Year 3 module choice booklet final

Encounter the Past from Ancient Egypt to the War on Terror University of Southampton History Department Year 3 Module Choices 2018-19

This booklet has been designed with the help of colleagues from across the department to provideyou with the essential information to help inform your choices for the year ahead. I encourage youread through it and to carefully consider which topics you believe will best stimulate, entertain, andchallenge you in the coming academic year.Be bold in your choices. Here at Southampton you are part of an incredibly dynamic community ofscholars, whose broad expertise and varied interests are reflected in the original and thought-provoking modules on offer. Take the time to explore what is on offer by reading the overviews,considering the lists of content and enjoying the sample sources and commentaries provided. Do notbe put off by things which you may not yet have heard of, or have not studied before. Getting themost out of your time at university means seizing the opportunity to broaden your horizons andchallenge yourself intellectually, and that is exactly what this varied curriculum offers you. Just asthe staff in this department are pushing the boundaries of historical knowledge and understanding,so should you be on both an academic and a personal level.I wish you all the best for the upcoming year, and hope this booklet helps you make the most of themany opportunities on offer to you. Dr Julie Gammon Director of Programmes

ContentsHow to Select Your Modules………………………………………………………………………………………………………………3Staff Contact Details………………………………………………………………………………………………………………………….5Special Subjects (Part 1 and 2 spread over both semesters)HIST3199/200 - Being Roman: Society and the Individual.………………………………………………………………..7HIST3113/34 - Modern Israel 1948-2007…………………….…………………………………………………………………11HIST3042/43 - From Tyranny to Revolution………………..………………………………………………………………….15HIST3236/37 – Ethiopia………………………………………………………………………………………………………………….19HIST3054/55 - The Third Reich……………………………………………………………………………………………………….23HIST3188/89 - War and Society: England at War, c.1300-c.1400……………………………..………………………27HIST3214/15 – Revolution in Modern Iran………………………………………………………………………………………31HIST3238/31 - Themes in Modern Chinese History…………………………..……………………………………………35HIST3232/33 - For the Many not the Few: The History of the Labour Party…….……………………………..39HIST3060/61 - The Holocaust: Policy, Responses and Aftermath…………………………………………………….43HIST3123/24 - Slavery and Freedom in the Caribbean…………………………………………………………………….47HIST3036/38 - France under the Nazis……………………………………………………………………………………..…….51HIST3069/70 - The Vietnam War in American History and Memory.………………………………………………55HIST3142/46 - Passions and Profits: Wealth, Freedom and Virtue in the age of Adam Smith…………..59HIST3171/66 - The Crisis of Austria-Hungary……………………………………………………………….…………………63HIST3104/05 - Refugees in the Twentieth Century…………………………………………………………………………67HIST3234/35 - Political Cultures in Modern Russia…………………………………………………………………………71HIST3066/67 - The Henrician Reformation 1509-1547……………………………………………………………………..75HIST3203/04 - American Empire……………………………………………………………………………………………………...79HIST3161/64 - Crime and Society in Medieval England…………………………………………………………………….83HIST3107/08 – The 1947 Partition of India and its Aftermath ………..…………………………………….……….87HIST3218/19 - Nuclear War and Peace……………………………………………………………………………………..……91 1

HIST3225/26 - The Great Exhibition of 1851………………………………………………………………………………..…95HIST3170/67 - Rome and Jerusalem…………………………………………………….………………………………………….99Alternative HistoriesHIST3116 - Alternative Histories: Between Private Memory and Public History…………………………..103HIST3132 - Alternative Histories: Conflict, Transformation and Resurgence in Asia……………………..105HIST3148 Cultures of Migration……………………………………………………………………………………………………107HIST3187 - Bible and History…………………………………………………………………………………………………………109HIST3220 Homes and Houses……………………………………………………………………………………………………….111HIST3224 - Alternative Histories: Fascism and the Far Right…………………………………………………………113HIST3230 - Alternative Histories: Ethics of War………………………………………………………………...............115HIST3229 - Alternative Histories: Sweet Charity?..............................................................................117Semester 1 30 Credit ModulesENGL3038 - Inventing America………………………………………………………………………………………………………119ENGL3056 - Victorian Bestsellers……………………………………………………………………………………………………121Semester 1 15 Credit ModulesARCH3028 - Living with the Romans: Urbanism in the Roman Empire……………………………………………123ARCH3039 – More than Pyramids and Pharaohs? Ancient Egypt………….………………………………………125ARCH3045 – The Archaeology and Anthropology of Adornment…………………………………………………..126GERM3016 - Language and the City……………………………………………………………………………..……………….127Index by historical period……………………………………………………………………………………………………………..129 2

How to Select Your ModulesIn order to qualify for your degree, you need to take 120 credits during the academic year, that is, 60credits in each semester. Other arrangements apply for part-time students, and sometimes forstudents whose studies have been affected by other circumstances in some way. The requirement totake 120 credits is very important. The credits attached to each module are stated in eachdescription below. All the modules described in this brochure are historical in terms of content andmethod. Some of them have codes which are not history ones but this is not meaningful; somehistory modules were planned in association with other subjects, or involve staff from more thanone department, and so are classified in a slightly different way. Differences in module codes do notindicate anything important about the module in question; if the modules are in this brochure, theyare essentially historical in nature.If you require further information on any module you can email the module convenor or JulieGammon as Director of Programmes ([email protected]). For Single-Honours History StudentsFor single-honours history students, a dissertation (HIST3021) is compulsory. You choose your topicin consultation with an appropriate supervisor – your proposal will be submitted during semester 1of your final year. The dissertation is worth 30 credits and much of the work for it is done insemester 2.Most single-honours history students take a special subject which is a very detailed and specialisedsource-based module. They come in two parts, one in semester 1 and one in semester 2, and each isworth 30 credits. All part 1s of the Special Subject are 100% coursework assessment: there are noexams. You can consult the Royal Literary Fellows and the Writing Centre for any of the assessments.The other 30 credits in semester 1 can either be taken as an Alternative Histories module which arebroad thematic studies of particular topics or any of the other modules listed in this handbook. Oryou can back track to year 2 modules if space allows. For Joint-Honours StudentsYour degree is designed so that half should be in history and half should be in your other subject. Insemester 1 you can select any modules amounting to 30 credits in History. In semester 2, it iscompulsory for joint-honours students—except those combining modern languages with history—totake a dissertation, and you can choose between the two disciplines for this.PAIR2004 is a pre-requisite module for MHP students who want to do a Politics dissertation. If youdid not take PAIR2004 in year 2 you will be doing a History dissertation.There are various combinations that work here. You could take a history special subject for parts 1and 2 and so fulfil the history requirement of your degree; you could take an alternative history anda dissertation in History; you could take a special subject part 1 and a dissertation in History; or thereare other combinations that work. The essence is to remember that you need 30 credits of history ineach semester and that for most joint degrees you must do a dissertation somewhere. If you areunclear on the requirements please consult with your PAT or Dr Chris Fuller (JH Liaison Tutor in 3

History) or Dr Julie Gammon (Director of Programmes). Your other 30 credits in each semestershould follow the requirements of your other subject. CHOICESYou will select your modules on the www.mychoice.soton.ac.uk website anytime from Monday12 March (at 12.00) to Monday 19 March (12.00). You can go back into the system andchange your modules at any point that it remains open but once it closes at 12.00 on the 19thMarch the modules that are in the system will be used for the purpose of allocation. This is not afirst-come, first-serve system but will allocate according a memetic algorithm that will work outthe best possible fit for all students so everyone has an equal chance of being allocated to theirtop preferences.PLEASE USE A PC OR MAC TO LOG IN TO THE CHOICES SYSTEM – NOT YOUR PHONE ORTABLET.Single Honours students need to identify 6 Special Subjects and 6 Alternative Histories/othermodules from this Handbook. Joint Honours students should select 6 options in total from thesemester 1 offering (if you are not doing HIST3021 this must be 6 Special Subjects, if you aredoing HIST3021 your list can comprise of both Special Subjects and Alternative Histories if youwish). Once you have selected the expected number of modules for semester 1 you will be askedon the next screen to list them in preference order – you can do this by dragging and droppingyour list. Your top preference should be in position 1. Make sure that you ‘finish’ your selectionafter making your choices so that they are saved in the system – this doesn’t stop you going backinto the system before the 19th to adjust your choices but make sure that you have ‘finished’ theprocess each time.IN BRIEF1. Sign into mychoice.soton.ac.uk using your normal Southampton log in details.2. On the Introduction page JH students will be asked if they are going to do HIST3021 (HistoryDissertation).3. Select your required number of choices (6 of each for SH, 6 in total for JH) from the listmodules and add them to your basket.4. Prioritise your list by organising them into preference order (drag and drop).5. Finish the process to save your options. DisclaimerThe information contained in this Module Options Handbook is correct at the time it waspublished. Typically, around a quarter of optional modules do not run due to low interest orunanticipated changes in staff availability. If we do have insufficient numbers of students interestedin an optional module, this may not be offered. If an optional module will not be running, we willadvise you as soon as possible and help you choose an alternative module. Please see theuniversity’s official disclaimer http://www.calendar.soton.ac.uk/. 4

Staff Contact DetailsLecturer Office EmailDr Remy Ambuhl 2074 [email protected]. George Bernard 2049 [email protected]. David Brown 1024 [email protected] Annelies Cazemier 2047 [email protected] Eve Colpus 1053 [email protected] Jon Conlin 2073 [email protected] Chris Courtney 3081 [email protected] David Cox 2051 [email protected] Niamh Cullen 1053 [email protected] Hormoz Ebrahimnejad 3035 [email protected] Chris Fuller 1051 [email protected] Julie Gammon 2069 [email protected] George Gilbert 1051 [email protected]. Shirli Gilbert 2051 [email protected] Alison Gascoigne 65a/3029 [email protected]. Neil Gregor 2057 [email protected]. Maria Hayward 2059 [email protected] Jonathan Hunt 2063 [email protected] Nicholas Karn 2065 [email protected] Kingwell 2063 [email protected]. Tony Kushner 2053 [email protected] Claire Le Foll 3033 [email protected]. Dan Levene 1001 [email protected] John McAleer 2043 [email protected] Pritipuspa Mishra 2104 [email protected]. Kendrick Oliver 2061 [email protected]. Sarah Pearce 1049 [email protected] Christer Petley 2081 [email protected] Chris Prior 1047 [email protected] 5

Dr Eleanor Quince 65A/3017 - [email protected] Archaeology buildingProf. Andrea Reiter 3087 [email protected] Louise Revell 65A/3027 - [email protected] Archaeology buildingDr Charlotte Riley 1047 [email protected] Alan Ross 2051 [email protected]. Joachim Schlör 1023 [email protected] Helen Spurling 2047 [email protected]. Mark Stoyle 2077 [email protected] Katalin Straner 3033 [email protected]. Ian Talbot 2075 [email protected] Joan Tumblety 2067 [email protected] Lena Wahlgren-Smith 1057 [email protected]. Chris Woolgar 2055 [email protected] 6

Year 3 Special Subject (30 credits) HIST3199 – Being Roman: Society and the Individual in Rome and Italy, Part 1 (Dr Louise Revell)Module OverviewWhat was it to be a Roman, and how did the individual fit into the various social groups within Romeand Italy? Questions of identity and identity formation have formed a key part of Roman studieswithin the last three decades, whether answered from textual sources, iconography or materialevidence. In particular, nineteenth and early twentieth century assumptions (and prejudices) aboutthe normative experience of the elite male have been questioned, and the idea of the woman, thepoor and the child all been found wanting. In this module you will have the opportunity to look atthe evidence with a new perspective, and engage with debates which question whether the Romansreally were just like us.Part one of the module will focus on the social history of Rome and Roman Italy between c.200BCand AD250. Through the detailed examination of a variety of primary sources, including historicalnarratives, legal codes, love poetry, iconography and houses, we will investigate the ways in whichidentities were constructed and maintained. We will focus on both everyday activities, but also theideals and discourses involved. We will begin by considering the definition of identity, and thequestion of whether it differed in the past, before moving on to consider three key aspects ofpersonal identity: status/rank, gender and age. Through a series of specific case-studies, we will 7

consider a variety of factors, ranging from social regulations through laws to family attitudes fromepitaphs.Indicative List of Seminar Topics  Political activity: the magistrate and the citizen  Working identities in Rome and Pompeii  Slaves and freedmen  Houses and households  Gender ideals: the law of the family  Gender and the body  Gender and the other in art and literature  Infants and children  Adults and the elderlyAssessment % Contribution to Final Mark Assessment Method 40 401 x essay (3,000-words) 201 x essay (3,000-words)1 x gobbets exerciseSample Source‘Here is buried Amymone, [wife] of Marcus, best and most beautiful, a worker-in-wool, devoted,modest, frugal, chaste, a stay-at-home.’ CIL 6.11602, RomeThis is an epitaph set up to a deceased woman, Amymone, by her husband, Marcus. It is typical ofthe epitaphs of the non-elite both in Rome and in Italy, both in terms of its brevity and its content. Itties into the wider tradition of celebrating the moral worth of an individual in death. These valuesvaried according to the gender and age of the deceased, and here we see those typically ascribed toa married woman (a matrona). She is described as devoted, presumably to her husband and anyfamily, and she as a chaste woman, that she was not sexually promiscuous. We also see her praisedfor her ability in keeping a house, through her frugality, and her textile work. This last skill ties into afrequent theme in the iconography of women, when they are depicted with a wool-working basket.More unusual is the praise for her appearance (most beautiful), which was not included within thepraiseworthy attributes of a Roman woman. 8

Year 3 Special Subject (30 credits) HIST3200 – Being Roman: Ethnicity, Culture and Empire, Part 2 (Dr Louise Revell)Module OverviewWas there such a thing as Roman ethnicity, and if so, what form did it take? Ethnic identity hasproved one of the most controversial subjects of the last century, and this is also true for ancientethnicity: how do we define it, and how do we investigate it in past societies. In this module, you willdebate the validity and definition of the idea of a Roman ethnic identity, and through closeengagement with a range of primary material and secondary texts, assess the evidence. In theancient world, Rome was unique in the extension of Roman citizenship to its conquered subjects,and a second question we will address is the impact of this on subject ethnicities, and whetherRoman imperialism saw the spread of Roman ethnicity.You will explore ideas of ethnicity in the secondary literature relating to both modern ethnicity andto ancient ethnicity. We will then apply a range of these ideas to the Roman world and Romanethnicity for the late Republican period through to the third century AD. We will evaluate a range oftextual sources to consider ideas of shared customs and a shared past as part of the ways in whichan ethnic identity is formulated. We will also consider the spread of Roman ethnicity and theretention of local ethnicities in both Italy and the wider empire under the umbrella term ofRomanization.. 9

Indicative List of Seminar Topics  Ideas of ethnicity past and present  A shared past: the origins of Rome  Shared customs: urban living  Shared customs: religion  Shared customs: daily living  Romans and the other: Greeks and the Barbarians  Spread of Roman ethnicity: the Italian allies  Spread of Roman ethnicity: the Western provinces  Spread of Roman ethnicity: the Eastern provinces Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x 3-hour exam 50Sample Source‘For there was a time when men wandered at large in the fields like animals and lived in wild fare;they did nothing by the guidance of reason, but relied chiefly on physical strength; there was as yetno ordered system of religious worship nor of social duties; no one had seen legitimate marriage norhad anyone looked upon children whom he knew to be his own; nor had they learned theadvantages of an equitable code of law.’ Cicero de Inventione 1.2This is part of a handbook on oratory, composed by one of the leading politicians of the late Republic.In this part, Cicero is recounting the role of oratory in his narrative of social evolution. He isdescribing a time when the Romans did not live in towns, which in the ancient world was seen as theideal form of settlement. This passage provides an insight into the Roman ideology of urbanism: thatit was more than a physical environment, but encompassed wider aspects thought of as civilized bythe Romans. The ideal form of social grouping shared an organised legal system and a shared set ofreligious rituals. As well as these aspects of public life, the ideal settlement had a system of privatelaw, with formal marriages and inheritance. For the Romans, this urban living was part of their self-identification as a civilized people, and it formed the basis of how they judged other people in theirethnographic writing. Those without urban settlements, such as the tribes of north-west Europe,were also described as lacking the further elements of organised living. 10

Year 3 Special Subject (30 credits) HIST3113 – Modern Israel 1948-2007, Part 1 (Prof Joachim Schlöer)Module OverviewContemporary images of Israel are often informed by general political attitudes, and the many -different - realities of life in Israel tend to disappear behind these images. The history of the pre-state Jewish community in Palestine and of the State of Israel has to be seen in a variety of widercontexts: European colonial interests in the Middle East; Jewish life in Europe and the rise of Zionism;the emergence of a Palestinian Arab political consciousness; the British Mandate and the League ofNations; World War I and its impact on the region; World War II and the Holocaust. These contextswill be treated, but the focus of the course is Modern Israel itself - its history, its political situation,inner-Israeli divisions and the role of historical consciousness. Part 2 of the course will take a closerlook at Israel's cultural history.Indicative List of Seminar Topics  Introduction to the main (historical) debates about contemporary Israeli identities  Examine the geo-political situation of the State of Israel between \"Europe\" and the \"Orient\"  Analyse the main political developments since 1948 and their reflection in historical writing  Current debates and frictions inside of the Israeli society (along the lines of Jewish/Arab, secular/religious, European/Oriental divisions)  The role of architecture and planning in Israel  Evaluate media coverage of Israel and the conflict in the Middle East from new perspectives  Describe the mosaic of identities in Israel beyond one-dimensional views  Make use of maps and other forms geographical data for an understanding of political developments 11

Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000-words)1 x gobbets exerciseSample Source‘It is not easy to take a look at ourselves this year. There was a war, and Israel flexed its massivemilitary muscle, but also exposed Israel's fragility. We discovered that our military might ultimatelycannot be the only guarantee of our existence. Primarily, we have found that the crisis Israel isexperiencing is far deeper than we had feared, in almost every way.I am speaking here tonight as a person whose love for the land is overwhelming and complex, andyet it is unequivocal, and as one whose continuous covenant with the land has turned his personalcalamity into a covenant of blood.’‘I am totally secular, and yet in my eyes the establishment and the very existence of the State ofIsrael is a miracle of sorts that happened to us as a nation - a political, national, human miracle.I do not forget this for a single moment. Even when many things in the reality of our lives enrage anddepress me, even when the miracle is broken down to routine and wretchedness, to corruption andcynicism, even when reality seems like nothing but a poor parody of this miracle, I always remember.And with these feelings, I address you tonight. ‘ Translated from the Hebrew by Haim Watzman; published in the New York Review of Books, January 11, 2007The Israeli writer David Grossman gave this speech at the Rabin memorial ceremony, Tel Aviv,November 4, 2006. Israel’s Prime Minister Yitzhak Rabin had been assassinated by a young right-wing radical Israeli, on November 4, 1995, at the end of a peace rally where he had joined a largecrowd singing ‘Shir ha-shalom’, a song of peace. In summer 2006, Prime Minister Ehud Olmert ledthe country into the second Lebanon War – and again the Israeli society was deeply divided aboutthe justification for this war, and for its costs. David Grossman (born 1954 in Jerusalem) is one of theleading intellectual voices in Israel. He opposed the Lebanon war for political reasons, but here healso speaks as a father who lost his son, Uri, on the last day of this war. Standing next to Olmert,Grossman in his speech gives us an insight into the ‘miracle’ that the foundation of the State of Israelrepresented for him, and not just for him, and at the same time into the fears and doubts about itsfuture existence. 12

Year 3 Special Subject (30 credits) HIST3113 – Modern Israel 1948-2007, Part 2 (Dr Joachim Schlöer)Module OverviewBuilding up on the introductory reading about the foundation of the State of Israel in 1948 and thehistorical developments - marked by wars and conflicts, 1956, 1967, 1973, 1982 - the second part ofthis course will take a closer look at the culture(s) and everyday-life in Israel, making use of a broadvariety of contexts and fields of research, including cultural geography, sociology, literature, musicand the arts.Indicative List of Seminar Topics  Go beyond the media coverage of the Israeli-Palestinian conflict and explore the Israeli society from \"the inside\", with an emphasis on the role of culture(s) in Israel  Introduce you to a variety of political and cultural aspects of everyday-life in Israel and the role of historical consciousness  The idea of \"Mediterraneanism\" as an option for Israeli identities  The impact of immigration and \"multi-culturalism\" on Israeli identities  Current debates and frictions inside of the Israeli society (along the lines of Jewish/Arab, secular/religious, European/Oriental divisions) and their reflection in the arts  The contributions of literature and the arts to Israeli self-images 13

Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x exam (3 hour)Sample SourceIt is not easy to take a look at ourselves this year. There was a war, and Israel flexed its massivemilitary muscle, but also exposed Israel's fragility. We discovered that our military might ultimatelycannot be the only guarantee of our existence. Primarily, we have found that the crisis Israel isexperiencing is far deeper than we had feared, in almost every way.I am speaking here tonight as a person whose love for the land is overwhelming and complex, andyet it is unequivocal, and as one whose continuous covenant with the land has turned his personalcalamity into a covenant of blood.I am totally secular, and yet in my eyes the establishment and the very existence of the State ofIsrael is a miracle of sorts that happened to us as a nation - a political, national, human miracle.I do not forget this for a single moment. Even when many things in the reality of our lives enrage anddepress me, even when the miracle is broken down to routine and wretchedness, to corruption andcynicism, even when reality seems like nothing but a poor parody of this miracle, I always remember.And with these feelings, I address you tonight. Translated from the Hebrew by Haim Watzman; published in the New York Review of Books, January 11, 2007The Israeli writer David Grossman gave this speech at the Rabin memorial ceremony, Tel Aviv,November 4, 2006. Israel’s Prime Minister Yitzhak Rabin had been assassinated by a young right-wing radical Israeli, on November 4, 1995, at the end of a peace rally where he had joined a largecrowd singing ‘Shir ha-shalom’, a song of peace. In summer 2006, Prime Minister Ehud Olmert ledthe country into the second Lebanon War – and again the Israeli society was deeply divided aboutthe justification for this war, and for its costs. David Grossman (born 1954 in Jerusalem) is one of theleading intellectual voices in Israel. He opposed the Lebanon war for political reasons, but here healso speaks as a father who lost his son, Uri, on the last day of this war. Standing next to Olmert,Grossman in his speech gives us an insight into the ‘miracle’ that the foundation of the State of Israelrepresented for him, and not just for him, and at the same time into the fears and doubts about itsfuture existence. 14

Year 3 Special Subject (30 credits) HIST 3042 - ‘From Tyranny to Revolution: England, 1625-1649’, Part 1 (Professor Mark Stoyle)Module OverviewDuring the 1640s England was racked by the most widespread and destructive conflict which it hasever seen. The Civil War of 1642-46 resulted first in the overthrow of Charles I’s regime andeventually in the trial and execution of the king himself. But what was this momentous conflict allabout? What were its causes? What were its effects? And what were conditions like for theordinary men and women who had to live through it? The two interlinked third year special subjectcourses HIST 3042 and HIST 3043 set out to answer these questions. In HIST 3042, taken during thefirst semester, a detailed study will be made of the events which preceded the war, during theperiod between 1625 and 1642. In HIST 3043, taken in the second semester, students will examinethe horrors of the Civil War itself and the events which led up to the king’s execution. The twocourses focus, throughout, on the ways in which the conflict between Charles I and his enemiesaffected English society as a whole. 15

Indicative List of Seminar Topics  Halcyon days’?: Charles I and the Personal Rule.  Secret sedition’?: Puritanism and opposition.  A British problem?’: Trouble with the Scots.  War in the north: The collapse of the royal regime.  ‘A field of blood’: The Irish Rising, 1641.Assessment Assessment Method % Contribution to Final Mark 501 x essay (4,000 words) 501 x gobbet exerciseSample Source‘But above all these, the king had another instigator of his violent purposes, more powerful than allthe rest, and that was the queen [for] ... wherever male princes are so effeminate as to sufferwomen of foreign birth and different religions to intermeddle with the affairs of state, it is alwaysfound to produce sad desolations; and it has been observed that a French Queen never brought anyhappiness to England’. [L. Hutchinson, Memoirs of the Life of Colonel Hutchinson, Written by his Widow Lucy (Everyman edition, 1913), pp. 70-71.]This scathing attack on King Charles I and his French catholic wife, Queen Henrietta Maria, waswritten by Lucy Hutchinson, a zealously protestant - and stoutly parliamentarian - gentlewomanduring the mid-seventeenth-century. Hutchinson’s scornful words illustrate the widespreadcontemporary conviction that it was the queen who wore the trousers in the royal marriage, andthat - under the malign influence of his wife - Charles was steering the English ship of state towardsdisaster. Such fears played an important part in persuading many English people to support theParliament in the great civil conflict of 1642-46. 16

Year 3 Special Subject (30 credits) HIST3043 – From Tyranny to Revolution: England, 1625-1649, Part 2 (Professor Mark Stoyle)Module OverviewDuring the 1640s England was racked by the most widespread and destructive conflict which it hasever seen. The Civil War of 1642-46 resulted first in the overthrow of Charles I’s regime andeventually in the trial and execution of the king himself. But what was this momentous conflict allabout? What were its causes? What were its effects? And what were conditions like for theordinary men and women who had to live through it? The two interlinked third year special subjectcourses HIST 3042 and HIST 3043 set out to answer these questions. In HIST 3042, which is takenduring the first semester, a detailed study will be made of the events which preceded the war,during the period between 1625 and 1642. In HIST 3043, which is taken in the second semester,students will examine the horrors of the Civil War itself and the events which led up to the king’sexecution. The two courses focus, throughout, on the ways in which the conflict between Charles Iand his enemies affected English society as a whole.Indicative List of Seminar Topics  Introduction: The outbreak of the Civil War.  Cavalier or Roundhead?: The choice of sides.  Plague, fire and famine: The war’s effects.  ‘Wenches in trenches’: Women at war.  ‘Off with his head’: The execution of the king. 17

Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x 3-hour examSample Source‘King Charles I set up his standard at Nottingham, AD 1642, and because few there resorted to him,he removed thence to Shrewsbury about the latter end of the summer of 1642, in the hope that thiscounty [i.e. Shropshire] and Wales would soon furnish him with an army, and he was notdisappointed in his expectation for multitudes came to him daily. And out of these three [hamlets] ofMyddle, Marton and Newton, there went no less than 20 men, of which number 13 were killed inthe wars’. [Richard Gough, The History of Myddle (D. Hey, ed., 1981), p. 71.]The British men and women who died during the First and Second World Wars are still proudlycommemorated today, in the war-memorials which were erected in towns and villages in every partof the country in the wake of those conflicts. Of the tens of thousands of ordinary men and womenwho lost their lives during the ‘British wars’ of the 1600s, however, remarkably little is known.Richard Gough’s manuscript ‘history’ of his home-parish of Myddle, in Shropshire - which Goughwrote towards the end of his long life, in about 1700 - is thus a precious survival. In this brief extractfrom the manuscript, Gough not only notes exactly how many men from his sparsely-populatedparish went out to fight for Charles I, but also how few of them came home again. From thesefigures, later historians have been able to gauge some idea of the true human cost of the conflict incommunities right across the kingdom, for, ‘if so many dyed out of these three hamlets’, as Goughhimself subsequently went on muse, ‘we may reasonably suppose that many thousands died inEngland in that war’. 18

Year 3 Special Subject (30 credits)HIST3236– Ethiopia: The East African Empire up to the 18th century, Part 1 (Professor Dan Levene) Amda Seyon I, 1314-1344. Church of Debra Berhan Selassie, Gondar, Ethiopia.Never colonised, Ethiopia stands alone in the African continent as a world player. From its rise in the1st century as the Kingdom of Axum, and its adoption of Christianity as a state religion in the 4th, itemerged as an independent empire that held its own in regard to the Roman and Persian Empires inLate Antiquity, resisted Islam as its neighbours succumbed one by one in the Medieval period, andkept Western imperial designs at bay. It developed a unique culture that was informed by its ethnicand religious diversity, its impenetrable mountainous terrain and its strategic setting - betweenAfrica and Asia and a buffer between the north-eastern and south-eastern parts of Africa.In this module we will consider a wide chronological scope through the prism of a number of themes,including its unique forms of Christianity, Islam, Judaism and other indigenous faiths, internationalrelations, and internal dynamics. These will be assessed in regards to both archaeological remainsand written sources. The ancient stone monoliths of Axum, the medieval rock-hewn churches ofLallibela, and the palaces of the early-modern Gondarine kings will serve as illustrations of times ofgrandeur. The literary history, the roots of which can be traced to the emergence of the Ethiopicscript in the 4th century CE, will provide the chronicles of kings, lives of saints, foundational originmyths and more. External materials such as the Futah Al-Habasha will tell of the overrunning ofEthiopia by the Muslim Ahmad Grañ in the first half of the 16th century, whereas the writings oftravellers like the 18th century James Bruce will offer western perspectives. 19

Indicative List of Seminar Topics Origins – The Early state and the arrival of Christianity in the first century. The Empire of Axum – The spread of Christianity, and an Empire amongst Empires. Medieval Ethiopia – The flourishing of a dynasty and an indigenous culture. Muslim Ethiopia. Ethiopia and the West – A tale of diplomacy, mission and segregation.Assessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x gobbet exercise 50Sample Source‘The king of Ethiopia, Amda Tseyon, learnt that the prince of the unbelievers had revolted againsthim and treated him with contempt. Like the devil who formerly wished to compete with his Creatorand make himself the equal of the Almighty the prince of the unbelievers, who was called Sabr ad-Din, held up his head with pride and defied his lord Amda Tseyon. He said: ‘I wish to be the king of allEthiopia; I will rule the Christians, according to my law and I will destroy their churches”. [Pankhurst, R., The Ethiopian Royal Chronicles, 1967, pp. 13-15]This extract is from the Chronicle of Amda Tseyon (1314-1344). One of the first kings of the renewedSolomonic dynasty, his military success was such that he expanded the territory under his rule todominate the horn of Africa. This extract offers some account of the threats the Ethiopian OrthodoxChristian regime faced from the Muslim countries that came to completely dominate the region.While Amda Tseyon was successful in pushing the Muslim forces from the coastal regions the threatcontinued to loom large. Indeed, in the 16th century, between 1529-1543, Muslim forces rose againto dominate the country. Ethiopia is home to a multi-religious population which is an aspect of itshistory that has informed its identity at every stage of its existence. 20

Year 3 Special Subject (30 credits) HIST3237– Ethiopia: From the Empire to Socialist to the Federal Democratic Republic. Ethiopia 1755-1987, Part 2 (Professor Dan Levene) The Battle of Adwa, 1896. The Italians suffer a crushing defeat.Module OverviewEthiopia’s long imperial history and its impenetrable terrain contributed to its isolation and theformation of a rich indigenous culture. Yet, it was this seclusion that left the great technologicaldevelopments that started with the enlightenment and peaked in the 19th and 20th centuries beyondits borders.A slow history of contact through travellers and mission did not prepare Ethiopia for what was tocome. The British Magdala campaign in 1868 easily toppled Tewodros II, who is still considered thegreat unifier of the modern Ethiopian Empire. In 1895 when the Italians invaded the Ethiopians werebetter prepared. The battle of Adwa saw the Italians defeated. They returned in 1935 to occupyEthiopia for a long cruel year. They too were eventually rebuffed, but a heavy price was paid. Whatemerged was the nation of Ethiopia that was ruled by the Emperor Haile Selassie. Its history of beingun-colonised made it the ideal home for the African Nations. Starting as a moderniser the emperoreventually lost his control and ceded his throne to a military socialist revolutionary regime.In this module we will follow the momentous changes that Ethiopia experienced in between its re-emergence in the 18th century as an imperial entity until its demise as a 20th century communist one.We will consider its passage into the 20th century as it moved forward as a nation state, retaining itsindigenous culture and identity; its living traditions side by side the emergence of global structuresof statecraft and technological advancement. 21

Indicative List of Seminar Topics The end of an era or the start of a new one? The British and the Ethiopians. Disaster and development – The Italians and the Ethiopians. Never Colonised – the reign of Haile Selassie. The Derg – From Empire to Provisional Military Government of Socialist Ethiopia.Assessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x 3-hour exam 50Sample Source‘In the name of the Father, the Son, and the Holy Spirit, One God, King of Kings Tewodros. May itreach the servant of the Queen of England, the head of the appointees Käbilafer. How are you? I,thanks to God, am well. I have received the letter you sent me for our friendship. I am happy, by thePower of God, to have found your friendship. Previously I befriended Ato Buladin [Mr Plowden] andothers, in wanting your friendship. Now, by the Power of God, we are friends. And now, by thePower of God, you will be’.[Pankhurst, R., “Tewodros Bomba: Discovery of an Unpublished Letter from Ase Tewodros to “Etege” Yatamannu”, Aethiopica 13(2010). 193-200]This letter was written about a week before Napier and his troops arrived at the plateau fortress ofMagdala. The overwhelmingly superior artillery of the British determined this to be a swift anddecisive victory. Having been so dramatically vanquished Tewodros shot himself in the head. Thisletter shows the Ethiopian king’s misguided confidence right to the very last. 22

Year 3 Special Subject (30 credits) HIST 3054 – The Third Reich, Part 1 (Professor Neil Gregor)Module OverviewIn this module, you will cover the rise of national socialism in Germany, the nature of the Naziregime, and the relationship between these regimes and German society. This module will give you achance to engage with the historiographical debates surrounding the origins of National Socialism,the causes of the failure of the Weimar Republic and the reasons why the National Socialistmovement came to power. We will also look at debates concerning the internal development of theNazi regime, the nature of Hitler's power and the implications of these for how policy became moreradical. By the end of the module, you will have a clear understanding of the relationship betweenthe National Socialist regime and German society and the ways in which the Nazi regime maintainedits hold over German society.Indicative List of Seminar Topics  The emergence of the populist radical right  The rise to power of the National Socialist Movement  Nazi social policy  The links between the development of the Nazi polity and its pursuit of radical policies  Nazi economic policy  The impact of the Nazi regime on German society after 1933 23

Assessment Assessment Method % Contribution to Final Mark 501 x essay (4,000 words) 501 x gobbet exerciseSample Source‘The results of the elections… cannot be explained solely by economics [….] It would not beintelligent to explain them thus to the outside world, nor would it be a true account of the factswere one to present things in such a one-sided manner. The German people are not naturally givento radicalism, and, if the current wave of radicalisation which has momentarily resurfaced weremerely a consequence of economic depression, this would explain an increase in support forCommunism, but not the massive growth of support for a party which appears to join the nationalidea with the social in the most militant and aggressively strident way. It is wrong to represent thepolitical purely as a product of the social. Rather, in order to understand such an incrediblepsychological state as that with which our people is currently astonishing the world, it is necessary todraw in political passions, or, put better, political sufferings; if it would not be clever or dignified tobe proud of the results of 14 September or to shout their merits abroad, one can still quietly leavethem to take their effect in the outside world as a storm warning, as a reminder that a country whichhas as much right to self-esteem as any other cannot be expected in the long run to endure thatwhich the German people has indeed had to endure, without its psychological state developing intoa danger to the world.[…]’ Thomas Mann, ‘An Appeal to Reason’ (September, 1930)This passage from novelist Thomas Mann’s famous ‘Appeal to Reason’ represents one of manyattempts by German commentators to make sense of the rise of National Socialism. The speech wasgiven in the immediate wake of the Reichstag elections of September 1930, in which the NSDAPmade its electoral breakthrough. Mann, a liberal conservative who, unlike most of his backgroundand socialization, supported the Weimar Republic, recognized that the rise of the Nazis is in part tobe explained by the impact of the Depression, but also argued that other things were in operation,most notably an inflamed nationalist sentiment that had its origins in defeat and the Treaty ofVersailles. Who, therefore, was he calling to reason? Firstly the German people, whose embrace ofirrational politics he saw as rejecting the values of the Enlightenment and 19th-century bourgeoisliberalism; secondly, the victorious powers of WWI, who Mann – like the Nazis - believed ought toreverse the offending stipulations of the Treaty of Versailles. The text is at once critical andambivalent, perceptive and blinkered – and thus encapsulates the challenges Germans faced inmaking sense of Hitler’s emergence. 24

Year 3 Special Subject (30 credits) HIST 3055 – The Third Reich, Part 2 (Professor Neil Gregor) GI Surveying the Relics of the Nuremberg Party Rally Grounds, 1945.Module OverviewIn this module, you will cover, the rise of national socialism in Germany, the nature of the Naziregime, and the relationship between these regimes and German society. This module will give you achance to engage with the historiographical debates surrounding the origins of National Socialism,the causes of the failure of the Weimar Republic and the reasons why the National Socialistmovement came to power. We will also look at debates concerning the internal development of theNazi regime, the nature of Hitler's power and the implications of these for how policy became moreradical. By the end of the module, you will have a clear understanding of the relationship betweenthe National Socialist regime and German society and the ways in which the Nazi regime maintainedits hold over German society.Indicative List of Seminar Topics  The emergence of the populist radical right  The rise to power of the National Socialist Movement  Nazi social policy  The links between the development of the Nazi polity and its pursuit of radical policies  Nazi economic policy  The impact of the Nazi regime on German society after 1933 25

Assessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x 3-hour exam 50Sample Source‘On 5 October 1942, when I visited the building office at Dubno, my foreman Hubert Moennikes of21 Aussenmühlenweg, Hamburg-Harburg, told me that in the vicinity of the site, Jews from Dubnohad been shot in three large pits, each about 30 meters long and 3 meters deep. About 1,500persons had been killed daily. All of the 5,000 Jews who had still been living in Dubno before thepogrom were to be liquidated. As the shootings had taken place in his presence he was still verymuch upset. Thereupon I drove to the site, accompanied by Moennikes, and saw near it great mounds ofearth, about 30 meters long and 2 meters high. Several trucks stood in front of the mounds. ArmedUkrainian militia drove the people off in the trucks under the supervision of an SS man. The militiamen acted as guards on the trucks and drove them to and from the pit. All these people had theregulation yellow patches on the front and back of their clothes, and thus could be recognised asJews.’ Affidavit of Hermann Graebe, International Military Tribunal, Nuremberg, 1946This early eye-witness account of the mass shootings of Jews in eastern Europe is, on the face of it, asimple narrative of a typical killing action carried out as part of the genocide of Europe’s Jews duringthe Second World War. Yet it enables us to ask several questions of wider import to ourunderstanding of the Third Reich. Firstly, it opens up the question of participation – who were thekillers? In this instance, the SS are supervising Ukranian militia, raising the subject of collaboration.This, in turn, raises the issue of motivation – if other national subjects were as willing to participate,this may have something to tell us about the extent to which the genocide was rooted in Germanhistorical peculiarities. Second, it raises the question of witnessing and therefore of social knowledgeof the genocide in Germany during the war. Graebe and his colleague Moennikes, after all, arecivilian contractors, not uniformed Germans. What are they doing deep in the occupied east, whatdo they see, and what are they therefore in position to tell others when they return to Germany?Finally, there is the issue of testimony-gathering and knowledge formation in the immediate post-war years – as Graebe’s own story shows, the supposed ‘silences’ of the post-war era contained notignorance of what had happened, but knowledge – what was it like to live in a post-war society inwhich the fact of the genocide was a shared open secret? 26

Year 3 Special Subject (30 Credits) HIST3188 – War & Society: England at War, c.1300-c.1400, Part 1 (Dr Craig Lambert)Warfare was an integral part of medieval society. In the early middle ages it was characterised byrelatively small scale conflicts between warring aristocratic elites. Towards the end of the thirteenthcentury, and under Edward I, we can perhaps see the beginnings of state warfare, with larger armiesrecruited from a wider section of the populace and funded from regular and irregular taxation.These armies were used to conquer Wales; they campaigned regularly in Scotland and eventuallywreaked havoc in France. But in an age when politics and warfare cannot be separated raisingarmies also involved a political, social, demographic and economic dimension. Indeed, hosts thatassembled were essentially the ‘political community at war’. When the Hundred Years War began in1337 the need to fund the war, transport troops to France and keep armies supplied extended theimpact of war to every section of the community.Two interlinking third year special subjects examine a transformative phase of English history. In thisfirst (HIST 3188) part of the course we will focus on the sources used to examine this topic, theAnglo-Scottish and Anglo-French wars, the recruitment of troops, the organisation of armies, andthe evolution of these processes during the fourteenth century. The maritime aspect of the war willbe given as much attention as the war on land. Logistical sophistication and intensification of thewar effort put a strain on the trade and resources of the English kingdom. The second part (HIST3189) part of the module will continue to develop the themes covered in semester one, but willshift its focus to English campaigns in France over c.1369-c.1395 examine the wider impact of waron English society through an examination of parliament and popular protests. 27

Indicative List of Seminars  Politics, parliament and political and military communities  Strategy and tactics  Naval warfare  Logistics  The costs of warAssessment Assessment Method % Contribution to Final Mark 501 x essay (4,000 words) 501 x gobbet exerciseSample SourceThe Battle of Sluys, 1340‘By the Grace of God the king (Edward III) had and his fleet had the wind as they wished. And so theysailed forward up until the break of day; and he saw his enemies so formidably prepared that it wastoo horrible to look at, for the ships of France were so strongly bound together by chains and wereequipped with castles, wooden breastworks, and barriers. Edward said to his men “do not be at alldismayed, for he who gives battle for me today will be fighting in pursuit of a just cause, and eachshall keep whatever he may gain.” And then our king with 300 ships vigorously attacked the Frenchwith 500 large ships and galleys. Our archers and crossbow men began to fire so vigorously, like hailfalling in winter, that the French could not hold their heads up. And while this fight lasted, ourEnglishmen entered their galleys with great force and fought hand-to-hand with the French, and castthem put of their ships. The battle was so fierce and dire that the attack lasted from noon all day andnight, and the next day up until the first hour; and the battle was won.’[The Battle of Sluys from the French Chronicle of London: C.J. Rogers, The Wars of Edward III: Sourcesand Interpretations (Woodbridge, 1999), p. 85]This account written by the author of the French Chronicle of London vividly describes Edward III’sfirst victory in battle against the French. Naval battles were usually dreaded affairs: the participantshad nowhere to run and so the fighting was hard. The chronicler captures this, but also shows howimportant the English longbow was in naval engagements (longbows were found on Henry VIII’sMary Rose 200 years later) and how the English king believed his claim to the French throne was ajust cause. The right for each man to claim booty is also important as this was one of the key reasonswhy men fought in this period. 28

Year 3 Special Subject (30 Credits) HIST3189– War & Society: England at War, c.1300-c.1400, Part 2 (Dr Craig Lambert)Module OverviewThe course will cover a series of inter-locking themes including strategy and tactics (naval and land),military revolutions, the financing of war, the conduct of war, the recruitment of troops and thelogistics of war. External events such as the Black Death and the impact it had on the key themes ofrecruitment and finance will also be analysed. The wider impact on society will be explored throughkey events such as peasants’ revolt in 1381 and the deposition of kings. All of these fascinatingthemes will be explored through a large corpus of sources which you will study in English. Theseinclude financial and administrative war-related records such as indentures, contracts and accounts,as well as chronicles, and biographies.This part of the module will continue to develop the themes covered in semester one, but will shiftits focus to English campaigns in France c.1337-c.1350 and it will look at the changing nature of theAnglo-French war over c.1369-c.1395. It will examine the wider impact of war on English societythrough an examination of parliament and popular protests. It will also examine in detail the BlackDeath and its impact on the military community, and on England’s ability to wage war. All of thesefascinating themes will be explored through a large corpus of sources which you will study in English. 29

Indicative List of Seminar Topics  Beginnings of the Anglo-French war: strategic changes  The Black Death and its impact on waging war  War and social unrest  War and the  War and political turmoil  National identitiesAssessment Assessment Method % Contribution to Final Mark 501 x essay (4,000 words) 501 x 3-hour examSample Source‘In Essex, Suffolk and Norfolk, the commons likewise rose in large numbers at various places, didmany wrongs and beheaded many worthy men. What is more they employed the same method ofmurder everywhere. They beheaded John de Cavendish, chief justice for the king, and also executedlord Robert Salle, a knight famed for his valour in battle. And so enormous and unparalleled ills befellnot only one area but much of the country’.[The Risings in the Eastern Counties according to Henry Knighton: Chronicon Henrici Knighton,reproduced and translated in: R. B. Dobson, ed., The Peasants’ Revolt of 1381 (London, 1970)]The Peasants’ Revolt, or Great Rising, was one of the most significant uprisings in late medievalEngland. The causes of the Rising are much disputed, but the impact of the Black Death was acontributing factor. Survivors of the disease saw their living standards increase. Land was sold offcheaply and, because manorial lords could not find enough labour, wages rocketed. The social andeconomic upheavals created by the Black Death also created the perfect opportunity fordemographic movement: the peasantry once tied to individual manors were encouraged to look forwork elsewhere as other landlords vied for their labour. Yet, war was also a contributing factor. Dueto the strategic changes in the Anglo-French war after 1369 coastal communities, such as those inEssex, had been relentlessly targeted for manpower. At the same time more ships wererequisitioned as the English increasingly took to the sea in offensive and defensive operations. CalledArmatas by the royal officials these fleets (composed of roughly equal numbers of rowing bargesand sailing ships to give tactical flexibility) roamed the Channel raiding the French coast and seekingout naval engagements. This increased risk to life (the danger of fighting at sea) and, as theseArmatas were composed of requisitioned merchant ships, it also put into danger the private capitalinvested in merchant ships. It is no surprise therefore that the Rising started in Fobbing, Essex, acoastal community that had received particular attention from the crown’s recruitment officerslooking for ships and manpower for the Armatas. We see in this brief extract how quickly the revoltspread and how widespread the killing was. 30

Year 3 Special Subject (30 credits) HIST3214– Revolutions in Modern Iran, Part 1 (Dr Hormoz Edrahimnejad) A group of MPs in the first Iranian Parliament (1907)Module OverviewThe 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first timethat the clerics were involved in a popular movement in Iran. They took an active part in themovement for the establishment of a Constitution, even though the secular elites introduced theidea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainlyaimed at removing the Shah from power, not least because he had ignored the application of theConstitution for the benefit of his autocracy. Significantly, however, while the clerics took powerthanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy ofConstitutional Revolution that they had supported a century earlier. This module will study this shiftof attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during aperiod of “modernisation” in the twentieth century.Part 1 will examine the role of the clerics in the Constitution, in the light of their political motivationsand intellectual background (the Shiite theory of government). We will address the question of howthese affected the overall Constitutional Revolution of 1907. We will also study the Pahlavi regimeand its perception of modernisation as opposed to the perception of modernisation by theopposition movement. 31

Indicative List of Seminar Topics  The reformist and revolutionary dimensions of the Constitutional Movement in the context of early twentieth-century Iran.  The concept of constitution and how it was perceived by a wide range of constitutionalists.  The Pahlavi regime and its modernisation agenda, its nature and its relationships with the clerical establishment.  The relationships between the clerics and the state.  The role of the Pahlavi regime in the rise of Islamism in both its traditional and modernist versions.  The modernity of the Pahlavi regime and the modernity of the opposition movement  Marxism / liberalism vs “return to source” of the Islamists.Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x gobbets exerciseSample Source‘The Fundamental Laws of December 30, 1906.Art. 2: The National Consultative Assembly represents the whole of the people of Persia, who [thus]participate in the economic and political affairs of the country.The Supplementary Fundamental Laws of October 7, 1907:Art. 2: At no time must any enactment of the Sacred National Consultative Assembly (…) be atvariance with the sacred principles of Islam (…). It is hereby declared that it is for the learned doctorsof theology (the ulema) to determine whether such laws as may be proposed are or are notconformable to the principles of Islam (…).’The idea of constitution was introduced to Iran through secular elites to establish the rule of law asopposed to the arbitrary Qâjâr regime. The Shiite clerics took part in the movement because theyalso wanted to limit the power of the Qâjâr state. However, a year into the constitution, the clericsimposed their authority and altered the constitution that was initially secular. Even though the Art. 2of the Supplementary FL was not put into practice under the Pahlavi regime (1925-1979), this was aprecedence of clerical involvement in politics. 32

Year 3 Special Subject (30 credits) HIST3215 – Revolutions in Modern Iran, Part 2 (Dr Hormoz Edrahimnejad) Article 21 of the Human Rights Declaration in one of the anti-Shah demonstrations in 1978. Very similar to the Art. 2 of the 1907 ConstitutionModule OverviewThe second part of the module will examine the 1979 Revolution and explore the socio-politicalfactors behind the Revolution and the triggering incidences that led to its occurrence. The focus willparticularly be on the period from 1977, when the first signs of weakness appeared in the Shah’sregime to the Shah’s death in July 1980. Relating to this period, we will scrutinise the role played bythe West, in particular the USA, in the fall of the Shah based on the recently disclosed archives andinterviews with politicians involved in the Pahlavi regime.Indicative List of Seminar Topics  The long-term and short term causes of the Revolution, such as the consequences of the 1973 Oil Crisis, and the Shah’s illness.  The Jimmy Carter’s project for more democracy.  The anti-Western discourse developed in Iran amongst the secular opposition. It is within this context that the role of Ayatollah Khomeini in the Revolution needs to be reassessed.  The first Constitution of the Islamic Republic drafted around the principles of Independence, Freedom and Republic.  The swift shift from Republicanism (the pillar of the Constitution) to the absolute power of the Supreme Leader (velâyat-e faqih).  The project of exporting the revolution to the detriment of establishing democracy.  The anti-Western foreign policy of the clerics that resulted in their dependence on Russia and China. 33

Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x 3-hour examSample SourceThe 1979 Revolution was a continuation of the 1907 Revolution. One can also say that the latter wasthe rehearsal of the former. In 1979, too, the movement against the undemocratic regime of theShah was initiated by the secular opposition and once the Shah left his throne, it was taken over bythe clerics and steered towards their project of establishing a clerical power, no less authoritarianthan the Shah’s regime. When Khomeini was in exile in Paris, the secular elite surrounded andhelped him to draw the draft Constitution and form the first government. Once Khomeini returnedto Iran, however, the clerics surrounded him and side lined the seculars (as seen in the first stepsfrom the Air France Jet towards power). 34

Year 3 Special Subject (30 credits) HIST3238 – Themes in the History of Modern China: Part 1. Late Qing and Republican Eras (1800- 1949), Part 1 (Dr Chris Courtney)Module OverviewWhat was life like for ordinary people in nineteenth and twentieth century China? How did theyunderstand the world around them and explain the dramatic events that erupted all around them?In this course we explore the social history of modern China, examining four major themes; Anger &Violence, Gods & Ghosts, Food & Hunger and Love & Sex. We will explore many of the famousevents that shaped modern Chinese history, yet rather than focusing on elite politicians orintellectuals we will look at these momentous events through the eyes of ordinary people. Together,the two semesters will cover the four major periods in mid-nineteenth to late twentieth centuryhistory. In Part 1 of the module we will cover the late Qing (1800-1911) and Republican eras (1911-1949). We will explore the fascinating beliefs of popular religion, examine how the Qing Empiredescended into the violent brutality of the Taiping Civil War, and read about the ordinary andextraordinary lives of women living in the Confucian order. 35

Indicative List of Seminar Topics Life and Death in the Heavenly Kingdom: The Taiping Civil War Foreign Devils: Violent Interactions with Foreigners Land of Famine: Extreme Hunger and the Making of Modern China Exemplary Widow and Runaway Brides: Women in the Chinese Family Neon Lights and Workhouses: Urban Lives in Modern ChinaAssessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x gobbet exerciseSample Source The God of Thunder destroying the pigs [Christians] and goats [Foreigners]Right: With one angry clap of thunder from the court of Heaven the torpid insects are excited andthe spring returns.Left: The wandering ghosts of the angry crowd are gathered in hell, the term of life allotted to thegoats [foreigners] and pigs [Christians] is exhausted. From all within the four seas [China] themonsters have been driven out. The Cause of the Riots in the Yangtse Valley, (Hankow, 1891) 36

Year 3 Special Subject (30 credits) HIST3231 – Themes in the History of Modern China: Part 2. The Maoist and Reform Eras (1949- Today), Part 2 (Dr Chris Courney) Study Lei Feng, Establish Communist IdealsModule OverviewWhat was life like for ordinary people in nineteenth and twentieth century China? How did theyunderstand the world around them and explain the dramatic events that erupted all around them?In this course we explore the social history of modern China, examining four major themes; Anger &Violence, Gods & Ghosts, Food & Hunger and Love & Sex. We will explore many of the famousevents that shaped modern Chinese history, yet rather than focusing on elite politicians orintellectuals we will look at these momentous events through the eyes of ordinary people. Together,the two semesters will cover the four major periods in mid-nineteenth to late twentieth centuryhistory. In semester 2 we will focus on Maoist (1949-1976) and Reform eras (1976-2000). We willexamine issues such as how the revolution changed family and sexual relations, ask why so manypeople were drawn into the violence of the Red Guard Movement, and explore how religious wasrepressed and revived in the late twentieth century. 37

Indicative List of Seminar Topics  It is Right to Rebel! The Violence of the Cultural Revolution  The Great Helmsman: Maoism as Religion in Modern China  Little Emperors and Missing Girls: The One Child Policy  Sexual Revolutions: The Transformation of Private Life Under Socialism  Farewell Hungry Ghosts: From Starving to Feeding ChinaAssessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x 3-hour exam 50Sample SourceThe word “home” touched Lei Feng to the quick.“The People’s Communes are my home!” he exclaimed. “I’m bringing my money home. I was anorphan in the old days, but I’ve grown up in good times. Everything I have I owe to the Party and thepeople. Because this money comes from the Party, let it play a small part now for the cause of thepeople.”When they still would not take the money, Lei Feng went on pleading until he burst into tears. Thenthe comrades there, moved to tears themselves, agreed to take half. The commune Party committee,in a later report, wrote, “Comrade Lei Feng’s love for the commune is an immense inspiration to allour cadres and commune members. It has made some of our members pledge to run the communewell to show our appreciation to the People’s Liberation Army…” Lei Feng, An Immortal Fighter, 1964 38

Year 3 Special Subject (30 credits) HIST3232 – For the Many, Not the Few: The History of the Labour Party, Part 1 (Dr Charlotte Lydia Riley)Module OverviewThis module will explore the history of the Labour Party since its creation in 1900. We will explorethe roots of the Labour Party in nineteenth century working class politics, its first electoral successes,its role in the two world wars, the 1945 victory what that meant for the country, the successes andfailures of Labour in power in the 1940s, 1960s and 1970s, the moments in the wilderness in the1950s and the 1980s, and the 1997 landslide victory and what this meant for ‘New’ Labour. We willthink about how the party is represented in the press and popular culture, how the people workingin and for the party think about their mission, and how ordinary people relate to the party that wascreated to represent them. As well as exploring the chronological development of the Labour Party,we will also focus on a number of key themes. These will include the role of political parties andtrade unions in Britain, the development of left-wing political ideologies, the position of women inBritish politics, and changing ideas of Britishness across the twentieth century.Part 1 will explore the history of the Labour Party from its roots in the nineteenth century to the1945 general election, and will examine how the left in Britain developed from a fringe politicalposition to a landslide electoral victory. The module will focus on the development of Labour’spolitical ideology, the place of Labour in popular politics, and the media portrayal of the party and itssupporters. 39

Indicative List of Seminar Topics  Parliamentary and popular politics in Britain – an introduction  Working class politics in the 19th Century – Labour’s Roots  Kier Hardie and the creation of the Labour Party  Labour and the vote for Women  Labour and the First World War  1926: The General Strike  Splitters: Ramsay MacDonald and the Independent Labour Party  The Hungry Thirties  Labour and the Second World War  The 1945 ElectionAssessment % Contribution to Final Mark 50 Assessment Method1 x essay (4,000 words) 501 x gobbet exerciseSample Source“The Labour Party stands for freedom - for freedom of worship, freedom of speech, freedom of thePress. The Labour Party will see to it that we keep and enlarge these freedoms, and that we enjoyagain the personal civil liberties we have, of our own free will, sacrificed to win the war. Thefreedom of the Trade Unions, denied by the Trade Disputes and Trade Unions Act, 1927, must alsobe restored. But there are certain so-called freedoms that Labour will not tolerate: freedom toexploit other people; freedom to pay poor wages and to push up prices for selfish profit; freedom todeprive the people of the means of living full, happy, healthy lives.”Let Us Face The Future: A Declaration of Labour Policy for the Consideration of the Nation (1945).This gobbet is taken from Labour’s 1945 manifesto. The 1945 election was called in the context ofgreat upheaval in Britain; the nation was devastated from the effects of the Second World War,which was still being fought in the Far East, and many of the eligible voters were still serving in thearmed forces overseas. Churchill had been a popular and charismatic war leader, and many peoplefelt that the Conservatives were assured of victory in the first general election in Britain in a decade.But Labour ran on a platform of hope for the future; a demand that the ordinary men and womenwho had made sacrifices in wartime should be rewarded by a ‘People’s Peace’. In this gobbet, theparty is countering accusations by the Conservatives that they stand for an intrusive state, pryinginto people’s private lives; instead, they argue, they will give people the freedoms that they need tolive happy, productive lives. Labour won the 1945 election with a landslide. 40

Year 3 Special Subject (30 credits) HIST3233 – For the Many, Not the Few: The History of the Labour Party, Part 2 (Dr Charlotte Lydia Riley)Module OverviewThis module will explore the history of the Labour Party since its creation in 1900. We will explorethe roots of the Labour Party in nineteenth century working class politics, its first electoral successes,its role in the two world wars, the 1945 victory what that meant for the country, the successes andfailures of Labour in power in the 1940s, 1960s and 1970s, the moments in the wilderness in the1950s and the 1980s, and the 1997 landslide victory and what this meant for ‘New’ Labour. We willthink about how the party is represented in the press and popular culture, how the people workingin and for the party think about their mission, and how ordinary people relate to the party that wascreated to represent them. As well as exploring the chronological development of the Labour Party,we will also focus on a number of key themes. These will include the role of political parties andtrade unions in Britain, the development of left-wing political ideologies, the position of women inBritish politics, and changing ideas of Britishness across the twentieth century.Part 2 will pick up chronologically from the end of Part 1, exploring the Attlee government, theWilson government and the election of Tony Blair’s New Labour, as well as the wilderness periods ofthe 1950s and 1980s. The module will focus on the ways that ordinary people participated in Labourpolitics in the second half of the twentieth century, the various intellectual political divides withinthe party, and the changing place of left wing politics in British political culture. 41

Indicative List of Seminar Topics  The Attlee government: The Politics of Government  The Attlee government: Nationalisation  The Attlee government: The Welfare State  The 1950s: the Wilderness Years  The Wilson government 1960s: The Politics and Economics of the 1960s  The Wilson government 1960s: Housing and New Towns  The 1970s: a decade of discontent?  The 1980s: the Return to the Wilderness  1997: Things can only get better?Assessment % Contribution to Final Mark 50 Assessment Method1 x essay (4,000 words) 501 x 3-hour examSample Source ‘The Sun Backs Britain: Give Change a Chance’, The Sun, 18 March 1997.The Labour Party has often complained that the British press is suspicious or even hostile to theirpolitics and policies. However, in 1997, The Sun newspaper – which has the largest circulation inBritain, with some 10 million readers – shocked the nation by publicly coming out in support of TonyBlair’s ‘New Labour’, after publicly supporting the Conservatives in previous general election. Blair’sfresh media image and his attempt to move the party to the political centre – for example, hisremoval of the socialist Clause 4 from the party constitution – made him attractive to The Sun, whocontinued to support Labour until 2010. It is unknown what effect this had on voter intent. 42

Year 3 Special Subject (30 credits) HIST3060 – The Holocaust: Policy, Responses and Aftermath, Part 1 (Professor Shirli Gilbert) Local residents watch the burning of the ceremonial hall at the Jewish cemetery in Graz, 9-10 November 1938.Module OverviewThe Holocaust is one of the most challenging phenomena of the twentieth century. Yet it has takensome decades for the world to appreciate quite how much the Holocaust has challenged inheritedassumptions about progress and modernity. In the last two decades or so, our understanding hasbeen aided, too, by the discovery of important new sources behind the former iron curtain. Againstthe background of this new historiography, the present module will explore the origins andimplementation of the Holocaust, together with the legacies and memories of the event. This unitwill focus on the development of the Nazis’ policies against Jews and against other groups, such asRoma and Sinti, homosexuals, and others in Germany. We will also deal with the German occupationof Poland and with the initial phase of the war against the Soviet Union. Throughout, the emphasiswill be on the regime’s anti-Jewish policies. 43

Indicative List of Seminar Topics  The Rise of Modern Antisemitism  Weimar, Hitler, and Establishment of the Nazi State  Nazi persecution of the Jews, 1933-1939  From ‘Euthanasia’ to Extermination  The Evolution of Nazi policy, 1939-1941Assessment Assessment Method % Contribution to Final Mark 501 x essay (4,000 words) 501 x gobbet exerciseSample source‘1. […] the political leaders will be informed that the German Police has received instructions,detailed below, from the Reichsführer SS and the Chief of the German Police, with which the politicalleadership is requested to coordinate its own measures:a) Only such measures are to be taken as do not endanger German lives or property (i.e.,synagogues are to be burned down only where there is no danger of fire in neighbouring buildings).b) Places of business and apartments belonging to Jews may be destroyed but not looted.’ ‘Riots of Kristallnacht’ in Arad, Yitzhak, Yisrael Gutman, and Abraham Margaliot, eds. Documents on the Holocaust: Selected Sources on the Destruction of the Jews of Germany and Austria, Poland, and the Soviet Union. Jerusalem: Yad Vashem, n.d.On the night of 9-10 November 1938, Jewish business, homes, and synagogues across Nazi Germanyand Austria were attacked in a series of vicious pogroms that became known euphemistically as‘Kristallnacht’, the Night of Broken Glass. These instructions, sent in a telegram in the early morningof 10 November by the head of the Nazi Security Service (Sicherheitsdienst, SD), Reinhard Heydrich,reveal the involvement of the Nazi leadership in co-ordinating the night’s activities, despite claimsthat it was a spontaneous outbreak of public revenge against the Jews. Heydrich’s concern to avoidlooting is revealing of a larger Nazi emphasis in pursuing a ‘rational’ campaign against the Jews,rather than one spurred by economic or criminal motivations. 44

Year 3 Special Subject (30 credits) HIST3061 – The Holocaust: Policy, Responses and Aftermath, Part 2 (Professor Shirli Gilbert)Module OverviewThe Holocaust is one of the most challenging phenomena of the twentieth century. Yet it has takensome decades for the world to appreciate quite how much the Holocaust has challenged inheritedassumptions about progress and modernity. In the last two decades or so, our understanding hasbeen aided, too, by the discovery of important new sources behind the former iron curtain. Againstthe background of this new historiography, the present module will explore the origins andimplementation of the Holocaust, together with the legacies and memories of the event. This unitwill focus on the development of the Nazis’ policies against Jews and against other groups, such asRoma and Sinti, homosexuals, and others in Germany. We will also deal with the German occupationof Poland and with the initial phase of the war against the Soviet Union. Throughout, the emphasiswill be on the regime’s anti-Jewish policies. 45

Indicative List of Seminar Topics  Operation Barbarossa: From Mass Killing to Genocide  Perpetrators  Ghettos: Responses and Resistance  Everyday Life in the Nazi Camps  The World's Responses: Bystanders to Genocide?  Aftermath: Displaced Persons and Postwar TrialsAssessment Assessment Method % Contribution to Final Mark 501 x essay (4,000-words) 501 x 3-hour examSample source‘A person with hereditary disease costs the state RM5.50 each day. A hereditarily healthy family can live onRM5.50 for one day.’In their pursuit of a pure ‘Aryan’ society, the Nazis targeted not only Jews but also myriad other‘undesirables’ whose presence allegedly jeopardized the wellbeing and future existence of the‘master race’. In this image, which was published in a German high school biology textbook in 1941,Nazi attitudes towards those with ‘hereditary illnesses’ are clear. The latter—sickly, alone, andunable to support themselves—placed unwelcome strain on state resources, threatening thewellbeing of the healthy, productive ‘Aryan’ family. 46

Year 3 Special Subject (30 credits) HIST3123 – Slavery and Freedom in the Caribbean, Part 1 (Dr Christer Petley)Module OverviewSlavery was once at the heart of the British empire. By 1770, sugar-producing plantations worked byenslaved labourers from Africa had transformed the Caribbean, revolutionised British habits ofconsumption and lay at the centre of Britain’s lucrative colonial enterprise. Enslaved people hadalways resisted slavery, but from the late eighteenth century, the system also came under attackfrom some within British society. This module looks at slavery and at the rise of the movementagainst it. The first semester concentrates on the campaign to end the slave trade.Indicative List of Seminar Topics  Slave communities and resistance  Britain and slavery  The roots of British abolitionism  Master-slave relations  Wilberforce and the abolition debate  The West India Interest  The abolition of the slave trade 47

Assessment % Contribution to Final Mark 50 Assessment Method 501 x essay (4,000 words)1 x gobbet exerciseSample SourceThis source illustrates at least three things: first, that abolitionists were expert propagandists;second, that they saw the world in revolutionary new ways; and third, that they took a ‘top down’approach to helping slaves. The Society for the Abolition of the Slave Trade formed in 1787 andimmediately chose this image as its seal. It was the first example of a pressure group using a logo inmass circulation to get its message across to the wider public. The image itself depicts a kneelingAfrican man, holding up his chained arms as though begging for help or, perhaps, clasped in prayer.It presents a revolutionary new view of Africans (for Europeans) rejecting the view of slaveholders,who treated them as though they were little other than livestock. Abolitionists aimed to presentblack people as part of the family of man—and as potential converts to Christianity. But their ‘topdown’ approach meant that though they saw Africans as ‘brothers’, they understood them asyounger siblings, only capable of ‘civilisation’ or ‘progress’ if under the guiding hand of BritishChristian reformers. 48