Reality  (Professor  Maria  Hayward)                        Module  Overview  This  module  will  provide  you  with  an  overview  of  the  key  events  in  the  reign  of  Henry  VIII  including  the   Field   of   the   Cloth   of   Gold,   the   dissolution   of   the   monasteries   and   war   with   France   in   1513   and  1544.  You  will  have  the  opportunity  to  think  about  what  he  was  like  as  a  king  by  comparing  him  with  his  contemporaries  Francis  I  of  France  and  Charles  V  of  Spain  and  how  he  interacted  with  the  leading  figures   at   court   such   as   Cardinal   Wolsey,   Thomas   Cromwell   and   Charles   Brandon,   duke   of   Suffolk.  This  will  be  set  in  context  through  an  evaluation  of  how  Henry  VIII  has  been  viewed  since  his  death.  You  will  consider  Shakespeare's  play  Henry  VIII  or  All  is  True  as  well  as  a  range  of  representations  of  the  king  in  art  and  film  in  the  19th  to  21st  centuries.      Indicative  List  of  Seminar  Topics  • Henry  VIII:  Court  and  culture  • The  king’s  chief  ministers:  Wolsey  and  Cromwell  • War  and  foreign  policy  • Competing  with  Francis  I  and  the  Field  of  the  Cloth  of  Gold  • The  break  with  Rome  • The  dissolution  of  the  monasteries  • Political  unrest:  The  Pilgrimage  of  Grace  and  beyond  • Henry  VIII:  His  final  years  and  his  legacy  • Shakespeare's  Henry  VIII  or  All  is  True  • Henry  VIII's  posthumous  image:  Paintings,  literature  and  film     33    

   Assessment     Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  Source  ‘The   joy   shown   by   the   people   every   day,   not   only   at   the   ruin   of   the   concubine   but   at   the   hope   of  princess  Mary’s  restoration  is  inconceivable,  but  as  yet  the  king  shows  no  great  disposition  towards  the   latter;   indeed   he   has   twice   shown   himself   obstinate   when   spoken   to   on   the   subject   by   his  council…I   think   the   concubine’s   little   bastard   Elizabeth   will   be   excluded   from   the   succession,   and  that  the  king  will  get  himself  requested  by  parliament  to  marry.  To  cover  the  affection  he  has  for  the  said  Seymour  he  has  lodged  her  seven  miles  away  in  the  house  of  a  grand  esquire,  and  says  publicly  that  he  has  no  desire  in  the  world  to  marry  again,  unless  he  is  constrained  by  his  subjects  to  do  so.  Several  have  already  told  me  and  sent  to  say  that,  if  it  cost  them  their  lives,  when  parliament  meets  they  will  urge  the  cause  of  the  princess  to  the  utmost.  The  very  evening  the  concubine  was  brought  to  the  Tower  of  London,  when  the  duke  of  Richmond  went  to  say  goodnight  to  his  father,  and  ask  his  blessing  after  the  English  custom,  the  king  began  to  weep,  saying  that  he  and  his  sister,  meaning  the  princess,  were  greatly  bound  to  God  for  having  escaped  the  hands  of  that  accursed  whore,  who  had  determined  to  poison  them;  from  which  it  is  clear  that  the  king  knew  something  about  it.’   The  Execution  Of  Anne  Boleyn,  1536    This  account  of  Anne  Boleyn’s  fall  from  royal  favor  was  written  by  the  Spanish  ambassador  Eustace  Chapuys,  in  a  letter  to  Emperor  Charles  V.  Chapuys  despised  Anne;  she  returned  the  feeling.  He  was  the  chief  adviser  and  confidante  of  Henry  VIII’s  first  wife,  Katharine  of  Aragon.  He  did  not  recognize  the   king’s   marriage   to   Anne   and   referred   to   her   as   ‘the   concubine’   and   ‘the   whore’   in   his   official  dispatches.   Like   many,   Chapuys   blamed   Anne   for   the   king’s   poor   treatment   of   Katharine   and   their  daughter,   Princess   Mary.   Chapuys   had   confidently   predicted   Anne’s   fall   for   several   years.   When   it  actually  happened,  he  was  quite  surprised.  He  had  not  recognized  the  depth  of  Henry’s  feelings  for  the  woman  who  would  become  his  third  wife,  Jane  Seymour.  Despite  Chapuys’s  dislike  of  Anne,  his  account  gives  little  credit  to  the  king.             34    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1147  –  The  Real  Downton  Abbey  (Dr  Eleanor  Quince)     Thorington  Hall,  Suffolk  -­‐  demolished  1949  (Image:  Lost  Heritage  /  Tiger  Aspect  Productions)      Module  Overview  Life  in  the  English  Country  House  has  long  been  a  subject  of  fascination.  The  sprawling  houses  of  the  upper  classes,  complete  with  gardens,  lands  and  hordes  of  servants,  represent  a  way  of  life  that  few  of   us   will   ever   experience.   Recent   television   programmes,   such   as   Downton   Abbey,   present   a  congenial   view   of   the   country   house   complete   with   cheery   servants,   friendly   aristocrats,   fabulous  parties   and   the   adoption   of   a   'brave   face'   against   personal   and   national   disaster   alike.   But   was  country  house  life  really  like  that?  Were  servants  really  on  such  good  terms  with  their  masters?  Was  loss  of  fortune  or  the  world  being  at  war  really  so  easily  overcome?  Did  scandals,  such  as  pregnancy  outside   of   marriage,   murder   and   abuse,   really   happen?   Addressing   these   and   other   questions,   this  module  focuses  on  the  period  1870  to  1960,  exploring  life  in  the  English  Country  House  during  one  of  its  most  tumultuous  periods.       35    

   Indicative  List  of  Seminar  Topics   • The  social  house  –  concerts,  garden  parties,  shooting  parties,  dinners,  racing,  shows  and  fairs;   • Living   off   the   land:   relations   between   the   country   house   and   its   estate,   estate   workers,   estate  cottages  and  jobs  on  the  land;   • The  ‘upstairs/downstairs’  relationship:  families  and  their  servants;   • 'The  scandalous  upper  classes':  myth  or  truth?   • The  Country  House  at  War  –  the  impact  of  WW1  and  WW2  on  the  country  estate,  including   houses  doubling  as  hospitals  and  servants  and  family  members  going  away  to  fight;   • Death  and  taxes:  the  impact  of  Death  Duties,  Entailment,  shifts  in  economic  growth  and  end   of  Empire  on  the  country  house  way  of  life;   • Facing  the  future:  moving  with  the  times  and  modernising  the  country  house;   • 'Everything  must  go'  –  the  estate  sales  of  the  late  C19th  and  early  C20th,  the  impact  of  the   Settled  Land  Acts,  houses  falling  into  disrepair  and  facing  demolition;   • Visiting   the   country   house   –   how   visiting   started,   the   birth   of   the   National   Trust   and   the   concept  of  the  'open  house'    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  Source  ‘Questions  will  be  asked  which  are  now  whispered  in  humble  voices,  and  answers  will  be  demanded  then   with   authority.   The   question   will   be   asked   whether   five   hundred   men,   ordinary   men   chosen  accidentally   from   among   the   unemployed,   should   override   the   judgment,   the   deliberate   judgment,  of  millions  of  people  who  are  engaged  in  the  industry  which  makes  the  wealth  of  the  country.     David  Lloyd  George,  Newcastle  speech,  9th  October  1909  David   Lloyd   George’s   speech   was   given   while   controversy   raged   within   Parliament.     Lloyd   George’s  ‘People’s   Budget’   –   a   finance   bill   which,   amongst   other   things,   levied   a   supertax   on   landowners   in  order   to   raise   funds   to   fill   a   £7   million   pensions   deficit   –   had   been   rejected   by   the   House   of   Lords,  375  votes  to  75.    At  this  time,  four-­‐fifths  of  British  millionaires  were  aristocratic  landowners  and,  as  hereditary  peers,  members  of  the  House  of  Lords;  they  wanted  to  stop  a  bill  which  would  cost  them  money.     Lloyd   George’s   heartfelt   speeches,   given   across   the   country,   eventually   resulted   in  parliamentary  reform,  with  the  House  of  Lords  –  the  five  hundred  ‘unemployed’  –  losing  the  right  to  veto  finance  bills  in  1911.    The  ‘People’s  Budget’  was  one  of  three  legal  measures  which  contributed,  long   term,   to   the   loss   of   over   one   thousand   Country   Houses.     As   the   value   of   land   fell,   as   taxes  increased,  as  the  nature  of  industry  within  Britain  moved  away  from  farming,  the  upkeep  of  a  large  Country   House   on   an   estate   became   untenable.     A   way   of   life   was   lost,   and   with   it,   a   considerable  proportion  of  Britain’s  architectural  heritage.         36    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  Credits)   HIST1168  –  The  Roman  Army  in  Britain:  Life  on  the  Northern  Frontier  (Dr  Louise  Revell)      Module  Overview  In   this   module,   you   will   examine   one   of   the   greatest   armies   in   European   history.   The   Roman   army  has   long   excited   interest,   whether   out   of   an   interest   in   the   past,   or   as   a   model   for   more   recent  military   powers.   The   far-­‐flung   province   of   Britain   hosted   the   largest   contingent   of   Roman   military  units  of  any  province,  with  3-­‐4  citizen  legions  and  ??  non-­‐citizen  auxiliary  units.  From  the  end  of  the  first  century  AD,  conquest  ceased,  and  a  frontier  was  established  in  the  north  of  England,  at  first  an  informal   frontier   and   then   the   fixed   frontier   of   Hadrian’s   Wall.   This   area   has   been   one   of   the   most  important  sources  of  evidence  for  the  Roman  army,  both  textual  and  material.  One  of  the  revealing  has  been  the  fort  of  Vindolanda  and  the  Vindolanda  Tablets,  a  unique  repository  of  written  evidence  from   letters   to   daily   manpower   reports.   What   do   we   know   about   life   on   this   frontier?   Where   were  the   soldiers   from?   What   were   their   daily   routines?   How   was   such   a   large   force   supplied?   Who   else  formed   part   of   the   military   community?   Addressing   these   and   other   questions,   you   will   study   the  Vindolanda  Tablets  and  other  evidence  to  reconstruct  the  lives  of  this  fascinating  community.    Indicative  List  of  Seminar  Topics   • The  development  of  the  frontier  zone   • Language  and  literacy   • Documenting  the  Roman  army   • The  officers  of  the  Roman  army:  getting  to  the  top   • How  Roman  was  the  Roman  army  of  the  frontier?   • Women  and  children  inside  and  outside  the  forts   • The  daily  routines  of  military  life   • Supplying  the  troops   • Military  religion  1:  Roman  state  religion?   • Military  religion  2:  the  gods  of  the  frontier   • Creating  a  military  community   37    

  %  Contribution  to  Final  Mark     20  Assessment   40   40   Assessment  Method  1  x  Commentaries  exercise  (2  x  500  words)  1  x  Essay  (2,000  words)  1  x  Exam  (1  hour)      Sample  Source     TVI  Publication  No.  38,  Vindolanda  Inventory  No.  15    ‘...  I  have  sent  (?)  you  ...  pairs  of  socks  from  Sattua,  two  pairs  of  sandals  and  two  pairs  of  underpants,  two  pairs  of  sandals  ...  Greet  ...ndes,  Elpis,  Iu...,  ...enus,  Tetricus  and  all  your  messmates  with  whom  I  pray  that  you  live  in  the  greatest  good  fortune.’    This   is   the   fragment   of   a   letter   sent   to   a   soldier   stationed   at   the   fort   at   Vindolanda,   in   Northern  Britain,  in  the  late  1st  century  AD.  It  is  part  of  a  unique  cache  of  over  1000  documents  from  the  fort,  originally  written  in  ink  on  wooden  tablets.  This  soldier  who  received  this  was  not  a  Roman  by  birth  or   citizenship,   but   was   a   member   of   the   Batavian   tribe,   from   modern   day   Netherlands.   This   letter  forms  one  means  by  which  he  kept  in  touch  with  his  family,  and  acknowledges  the  receipt  of  a  parcel  from   home.   It   also   shows   how   soldiers   were   not   provided   with   everything   they   needed   by   the  Roman  state,  and  in  this  case  he  was  reliant  on  his  family  to  send  him  undergarments.           38    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1106  –  Emperor  Constantine  the  Great:  From  Just  Church  to  State  Church     (Professor  Dan  Levene)        Module  Overview  The   emperor   Constantine   is   recognized   as   one   of   the   most   important   of   Late   Antiquity.   It   is   during  the  eventful  and  colourful  reign  of  this  commanding  character  that  the  foundations  of  post-­‐classical  European  civilization  were  laid.  His  crucial  victory  at  Milvian  Bridge,  and  the  vision  he’s  been  claimed  to   have   had   just   before   it,   proved   a   decisive   moment   in   world   history,   while   his   support   for  Christianity,   together   with   his   foundation   of   Constantinople   as   a   'New   Rome',   can   be   seen   as  amongst   the   most   momentous   decisions   made   by   a   European   ruler.   Ten   Byzantine   emperors   who  succeeded   him   bore   his   name,   testimony   to   his   significance   as   a   political   figure   and   the   esteem   in  which  he  was  held.  A  saint  in  the  Orthodox  churches  and  a  reputation  for  piety,  Constantine  was  also  known  for  the  fear  he  inspired  in  others.         39    

   Indicative  List  of  Seminar  Topics   • To  gain  an  appreciation  of  Constantine’s  role  in  the  making  of  history   • To  examine  the  historical  and  religious  background  to  the  Near  Eastern  Late  Antiquity   • To  outline  the  growth  of  the  early  Christian  communities,  their  spread  eastwards,   fragmentation  and  the  emergence  of  them  as  a  variety  of  churches   • To  explore  the  developing  relationship  between  state  and  church      Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40      Sample  Source  ‘The   whole   of   the   empire   now   devolved   on   Constantine   alone.   At   last   he   no   longer   needed   to  conceal  his  natural  malignity  but  acted  in  accordance  with  his  unlimited  power.  …  when  he  came  to  Rome,   he   was   filled   with   arrogance,   and   thought   fit   to   begin   his   impiety   at   home.   Without   any  consideration   for   natural   law,   he   killed   his   son,   Crispus   on   suspicion   of   having   intercourse   with   his  stepmother  Fausta.’   Zosimus,  c.  500  CE.  From  his  book  ‘The  New  History’    While   this   was   written   sometime   after   Constantine   it   attests   to   the   fact   that   the   sycophantic  literature   that   emerged   around   Constantine   in   the   wake   of   his   becoming   the   ruler   of   all   of   the  Roman  Empire  was  only  part  of  the  picture.                 40    

      Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1111  –  Gandhi  and  Gandhism  (Dr  Pritipuspa  Mishra)        Module  Overview  This   module   will   introduce   you   to   the   life   and   thought   of   Mohandas   Karamchand   Gandhi.   The  module   content   will   cover   a   brief   outline   of   Gandhi’s   biography   and   politics,   a   close   reading   of   his  most   famous   political   tract   Hindi   Swarai   and   readings   of   the   multiple   lives   of   Gandhi   in   public   and  political   imagination   in   India   and   abroad.   In   addition   to   scholarly   texts,   material   covered   in   the  course  will  include  films,  cartoons,  photos  and  speech  recordings.  Particular  emphasis  will  be  placed  on   the   public   consumption   and   articulation   of   Gandhian   political   mores.   To   this   end   you   will   be  encouraged  to  explore  the  representations  of  Gandhi  in  the  new  media.    Indicative  List  of  Seminar  Topics   • Was  Gandhi  a  feminist?   • Did  the  masses  really  understand  Gandhian  politics?   • Play  reading  and  analysis  of  \"Is  is  I,  Nathuram  Godse  speaking\"   • Gandhi  Goes  Abroad:  Emigration,  Diaspora  and  Race  relations  in  England  and  South  Africa   • Politics  of  Martyrdom-­‐  Gandhi’s  Assassination  as  one  among  many  deaths.   • Contemporary  Gandhi:  Student  dissent,  Anti-­‐corruption  and  21st  century  civil  disobedience.     41    

  %  Contribution  to  Final  Mark     10     40  Assessment   10   40   Assessment  Method  1  x  Commentaries  exercise  (500  words)  1  x  Essay  (2,000  words)  Group  presentation  1  x  Exam  (1  hour)    Sample  Source       The  Shirted  And  The  Shirtless  -­‐  J.  C.  Hill  in  Auckland  Star,  New  Zealand,  1931    J.   C.   Hill   of   the   Auckland   Star,   New   Zealand,   shows   a   parade   of   the   leaders   of   the   various   political  movements   of   the   world   in   1931   associated   with   the   wearing   of   shirts   of   various   colours   before   a  bare-­‐chested   Gandhi,   who,   unimpressed,   turns   his   gaze   away   from   them.   But   on   his   way   back   to  India  from  Britain,  Gandhi  called  on  Benito  Mussolini,  the  fascist  ruler  of  Italy,  in  Rome.  The  meeting  was  brief.  Gandhi  was  not  impressed  by  his  host  and  told  him  he  was  building  a  house  of  cards.  \"His  eyes  are  never  still,\"  he  commented  later.       42    

      Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1170  –  Putin  and  the  Politics  of  Post-­‐Soviet  Russia  (Dr  George  Gilbert)        Module  Overview  This   module   provides   an   overview   of   major   political,   social   and   economic   developments   in   Russia  since  1991,  and  how  they  have  been  informed  by  a  sense  of  Russian  history.  After  the  fall  of  the  Cold  War,  Russia  has  found  that  it  is  no  longer  a  superpower,  and  it  has  struggled  to  find  a  world  role.  The  domestic  and  economic  settlement  in  the  country  has  also  seen  major  changes,  and  life  has  changed  in   remarkable   and   sometimes   dramatic   ways   for   millions   of   ordinary   Russian   people.   The   primary  focus   on   the   module   is   to   help   us   to   understand   contemporary   Russia:   lectures   and   seminars   will  examine  themes  and  events  that  can  help  us  to  recognize  in  what  ways  Russia  has  changed  since  the  fall   of   the   Berlin   Wall.   But   these   debates   will   be   placed   in   historical   context:   Russia’s   domestic   and  foreign  policy,  and  changing  conceptions  of  national  identity,  can  only  be  understood  in  the  context  of  Russia’s  history  and  the  legacy  of  the  turbulent  twentieth  century.         43    

   Indicative  List  of  Seminar  Topics   • Soviet  communism  and  its  dissolution   • Russia’s  rulers  and  Russian  history   • Russian  political  parties   • Russia’s  foreign  policy   • Nationalism   • Social  identity   • The  media  in  Russia     • Memory  of  the  twentieth  century   • Russia  and  the  contemporary  world      Assessment  Type  of  assessment   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  Source    “Whoever  does  not  miss  the  Soviet  Union  has  no  heart.  Whoever  wants  it  back  has  no  brain.”     ―  Vladimir  Putin    This  module  has  two  principal  themes.  It  is  a  survey  of  very  recent  Russian  history,  which  considers  a  number   of   political,   social   and   economic   developments   over   the   past   thirty   years   or   so.   It   is   also  looks   seriously   at   the   Russian   past   and   how   that   has   informed   the   present.   The   above   quote   by  Vladimir   Putin   reflects   these   two   central   engagements   of   the   module:   how   do   Russians   view   the  Soviet  Union  now?  What  is  seen  to  be  good  and  bad  about  it?  Furthermore,  what  is  the  official  view?  Who  holds  it,  what  are  people  encouraged  to  think  about  the  past  and  why  does  this  matter?  All  of  these  questions  and  more  will  come  under  scrutiny  in  this  module.             44    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  Credits)   HIST1158  –  Liberté,  Egalité,  Beyoncé:  Women’s  History  in  Modern  Britain  (Dr  Charlotte  L.  Riley)                      Module  Overview  In   this   course,   we   will   explore   the   history   of   women   in   Britain   in   the   nineteenth   and   twentieth  centuries.  We  will  consider  the  ways  in  which  the  women’s  movement  developed  in  Britain,  and  the  way  that  it  was  influenced,  not  only  by  Europe  and  North  America  but  also  by  Africa,  Asia  and  Latin  America.   Starting   with   ideas   about   gender   developed   in   the   early   nineteenth   century,   this   course  looks  at  the  key  campaigns,  people,  images  and  debates  involved  in  women’s  history  and  the  British  feminist   movement.   We   will   consider   issues   such   as   the   anti-­‐slavery   campaigns,   imperial   feminism,  the  role  of  women  in  the  world  wars,  and  the  modern  women’s  liberation  movement.  We  will  work  with   an   interesting   and   varied   historiography,   as   well   as   a   rich   collection   of   archival   material  including  pamphlets,  speeches,  audio/visual  materials,  memoirs  and  autobiographies,  and  legal  and  government  documents.    Indicative  List  of  Seminar  Topics   • Herstory:  an  introduction  to  sex,  gender  and  feminism   • Am  I  Not  A  Woman  and  a  Sister?  Women  and  the  antislavery  movement   • Separate  but  equal?  The  Victorians  and  the  ‘separate  spheres’     • Imperial  Feminism:  white  saviours  and  global  female  identity   • Sister  Suffragettes:  women  and  the  vote     • There’s  Not  Much  Women  Can’t  Do:  women  and  the  two  world  wars   • Perfect  Wives  in  Ideal  Homes:  Women  in  the  1950s   • Would  You  let  your  Daughter  Marry  a  Negro?  Women,  gender  and  race   • The  Personal  Is  Political:  the  1970s  and  Second  Wave  feminism   • Margaret  Thatcher:  feminist  icon?   • 21st  Century  Feminism:  women  in  Britain  today     45    

   Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40    1  x  Exam  (1  hour)   40    Sample  Source  ‘Because  women's  work  is  never  done  and  is  underpaid  or  unpaid  or  boring  or  repetitious  and  we're  the  first  to  get  the  sack  and  what  we  look  like  is  more  important  than  what  we  do  and  if  we  get  raped  it's  our  fault  and  if  we  get  bashed  we  must  have  provoked  it  and  if  we  raise  our  voices  we're  nagging  bitches  and  if  we  enjoy  sex  we're  nymphos  and  if  we  don't  we're  frigid  and  if  we  love  women  it's  because  we  can't  get  a  'real'  man  and  if  we  ask  our  doctor  too  many  questions  we're  neurotic  and/or  pushy  and  if  we  expect  community  care  for  children  we're  selfish  and  if  we  stand  up  for  our  rights  we're  aggressive  and  'unfeminine'  and  if  we  don't  we're  typical  weak  females  and  if  we  want  to  get  married  we're  out  to  trap  a  man  and  if  we  don't  we're  unnatural  and  because  we  still  can't  get  an  adequate  safe  contraceptive  but  men  can  walk  on  the  moon  and  if  we  can't  cope  or  don't  want  a  pregnancy  we're  made  to  feel  guilty  about  abortion  and  …..  for  lots  and  lots  of  other  reasons  we  are  part  of  the  women's  liberation  movement.’   Joyce  Stevens,  ‘Because  we’re  women’,  Women's  Liberation  Broadsheet  (1975)    This  document  was  written  by  the  Australian  writer,  activist  and  campaigner  Joyce  Stevens.  Born  in  1928,  Joyce  was  active  in  socialist  politics  and  the  women’s  liberation  movement  throughout  her  life,  working   to   support   women’s   and   worker’s   rights   in   Australia   and   internationally.   This   text,   which  was  written  in  1975  to  mark  the  UN’s  Year  of  the  Woman,  demonstrates  the  international  context  of  the   British   women’s   liberation   movement;   the   piece   became   very   popular   in   Britain   and   was  adopted   by   a   number   of   women’s   organisations.   When   compared   to   documents   produced   by  women’s  rights  campaigners  in  the  nineteenth  and  earlier  twentieth  centuries,  it  is  striking  how  this  list   repeats   previous   demands   and   concerns   in   women’s   politics:   the   focus   on   the   right   to   work   for  equal   pay,   sexual   liberation   and   women’s   health,   domestic   violence,   the   right   to   abortion,   and  support  for  childcare  all  echo  campaigns  by  earlier  groups  in  Britain  and  internationally.     46    

    Year  1  Semester  1  –  Cases  and  Contexts  Module  (15  credits)   HIST1118  –  The  Seven  Years  War  and  Britain’s  Global  Empire  (Dr  John  McAleer)     Benjamin  West,  The  Death  of  General  Wolfe,  1770  (National  Gallery  of  Canada,  Ottawa)      Module  Overview    What   role   did   the   Seven   Years   War   (1756–63)   play   in   the   development   of   the   British   Empire?   How  did  it  affect  national  identity?  How  did  people  in  different  parts  of  the  empire  experience  the  conflict?  These   questions   inform   our   investigation   of   an   episode   which   consolidated   Britain’s   growing   status  as  a  superpower  and  laid  the  foundations  of  a  worldwide  empire.  We  range  across  the  globe  –  from  North  America  to  the  Caribbean  and  India  –  exploring  how  the  conflict  amplified  local  concerns  and  reflected   global   contexts.   We   examine   its   effects   on   art   and   literature   in   Britain.   And   we   consider  some  of  the  consequences  of  the  war,  as  well  as  the  ways  in  which  different  people  have  chosen  to  commemorate  it,  from  the  mid-­‐eighteenth  century  up  to  the  present  day.           47    

   Indicative  List  of  Seminar  Topics   • The  Seven  Years  War:  an  imperial  moment?   • The  European  problem     • Fighting  the  war   • Heroes  and  villains:  personalities,  reputations  and  the  Seven  Years  War   • The  global  context  I:  North  America   • The  global  context  II:  the  Caribbean  and  Britain’s  Atlantic  World   • The  global  context  III:  India  and  Britain’s  Asian  Empire   • The  home  front:  Art  and  the  Seven  Years  War   • Representations,  celebrations  and  commemorations   • The  end  of  the  beginning?  Consequences  and  legacies    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (2  x  500  words)   20  1  x  Essay  (2,000  words)   40  1  x  Exam  (1  hour)   40    Sample  Source  ‘I   am   convinced   that   you   will   agree   with   me   in   one   principle,   that   we   must   be   merchants   while   we  are   soldiers;   that   our   trade   depends   upon   a   proper   execution   of   our   maritime   strength;   that   trade  and   maritime   force   depend   upon   each   other;   and   that   the   riches,   which   are   the   true   resources   of  this  country,  depend  chiefly  upon  its  commerce.’   (British  Library,  Add.  MS  6815,  f.  34,  Earl  of  Holderness,  Northern  Secretary,  to  Andrew  Mitchell,   British  Minister  to  the  King  of  Prussia,  17  July  1757)    Written   by   a   key   member   of   the   Cabinet,   this   document   demonstrates   contemporary   belief   in   the  close  connection  between  trade,  empire  and  military  power.  The  Seven  Years  War  was  a  watershed  in   the   development   of   the   British   Empire.   Victory   consolidated   Britain’s   growing   status   as   a   world  superpower,   laying   the   foundations   of   a   truly   global   trading   and   colonial   empire   as   well   as   sowing  the  seeds  of  future  conflicts.             48