Encounter the Past from Ancient Egypt to the War on Terror University of Southampton History Department Year 3 Module Choices 2017-‐18
This booklet has been designed with the help of colleagues from across the department to provide you with the essential information to help inform your choices for the year ahead. I encourage you read through it and to carefully consider which topics you believe will best stimulate, entertain, and challenge you in the coming academic year. Be bold in your choices. Here at Southampton you are part of an incredibly dynamic community of scholars, whose broad expertise and varied interests are reflected in the original and thought-‐provoking modules on offer. Take the time to explore what is on offer by reading the overviews, considering the lists of content and enjoying the sample sources and commentaries provided. Do not be put off by things which you may not yet have heard of, or have not studied before. 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. I wish you all the best for the upcoming year, and hope this booklet helps you make the most of the many opportunities on offer to you. Dr François Soyer Associate Professor in Late Medieval and Early Modern History
Contents How to Select Your Modules………………………………………………………………………………………………………………3 Staff Contact Details………………………………………………………………………………………………………………………….5 Special Subjects (Part 1 and 2 spread over both semesters) HIST3042 -‐ From Tyranny to Revolution…………………………………………………………………………………………….7 HIST3054/5 -‐ The Third Reich…………………………………………………………………………………………………………..11 HIST3060/1 -‐ The Holocaust: Policy, Responses and Aftermath……………………………………………………….15 HIST3072/3 -‐ The Late Russian Empire…………………………………………………………………………………………….19 HIST3123/4 -‐ Slavery and Freedom in the Caribbean……………………………………………………………………….23 HIST3126/7 -‐ Fashioning the Tudor Court………………………………………………………………………………………..27 HIST3130/1 -‐ Medieval Love, Sex and Marriage……………………………………………………………………………….31 HIST3133/4 -‐ Heresy and Inquisition in the Early Modern Iberian World………………………………………….35 HIST3142/3 -‐ Passions and Profits: Wealth, Freedom and Virtue in the age of Adam Smith…………….39 HIST3163/4 -‐ The Long Life of the Indian Mutiny (1857-‐58)……………………………………………………………..43 HIST3171/3166 -‐ The Crisis of Austria-‐Hungary………………………………………………………………………………..47 HIST3178/9 -‐ When the Lights Went Out: Britain in the 1970s…………………………………………………………51 HIST3180/1 -‐ The Rise and Fall of the British Empire in Africa………………………………………………………….55 HIST3195/6 -‐ Islam, Conquest and Caliphates ………………………………………………………….……………………..59 HIST3197/8 -‐ America: From Revolution to Republic……………………………………………………………………….63 HIST3203/4 -‐ American Empire………………………………………………………………………………………………………..67 HIST3212/3 -‐ The Long Sexual Revolution: Family Life in Twentieth-‐Century Europe ………………………71 HIST3216/7 -‐ Racism in the United States………………………………………………………………………………………..75 HIST3218/9 -‐ Nuclear War and Peace………………………………………………………………………………………………79 HIST3XXX* -‐ Emperor Julian and the Last Pagans of Rome……………………………………………………………….83 HIST3XXX* -‐ The Great Exhibition…………………………………………………………………………………………………….87 1
Alternative Histories HIST3116 -‐ Alternative Histories: Between Private Memory and Public History……………………………….91 HIST3119 -‐ Alternative Histories: Music and History………………………………………………………………………..93 HIST3132 -‐ Alternative Histories: Conflict, Transformation and Resurgence in Asia…………………………95 HIST3150 -‐ Alternative Histories: Travellers' Tales……………………………………………………………………………97 HIST3186 -‐ Alternative Conquests: Comparisons and Contrasts……………………………………………………….99 HIST3187 -‐ Bible and History………………………………………………………………………………………………………….101 HIST3224 -‐ Alternative Histories: Fascism and the Far Right…………………………………………………………..103 HIST3XXX* -‐ Alternative Histories: Ethics of War…………………………………………………………………………...105 HIST3XXX* -‐ Alternative Histories: Sweet Charity?.............................................................................107 Semester 1 15 Credit Modules ARCH3028 -‐ Living with the Romans: Urbanism in the Roman Empire……………………………………………111 ARCH3034 -‐ The Archaeology of Seafaring…………………………………………………………………………………….113 GERM 3016 -‐ Language and the City………………………………………………………………………………………..…….117 Semester 2 15 Credit Modules ARCH3XXX* -‐ Later Anglo-‐Saxon England……………………………………………………………………………………….115 ARCH3017 -‐ Presenting the Past………………………………………………………..………………………………………..…109 Index by historical period………………………………………………………………………………………………………………119 *module code not allocated at time of print 2
How to Select Your Modules 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 requirement to take 120 credits is very important. The credits attached to each module are stated in each description below. All the modules described in this brochure are historical in terms of content and method. Some of them have codes which are not history ones but this is not meaningful; some history modules were planned in association with other subjects, or involve staff from more than one department, and so are classified in a slightly different way. Differences in module codes do not indicate anything important about the module in question; if the modules are in this brochure, they are essentially historical in nature. If you require further information on any module you can email the module convenor or Julie Gammon as Director of Programmes ([email protected]). For Single-‐Honours History Students For single-‐honours history students, a dissertation (HIST3021) is compulsory. You choose your topic in consultation with an appropriate supervisor. The dissertation is worth 30 credits and much of the work for it is done in semester 2. Most single-‐honours history students take a special subject which is a very detailed and specialised source-‐based module. They come in two parts, one in semester 1 and one in semester 2, and each is worth 30 credits. All part 1s of the Special Subject are 100% coursework assessment: there are no exams. You can consult the Royal Literary Fellows and the Writing Centre for any of the assessments. The other 30 credits in semester 1 can either be taken as an Alternative Histories module which are broad thematic studies of particular topics. Or you can back track to year 2 modules if space allows. For Joint-‐Honours Students Your degree is designed so that half should be in history and half should be in your other subject. In semester 1 you can select any modules amounting to 30 credits in History. In semester 2, it is compulsory for joint-‐honours students—except those combining modern languages with history—to take a dissertation, and you can choose between the two disciplines for this. PAIR2004 is a pre-‐requisite module for MHP students who want to do a Politics dissertation. If you did not take PAIR2004 in year 2 you will be doing a History dissertation. There are various combinations that work here. You could take a history special subject for parts 1 and 2 and so fulfil the history requirement of your degree; you could take an alternative history and a dissertation in History; you could take a special subject part 1 and a dissertation in History; or there are other combinations that work. The essence is to remember that you need 30 credits of history in each semester and that for most joint degrees you must do a dissertation somewhere. If you are unclear on the requirements please consult with your PAT or Dr Helen Spurling ([email protected]) as CH Liaison Officer in History. 3
Your other 30 credits in each semester should follow the requirements of your other subject. Online Option Choice You select your modules through Online Option Choice (OOC). Instructions on where to find this will be sent to you separately from this brochure. In addition to the modules described here, you will also see some others selected for relevance to history students (language modules, some from other humanities disciplines, and some university-‐wide modules open to anyone) on the OOC form. OOC opens at 8am on Monday 24 April 2017 and remains open until 15 May 2017. You may go in and make changes to your selections at any point during this period. The OOC system operates on a first come first serve 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/. 4
Staff Contact Details Lecturer Office Email Dr Remy Ambuhl 2074 [email protected] Prof. George Bernard 2049 [email protected] Dr Annelies Cazemier 2047 P A ..DC.aCzleamrkiee@[email protected] k Prof. Peter Clarke 2079 [email protected] Dr Eve Colpus 1053 [email protected] Dr Jon Conlin 2073 D [email protected] Dr David Cox 2051 N [email protected] [email protected] Dr Niamh Cullen 1053 [email protected] Dr Dragana Mladenovic 65a/3023 C [email protected] Dr Hormoz Ebrahimnejad 3035 [email protected] Dr Chris Fuller 1051 [email protected] Dr Julie Gammon 2069 [email protected] [email protected] Dr George Gilbert 1051 [email protected] Dr Shirli Gilbert 2051 M [email protected] Dr Alison Gascoigne 65a/3029 [email protected] Prof. Neil Gregor 2057 [email protected] Prof. Maria Hayward 2059 [email protected] Dr Rachel Herrmann 2057 [email protected] [email protected] Dr Jonathan Hunt 2064 Dr Nicholas Karn 2065 C.Le-‐[email protected] [email protected] Nicholas Kingwell 2063 Prof. Tony Kushner 2053 [email protected] [email protected] Dr Claire Le Foll 2104 Dr Dan Levene 1001 [email protected] Dr John McAleer 2043 [email protected] Dr Pritipuspa Mishra 2104 [email protected] Prof. Kendrick Oliver 2061 [email protected] Prof. Sarah Pearce TBC E [email protected] Dr Christer Petley 2081 [email protected] L [email protected] Dr Chris Prior 1047 [email protected] Dr Eleanor Quince 65A/3017 -‐ Archaeology building Prof. Andrea Reiter 3087 Dr Louise Revell 65A/3027 -‐ Archaeology building Dr Charlotte Riley 1047 5
2051 J a .Slacnh.lrooesrs@@ssoottoonn..aacc..uukk 1023 Dr Alan Ross [email protected] Prof. Joachim Schlör 2064 [email protected] Dr François Soyer 2047 [email protected] 2077 [email protected] Dr Helen Spurling 2075 [email protected] Prof. Mark Stoyle 2067 Prof. Ian Talbot [email protected] Dr Joan Tumblety 2055 Prof. Chris Woolgar 6
Year 3 Special Subject (30 credits) HIST 3042 -‐ ‘From Tyranny to Revolution: England, 1625-‐1649’, Part 1 (Professor Mark Stoyle) Module Overview During the 1640s England was racked by the most widespread and destructive conflict which it has ever seen. The Civil War of 1642-‐46 resulted first in the overthrow of Charles I’s regime and eventually in the trial and execution of the king himself. But what was this momentous conflict all about? What were its causes? What were its effects? And what were conditions like for the ordinary men and women who had to live through it? The two interlinked third year special subject courses HIST 3042 and HIST 3043 set out to answer these questions. In HIST 3042, taken during the first semester, a detailed study will be made of the events which preceded the war, during the period between 1625 and 1642. In HIST 3043, taken in the second semester, students will examine the horrors of the Civil War itself and the events which led up to the king’s execution. The two courses focus, throughout, on the ways in which the conflict between Charles I and his enemies affected English society as a whole. Indicative List of Seminar Topics • Halcyon days’?: Charles I and the Personal Rule. • Secret sedition’?: Puritanism and opposition. • A British problem?’: Trouble with the Scots. • War in the north: The collapse of the royal regime. • ‘A field of blood’: The Irish Rising, 1641. 7
% Contribution to Final Mark Assessment Assessment Method 1 x 4,000 word essay 50 1 x gobbet exercise 50 Sample Source ‘But above all these, the king had another instigator of his violent purposes, more powerful than all the rest, and that was the queen [for] ... wherever male princes are so effeminate as to suffer women of foreign birth and different religions to intermeddle with the affairs of state, it is always found to produce sad desolations; and it has been observed that a French Queen never brought any happiness to England’. [L. Hutchinson, Memoirs of the Life of Colonel Hutchinson, Written by his Widow Lucy (Everyman edition, 1913), pp. 70-‐71.] This scathing attack on King Charles I and his French catholic wife, Queen Henrietta Maria, was written by Lucy Hutchinson, a zealously protestant -‐ and stoutly parliamentarian -‐ gentlewoman during the mid-‐seventeenth-‐century. Hutchinson’s scornful words illustrate the widespread contemporary conviction that it was the queen who wore the trousers in the royal marriage, and that -‐ under the malign influence of his wife -‐ Charles was steering the English ship of state towards disaster. Such fears played an important part in persuading many English people to support the Parliament in the great civil conflict of 1642-‐46. 8
Year 3 Special Subject (30 credits) HIST 3043 -‐ ‘From Tyranny to Revolution: England, 1625-‐1649’, Part 2 (Professor Mark Stoyle) Module Overview During the 1640s England was racked by the most widespread and destructive conflict which it has ever seen. The Civil War of 1642-‐46 resulted first in the overthrow of Charles I’s regime and eventually in the trial and execution of the king himself. But what was this momentous conflict all about? What were its causes? What were its effects? And what were conditions like for the ordinary men and women who had to live through it? The two interlinked third year special subject courses HIST 3042 and HIST 3043 set out to answer these questions. In HIST 3042, which is taken during the first semester, a detailed study will be made of the events which preceded the war, during the period between 1625 and 1642. In HIST 3043, which is taken in the second semester, students will examine the horrors of the Civil War itself and the events which led up to the king’s execution. The two courses focus, throughout, on the ways in which the conflict between Charles I and his enemies affected English society as a whole. Indicative List of Seminar Topics • Introduction: The outbreak of the Civil War. • Cavalier or Roundhead?: The choice of sides. • Plague, fire and famine: The war’s effects. • ‘Wenches in trenches’: Women at war. • ‘Off with his head’: The execution of the king. 9
% Contribution to Final Mark Assessment Assessment Method 1 x essay (4,000 words) 50 1 x 3-‐hour exam 50 Sample Source ‘King Charles I set up his standard at Nottingham, AD 1642, and because few there resorted to him, he removed thence to Shrewsbury about the latter end of the summer of 1642, in the hope that this county [i.e. Shropshire] and Wales would soon furnish him with an army, and he was not disappointed in his expectation for multitudes came to him daily. And out of these three [hamlets] of Myddle, Marton and Newton, there went no less than 20 men, of which number 13 were killed in the wars’. [Richard Gough, The History of Myddle (D. Hey, ed., 1981), p. 71.] The British men and women who died during the First and Second World Wars are still proudly commemorated today, in the war-‐memorials which were erected in towns and villages in every part of the country in the wake of those conflicts. Of the tens of thousands of ordinary men and women who lost their lives during the ‘British wars’ of the 1600s, however, remarkably little is known. Richard Gough’s manuscript ‘history’ of his home-‐parish of Myddle, in Shropshire -‐ which Gough wrote towards the end of his long life, in about 1700 -‐ is thus a precious survival. In this brief extract from the manuscript, Gough not only notes exactly how many men from his sparsely-‐populated parish went out to fight for Charles I, but also how few of them came home again. From these figures, later historians have been able to gauge some idea of the true human cost of the conflict in communities right across the kingdom, for, ‘if so many dyed out of these three hamlets’, as Gough himself subsequently went on muse, ‘we may reasonably suppose that many thousands died in England in that war’. 10
Year 3 Special Subject (30 credits) HIST 3054 – The Third Reich, Part 1 (Professor Neil Gregor) Module Overview In this module, you will cover the rise of national socialism in Germany, the nature of the Nazi regime, and the relationship between these regimes and German society. This module will give you a chance to engage with the historiographical debates surrounding the origins of National Socialism, the causes of the failure of the Weimar Republic and the reasons why the National Socialist movement came to power. We will also look at debates concerning the internal development of the Nazi regime, the nature of Hitler's power and the implications of these for how policy became more radical. By the end of the module, you will have a clear understanding of the relationship between the National Socialist regime and German society and the ways in which the Nazi regime maintained its hold over German society. Indicative List of Seminar Topics • The emergence of the populist radical right • The rise to power of the National Socialist Movement • Nazi social policy • The links between the development of the Nazi polity and its pursuit of radical policies • Nazi economic policy • The impact of the Nazi regime on German society after 1933 11
Assessment % Contribution to Final Mark Assessment Method 1 x 4,000-‐word essay 50 1 x gobbet exercise 50 Sample Source ‘The results of the elections… cannot be explained solely by economics [….] It would not be intelligent to explain them thus to the outside world, nor would it be a true account of the facts were one to present things in such a one-‐sided manner. The German people are not naturally given to radicalism, and, if the current wave of radicalisation which has momentarily resurfaced were merely a consequence of economic depression, this would explain an increase in support for Communism, but not the massive growth of support for a party which appears to join the national idea with the social in the most militant and aggressively strident way. It is wrong to represent the political purely as a product of the social. Rather, in order to understand such an incredible psychological state as that with which our people is currently astonishing the world, it is necessary to draw in political passions, or, put better, political sufferings; if it would not be clever or dignified to be proud of the results of 14 September or to shout their merits abroad, one can still quietly leave them to take their effect in the outside world as a storm warning, as a reminder that a country which has as much right to self-‐esteem as any other cannot be expected in the long run to endure that which the German people has indeed had to endure, without its psychological state developing into a danger to the world.[…]’ Thomas Mann, ‘An Appeal to Reason’ (September, 1930) This passage from novelist Thomas Mann’s famous ‘Appeal to Reason’ represents one of many attempts by German commentators to make sense of the rise of National Socialism. The speech was given in the immediate wake of the Reichstag elections of September 1930, in which the NSDAP made its electoral breakthrough. Mann, a liberal conservative who, unlike most of his background and socialization, supported the Weimar Republic, recognized that the rise of the Nazis is in part to be explained by the impact of the Depression, but also argued that other things were in operation, most notably an inflamed nationalist sentiment that had its origins in defeat and the Treaty of Versailles. Who, therefore, was he calling to reason? Firstly the German people, whose embrace of irrational politics he saw as rejecting the values of the Enlightenment and 19th-‐century bourgeois liberalism; secondly, the victorious powers of WWI, who Mann – like the Nazis -‐ believed ought to reverse the offending stipulations of the Treaty of Versailles. The text is at once critical and ambivalent, perceptive and blinkered – and thus encapsulates the challenges Germans faced in making sense of Hitler’s emergence. 12
Year 3 Special Subject (30 credits) HIST 3055 – The Third Reich, Part 2 (Professor Neil Gregor) GI Surveying the Relics of the Nuremberg Party Rally Grounds, 1945. Module Overview In this module, you will cover, the rise of national socialism in Germany, the nature of the Nazi regime, and the relationship between these regimes and German society. This module will give you a chance to engage with the historiographical debates surrounding the origins of National Socialism, the causes of the failure of the Weimar Republic and the reasons why the National Socialist movement came to power. We will also look at debates concerning the internal development of the Nazi regime, the nature of Hitler's power and the implications of these for how policy became more radical. By the end of the module, you will have a clear understanding of the relationship between the National Socialist regime and German society and the ways in which the Nazi regime maintained its hold over German society. Indicative List of Seminar Topics • The emergence of the populist radical right • The rise to power of the National Socialist Movement • Nazi social policy • The links between the development of the Nazi polity and its pursuit of radical policies • Nazi economic policy • The impact of the Nazi regime on German society after 1933 13
Assessment % Contribution to Final Mark Assessment Method 1 x 4,000-‐word essay 50 1 x 3-‐hour exam 50 Sample Source ‘On 5 October 1942, when I visited the building office at Dubno, my foreman Hubert Moennikes of 21 Aussenmühlenweg, Hamburg-‐Harburg, told me that in the vicinity of the site, Jews from Dubno had been shot in three large pits, each about 30 meters long and 3 meters deep. About 1,500 persons had been killed daily. All of the 5,000 Jews who had still been living in Dubno before the pogrom were to be liquidated. As the shootings had taken place in his presence he was still very much upset. Thereupon I drove to the site, accompanied by Moennikes, and saw near it great mounds of earth, about 30 meters long and 2 meters high. Several trucks stood in front of the mounds. Armed Ukrainian militia drove the people off in the trucks under the supervision of an SS man. The militia men acted as guards on the trucks and drove them to and from the pit. All these people had the regulation yellow patches on the front and back of their clothes, and thus could be recognised as Jews.’ Affidavit of Hermann Graebe, International Military Tribunal, Nuremberg, 1946 This early eye-‐witness account of the mass shootings of Jews in eastern Europe is, on the face of it, a simple narrative of a typical killing action carried out as part of the genocide of Europe’s Jews during the Second World War. Yet it enables us to ask several questions of wider import to our understanding of the Third Reich. Firstly, it opens up the question of participation – who were the killers? In this instance, the SS are supervising Ukranian militia, raising the subject of collaboration. This, in turn, raises the issue of motivation – if other national subjects were as willing to participate, this may have something to tell us about the extent to which the genocide was rooted in German historical peculiarities. Second, it raises the question of witnessing and therefore of social knowledge of the genocide in Germany during the war. Graebe and his colleague Moennikes, after all, are civilian contractors, not uniformed Germans. What are they doing deep in the occupied east, what do they see, and what are they therefore in position to tell others when they return to Germany? Finally, there is the issue of testimony-‐gathering and knowledge formation in the immediate post-‐war years – as Graebe’s own story shows, the supposed ‘silences’ of the post-‐war era contained not ignorance of what had happened, but knowledge – what was it like to live in a post-‐war society in which the fact of the genocide was a shared open secret? 14
Year 3 Special Subject (30 credits) HIST3060 – The Holocaust: Policy, Responses and Aftermath, Part 1 (Dr Shirli Gilbert) Module Overview The Holocaust is probably the most horrific and challenging phenomenon of the Twentieth Century. Yet it has taken some decades for the world to appreciate quite how much the Holocaust has challenged inherited assumptions about progress and modernity. In the last decade or so, our understanding has been aided, too, by the discovery of important new sources behind the former iron curtain. Against the background of this new historiography, the present course will explore the origins and implementation of the Holocaust, together with the legacies and memories of the event. This unit will focus on the development of the Nazi’s policies against Jews and against other groups, like Gypsies, in Germany. We will also deal with the German occupation of Poland and with the initial phase of the war against the Soviet Union. Throughout, the emphasis will be on the regime’s anti-‐Jewish policies. 15
Indicative List of Seminar Topics This Special Subject course has three main sections. The first section is the historical context: the German historical background, the background of Jewish life in Europe, the history of antisemitism, the rise of Nazism, and Nazi Germany before the outbreak of war. The second section focuses on how the genocide of European Jewry developed. This section is the core of the course. It is broken down into categories of perpetrators, victims, and bystanders, which was the formulation used by the historian Raul Hilberg. These categories are problematic because of blurred boundaries among them, and we will discuss the ways in which we might most fruitfully expand and modify them. This second section will begin in the first semester and continue into the second semester. The third section of the course explores the aftermath of the Holocaust. In this section we will examine issues of Holocaust memory, the fate of survivors, and how study of the Holocaust can be applied to other cases of genocide. Assessment Assessment Method % Contribution to Final Mark 1 x 3,000-‐word Historiographical essay 40 1 x 3,000-‐word source-‐based essay 40 1 x gobbet exercise 20 16
Year 3 Special Subject (30 credits) HIST3061 – The Holocaust: Policy, Responses and Aftermath, Part 2 (Dr Shirli Gilbert) Module Overview The premeditated mass murder of nearly 6 million Jews during the Second World War stands as a central event in our time. Yet despite the passage of more than seven decades since the end of that war, the Holocaust has not yet passed into what the historian Saul Friedländer has referred to as “mere history.” Past is still present with regard to the destruction of European Jewry. Some survivors and other observers argue that the Holocaust in fact should not pass into “mere history,” that it is an event beyond or outside of history. One author has referred to Auschwitz, standing in as shorthand for the Holocaust, as “another planet,” one that cannot be described to those who did not experience it directly and cannot be made comprehensible through the ordinary tools of historians. According to this line of reasoning, the Holocaust was a fundamentally irrational phenomenon and therefore cannot be explained by a rational examination of cause and effect. 17
Others argue that ordinary language cannot be used to describe the Holocaust, and therefore that language alone cannot approach the truth of what happened. Diarists who wrote during the Holocaust also expressed this sentiment: Abraham Lewin, for example, a teacher writing in the Warsaw ghetto, wrote: “perhaps because the disaster is so great, there is nothing to be gained by expressing in words everything that we feel … Words are beyond us now.” For some, then, the approaches of literature, poetry, philosophy, theology and psychology are more appropriate for the study of the Holocaust than is the approach of the historical method. And these other disciplines perhaps do provide insights into the experiences of the Holocaust that the historical method cannot. This course, while drawing on interdisciplinary approaches, nevertheless assumes that the Holocaust – like any other event in the past – can be understood as far as possible through use of the historical method. We will examine primary sources in order to establish a chain of causality, avoiding hindsight as far as possible, and we will critically analyse key historical studies. The very term “holocaust” indicates an ahistorical approach to the events of this period. The term comes from the Greek term “holokaustos” and refers to a burnt offering, something sacrificed which is wholly consumed by fire. The word originates with the Greek translation of the Hebrew Bible, the Septuagint, which is dated to the third century BCE. This terminology itself attributes the causes of the Holocaust to metahistorical factors that cannot be understood and explained by reason alone. The term was first used by scholars particularly in the late 1950s and was popularized by the Holocaust survivor Elie Wiesel in the 1960s, so that by the 1970s it became standard usage in English. Before this term came into widespread usage, the genocide of European Jewry was referred to variously as the destruction, the disaster, the annihilation. In Yiddish, the everyday language of East European Jewry, it was (and is) referred to as the khurbn, the destruction. In modern Hebrew the term used to refer to the genocide is Shoah, meaning disaster. Other languages use different terminology. In this course we will be using the term Holocaust for reasons of simplification. Historical writing about the Holocaust has developed alongside, and sometimes as a challenge to, public memory of the events. Public memory of the Holocaust, in turn, has been shaped by contemporary political issues and by developments in national identities in Europe after the Second World War, so that historical works about the Holocaust have at times been the subject of intense public debate. This collision between history and memory, in which, citing Saul Friedländer again, “past and present remain interwoven,” can be an obstacle to studying and writing the history of the Holocaust, but studying the confrontation between history and memory can be an interesting endeavour in itself. One of our goals in this course is to understand how this intertwining of past and present affects historical debates about the Holocaust. Toward the end of the semester we will devote several sessions to questions of Holocaust memory and the efforts of various countries to come to terms with the past. Assessment Assessment Method % Contribution to Final Mark 1 x 4,000-‐word essay 50 50 1 x Three hour examination 18
Year 3 Special Subject (30 credits) HIST 3072 – Late Imperial Russia, Part 1 (Dr. Claire Le Foll) Module Overview Straddling Europe and Asia, since the eighteenth century Russia has made its presence felt in both continents, yet has never been fully a part of either. This course explores the complex society that is Russia by investigating the tsarist Empire in its ‘late’ period, focusing on its multi-‐ethnic society and convoluted politics. The last 35 years of the Empire were marked by political upheaval, official reaction, popular discontent, rapid economic growth, and growing nationalism. This module (Semester 1) examines the years from the accession of Alexander III in 1881 to the first Russian revolution of 1905. We will look deeply into such important historical topics as the structure of Russian society (including groups such as the peasantry and the nobility), industrialisation and urbanisation, the women’s movement, the multi-‐ethnic nature of the Russian Empire, the role of religion, and the opposition movement. Selected List of Seminar Topics • Introduction/Alexander II • Reaction and counter-‐reform under Alexander III • The structure of late imperial society • Economic and demographic shifts • The growth of opposition • Women and gender • Religion • Multi-‐ethnic empire • Opposition to the eve of the revolution 19
Assessment % Contribution to Final Mark 40 40 Assessment Method 20 1 x historiographical essay (3,000 words) 1 x source-‐based essay (3,000 words) 1 x gobbets exercise Sample Source Terror for its own sake was never the aim of the party. It was a weapon of protection, of self-‐defence, regarded as a powerful instrument of agitation, and employed only for the purpose of attaining the ends for which the organisation was working. The assassination of the Tsar came under this head as one detail. In the autumn of 1879, it was a necessity, a question of the day, which caused some to accept this assassination and terroristic activity in general as the most essential point of our entire programme. The desire to check the further development of reaction which hampered our organising activity, and the wish to assume our work as soon as possible, were the only reasons which induced the Executive Committee immediately upon its formation as the centre of The Will of the People, to plan for an attempt on the life of Alexander ll to be made simultaneously in four different places. And yet the members of the Committee at the same time carried on active propaganda work both among the intelligentsia and the workingmen. Vera Figner, Memoirs of a Revolutionist (1929) This extract from the memoirs of one of the most famous revolutionaries in the late imperial period can prompt us to ask questions about the use of terror as an instrument of political opposition in late imperial Russia, and the means and ends to which this would be put. It also raises questions about the applicability of terror even amongst 'extreme' revolutionary groups, and whether such methods were acceptable to use even given the repression and coercion deployed by the tsarist autocracy. More broadly we might think about how the autocracy dealt with a rapidly changing society and the mobilization of increasing levels of political discontent in the period. 20
Year 3 Special Subject (30 credits) HIST 3073 – Late Imperial Russia, Part 2 (Dr. Claire Le Foll) Module Overview This module investigates the attempts at reform, reaction and revolution in the Russian Empire from the revolution of 1905 until the collapse of Tsarism in February/March 1917 followed by the seizure of power by the Bolsheviks and Left Socialist Revolutionaries (SRs) in October/November 1917. We will explore a society that seemed on the one hand to be developing dynamically and yet on the other to be collapsing from within. Selected List of Seminar Topics • Nicholas II • The 1905 Revolution • Stolypin and civil unrest • World War One to the eve of the revolution • The end of tsarism • The 1917 revolutions • The Russian Revolution in retrospect 21
Assessment Assessment Method % Contribution to Final Mark 1 x essay of 4,000 words: title to be negotiated with the module 50 co-‐ordinator 1 x 3-‐hour exam. You need to answer three questions 50 Sample Source 'At the beginning of the war I was unavoidably prevented from following the inclination of my soul to put myself at the head of the army. That was why I entrusted you with the Commandership-‐in-‐Chief of all the land and sea forces…My duty to my country, which has been entrusted to me by God, impels me to-‐day, when the enemy has penetrated into the interior of the Empire, to take the supreme command of the active forces and to share with my army the fatigues of war, and to safeguard with it Russian soil from the attempts of the enemy…The ways of Providence are inscrutable, but my duty and my desire determine me in my resolution for the good of the State'. Tsar Nicholas II to Grand Duke Nikolai 5 September 1915 Nicholas II made himself Commander-‐in-‐Chief during World War One, thus tying himself to the various military, strategic and political failures of the Russian Empire during World War One. The source can show us much about the nature of power in late imperial Russia, and in particular how this power was most closely associated with the person of the autocrat – Nicholas II. The tsar's own definition shows how he ties his own fate to that of the state, and his unique conception of 'duty' in the face of enemy attack during the war. 22
Year 3 Special Subject (30 credits) HIST 3123 -‐ Slavery and Freedom in the Caribbean, Part 1 (Dr Christer Petley) Module Overview Slavery was once at the heart of the British empire. By 1770, sugar-‐producing plantations worked by enslaved labourers from Africa had transformed the Caribbean, revolutionised British habits of consumption and lay at the centre of Britain’s lucrative colonial enterprise. Enslaved people had always resisted slavery, but from the late eighteenth century, the system also came under attack from some within British society. This module looks at slavery and at the rise of the movement against it. The first semester concentrates on the campaign to end the slave trade. Indicative List of Seminar Topics • Slave communities and resistance • Britain and slavery • The roots of British abolitionism • Master-‐slave relations • Wilberforce and the abolition debate • The West India Interest • The abolition of the slave trade Assessment Assessment Method % Contribution to Final Mark 1 x 4,000-‐word source based essay 50 1 x gobbet exercise 50 23
Sample Source This source illustrates at least three things: first, that abolitionists were expert propagandists; second, that they saw the world in revolutionary new ways; and third, that they took a ‘top down’ approach to helping slaves. The Society for the Abolition of the Slave Trade formed in 1787 and immediately chose this image as its seal. It was the first example of a pressure group using a logo in mass circulation to get its message across to the wider public. The image itself depicts a kneeling African man, holding up his chained arms as though begging for help or, perhaps, clasped in prayer. It presents a revolutionary new view of Africans (for Europeans) rejecting the view of slaveholders, who treated them as though they were little other than livestock. Abolitionists aimed to present black people as part of the family of man—and as potential converts to Christianity. But their ‘top down’ approach meant that though they saw Africans as ‘brothers’, they understood them as younger siblings, only capable of ‘civilisation’ or ‘progress’ if under the guiding hand of British Christian reformers. 24
Year 3 Special Subject (30 credits) HIST 3124 -‐ Slavery and Freedom in the Caribbean, Part 2 (Dr Christer Petley) Module Overview In 1807, the British parliament ended the slave trade, but slavery carried on in the West Indies. By the 1830s, following mass campaigns in Britain and protests by enslaved people in the Caribbean, the system was widely discredited. The British government eventually decided to dismantle it and, for the remainder of the nineteenth century, anti-‐slavery became one of the mainstays of the British colonizing mission. Indicative List of Seminar Topics • Slaves and missionaries • Types of abolitionist • Visions of freedom • The Jamaican slave uprising • The problem of freedom in 1832 • A ‘Mighty Experiment?’ The Emancipation Bill • The ‘apprenticeship’ • After emancipation Assessment % Contribution to Final Mark Assessment Method 50 1 x 4,000-‐word essay 25
1 x 3-‐hour examination 50 Sample source The source (above) shows enslaved rebels attacking Montpelier plantation in Jamaica during the 1831 slave uprising. During the uprising, thousands of slaves left their usual places of work, protesting for their freedom, and some attacked property belonging to slave-‐owners, including the plantation at Montpelier. The image is a piece of proslavery propaganda. The rebels are depicted as a lawless, disorderly and destructive bunch carrying out an act of wanton destruction. In reality, the rebellious slaves were better organised than this, and they had some clear aims. In some ways, the uprising was more akin to a peaceful strike than a thoughtless and bloodthirsty rebellion. It was, nonetheless, brutally suppressed by the local whites. However, the event helped parliamentarians in London come to the conclusion that slavery in the Caribbean colonies was unsustainable: slaves were so desperate to be free that it would be more dangerous to continue with slavery than to abolish it. 26
Year 3 Special Subject (30 credits) HIST3126 -‐ Fashioning the Tudor Court, Part 1 (Prof Maria Hayward) Module Overview The Tudors are still incredibly popular and with good cause. During this module you will explore the magnificent and murky world of Tudor court culture between 1485 and 1553. You will focus on the reign of Henry VIII but as appropriate, you will compare and contrast his court with those of Henry VII and Edward VI. You will consider five core themes linked to the court: artistic patronage and the creation of the royal image, architectural patronage, court entertainments and literary patronage, royal collecting including the development and dispersal of collections and court ceremonial including coronations, the order of the Garter and observance of the liturgical year. These cultural aspects of the Tudor king’s lives are inseparable from embedded the complex religious and political environment that they inhabited. Indicative List of Seminar Topics • Introductions and definitions • Context: the court of Henry VII • Tudor art and the Reformation: the significance of the careers of Hans Holbein and the Horenbout 27
• Royal magnificence: fashion, finance and foreign politics • Henry VIII’s military image: from the tilt yard to battle field • The role of the courtier: favourites and rivals • Court ceremonial: from dynastic ceremonial to celebrating the liturgical year • The influence of the cardinal: Thomas Wolsey, the ‘alter rex’? • Women at court: Henry VIII’s wives and daughters • The end of Henry VIII’s reign: Death, burial and the 1547 inventory • In his father’s image: Edward VI Assessment Assessment Method % Contribution to Final Mark 1 x 4,000-‐word source based essay 50 1 x gobbet exercise 50 Sample Source ‘Why come ye nat to court? Why come ye nat to court? To whyche court? To the kynges courte? Or to Hampton Court? Nay to the kynges courte! The kynges courte Shulde have the excellence; But Hampton Court Hath the preemynence! J. Skelton, This satirical poem by John Skelton stresses the importance of the royal court, while also asserting that Cardinal Wolsey’s ‘court’ rivals, or even exceeds, the magnificence of Henry VIII’s court. If true, this would suggest a major challenge to royal power and would have supported contemporary claims that the Cardinal sought to usurp the king’s authority. The use of poetry as a medium to mock Wolsey is telling – it would have given Skelton a means of distancing himself from the criticism he was making while also ensuring a wider circulation at court, in the city of London and beyond. 28
Year 3 Special Subject (30 credits) HIST3127 -‐ Fashioning the Tudor Court, Part 2 (Prof Maria Hayward) Module Overview Building on the work you did in semester 1, this module will consider late Tudor court culture. You will focus on the court of Elizabeth I which you will contextualise by drawing comparisons with Mary I and Mary, queen of Scots. Queenship, the nature of female rule, and how it differed from kingship will be a key theme running through the module and as the module progresses you will be able to compare and contrast the courts of the male and female Tudor monarchs. Drawing on the main cultural, religious and political events of Elizabeth’s reign you will reflect on the five core themes linked to the court that you considered in semester 1: artistic patronage and the creation of the royal image, architectural patronage, court entertainments and literary patronage, royal collecting including the development and dispersal of collections and court ceremonial including coronations, the order of the Garter and observance of the liturgical year. 29
Indicative List of Seminar Topics • The monstrous regiment?: Being queen in the second half of the sixteenth century -‐ Elizabeth I, Mary I and Mary queen of Scots • From princess to virgin queen: Nicholas Hilliard and Marcus Gheeraerts II • Dressing the part and the role of court ceremonial: from the accession day tilts to touching for the queen’s evil • Royal acquisition and patronage • The role of the male courtier: Leicester and Essex • The place of women at court and in the country: case studies on the ladies of the bedchamber and Bess of Hardwick • From Hampton Court to Hardwick Hall: the decline of royal building projects and the rise of the courtiers’ country house • The Elizabethan home • Shopping for the Elizabethan wardrobe: markets, chapmen and the rise of Gresham’s exchange • 1603: The end of an era and the beginning of the Stuart monarchy Assessment Assessment Method % Contribution to Final Mark 1 x 4,000-‐word essay 50 1 x 3-‐hour examination 50 Sample Source ‘To promote a woman to bear rule, superiority, dominion, or empire above any realm, nation, or city, is repugnant to nature; contumely [an insult] to God, a thing most contrary to his revealed will and approved ordinance; and finally, it is the subversion of good order, of all equity and justice….. . For the causes are so manifest, that they cannot be hid. For who can deny but it is repugnant to nature, that the blind shall be appointed to lead and conduct such as do see? That the weak, the sick, and impotent persons shall nourish and keep the whole and strong? And finally, that the foolish, mad, and frenetic shall govern the discreet, and give counsel to such as be sober of mind? And such be all women, compared unto man in bearing of authority. For their sight in civil regiment is but blindness; their strength, weakness; their counsel, foolishness; and judgment, frenzy, if it be rightly considered.’ The First Blast of the Trumpet Against the Monstrous Regiment of Women -‐ John Knox In this source John Know laid out the reasons why women were not fit to rule. As such it was a direct challenge to the queens regnant of the time and also to queens dowager who acted as regents in the place of their children until they came of age. It reveals a lot about contemporary ideas of patriarchy, and about the weaknesses that women were believed to have. In terms of its dissemination in print, it demonstrates how political, and religious, debates were promoted in the 16th century. Not surprisingly it was a contentious document, provoking a mixed response from contemporaries, including Elizabeth I. 30
Year 3 Special Subject (30 credits) HIST3130 – Medieval Love, Sex and Marriage, Part 1 (Professor Peter Clarke) Module Overview This module explores the social significance of marriage and ideas about love and sex in Western Europe between 1200 and 1550. It will examine how the Church tried to influence and control social behaviour in these areas of life. In particular it will consider how the later medieval Church and society tried to regulate what they perceived as deviant forms of sexual behaviour, such as prostitution and same-‐sex relationships. It will also explore how the Church's ideas on sex and marriage were communicated through preaching and art in this period, and to what extent society internalised these ideas and followed them in practice. This will be assessed by studying marriage disputes in the medieval church courts, including Henry VIII's divorce from Katherine of Aragon. Some of the sources will be drawn from the convenor's own research in the Vatican Archives. Indicative List of Seminar Topics • The Bible and the Church Fathers • Germanic Society and Early Medieval Christianity • Forbidden Love: Heloïse and Abelard • The Duby Thesis: Two Models of Medieval Marriage • The Law and Theology of Marriage • Medieval Romance and ‘Courtly Love’ 31
Assessment Assessment Method % Contribution to Final Mark 1 x 3,000-‐word historiographical essay 40 1 x 3,000-‐word source-‐based essay 40 1 x gobbet exercise 20 Sample source ‘… for fear of fornication, let every man have his own wife, and let every woman have her own husband. Let the husband render the debt to his wife and the wife also similarly to her husband. The wife does not have power over her own body, but the husband. And in like manner the husband also does not have power of his own body, but the wife. Do not defraud one another, except, perhaps, by consent, for a time that you may give yourselves to prayer …’ (1 Corinthians 7: 2-‐5) St Paul was an important early follower of Jesus Christ, and the Bible contains letters which he wrote offering moral and religious guidance to early Christian communities in the late 1st century. This extract comes from the first of two such letters addressed to the Christian community at Corinth in Greece. This letter (1 Corinthians) made a major contribution to early Christian thinking on sex and marriage. Its views became fundamental to subsequent Church teaching and had a significant impact on social practice during the Middle Ages and beyond. Firstly, St Paul encourages Christians to marry in order to avoid ‘fornication’ (sexual promiscuity), i.e. they must only have sex within marriage. Secondly, in a Christian marriage, he teaches, a husband and wife owe each other the ‘marital debt’, i.e. sex on demand, and can refuse it only by mutual consent. Finally, his idea of each marriage partner owning the other’s body implied a mutual obligation to marital fidelity. This view contrasted with the double standard in Jewish and most other ancient cultures that adultery was a female crime but male infidelity was to be tolerated. The Western Church authorities enforced all three views by the later Middle Ages in the following ways: church courts prosecuted people for sex outside marriage, including pre-‐marital sex; husbands who cast out their wives and denied them the marital debt and other conjugal rights could be sued by these women in the church courts; and injured parties might also denounce their partners there for adultery. This module will, therefore, show you how the Church’s sexual values had an increasing effect on medieval people’s everyday lives. 32
Year 3 Special Subject (30 credits) HIST3131 – Medieval Love, Sex and Mariage, Part 2 (Professor Peter Clarke)Module Overview This module explores the social significance of marriage and ideas about love and sex in Western Europe before 1200. Indicative List of Seminar Topics • Thirteenth-‐Century Sermons on Marriage • Marriage Cases in the Church Courts • Chaucer’s Wife of Bath • Sexual Deviance I: Prostitution • Sexual Deviance II: Homosexuality • Henry VIII’s Marriages Assessment 33
Assessment Method % Contribution to Final Mark 1 x 4,000-‐word essay 50 1 x 3-‐hour examination 50 Sample Source The image above was painted in 1434 by the Netherlandish artist Jan van Eyck. It is generally recognised to be one of the great masterpieces of early Renaissance art. It depicts a well-‐dressed man and woman traditionally identified as Giovanni Arnolfini and his wife Giovanna Cenami, two wealthy Italian expatriates residing at Bruges (now in Belgium). It is generally thought to represent their wedding and so is known as ‘The Arnolfini Marriage’. In the painting the man holds the woman’s right hand in his left and raises his right hand as if swearing a wedding vow. The woman draws her dress over her apparently swollen belly with her left hand, and it is a matter of debate among art historians whether or not she is pregnant. To the right stands a bed, possibly their wedding bed. The mirror at the back of the room shows two men reflected standing in the doorway of the room in front of the couple, who appear to be witnessing the exchange of wedding vows. At the time it was not necessary for Catholics to marry in church before a priest; they might marry in a private house, as in the painting, but legally needed to do so before witnesses in case the marriage’s existence was ever contested. Despite the domestic secular setting, the celebrated art historian Erwin Panofsky has identified ‘hidden symbolism’ in the painting which imbues it with a religious atmosphere. For example, the man has cast off his shoes as if standing on holy ground. Crosses appear in the candelabra above the couple’s heads, and even though daylight floods the room it holds a single lighted candle, a symbol of Christ’s presence in the world. Christ is also depicted in the scenes on the mirror-‐frame showing the events leading up to his crucifixion, and prayer-‐beads hang to the left of the mirror. The painting, therefore, encapsulates late medieval attitudes toward marriage as both an intimate contract between two individuals and a religious God-‐given sacrament. This module will explore the social and religious attitudes that inform this painting and which the artist expected its contemporary viewers to ‘read’ in its symbolism. 34
Year 3 Special Subject (30 credits) HIST3133 – Heresy and Inquisition in the Early Modern Iberian World, Part 1 (Dr Francois Soyer) Module Overview This special subject course closely examines the history of the Spanish and Portuguese Inquisitions from their establishment in the late fifteenth/early sixteenth centuries to their abolition in the early nineteenth century. The Inquisition was set up in both Spain and Portugal to systematically hunt down heretics and expunge Catholic society of any form of heretical beliefs. The various groups persecuted by the inquisitorial tribunals in Spain and Portugal included, amongst others, crypto-‐Jews, crypto-‐Muslims, and Protestants. The Spanish and Portuguese Inquisitions have achieved a rare level of notoriety as ruthless and secretive institutions that coldly used torture and terror to repress any form of religious and social deviancy. This course will examine the actual institutions behind the modern myth: their organisation, their modus operandi and their evolution during their three centuries of existence both in the Iberian Peninsula and in the Spanish and Portuguese empires. The course will also encourage you to consider the important question of whether or not the Spanish and Portuguese Inquisitions, far from being backward legacies of the medieval period, can be considered to have been the first truly “modern” bureaucracy and police force established to destroy the perceived enemies of the State. 35
Indicative List of Topics • The establishment of the Inquisition in Spain (1478-1520). • The Structure and Procedures of the Inquisition. • The Persecution of Crypto-Judaism: the Conversos. • The Persecution of Crypto-Islam: the Moriscos. Assessment Assessment Method % Contribution to Final Mark 1 x 4,000-‐word essay 50 1 x gobbets exercise 50 Sample Source Since by reason of the heresies and other offences, insults, seditions and crimes committed and perpetrated by them up to this day … they should be had and held, as the law has and holds them, as infamous, unable, incapable and unworthy to hold any office and public or private benefice in the said city of Toledo and in its land, territory and jurisdiction, through which they might have lordship over Christians who are old believers [sic] in the holy Catholic faith of Our Lord Jesus Christ, to do them harm and injury, and thus be infamous, unable and incapable to give testimony on oath as public scribes or as witnesses, and particularly in this city; and by this, our sentence and declaration, following the tenor and form of the said privilege, liberties, franchises and immunities of the said city, we deprive them, and declare them to be and order that they be deprived of whatever offices and benefices. Extract from the “Sentencia-‐Estatuto” of Pero Sarmiento (5 June 1449). This documents illustrates vividly the depth of the resentment and hatred that existed in fifteenth-‐century Spain against conversos: Jewish converts to Christianity and their descendants. Far from being easily assimilated into society, the conversos were widely suspected of secretly practising Judaism and became the object of discrimination despite being fellow Christians. The above document, the “Sentencia-‐Estatuto” promulgated in Toledo by a rebellious town council, was the first of many statutes of “limpieza de sangre” (purity of blood) adopted by various secular and ecclesiastical institutions that sought to exclude Christians deemed to be tainted by their Jewish ancestry. Such resentment eventually led to the establishment of the Inquisition in Spain in 1480 and thousands of trials by an institution that has become infamous and synonymous with arbitrary justice and the use of torture. It also raises a fascinating historical question: did a form of proto-‐racial anti-‐Semitism emerge in Spain centuries before it appeared elsewhere in Europe in the nineteenth century? 36
Year 3 Special Subject (30 credits) HIST3134 – Heresy and Inquisition in the Early Modern Iberian World, Part 2 (Dr Francois Soyer) Module overview The second part of this module focuses on the inquisitorial persecution of other categories of heresies and heretics from the second half of the sixteenth century onwards, including those who uttered blasphemies attacking the holy sacraments of the Church, bigamists, homosexuals, dissenting intellectuals, priests who solicited sexual favours from parishioners in the confessional and alleged witches. It also examines the role played by the Inquisition, in the wake of the Council of Trent (that began the counter-‐reformation or ‘Catholic Reformation’), in the enforcement of strict censorship laws against the printing or importation of religiously controversial literature and art that was deemed to endanger the faith of the common people. The module concludes with seminars on how criticism of the Inquisition was voiced within Spain and Portugal, the abolition of the tribunals between 1813 and 1821 and its legacy in the so-‐called “Black Legend”. Inspired by early modern Protestant propagandists, the “black Legend” continues to colour our perception of the Inquisition and hinder a proper historical understanding of the institution. Indicative List of Topics • The Inquisition and Witchcraft: the witch hunts of Navarre (1609-1614). 37
• Inquisitorial Censorship of literature and art. • Blood Libel and “Sacrilege” in Early Modern Spain and Portugal. • The Abolition of the Inquisition and The “Black Legend”: The Inquisition in Myth and Legend. Assessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-‐word essay 1 x 3-‐hour examination Sample Source My Colleagues are wasting their time in maintaining that the more theoretical and complex aspects of this can be properly understood only by the witches, since in the event witchcraft has to be dealt with by judges, who are not members of the sect (…) it is not very helpful to keep asserting that the Devil is capable of doing this or that, simply repeating over and over again (…) the theory of his angelic nature; nor is it useful to keep saying that the learned doctors state that the existence of witchcraft is certain. This is only a needless annoyance, since nobody doubts this (…). The real question is: are we to believe that witchcraft occurred in a given situation simply because of what the witches claim? It is clear that the witches are not to be believed, and that the judges should not pass sentence on anyone, unless the case can be proven by external and objective evidence sufficient to convince everyone who hears it. However, who can accept the following: that a person can frequently fly through the air and travel a hundred leagues in an hour; that a woman can get through a space not big enough for a fly; that a person can make himself invisible (…) and that a witch can turn herself onto any shape she fancies, be it housefly or raven? Indeed, these claims go beyond all human reason and many even pass the limits permitted the Devil. Fourth report of Alonso de Salazar Frías on Witchcraft sent to the Suprema (October 1613). This document illustrates graphically the problems that confronted Spanish inquisitors when they sought to prosecute acts of alleged witchcraft. Far from being crazed fanatics, the inquisitors were judges following a strict judicial procedure that demanded proof. The lack of material evidence in cases of witchcraft was a major headache for the Inquisition and the cause of bitter debates about whether witches actually committed the acts they were accused of or merely imagined them in their dreams. Even amongst the inquisitors, there were bitter disputes about the issue of the “reality” of witchcraft. The witch craze of Navarre in 1609-‐1614 marks an interest moment in the history of the Inquisition when, unlike the witch hunters elsewhere in Europe, Inquisitors like Alonso de Salazar Frías questioned the validity of popular testimony. 38
Year 3 Special Subject (30 credits) HIST 3142 -‐ Passions and Profits: Wealth, Freedom and Virtue in the Age of Adam Smith, Part 1 (Dr Jonathan Conlin) Without having other people around to reflect our passions, there is no self. We construct our identity the same way we make communities and economies: by observing and trading with each other. Module Overview Adam Smith's 1776 book Of the Nature and Causes of the Wealth of Nations coined the phrase 'the invisible hand' to describe how the removal of state regulation sets individuals free to specialise and pursue their own self-‐interest -‐ resulting in a level of wealth that could not, he insisted, be achieved by even the most Enlightened politicians. Smith is hailed and derided by turns as the prophet of profit, of an amoral, 'greed is good' approach. Is this charge fair? Does the free market encourage selfishness and indifference to inequality? Far from seeking to draw a distinction between the \"public man\" and the \"private man\", Smith sought to root the trading instinct in human psychology, in our moral sense. Virtues emerged from our \"social passions\", and depended on our ability to balance co-‐operation and competition with others. States had to achieve the same balancing act using taxation and regulation, both within their own realms and across empires. Indicative List of Seminar Topics • Gold. 39 • Happiness. • Virtue.
• Population. • Industry.Assessment Assessment Method % Contribution to Final Mark 1 x 4,000-‐word essay 50 1 x gobbets exercise 50 Sample Source Happiness consists in tranquillity and enjoyment. Without tranquillity there can be no enjoyment; and where there is perfect tranquillity there is scarce any thing which is not capable of amusing...The great source of both the misery and disorders of human life, seems to arise from over-‐rating the difference between one permanent situation and another. Avarice over-‐rates the difference between poverty and riches: ambition, that between a private and a public station: vain-‐glory, that between obscurity and extensive reputation. Adam Smith, The Theory of Moral Sentiments [1759] (Indianapolis, IN: Liberty Fund, 1976), p. 149. What is \"wealth\"? If wealth is merely a question of money, does money make us happy? In 1776 Adam Smith published his famous economic treatise, On the Nature and Causes of the Wealth of Nations. Smith is seen as the father of capitalism, thanks to this book's argument that economies grow through free exchange and free trade: a quasi-‐evolutionary process we see today in terms of \"the invisible hand\" (Smith's own metaphor). The state should leave private enterprise alone, and allow everyone to get on with the business of enriching themselves. Smith recognized that happiness comes from being loved, and from knowing that we deserve to be loved. As we only love what we know to be virtuous, Smith needed to work out a system of virtues (and vices). Living in the eighteenth-‐century Age of Enlightenment, he observed how human society and individual minds worked (through \"a science of man\"), rather than by seeking instructions from God carved on tablets of stone (like the Ten Commandments). In this course we will be exploring Smith's model of human emotions and drives, and seeking to understand why we feel and behave the way we do, not just in \"economic\" settings (\"economics\" as a discipline did not exist in Smith's day) but everywhere. To cite this passage, can we resolve the tension between our need for \"tranquillity\" and the \"ambition\" and \"avarice\" which we are made to feel, living in a consumer society? 40
Year 3 Special Subject (30 credits) HIST 3143 -‐ Passions and Profits: Wealth, Freedom and Virtue in the Age of Adam Smith, Part 2 (Dr Jonathan Conlin) Ayr Bank note (Courtesy RBS Archives) Module Overview Building on the close knowledge of Smith and other key thinkers gained in part one, we will now proceed to set these debates in the social, imperial and commercial context of Britain and her empire in the years 1750-‐1800: considering the rise of consumer culture and fashion, of factories and manufacturing, and of a modern system of borrowing and lending. As we shall see, disputes over the balance of trade, of production and consumption, social caste and economic mobility lay at the root of the Seven Years' War (1756-‐1763) -‐ an Anglo-‐French conflict that raged over six continents. They helped inspire the American Revolution and internal conflicts in British India. Like it or loathe it, the globalized world that we inhabit embodies the ideas of Smith and his times, and questions surrounding the limits to growth, luxury and necessity, trade and conquest continue to exercise us today. Indicative List of Seminar Topics • The Consumer Revolution 41
• The American Revolution % Contribution to Final Mark • Slavery and the Slave Trade 50 • \"Polite\" Arts in a Commercial Country 50 •Assessment Assessment Method 1 x 4,000-‐word essay 1 x 3-‐hour examination Sample Source We are here in a very melancholy Situation: Continual Bankruptcies, universal Loss of Credit, and endless Suspicions…The Case is little better in London...even the Bank of England is not entirely free from Suspicion. Those of Newcastle, Norwich, and Bristol are said to be stopp’d: The Thistle Bank has been reported to be in the same Condition: The Carron Company is reeling, which is one of the greatest Calamities of the whole; as they gave Employment to near 10.000 People. Do these Events any-‐wise affect your Theory? David Hume to Adam Smith, 27 June 1772 (Correspondence of Adam Smith 162) In 1772 Douglas, Heron and Company (a bank based in the Scottish city of Ayr) went bust. The bank had been set up to inject funds into improvements to Scottish agricultural land, but over-‐extended its capital and experienced a \"run\" -‐ a panic in which everyone holding the bank's notes (such as that illustrated here) rushed to get shot of them as quickly as possible. For us it seems odd for a bank to issue banknotes, but in Smith's day almost all banks did so. In his 1776 book The Wealth of Nations Smith would express wonder at how paper money made a \"a sort of waggon-‐way through the air,\" allowing surplus capital to move to wherever it could most profitably be put to work. In 1772 Smith's best friend, the philosopher David Hume was already well aware of Smith's developing \"theory\", and in this letter he asks if Smith's observations of the disastrous effects of the Ayr Bank panic on the British economy were leading him to rethink his ideas. They did. Smith came to conclude that banks were one part of the economy where state regulation, though a restraint on \"natural liberty\", was nonetheless called for. The Ayr Bank crash of 1772 is just one of the contexts for Smith's thought we will be considering in this second part of \"Passions and Profits\". Whereas HIST3142 is focussed on close study of the writings of Smith and his fellow thinkers, HIST3146 takes a step back, considering the social, political and economic history of Britain between about 1730 and 1800. We look at what Smith's times changed him, and vice-‐versa. As we shall see, \"Events\" and \"Theory\" can not be neatly distinguished when considering Smith and the emergence of our capitalist, globalized world. 42
Year 3 Special Subject (30 credits) HIST3163 – The Long Life of the Indian Mutiny (1857-‐58): Event, Metaphor, Memory, Part 1 (Dr Priti Mishra) Module Overview This special subject module will introduce students to the causes, events and long term consequences of the Indian Mutiny of 1857. Seen as a watershed moment in the history of the British colonialism in India, the mutiny was the consequence of long held local grievances and continued to feature in political and popular memory long after its end. This two semester course will be divided into three main thematic sections. First, through a study of the causes of the revolt, we will explore the nature and reception of the early Company state in India. The second section of the course will treat the actual events of the revolt. We will pay special attention to the local variations and sheer geographical reach of the Mutiny. The third section of the course will cover the consequences of the events of 1857. We will look at the colonial government’s response to the Mutiny, the subsequent treatment of the events of 1857 in the British press, in later nationalist rhetoric in India and the global Marxist revolutionary narratives. In this way we will explore the long life of the mutiny as a catastrophic/heroic event, a metaphor for anti-‐colonial popular protest or as a commonly held nationalist memory. We will look at a variety of primary sources ranging from memoirs, court documents, missionary sermons, photographs, cinema, literature and folk poetry. In the first semester, we will explore the causes of the revolt and the various scholarly interpretations of the events of 1857. We will also explore the immediate consequences of the insurrections in 1857 on British colonial policy in India and abroad. We will also trace the local history of the revolts through specific case studies that may include the events in Awadh, Jhansi, Meerut, Delhi or the Maratha principalities. 43
% Contribution to Final Mark Indicative List of Seminar Topics • Was it the first war of independence? • The global impact of the Mutiny. • Mutiny and Hindu-‐Muslim relations. • The images of the Mutiny. Assessment Assessment Method 1 x 4,000 word essay 50 50 1 x Open exam Sample Source “Besides, these things defeat their own purpose. The patronage of Government – a Government of Conquerors – will be found fatal to the progress of Christianity. It was while the Missionary was neglected and almost persecuted that he laid the foundation of the success that now begins to show itself. This very success adds to the alarm felt by the mass of the people and calls for more prudence. Our only safe and just policy is perfect impartiality and neutrality in matters of religion.” Copy of a memorandum by Francis Horsby Robinson, former member of the Board of Revenue, North West Provinces, on attitudes to the British Government in India. 1857. Historians agree that one of the major immediate causes of the Indian mutiny was the colonial interference in native religious life. While the incidence of discontent among the Indian subalterns of the British Indian Army due to the use of pig and cow fat as gun lubricants was widely acknowledged as the spark that led to the mutiny in May 1857, Francis Robinson in his memoranda was drawing attention to a broader problem with British colonial policy towards religion and missionary activity in India. In this extract Robinson was arguing that colonial government’s support for Christian missionary activity was not only unproductive but could also have added to the wide spread ‘alarm’ among the people of India that the British colonial government was intent on undermining Hindu and Muslim religious freedom and imposing Christianity on the native population. In light of the events of the mutiny, Robinson insisted that to ensure the future safety of the British control over India, ‘perfect impartiality’ in the matter of religion was the best policy. It is arguments like these that contributed to the establishment of a policy of non-‐interference in matters of Indian religion and culture in the years after the mutiny. 44
Year 3 Special Subject (30 credits) HIST3164 – The Long Life of the Indian Mutiny (1857-‐58): Event, Metaphor, Memory, Part 2 (Dr Priti Mishra) Module Overview In the second semester, we will treat the social, cultural and intellectual aspects of the Mutiny. To this end, we will explore the history of the mutiny beyond the story of high politics and look at how common people (British as well as Indian) experienced, narrated and remembered the events of 1857. Topics covered may include the present day production and commemoration of local heroes of 1857, the emergence of folk literature based on the events of 1857 and the invocation of these events in everyday popular politics in India. Furthermore, we will also trace the afterlife of the mutiny by exploring how narratives about it were deployed in nationalist, colonialist and internationalist rhetoric in the late nineteenth and early twentieth centuries. Indicative List of Seminar Topics • Was it just a Mutiny? • Early roots of Indian discontent. • Mutiny at Meerut. • The Siege of Delhi. • The Queen’s Proclamation. 45
Assessment % Contribution to Final Mark Assessment Method 50 1 x 4,000-‐word essay 50 1 x 3-‐hour examination Sample Sources Still, for the present, the British have reconquered India. The great rebellion, stirred up by the mutiny of the Bengal army, is indeed, it appears, dying out. But this second conquest has not increased England’s hold upon the mind of the Indian people. The cruelty of the retribution dealt out by the British troops, goaded on by exaggerated and false reports of the atrocities attributed to the natives, and the attempt at confiscating the Kingdom of Oude, both wholesale and retail, have not created any particular fondness for the victors. On the contrary, they themselves confess that among both Hindoos and Mussulmans, the hereditary hatred against the Christian intruder is more fierce than ever. Impotent as this hatred may be at present, it is not without its significance and importance, while that menacing cloud is resting over the Sikh Punjaub. And this is not all. The two great Asiatic powers, England and Russia, have by this time got hold of one point between Siberia and India, where Russian and English interests must come into direct collision. That point is Pekin. Thence westward a line will ere long be drawn across the breadth of the Asiatic Continent, on which this collision of rival interests will constantly take place. Thus the time may indeed not be so very distant when “the Sepoy and the Cossack will meet in the plains of the Oxus,” and if that meeting is to take place, the anti-‐British passions of 150,000 native Indians will be a matter of serious consideration. Karl Marx, New-‐York Daily Tribune, October 1, 1858. The nation that has no consciousness of its past has no future. Equally true it is that a nation must develop its capacity not only of claiming a past, but also of knowing how to use it for the furtherance of its future. The history of the tremendous Revolution that was enacted in the year 1857 has never been written in this scientific spirit by an author, Indian or foreign. An Indian Nationalist [V.D. Savarkar], introduction to The Indian War of Independence, 1857 (London: n.p., 1909) The two sources quoted above show the long term impact of the mutiny on the politics of Indian nationalism and British Imperialism. In the first source, we see how in the immediate aftermath of the mutiny, Karl Marx notes that despite the British suppression of the mutiny, this ‘second conquest’ will breed more long term consequences . The “anti-‐British passions of 150000 natives Indians” could ally with the Russian enemies of Britain. This alliance of the ‘sepoy and the Cossack’ could potentially weaken the British empire. A little over fifty years later we find V.D. Savarkar, an Indian nationalist, argue that the mutiny holds an important place in the history of the emergent Indian nation. Both Marx and Savarkar chose to rename the Indian mutiny of 1857 as the First War of Independence in India. 46
Year 3 Special Subject (30 credits) HIST3171 – The Crisis of Austria-‐Hungary, Part 1 (Convener TBC) The Hungarian Prime Minister István Tisza suggests to Emperor Franz Joseph that he take up the sword of ‘absolutism’ in order to curb unruly Hungarian nationalists during the crisis of 1905-‐6 (Hungarian satirical cartoon, mid-‐1905) Module overview Until 1918 the Habsburg Empire (Austria-‐Hungary) stretched across half of Europe. In this module you will study the turbulent history of this empire in the two decades before 1914: a period of dramatic growth but also one of rising anxieties for the Habsburg regime. We particularly ask how stable or unstable the state was, as viewed not only by the ruling authorities towards certain suspect peoples or groups (e.g. Socialists), but also by certain groups towards the regime. We start by evaluating the key forces holding the empire together: the Habsburg dynasty under Emperor Franz Joseph, the army and the bureaucracy. We then study developments in the imperial city of Vienna (especially the rise of ‘Christian Socialism’ under its anti-‐semitic mayor Karl Lueger). From there the module develops into three major ‘case-‐studies’. First, the crisis in Hungary where in the aftermath of the Millennium celebrations (1896) a new Magyar confidence resulted in a full-‐on clash with the Habsburg dynasty from 1905. At the same time, for the Magyar rulers themselves, a different type of crisis appeared in their own back-‐yard: the behaviour of their Slovak and Romanian minorities. This reached a European-‐wide public when publicized in 1908 by the British historian R.W. Seton-‐Watson. The second case study is the Czech-‐German nationalist clash in the Bohemian lands. Here the Austrian government managed to effect some solution (in Moravia), but both Czech and German nationalists in Bohemia were still viewed as disruptive or disloyal. We look at the different tactics 47
employed on all sides, in order to explain rising national and dynastic paranoia. Third, the module turns to the infamous South Slav Question. We focus in this part particularly on crisis in Croatia, where Serb politicians after 1903 were thought to be in league with neighbouring Serbia. Gradually the idea of some ‘South Slav unity’ took shape in the Balkans; the question was how the Habsburg regime would deal with it. As you gradually get to know the empire, your knowledge base will increase so that you can make informed judgements: (a) about contemporary mentalities and (b) about why it was so hard for the Empire to solve these major domestic crises before 1914. Sample seminar topics: • The Habsburg dynasty • The army: loyal and anational? • Vienna: Christian Socialism and Socialism • The Hungarian Crisis • Southern Slav loyalties and solutions Assessment % Contribution to Final Mark Assessment Method 1 x 4,000-‐word essay 50 1 x gobbet exercise 50 Sample source This afternoon I will attempt to go on a wild boar hunt. Perhaps the hunt will divert me a bit, although I really don’t believe that this local stay will cause a change in my mood. Best it would be in your company, since with you I can speak so well about the Unforgettable, who we both loved so much and because I love you so much. I long already for our meeting again and look forward to the beginning of November. Next Thursday I will begin again with the regular audiences and so will gradually take up my former life… Emperor Franz Joseph letter to Katharina Schratt, 16 October 1898 This letter by Franz Joseph to his long-‐term mistress in Vienna explains much about how he conceived his duties as monarch but also about his everyday interests. When he was not fixed on a daily routine of duties (“regular audiences” with government ministers), his main pastime was hunting. This letter was written soon after the assassination of his wife the Empress Elizabeth (the “Unforgettable” who had always enjoyed going to their country estate at Gödöllö). Even though his relationship with her was deeply problematic, Franz Joseph reveals his deep shock and sorrow and attempts here to find solace with Katharina Schratt. The many letters he wrote to Schratt reveal new sides to his personality, confirming not just his obsession with monarchical duty, but also showing that he wielded considerable power and could influence political events when he chose to. 48
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