Year 2 module booklet 2017_18_ebook220317

Year  2  Semester  1  (30  credits)   HIST2106  –  In  Hitler’s  Shadow:  Eastern  Europe  1918-­‐1939  (TBC)                                    The  Sudeten  German  leader  Konrad  Henlein  together  with  Adolf  Hitler  during  the  invasion  of  the  Sudetenland,  Czechoslovakia,  in  October  1938  Module  overview  This   module   introduces   you   to   the   rich   and   violent   history   of   Eastern   Europe   between   the   wars.   It  focuses   on   the   four   main   “Successor   States”   which   arose   in   1918   on   the   ruins   of   the   Habsburg   Empire:  Austria,   Hungary,   Czechoslovakia,   and   Yugoslavia.   Theoretically   they   can   be   divided   into   “vanquished”  and   “victorious”   states   at   the   end   of   WW1,   so   the   course   begins   by   examining   that   division.   It   then  assesses   how   the   states   progressed   in   stabilizing   themselves   in   their   first   decade.   On   the   one   hand,   we  study  the  threats  to  political  and  social  stability,  comparing  why  some  states  were  more  successful  than  others  in  maintaining  a  form  of  democracy  and  social  cohesion.  On  the  other  hand,  we  place  the  states  in  their  international  context,  studying  the  legacy  of  the  1919  Peace  Settlement  and  how  they  operated  in  the  European  system,  integrating  while  creating  their  own  security  systems.       The   second   part   of   the   course   moves   to   study   how   Nazi   Germany   could   exploit   tensions   within  the   region   and   expand   to   dominate   it   by   1939.   We   pay   due   attention   to   creeping   fascist   movements  across  the  Successor  States  in  different  forms.  The  question  arises,  how  far  was  fascism  in  these  states  a  home-­‐grown  phenomenon?  At  the  same  time,  we  study  how  Hitler  and  Mussolini  were  able  to  penetrate  the   region   economically   and   ideologically,   leading   to   the   annexation   of   first   Austria   and   then  Czechoslovakia   by   1939.   By   the   start   of   the   Second   World   War,   the   regional   vacuum   had   been   filled   by  Nazi  Germany.  Many  in  the  region  felt  it  advisable  to  bow  to  this  “inevitability”  and  adapt  their  national  cultures   to   fascism   accordingly.   Some   however   already   saw   a   future   of   resistance   against   a   German  Europe,   having   tasted   national   independence   for   twenty   years.   The   way   was   set   for   the   ideological  struggle  of  WW2  which  would  end  with  Stalinist  Russia  filling  the  vacuum.     51  

  This  course  gives  you  fascinating  insights  into  an  unknown  part  of  Europe,  which  still  bears  the  scars  from  the  interwar  experience.  It  will  also  prepare  you  if  you  wish  to  take  further  courses  about  fascism  or  Eastern  Europe  in  Year  3.    Sample  seminar  topics:     • The  creation  of  new  states  in  1919   • The  road  to  Yugoslav  dictatorship   • Fascism  and  the  militarization  of  Austria/  Hungary   • Germany’s  penetration  of  the  Danubian  basin   • The  Anschluss  of  1938   • The  Nazi  satellites  of  Eastern  Europe    Assessment     Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)     25  Essay  (2000  words)   25  Exam  (2  hours)   50    Sample  source    I   wonder   whether   it   is   possible   for   anyone   who   has   not   been   here   to   conceive   of   the   chaos   which   the  Munich  catastrophe  created  in  political  life  and  political  thought  in  Czechoslovakia…..  Nothing  was  left  in  the   popular   mind   but   bitterness,   bewilderment,   and   scepticism.     Every   feature   of   liberalism   and  democracy   was   hopelessly   and   irretrievably   discredited.   I   spent   weekends   in   the   country   where   the  guests   did   nothing   but   toss   down   brandy   after   brandy   in   an   atmosphere   of   total   gloom   and   repeat  countless   times:   “How   was   it   possible   that   any   people   could   allow   itself   to   be   led   for   twenty   years   by  such  a  Sauhund  [bastard]  –  such  an  international,  democratic  Sauhund  –  as  Edvard  Beneš.  Such  a  people  doesn’t   deserve   to   exist”,   etc….   Thanks   largely   to   the   hopelessness   and   indifference   of   the   public   in   a  beaten   country,   a   new   group   –   whose   only   common   bond   is   really   necessity   –   has   managed   to   assert  itself,   and   its   members   will   probably   cling   to   power   for   some   time,   until   internal   dissension   gets   the  better  of  them.     George  Kennan,  US  Legation  in  Prague,  to  Washington  DC,  8  December  1938.    This   eye-­‐witness   report   by   the   American   diplomat   George   Kennan   gives   us   some   key   insights   into   the  atmosphere   in   Czechoslovakia   during   the   short   ‘Second   Republic’   after   the   annexation   by   Hitler   of   the  Sudetenland.  Politicians  and  the  general  public  felt  in  a  vacuum,  deserted  by  the  West  and  sensing  that  the  twenty  years  of  Czechoslovakia  as  a  liberal  democracy  were  over.  This  was  the  state  newly  created  in  1919  and  led  since  1935  by  President  Beneš,  who  had  aligned  it  closely  with  western  Europe:  he  had  now  fled   to   England   and   was   discredited   at   home.   The   source   suggests   how   the   isolated   country   was   now  heading   in   a   fascist   direction,   led   by   a   “new   group”   of   politicians   who   were   themselves   creating   a   one-­‐party  state  and  realizing  they  had  no  option  but  to  align  it  state  with  Nazi  Germany.  The  state  was  to  be  fully  occupied  by  Hitler  in  March  1939.       52  

Year  2  Semester  1  (30  credits)     HIST2085  –  Rebels  with  a  Cause:  The  Historical  Origins  of  Christianity  (Dr  Helen  Spurling)      Module  overview    The   Roman   world   in   the   first   century   CE   saw   the   rise   of   a   new   world   religion   that   was   to   have   an   ever  changing   and   at   times   turbulent   history   up   to   today.   ‘Rebels   with   a   Cause'   invites   you   to   assess   and  debate   the   historical   origins   of   one   of   the   key   religions   that   has   shaped   the   modern   world.   Where   did  Christianity   come   from,   how   did   it   develop,   and   in   what   ways   did   broader   society   respond   to   this   new  movement?   This   module   explores   the   historical   origins   of   Christianity   and   the   contexts   from   which   it  emerged,  including  Jewish  society  in  the  Roman  world  and  the  Palestinian  scene  under  Roman  rule.  We  investigate  how  pagan  Romans  reacted  to  early  Christians,  including  how  its  members  were  viewed  as  a  rebellious  minority,  and  perceptions  of  their  ideas  as  ‘excessive  superstition'  and  a  ‘contagion'  (Pliny  the  Younger,   Letters   10.96-­‐97).   We   also   look   at   the   search   for   identity   amongst   the   earliest   Christians,  particularly   in   relation   to   the   Jewish   people,   as   they   began   to   establish,   develop   and   expand   their   new  religion.    Indicative  List  of  Seminar  Topics    Reference  will  be  made  throughout  to  the  historical  and  social  context  of  Roman  Palestine.  Topics   53  covered  will  include:    • Roman  Palestine  in  the  first  century  • Second  Temple  Judaism  • Early  Christian  writings  and  groups  • Roman  responses  to  early  Christianity    

• The  development  of  Christian  identities  • The  ‘parting  of  the  ways’  between  Judaism  and  Christianity    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Commentaries  exercise  (1500  words)   30  Essay  (2000  words)     30  Exam  –  open  book  (2  hours)   40      Sample  source  ‘But   neither   human   help,   nor   imperial   munificence,   nor   all   the   modes   of   placating   Heaven,   could   stifle  scandal  or  dispel  the  belief  that  the  fire  had  taken  place  by  order.  Therefore,  to  scotch  the  rumour,  Nero  substituted  as  culprits,  and  punished  with  the  utmost  refinements  of  cruelty,  a  class  of  men,  loathed  for  their   vices,   whom   the   crowd   styled   Christians.   Christus,   the   founder   of   the   name,   had   undergone   the  death  penalty  in  the  reign  of  Tiberius,  by  sentence  of  the  procurator  Pontius  Pilatus,  and  the  pernicious  superstition  was  checked  for  a  moment,  only  to  break  out  once  more,  not  merely  in  Judaea,  the  home  of  the  disease,  but  in  the  capital  itself,  where  all  things  horrible  or  shameful  in  the  world  collect  and  find  a  vogue.’     Tacitus,  Annals,  XV.44    This  is  part  of  a  history  of  Emperor  Nero  written  by  the  politician  and  historian  Tacitus  in  the  early  second  century   CE.   Tacitus   was   not   a   fan   of   the   imperial   office,   and   especially   Nero,   as   can   be   seen   in   the  suggestion   that   Nero   was   to   blame   for   the   fire   of   Rome   in   64   CE.   Tacitus   reports   that   in   an   attempt   to  avert  suspicion  Nero  blamed  Christians  for  the  disaster,  and  famously  had  them  tortured  and  thrown  to  the   lions.   This   passage   from   Tacitus   shows   that   Roman   historians   were   aware   of   the   new   movement   of  Christians  and  he  provides  some  basic  details  about  the  origins  of  the  new  religion.  Although  Tacitus  sees  the   Christians   as   Nero’s   scapegoats,   he   is   nevertheless   rather   uncomplimentary   about   them   and  describes   them   as   a   ‘superstition’   that   was   spreading   even   to   Rome   itself.   Christianity   was   not   officially  tolerated   by   the   Roman   authorities   until   the   Edict   of   Milan   under   Constantine   in   313   CE,   and   Tacitus’  work   provides   an   early   insight   into   the   status   of   Christians   in   the   Roman   Empire   and   Roman   attitudes  towards  this  new  and  rebellious  socio-­‐religious  group.                   54  

Year  2  Semester  1  (30  credits)   HIST  2107  –  The  Fall  of  Imperial  Russia  (Dr  George  Gilbert)      Module  Overview  At   the   outset   of   the   nineteenth   century   the   Russian   Empire   appeared   to   be   at   the   zenith   of   its   power.  100  years  later,  the  autocracy  had  collapsed,  overthrown  by  the  Bolsheviks  in  the  1917  revolutions.  The  emergence  of  new  ideas  and  movements  in  Russia  during  the  nineteenth  and  early  twentieth  centuries,  from   both   the   left   and   the   right,   posed   new   challenges   to   the   tsarist   state.   This   module   will   trace   the  internal   extremism   that   led   to   the   collapse   of   the   tsarist   autocracy,   and   why   the   tsarist   state   proved  unable  to  respond  effectively  to  the  pace  of  change  occurring  within  Russia.  The   module   will   consider   the   development   of   the   state   and   how   it   responded   to   challenges   of  consolidating   power   during   the   nineteenth   and   early   twentieth   centuries.   Among   the   new   forces  emerging  in  this  period  were  anarchism,  Marxism,  socialism  and  terrorism.  The  module  will  consider  the  rise   of   radicalism   from   the   right   and   the   problems   that   this   too   posed   for   the   longevity   of   tsarism.  Considering   a   variety   of   different   sources,   including   novels   and   memoirs   as   well   as   police   reports   and  other   official   documents,   the   module   will   make   a   thorough   assessment   of   the   problem   of   violence   in  tsarist   society.   By   the   end   of   this   module   you   should   have   a   firm   understanding   of   the   processes   that  shaped   the   development   of   the   Russian   state   in   the   nineteenth   and   early   twentieth   centuries,   and,  particularly,  the  events  that  would  lead  to  the  fall  of  the  autocracy  in  1917.               55  

 Indicative  List  of  Seminar  Topics   • The  development  of  the  tsarist  governance  from  1812-­‐1917:  how  Russia  was  ruled   • Nation  building  and  nationalism  in  nineteenth-­‐century  Russia     • The  impact  of  left-­‐wing  and  right-­‐wing  radical  movements  on  Russian  society   • The  public  role  of  violence  in  the  late  imperial  period,  including  assassinations  of  leading  figures   of  the  old  regime   • The  development  of  the  public  sphere  and  how  this  facilitated  the  spread  of  both  pro-­‐  and  anti-­‐ state  ideas     • Major  social,  political  and  economic  problems  for  the  tsarist  state  on  the  eve  of  the  First  World   War   • The  role  the  First  World  War  played  in  the  fall  of  tsarism  to  1917    Assessment     Assessment  Method   %  Contribution  to  Final  Mark  A  research  proposal  (1000  words)  for  the  3000  word  essay,  with   10  annotated  bibliography  Essay  (3000  words)     50  Exam  (2  hours)   40    Sample  Source  'After   the   January   disaster   events   followed   with   ominous   rapidity,   and,   by   September,   1905,   when   I  returned   from   my   peace   mission   in   America,   the   revolution   was   in   full   swing.   A   great   deal   of   harm   was  done  by  the  press…Although  not  with  the  same  ultimate  ends  in  view,  all  preached  revolution  in  one  way  or   another   and   adopted   the   same   slogans:   \"Down   with   this   base,   inefficient   government\".   \"Down   with  the   bureaucracy!\"   \"Down   with   the   present   regime!\"   The   St.   Petersburg   papers,   which   had   set   the   pace  for  the  whole  Russian  papers  and  still  do…emancipated  themselves  completely  from  the  censorship  and  went  so  far  as  to  form  an  alliance  based  upon  a  tacit  agreement  to  disregard  the  tsar's  orders'.   Sergei  Witte,  Russia's  first  Prime  Minister,  writes  about  the  first  days  of  the  1905  revolution  in  his   memoirs  (1921)  This   source,   from   one   of   the   most   significant   figures   from   the   period,   raises   many   questions   about   the  1905   revolution   and   its   impact   on   society.   The   scale   of   disaffection   with   the   government   is   most  apparent   –   Witte   mentions   the   level   of   disillusionment   with   the   tsar   amongst   the   press,   both  conservative  and  liberal.  The  level  of  public  disaffection  with  the  autocracy  was  bound  to  generate  much  consternation   amongst   Russia's   rulers;   this   source   can   prompt   us   to   consider   the   vast   scale   of   the  revolution,   and   why   so   many   different   sectors   of   Russian   society   were   disenchanted   with   the  government.  We  might  also  ask  questions  about  the  type  of  opposition  to  Nicholas  II  and  his  regime,  the  reasons   behind   the   revolution   of   1905,   and   why   Russia   was   plunged   into   such   a   period   of   crisis   during  1905.     56  

  Year  2  Semester  1  (30  credits)   HIST  2216  –  Oil  Burns  The  Hands:  Power,  Politics  and  Petroleum  in  Iraq,  1900-­‐1958     (Dr  Jonathan  Conlin)    Module  Overview  The  area  we  know  today  as  Iraq  has  long  been  known  for  its  oil  reserves.  Natural  springs  of  crude  oil  had  astonished   travellers   to   the   Upper   Tigris   region   since   Antiquity:   a   curiosity,   unrefined   crude   was   used  medicinally,   and   as   a   lubricant   for   cart   axles.   In   the   fifty   years   after   1890,   however,   improvements   in  refining  and  other  technologies  saw  oil  supplant  coal  as  the  fuel  driving  economic  development.  The  race  was  on  to  claim  the  oil  reserves  of  a  region  variously  known  as  Mesopotamia,  Al  Jazeera  and  Iraq.  Oil  was  first   struck   there   in   1927.   By   then   it   was   clear   that   oil   had   become   the   determining   factor   in   the  development  of  the  Middle  East  as  a  whole.  Like  an  obsidian  mirror,  oil  reflected  the  dreams  of  progress  and   profit   which   sultans   and   sheikhs,   shareholders   and   citizens   alike   invested   in   \"black   gold.\"   In   this  module   we   will   be   considering   the   impact   of   oil   on   the   Middle   East,   as   well   as   on   the   western   powers  (Britain,   France,   Germany   and   the   United   States)   and   the   oil   companies   drawn   to   it   by   their   insatiable  thirst   for   power.   The   resulting   alliances   and   rivalries   continue   to   shape   the   region’s   fortunes.   Oil   has  proved   to   be   as   troublesome   to   hold   as   it   is   to   acquire.   To   borrow   a   Persian   proverb,   \"oil   burns   the  hands.\"         57  

Assessment     Assessment  Method   %  Contribution  to  Final  Mark  Portfolio  of  work  including  a  2  000  word  reflexive  essay  and  a     50  2000  word  feasibility  study   50  Exam  (2  hours)      Indicative  List  of  Seminar  Topics     • Germany's  Entry  Into  Middle  East  Politics   • The  Spectre  of  Pan-­‐Islamism   • World  War  I  and  the  Race  to  Mosul   • The  Lausanne  Treaty    Sample  Source    I  do  not  agree  with  some  of  our  oil  men  and  our  politicians  when  they  assume  that  the  Mesopotamian  oil  fields   are   an   Eldorado.   I   do   not   believe   that   oil   can   be   found   without   a   great   deal   of   previous   outlay   of  money,   much   discouragement   and   wise   direction.   The   physical   difficulties   are   far   greater   than   are  generally   supposed.   In   addition   we   have   enormous   political   and   strategical   difficulties.   In   the   first   place  the   oil   must   be   taken   to   the   Mediterranean;   one   pipeline   only   should   be   built.   We   cannot   have   other  pipe  lines  because  they  cannot  be  protected.  As  for  the  political  difficulties,  I  do  not  think  the  conditions  will  be  such  as  to  permit  oil  development  in  the  usual  manner,  i.e.  by  means  of  private  corporations.  Our  critics   of   the   opposition   do   not   understand   the   suspicions   that   the   Arab   of   the   country   has   for   the   Fez  topped   Bagdadian   politician.   They   do   not   appreciate   how   the   politicians   here   can   easily   start   a  movement  among  the  people  which  shortly  grows  beyond  all  control  to  a  condition  of  rank  anarchy  such  as  we  have  over  most  of  Mesopotamia  today.     Lieutenant  Arnold  Wilson  (Acting  Civil  Commissioner  of  Mesopotamia),  20  September  1920.      The  British  Empire  was  not  the  first  to  presume  that  the  oil  of  Iraq  was  theirs  for  the  taking.  Before  the  British   took   control   in   World   War   I   the   region   had   formed   part   of   the   Ottoman   Empire,   ruled   not   from  London,  but  Istanbul.  Starting  in  1877  the  sultans  bought  up  land  around  natural  oil  seepages,  but  saw  no  return   on   their   investment   by   1922,   when   the   Ottoman   Empire   was   formally   abolished.   As   Civil  Commissioner  Wilson  was  the  British  Empire's  eyes  and  ears  on  the  ground  in  Baghdad.  Far  from  seeking  to  help  British  oil  companies  from  pillaging  the  country,  Wilson  wanted  those  companies  and  his  political  bosses  in  London  to  appreciate  that  Iraqi  oil  was  the  birthright  of  the  people  of  Iraq,  and  that  oil  wealth  should   help   fund   the   development   of   much-­‐needed   infrastructure.   Here   Wilson   argues   that   western  institutions   (like   private   enterprise)   may   need   to   be   adapted   to   fit   local   conditions,   if   the   British   are   to  fulfill  their  responsibility  to  the  Iraqi  people  and  to  the  League  of  Nations,  who  gave  Britain  a  mandate  to  create   a   viable   state.   Eighty   years   on,   Wilson's   bosses   are   still   finding   that,   in   the   Middle   East,   military  control,  nation-­‐building  and  big  business  do  not  always  work  very  well  together.  In  this  course  we  will  be  considering  the  effect  the  discovery  of  oil  had  on  Iraq  and  its  neighbours  (Iran,  Saudi  Arabia  and  the  Gulf  States),   from   the   decline   of   the   Ottoman   Empire,   through   a   period   of   British   dominance   to   the   1950s,  when  the  region  was  shaped  by  Cold  War  rivalries  between  the  US  and  Russia.         58  

Year  2  Semester  1  (30  credits)   HIST  2217  –  From  the  Mafia  to  the  Ultras:  Conflict,  Violence  and  the  Italian  Republic  from  1945  to  the   1990s  (Dr  Niamh  Cullen)    Module  Overview:    In   March   1978,   Italian   Prime   Minister   Aldo   Moro   was   kidnapped   and   eventually   executed   by   left-­‐wing  terrorist   organization   the   Red   Brigades.   Images   of   the   aging   Moro,   displayed   as   prisoner   in   front   of   the  banner  of  the  Red  Brigades,  filled  Italian  newspapers  and  television  screens  for  almost  two  months,  until  he   was   eventually   executed   by   the   terrorist   group.   Less   than   four   decades   after   the   end   of   fascism,  political   violence   had   struck   once   again   at   the   heart   of   government,   threatening   the   nation   and   the  Italian   Republic   which   had   been   established   in   1945.   The   1970s   were   a   particularly   unstable   decade   for  Italy   and   due   to   the   terrorism   of   the   extreme   left-­‐wing   organization   the   Red   Brigades,   have   become  known   as   the   ‘years   of   the   bullet’.   Moro’s   kidnapping   was   the   culmination   of   a   decade   of   terrorism.  Organised  crime  had  also  strengthened  its  hold  on  Italian  society  since  the  end  of  the  Second  World  War,  with   the   1980s   giving   way   to   what   is   known   as   the   ‘Second   Mafia   War’.   This   module   will   examine   both  why  conflict  and  violence  has  continued  to  dominate  society  and  politics  in  contemporary  Italy,  and  what  living   in   such   a   society   was   like   for   ordinary   Italians.   It   will   take   a   broad   approach   to   the   themes   of  conflict   and   violence,   exploring   its   socio-­‐cultural   and   gendered   roots   and   examining   its   impact   on  ordinary  life  as  well  as  the  implications  for  politics  and  government.        Indicative  List  of  Seminar  Topics     • The  mafia:  state  and  society  in  Sicily   • Communist  and  Catholic  cultures  in  post-­‐war  Italy:  Ritual,  procession  and  symbolic  violence   • The  politics  of  gender  in  post-­‐war  Italy   • ‘The  years  of  lead’:  Political  terrorism  in  the  1970s  from  Piazza  Fontana  to  Aldo  Moro   • From  Mussolini  to  the  ultras:  Neofascism  in  post-­‐war  Italy           59  

Assessment:     Assessment  Method   %  Contribution  to  Final  Mark   25  Learning  journal  (2500  words)     25   50  Essay  (2000  words)  Exam  (2  hours)        Sample  Source:   The  bus  was  just  about  to  leave,  amid  rumbles  and  sudden  hiccups  and  rattles.  The  square  was  silent  in  the  grey  of  dawn;  wisps  of  cloud  swirled  round  the  belfry  of  the  church.  The  conductor  slammed  the  door  and  with  a  clink  of  scrap-­‐metal,  the  bus  moved  off.  His  last  glance  round  the  square  caught  sight  of  a  man  of  a  man  in  a  dark  suit  running  towards  the  bus.       ‘Hold  it  a  minute’,  said  the  conductor  to  the  driver,  opening  the  door  with  the  bus  still  in  motion.  Two   ear-­‐splitting   shots   rang   out.   For   a   second   the   man   in   the   dark   suit,   who   was   just   about   to   jump   on  the  running-­‐board,  hung  suspended  in  mid-­‐air  as  if  some  invisible  hand  were  hauling  him  up  by  the  hair.  Then  his  brief-­‐case  dropped  from  his  hand  and  very  slowly  he  slumped  down  on  top  of  it.  These  are  the  opening  paragraphs  of  Sicilian  novelist  Leonardo  Sciasca’s  1961  novel,  The  Day  of  the  Owl.  Inspired   by   the   1947   killing   of   a   Communust   trade   unionist   in   the   Sicilian   town   of   Sciaccia.   The   novel  follows   the   carabiniere’s   investigation   of   the   shooting;   it   soon   emerges   that   although   the   murder  happened   in   the   central   town   piazza,   in   view   of   the   full   departing   bus,   nobody   will   admit   to   seeing  anything.  The  novel  is  concerned  with  how  the  mafia  is  embedded  in  Sicilian  society,  and  was  published  at   a   time   when   the   existence   of   the   mafia   was   still   questioned,   sparking   much   debate.   Was   the   mafia   a  complex,   organised   criminal   organization,   or   was   it   simply   a   loose   term   for   Sicilian   culture   and   Sicilian  criminality?   And   how   could   it   be   combatted?   Sciasca   himself,   through   his   novels   and   his   journalistic  writings,   became   a   key   voice   in   the   debates   about   the   mafia   which   raged   between   the   1960s   and   the  1990s.                     60  

  Year  2  Semester  1  (30  credits)   HIST2049  -­‐  Sin  and  Society,  1100-­‐1520  (Professor  Peter  Clarke)        Module  Overview  In  present-­‐day  Europe  most  of  us  consider  religion  a  matter  of  personal  choice  and  private  conscience  to  the   point   that   many   are   hardly   religious   at   all   and   our   society   is   increasingly   secular.   This   module   will  explore  how  the  opposite  was  largely  true  in  the  medieval  West:  orthodox  religion  was  compulsory  and  affected   all   aspects   of   public   and   private   life.   The   module   will   focus   on   sin,   wrongdoing   that   violated  religious  norms,  and  how  it  was  defined  and  disciplined.  The  module  is  wide-­‐ranging  and  will  cover  such  topics   as   sexual   behaviour,   violence   (including   warfare   and   murder)   and   heresy   (religious   dissent),   and  explore  both  the  Church’s  teachings  on  such  issues  and  how  these  shaped  social  attitudes  and  behaviour.  The  module  will  draw  on  a  rich  variety  of  sources,  including  Dante’s  Inferno  and  religious  art.       61  

 Indicative  List  of  Seminar  Topics   • Sin  and  Society,  c.  1100   • Communication  and  Enforcement  of  Church  teaching  on  sin   • Sexual  Morality   • War  and  Violence   • Heresy  I:  Cathars,  Waldensians  and  Franciscan  Spirituals   • Heresy  II:  The  Trial  of  the  Templars  and  Lollardy   • Anti-­‐Semitism  and  Usury   • Medieval  Art  and  Literature   • Pilgrimage,  Indulgences  and  Luther    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)   25  Essay  (2000  words)   25  Exam  (2  hours)   50    Sample  Source  ‘If   anyone   by   the   persuasion   of   the   Devil   should   incur   the   charge   of   this   sacrilegious   vice   that   they   laid  violent   hands   on   a   cleric   or   monk,   let   them   be   bound   by   anathema   [i.e.   excommunication]   and   let   no  bishop  presume  to  absolve  them,  unless  they  are  on  the  point  of  death,  until  they  appear  in  the  pope’s  presence  and  receive  his  mandate.’      This  ruling  was  issued  by  Pope  Innocent  II  in  1139  and  rapidly  became  part  of  the  Church’s  law  (or  canon  law)   enforced   across   Western   Europe.   It   was   meant   to   provide   clergy   with   protection   from   violence   by  threatening  anyone  who  assaulted  a  cleric  or  monk  with  automatic  excommunication.  In  theory  this  cut  off  these  assailants  from  the  Christian  Church  and  society  endangering  their  salvation  so  that  if  they  died  under   excommunication,   their   soul   was   damned   to   hell.   Bishops   could   release   or   ‘absolve’   them   from  excommunication  usually,  but  this  ruling  required  that  anyone  excommunicated  for  assaulting  clergy  had  to  go  to  Rome  to  ask  the  pope  in  person  to  absolve  them,  unless  they  were  too  close  to  death  to  make  the  journey.  The  ruling  was  designed  to  set  the  clergy  apart  from  the  rest  of  society  as  a  privileged  elite  deserving   special   respect,   and   reinforce   the   papacy’s   central   authority   over   the   Western   Church,  especially  as  defender  of  the  clergy’s  privileged  status.                 62  

  Year  2  Semester  1  (30  credits)   HIST2003  -­‐  Power,  Patronage  and  Politics  in  Early  Modern  England  1509-­‐1660   (Professor  George  Bernard)        Module  Overview  This  course  offers  you  the  opportunity  to  study  the  history  of  England  during  the  turbulent  sixteenth  and  early  seventeenth  centuries.  Students  taking  ‘Power,  Patronage  and  Politics’  will  explore  a  range  of  topics,  including:   the   court   and   faction   under   Henry   VIII;   the   fall   of   Anne   Boleyn;   the   reign   of   ‘Bloody   Mary’;  popular  rebellions  during  the  Tudor  period;  the  complicated  relationship  of  Elizabeth  I  with  her  courtiers  and   counsellors;   ethnicity   and   sexuality   at   the   court   of   James   I;   the   impact   of   the   Civil   War   on   English  society;   the   lives   of   women   in   a   time   of   conflict;   the   uses   and   abuses   of   propaganda;   and   the   fear   and  prosecution  of  witchcraft.         63  

Indicative  List  of  Seminar  Topics   • Court  Politics  under  Henry  VIII   • Tudor  Rebellions   • The  Mid-­‐Tudor  ‘crisis'   • Court  Politics  under  James  VI  and  Charles  I   • The  English  Civil  War   • Witchcraft    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (4000  words)       50  Exam  (2  hours)   50      Sample  Source  ‘[They  captured]  another  Witch,  who  was  thereupon  apprehended,  and  searched  by  women,  and  found  to  have  three  teats  about  her,  which  honest  women  have  not,  so  upon  command  from  the  Justice,  they  were  to  keep  her  from  sleep  two  or  three  nights,  expecting  to  see  her  familiars  [i.e.  attendant  spirits,  or  miniature   demons],   which   the   fourth   night   she   called   in   by   their   several   names,   and   told   them   what  shapes  [to  assume]  a  quarter  of  an  hour  before  they  came  in,  there  being  ten  of  us  in  the  room,  and  the  first  she  called  was  Holt,  who  came  in  like  a  white  kitten.’   M.  Hopkins,  The  Discovery  of  Witches  (1647),  p.  2.    This  extract  from  The  Discovery  of  Witches  -­‐  a  pamphlet  which  was  written  by  the  so-­‐called  ‘Witch-­‐finder  General’,   Matthew   Hopkins,   in   early   1647   and   published   in   London   soon   afterwards   -­‐   gives   us   a   chilling  insight   into   the   treatment   which   was   handed   out   to   suspected   witches   during   the   closing   stages   of   the  English   Civil   War.     The   figure   seated   in   the   chair   on   the   right   is   intended   to   represent   one   of   the   first  women  whom  Hopkins  and  his  associates  interrogated,  while  the  bizarre  figures  which  surround  her  are  intended  to  represent  the  evil  spirits  in  the  shape  of  animals  which  she  was  said  to  be  able  to  conjure  up.  Together,   image   and   extract   do   something   to   convey   the   atmosphere   of   suffocating   fear   in   which   so  many  seventeenth-­‐century  Englishmen  and  women  lived.             64  

  Year  2  Semester  1  (30  credits)   HIST2084  –  Accommodation,  Violence  and  Networks  in  Colonial  America  (Dr  Rachel  Hermann)        Module  Overview  Colonial  America  could  be  a  devastatingly  violent  place,  but  so  too  could  it  provide  venues  for  colonists,  Native   Americans,   and   enslaved   Africans   to   come   together   in   a   myriad   of   peaceful   ways.   It   was   also   a  mishmash   of   places   in   transition—from   colonial   outposts,   to   burgeoning   towns,   to   growing   plantations,  and  to  expanding  urban  cities  (and  sometimes  back  again).  In  an  age  of  Facebook,  Twitter,  and  constant  interconnectivity,   it   is   easy   to   forget   that   networks   are   not   new.   In   colonial   America   people   forged  different  networks  as  they  moved  from  place  to  place  and  created  new  identities.  In  this  module  we  will  pursue  several  thematic  ideas  about  colonial  American  history  as  we  move  temporally  and  geographically  through  Africa,  the  Americas,  and  Great  Britain.               65  

 Indicative  List  of  Seminar  Topics   • Contact   • The  African,  Iberian,  Dutch,  Portuguese,  and  British  Atlantics   • Peacemaking  and  Warfare   • Witchcraft  and  Religious  Revivals   • Scientific  Exchange  Networks   • Sugar  and  Slavery  in  the  Caribbean   • Slavery  and  Rebellion  in  the  Mainland  Colonies   • Pan-­‐Indian  Movements   • Revolution   • The  Elusive  Republic   • The  Loyalist  diaspora    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)   25    Essay  (2000  words)   25  Exam  (2  hours)   50    Sample  Source  ‘There   was   a   youth   whose   name   was   Thomas   Granger…He   was   this   year   detected   of   buggery,   and  indicted  for  the  same,  with  a  mare,  a  cow,  two  goats,  five  sheep,  two  calves  and  a  turkey.  Horrible  it  is  to  mention,  but  the  truth  of  the  history  requires  it.  He  was  first  discovered  by  one  that  accidentally  saw  his  lewd   practice   towards   the   mare.   (I   forbear   particulars.)   Being   upon   it   examined   and   committed,   in   the  end   he   not   only   confessed   the   fact   with   that   beast   at   that   time,   but   sundry   times   before   and   at   several  times   with   all   the   rest   of   the   forenamed   in   his   indictment...And   accordingly   he   was   cast   by   the   jury   and  condemned,  and  after  executed  about  the  8th  of  September,  1642.  A  very  sad  spectacle  it  was.  For  first  the  mare  and  then  the  cow  and  the  rest  of  the  lesser  cattle  were  killed  before  his  face,  according  to  the  law,  Leviticus  xx.15;   and  then  he  himself  was  executed.  The  cattle  were  all  cast  into  a  great  and  large  pit  that  was  digged  of  purpose  for  them,  and  no  use  made  of  any  part  of  them.’    From   William   Bradford’s   Of   Plymouth   Plantation,   written   between   1630   and   1651.   It   describes   the  settlement   in   1620   of   Plymouth,   Massachusetts   by   the   Pilgrims—who   left   from   Southampton   on   the  Mayflower   and   the   Speedwell.   The   curious   case   of   Thomas   Granger   allows   students   to   consider  Bradford’s   sense   of   the   colony’s   decline   after   the   initial   years   of   settlement.   It   also   connects   to   later  weeks  spent  discussing  sexuality  in  Virginia  and  Connecticut.     66  

  Year  2  Semester  2  (15  credits)   HIST2091  –  Underworlds:  A  Cultural  History  of  Urban  Nightlife  in  the  19th  and  20th  Centuries   (Professor  Joachim  Schlör)      Module  Overview  ‘On   13   December   1838,   on   a   cold   and   rainy   night,   a   man   of   athletic   build,   dressed   in   a   shabby   jacket,  crossed  the  Pont  au  Change  and  penetrated  into  the  Cité  […].  That  night  the  wind  was  blowing  violently  through  the  alleyways  of  this  dismal  neighbourhood.’  The  opening  scene  of  Eugène  Sue’s  1842/43  novel  ‘Les  Mystères  de  Paris’  gives  an  urban  topographic  image  to  the  idea  that  beyond  and  below  the  modern  and  illuminated  city  there  is  a  ‘dark  side’,  an  ‘underworld’:  full  of  danger  and  temptation,  and  in  need  of  being  penetrated  by  the  forces  of  order  and  light.  Taking  this  text  as  a  starting  point  you  will  explore  the  various  facets  of  the  19th  century  urban  underworld.  Using  documentary  sources  produced  by  journalists,  scientists,   missionaries,   and   policemen   you   will   investigate   and   analyse   a   secret   world   of   mysteries,  populated  by  gangsters  and  prostitutes,  drunkards  and  runaways,  and  maybe  by  ghosts.  Indicative  List  of  Seminar  Topics     67  

• Edgar  Allen  Poe,  Eugène  Sue,  and  the  discovery  of  urban  mysteries   • The  development  of  artificial  illumination   • ‘La  déambulance  nocturne’:  Pleasures  of  the  nightwalk   • ‘Les  classes  dangereuses’:  Who  inhabits  the  urban  night?   • Homelessness:  ‘People  of  the  Abyss’   • A  moral  challenge:  Prostitution   • Going  underground:  detectives  and  missionaries   • Working  underground:  a  history  of  tubes  and  sewers   • ‘Le  ventre  de  Paris’:  Les  Halles  and  nightly  consumption   • Urban  legends  about  nightlife   • Hiding  places:  nightlife  as  escape   • Images of the early morning  Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)   50  Exam  (2  hours)   50    Sample  Source  ‘As   the   night   deepened,   so   deepened   to   me   the   interest   of   the   scene;   for   not   only   did   the   general  character  of  the  crowd  materially  alter  (its  gentler  features  retiring  in  the  gradual  withdrawal  of  the  more  orderly  portion  of  the  people,  and  its  harsher  ones  coming  out  into  bolder  relief,  as  the  late  hour  brought  forth  every  species  of  infamy  from  its  den,)  but  the  rays  of  the  gas-­‐lamps,  feeble  at  first  in  their  struggle  with  the  dying  day,  had  now  at  length  gained  ascendancy,  and  threw  over  every  thing  a  fitful  and  garish  lustre.’    Edgar   Allen   Poe’s   The   Man   of   the   Crowd   (1840)   is   a   key   text   in   the   history   of   the   discovery   and   the  exploration   of   ‘underworlds’:   Journalists,   novelists,   urban   researchers,   and   leisurely   walkers   enter   a  world   of   darkness   –   occasionally   lit   by   new   forms   of   artificial   illumination   –   and   report   about   poverty,  homelessness,   and   prostitution.   Reading   such   texts,   and   interpreting   images   such   as   Brassai’s   Paris   de  nuit,  gives  us  an  insight  into  the  cultural  practices  of  urban  nightlife.           68  

Year  2  Semester  2  (15  credits)   HIST2108  -­‐  The  Making  of  Modern  India  (Dr  Pritipuspa  Mishra)        Module  Overview  India  as  we  know  it  today  did  not  exist  before  decolonization  in  1947.  During  British  imperial  rule,  India  was  a  collection  of  British  colonial  territories  and  loosely  colonized  Princely  states.  And,  for  almost  three  thousand   years   before   colonial   rule,   the   territory   we   know   as   India   was   in   fact   many   different   states.  How  did  India  become  one  nation  with  many  official  languages  and  the  biggest  functioning  democracy  in  the  world?  This  module  will  address  this  question  by  tracing  how  stories  about  ‘one  India’  have  been  told  in  the  last  150   years   by   important   commentators   of   the   time.   We   will   read   James   Mills’   1818   History   of   India  alongside   Jawaharlal   Nehru’s   Discovery   of   India   which   was   written   in   1946.   Through   these   readings   we  will   think   about   how   a   modern   nation   state   comes   to   be.   What   are   the   processes   through   which   new  unity   is   imagined?   Effectively,   this   module   will   introduce   you   to   debates   in   the   history   of   nationalism  through  a  case  study  of  Indian  nationalism.         69  

Indicative  List  of  Seminar  Topics   • Introduction  to  nationalist  historiography     • English,  French  and  German  ideas  about  history  and  nation     • Histories  of  India  written  between  1800  and  1947   • Literary  representations  of  India  between  1800  and  1947    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Theory  exercise  (three  750  word  answers)     40  Essay  (2000  words)   60    Sample  Source  ‘The   discovery   of   India   —   what   have   I   discovered?   It   was   presumptuous   of   me   to   imagine   that   I   could  unveil  her  and  find  out  what  she  is  today  and  what  she  was  in  the  long  past.  Today  she  is  four  hundred  million   separate   individual   men   and   women,   each   differing   from   the   other,   each   living   in   a   private  universe   of   thought   and   feeling.   If   this   is   so   in   the   present,   how   much   more   so   to   grasp   that  multitudinous   past   of   innumerable   successions   of   human   beings.   Yet   something   has   bound   them  together   and   binds   them   still.   India   is   a   geographical   and   economic   entity,   a   cultural   unity   amidst  diversity,   a   bundle   of   contradictions   held   together   by   strong   but   invisible   threads.   Overwhelmed   again  and   again   her   spirit   was   never   conquered,   and   today   when   she   appears   to   be   a   plaything   of   a   proud  conqueror,  she  remains  unsubdued  and  unconquered.  About  her  there  is  the  elusive  quality  of  a  legend  of  long  ago;  some  enchantment  seems  to  have  held  her  mind.  She  is  a  myth  and  an  idea,  a  dream  and  a  vision,  and  yet  very  real  and  present  and  pervasive.’   -­‐Jawaharlal  Nehru,  Discovery  of  India,  1946  This   passage   illustrates   the   challenges   posed   by   the   need   to   define   the   Indian   nation.   Writing   in   the  twilight   of   British   rule   in   India,   Nehru   was   reluctant   to   gloss   over   the   diversity   of   the   Indian   people   and  the  experience  of  colonial  exploitation  to  produce  an  inspiring  vision  of  the  new  nation.  Furthermore,  the  essential  linguistic,  religious  and  cultural  diversity  of  the  Indian  population  made  it  impossible  to  provide  a   simple   description   of   what   it   was   to   be   Indian.   To   resolve   this   problem,   Nehru   suggested   that   Indians  were  held  together  with  ‘strong  but  invisible  threads’.  They  were  held  together  by  the  myth,  idea,  dream  and  vision  of  India,  which  was  not  simply  a  chimera  but  a  ‘real’  and  ‘pervasive’  thing.           70  

Year  2  Semester  2  (15  credits)   HIST2109  -­‐  Ancient  Greeks  at  War  (Dr  Annelies  Cazemier)    Module  Overview  From  the  legendary  tales  of  the  Trojan  War  up  to  the  conquest  of  Persia  by  Alexander  the  Great,  warfare  played   a   central   role   in   ancient   Greek   history   and   society.   This   module   allows   students   to   examine  ancient  Greek  warfare  from  a  range  of  different  sources  and  angles  (military,  political,  social,  economic,  cultural,   and   religious),   to   work   with   written   and   material   evidence   from   the   Classical   Greek   period   in  particular,  and  to  assess  the  preliminaries,  events,  and  conclusions  of  major  wars,  as  well  as  studying  the  wider  impact  of  warfare  on  ancient  Greek  society.  The   history   of   the   Classical   fifth   century   BC   was   dominated   by   two   wars:   the   Persian   Wars   and   the  Peloponnesian  War.  Culminating  in  the  battles  of  Marathon,  Thermopylae,  and  Salamis,  the  Persian  Wars  and   their   commemoration   loomed   large   in   Greek   history   and   culture   for   many   centuries.   They  contributed   to   the   self-­‐definition   of   Greeks   vs.   others;   led   to   the   rise   of   the   Athenian   Empire;   and  Alexander  the  Great  would  later  set  out  on  his  conquest  as  a  Greek  war  of  revenge  against  the  Persians.  The   Peloponnesian   War,   on   the   other   hand,   centred   on   the   conflict   between   two   Greek   city-­‐states,  Athens   and   Sparta.   Their   lengthy   period   of   strife   reshaped   the   balance   of   power   in   the   ancient   Greek  world,  and  led  to  the  downfall  of  the  Athenian  empire.  The  two  wars  are  the  main  focus  of  the  works  written  by  Herodotus  and  Thucydides  –  the  former  known  as   the   ‘father   of   history’;   the   latter   praised   for   his   strict   historical   standards   and   considered   one   of   the  founding  fathers  of  political  realism.  Both  authors  exerted  a  significant  influence  on  the  writing  of  history  more   broadly,   and   a   study   of   their   works   not   only   offers   an   opportunity   to   learn   about   Greek   history,  warfare,  and  society  in  the  fifth  century  BC,  but  also  provides  a  direct  encounter  with  two  of  the  earliest  known   historians.   The   module   combines   their   historical   accounts   with   documentary   sources   for   Greek  warfare   and   society   as   well   as   material   evidence   (including   artistic   representations   of   warfare   and   the  study   of   archaeological   sites).   In   the   final   part   of   the   course,   attention   will   be   paid   to   the   reception   of  ancient  Greek  warfare  until  the  modern  day.     71  

Indicative  List  of  Seminar  Topics   • Writing  about  War:  Herodotus  and  Thucydides   • The  Persian  Wars  &  The  Peloponnesian  War   • Deciding  on  War:  Political  Processes   • Managing  War:  Logistics  and  Leadership   • Fighting  War:  Soldiers  and  Armour   • Concluding  War:  Battles  and  Diplomacy   • Commemorating  War:  Monuments  and  Festivals   • Modern  Reception  of  Ancient  Greek  Warfare    Assessment   Assessment  Method   %  Contribution  to  Final  Mark    Essay  (2000  words)   30  2  x  500  word  commentaries   30  Exam  (2  hours)   40    Sample  Source  ‘In   the   same   winter,   following   their   traditional   institution,   the   Athenians   held   a   state   funeral   for   those  who  had  been  the  first  to  die  in  this  war.  The  ceremony  is  as  follows.  They  erect  a  tent  in  which,  two  days  before   the   funeral,   the   bones   of   the   departed   are   laid   out,   and   people   can   bring   offerings   to   their   own  dead.  On  the  day  of  the  funeral  procession  coffins  of  cypress  wood  are  carried  out  on  wagons,  one  coffin  for  each  tribe,  with  each  man’s  bones  in  his  own  tribe’s  coffin.  One  dressed  but  empty  bier  is  carried  for  the   missing   whose   bodies   could   not   be   found   and   recovered.   All   who   wish   can   join   the   procession,  foreigners  as  well  as  citizens,  and  the  women  of  the  bereaved  families  come  to  keen  at  the  grave.  Their  burial  is  in  the  public  cemetery,  situated  in  the  most  beautiful  suburb  of  the  city,  where  the  war  dead  are  always   buried,   except   those   who   died   at   Marathon,   whose   exceptional   valour   was   judged   worthy   of   a  tomb  where  they  fell.’   Thucydides  2.34  (trans.  M.  Hammond.  Oxford:  OUP,  2009,  pp.  89-­‐90)    This  passage  from  Thucydides’  History  refers  to  events  in  the  winter  of  431/430  BC,  the  first  year  of  the  Peloponnesian  War.  It  describes  how  those  who  have  fallen  in  the  war  are  given  a  public  funeral,  which  included  the  famous  Funeral  Oration  spoken  by  the  Athenian  statesman  Pericles.  The  passage  underlines  how  the  commemoration  of  war  is  very  much  a  community  affair.  The  ‘public  cemetery’  was  in  the  area  of   the   well-­‐excavated   site   known   as   the   Kerameikos   –   where   inscribed   casualty   lists   have   been   found.  The  Battle  of  Marathon  (490  BC),  on  the  other  hand,  formed  part  of  the  so-­‐called  Persian  Wars,  and  was  commemorated  through  a  burial  mound  at  the  site  of  the  battle  itself.  The  source  extract  offers  excellent  opportunities  for  combining  written  and  material  evidence,  and  it  provides  a  very  evocative  insight  into  the  lasting  impact  which  warfare  had  on  ancient  Greek  society.       72    

Year  2  Semester  2  (15  credits)  HIST2076  –  The  First  British  Empire:  The  beginnings  of  English  dominance,  1050-­‐1300     (Dr  Nick  Karn)    Module  Overview  By  the  middle  of  the  eleventh  century,  the  various  nations  of  the  British  Isles  were  characterised  by  quite  distinct  cultures  and  political  and  economic  systems  and  elites.  Yet  the  relationships  between  the  various  nations   were   entirely   redrawn   between   about   1090   and   the   1170s,   as   the   Norman   political   elite   of  England   came   to   control   each   of   them   in   turn.   In   Wales,   Norman   barons   progressively   took   over   Welsh  territory   in   a   kind   of   private-­‐enterprise   expansion;   in   Ireland,   private   military   interventions   by   the  Norman   elite   from   1169   culminated   in   takeover   by   the   king   of   England;   in   Scotland,   Norman   baronial  involvement  led  to  the  remodelling  of  the  kingdom  and  its  takeover  by  Norman  interests  largely  outside  the  ambit  of  the  kings  of  England.  Though  the  details  varied  considerably,  the  overall  effect  was  that  all  parts   of   the   British   Isles   came   to   be   ruled   by   members   of   the   same   elite.   The   establishment   of   English-­‐based  domination  of  the  British  Isles  remains  central  to  British  politics  and  culture.  The   developments   of   an   English-­‐based   domination   of   the   British   Isles   had   decisive   effects   upon   the  politics  and  identities  of  the  peoples  of  the  British  Isles  as  a  whole,  and  those  effects  can  still  be  observed  in   the   modern   identities   and   politics   of   these   peoples.   The   differing   levels   of   development   attained   by  the   various   peoples   were   interpreted   in   strongly   moral   terms,   as   justification   for   colonisation   and   the  imposition  of  control.  Pro-­‐Norman  writers  denigrated  the  Irish  and  Welsh  in  particular,  using  ideas  about  barbarism  borrowed  from  ancient  Roman  texts  to  justify  the  dominance  of  'civilised'  peoples;  the  mix  of  ideas  first  used  in  the  twelfth  century  formed  the  basis  of  later  justifications  of  British  colonialism  in  the     73  

new   world   and   beyond.   Others   tried   to   describe   the   cultures   of   Wales   and   Ireland   as   a   means   of  preserving  them.    In   this   module,   you   will   have   the   opportunity   to   look   at   the   most   decisive   phase   in   determining   the  relations  between  the  peoples  of  the  British  Isles,  through  examining  the  kinds  of  contact  that  took  place  and  the  kinds  of  societies  that  resulted.    Indicative  List  of  Seminar  Topics   • Colonisation  in  the  middle  ages:  themes  and  problems   • Common  history,  common  destiny?   • The  princes  of  Wales  and  the  kings  of  England:  Countdown  to  conquest   • Ireland  and  its  critics:  the  background  to  1169   • The  conquest  of  Ireland  and  its  ideologies   • Scotland,  feudalism,  and  the  impact  of  the  Normans    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)     50  Exam  (2  hours)     50    Sample  Source  And  for  that  reason  we  command  you  [i.e.  the  Welsh]  to  observe  strictly  the  aforementioned  in  all  things  from   now   on,   on   condition   however   that   we   can   as   often   as   and   whensoever   and   wheresoever   we   like  clarify,  interpret,  add  to  or  take  away  from  the  aforesaid  statutes  and  every  part  of  them  at  our  pleasure  and  as  seems  to  us  expedient  for  our  security  and  that  of  our  aforesaid  land.   From  The  Statute  of  Wales,  1284,  translated  in  Harry  Rothwell,  English  Historical  Documents  iii:  1189-­‐ 1327  (London:  Eyre  and  Spottiswoode,  1975),  pp.  422-­‐7.  This  extract  is  taken  from  the  Statute  of  Wales,  which  was  enacted  by  King  Edward  I  of  England  in  1284,  a  little   over   a   year   after   the   death   in   battle   of   Llywelyn   the   Last,   the   last   independent   Prince   of   Wales.   It  outlines   how   Edward   intended   that   Wales   would   be   governed,   and   it   shows   how   he   conceived   of   the  power  relationships  between  the  Welsh  and  the  English  Crown;  that  this  was  a  conquest  in  which  power  and  control  lay  on  one  side  alone,  and  that  the  usual  reciprocal  relationship  between  ruler  and  ruled  did  not  apply  in  this  case.  Edward  wanted  to  rule  by  the  sword  as  a  conqueror,  and  could  only  do  so  because  of  the  circumstances  of  the  Welsh  defeat  of  1282  and  the  negative  attitudes  towards  the  Welsh  that  had  built  upon  within  English  political  culture  during  the  previous  two  centuries.             74  

Year  2  Semester  2  (15  credits)  ARCH  2003  -­‐  The  Power  of  Rome:  Europe’s  First  Empire  (Dr  Dragana  Mladenović)    Modern  view  of  Roman  might  (Total  War:  Rome  II  computer  game,  courtesy  of  Sega)  Module  Overview  The   Roman   empire   has   held   the   imagination   of   successive   generations.   Conquest   by   Rome   brought  social,  cultural  and  economic  change  to  large  swathes  of  what  is  now  Europe,  the  Middle  East  and  north  Africa.   Never   before   or   after   will   these   parts   of   the   world   enjoy   centuries   of   stability   and   peace   as   they  did   under   the   Romans.   It   was   a   unique   political   institution   that   encompassed   a   mosaic   of   peoples,  languages   and   cultures   that   was   unprecedented   in   its   richness,   leaving   a   legacy   that   has   profoundly  shaped   the   course   of   Western   civilization.   Its   success   and   longevity   has   fascinated   many,   and   long   after  its  demise  it  remained  a  model  for  the  European  and  American  imperialism  in  the  nineteenth,  twentieth  and   even   twenty-­‐first   centuries.   The   great   wealth   of   the   archaeological   evidence   has   produced   a   long  tradition   of   scholarship,   but   in   the   last   twenty   years,   new   approaches   have   reawakened   these   debates,  making   the   study   of   the   Roman   world   one   of   the   most   dynamic   fields   within   archaeology,   with   major  implications   for   other   areas   of   the   Humanities.   Post-­‐colonial   discourse,   theorists   of   Globalization   and  North  African  dictators  trying  to  raise  their  agricultural  output,  to  name  just  few,  have  all  looked  back  to  the  Roman  Empire  for  clues.      So   what   was   the   secret   of   the   Roman   empire’s   success?   How   did   it   come   to   be   and   how   was   it  maintained?  (Spoiler  alert:  its  military  might  was  not  crucial!)  In  this  module,  you  will  look  at  the  causes,  consequences   and   the   changing   nature   of   Roman   imperialism   and   its   political,   social,   cultural   and  economic   foundations.   You   will   touch   upon   key   issues   and   debates   in   Roman   archaeology   and   learn  about  major  sites  and  artefact  types  from  all  parts  of  the  Roman  world.        Indicative  List  of  Seminar  Topics   • Army  and  frontiers   75   • Provincialization  and  administration  of  the  Empire   • Elite  and  ideology   • Religion   • Art  and  Imperial  representation   • Technological  advances   • Economic  integration   • Cultural  change  and  citizenship   • The  Fall  and  legacy    

Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)   50  Exam  (2  hours)   50    Sample  Sources  Historical:  ‘For,  to  accustom  to  rest  and  repose  through  the  charms  of  luxury  a  population  scattered  and  barbarous  and   therefore   inclined   to   war,   Agricola   gave   private   encouragement   and   public   aid   to   the   building   of   temples,  courts  of  justice  and  dwelling-­‐houses,  praising  the  energetic,  and  reproving  the  indolent.  Thus  an  honourable  rivalry  took   the   place   of   compulsion.....Hence,   too,   a   liking   sprang   up   for   our   style   of   dress,   and   the   \"toga\"   became  fashionable.  Step  by  step  they  fell  into  the  seductive  vices  of  arcades,  baths,  and  elegant  banquets.  All  this  in  their  ignorance,   they   called   civilization   [humanitas],   when   it   was   but   a   part   of   their   enslavement.’                                                      Tacitus,  Agricola,  1.21      Taken  together,  these  extracts  provide  complementary  evidence  about  one  of  Rome’s  furthest  provinces,  Britain.   These   diverse   sources   present   different   perspectives   on   the   conquest   and   the   Roman   rule,  introducing   some   of   the   key   agents   involved   -­‐   the   emperor,   provincial   administrator,   member   of   the  indigenous   elite   and   the   army.   By   integrating   traditional   source   material   with   modern   data   from  techniques   of   historical   and   scientific   archaeology   we   can   explore   the   perspectives   of   both   those   with  means  and  agendas  to  commemorate,  and  those  that  through  past  centuries  have  remained  silent.       76  

Year  2  Semester  2  (15  credits)  HIST2XXX  -­‐  Children  in  Europe  1933-­‐1950:  Holocaust,  War,  Death,  Displacement  and  Survival     (Dr  Jennifer  Craig-­‐Norton)        Module  Overview  From   the   Nazis’   rise   to   power   in   1933   to   the   dismantling   of   the   post-­‐war   Displaced   Persons   camps,   the  lives   of   European   children   of   all   nationalities   were   thrown   into   upheaval   by   war,   persecution   and  displacement.   The   plight   and   fate   of   Jewish   children,   over   a   million   of   whom   were   murdered   in   the  Holocaust,  will  comprise  a  significant  part  of  this  module  as  we  examine  their  discrimination  under  Nazi  rule   and   their   experiences   as   refugees,   in   hiding,   and   in   ghettos   and   camps.   The   Nazi   regime   also  victimised  thousands  of  other  children  including  Roma  and  Sinti,  the  mentally  and  physically  disabled  and  Poles  who  were  kidnapped  for  the  Lebensborn  programme.        Children  in  the  greater  Reich,  in  the  occupied  countries  and  in  Great  Britain  also  suffered  the  disruptions  of   war.   German   children   were   subject   to   intensive   propagandising   and   the   strictures   of   a   coercive   state  apparatus  that  included  participation  in  Nazi  youth  movements,  while  children  in  Britain  underwent  mass  evacuation  from  the  cities.  Children  throughout  the  war  zones  suffered  food  deprivations,  the  terrors  of  bombing,  forced  evacuation  and  other  traumas.      Through   an   examination   of   children’s   own   writings,   their   post-­‐war   testimonies,   documentary   evidence,  films   and   literature   and   the   burgeoning   historiography   of   both   the   history   of   childhood   and   children   in  war   we   will   explore   the   varied   experiences   of   European   children   during   the   period   1933-­‐1950   and  consider  the  uniqueness  of  their  perspectives.       77  

   Indicative  List  of  Seminar  Topics   • Persecution  and  Propaganda  aimed  at  children  in  Germany  1933-­‐39   • Unaccompanied  Child  Refugees  from  Nazi  Germany   • Children  in  Wartime  Britain:  Evacuation,  Work  and  Displacement   • Children  in  Nazi  Europe-­‐  Nazi  Youth,  the  Disabled,  The  Lebensborn  Programme   • Persecution  in  Occupied  Europe:  Children  in  Ghettos   • Children’s  wartime  experiences  in  literature  and  film    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)     50  Exam  (2  hours)     50    Sample  Source    ‘When   I   look   at   the   barbed   wire   that   separates   us   from   the   rest   of   the   world,   my   soul   longs   for  freedom—like  a  bird  in  a  cage.  My  eyes  are  filled  with  tears.  I  envy  those  birds  that  can  fly  freely.  When  I  write  these  words,  my  heart  breaks  and  I  see  images  from  the  past.  Will  I  ever  live  in  better  times?  Who  knows?   It’s   a   difficult   question.   May   God   help   us.   Will   I   be   with   my   parents   and   friends   after   the   war?  Will   we   have   enough   bread   and   rye   flour?   Right   now   the   starvation   is   at   its   peak.   Once   again   we   have  nothing   to   cook.   I   bought   a   quarter   kilogram   of   rye   flour   for   eleven   and   a   half   reichmarks.   Everybody  wants  to  live.’     7  March  1942  Diary  entry  from  an  anonymous  girl  in  the  Łódź  Ghetto  This   excerpt,   from   a   fragment   of   a   young   girl’s   diary   found   in   the   ruins   of   the   Łódź   Ghetto,   evocatively  expresses   the   agony   of   living   in   one   of   the   hundreds   of   ghettos   established   by   the   Nazi   regime  throughout  occupied  Eastern  Europe  to  segregate  and  enclose  Jews  and  other  populations  they  intended  to  destroy.  Since  the  diary  was  written  in  Polish,  it  is  likely  she  had  been  confined  in  the  Ghetto  for  two  years  by  the  time  she  made  this  diary  entry,  facing  starvation  and  the  constant  spectre  of  deportation  to  a  the  nearby  killing  facility  Chełmno.    The   entry   begins   with   a   mournful   reflection   upon   existential   questions   of   freedom   and   survival,  consciously   framed   in   literary   phrasings,   providing   a   unique   insight   into   the   trauma   of   ghetto   life   from  the   perspective   of   a   young   girl.   However,   she   can   only   spend   so   much   time   dreaming   about   her   life  beyond  the  barbed  wire  before  the  reality  of  her  plight  –  the  hunger,  the  struggle  to  survive  –  overtakes  her  and  her  diary  entry  concludes  with  much  more  prosaic  ruminations  on  the  practicalities  of  procuring  bread   and   flour   and   the   cost   of   such   provisions.   She   concludes   tersely,   ‘Everybody   wants   to   live’,  summing   up   both   the   hope   of   survival   and   the   fear   of   death   that   drove   children   like   her   to   commit   her  thoughts  to  paper,  even  in  the  midst  of  the  most  dire  privation.         78  

Year  2  Semester  2  (15  credits)   HIST2XXX  –  Witchcraft  in  England,  1542-­‐1736  (Professor  Mark  Stoyle)          Module  Overview    This   course   offers   students   the   opportunity   to   study   the   history   of   witchcraft   in   England   during   the  sixteenth   and   seventeenth   centuries   (the   period   during   which   the   great   majority   of   prosecutions   and  executions  for  that  supposed  crime  took  place).  Students  taking  the  course  will  explore  a  wide  range  of  topics,   including:   the   nature   of   popular   witch   belief   in   late   medieval   and   early   Tudor   England;  contemporary   attitudes   towards   women   and   witchcraft;   the   passage   of   the   first   acts   of   Parliament  against  witchcraft  in  1542  and  1563;  the  prosecution  of  witches  under  Elizabeth  I;  the  appearance  of  the  first   ‘witch   pamphlets’   in   London;   the   notion   of   the   witch’s   ‘familiar’   (or   attendant   demonic   spirit);  representations  of  the  witch  on  the  Tudor  and  Stuart  stage;  the  prosecution  of  witches  under  James  I  and  Charles     I;   the   great   witch   hunt   of   1645-­‐47;   the   decline   in   witch   trials   during   the   later   seventeenth  century;   the   passage   of   the   Act   of   Parliament   of   1736   (which   directed   that   prosecutions   for   witchcraft  should   cease);   and   the   remarkable   persistence   of   popular   witch-­‐belief   in   the   English   countryside  throughout  the  eighteenth,  nineteenth  and  early  twentieth  centuries.      Indicative  List  of  Seminar  Topics     • The  1563  ‘Act  against  enchantments  and  witchcrafts’.   • Representations  of  the  witch  on  the  Tudor  and  Stuart  stage.   • Witch-­‐prosecution  under  Charles  I,  1625-­‐42.     79  

• Primary  texts:  Newspaper  reports  of  attacks  on  supposed  witches  in  Victorian  and  Edwardian   England.  Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)     50  Exam  (2  hours)     50  Sample  Source      Joan  Waterhouse,  daughter  to  Mother  Waterhouse  [a  suspected  witch  of  Chelmsford,  in  Essex],  being  of  the   age   of   18   years,   and   examined   [i.e.   questioned   by   the   local   magistrates],   confesseth   as   followeth:  First,   that   her   mother   this   last   winter   would   have   learned   her   this   art   [of   witchcraft],   but   she   learned   it  not,  neither  yet  the  name  of  ‘the  thing’  [i.e.  her  mother’s  familiar  spirit,  or  attendant  demon].  She  saith  that   she   never   saw   ‘the   thing’   but   once   in   her   mother’s   hand,   and   then   it   was   in   the   likeness   of   a   toad,  and   at   that   time,   coming   in   of   a   sudden   when   her   mother   had   called   ‘the   thing’   …   to   do   its   work,   she  heard   her   mother   to   call   it   “Satan”.’     Joan   also   confessed   that,   once,   when   her   mother   was   away   from  home,  ‘in  her  absence,  lacking  bread,  she  went  to  a  girl,  a  neighbour’s  child,  and  desired  her  to  give  her  a  piece  of  bread  and  cheese.  Which,  when  …  [the  girl]  denied  …  Joan,  going  home,  did  as  she  had  seen  her  mother  do,  calling  Satan,  which  came  to  her,  as  she  said  …  from  under  the  bed  in  the  likeness  of  a  great  dog,  demanding  what  she  would  have  him  do’.     [Source:  The  Examination  and  Confession  of  Certain  Witches  at  Chelmsford  in  the  County  of  Essex  before   the  Queen’s  …  Judges,  the  26  day  of  July,  1566]    This  extract  from  one  of  the  earliest  surviving  English  witch-­‐pamphlets  gives  us  a  fascinating  glimpse  into  the   nature   of   witch-­‐belief   among   ordinary   people   during   the   mid-­‐Tudor   period.   Joan   Waterhouse’s  testimony  shows  that,  from  as  early  as  the  1560s,  English  witches  were  thought  to  be  assisted  by  demons  which   had   the   power   to   assume   the   shape   of   animals,   and   which   were   popularly   known   as   ‘things’,   or  ‘familiar   spirits’.   Joan’s   words   also   reveal   the   contemporary   belief   that   it   was   possible   for   a   witch’s  powers  to  be  handed  down  from  mother  to  daughter:  a  belief  which  lingered  in  rural  Essex  until  as  late  as   the   1940s.   Finally,   by   confessing   that   she   herself   had   first   summoned   up   ‘Satan’   in   order   to   gain   her  revenge  upon  a  neighbour’s  daughter  who  had  refused  to  give  her  food,  Joan  hints  at  the  abject  poverty  which  tempted  so  many  individuals  to  attempt  to  enlist  the  aid  of  the  devil  in  early  modern  England.                   80  

Year  2  Semester  2  (15  credits)   HIST2XXX  –Ragtime!  The  Making  of  Modern  America  (Dr  David  Cox)      Module  overview    For  the  United  States,  the  turn  of  the  twentieth  century  was  a  turbulent,  transformative  time:  an  age  of  embattled   political   parties   and   insurgent   Populists,   mass   immigration   and   overseas   war,   millionaire  capitalists   and   impoverished   farmers,   all   set   to   the   ragged   rhythms   of   African-­‐American   popular   music  (otherwise   known   as   Ragtime).   If   this   sounds   familiar,   it   is   because   it   is:   the   late   nineteenth   and   early  twentieth  centuries  set  the  template  for  American  life  as  we  know  it.  The  turn  of  the  century  witnessed  the   rebirth   of   a   nation   devastated   by   bloody   civil   war.   In   this   module,   we   will   look   at   some   of   the   most  important   issues   of   the   day,   including   the   wars   waged   against   guerrilla   fighters   in   the   Philippines   and  American  Indians  in  the  West,  the  fight  for  women’s  rights  and  the  campaign  for  prohibition,  the  rise  of  populist   politics,   the   growth   of   mass   consumerism,   the   segregation   and   disenfranchisement   of   African  Americans   in   the   South,   and   the   emergence   of   black   ghettoes   in   the   North.   Proceeding   thematically,  rather   than   chronologically,   the   module   looks   at   the   period   1877   to   1920   from   a   number   of   different  angles,  considering  the  ways  in  which  ideas  of  class,  gender,  and  race  helped  to  shape  the  rebuilding  of  the   United   States.   Throughout,   we   will   examine   the   impact   of   this   process   of   national   reconstruction  upon  American  life  and  thought.  Americans  were  troubled  and  excited  in  equal  measure  as  small  towns,  Victorian   values,   and   comforting   familiarity   gave   way   to   big   cities,   political   radicalism,   and   the   fevered  squall  of  the  jazz  trumpet.    Indicative  List  of  Seminar  Topics     • The  original  Populist  movement  and  the  challenge  to  traditional  authority   • The  first  US  ‘empire’:  the  Cuban-­‐American  and  Philippine-­‐American  wars  and  the  question  of   territorial  expansion   • Women’s  rights:  Elizabeth  Cady  Stanton,  Susan  B.  Anthony  and  the  fight  for  suffrage   • The  Indian  Wars  and  life  on  the  Reservations     81  

• Black  life  in  the  United  States:  Jim  Crow  and  the  origins  of  the  Great  Migration    Assessment  Method  Assessment  Method   %  contribution  to  final  mark  Essay  (2000  words)     50   50  Exam  (2  hours)      Sample  source        This   is   an   antifeminist   broadside   produced   by   the   Southern   Women’s   League   for   the   Rejection   of   the  Susan   B.   Anthony   Amendment.   Susan   B.   Anthony   was   a   leading   figure   within   the   women’s   rights  movement.   The   message   here   is   that   votes   for   women   will   lead   to   the   destruction   of   the   American  household.   During   the   nineteenth   century,   most   Americans   would   have   subscribed   to   the   ideology   of  ‘separate  spheres’  for  men  and  women,  with  the  former  taking  part  in  public  life  and  the  latter  confined  to   the   home.   Here,   the   bedraggled-­‐looking   (literally   ‘henpecked’)   cockerel   has   been   left   to   care   for   the  family,  a  victim  of  ‘Organised  Female  Nagging.’  In  1920,  despite  such  arguments,  women  were  given  the  vote  in  the  United  States.           82  

Year  2  Semester  2  (15  credits)  HIST2XXX  –  Myth  and  the  Ancient  World  (Dr  Lena  Wahlgren-­‐Smith)     Atlas  and  Prometheus,  Greek  vase  painting  by  Arkesilas  painter,  c.  560  B.C.  Module  Overview    What  are  myths  and  what  do  they  do?  In  ‘Myth  and  the  Ancient  World’  you  will  explore  how  the  Ancient  Greeks  used  myths  to  make  sense  of  the  world  and  their  position  in  it.  The  module  covers  a  time  span  of  some  900  years,  from  the  time  of  Homer  and  Hesiod  to  the  late  Hellenistic  era.  You  will  study  a  selection  of  well-­‐known  and  less  well-­‐known  myths  from  different  perspectives;  this  may  include  themes  such  as  home  and  identity,  suffering  and  loss,  male  and  female.  You  will  be  introduced  to  a  range  of  written  and  non-­‐written  sources  and  learn  to  analyse  them  as  evidence  of  their  social,  cultural,  and  political  climate.  All  texts  will  be  studied  in  an  English  translation.    Indicative  List  of  Seminar  Topics   • Man  and  the  Gods:  the  Prometheus  myth,  Deucalion   83   • Foundation  myths  and  Civic  Identity:  Thebes  and  Athens   • Heroes  and  Monsters:  Herakles   • Fate  and  Retribution:  the  Oresteia   • Death  and  Rebirth:  Demeter  and  Persephone   • Male  and  Female:  Jason  and  Medea      

 Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)   50  Exam  (2  hours)   50      Sample  source   ‘These  roofs-­‐  look  up-­‐  there  is  a  dancing  troupe   that  never  leaves.  And  they  have  their  harmony   but  it  is  harsh,  their  words  are  harsh,  they  drink   beyond  the  limit.  Flushed  on  the  blood  of  men   their  spirit  grows  and  none  can  turn  away   their  revel  breeding  in  the  veins-­‐  the  Furies!   They  cling  to  the  house  for  life.  They  sing,   sing  of  the  frenzy  that  began  it  all,   strain  rising  on  strain,  showering  curses…’                (Aeschylus,  Agamemnon,  lines  1189-­‐97)    In  the  Oresteia  trilogy  of  Aeschylus  (c.  525/524  –  c.  456/455  BC),  the  royal  family  of  Argos  are  caught  up  in   a   spiral   of   bloodshed   and   revenge,   as   one   murder   leads,   inevitably,   to   the   next.   Queen   Clytemnestra  murders  her  husband  in  revenge  for  the  sacrifice  of  their  daughter,  her  son  is  then  obliged  to  avenge  his  father,  but  is  pursued  in  his  turn  by  the  avenging  Furies.  The  last  play  in  the  trilogy  offers  a  way  forward  for   these   ancient   goddesses,   the   gruesome   upholders   of   justice   and   retribution,   to   be   reconciled   to   the  gods  of  healing  and  civilized  order.  This  module  explores  how  Aeschylus  and  other  Greek  writers  use  the  ancient  myths  to  express  contemporary  concerns.                             84  

Year  2  Semester  2  (15  credits)   ARCH2012  -­‐  Archaeology  and  Society  (Dr  Joshua  Pollard)       % Ken  Isaacson  and  Richard  Percy  Kalkadoon  from  the  Tribal  Council  and  Indigenous   archaeologist   Dave  Johnston  near  Mount  Isa,  Queensland   Module  overview   The   purpose   of   this   module   is   to   explore   the   role   of   archaeology   in   the   modern   world.   It   is   not   only   concerned   with   the   professional   and   academic   discipline   of   archaeology,   but   also   with   the   variety   of   other   groups   who    lay  claim  to  an   interest  in  the  past  (indigenous,  new  age,  etc.).  The  module   focuses  on  two  interrelated  subjects:  the  social  and   political  dimensions  of   archaeology;  and  the   representation  of  the  past.  While  the  former  refers  to  the  practice  of   archaeology   in   the   present,   archaeological   representation   is   concerned   with   the   ways   in   which   we   derive   our   understanding   of   the   past   from   non-­‐academic   forms   of   communication   such   as   images,   museum   displays   and   films.     Indicative  list  of  Lecture/Seminar  Topics   • Archaeology,  archaeologists  and  the  public   • Druids,  amateurs  and  others   • The  ethics  and  politics  of  private  collecting   • Whose  past  is  it  anyway?  Restitution  of  cultural  property       85  

       Assessment     Assessment  method   %  Contribution  to  Final  Mark   Essay  (2000  words)   50   Exam  (105  minutes)   50     Sample  sources   This   module   contains   interdisciplinary   content,   so   students   will   encounter   diverse   sources.   Here   is   an   example   source  with  relation  to  the  theme  of  ‘Collections’:   '   The  Parthenon  or  Elgin  Marbles,  British  Museum.  A  focus  for  contestation  over  ownership.  Were   they  legitimately  acquired  or  looted?  Should  they  stay  or  should  they  go?                 86          

        HIST2008  -­‐  The  Group  Project  (30  credits)   (NOTE  -­‐  Compulsory  for  all  single  honours  history  students)    Module  Overview  The  Group  Project  provides  an  opportunity  for  you  to  carry  out  a  piece  of  historical  research  as  part  of  a  group,  reflecting  on  the  issues  involved  in  completing  the  task  and  presenting  the  research  to  a  broader  audience.  The  academic  core  of  the  project  asks  you  to  engage  in  a  topic  from  conception  to  completion  under  the  supervision  of  your  group  Academic  Guidance  Tutor  who  will  assist  you  in  the  location  and  exploitation  of  relevant  local  and  national  source  materials.  This  opportunity  to  develop  your   research   skills   will   provide   a   good   grounding   for   the   longer   and   more   advanced   piece   of  individual  research  required  by  the  Year  3  dissertation.    The   Group   Project   will   also   enable   you   to   develop   various   key   skills   relevant   to   the   type   of  employment  that  you  may  encounter  after  graduation  -­‐  management,  media,  teaching,  etc  -­‐  and  to  demonstrate  such  skills  -­‐  team-­‐working,  interpersonal  skills,  self-­‐confidence,  presentation,  problem-­‐solving,  etc  -­‐  in  a  tangible  way.    Finally,   you   will   be   encouraged   to   interact   with   a   broader   public   through   the   process   of  communicating   your   research   topic   in   a   'public   outcome'   and   thereby   to   consider   the   nature   and  meaning  of  such  a  thing  as  'public  history'.     87            

  88        Assessment   • Project  Proposal  (10%)   • Group  Presentation  (20%)   • Historical  Essay  (30%)   • Public  Outcome  (20%)     • Individual  Reflective  Essay  (20%)    Examples  of  Past  Public  Outcomes                      Henry  VIII  Exhibition  at  Staines  Local  History  library   Witchcraft  presentation  at  Godolfin  School                          

          Year  2  Semester  2  (30  credits)     HIST2045  -­‐  Cleopatra’s  Egypt  (Professor  Sarah  Pearce)      Module  Overview  ‘It  is  well  done,  and  fitting  for  a  princess  descended  of  so  many  royal  kings'.  Shakespeare's  words  on  the   suicide   of   Cleopatra   VII   echo   rare   ancient   Roman   admiration   for   the   last   queen   of   Egypt.  Defeated  by  Rome,  Cleopatra's  choice  of  death  might  show  a  glimpse  of  her  noble  origins.  But  what  of  her  life  and  the  world  that  made  her?  Roman  propaganda  made  a  monster  of  Cleopatra:  power-­‐mad;  sexually  depraved;  fanatical,  animal-­‐worshipping  Egyptian;  a  stain  on  the  glorious  reputation  of  Alexander  the  Great  who  brought  her  ancestors  to  Egypt.  That  legacy  proved  powerful  and  enduring.  Can  we  get  behind  the  propaganda  to  the  real  Cleopatra  and  her  context?  We  explore  the  world  of  Cleopatra's  Egypt;  its  multicultural  society  and  relationship  with  Roman  power;  and  the  fragmentary  remains   of   Cleopatra's   life   and   rule.   And   we   reflect,   finally,   on   Cleopatra's   post-­‐mortem   power   on  the  western  imagination,  from  Shakespeare  to  Hollywood  and  beyond.     89        

       Indicative  List  of  Seminar  Topics   • Ancient  and  modern  constructions  of  Ptolemaic  Egypt   • The  Ptolemies’  creation  of  a  new  style  of  monarchy,  combining  Greek  ideals  of  kingship  with   the  ancient  tradition  of  the  Pharaohs   • Domestic  and  foreign  policy   • Ptolemaic  Alexandria:  culture  and  commerce   • Memphis  and  the  Egyptian  temples   • ‘Isis  is  a  Greek  word’:  Greek  religion  and  Pharaonic  tradition   • The  Jews  of  Egypt   • Egyptian  resistance  to  Greek  rule   • The  coming  of  Rome   • The  rule  of  Cleopatra    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)   30  Commentaries  exercise  (2  X  500  words)   30  Exam  (2  hours)   40    Sample  Source  ‘On   behalf   of   Queen   Cleopatra   goddess   Philopator,   the   (holy)   place   of   the   association   of   (Isis)  Snonaitiake,  of  whom  the  president  is  the  chief  priest  Onnophris.  Year  1,  Epeiph  1.’   Fayum  Inscription  III  205;  Arsinoite  nome,  2  July  51  B.C.  (Votive  relief,  Louvre  Museum,  Paris.    Dedicated  in  the  very  first  year  of  Cleopatra’s  reign,  this  limestone  relief  shows  the  queen  as  a  male  pharaoh  making  an  offering  to  the  goddess  Isis.  The  relief  was  probably  intended  as  a  dedication  to  Cleopatra’s  father,  who  died  in  51  B.C.  The  queen  is  alone;  perhaps  a  sign  of  her  early  break-­‐up  with  her   brother-­‐husband   which   would   lead   to   civil   war.   The   Greek   inscription   is   crammed   into   a   space  too   small   to   hold   it;   recycling   work,   first-­‐century   style!   The   juxtaposition   of   Greek   words   with  Egyptian  iconography  embodies  the  multicultural  world  of  Cleopatra’s  Egypt:  Greek-­‐speaking  village  priests,   based   in   an   Egyptian   temple,   serving   a   female   pharaoh   of   Macedonian   descent   who  worships  an  Egyptian  goddess.       90        

        Year  2  Semester  2  (30  credits)   HIST2031  –  Stalin  and  Stalinism  (Dr  Claire  Le  Foll)        Module  Overview  This  course  is  a  survey  history  of  Stalin  and  Stalinism  in  the  USSR,  starting  with  the  aftermath  of  the  Revolutions   of   1917   and   going   up   to   the   present   day.   Major   issues   include   the   legacy   of   Lenin,   the  ensuing   power   struggle   and   the   rise   of   Stalin,   the   social   impacts   of   Stalinism   during   the   1930s   and  the   Great   Patriotic   War.   The   course   then   continues   through   the   rest   of   Soviet   history   to   consider  how  Stalin's  successors  dealt  with  Stalin's  legacy,  and  where  Stalinism  stands  in  the  present  day.       91        

       Indicative  List  of  Seminar  Topics   • Lenin’s  Legacy   • The  Struggle  for  Succession   • Stalin’s  ‘revolution  from  above’   • The  ‘Old’  Bolsheviks:  Stalin  and  Bukharin     • The  Great  Patriotic  War     • Stalin’s  Final  Years   • Stalin’s  Legacy   • Khrushchev  and  De-­‐Stalinisation     • From  Brezhnev  to  Andropov   • Gorbachev  and  Stalin’s  Legacy    Assessment     Assessment  Method   %  Contribution  to  Final  Mark  Commentary  exercise  (also  presented  orally)  (500  words)   20  Historiographical  question  (1500  words)   30  Essay  (3000  words)   50    Sample  Source  In   Stalinist   Moscow   a   man   is   running   along   the   street   shouting:   “The   whole   world   is   suffering  because  of  one  man!  One  man!”  He  is  seized  by  the  NKVD.  “What  were  you  shouting  in  the  streets?”  asks  the  interrogator.  “I  was  shouting  that  the  whole  world  suffers  because  of  one  man”.  “And  who  do  you  have  in  mind?”  The  interrogator’s  eyes  narrow.    “What  do  you  mean,  who?”  The  man  is  astonished.  “Hitler,  naturally”.  “Ah-­‐h-­‐h…”  smiles  the  interrogator.  “In  that  case  you  are  free  to  leave”.  The   man   walks   the   length   of   the   room,   reaches   the   door,   opens   it   and   suddenly   stops   and   turns  around  to  face  the  interrogator.    “Excuse  me,  but  who  did  you  have  in  mind?”    Political  humour  has  been  a  unique  feature  of  Russian  history  and  culture,  from  the  imperial  period  to  today.  It  existed  even  under  Stalin  and  during  the  Great  Terror,  when  telling  a  joke  could  send  you  to   a   Gulag   camp.   The   distinctive,   black   and   absurd   humour   created   in   the   Soviet   Union,   was   the  result  of  the  particular  political  conditions.  Jokes  have  a  great  historical  value,  providing  a  glimpse  of  everyday   laughter,   but   also   documenting   the   way   ordinary   people   coped   with   the   extraordinary  ideological  and  political  pressure.         92    

        Year  2  Semester  2  (30  credits)   HIST2004  –  The  Making  of  Englishness:  Race,  Ethnicity  and  Immigration  in  British  Society,  1841  to   the  Present  (Prof  Tony  Kushner)                                                                                                                            Module  overview  Migration   and   questions   of   difference   are   the   most   pressing   issues   in   today’s   world.   But   how   have  they  been  shaped  and  experienced  in  British  history?  How  do  we  define  Britishness  (or  more  often,  'Englishness')?  How  have  identities  changed  over  the  past  one  hundred  and  fifty  years?  This  module  covers   these   broad   questions   with   specific   regard   to   questions   of   ‘race’,   ethnicity   and   immigration.  Although  the  importance  of  these  issues  in  contemporary  debates  is  very  clear,  this  module  adopts  a  historical  approach  and  charts  how  they  have  developed  from  the  mid-­‐Victorian  period  onwards.  It  asks   whether   Britain   is   a   peculiarly   tolerant   country   in   an   international   context.   How   welcoming  have   state   and   society   been   to   newcomers?   Have   issues   of   race   played   a   major   part   in   British  politics?   Turning   to   the   minorities   themselves,   the   module   examines   their   identities   and   internal  dynamics   in   British   society.   The   approach   adopted   is   comparative,   and   a   wide   range   of   groups   and  responses   to   them   are   examined   including   Jews,   Irish,   Afro-­‐Caribbeans,   Germans,   Asians   and   many  others.   It   asks   if   ‘race’   is   the   most   significant   factor   in   the   treatment   of   minorities   and   their   own  internal   solidarity   or   whether   other   issues   such   as   gender,   class,   age,   locality   and   culture   are   of  greater  importance.         93        

       Indicative  List  of  Seminar  Topics     • The  Irish  in  Victorian  Britain   • Jews  in  Mid-­‐Victorian  Culture  and  Politics   • The  Impact  of  East  European  Jewish  Immigration,  1870-­‐1914   • Intolerance  and  the  First  World  War   • Mosley  and  the  British  Union  of  Fascists   • Post-­‐1945  immigration  control  and  treatment  of  refugees   • The  rise  (and  fall)  of  the  National  Front  and  Enoch  Powell   • Race  and  the  inner  city  disturbances  of  the  1980s   • Multi-­‐Culturalism  and  Racism  in  Contemporary  Britain   • The  Contemporary  Refugee  Crisis    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay    (2000  words)   50  Exam  (2  hours)     50     Here   is   an   image   that   could   and   has   been   used   to   show   British  Sample  Source   tolerance   and   integration   of   migrants.   At   its   top   is   a   sundial     from  1748,  part  of  the  original  Huguenot  chapel  in  the  East  End   of   London   where   the   French   refugees   that   settled   in   London   worshipped.   In   the   late   nineteenth   century   it   became   a   synagogue   for   very   religious   Jews   from   Eastern   Europe   and   more   recently   the   Jamme   Masjid   Mosque   catering   mainly   for   those  of  Bengali  and  Somali  origin.  Brick  Lane  itself,  in  the  heart   of   (now)   trendy   Spitalfields   reflects   the   influence   of   many   migrant  presences,  all  of  whom  have  left  traces.  But  Brick  Lane   has   also   been   the   site   of   violent   contestation   of   territory,   and   especially   attacks   on   groups   ranging   from   Jews   to   Asians.   This   image   is   thus   capable   of   multiple   readings   and   The   Making   of       Englishness   as   a   whole   will   explore   the   fascinating   (if   often     disturbing)   issues   it   raises,   including   through   a   walking   tour   of   the  East  End  itself.         94        

        Year  2  Semester  2  (30  credits)   HIST2086  –  Building  London  1666  -­‐  2012  (Dr  Eleanor  Quince)    Module  Overview  London  is  one  of  the  most  well-­‐known  cities  in  the  world.    It  has  a  fascinating  history,  growing  from  a  relatively   small   development   along   the   river   Thames   into   the   sprawling   metropolis   we   know   today.    In   this   module   we   will   explore   the   history   of   the   city   through   an   examination   of   some   of   its   most  iconic   buildings.     We   will   start   in   1666,   after   the   Great   Fire   of   London,   and   journey   through   the  developing  city  to  the  present  day,  ending  with  the  opening  of  the  Olympic  Park  in  2012.    Each  week  we  will  focus  on  a  particular  building  or  geographic  site,  considering  its  physical  location  within  the  capital,  the  context  of  its  design  and  construction   –  why  it  was  built,  how  it  was  built,  who  and/or  what   it   was   built   for   –   and   then   use   the   building   to   explore   culture   and   society   of   the   time   of   its  development.    We  will  use  maps  of  London  to  enable  us  to  situate  the  buildings,  both  geographically  and  historically;  examine  contemporary  reactions  to  the  buildings  to  gauge  the  meanings  invested  in  them   by   specific   individuals   and   groups;   and   consider   visual   materials,   including   prints,   paintings,  plans   and   photographs,   as   a   means   of   interrogating   the   changing   cityscape   and   the   attitudes   of  contemporaries  towards  it.  Indicative  List  of  Seminar  Topics   • The  rebuilding  of  London  after  the  Great  Fire:  St  Paul’s  Cathedral  (1666-­‐1720)   95   • The  country  in  the  town:  parks,  Garden  Squares  and  villas  (1740-­‐1825)   • Seat  of  power:  the  problem  of  re-­‐building  the  Houses  of  Parliament  (1836-­‐1867)     • Culture  returns  to  the  South  Bank:  the  legacy  of  The  Festival  of  Britain  (1951-­‐1990)            

       Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (2000  words)     25  Essay  (2000  words)   25  Exam  (2  hours)   50    Sample  Source    On  the  2nd  September  1666  a  fire  broke  out  in  the  King’s  baker’s  house  in  Pudding  Lane  and  spread  rapidly   across   the   walled   City   of   London.     The   fire   devastated   80%   of   the   City,   destroying   some  13,200  timber-­‐framed  homes.    A  young  architect,  Christopher  Wren,  who  had  been  working  on  early  plans  for  the  restoration  of  the  City’s  Old  St  Paul’s  Cathedral  –  a  building  in  need  of  much  repair  even  before   it   was   ravaged   by   fire   –   saw   the   devastation   as   an   opportunity.     On   the   morning   of   10th  September   1666,   just   eight   days   after   the   fire   and   while   the   ground   was   still   smouldering,   he  submitted  his  plan  for  a  grand  new  City  to  the  King.    Now  known  as  the  ‘Sunray  Plan’  (above),  Wren’s  New   City   of   London   featured   a   formal   grid   formation   punctuated   with   ‘sunspots’   –   key   buildings  located   at   the   centre   of   broad   intersecting   roadways.     It   was   the   first   real   plan   for   London,   a   City  which  had  grown  organically  with  tiny  houses  erected  haphazardly  across  a  maze  of  narrow  streets  and   alleyways.     There   was   no   money   to   pay   for   Wren’s   grand   scheme,   and   while   the   King   and  Parliament   struggled   to   decide   how   the   New   City   of   London   should   look,   homeowners   began  rebuilding   their   houses   on   the   original   sites.   Wren’s   opportunity   –   the   chance   to   create   a  magnificent  formal  city  –  passed  by,  setting  the  tone  for  four  centuries  of  piecemeal  urban  planning  within  our  capital.                 96        

        Year  2  Semester  2  (30  credits)   HIST2087  –  Islamism:  From  the  1980s  to  the  Present  (Dr  Hormoz  Ebrahimnejad)        Module  Overview  As   a   political   ideology,   Islamism   is   a   phenomenon   of   the   twentieth   century   with   different   strands  and   rooted   in   different   countries   and   representing   different   social   strata.   This   module   examines  Islamism   in   the   first   place   as   an   intellectual   movement,   a   reaction   to   modernity   and   modernisation  projects   that   gained   currency   from   the   beginning   of   the   twentieth   century   in   the   Near   and   Middle  Eastern  countries.  Islamism  extends  from  pure  intellectual  and  cultural  movements  of  the  emerging  middle   class   to   terrorist   organisations   such   as   al   Qaeda   and   ISIS   with   nihilist   inclination   that  constitutes  the  core  of  their  ideology.    The   module   also   examines   the   Western   impact   on   the   development   of   Islamism.   Paradoxically,   the  rise   of   Islamism   that   is   best   known  for   its   anti-­‐   (or   at   least   non-­‐)   Western   characteristics   has   been  either   tolerated   or   supported   by   the   Western   World   and   the   United   States   in   particular   both   as   a  discourse  borne  of  Orientalism  and  as  a  political  convenience  during  the  last  stages  of  the  Cold  War.  In   fact,   Islamist   states   in   the   region,   such   as   in   Afghanistan,   Iran   and   later   on   in   Turkey   were  considered  by  the  West  to  constitute  a  new  “security”  belt  that  was  to  protect  the  Western  interests  against   the   Soviet   Union   and   its   successor,   the   Russian   Federation.   Unpredictable   developments   in  Afghanistan,   Iran   and   Iraq,   however,   caused   costly   wars   but   in   exchange   provided   more  opportunities  for  the  USA  to  consolidate  its  military  presence  in  the  Middle  East  and  Central  Asia.   97          

       Indicative  List  of  Seminar  Topics   • Religion  and  politics  in  Islam     • From  Pan-­‐Islamism  to  Islamism   • Islam  and  Modernity   • Political  Islam  and  its  different  persuasions  in  Afghanistan,  Chechnya,  Iran,  Saudi  Arabia,   Turkey,  and  North  Africa   • Islamist  guerrillas  and  proxy  war  (Al-­‐Qaeda,  Salafite  and  Taliban,  as  political  and  military   arms  of  the  regional  powers)      Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  proposal     30  Essay  (4000  words)   70      Sample  Source  ‘Islam   is   a   religion   of   those   who   struggle   for   truth   and   justice,   of   those   who   clamor   for   liberty   and  independence.  It  is  the  school  of  those  who  fight  against  colonialism.  Our  one  and  only  remedy  is  to  bring   down   these   corrupt   and   corrupting   systems   of   government,   and   to   overthrow   the   traitorous,  repressive,   and   despotic   gangs   in   charge.   This   is   the   duty   of   Muslims   in   all   Islamic   countries;   this   is  the  way  to  victory  for  all  Islamic  revolutions.    Muslims  have  no  alternative,  if  they  wish  to  correct  the  political  balance  of  society,  and  force  those  in   power   to   conform   to   the   laws   and   principles   of   Islam,   to   an   armed   Jihad   against   profane  governments.’     Ayatollah  Khomeini,  Little  Green  Book:  Selected  Fatwahs  and  Sayings  of  Ayatollah  Khomeini,     Translated  into  English  by  Harold  Salemson  —  with  a  special  introduction  by  Clive  Irving  Bantam   Books,  1985  /  ISBN:  0553140329    PDF  Edition  by  Kultural  Freedom,  2011,  p.  1.        Ayatollah   Khomeini   (1902-­‐1989)   was   a   political   cleric   who   revolutionised   the   relationship   between  religion  and  politics  in  Iran.  In  the  above  source,  he  justifies  political  Islam  by  the  duty  of  the  clerics  to   fight   against   colonialism   and   imperialism.   However,   after   gaining   power   in   Iran   he   went   further  and  claimed  that  the  society  should  be  governed  according  to  the  principles  of  shari’a  (Islamic  law).         98        

        Year  2  Semester  2  (30  credits)   HIST2090  –  Britain’s  Global  Empire,  1750-­‐1870  (Dr  John  McAleer)       Francis  Hayman,  Robert  Clive  and  Mir  Jafar  after  the  Battle  of  Plassey,  1757     c.  1760,  National  Portrait  Gallery)    Module  Overview  By  the  middle  of  the  eighteenth  century,  in  the  words  of  one  contemporary,  Britain  had  acquired  a  ‘vast   empire   on   which   the   sun   never   sets,   and   whose   bounds   nature   has   not   yet   ascertained’.   The  century  or  so  that  followed  played  a  key  role  in  shaping  today’s  transnational  and  globalised  world.  It  also  represents  a  crucial  phase  in  British  history,  as  the  country  emerged  as  a  major  power  on  the  world   stage.   In   this   module,   we   will   explore   the   origins,   expansion   and   consolidation   of   the   British  Empire  in  this  period  across  continents  and  oceans.  By  the  end  of  the  module,  we  will  have  studied  key   events   in   the   foundation   of   Britain’s   empire   from   a   variety   of   perspectives,   ranging   across   the  globe,  and  using  an  array  of  sources.  Our  close  scrutiny  of  written  primary  sources  –  such  as  letters,  journals   and   travelogues   –   as   well   as   images   and   objects   will   help   us   to   understand   how   this  historical  period  changed  the  world  and  Britain’s  place  in  it.     99        

       Indicative  List  of  Seminar  Topics     • The  Atlantic:  North  America  and  the  Caribbean     • Enlightenment,  exploration  and  emigration:  the  Pacific  and  Australia   • Trade  and  empire  in  Asia:  The  East  India  Company     • New  horizons:  Africa   • Art  in  the  service  of  empire   • Collections,  museums  and  empire    Assessment   Assessment  Method   %  Contribution  to  Final  Mark  Essay  (4000  words)   50  Exam  (2  hours)   50      Sample  Source  ‘In  this  vast  empire,  on  which  the  sun  never  sets,  and  whose  bounds  nature  has  not  ascertained,  one  great  superintending  and  controlling  dominion  must  exist  somewhere;  and  where  can  that  dominion  reside  with  so  much  dignity,  propriety,  and  safety,  as  in  the  British  legislature?’   Sir  George  Macartney,  1773    Macartney   was   writing   in   the   immediate   after   of   the   Seven   Years   War,   a   watershed   in   the  development   of   the   British   Empire.   His   remarks   point   to   the   changing   nature   of   the   empire   at   this  time,  and  the  increasingly  important  role  that  it  would  play  in  British  politics,  society  and  culture.  In  the  space  of  barely  a  century,  events  such  as  the  acquisition  of  Canada,  the  loss  of  thirteen  American  colonies,  the  rise  of  the  East  India  Company  in  Asia,  the  exploration  of  the  Pacific,  and  an  emerging  interest  in  Africa  irrevocably  changed  the  nature  of  Britain’s  relationship  with  the  rest  of  the  world.           100