Year 3 module booklet 2017_18

    Year  3  Alternative  Histories  (30  credits)   HIST3186  –  Alternative  Conquests:  Comparisons  and  Contrasts        Module  Overview  Conquests   are   usually   given   great   historical   and   historiographical   prominence;   the   experience   of  conquest,  whether  as  conqueror  or  conquered,  has  repeatedly  been  presented  as  a  definitive  event  for  nations  and  political  classes.  Those  events  which  have  been  characterised  as  conquests  are  very  diverse,  though,  and  had  effects  of  the  greatest  variety.    This   module   will   be   based   around   a   series   of   case-­‐studies,   in   which   different   conquests   will   be  examined.   The   aim   in   so   doing   is   to   try   to   understand   what   are   the   most   important   components   of  conquest,  and  how  their  interplay  determines  the  short-­‐term  and  long-­‐term  outcomes  of  the  events  in   question;   our   aim   will   be   to   try   to   understand   how   conquests   are   structured,   why   some   events  have  such  outcomes  and  others  do  not,  how  conquests  are  remembered  or  forgotten,  and  what  are  the   definitive   elements   of   conquest.   We   will   look   at   the   military   phases   of   conquest,   and   then  examine   how   collaboration,   assimilation   and   cultural   appropriation   and   revival   occurred.   This   will  also  involve  some  investigation  of  the  methods  appropriate  for  comparative  history.    Three   conquests   will   be   studied   for   this   module;   one   modern   European,   one   colonial,   and   one  medieval   European;   and   one   each   of   short-­‐term,   medium-­‐term   and   long-­‐term   duration.   It   is   also  intended  that  you  will  explore  further  instances  of  conquest  as  a  self-­‐directed  exercise.    Indicative  List  of  Seminar  Themes     • Conquest:  Themes  and  Concepts   • The  Normans  in  England   • The  Spanish  conquest  of  Mexico   99    

     Assessment   Assessment  Method   %  Contribution  to  Final  Mark  1  x  4,000  word  essay   50  1  x  2-­‐hour  exam   50      Sample  Source  ‘Next,   murder   is   the   name   for   the   secret   death   of   someone   whose   killer   is   unknown.   For   ‘murder’  means   something   concealed   or   hidden.   In   the   state   the   kingdom   was   in   just   after   the   Conquest,  those   who   were   left   of   the   defeated   English   secretly   plotted   against   the   mistrusted   and   hated  Normans,  and  now  and  then,  when  they  had  the  chance,  clandestinely  murdered  them  everywhere  in  woods  and  secluded  places.  To  avenge  them,  when  the  kings  and  their  officials  had  for  some  years  inflicted   terrible   torments   on   the   English,   but   the   latter   had   not   stopped   at   all,   they   came   up   with  this  plan;  if  the  murderer  of  a  Norman  was  not  immediately  obvious,  nor  his  identity  clear  from  his  having  fled,  then  the  division  of  land,  which  they  call  a  hundred,  in  which  the  murdered  Norman  had  been  found  would  be  punished  through  a  fine  of  silver,  £36  for  some,  or  £44  for  others,  depending  on  the  sort  of  place  it  was  and  the  frequency  of  such  crimes.  They  say  this  is  done  so  that  the  general  penalty   will   ensure   the   safety   of   those   travelling   through   the   region,   and   so   that   each   person   will  hasten   to   punish   so   great   a   crime,   or   to   hand   over   for   judgement   the   person   who   caused   such   a  huge  loss  to  the  whole  neighbourhood.  …  but  now,  with  the  Normans  and  English  living  side  by  side  and  intermarrying,  the  two  nations  are  so  mixed  that  that  today  one  can  scarcely  distinguish  who  is  English  and  who  is  Norman—among  free  persons,  that  is,  for  it  is  different  with  unfree  persons  …’     Richard  fitz  Nigel,  Dialogus  de  Scaccario/The  Dialogue  of  the  Exchequer,  edited  and  translated  by   Emilie  Amt  (Oxford:  Clarendon  Press,  2007),  p.  81      Conquests   were   not   events;   they   were   processes   which   took   decades,   in   which   the   initial   shock   of  military   contact   was   followed   by   decades,   sometimes   centuries,   of   resistance   and   assimilation,   in  which  the  relationships  between  conquered  and  conquerors  was  successively  redefined  in  terms  of  ethnicity,  identity,  memory  and  class.  In  this  extract,  written  just  over  a  century  after  the  Conquest  of   1066,   the   writer   discusses   some   arrangements   made   for   the   protection   of   Normans   from  resistance   attacks   through   the   imposition   of   collective   punishment   on   whole   districts   (a   practice  seen   in   many   other   conquests   too),   and   draws   a   sharp   (and,   probably,   false)   distinction   between  what   he   perceived   as   the   sharp   ethnic   distinctions   of   the   past   with   the   more   fluid   situation   of   his  own  time.  Conquests  are  often  used  as  shorthand  for  explaining  major  social  institutions  and  change,  and  the  limits  of  their  explanatory  power  can  be  seen  here.           100    

      Year  3  Alternative  Histories  (30  credits)   HIST3187  -­‐  The  Bible  and  History                        Module  Overview    What  is  the  Bible  and  how  important  has  it  been  throughout  history?  ‘The  Bible  and  History'  explores  the  role,  significance  and  impact  of  the  Bible  in  different  historical  contexts  over  time.  This  module  begins  by  introducing  you  to  the  Bible  itself  and  then  explores  how  it  has  been  understood  and  used  to  support  different  arguments  or  positions  at  key,  often  controversial,  moments  in  history.  We  examine  a  selection  of  case  studies  from  the  ancient,  medieval,  early  modern  and  modern  world  from  the  ‘clash’  between  cultures  in  the  Roman  world  to  slavery  and  emancipation  in  nineteenth  century  America.  The  module  introduces  you  to  the  use  and  reception  of  the  Bible  in  different  historical  contexts,  and  invites  you  to  assess  and  debate  the  relevance  of  the  Bible  throughout  history  and  for  today's  society.      Indicative  List  of  Seminar  Themes  The  module  begins  with  introductory  sessions  on  concepts  and  approaches,  followed  by  specific  case  studies  (which  may  vary  from  year  to  year).  Typical  examples  include:    • Sovereignty  and  imperialism  • Kingship  • Marriage  and  adultery  • Civil  War  • Darwinism  • Slavery   101    

    %  Contribution  to  Final  Mark  • Women’s  rights    Assessment     Assessment  Method  1  x  4,000-­‐word  essay     50  2  hour  examination  (one  essay  and  an  essay  or  commentary)   50      Sample  source    ‘The  first  appearance  of  slavery  in  the  Bible  is  the  wonderful  prediction  of  the  patriarch  Noah:  “Cursed  be  Canaan,  a  servant  of  servants  shall  he  be  to  his  brethren.  Blessed  be  the  Lord  God  of  Shem,  and  Canaan  shall  be  his  servant.  God  shall  enlarge  Japheth,  and  he  shall  dwell  in  the  tents  of  Shem,  and  Canaan  shall  be  his  servant.”  (Gen.  9:25)  […]  The  Almighty,  foreseeing  this  total  degradation  of  the  race,  ordained  them  to  servitude  or  slavery  under  the  descendants  of  Shem  and  Japheth,  doubtless  because  he  judged  it  to  be  their  fittest  condition.  And  all  history  proves  how  accurately  the  prediction  has  been  accomplished  even  to  the  present  day.’       John  Henry  Hopkins,  Scriptural,  Ecclesiastical  and  Historical  View  of  Slavery  (1864),  7      The  Bible  has  been  used  throughout  history  to  support  different  perspectives  and  claims.  John  Henry  Hopkins  was  the  bishop  of  Vermont  in  nineteenth  century  America,  and  he  wrote  this  pamphlet  during  the  course  of  the  American  Civil  War  to  support  the  continuation  of  slavery.  Hopkins  did  not  always  agree  that  the  actions  of  slave  owners  were  appropriate,  but  he  would  not  argue  against  the  validity  of  the  institution  of  slavery  as  it  was  endorsed  by  divinely  inspired  Scripture.  This  source  highlights  the  importance  of  the  Bible  in  debates  about  slavery  in  the  nineteenth  century,  and  the  divisive  nature  of  opposing  interpretations  of  the  Bible  for  American  society.                     102    

    Year  3  Alternative  Histories  (30  credits)   HIST3224  –  Facism  and  the  Far-­‐Right      Module  Overview  This   module   will   examine   the   origins,   development   and   impact   of   a   variety   of   fascist   and   far   right  groups   from   European   and   world   history.   The   module   takes   a   comparative   angle,   contrasting   cases  from  Germany,  Russia,  Italy,  France,  the  USA  and  central  Europe,  depending  on  staff  availability.  The  module   will   start   with   an   assessment   of   the   organized   right   active   in   Europe   during   the   late  nineteenth   century,   and   their   reliance   on   theories   of   social   Darwinism   and   irredentist   ideas,   and  development   of   an   ethno-­‐populist   politics   for   the   age   of   mass   society.   It   will   then   cross   into   the  twentieth   century   and   consider   connections   between   these   existing   forms   of   radical,   populist  nationalism  and  the  subsequent  appearance  and  development  of  fascism.    Sessions   then   explore   the   development   of   far   right   politics   after   World   War   Two,   including   the   rise  of   the   alt-­‐right   in   America   and   re-­‐emergence   of   contemporary   far   right   groups   in   Europe.   The  module   will   conclude   with   an   assessment   of   why   populist   nationalist   politics   continue   to   be   so  pronounced  in  the  contemporary  era,  and  what  forms  the  radical  right  takes  in  Britain  and  the  world  now.   In   so   doing   it   will   develop   the   comparative   perspective   crucial   to   successful   alternative  histories  modules:  why  did  fascism  and  far  right  take  off  more  in  some  countries  than  in  others?  Indicative  List  of  Seminar  Themes     • Defining  fascism   103    

    • Aesthetics  and  style   %  Contribution  to  Final  Mark   • Women,  gender,  masculinity  and  the  family   50   • Are  Fascism  and  the  far  right  a  politics  of  emotions?   50   • Reactions  to  democracy  and  mass  politics    Assessment   Assessment  Method  1  x  4,000  word  essay  1  x  2-­‐hour  exam    Sample  Source  Comrades,   fascism   in   power   was   correctly   described   by   the   Thirteenth   Plenum   of   the   Executive  Committee  of  the  Communist  International  as  the  open  terrorist  dictatorship  of  the  most  reactionary,  most  chauvinistic  and  most  imperialist  elements  of  finance  capital.    The   most   reactionary   variety   of   fascism   is   the   German   type   of   fascism.   It   has   the   effrontery   to   call  itself  National  Socialism,  though  it  has  nothing  in  common  with  socialism.  German  fascism  is  not  only  bourgeois  nationalism,  it  is  fiendish  chauvinism.  It  is  a  government  system  of  political  gangsterism,  a  system  of  provocation  and  torture  practised  upon  the  working  class  and  the  revolutionary  elements  of  the  peasantry,  the  petty  bourgeoisie  and  the  intelligentsia.  It  is  medieval  barbarity  and  bestiality,  it  is  unbridled  aggression  in  relation  to  other  nations.   Georgi  Dimitrov,  report  to  the  7th  World  Congress  of  the  Communist  International,  2   August  1935    It   would   be   a   mistake   to   dismiss   the   source   as   mere   propaganda,   even   though   it   speaks   to   the  doctrinaire   efforts   of   the   international   communist   movement   based   in   Moscow   to   define   ‘fascism’,  and   thereby   to   control   how   communists   around   the   world   responded   to   it.   It   conveys   the   genuine  struggle   in   the   1930s   —not   only   among   Marxists—to   make   sense   of   this   trans-­‐European   political  phenomenon,   to   understand   it   in   relation   to   familiar   political   forms   (including   ‘Bonapartism’   and  ‘Caesarism’)   as   well   as   recognising   what   was   genuinely   novel   in   its   fusion   of   authoritarianism   and  populism.  The  complexities  of  ‘fascism’  have  foxed  commentators  across  the  continent  and  beyond  ever  since.                 104    

    Year  3  Alternative  Histories  (30  credits)   HIST3XXX  –  The  Ethics  of  War   Ethics of    Module  overview    Wars  have  been  fought  throughout  the  history  of  humanity.  Ethical  concerns  that  they  raised,  or,  in  other  words,  the  rights  and  wrongs  of  waging  war,  have  been  discussed  from  time  immemorial.  War  has   often   been   seen   as   an   evil,   a   necessary   evil,   to   be   avoided   when   possible.   On   the   other   hand,  there   have   always   been   circumstances   in   which   the   resort   to   war   and   violence   was   accepted   or  justified,   and   even,   in   particular   instances,   praised   or   celebrated.   The   ‘if’   and   ‘why’   a   war   can   be  fought   are   at   the   heart   of   the   ethics   of   war   and   the   so-­‐called   ‘just   war   theory’.   However,   the  legitimacy   of   a   war   is   not   the   only   concern,   not   at   least,   according   to   modern   International  Humanitarian  Laws  (IHL),  according  to  which  a  just  war  has  to  be  fought  in  a  just  way.  The  IHL  rules  over   the   conduct   of   war,   defining   the   rights   and   status   of   both   combatants   and   non-­‐combatants  alike.      Historians   often   see   a   fundamental   rupture   between   pre-­‐   and   post-­‐   Geneva   Conventions,   rebuffing  the   legacy   of   the   past.   Yet   the   past   may   help   to   understand   why   the   Conventions   are   not   always  successfully  upheld  in  the  modern  world.  This  module  will  take  a  wide  historical  perspective  on  the  ethics  of  war,  looking  at  ancient,  medieval  and  modern  interpretations  of  why  and  how  wars  should  be   fought.   By   no   means,   however,   will   our   reflection   remain   purely   theoretical.   In   order   to  understand   the   context   and   evolution   of   the   establishment   of   the   norms   or   rules   of   war   (and   the   105    

   societies  that  make  them),  it  is  fundamentally  necessary  to  observe  their  historical  applications:  why  and  how  wars  were  fought  is  at  least  as  important  as  why  and  how  wars  should  be  fought.    Indicative  List  of  Seminar  Topics  • What  are  the  ethics  of  war?  • The  concept  of  just  war  in  the  Roman  world  • The  concept  of  just  war  in  the  Hundred  Years  War  • The  status  of  men-­‐at-­‐arms  and  prisoners  of  war  in  the  Hundred  Years  War  • America’s  War  on  Terror  as  a  just  war  • The  status  of  violent,  non-­‐state  actors  in  America’s  War  on  Terror     Assessment Assessment  Method   %  Contribution  to  Final  Mark  1  x  4,000  word  essay   50  1  x  2-­‐hour  exam   50      Sample  source    ‘Then,  too,  in  the  case  of  a  state  in  its  external  relations,  the  rights  of  war  must  be  strictly  observed.  For  since  there  are  two  ways  of  settling  a  dispute:  first  by  discussion;  second,  by  physical  force;  and  since  the  former  is  characteristic  of  man,  the  latter  of  the  brute,  we  must  resort  to  force  only  in  case  we  may  not  avail  ourselves  of  discussion.  The  only  excuse,  therefore,  for  going  to  war  is  that  we  may  live   in   peace   unharmed;   and   when   the   victory   is   won,   we   should   spare   those   who   have   not   been  blood-­‐thirsty  and  barbarous  in  their  warfare.’     Cicero,  De  Officiis,  Book  I.11    Questions   of   ethics   in   warfare   are   ancient   and   have   endured   until   today’s   world.   Cicero   was   a  Roman   philosopher   who   wrote   a   number   of   treatises   and   speeches   in   the   first   century   BCE   during  the  civil  wars  that  would  eventually  mark  the  end  of  the  Roman  Republic.  Cicero  was  concerned  with  moral   behaviour   and   famously   wrote   about   conduct   in   warfare.   In   this   extract,   we   can   see   the  beginning  of  a  discussion  about  when  it  is  appropriate  to  go  to  war,  a  question  which  has  continued  to   be   of   fundamental   importance   to   humanity.   Cicero   argues   that   war   is   only   appropriate   when  discussion  has  failed  or  is  not  possible,  and  that  the  purpose  of  war  should  be  to  ensure  peace.  This  source   highlights   the   importance   of   the   ethics   of   war   even   within   the   ancient   world,   and   it   is  significant  for  thinking  about  the  development  and  legacy  of  concepts  of  just  war  throughout  history.             106    

    Year  3  Alternative  Histories  (30  credits)   HIST3XXX  –  Sweet  Charity?  Module  overview  When  was  the  last  time  you  gave  to  charity?  Charity,  the  voluntary  act  of  giving  to  those  in  need,  has  been  present  in  societies  around  the  world  and  throughout  history.  Religions  exhort  their  followers  to  give  to  those  less  fortunate  than  themselves.    The  imperative  to  alleviate  the  burdens  of  the  old,  the  young,  the  hungry  and  the  sick  is  central  to  our  conception  of  shared  humanity.  Both  giving  and  receiving  charity  is  a  profoundly  human  act.  But  the  history  of  charity  is  complicated.  Some  charities  were   founded   to   promote   causes   that   we   now   think   of   as   immoral   or   misguided.   In   the   past,  charities   undertook   work   that   we   now   think   of   as   the   responsibility   of   the   state   –   or   the   individual.  Charitable  giving  has  gradually  shifted  from  a  local  activity  that  took  place  within  communities,  to  a  global  machine  –  the  multi-­‐million  pound  enterprise  of  humanitarianism  –  which  is  most  often  aimed  at  recipients  in  other  countries.      Charitable   giving   has   always   been   controversial.   In   this   module,   we   will   think   about   some   of   these  controversies  through  a  historical  and  international  lens,  taking  a  comparative  approach  to  explore  a  broad   range   of   charities,   societies   and   historical   periods.   We   will   think   about   charity,  humanitarianism   and   philanthropy,   how   these   concepts   differ,   and   how   they   have   developed   over  time.   We   will   explore   charity   as   a   type   of   political   activism,   as   a   religious   act,   and   as   a   strategic  weapon,   and   think   about   how   this   has   changed   over   a   wide   time   period   and   between   different  regions  and  cultures.  We  will  compare  different  recipients  of  charitable  aid,  what  it  means  to  receive  charity,   and   how   this   has   changed   over   time.   We   will   also   compare   different   ideas   about   what   it  means  to  be  a  donor  of  aid,  and  how  different  people,  groups  and  organisations  have  promoted  and  organised   charitable   giving.   This   course   will   involve   a   rich   and   varied   comparative   historiography,  and   a   strong   focus   on   primary   material,   exploring   a   range   of   sources   from   government   documents,  religious  texts,  visual  and  material  culture,  diaries,  oral  histories  and  institutional  records.    Sample  list  of  seminar  topics   • Philanthropy,  charity  and  humanitarianism:  An  Introduction   107    

    • The  Deserving  and  the  Undeserving  Poor   • The  Politics  of  Giving   %  Contribution  to  Final  Mark   • Charity  and  Activism     50   • Gender  and  Charity   50  Assessment   Assessment  Method  1  x  4,000  word  essay  1  x  2-­‐hour  exam  Sample  source   Photographs  of  a  child  supported  by  Dr  Barnardo’s  charity,  c.  1870s.  In   1876   Thomas   Barnardo   set   up   a   ragged   school   in   the   East   End   of   London   where   poor   children  could   get   a   basic   education;   this   was   to   be   the   foundation   of   the   children’s   charity,   Barnardo’s.  Beginning  in  the  1870s,  Dr.  Barnardo  sold  packets  of  photographs  of  children,  such  as  the  one  above,  as   a   form   of   charity   fundraising.   However,   their   significance   for   the   historical   study   of   charity   goes  deeper.  Historians  such  as  Seth  Koven  have  argued  that  these  photographic  ‘contrasts’  purported  to  illustrate   the   ways   in   which   the   loving   regimes   at   the   Barnardo   Homes   transformed   children   from  dangerous   and   costly   threats   to   society   into   productive,   self-­‐supporting   workers.   However,   Koven  has  found  evidence  that  in  several  cases,  both  the  ‘before’  and  ‘after’  images  had  been  taken  on  the  day   the   child   was   admitted   into   a   Barnardo’s   home.   The   photographs   therefore   raise   critical  questions   about   historical   understandings   and   representations   of   social   problems,   ideas   of  benevolence   and   the   aims   of   charitable   intervention,   the   relationship   between   charities   and  surveillance  and  practices  of  charity  advertising.   108    

    Year  3  Single  Module,  Semester  2  (15  credits)   ARCH3017  -­‐  Presenting  the  Past  (Professor  S.  Moser/C.H.Elmer)     Ferrante  Imperato’s  ‘Museum’,  Naples  1598  Module  Overview    Museums  have  sought  to  inspire  curiosity  and  wonder  for  at  least  500  years.  The  questions  why  do  we  collect  and  what  stories  do  we  tell  with  these  collections  form  the  basis  for  this  module  which  invites  you  to  critically  examine  the  role  played  by  museum  exhibitions  in  defining  the  past.  The  module  is  focused  on  the  creation  of  an  exhibition  proposal  and  design  achieved  through  group  work.  The  aim  is  for  groups  (of  5-­‐6  students)  to  develop  innovative  displays  drawing  on  an  archaeological/historic  theme  that  offers  evidence  of  accurate  research  and  the  creative  application  of  current  museological  thinking.    Indicative  List  of  Seminar  Topics     • The  history  of  museums  and  museum  studies   • In  depth  study  of  a  museum  display  (field  trip)   • Visitor  studies  and  the  nature  of  museum  audiences   • Developing  the  exhibition  message   • The  relationship  between  text,  image  and  object  in  museum  display   • Exhibition  evaluation  and  community  consultation   • The  museum  of  the  future    Assessment     Assessment  Method   %  Contribution  to  Final  Mark  1  x  1,500-­‐word  essay     30   109    

   1  x  Group  oral  presentation  on  their  exhibition   10  1  x  Group  project  report  of  4,000  words  detailing  the  exhibition   60  proposal    Sample  Sources  This  module  is  specifically  interdisciplinary,  so  students  will  encounter  diverse  sources  such  as  the  following:  Historical:  ‘If  you  wish  to  vanquish  Drunkeness  and  the  Devil,  make  God’s  day  of  rest  elevating  and  refining  to  the  working  man;  don’t  leave  him  to  find  his  recreation  in  bed  first,  and  in  the  public  house  afterwards….open  all  museums  of  Science  and  Art  after  the  hours  of  Divine  service;  let  the  working  man  get  his  refreshment  there  in  company  with  his  wife  and  children,  rather  than  leave  him  to  booze  away  from  them  in  the  Public  House  and  Gin  Palace.  The  Museum  will  certainly  lead  him  to  wisdom  and  gentleness,  and  to  Heaven,  whilst  the  latter  will  lead  him  to  brutality  and  perdition.’   Cole,  Sir  Henry  (1884),  Fifty  years  of  Public  Work  of  Sir  Henry  Cole,  K.C.B.,  Accounted  for  in  his  Deeds,   Speeches  and  Writings  (2  vols),  London:  George  Bell  and  Sons  quoted  in  Bennett,  T.  1995  The  Birth  of   the  Museum  London:  Routledge,  p.  21  Archaeological:   The  Amesbury  Archer,  Salisbury   Museum-­‐Wessex  Gallery     The  newly  displayed  gallery  provides   archaeological  material  ranging  in  time     from  Prehistory  up  to  the  Norman     Conquest.  Historic  site/Museum       Winchester  City  museum-­‐  one  of  the     earliest  purpose  built  19th  Century     museums.                 110    

    Year  3  Single  Module,  Semester  1  (15  credits)   ARCH3028  -­‐  Living  with  the  Romans:  Urbanism  in  the  Roman  Empire  (Dr  Dragana  Mladenović)     Model  of  the  City  of  Rome  (courtesy  of  the  Museo  della  Civiltà  Romana)  Module  Overview  “The  ancient  world  was  a  world  of  cities”  –  while  not  unproblematic,  this  phrase,  famously  coined  by  Sir   Moses   Finley   (1977),   reflects   fascination   of   modern   scholarship   with   the   classical   urban   boom.  Such   fascination   is   easy   to   understand:   Roman   cities   were   more   numerous,   populous   and   bigger  than  any  of  their  predecessors  and  will  remain  unrivalled  for  centuries  to  come.  In  the  1st  century  AD  Italy   had   around   500   cities,   Rome’s   estimated   population   reached   1   million   (to   be   achieved   again  only  18  centuries  later  by  London),  and  the  surface  area  of  two  public  buildings  in  a  modestly-­‐sized  city  of  Pompeii  equalled  that  of  the  walled  area  of  smaller  medieval  towns.      This  module  introduces  you  to  towns  from  across  Roman  world  between  the  3rd  century  BC  and  the  6th  century  AD.    Although  many  may  seem  and  feel  like  modern  towns,  they  actually  worked  in  quite  different  ways,  a  reflection  of  the  fact  that  ancient  Roman  society  was  distinct  to  our  own.  You  will  learn   of   the   very   different   ways   in   which   the   Romans   thought   about   towns   and   how   they   were  organized.  In  particular,  you  will  be  introduced  to  the  vibrant  political  and  commercial  life  of  towns  in  the  Roman  towns  and  province,  and  venture  out  into  the  countryside  surrounding  the  towns,  and  learn   something   of   their   links   to   villages,   farms   and   villas,   as   well   to   Rome   itself.   You   will   also  discover   why   there   were   very   marked   differences   between   towns   in   different   parts   of   the  Mediterranean,   north-­‐western   Europe,   north   Africa   and   the   Middle   East.   Furthermore,   this   course  will   introduce   you   to   some   breath-­‐taking   archaeological   sites   and   provide   you   with   a   fascinating  glimpse  into  a  key  part  of  our  European  cultural  heritage.  Indicative  lecture  list   • Urbanism  before  Rome     • The  City  of  Rome   • Towns  in  Italy/  Africa  and  Iberia/  the  East/  NW  Provinces     • Roman  Architecture   • Urban  Art  and  Inscriptions     • Public  Space  in  Roman  Towns     • Domestic  Space  in  Roman  Towns     • Economic  Activities  of  Towns     • Towns  in  Late  Antiquity     111    

   Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Individual  presentations  write-­‐up  (summative)   30  Group  project  presentations  (summative)   20  Examination  (120  mins,  24h  pre-­‐release)   50    Sample  Sources  This  module  is  specifically  interdisciplinary,  so  students  will  encounter  diverse  sources  such  as  the  following:  Historical:  ‘The  harbors  had  communication  with  each  other,  and  a  common  entrance  from  the  sea  seventy   feet   wide,   which   could   be   closed   with   iron   chains.   The   first   port   was   for   merchant   vessels,  and   here   were   collected   all   kinds   of   ships'   tackle.   Within   the   second   port   was   an   island   which,  together  with  the  port  itself,  was  enclosed  by  high  embankments.  These  embankments  were  full  of  shipyards   which   had   capacity   for   220   vessels.   Above   them   were   magazines   for   their   tackle   and  furniture.   Two   Ionic   columns   stood   in   front   of   each   dock,   giving   the   appearance   of   a   continuous  portico   to   both   the   harbor   and   the   island.   On   the   island   was   built   the   admiral's   house,   from   which  the   trumpeter   gave   signals,   the   herald   delivered   orders,   and   the   admiral   himself   overlooked  everything.  The  island  lay  near  the  entrance  to  the  harbor  and  rose  to  a  considerable  height,  so  that  the   admiral   could   observe   what   was   going   on   at   sea,   while   those   who   were   approaching   by   water  could  not  get  any  clear  view  of  what  took  place  within.  Not  even  the  incoming  merchants  could  see  the   docks,   for   a   double   wall   enclosed   them,   and   there   were   gates   by   which   merchant   ships   could  pass   from   the   first   port   to   the   city   without   traversing   the   dockyards.   Such   was   the   appearance   of  Carthage  at  that  time..’   Appian’s  description  of  the  harbour  of  Carthage  (Punic  Wars,  14.  96).    Iconographic:     Relief  fragment  of  Ara  Pietatis  (altar),  showing  the  frontage   of  the  temple  of  the  Mars  Ultor;  the  relief  provides  only     surviving  evidence  of  the  pediment  sculpture  group         Excavated  remains  of  the                                                                  Archaeological:   Roman  colony  of  Timgad,       Algeria.     112    

    Year  3  Single  Module,  Semester  1  (15  credits)   ARCH3034  -­‐  The  Archaeology  of  Seafaring  (Dr  Julian  Whitewright)     An  isolated  island  appears  over  the  horizon  in  the  eastern  Mediterranean.  It  lies  along  the  route  of  the  earliest  seafaring  activity  10,000  years  ago,  in  an  area  where  in  the  21st  century  people  still  take   the  ultimate  risk  in  venturing  towards  the  unknown,  across  the  horizon.  Module  Overview  Seafaring  lies  at  the  heart  of  human  activity  across  the  world  and  has  taken  place  from  the  earliest  times   to   the   present   day.   Reflecting   this,   in   recent   years   the   study   of   seafaring   has   become   an  increasingly   important   area   in   our   understanding   of   the   human   past.   Current   research   within   the  Archaeology   Department   takes   place   across   a   range   of   areas   and   periods   and   is   reflected   in   the  module   content;   from   the   prehistoric   human   colonisation   of   Australasia   in   c.50,000BC   to   the  development   and   application   of   industrial   processes   for   maritime   technology   in   the   globalising  maritime  world  of  the  18th  and  19th  century.  These  periods  form  part  of  the  case  studies,  alongside  examples  from  the  ancient  Mediterranean,  early  medieval  north-­‐west  Europe  and  the  Indian  Ocean,  which   are   central   to   the   module.   Study   of   seafaring   in   these   periods   draws   upon   a   wide   range   of  evidence   types,   beyond   archaeology;   historical   sources,   iconography,   literary   writing,   ethnographic  observation,   and   experimentation.   The   module   will   introduce   you   to   the   ways   these   sources   are  used   and   you   will   gain   a   thorough   grounding   in   the   understanding   and   interpretation   of   seafaring  from   a   social,   economic   and   environmental   perspective.   This,   along   with   the   case   studies,   will  provide  you  with  a  developed  appreciation  of  the  global  significance  of  seafaring  activity  and  how  it  can  greatly  enhance  our  overall  understanding  of  the  past.    Indicative  List  of  Lecture/Seminar  Topics   • What  is  Seafaring?  Who  are  seafarers?   • Sources  of  evidence  for  seafaring   • Understanding  ships  and  boats   • The  origins  of  seafaring  in  prehistory   • The  Ancient  Mediterranean   • Prehistoric  seafaring  in  NW  Europe   • Saints,  Saxons  and  Vikings:  early  medieval  seafaring  in  the  British  Isles   • Cogs,  Caravels  and  Galleons   • The  Indian  Ocean  World   • 18th/19th  century  globalised  seafaring   113    

   Assessment   Assessment  Method   %  Contribution  to  Final  Mark  2,000-­‐word  short  answer  essay  questions   50  2,000-­‐word  research  essay:  seafaring  topic  of  your  choice   50      Sample  Sources  This  module  is  specifically  interdisciplinary,  so  students  will  encounter  diverse  sources  such  as  the  following:  Historical:   ‘Why  is  it  that,  when  the  wind  is  unfavourable  and  they  wish  to  run  before  it,  they  reef  the  sail  in  the  direction  of  the  helmsman,  and  slacken  the  part  of  the  sheet  towards  the  bows?  Is  it  because   the   rudder   cannot   act   against   the   wind   when   it   is   stormy,   but   can   when   the   wind   is   slight  and  so  they  shorten  sail?  In  this  way  the  wind  carries  the  ship  forward,  but  the  rudder  turns  it  into  the   wind,   acting   against   the   sea   as   a   lever.   At   the   same   time   the   sailors   fight   against   the   wind;   for  they  lean  over  in  the  opposite  direction.’   Aristotle,  Mechanical  Problems,  851b.7.    Iconographic:     Mosaic  of  the  ‘Shippers  of  Sullecthum’  at  the   Square   of   the   Corporations,   Ostia,   Italy.     Showing   two   freighters   from   the   route     between   North   Africa   and   Italy.   Courtesy   of   www.ostia-­‐antica.org           Cypriot   bichrome   ware   jug   dating   to   750-­‐600  Archaeological:     BC   showing   a   sailing   vessel   carrying   a   single-­‐   masted,   loose-­‐footed   sail   (British   Museum     Cat.   No.   1926,0628.9,   Image   copyright:   Trustees  of  the  British  Museum)   Taken   together,   these   extracts   provide   complementary   evidence   about   the   development   of   ships   and   shipping   in   the   ancient   Mediterranean.   Using   such   sources   in   addition   to   direct   shipwreck   evidence,   we   are   informed   of   the   methods   of   construction,   the   rig,   the   routes   of   trade,  the  cargoes  carried,  how  vessels  were  used  and  their  potential  performance.  All  of  these   aspects   are  critical  for  our   understanding  of   maritime   connections,   and  how   they  change   over   time,  in  the  ancient  Mediterranean.     114    

    Year  3  Single  Module,  Semester  2  (15  credits)   ARCH3XXX  -­‐  Later  Anglo-­‐Saxon  England  (Dr  David  Hinton)     The  Alfred  Jewel:  Ashmolean  Museum,  Oxford    Module  Overview    Between  c.  800  and  c.  1100,  England  developed  from  a  proliferation  of  small  kingdoms  into  a  single  nation-­‐state.  The  ninth  century  was  dominated  by  viking  raids  and  settlements  (note  the  lower  case  ‘v’   –there   was   never   a   single   region   or   tribal   group   involved),   and   the   defence   of   Wessex   by   King  Alfred.  His  successors  pushed  north  in  the  tenth  century,  creating  a  kingdom  that  stretched  in  effect  from  Hadrian’s  Wall  to  Cornwall.  Renewed  viking  raids  destabilized  this,  but  control  was  established  by  Cnut,  eventually  to  be  won  by  William  the  Conqueror.  Consequently  this  three  hundred  years  saw  changes   perhaps   more   extreme   than   any   since   the   withdrawal   of   the   Roman   legions   in   the   fifth  century,  or  any  that  were  to  come  afterwards  up  to  the  present  day.    Indicative  List  of  Seminar  Topics   • The  documents  known  as  the  ‘Burghal  Hidage’  and  the  forts  listed   • The  ‘Battle  of  Maldon’  poem   • Archaeological  objects:  from  gold  to  clay   • Domesday  Book   • Religion:  Christianity,  churches  and  patronage         115    

   Assessment   Assessment  Method   %  Contribution  to  Final  Mark  2  x  800-­‐word  assessment   25  each  1  x  1,5000-­‐word  essay     50      Sample  Sources  The  module  is  interdisciplinary,  using  both  archaeological  and  historical  sources.  The  former  includes  such   physical   evidence   as   defences,   houses,   rings   and   pots,   the   latter   the   ‘Life’   of   King   Alfred   the  Great,  poetry,  the  Anglo-­‐Saxon  Chronicles,  charters  and  Domesday  Book.  Together,  the  sources  combine  in  the  study  of  economics,  trade,  political  development,  settlements  and   agriculture.   The   period   saw   the   development   of   a   network   and   hierarchy   of   towns   and   coin-­‐producing  mints,  a  renaissance  in  culture  and  a  change  to  a  land-­‐holding,  ‘feudal’  society.      Bradford-­‐on-­‐Avon,   Wiltshire,   the   early   eleventh-­‐century   chapel,   drawn   by   Graham   Excell.   Probably  built   to   house   the   relics   of   King   Edward   the   Martyr   soon   after   A.   D.   1000,   it   exemplifies   how  documentary  evidence,  in  this  case  primarily  a  charter  written  for  Shaftesbury  Abbey,  combines  with  the   physical   evidence   of   the   surviving   structure   to   show   the   wealth   of   England,   the   importance   of  religion,  and  the  threat  presented  by  the  Viking  wars.       116    

    Year  3  Single  Module,  Semester  1  (15  credits)   GERM  3016  -­‐  Language  and  the  City  (Prof.  Patrick  Stevenson)       Multilingual  BBQ  skip  in  Monbijou  Park,  Berlin  Module  Overview    This  module  explores  ways  of  describing  and  understanding  the  forms,  sources  and  consequences  of  urban   multilingualism,   focusing   on   metropolitan   cities   in   Europe   but   referring   also   to   other   cities  around   the   world   (e.g.   Amsterdam,   Cape   Town,   Jerusalem,   New   York,   Sydney,   Toronto).   We   will  begin   by   discussing   key   concepts   and   ideas   relating   to   language   and   the   city,   in   particular  considering   the   relationship   between   migration   and   multilingualism.   We   will   then   take   London   and  Berlin   as   examples,   tracing   their   historical   development   from   the   perspective   of   the   increasing  mobility   and   linguistic   diversity   of   their   populations.   You   will   be   encouraged   to   apply   the   ideas  emerging  from  this  discussion  to  other  urban  contexts  with  which  you  are  familiar  –  anywhere  in  the  world.  This  will  be  the  springboard  for  the  investigation  of  a  number  of  inter-­‐related  themes:       • local  language  practices   (how  people  draw  on  the  linguistic  resources  available  to  them  in   their   immediate   environment   in   everyday   interaction)   and   mediated   language   practices   (how   different   linguistic   resources   are   used   to   transcend   local   spaces,   eg   through   multilingual  broadcasting  and  the  internet);     • linguistic   landscapes   (how   the   presence   of   multi-­‐ethnic   and   multilingual   populations   is   inscribed  in  the  physical  fabric  of  the  city);  and     • language   biographies   of   migrants   in   the   city   (how   people   with   a   migration   background   reflect  on  their  experiences  with  language  in  narrating  their  life  stories).     NB  The  module  does  not  focus  exclusively  on  German  settings  and  no  knowledge  of  German   is  required,  as  all  core  readings  are  in  English.         117    

   Assessment     %  Contribution  to  Final  Mark   Assessment  Method  Two  blog  posts  @  500  words  on  2  of  the  3  main  topics  covered   30  (15  each)  by  the  module.  Each  post  should  be  accompanied  by  primary  material  such  as  images,  video  clips  or  audio  recordings.  A  reflective  commentary  on  a  blog  post  written  by  another   20  student  (750  words).  An  essay  on  any  aspect  of  the  module  (2,500  words).   50    Sample  source  Our   focus   is   on   that   particular   context   of   diversification,   the   city.   This   is   about   the   movement   of  people  to  and  within  cities  (to  work,  to  visit  relatives)  and  the  complex  and  shifting  relationships  in  vibrant   urban   spaces,   where   people   mix,   talk,   write   on   walls,   commute,   create   new   vernaculars,  intermingle,  talk  on  mobiles,  eat  at  restaurants,  grab  a  quick  snack  of  sushi  rolls,  borrow  from  each  other’s  languages,  communicate  across  social  and  cultural  divides,  vote,  sleep  on  park  benches,  buy  clothes,   shop   for   shoes,   sell   newspapers,   sing,   ride   in   taxis,   cross   busy   streets,   live   and   work   in   and  across   communities,   ride   bikes,   attend   religious   services,   study,   drink   coffee,   dream.   This   is   not   so  much   about   how   people   mobilize   their   language   as   an   individual   capacity,   but   rather   about   how  urban  spaces  are  produced  through  activities  that  are  part  of  this  long  history.  This  is  the  changing,  shifting   world   of   the   urban   landscape,   where   languages   are   blended,   sorted,   created,   used   for   new  purposes,  taken  up,  tossed  aside,  learned  and  renewed.    Alastair  Pennycook  &  Emi  Otsuji  (2015)  Metrolingualism:  Language  in  the  city  (London:  Routledge),  p.   30  Pennycook  &  Otsuji  are  arguing  here  that  urban  multilingualism  –  metrolingualism  –  is  not  just  about  the  presence  of  speakers  of  many  languages  as  a  defining  feature  of  the  city  but  about  the  complex  and   creative   ways   in   which   multiple   languages   are   used   to   define   city   life   or   city   living.   We   can   see  this   on   the   BBQ   skip   in   Berlin   (above)   and   we   can   hear   it   in   a   school   playground   in   Southampton,  where   conversations   spontaneously   and   skilfully   blend   colloquial   English   with   elements   of   Somali,  Punjabi   and   Polish.   These   local   language   practices   are   ubiquitous   features   of   contemporary   urban  life  but  they  are  also  visible  and  audible  markers  of  social  change.             118    

      Index  Ancient  ARCH3017  -­‐  Presenting  the  Past………………………………………………………..…………………………………….…….109  HIST3195/6  -­‐  Islam,  Conquest  and  Caliphates……………………………………………………………….………………...59    HIST3XXX*  -­‐  Emperor  Julian  and  the  Last  Pagans  of  Rome……………………………………………………………….83  ARCH3028  -­‐  Living  with  the  Romans:  Urbanism  in  the  Roman  Empire……………………………………………111    ARCH3034  -­‐  The  Archaeology  of  Seafaring…………………………………………………………………………………….113    Medieval  ARCH3017  -­‐  Presenting  the  Past………………………………………………………..……….………………………………….109  HIST3010/1  –  Medieval  Love,  Sex  and  Marriage……………………………………………………………………………...31    HIST3195/6  -­‐  Islam,  Conquest  and  Caliphates…………………………….…………………………………………………...59    ARCH3XXX*  -­‐  Later  Anglo-­‐Saxon  England………………………………………………………………………………..…….115    Early  Modern  HIST3043  -­‐  From  Tyranny  to  Revolution……………………………………………………………………………………….…..7    HIST3126/7  -­‐  Fashioning  the  Tudor  Court………………………………………………………………………………………..27    HIST3133/4  -­‐  Heresy  and  Inquisition  in  the  Early  Modern  Iberian  World……………………………………..….35    HIST3216/7  -­‐  Racism  in  the  United  States……………………………………….……………………….………………………75    Modern/Contempoary  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    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     119    

   HIST  3171/3166  -­‐  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    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*  -­‐  The  Great  Exhibition………………………………………………………………………………………..………….87    GERM  3016  -­‐  Language  and  the  City………………………………………………………………………………………………117      Alternative  Histories  (span  a  range  of  historical  periods)    HIST3116  -­‐  Alternative  Histories:  Between  Private  Memory  and  Public  History……………………………….91    HIST3119  -­‐  Alternative  Histories:  Music  and  History………………………………………………………………..………93    HIST3132  -­‐  Conflict,  Transformation  and  Resurgence  in  Asia:  1800  to  the  present………………………....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      *module  code  not  allocated  at  time  of  print   120