Year 1 History Module Choice Booklet 2017_18

    Year  1  Semester  2  –  Cases  and  Contexts  Module  (15  credits)   HIST1XXX  –  Eisenhower  and  the  World:  U.S.  Foreign  Policy  in  the  1950s  (Alex  Ferguson)                                    Module  Overview    This   module   will   explore   the   foreign   policy   of   President   Dwight   D.   Eisenhower   during   a   hugely  eventful   decade   that   saw   increasing   Cold   War   tensions,   the   beginnings   of   a   space   race,  decolonisation   gathering   pace   and   the   rise   of   the   non-­‐aligned   movement.   Students   will   examine  Eisenhower’s   handling   of   the   global   crises   of   his   time,   assess   how   Eisenhower’s   background   and  broader   currents   of   thought   in   the   1950s   shaped   his   responses   to   the   international   challenges   he  faced,   and   reflect   on   the   short   and   long   term   legacies   of   the   foreign   policy   decisions   made   by   the  34th  president  of  the  United  States.               99    

   Indicative  List  of  Seminar  Topics     • Historians  and  the  Hidden  Hand  Presidency:  Historical  Revisionism  and  the  34th  President  of   the  United  States   • Massive  Retaliation,  Rollback  and  the  Soviet  Union   • The  CIA  and  Regime  Change  in  the  Eisenhower  Years   • The  Fourth  Weapon:  Eisenhower  and  Psychological  Warfare   • Cool,  Calm,  Collected?  Eisenhower  and  Crisis  Management   • Religion  and  the  Cold  War  in  the  1950s   • Race,  Decolonisation  and  the  Non-­‐Aligned  Movement   • Eisenhower  and  the  Special  Relationship   • Ike’s  Legacy    Assessment     Assessment  Method   %  Contribution  to  Final  Mark  1  x  Commentaries  exercise  (3  x  500  words)     50  1  x  Essay  (2,500  words)   50    Sample  Source  ‘You  have  been  issued  a  valued  credential-­‐-­‐the  Passport  of  the  United  States.  It  requests  that,  in  the  countries  you  intend  to  visit,  there  be  provided  you,  as  an  American  citizen,  safe  passage,  lawful  aid  and  protection  in  case  of  need.  As  the  holder  of  this  passport,  you  will  be  the  guest  of  our  neighbors  and  friends  in  the  world  family  of  nations.    Year  after  year,  increasing  numbers  of  our  citizens  travel  to  foreign  countries.  In  most  of  these  lands  there  exists  a  reservoir  of  good  will  for  the  United  States  and  a  knowledge  of  what  we  stand  for.  In  some   areas,   our   country   and   its   aspirations   are   less   well   understood.   To   all   the   varied   peoples   of  these   many   countries,   you,   the   bearer   of   an   American   passport,   represent   the   United   States   of  America.’   Dwight  D.  Eisenhower,  Letter  for  Inclusion  with  Passports  of  Citizens  Travelling  or  Serving  Abroad,   July  25,  1957  In   what   capacity   did   Eisenhower   believe   ordinary   Americans   could   assist   their   government   in   the  psychological   struggle   against   the   Soviet   Union?   What   does   Eisenhower’s   appeal   to   U.S.   citizens  applying   for   a   passport   suggest   about   his   approach   to   waging   the   Cold   War?   To   what   extent   did  Eisenhower’s  foreign  policy  decisions  assist  or  complicate  his  efforts  to  win  the  hearts  and  minds  of  people   around   the   world?   How   far   did   psychological   considerations   impact   the   direction   of  Eisenhower’s  foreign  policy?     100    

    Year  1  Semester  2  –  Cases  and  Contexts  Module  (15  credits)   HIST1022  –  Childhood  and  Youth  in  Early  Modern  Society  (Dr  Julie  Gammon)                       19th  century  juvenile  offenders    Module  Overview  This   module   will   introduce   you   to   the   historical   controversies   over   whether   a   concept   of   childhood  existed  in  the  early  modern  period  by  familiarizing  you  with  some  of  the  key  writers  of  early  modern  social   history.   We   will   examine   how   our   modern   understandings   of   childhood   and   treatment   of  children   have   been   influenced   by   changes   that   took   place   across   the   early   modern   period.   We   will  consider  how  we  use  social  institutions  such  as  education,  the  law  and  families  to  define  the  periods  of  childhood  and  youth  and  understand  how  these  differed  in  an  era  where  these  social  institutions  were   very   different.   We   will   also   address   the   problematic   nature   of   uncovering   the   experience   of  childhood  in  the  past  when  this  social  group  is  largely  absent  from  the  historical  record  and  discuss  how  we  as  historians  are  able  to  overcome  these  gaps  by  using  sources  imaginatively.    Indicative  List  of  Seminar  Topics   • Parent-­‐child  relations   • Crime  and  deviance   • Work  and  Leisure   • Education  and  Schooling   • The  New  World  of  Children  in  the  Eighteenth  Century?         101    

   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  is  the  last  letter  I  will  write  to  you  as  to  a  little  boy.  For  tomorrow,  if  I  am  not  mistaken  you  will  attain  your  ninth  year;  so  that,  for  the  future,  I  shall  treat  you  as  a  youth.  You  must  now  commence  a  different   course   of   life,   a   different   course   of   studies.   No   more   levity   in   childish   toys   and   playthings  must  be  thrown  aside  and  your  mind  directed  to  serious  objects.  What  was  not  becoming  to  a  child  would  be  disgraceful  to  a  youth’.   Letter  from  Lord  Chesterfield  to  his  son,  written  in  Latin  (1741)    The   private   letter   from   a   father   to   his   son   allows   us   a   privileged   insight   into   family   relationships   in  the  eighteenth  century.  But  Chesterfield  was  actually  writing  to  an  illegitimate  son  he  saw  very  little  of   as   he   grew   up   which   complicates   our   understanding   of   ‘parent-­‐child’   relations   and   makes   us  question   the   purpose   of   and   emotions   that   lay   behind   such   a   letter.   Interestingly   Chesterfield  regards   his   son   as   a   youth   once   he   reaches   the   age   of   9   which   allows   us   to   consider   how   the  boundaries   of   childhood   and   adolescence   were   very   different   historically   from   how   they   are  understood   today.   Chesterfield   is   also   very   critical   of   the   idea   that   children   should   spend   time  playing   and   instead   believes   that   education   and   study   is   key   to   success   but   we   must   think   about  whether  Chesterfield’s  ideas  were  representative  of  his  time  or  would  other  parents  have  perceived  of  childhood  in  very  different  ways?                   102    

  Year  1  Semester  2  –  Cases  and  Contexts  Module  (15  credits)     HIST1103  –  The  Collapse  of  Austria-­‐Hungary  (Dr  Katalin  Straner)        Module  Overview  In  this  module  you  will  analyse  the  stability  and  instability  of  the  Austro-­‐Hungarian  Empire  during  its  final   decades.   The   module   particularly   investigates   the   forces   that   held   the   empire   together   and  those   which   pushed   it   into   domestic   and   international   crises,   and   does   so   in   two   phases   of  peacetime   and   wartime   (before   and   after   1914).   We   begin   with   a   study   of   the   empire’s   structure  and   the   ‘dualist   system’   which   in   1867   had   divided   it   in   two,   thereby   giving   semi-­‐independence   to  Hungary.   The   Habsburg   dynasty’s   significance   as   the   major   ‘centripetal   force’   is   emphasised,  especially  its  key  interest  in  maintaining  Austria-­‐Hungary  as  one  of  the  Great  Powers  of  Europe.  After  establishing   the   ‘vital   interests’   of   Habsburg   foreign   policy   at   the   turn   of   the   century,   the   course  turns   to   a   series   of   case   studies   to   illustrate   pre-­‐war   domestic   political   and   social   tensions:   the  Hungarian   constitutional   crisis;   nationalist   German-­‐Austrian   paranoia;   and   the   Southern   Slav  problem.  The  latter  allows  us  to  consider  the  monarchy’s  Balkan  mission,  especially  the  annexation  of   Bosnia-­‐Herzegovina   in   1908   and   the   events   that   led   to   the   Sarajevo   murders   in   1914:   the  Habsburg   elite’s   decision-­‐making   in   July   1914   is   given   special   documentary   scrutiny.   In   the   second  half  of  the  course  we  turn  to  study  the  monarchy  at  war.    Through   the   latest   research   in   English   you   will   explore   topics   such   as   sacrifice   on   the   home   front;  imperial   expansion   in   the   Balkans   and   the   East;   and   the   role   of   external   forces   in   exacerbating  nationalism  within  the  empire.  The  pre-­‐war  case  studies  will  also  be  briefly  followed  under  wartime  conditions,   and   (as   pre-­‐1914)   their   importance   will   be   weighed   as   contributing   factors   to   the  monarchy’s   instability.   Due   attention   during   the   course   will   be   paid   to   concepts   of   imperialism   and  national  identity/  nationalism  so  that  the  case  material  is  given  a  theoretical  framework.  The  module  therefore,   through   its   many   facets,   will   not   only   equip   you   for   further   studying   the   complexity   of  multi-­‐national  East-­‐Central  Europe,  but  will  supply  a  basic  framework  for  understanding  problems  of  national  identification  and  state/imperial  legitimacy  in  the  nineteenth  and  twentieth  centuries.   103    

  %  Contribution  to  Final  Mark     20  Indicative  List  of  Seminar  Topics   40   40   • Mapping  the  Austro-­‐Hungarian  Empire  (1867)   • Imperial  Expansion   • The  Hungarian  Constitutional  Crisis   • German-­‐Austrian  ‘Paranoia’   • The  Southern  Slav  Problem   • Murder  in  Sarajevo  1914      Assessment   Assessment  Method  1  x  Commentaries  exercise  (2  x  500  words)    1  x  Essay  (2,000  words)    1  x  Exam  (1  hour)                                 104    

    Year  1  Semester  2  –  Cases  and  Contexts  Module  (15  credits)     HIST1XXX  –  Twentieth-­‐Century  China  (Dr  Chris  Courtney)                               Fight  for  the  Survival  of  the  Nation!  为国家生存而战!  (1937)    Module  Overview  Few  nations  had  a  more  dramatic  experience  of  the  twentieth  century  than  China.  Over  the  course  of   this   module   you   will   learn   about   the   tumultuous   political   events   that   defined   this   period   -­‐   from  the   fall   of   the   once   mighty   Qing   empire,   to   China’s   descent   into   chaos   during   an   era   of   warlord  misrule,   to   the   rise   of   the   Communist   Party   under   Mao   Zedong,   to   the   resurgence   of   China   as   a  major   world   power.   Rather   than   focussing   exclusively   upon   the   elite   political   and   cultural   figures  who  often  dominate  the  history  of  this  period,  we  will  also  examine  how  momentous  events  shaped  the  lives  of  ordinary  people.  We  will  read  about  the  beggars  and  prostitutes  who  scraped  a  living  on  the   streets   of   Republican   Shanghai,   the   idealistic   Red   Guards   who   gathered   in   Beijing   during   the  Cultural  Revolution,  and  the  millions  of  farmers  whose  innovations  sowed  the  seeds  for  the  Chinese  economic  miracle.           105    

   Indicative  List  of  Seminar  Topics     • The  Great  Qing  Dynasty   • China  Awakened:  The  Fall  of  the  Qing  Empire,  1900-­‐1911   • The  Rise  of  the  Nationalists,  1927-­‐1937   • Arise  China!  China  in  the  Second  World  War,  1937-­‐1945   • The  Chinese  People  Have  Stood  Up!  Early  Communist  China,  1945-­‐1957   • The  Great  Proletarian  Cultural  Revolution,  1966-­‐1976   • An  Economic  Miracle?  China  since  1989    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  People's  Communes  are  Good  人民公社好  by  Rui  Guangting  芮光庭  (1958)  This   propaganda   poster   was   produced   at   the   start   of   a   Communist   campaign   known   as   the   Great  Leap  Forward  (1958-­‐1962).  It  presents  a  utopian  vision  of  a  People’s  Commune  -­‐  a  self-­‐sufficient  unit  in   which   industry   and   agriculture   would   merge   into   one.   The   poster   demonstrates   how   People’s  Communes   were   designed   to   replace   the   traditional   family,   with   all   members   eating   together   in  giant  kitchens,  and  care  of  children  and  the  elderly  becoming  a  collective  responsibility.  Mao  Zedong  believed  that  if  he  transformed  rural  society  into  People’s  Communes,  China  could  leap  forward  into  a   bright   communist   future.   His   grand   vision   ended   in   disaster,   as   the   mismanagement   of   the  People’s  Communes  resulted  in  one  of  history’s  most  catastrophic  famines,  in  which  over  30  million  people  would  perish.     106    

    Index  by  Historical  Period  Compulsory  Modules  HIST1151  -­‐  World  Histories  (compulsory  for  all  students  reading  for  History  Single  and  Joint  honours  degree  programmes  and  BA  Ancient  History  and  History)……….……....................................………………11  HIST1155  -­‐  Introduction  to  the  Ancient  World  (compulsory  for  all  students  reading  for  ancient  history  single  and  joint  honours  degree  programmes)……………...........................................................13  HIST1150  -­‐  World  Ideologies  (compulsory  for  all  students  reading  for  a  history  single  honours  degree)…………………………………………………………………………………………………………………………………………….49  HIST1154  -­‐  Ancient  History:  Sources  and  Controversies  (compulsory  for  all  students  reading  for  an  ancient  history  single  honours  degree)…………………………………………………………………………………………….51  ARCH1062/HIST1130  -­‐  Wonderful  Things  (compulsory  for  all  students  reading  for  an  ancient  history  single  honours  degree)…………………………………………………………………………………………………………………....53  Ancient  HIST1168  -­‐  The  Roman  Army  in  Britain……………………………………………..…………………………………………….37  HIST1106  -­‐  Emperor  Constantine  the  Great……………………………………………………..…………………...………..39  HIST1164  -­‐  Consuls,  Dictators  and  Emperors:  Roman  Politics  in  the  First  Century  BC………………………65  HIST1102  -­‐  The  End  of  the  World:  Apocalyptic  Visions  of  History…………………………………………………….61  HIST1153  -­‐  Alexander  the  Great  and  his  Legacy……………………………………………………………………………….87  HIST1016  -­‐  Masada:  History  and  Myth.................................................................................................97  Medieval  HIST1019/HIST1174  -­‐  The  First  Crusade……………………………………………………………………………………..17/91  HIST1074  -­‐  The  Battle  of  Agincourt………………………………………………………………………………………………….57  HIST1102  -­‐  The  End  of  the  World:  Apocalyptic  Visions  of  History…………………………………...……………….61  HIST1134  -­‐  The  Murder  of  Edward  II………………………………………………………………………………………………..29  HIST1148/HIST1175  -­‐  Castles……………………….………………………………………………………………………….…31/93  HIST1087  -­‐  Papal  Power  in  Medieval  Europe.…………………………………………………………………………………..79  HIST1136  -­‐  Siena  to  Southampton:  Medieval  Towns  and  Cities.……………………………………………………….83  HIST1146  -­‐  Joan  of  Arc:  Behind  the  Myth……………………………………………….………………………………………..85       107    

   Early  Modern/Eighteenth  Century  HIST1029  -­‐  New  World  Slavery…………………………………………………………………………...…………………………..19  HIST1008  -­‐  A  Tudor  Revolution  in  Government?..................................................................................55  HIST1020  -­‐  The  French  Revolution……………………………………………………………………………………………………23  HIST1062  -­‐  Rebellions  and  Uprisings  in  the  Age  of  the  Tudors………………………………………………………….27  HIST1094  -­‐  Henry  VIII:  Reputation  and  Reality…………………………………………………………………………………33  HIST1118  -­‐  The  Seven  Years  War……………………………………………………………………………………………………..47  HIST1089  -­‐  Histories  of  Empire.............................................................................................................69  HIST1022  -­‐  Childhood  and  Youth  in  Early  Modern  Society…………………...………………………………………..101  Modern/Contemporary  HIST1011/HIST1173  -­‐  The  First  World  War……………………………………………………………….………………..15/95  HIST1085  -­‐  German  Jews  in  Great  Britain  after  1933……………………………………………………………………….59  HIST1113  -­‐  The  Crimean  War…………………………………………………………………………………………………………..63  HIST1145  -­‐  From  Shah  to  Ayatollah:  The  Establishment  of  Clerical  Power  in  Iran  (1979  to  Today)...................................................................................................................................................71  HIST1158  -­‐  Liberté,  Egalité,  Beyoncé:  Woman’s  History  in  Modern  Britain……...………………………………45  HIST1012  -­‐  Who  is  Anne  Frank?............................................................................................................73  HIST1015  -­‐  McCarthyism………………………………………………………………………………………………………………….21  HIST1058  -­‐  Russia  in  Revolution……………………………………………………………………………………………………….25  HIST1076  -­‐  God’s  Own  Land:  Exploring  Pakistan’s  Origins  and  History.……………………………..…………….77  HIST1111  -­‐  Gandhi  and  Gandhism……………………………………………………………………………………………………41  HIST1119  -­‐  The  Long  Summer?  Edwardian  Britain  1901-­‐1914.............................................................81  HIST1125  -­‐  When  an  Empires  Falls:  Culture  and  the  British  Empire,  1914-­‐1960…………………………..…..75  HIST1147  -­‐  The  Real  Downton  Abbey……………………………………………………………………………………………….35  HIST1170  -­‐  Putin  and  the  Politics  of  Post-­‐Soviet  Russia……………………………………………………………………43  HIST1084  -­‐  Cites  of  the  Dead:  Ritual,  Mourning  and  the  Victorian  City,  1820-­‐1914.……………….………..67  HIST1171  -­‐  Reagan’s  America…………………………………………………………………………………………………………..89  HIST1103  -­‐  The  Collapse  of  Austria-­‐Hungary………………………………………………………………………………….103   108    

   HISTXXX  -­‐  Eisenhower  and  the  World:  U.S.  Foreign  Policy  in  the  1950s  ………………………………………….99  HISTXXXX  -­‐  Twentieth-­‐Century  China.……………………………………………………………………………………………105   109