Year 3 module choice booklet final

Year 3 Special Subject (30 credits) HIST 3124 – Slavery and Freedom in the Caribbean, Part 2 (Dr Christer Petley)Module OverviewIn 1807, the British parliament ended the slave trade, but slavery carried on in the West Indies. Bythe 1830s, following mass campaigns in Britain and protests by enslaved people in the Caribbean,the system was widely discredited. The British government eventually decided to dismantle it and,for the remainder of the nineteenth century, anti-slavery became one of the mainstays of the Britishcolonizing mission.Indicative List of Seminar Topics  Slaves and missionaries  Types of abolitionist  Visions of freedom  The Jamaican slave uprising  The problem of freedom in 1832  A ‘Mighty Experiment?’ The Emancipation Bill  The ‘apprenticeship’  After emancipation 49

Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000-words)1 x 3-hour examSample sourceThe source above shows enslaved rebels attacking Montpelier plantation in Jamaica during the 1831slave uprising. During the uprising, thousands of slaves left their usual places of work, protesting fortheir freedom, and some attacked property belonging to slave-owners, including the plantation atMontpelier. The image is a piece of proslavery propaganda. The rebels are depicted as a lawless,disorderly and destructive bunch carrying out an act of wanton destruction. In reality, the rebelliousslaves were better organised than this, and they had some clear aims. In some ways, the uprisingwas more akin to a peaceful strike than a thoughtless and bloodthirsty rebellion. It was, nonetheless,brutally suppressed by the local whites. However, the event helped parliamentarians in Londoncome to the conclusion that slavery in the Caribbean colonies was unsustainable: slaves were sodesperate to be free that it would be more dangerous to continue with slavery than to abolish it. 50

Year 3 Special Subject (30 credits) HIS3036 – France under the Nazis, 1940-1944, Part 1 (Dr Joan Tumblety)Module OverviewIn 1940 France experienced the worst military defeat in its history. On this module you will explorethe causes and consequences of a defeat that caused the collapse of French democratic rule anddirect military occupation by the Germans until 1944. You will learn about how the Frenchexperienced and came to understand the defeat, and the bruising compromises with the Germanoccupiers that followed. We focus especially on the functioning and ideological underpinning of theauthoritarian Vichy regime (1940-1944), which enjoyed semi-autonomous status over the period;the collaboration with the Nazis of both political elites and ordinary men and women; and thecomplicity of the Vichy regime in the deportation of 80 000 Jews to Auschwitz. You will encounterthe military, diplomatic, political, social and cultural dimensions of this complex subject. Through anengagement with primary sources in translation, we consider how the defeat was understood bycontemporaries, how the Vichy regime sought to retain its sovereignty in the face of crushingGerman Occupation, and the daily life of civilians.Indicative List of Seminar Topics  The emergence of radical politics (fascism and communism) in the 1920s and 1930s  The fall of France in 1940 as a military and historiographical problem  The ‘National Revolution’ of the Vichy regime: religion, family, youth  The cult of Marshall Pétain  French Nazis and the ultra-collaborationists in Paris  Daily life and popular opinion  Propaganda, Anglophobia and allied bombing  Vichy, anti-Semitism and the Holocaust 51

Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x gobbets exerciseSample Source Propaganda poster by the Anti-Bolshevik Action Committee, 1942After the German invasion of the USSR in mid-1941, anti-communism quickly emerged as the centralpropaganda theme in France, a country occupied by the Wehrmacht since military defeat in 1940. Bydepicting communists as a threat to the nation, the poster was designed to recruit French men intothe German army to fight on the eastern front. But the domestic metaphor (the woman is France:she wears a tricolour cockade in her hair) also alludes to the growing struggle within France itselfbetween the official powers (both the semi-autonomous Vichy state and the German-funded ultra-collaborationists in Paris) and their dissenters, including communists, who wanted an end tooccupation and repression. 52

Year 3 Special Subject (30 credits) HIS3038 – France under the Nazis, 1940-1944, Part 2 (Dr Joan Tumblety)Module OverviewThe second half of the special subject invites you to consider not only how the French resistedOccupation and achieved Liberation from German military forces in 1944, but how they havesubsequently memorialised the war and Occupation experience as a whole. The module begins withan exploration of popular resistance to German Occupation and Vichy rule. A culture of dissentemerged, especially after 1942, encompassing guerrilla warfare, underground publishing anddemonstrations for food. We study the military, political and social dimensions of the Liberation of1944, from D-Day onwards, and the competing visions for liberated France outlined by differentpolitical factions, especially Gaullists and communists; as well as the trials of collaborators thatfollowed Liberation (1945-51). Finally, we explore post-war representations and interrogations ofthe experience of Occupation, from documentary films and fiction to trials for crimes againsthumanity, public apologies and compensation claims made by deportees, in order to gain a sense ofhow public memory of the ‘dark years' has been articulated and contested since 1944.Indicative List of Seminar Topics  The emergence of popular resistance  The politics of resistance and Charles de Gaulle  The liberation of 1944: struggle, violence and atrocity  The treason trials, 1944-1951  Commemorating resistance and liberation: contested narratives  The myth of the ‘Vichy shield’  The changing reputation of Charles de Gaulle: 1958 and 1968  Revising the myth of resistance  The emergence of Jewish memory: trials for crimes against humanity 53

Assessment % Contribution to Final MarkAssessment Method 501 x essay (4,000 words) 501 x 3-hour examSample Source English edition of a booklet on ‘The Liberation of Paris’ by the Paris Tourism CommitteeIn August 1944, the Vichy state crumbled and the Wehrmacht was in retreat. While Allied armiesadvanced on the capital, segments of the public, spurred on by communist resistance groups, tookmatters into their own hands, building barricades and attacking German soldiers. When Frenchpolice occupied the prefecture, the truce with the Germans sought by Gaullist representatives inParis became a dead letter. Yet in 1945 the Gaullist provisional government published this touristbrochure, packed with celebratory photographs of a popular insurrection that it had resisted till thelast moment. The text communicates the struggle for political control that characterised not only thebattle for liberation but also the frameworks of commemoration that emerged in its immediateaftermath. 54

Year 3 Special Subject (30 credits) HIST 3069 – The Vietnam War in American History and Memory, Part 1 (Professor Kendrick Oliver)Module OverviewThis module explores the origins and course of the American intervention in Vietnam from theVietnamese revolution of 1945 through both the French and US military campaigns to the fall ofSaigon in 1975. The module will examine American involvement ‘in the round’, incorporatingVietnamese, French, Chinese and Soviet sources and perspectives as well as those of Americanparticipants. It will focus in particular upon the continuing historical debates about the war and itsoutcome: was US intervention justified in the context of the Cold War? Why did the war last so long?Was defeat inevitable or avoidable? The module will conclude by examining the war’s impact on thewider course of US foreign policy.Indicative List of Seminar Topics  The Vietnamese revolution  American intervention and French failure  Ngi Dinh Diem and the Republic of Vietnam  The Kennedy Administration and Vietnam  The Johnson Administration and Vietnam  The Nixon Administration and Vietnam 55

Assessment % Contribution to Final Mark Assessment Method 401 x 3,000 word essay 401 x 3,000 word source-based essay 201 x gobbets exerciseSample Source‘1. US aims:70% --To avoid a humiliating US defeat (to our reputation as a guarantor).20%--To keep SVN (and then adjacent) territory from Chinese hands.10%--To permit the people of SVN to enjoy a better, freer way of life.ALSO--To emerge from crisis without unacceptable taint from methods used.NOT--To \"help a friend,\" although it would be hard to stay in if asked out.2. The situation: The situation in general is bad and deteriorating.’Excerpt from John T. McNaughton, ‘Annex – Plan of Action in South Vietnam’ (draft), 24 March 1965.At the time that they made the major decisions to commit ground troops to the defence of SouthVietnam (SVN), many American policy-makers understood the risks involved. They neverthelessproceeded, many of them believing, as the McNaughton memorandum suggests, that theircredibility as an ally and as a ‘guarantor’ of the freedom of small nations was at stake. Yet they werealso aware that a number of America’s other allies were actually warning against the commitment,declaring that the US should preserve its resources for more important arenas and that once it hadwaded into the conflict, it would – like the soldier in the photograph above – find it a struggle to getout. 56

Year 3 Special Subject (30 credits)HIST 3070 – The Vietnam War in American History and Memory, Part 2 (Professor Kendrick Oliver)Module OverviewThis module explores the origins and course of the American intervention in Vietnam from theVietnamese revolution of 1945 through both the French and US military campaigns to the fall ofSaigon in 1975. The module will examine American involvement ‘in the round’, incorporatingVietnamese, French, Chinese and Soviet sources and perspectives as well as those of Americanparticipants. It will focus in particular upon the continuing historical debates about the war and itsoutcome: was US intervention justified in the context of the Cold War? Why did the war last so long?Was defeat inevitable or avoidable? The module will conclude by examining the war’s impact on thewider course of US foreign policy. 57

Indicative List of Seminar Topics  Hawks and doves: the anti-war movement, public opinion and the ‘silent majority’  The media and the war  The US military and the war  Vietnam veterans and the war  The war in American film  The war in public/popular memoryAssessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x exam (3 hours) 50Sample Source‘We wish that a merciful God could wipe away our own memories of [our] service as easily as thisadministration has wiped away their memories of us. But all that they have done and all that theycan do by this denial is to make more clear than ever our own determination to undertake one lastmission - to search out and destroy the last vestige of this barbaric war, to pacify our own hearts, toconquer the hate and fear that have driven this country these last ten years and more. And more.And so when thirty years from now our brothers go down the street without a leg, without an arm,or a face, and small boys ask why, we will be able to say \"Vietnam\" and not mean a desert, not afilthy obscene memory, but mean instead where America finally turned and where soldiers like ushelped it in the turning.’ Excerpt from John F. Kerry of the Vietnam Veterans Against the War before the U.S. Senate Committee on Foreign Relations, 23 April 1971How did Americans at home regard the war in Vietnam? Why did their attitudes change over time?Historians now question whether media reporting or anti-war protests made much of a difference tobroader popular attitudes to the war. Instead, they suggest that rising American casualties and theemergence of public divisions amongst elites had the greatest effect; moreover, even into the late1960s, many Americans favoured a dramatic escalation of the war. What hope, then, for the ‘turning’imagined by John F. Kerry? Did Americans look on the faces of the American dead in Vietnam andsee young men sacrificed by an amoral political leadership to the cause of an unwinnable andbarbaric war? Or did they remember them, in Ronald Reagan’s words, as the ‘gentle heroes’ of a‘noble cause’ that was pursued too timidly and prematurely abandoned? 58

Year 3 Special Subject (30 credits) HIST3142 – Passions and Profits: Wealth, Freedom and Virtue in the Age of Adam Smith, Part 1 (Dr Jonathan Conlin) Without having other people around to reflect our passions, there is no self. We construct our identity the same way we make communities and economies: by observing and trading with each other.Module OverviewAdam Smith's 1776 book Of the Nature and Causes of the Wealth of Nations coined the phrase 'theinvisible hand' to describe how the removal of state regulation sets individuals free to specialise andpursue their own self-interest - resulting in a level of wealth that could not, he insisted, be achievedby even the most Enlightened politicians. Smith is hailed and derided by turns as the prophet ofprofit, of an amoral, 'greed is good' approach. Is this charge fair? Does the free market encourageselfishness and indifference to inequality?Far from seeking to draw a distinction between the \"public man\" and the \"private man\", Smithsought to root the trading instinct in human psychology, in our moral sense. Virtues emerged fromour \"social passions\", and depended on our ability to balance co-operation and competition withothers. States had to achieve the same balancing act using taxation and regulation, both within theirown realms and across empires. 59

Indicative List of Seminar Topics  Gold.  Happiness.  Virtue.  Population.  Industry.Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x gobbets exerciseSample SourceHappiness consists in tranquillity and enjoyment. Without tranquillity there can be no enjoyment;and where there is perfect tranquillity there is scarce any thing which is not capable of amusing...Thegreat source of both the misery and disorders of human life, seems to arise from over-rating thedifference between one permanent situation and another. Avarice over-rates the differencebetween poverty and riches: ambition, that between a private and a public station: vain-glory, thatbetween obscurity and extensive reputation. Adam Smith, The Theory of Moral Sentiments [1759] (Indianapolis, IN: Liberty Fund, 1976), p. 149.What is \"wealth\"? If wealth is merely a question of money, does money make us happy? In 1776Adam Smith published his famous economic treatise, On the Nature and Causes of the Wealth ofNations. Smith is seen as the father of capitalism, thanks to this book's argument that economiesgrow through free exchange and free trade: a quasi-evolutionary process we see today in terms of\"the invisible hand\" (Smith's own metaphor). The state should leave private enterprise alone, andallow everyone to get on with the business of enriching themselves. Smith recognized that happiness comes from being loved, and from knowing that wedeserve to be loved. As we only love what we know to be virtuous, Smith needed to work out asystem of virtues (and vices). Living in the eighteenth-century Age of Enlightenment, he observedhow human society and individual minds worked (through \"a science of man\"), rather than byseeking instructions from God carved on tablets of stone (like the Ten Commandments). In thiscourse we will be exploring Smith's model of human emotions and drives, and seeking to understandwhy we feel and behave the way we do, not just in \"economic\" settings (\"economics\" as a disciplinedid not exist in Smith's day) but everywhere. To cite this passage, can we resolve the tensionbetween our need for \"tranquillity\" and the \"ambition\" and \"avarice\" which we are made to feel,living in a consumer society? 60

Year 3 Special Subject (30 credits)HIST3143 – Passions and Profits: Wealth, Freedom and Virtue in the Age of Adam Smith, Part 2 (Dr Jonathan Conlin) Ayr Bank note (Courtesy RBS Archives)Module OverviewBuilding on the close knowledge of Smith and other key thinkers gained in part one, we will nowproceed to set these debates in the social, imperial and commercial context of Britain and herempire in the years 1750-1800: considering the rise of consumer culture and fashion, of factoriesand manufacturing, and of a modern system of borrowing and lending. As we shall see, disputesover the balance of trade, of production and consumption, social caste and economic mobility lay atthe root of the Seven Years' War (1756-1763) - an Anglo-French conflict that raged over sixcontinents. They helped inspire the American Revolution and internal conflicts in British India. Like itor loathe it, the globalized world that we inhabit embodies the ideas of Smith and his times, andquestions surrounding the limits to growth, luxury and necessity, trade and conquest continue toexercise us today.Indicative List of Seminar Topics 61

 The Consumer Revolution % Contribution to Final Mark  The American Revolution 40  Slavery and the Slave Trade 40  \"Polite\" Arts in a Commercial Country 20 Assessment Assessment Method1 x essay (4,000 words)1 x 3-hour exam1 x student presentationSample SourceWe are here in a very melancholy Situation: Continual Bankruptcies, universal Loss of Credit, andendless Suspicions…The Case is little better in London...even the Bank of England is not entirely freefrom Suspicion. Those of Newcastle, Norwich, and Bristol are said to be stopp’d: The Thistle Bank hasbeen reported to be in the same Condition: The Carron Company is reeling, which is one of thegreatest Calamities of the whole; as they gave Employment to near 10.000 People. Do these Eventsany-wise affect your Theory? David Hume to Adam Smith, 27 June 1772 (Correspondence of Adam Smith 162)In 1772 Douglas, Heron and Company (a bank based in the Scottish city of Ayr) went bust. The bankhad been set up to inject funds into improvements to Scottish agricultural land, but over-extendedits capital and experienced a \"run\" - a panic in which everyone holding the bank's notes (such as thatillustrated here) rushed to get shot of them as quickly as possible. For us it seems odd for a bank toissue banknotes, but in Smith's day almost all banks did so. In his 1776 book The Wealth of NationsSmith would express wonder at how paper money made a \"a sort of waggon-way through the air,\"allowing surplus capital to move to wherever it could most profitably be put to work. In 1772 Smith'sbest friend, the philosopher David Hume was already well aware of Smith's developing \"theory\", andin this letter he asks if Smith's observations of the disastrous effects of the Ayr Bank panic on theBritish economy were leading him to rethink his ideas. They did. Smith came to conclude that bankswere one part of the economy where state regulation, though a restraint on \"natural liberty\", wasnonetheless called for. The Ayr Bank crash of 1772 is just one of the contexts for Smith's thought we will beconsidering in this second part of \"Passions and Profits\". Whereas HIST3142 is focussed on closestudy of the writings of Smith and his fellow thinkers, HIST3146 takes a step back, considering thesocial, political and economic history of Britain between about 1730 and 1800. We look at whatSmith's times changed him, and vice-versa. As we shall see, \"Events\" and \"Theory\" can not be neatlydistinguished when considering Smith and the emergence of our capitalist, globalized world. 62

Year 3 Special Subject (30 credits) HIST3171 – The Crisis of Austria-Hungary, Part 1 (Dr Katalin Straner) The Hungarian Prime Minister István Tisza suggests to Emperor Franz Joseph that he take up the sword of ‘absolutism’ in order to curb unruly Hungarian nationalists during the crisis of 1905-6 (Hungarian satirical cartoon, mid-1905)Module overviewUntil 1918 the Habsburg Empire (Austria-Hungary) stretched across half of Europe. In this moduleyou will study the turbulent history of this empire in the two decades before 1914: a period ofdramatic growth but also one of rising anxieties for the Habsburg regime. We particularly ask howstable or unstable the state was, as viewed not only by the ruling authorities towards certain suspectpeoples or groups (e.g. Socialists), but also by certain groups towards the regime.We start by evaluating the key forces holding the empire together: the Habsburg dynasty underEmperor Franz Joseph, the army and the bureaucracy. We then study developments in the imperialcity of Vienna (especially the rise of ‘Christian Socialism’ under its anti-semitic mayor Karl Lueger).From there the module develops into three major ‘case-studies’. First, the crisis in Hungary where inthe aftermath of the Millennium celebrations (1896) a new Magyar confidence resulted in a full-onclash with the Habsburg dynasty from 1905. At the same time, for the Magyar rulers themselves, adifferent type of crisis appeared in their own back-yard: the behaviour of their Slovak and Romanianminorities. This reached a European-wide public when publicized in 1908 by the British historianR.W. Seton-Watson.The second case study is the Czech-German nationalist clash in the Bohemian lands. Here theAustrian government managed to effect some solution (in Moravia), but both Czech and Germannationalists in Bohemia were still viewed as disruptive or disloyal. We look at the different tactics 63

employed on all sides, in order to explain rising national and dynastic paranoia. Third, the moduleturns to the infamous South Slav Question. We focus in this part particularly on crisis in Croatia,where Serb politicians after 1903 were thought to be in league with neighbouring Serbia. Graduallythe idea of some ‘South Slav unity’ took shape in the Balkans; the question was how the Habsburgregime would deal with it.As you gradually get to know the empire, your knowledge base will increase so that you can makeinformed judgements: (a) about contemporary mentalities and (b) about why it was so hard for theEmpire to solve these major domestic crises before 1914.Illustrative list of seminar topics:  The Habsburg dynasty  The army: loyal and anational?  Vienna: Christian Socialism and Socialism  The Hungarian Crisis  Southern Slav loyalties and solutionsAssessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x gobbet exercise 50Sample sourceThis afternoon I will attempt to go on a wild boar hunt. Perhaps the hunt will divert me a bit,although I really don’t believe that this local stay will cause a change in my mood. Best it would be inyour company, since with you I can speak so well about the Unforgettable, who we both loved somuch and because I love you so much. I long already for our meeting again and look forward to thebeginning of November. Next Thursday I will begin again with the regular audiences and so willgradually take up my former life… Emperor Franz Joseph letter to Katharina Schratt, 16 October 1898This letter by Franz Joseph to his long-term mistress in Vienna explains much about how heconceived his duties as monarch but also about his everyday interests. When he was not fixed on adaily routine of duties (“regular audiences” with government ministers), his main pastime washunting. This letter was written soon after the assassination of his wife the Empress Elizabeth (the“Unforgettable” who had always enjoyed going to their country estate at Gödöllö). Even though hisrelationship with her was deeply problematic, Franz Joseph reveals his deep shock and sorrow andattempts here to find solace with Katharina Schratt. The many letters he wrote to Schratt reveal newsides to his personality, confirming not just his obsession with monarchical duty, but also showingthat he wielded considerable power and could influence political events when he chose to. 64

Year 3 Special Subject (30 credits) HIST3166 – The Crisis of Austria-Hungary, Part 2 (Dr Katalin Straner))Baron Aehrenthal, Habsburg foreign minister, makes off with Bosnia and Herzegovina (here depicted as two prize stags) in October 1908. (Hungarian cartoon of early 1909).Module overviewPart 2 turns to look at the foreign policy of Austria-Hungary from c.1897 to 1914. Thus it considersmore closely the Habsburg authorities’ anxiety about “irredentist” forces – those various nationalgroups or individuals who had contact with hostile neighbouring states (Serbia, Romania, Italy orRussia). We pay particular attention to the Empire’s deteriorating relationship with Serbia, and howthis then affected the governance of Croatia and determined the Empire’s ‘successful’ annexation ofthe Turkish province of Bosnia-Hercegovina in 1908. The ‘Bosnian crisis’ is studied in detail. The factthat Serbia ought to be, but was not, acting submissively as a loyal satellite was then fundamental tothe Habsburg elite’s paranoia by 1914. We engage fully with the elite’s mentality in these years(1912-14) to show why the Empire was prepared to risk a European war after the Sarajevo murders.After this, we proceed to study the Empire during the First World War when civilian and militaryloyalties were tested to the utmost. On the one hand, the threads from Part 1 about Hungary, theCzech lands and the Southern Slav regions can be picked up. On the other, the fresh trialsexperienced by Habsburg subjects at the military front and in the hinterland are examined. In theend (1918) the combination of military defeat and social-economic insecurity delegitimized theHabsburg Monarchy and produced its disintegration. We will study why this could occur and why theempire had so few friends inside or outside its borders by the end of the war. 65

Illustrative List of seminar topics: % Contribution to Final Mark 50  The Serbian threat 50  The Bosnian Crisis  Military loyalty at the front  Civilian life on the home front (Vienna and Budapest)  The imperial collapse of 1918Assessment Assessment Method1 x essay (4,000 words)1 x 3-hour examSample sourceAlready I am gaining the impression from all information that there is a political and militaryrevolution taking place in the south, in the Balkans. On the one hand it is propagated by the Ententethrough treacherous politicians and individuals agitating in secret; on the other hand, it is most likelystirred from the Salonika army. The increasing number of bands [groups of men] in Montenegro andin the Herzegovinan border areas; the circumstance that there are Serbian officers among thesegroups; and the fact that some bands even have machine guns and hand grenades – all this suggestsclearly that in batches Serbian elements are infiltrating our lines in Bulgaria and Albania, and that weshould really reckon on a further increase of a revolutionary movement and its spread to Serbia… General Stjepan Sarkotić (Sarajevo) to Army High Command. 2 February 1918This source shows well the dilemmas faced by the Habsburg authorities in the last year of the warbefore the collapse. The military governor of Bosnia, Sarkotić, was always trying to keep a lid onunrest in his province, but by 1918 political and social unrest was noticeably stirring (including amajor naval revolt). Here he interprets in typical fashion, to the Army High Command, the unrest asmainly due to forces from outside the empire. This was true only to some extent: the western Allieswere indeed about to begin a propaganda campaign against Austria-Hungary. But the reality wasthat the empire was also disintegrating from within, because civilians were starving and felt insecure:they had begun to blame the Habsburg authorities for their misery. Meanwhile, many soldiers onleave were refusing to return to their units and some were hiding as deserters in the countryside.These contributed to the “bands” which Sarkotić was identifying by early 1918.66

Year 3 Special Subject (30 credits) HIST3104 – Refugees in the Twentieth Century, Part I (Professor Tony Kushner)Module OverviewThis module will explore both the experiences of refugees and responses to them globally, nationallyand locally from the state, political parties, the media and from the public as a whole. So-calledasylum seekers are perceived as one of the most pressing problems facing the western world as weenter the twenty first century. This module examines how the term ‘refugee’ has been transformedfrom a positive one from the seventeenth century through to the start of the twentieth century toone of abuse at the start of the twenty first century. It builds on a theoretical foundation exploringthe history and legal definitions of refugee movements as a whole through to three specific casestudies. The first module deals with east European Jews at the turn of the twentieth century andresponses to them, especially in Britain. The module will utilise a range of primary materials,including those generated by national and international governments, organisations working onbehalf of, with and against refugees, the press, and the papers and memoirs of refugees themselves.Students taking the module will be encouraged to have contact with local and national organisationsin Britain working with refugees. 67

Indicative List of Seminar Topics  Legal and other definitions of refugees and asylum seekers  The early history of refugees from the Huguenots to the political exiles of the nineteenth century  Concepts of asylum in Britain within an international context throughout the twentieth century  Responses to and the experiences of East European Jewish refugees at the turn of the twentieth century  Responses to and the experiences of refugees from Nazism  Responses to and the experiences of asylum seekers at the end of the twentieth centuryAssessment % Contribution to Final Mark Assessment Method 40 401 x essay (3,000 words) – historiographical focus 201 x essay (3,000 words) – source-based1 x gobbets exerciseSource‘I believe that future historians will call the twentieth century not only the century of the great wars,but also the century of the refugee. Almost nobody at the end of the century is where they were atthe beginning of it. It has been an extraordinary period of movement and upheavals. There are somany scars that need mending and healing it seems to me that it is imperative that we proclaim thatasylum issues are an index of our spiritual and moral civilisation. How you are with the one whomyou owe nothing, that is a grave test and not only as an index of our tragic past.’ Rabbi Hugo Gryn, 1996Hugo Gryn was a survivor of Auschwitz and this was part of his impassioned last speech which wasgiven to the Refugee Council. Gryn believed there was a clear link between ‘then’ and ‘now’, and hemade his moral plea to the world, ‘on how you are to people to whom you owe nothing’, before therefugee crisis grew to the level it has now reached, ones not surpassed since the Second World War.But can we connect those who tried to flee Nazism with those who are attempting to reach Europetoday? Does ‘charity begin at home’? This special subject charts change and continuity in theexperience of and responses to refugees from the turn of the twentieth century through to today. 68

Year 3 Special Subject (30 credits) HIST3104 – Refugees in the Twentieth Century, Part 2 (Professor Tony Kushner)Module OverviewThis module will explore both the experiences of refugees and responses to them globally, nationallyand locally from the state, political parties, the media and from the public as a whole. So-calledasylum seekers are perceived as one of the most pressing problems facing the western world as weenter the twenty first century. This module examines how the term ‘refugee’ has been transformedfrom a positive one from the seventeenth century through to the start of the twentieth century toone of abuse at the start of the twenty first century. It builds on a theoretical foundation exploringthe history and legal definitions of refugee movements as a whole through to three specific casestudies. The second module deals with refugees from Nazism during the 1930s and the final casestudy concerns world asylum seekers today. The module will utilise a range of primary materials,including those generated by national and international governments, organisations working onbehalf of, with and against refugees, the media, papers and memoirs of refugees themselves andartistic and cultural responses to the refugee crisis. Students taking the module will be encouraged tohave contact with local and national organisations in Britain working with refugees. 69

Indicative List of Seminar Topics  State and public debates about refugees from Nazism in Britain and beyond during the Nazi era  The experience of refugees from Nazism in Britain and beyond during the Nazi era  Case studies of the history and memory of the Kindertransport and the St Louis  UNHCR, European Union and British responses to asylum seekers at the end of the twentieth century  A case study of parliamentary, press and popular responses to asylum seekers in Britain at the end of the twentieth century/beginning of the twenty first century.Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x 3-hour examSample Source‘I believe that future historians will call the twentieth century not only the century of the great wars,but also the century of the refugee. Almost nobody at the end of the century is where they were atthe beginning of it. It has been an extraordinary period of movement and upheavals. There are somany scars that need mending and healing it seems to me that it is imperative that we proclaim thatasylum issues are an index of our spiritual and moral civilisation. How you are with the one whomyou owe nothing, that is a grave test and not only as an index of our tragic past.’ Rabbi Hugo Gryn, 1996Hugo Gryn was a survivor of Auschwitz and this was part of his impassioned last speech which wasgiven to the Refugee Council. Gryn believed there was a clear link between ‘then’ and ‘now’, and hemade his moral plea to the world, ‘on how you are to people to whom you owe nothing’, before therefugee crisis grew to the level it has now reached, ones not surpassed since the Second World War.But can we connect those who tried to flee Nazism with those who are attempting to reach Europetoday? Does ‘charity begin at home’? This special subject charts change and continuity in theexperience of and responses to refugees from the turn of the twentieth century through to today. 70

Year 3 Special Subject (30 credits) HIST 3234 -- Political Cultures in Modern Russia, Part 1 (Dr. George Gilbert)Module OverviewThis module is a study of political culture in Russia and the Soviet Union. Part one of this year-longspecial subject will start in the second half of the nineteenth century and continue into the earlySoviet period. It will start with a question: what is propaganda, and how does it work? How did thetsars use it? How did the revolutionaries create their own political cultures? Part one will follow theemergence of political radicalism in the nineteenth century through to the revolutions of 1917, andthen the mobilization of the people in the early Bolshevik state. Part two will follow the story fromStalinism to the present day. What was Stalin’s ‘cult of personality’ and how did this work? Didpolitical culture have any effect after World War Two? How did it change after the fall ofcommunism? How does Putin seek to use political culture to assert his control over Russia today?Throughout, this special subject will use different genres of sources, including literature, film and thevisual arts, to understand historical change, and encourages students to analyse the role of culture inpolitics and society, to explore the inter-relations among ideas, identities, representations andpolitical and social practices, and to reflect on culture as an historical phenomenon. 71

Indicative List of Seminar Topics What is propaganda? The development of mass media in late imperial Russia How various political and social groups used propaganda against the tsars How the Romanov dynasty used political propaganda: symbolism, ritual and ceremonials The symbolism of the revolutionary project (1917) The creation of propaganda during the early Soviet period (1917-1920s)Assessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x gobbet exercise 50Sample Source‘Victory is near. With each new day the government’s forces are growing weaker and weaker. Thearmy and navy – its main supports – are experiencing ever greater unrest and are adding their voicesto the demands of the insurrectionary people. Just one more blow, and the autocratic government will not withstand the collectivepressure of the infuriated people. It will cease to exist. It will be gone and before us will open thebroad road to light, justice and a free life’.‘Proclamation of Moscow Post-Telegraph Employees, June 1906’, in Gregory Freeze (ed.), FromSupplication to Revolution. A Documentary Social History of Imperial Russia (Oxford: OUP, 1988), pp.216-17.This is a proclamation from working people in Moscow, published shortly after the most intensestage of the 1905 revolution. The demands within it can make us consider the transformativechanges that resulted from the events of the year 1905, and the new aspirations manifest in theRussian people, including debates over the meaning of freedom, a key demand of many peopleduring the revolution. Furthermore, the proclamation coming a full year after the ‘1905’ revolutioncan make us think about processes of historical change, and in particular transitions to new patternsof thought and ways of life. Was the revolution a series of political events, or was it indicative ofwider processes occurring in Russian society? 72

Year 3 Special Subject (30 credits) HIST 3235 – Political Cultures in Modern Russia, Part 2 (Dr. George Gilbert)Module OverviewThis module is a study of political culture in Russia and the Soviet Union. Part one of this year-longspecial subject will start in the second half of the nineteenth century and continue into the earlySoviet period. It will start with a question: what is propaganda, and how does it work? How did thetsars use it? How did the revolutionaries create their own political cultures? Part one will follow theemergence of political radicalism in the nineteenth century through to the revolutions of 1917, andthen the mobilization of the people in the early Bolshevik state. Part two will follow the story fromStalinism to the present day. What was Stalin’s ‘cult of personality’ and how did this work? Didpolitical culture have any effect after World War Two? How did it change after the fall ofcommunism? How does Putin seek to use political culture to assert his control over Russia today?Throughout, this special subject will use different genres of sources, including literature, film and thevisual arts, to understand historical change, and encourages students to analyse the role of culture inpolitics and society, to explore the inter-relations among ideas, identities, representations andpolitical and social practices, and to reflect on culture as an historical phenomenon. 73

Indicative List of Seminar Topics  Stalinism, especially the creation of the ‘cult of personality’  World War Two (the Great Patriotic War) and the evolution of Soviet propaganda  The role of the media in sustaining Soviet power after 1945  The effectiveness of control and surveillance during the period of Soviet stagnation  How Putin’s government uses propaganda in the media  The use of propaganda in Russia today and how its role in the projection of state powerAssessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x 3-hour examSample Source‘The Soviet people must realize this and abandon all heedlessness, they must mobilize themselvesand reorganize all their work on new, wartime lines, when there can be no mercy to the enemy.Further, there must be no room in our ranks for whimperers and cowards, for panic-mongers anddeserters. Our people must know no fear in the fight and must selflessly join our patriotic war ofliberation, our war against the fascist enslavers. Lenin, the great founder of our State, used to saythat the chief virtue of the Bolshevik must be courage, valor, fearlessness in struggle, readiness tofight together with the people against the enemies of our country. This splendid virtue of theBolshevik must become the virtue of the millions and millions of the Red Army, of the Red Navy andof all the peoples of the Soviet Union’.Iosif Stalin, ‘Radio Address to the Soviet People’, July 3, 1941. Seventeen Moments in Soviet History.<http://soviethistory.msu.edu/1943-2/the-cult-of-leadership/the-cult-of-leadership-texts/stalin-brothers-and-sisters/> [accessed 09/02/18].After weeks of hiding following the German invasion of the Soviet Union – ‘Operation Barbarossa’ –in June 1941, Stalin finally emerged to address a Soviet people confused by his absence andaccustomed to strong, direct leadership. In his speech Stalin set an interesting tone – he did notaddress the people as ‘comrades’ but as ‘brothers and sisters’. Although the above extract shows hiswell-known ruthlessness, sis speech struck a more conciliatory line than his usual addresses, callingfor all ‘peoples of the Soviet Union’ to come together to defeat the fascist forces invading thehallowed turf of the motherland. Russians and non-Russians, men and women, young and old – allneeded to be part of the new ‘Great Patriotic War’ to resist German invasion, as World War Two isknown to this day in the Russian Federation. 74

Year 3 Special Subject (30 credits) HIST 3066 – The Henrician Reformation 1509-1547, Part 1 (Professor George Bernard) Hans Holbein the younger, Henry VIII, Museo Thyssen, Madrid.Module OverviewIn the 1530s Henry VIII repudiated papal authority and declared himself supreme head of the churchon earth under God. The two interlinked Special Subject courses HIST3066and HIST3067 set out tounderstand how and why such a momentous change occurred and what its consequences havebeen. The heart of HIST3066 taken in the first semester is a study of the ‘high politics’ of the break withRome set in the context of the nature of early Tudor government and society. The course begins withthree case studies - the Hunne affair, the fall of the duke of Buckingham in 1521, the Amicable Grant of1525 - to raise questions about the late medieval church, the power of the nobility and the effectivenessof royal and ministerial government. There follows an extended consideration of the ascendancy ofCardinal Wolsey and the condition of the church. The focus then sharpens onto the break with Rome,studied in depth, year by year. Henry VIII's desire for an annulment of his marriage to Catherine ofAragon, the fall of Wolsey, pressures against the church, the timing and evolution of the royalsupremacy, propaganda and counter-propaganda are all considered. 75

Indicative List of Seminar Topics % Contribution to Final Mark 50  The Hunne affair 50  The ascendancy of Thomas Wolsey  Henry VIII’s search for a divorce  Henry VIII’s campaign against the church  The royal supremacyAssessment Assessment Method1 x essay (4,000 words)1 x gobbets exerciseSample SourceWhere by diverse sundry old authentic histories and chronicles it is manifestly declared andexpressed that this realm of England is an empire and so hath been accepted in the world, governedby one supreme head and king having the dignity and royal estate of the imperial crown of the same.Act of Appeals, 1533 (Statutes of the Realm, 24 Henry VIII c.12 [iii. 427].)The Act of Appeals was one of a series of statutes secured by Henry VIII from parliament in the early1530s in order to legitimate his assertion of royal authority over the church and against the pope.The Act of Appeals forbade appeals to Rome. That was directed against Catherine of Aragon. WhatHenry claimed was that his realm was an empire. By that he meant that exclusive authority over hisrealm and that no foreign powers, and certainly no popes, had the slightest right of interferencewithin it. 76

Year 3 Special Subject (30 credits) HIST 3067 – The Henrician Reformation 1509-1547, Part 2 (Professor George Bernard) Byland Abbey, YorkshireModule OverviewIn the 1530s Henry VIII repudiated papal authority and declared himself supreme head of the churchon earth under God. The two interlinked Special Subject courses HIST3066 and HIST3077 set out tounderstand how and why such a momentous change occurred and what its consequences havebeen. HIST3067 taken in the second semester focuses on opposition to the break with Rome andsubsequent religious changes, looking at Sir Thomas More, Bishop John Fisher, and monks and friarswho would not swear the oath Henry VIII demanded. Attention then turns to the Pilgrimage of Grace in1536, the great rebellion in the north of England directly especially against the dissolution of the smallermonasteries. That leads on the total dissolution of the monasteries in the late 1530s and the ending ofpilgrimage, followed by an assessment of the nature of the church that Henry VIII remade. Henry’s parthas been the subject of fierce controversy. The falls of Anne Boleyn and Thomas Cromwell will bestudied in depth. Both HIST3066 and HIST3067 are exceptionally fortunate in the availability andaccessibility of source materials in print and online, especially the magnificent Victorian edition of theLetters and Papers of Henry VIII, (21 volumes in 36 parts, 1862-1932), which makes it possible forstudents readily to examine the same materials as professional historians do. 77

Indicative List of Seminar Topics % Contribution to Final Mark 50  Opposition: Thomas More and Bishop John Fisher 50  The dissolution of the monasteries  The pilgrimage of Grace  Religious change after the break with Rome  Faction and politics: Anne Boleyn, Thomas Cromwell.Assessment Assessment Method1 x essay (4,000 words)1 x exam (3 hours)Sample SourceForasmuch as manifest sin, vicious carnal and abominable living is daily used and committed amongthe little and small abbeys, priories and other religious houses of monks, canons and nuns …Statutes of the Realm, 27 Henry VIII c.28, [iii.575]In 1536 the smaller monasteries were dissolved by Act of Parliament. It was the moral depravity ofmonks and nuns that was cited in justification. Whether that was a fair charge is open to debate. It canbe tested against the reports of royal commissioners who visited the monasteries in 1535. Thedissolution of the smaller monasteries provoked a large-scale rebellion in northern England in autumn1536.78

Year 3 Special Subject (30 credits) HIST3203 – American Empire: The Emergence of the Pax Americana, Part 1 (Dr Chris Fuller)Module overviewArcana Imperii - the real motives and techniques of the rule of the state, in contrast to thosepresented to the public.Part 1 of this Special Subject explores the ascent of the United States during, and in the yearsimmediately following the end of World War II. Expanding its global responsibilities to fill the powervacuum left by the decline of the European powers, America emerged from this period as one of twoglobal super powers, championing liberal democratic, free market capitalism in an ideologicalconflict with its rival, the communist Soviet Union. During this time, American policy makers soughtto use the United States’ immense economic, political and military power to shape the post-warenvironment into a global system, which not only furthered US aims, but also provided benefits forits allies and fellow capitalist states. The module will begin by exploring the core concepts of whatmakes an empire, before examining the various policies introduced by America’s leadership duringthe 1940s, discussing the extent to which such policies collectively reveal a deliberate effort totransform the previously isolationist nation into an imperial power. The role of global institutionssuch as the Bretton Woods financial system and the UN, the importance of military power in theform of the atom bomb, as well as the creation of intelligence agencies such as the CIA and NSA willall be considered when seeking to answer the core question - did the United States become anempire, and if so, did it do so out of desire, necessity, or manifest destiny? 79

Indicative list of seminar topics % contribution to final mark 50What is an empire? 50What are imperial frontiers?What is a Pax?Roosevelt’s vision for post-war AmericaPolitical – Proposing the United NationsPolitical - Formation of the United NationsEconomic– Bretton WoodsFrontiers – Kennan and ContainmentFrontiers – Truman DoctrineMilitary – Atomic diplomacyMilitary – National Security Act of 1947Military – NATO and NSC-68Intelligence – The CIA and covert operationsIntelligence – The National Security Agency (NSA)Did the United States create an empire?AssessmentAssessment Method1 x essay (4,000 words)1 x gobbet exerciseSample source‘The National Security Council [NSC], taking cognizance of the vicious covert activities of the USSR, itssatellite countries and Communist groups to discredit and defeat the aims and activities of theUnited States and other Western powers, has determined that, in the interests of world peace andUS national security, the overt foreign activities of the US Government must be supplemented bycovert operations.’ NSC 10/2, NSC Directive on Office of Special Projects, Washington, DC, 18 June 1948.The Central Intelligence Agency, America’s first peace time spy agency formed as part of theNational Security Act of 1947, is, despite its covert nature, perhaps the most evident symbol ofAmerican imperialism. In this memo from president Truman’s National Security Council dated a yearafter the agency’s creation, the United States committed the CIA to engaging in covert activitiesaround the world – a profound and far-reaching statement about American sovereignty, power andnational interests. With NSC 10/2, the United States’ government made clear it would actunilaterally to shape the international environment in ways which advanced its own political,economic and security interests – a truly imperial approach to foreign policy.80

Year 3 Special Subject (30 credits) HIST3204 – American Empire: The Expansion of the Pax Americana, Part 2 (Dr Chris Fuller)Module outlinePart 2 of this Special Subject explores the way in which the United States has functioned as animperial power in the post-Cold War years, from George H. W. Bush’s bold declaration of a NewWorld Order, to the more restrained use of overt power, but extensive employment of covert power,which has characterised Barack Obama’s presidency.Immediately following the collapse of its only serious competitor, to the more recent rise of multipleregional and international rivals, the United States has consistently sought to make use of theevolving technologies of globalization and digitization as new tools to both promote democraticideals, and preserve its imperial power and dominance. By exploring the ways in which the UnitedStates has sought to preserve its imperial influence – the Pax Americana – in the face of newchallenges and rivals, this module will use a range of case studies to explore two competing theories:first, that the United States has evolved into a post-territorial empire, or second, that its imperialpower and influence in in terminal decline, and that the early twenty-first century is witnessing theend of the Pax Americana. 81

Indicative list of seminar topicsNew World Order: Iraq and the preponderance of US powerNew World Order: Somalia and the limits of US powerEmpire Strikes Back: Neoconservatism and the Bush Doctrine“Don’t do stupid shit.”: Is this the Obama Doctrine?Digital frontiers: American cyber power“Noises off”: Dirty Wars on the frontiersIt sends its bloodhounds everywhere: Drones and post-territorial empireFinal frontier: US space policyIs America a post-territorial empire?The decline and fall of the Pax Americana?Assessment Assessment Method % contribution to final mark1 x Presentation (10 mins) 201 x Report (2000 words) 401 x 2-hour exam 40Sample source‘We are Americans, part of something larger than ourselves. For two centuries, we've done the hardwork of freedom. And tonight, we lead the world in facing down a threat to decency and humanity.What is at stake is more than one small country; it is a big idea: a new world order, where diversenations are drawn together in common cause to achieve the universal aspirations of mankind --peace and security, freedom, and the rule of law. Such is a world worthy of our struggle and worthyof our children's future.’ President George H. W. Bush, Address Before a Joint Session of Congress on the State of the Union, 29 January, 1991 (“New World Order speech”)With the Soviet Union’s collapse, the United States emerged from 40 years of Cold War as theundisputed victor, and what some commentators dubbed the world’s first hyperpower. Determinednot to dismantle the imperial system which had emerged over the past 40 years, American policymakers sought to capitalise upon this geopolitical change by redefining America’s role in the post-Cold War world. George H. W. Bush used his first State of the Union address to set out plans for a“new world order,” in which American power would serve as a guarantor for peace and securityamong the international community. To some, this vague phrase summed up the benefits Americanglobal leadership could offer, while to others, it symbolised a new phase of expanded Americanimperialism and domination. 82

Year 3 Special Subject (30 credits) HIST3161 – Crime and Society in Medieval England, Part 1 (Nick Karn)Module OverviewProverbially, medieval law was arbitrary and brutal, characterised by superstitious ordeals andbizarre and bloody punishments. Yet it is also our modern legal system; most of the fundamentalinstitutions of English law, from trial by jury to the roles of judges and advocates, were establishedby about 1250. Collectively, they form the basis of English common law.This first part of the special subject will allow you to explore how law was done between about 1000and 1200, paying attention to actual cases, and to how legal practices reflected perceptions of socialproblems and social change, and how legal practices expose deep-seated assumptions about thenature of society. This will include examination of how interpersonal violence was dealt with, in thelight of modern work on feud and vendetta, and also consideration of how punishments were fittedto crime, in the light of modern work on execution cemeteries. 83

Indicative List of Seminar Topics  Trial by ordeal and trial by battle.  The ideology of crime and its repression.  Kings and the political uses of crime.  The origins of the jury.  The practice and ideology of punishments.Assessment Assessment Method % Contribution to Final Mark 501 x essay (4,000 words) 501 x gobbet exerciseSample Source[6] And the decree of the councillors is that Christian men be not all too often sold out of the country,and certainly not sent into heathen lands, but one should take good care that the souls which Christbought with his own life should not be destroyed.[7] And the decree of the councillors is that cleansing of the land be begun everywhere and that evildeeds cease everywhere, and if wizards or sorcerers, secret murderers or prostitutes areencountered anywhere in the land, that they be zealously driven out of this land, or completelydestroyed in the land, unless they cease, and the more deeply make amends. King Cnut’s 1018 lawcode (http://www.earlyenglishlaws.ac.uk/laws/texts/cn- 1018/view/#edition/translation-5)Anglo-Saxon kings managed the law through proclamations known as lawcodes; this extract is fromKing Cnut’s one of 1018. Like most of these documents, it is a miscellany that addresses many issues.The range of matters covered is important. It shows that kinds were concerned with social order, butalso with the religious duties and roles that they used to justify their own positions. Thus murder andwitchcraft are treated as equivalent; and the slave trade is regulated and limited. The document isalso notable for its conservatism. Cnut, king of Denmark, had only conquered England in 1016, justbefore this document was prepared; yet the image of kingship and social order that he projects isentirely drawn from the conventions established by his predecessors. Maintenance of order was animportant method for legitimizing the social order, and incoming kings such as Cnut made extensiveuse of such work to legitimize their own positions. 84

Year 3 Special Subject (30 credits) HIST3164 – Crime and Society in Medieval England, Part 2 (Nick Karn)Module OverviewProverbially, medieval law was arbitrary and brutal, characterised by superstitious ordeals andbizarre and bloody punishments. Yet it is also our modern legal system; most of the fundamentalinstitutions of English law, from trial by jury to the roles of judges and advocates, were establishedby about 1250. Collectively, they form the basis of English common law.Part 2 of this special subject will concentrate on the period from the later twelfth century to theearly fourteenth, when the preservation of public order was much changed through the impositionof new kinds of control by kings. This amounted to a royal takeover of much of the apparatus of law,and the creation for the first time of a corps of professional judges, a legal profession, practical legaltraining and, through statute law, the ability to change law as a conscious act of policy. Perhaps themost well-known of these developments was the creation of the trial jury. All these developmentswill be considered in detail, both for their effects on localities and as a means of questioningdominant views on their meaning and significance. 85

Indicative List of Seminar Topics  Kings and the micromanagement of the law.  Magna Carta and its significance.  The origins of the legal profession.  How much crime was there in medieval England?  The origins of Parliament and the earliest statutes.Assessment % Contribution to Final Mark Assessment Method 50 501 x essay (4,000 words)1 x 3-hour examSample Source(39) No free man shall be seized or imprisoned, or stripped of his rights or possessions, or outlawedor exiled, or deprived of his standing in any way, nor will we proceed with force against him, or sendothers to do so, except by the lawful judgment of his equals or by the law of the land.(40) To no one will we sell, to no one deny or delay right or justice. Magna Carta 1215, clauses 39–40, from David Carpenter, Magna Carta (London, 2015)These are some of the most famous phrases from any source on English history, in that they havebeen taken as a statement of the fundamental principles of a successful legal system. In reality,though, they are a commentary on what had gone wrong in thirteenth-century England. As kingstook more control over the law, it became increasingly politicized, and more and more was used as ameans for raising revenue. The Magna Carta rebels tried to correct this by forcing King John topromise better behaviour, but the problem of ensuring the rule of law, and of managing therelationship between the state and social order, remained a live one. 86

Year 3 Special Subject (30 Credits) HIST3107 – The 1947 Partition of India and its Aftermath, Part 1 (Professor Ian Talbot)Module OverviewThe British divided and quit India in August 1947. This decision resulted in the emergence of Pakistanand the uprooting of millions of people in the largest mass migration of the Twentieth Century.What were the causes of the Partition? Why were its effects so devastating in terms of violence andupheaval? How has Partition continued to impact on relations between India and Pakistan and onthe domestic politics of both countries? How did ordinary men and women live through the Partition?The two interlinked third year special subject courses HIST3107 and HIST3108 set out to answerthese questions. HIST3107 in the first semester explores the origins and causes of the Partition witha particular focus on the preceding period of the Second World War. There will be bothdocumentary analysis and an engagement with the historiographical debates around such themes asthe movement for Pakistan and the Mountbatten Viceroyalty. There will be an opportunity for classwork on the Mountbatten Papers held in the Special Collections of the Hartley Library. 87

Indicative List of Seminar Topics % Contribution to Final Mark  Constitutional Impasse: India 1945-7 40  Communal Breakdown: Calcutta, Noakhali, Bihar 40  The Gathering Storm in Punjab 20  The 3 June Partition Plan  Radcliffe and the Making of a Boundary  Violence and Partition  The Mountbatten Viceroyalty: RevisitedAssessment Assessment Method1 x essay (3,000 words)1 x essay (3000 words)1 x gobbet exerciseSample SourceSince Gandhi returned to Delhi on 24th May, he has been carrying out an intense propaganda againstthe new plan and although I have always been led to understand he was the man who got theCongress to turn down the Cabinet Mission Plan a year ago he was now trying to force the CabinetMission Plan on the country. He may be a saint but he seems to be a disciple of Trotsky. I gather thatthe meetings of the Congress Working Committee have been most acrimonious in consequence andI believe that the leaders were quite apprehensive of my seeing Gandhi on Monday. I certainly was.Judge then my astonished delight on finding him enter the room with his finger to his lips to indicatethat it was his day of silence! I spent 45 minutes explaining to him why the Cabinet Mission could notbe enforced against the wishes of any community and generally trying to break down his resistanceto the new plan. He scribbled me a few notes on the back of used envelopes, of a friendly nature.Lord Louis Mountbatten to Earl Listowel 5 June 1947Lord Mountbatten was nervous that Gandhi would oppose the scheme for Partition that he hadpersuaded political leaders to accept and which became known as the 3 June Plan. Although Gandhiheld no political position, he still wielded immense moral authority. He had always spoken upagainst Partition, even when others in the Indian National Congress agreed reluctantly to accept it.Gandhi’s scribbled notes ensured that Partition would go ahead. The notes are in the possession ofthe Mountbatten Papers. 88

Year 3 Special Subject (30 Credits) HIST3107 – The 1947 Partition of India and its Aftermath, Part 2 (Professor Ian Talbot)Module OverviewThe massacres and mass migrations which accompanied Partition created a vast human tragedy. Itseffects still impact on individuals, communities and on the relations between India and Pakistan. Thismodule which is taken during the second semester, explores, the causes of the social upheaval andits legacies. Was large-scale violence inevitable? Which communities were most vulnerable? Werewomen especially victimised? Can contemporary tensions in Indo-Pakistan relations be linked backto 1947? These questions are addressed in seminars. The module also reflects on the developmentof the ‘New History’ of Partition. This is concerned with human experiences of violence anddislocation. This ‘history from beneath’ has relied on non-traditional sources such as interviews,visual representations and literature. These are explored in translation during the course of themodule. 89

Indicative List of Seminar Topics % Contribution to Final Mark  The Gendered Dimension of Partition 50  The ‘New History’ of Partition 50  Literature and Partition  Refugee Rehabilitation and Resettlement  Legacies of Partition for Indo-Pakistan relations Assessment Assessment Method1 x essay (4,000 words)1 x 3-hour examSample SourceToday is the 15th day of the East Punjab holocaust and still it goes on… The Boundary Force havefailed to control it…The Government of India have not effectively intervened, the East PunjabGovernment have failed to discharge its duties…it is a grave situation…there is no abiding profit toany side in this business of butchery…we do not doubt Nehru’s personal sincerity… (but he) mustrise above political antipathy…These possible horrors can be averted by stern action today…anyMuslim who thinks he will be avenging his compatriots in east Punjab by counter violence will reallybe stabbing Pakistan.Dawn Editorial 28 August 1947Dawn was the English language mouthpiece of the Muslim League which had successfully mobilisedsupport for the creation of Pakistan. Indeed even today it has a picture of Jinnah on its banner-headto commemorate his founding of the paper in the drive to achieve Pakistan. The paper shifted itsoperations from Delhi to Karachi following Partition. In this extract the newspaper blames theGovernment of India for the attacks on Muslims in the part of Punjab which was awarded to India in1947. It also refers to the failure of the Boundary Force created by the British to maintain order inthe wake of Partition. The piece is typical of partisan accounts which on both sides of the borderblamed rival communities and states for the violence. The paper interestingly terms the violence aholocaust. It also seeks the moral high ground by exhorting Muslims in Pakistan to refrain fromrevenge attacks on Hindus and Sikhs. Such attacks continued in the Pakistan Punjab in the period upto November 1947. 90

Year 3 Special Subject (30 credits) HIST3218 – Nuclear War and Peace, Part 1 (Module Convenor TBC)Module OverviewThis module will acquaint students with the facts, cases, theories and debates necessary tounderstand the history of nuclear weapons from their invention during the Second World War to the1968 Treaty on the Non-Proliferation of Nuclear Weapons in 1968. Nuclear history is unique in atleast three respects. First, the advent of atomic and thermonuclear weaponry has epitomizedhumanity’s ascent to becoming the primary geological actor on the planet – the arbiters of theEarth’s fate so to speak. Second, the strict secrecy that has surrounded military nuclear programshas been pierced by a flurry of recent revelations from worldwide archives, casting new light on thehistory of nuclear strategy, diplomacy and policy. Third, the merciful non-use of nuclear weaponssince 1945 means that nuclear strategy relies heavily upon theory. Evidence for our claims aboutnuclear weapons, whether they make major wars more or less likely or whether proliferation is agood or a bad thing, to reference two examples, is scant because no nuclear weapon has been usedin anger since the Hiroshima and Nagasaki bombings. By the end of the semester, students will gainenough knowledge of the subject to support informed judgments about such key concepts asnuclear arms control, deterrence, non-proliferation, mutual assured destruction, and Global Zero.Indicative List of Seminar Topics  The Manhattan Project and the bombings of Hiroshima and Nagasaki  Nuclear weapons and the origins of the cold war  Nuclear deterrence and Eisenhower’s nuclear strategy  Strategic stability and the British nuclear program  Flexible response  Crisis management in Berlin and Cuba  The non-use of nuclear weapons  The antinuclear movement and a writing day for the historiographical essay  Nuclear proliferation in the 1960s and tutorials to discuss dissertations  Nuclear proliferation in the Middle East and South Asia 91

Assessment % Contribution to Final Mark Assessment Method 40 401 x essay (3,000 words) 201 x essay (3,000 words)1 x gobbet exerciseSample Source‘Perhaps the most important item on the table of distinguishable states is not the numbers of deador the number of years it takes for economic recuperation; rather, it is the question at the bottom:“Will the survivors envy the dead?” It is in some sense true that one may never recuperate from athermonuclear. The world may be permanently (i.e., for perhaps 10,000 years) more hostile tohuman life as a result of such a war. Therefore, if the question, “Can we restore the prewarconditions of life?” is asked, the answer must be “No!” But there are other relevant questions to beasked. For example: “How much more hostile will the environment be? Will it be so hostile that weor our descendants would prefer being dead than alive? Perhaps even more pertinent is thisquestions, “How happy or normal a life can the survivors and their descendants hope to have?”Despite a widespread belief to the contrary, objective studies indicate that even though the amountof human tragedy would be greatly increased in the postwar world, the increase would not precludenormal and happy lives for the majority of survivors and their descendants.’ Herman Kahn, On Thermonuclear War (Princeton, NJ: Princeton University Press, 1960), p. 21.Herman Kahn was a mathematician, economist and strategic thinker at RAND Corporation, a U.S. Airforce think tank for the U.S. Air Force notorious for his coldblooded approach to nuclear strategy.This extract from his On Thermonuclear War is significant in at least three respects. First, Kahnparticipated in a debate at the end of the Eisenhower and beginning of the Kennedy administrationsabout whether the United States should rely on the threat of using nuclear weapons in a spasm ofretalation to deter conflicts or plan to fight and win a nuclear war. Kahn’s argued that the countrycould prevail through a mix of neutralizing Soviet nuclaer forces and building fallout shelters to saveas many civilians as possible. Second, Kahn invokes a discourse among strategists, scientists andstatesmen as to whether nuclear weapons are just another weapon, or something altogether newbecause of their potentially cataclysmic effects. Kahn contended that you had to be willing to “thinkthe unthinkable,” while one critic condemned his magnum opus as “a moral tract on mass murder.”Lastly, Stanley Kubrick drew upon Kahn’s outspoken personality for his titular scientist in Dr.Strangelove or: How I learned to stop worrying and love the Bomb. 92

Year 3 Special Subject (30 credits) HIST3219 – Nuclear War and Peace, Part 2 (Module Convenor TBC)Module OverviewPart II of this module examines the post-1968 global nuclear order and its discontents, acquaintingstudents with the facts, cases, theories and debates necessary to comprehend the history of nuclearweapons from the opening for signature of the Treaty on the Non-Proliferation of Nuclear Weapons(NPT) to the present. A representative list of seminar themes would be the negotiation of the NPTand ensuing debates about fairness and legitimacy in global nuclear governance; U.S.-Sovietstrategic arms talks; anti-ballistic missiles and the Strategic Defense Initiative; U.S. President RonaldReagan and Soviet General Secretary Mikhail Gorbachev; the Soviet arsenal’s scattering after 1991;Indian and Pakistani nuclear programs; nuclear proliferation in Africa, the Middle East and East Asia;intelligence failures before the 2003 Iraq War; international humanitarian law; the Iran nuclear talks;and North Korea’s nuclear tests. We will inquire into the features of what scholars call the “globalnuclear order:” What is it? Who benefits? Is it just, effective or sustainable? Scholars have cited thetremendous harm that nuclear weapons can inflict to justify extraordinary measures ranging fromexport controls to financial sanctions and even preventive war. Students will accordingly work toresolve two paradoxes in nuclear logic. If nuclear weapons keep the peace, why has the internationalcommunity struggled to stop more states from acquiring them? If their uses are so manifestlyunethical, illegal, and risk-laden, why have serious efforts to abolish nuclear weapons failed?Indicative List of Seminar Topics  The liberal world order and the NPT  Non-proliferation in the 1970s and tutorials to discuss progress on dissertation  Nuclear arms control from Nixon to Bush  Explaining the “long peace”  Nuclear strategy beyond the Cold War  Proliferation I: The post-Soviet republics and South Asia  Proliferation II: Iran, Libya and North Korea  Nuclear abolition and tutorials to discuss feedback on dissertation draft  Nuclear brinksmanship in the 21st-century and war games 93

Assessment % Contribution to Final Mark Assessment Method 10 501 x writing exercise (500 word) 401 x essay (4,000 words)1 x 3-hour examSample Source‘The doom of the U.S. has been sealed. ... All the service personnel and people of the DPRK are readyto immediately and mercilessly punish without slightest leniency, tolerance and patience anyoneprovoking the dignified supreme headquarters even a bit, ... Our primary target is the Chongwadae[the residence and office of South Korea’s president], the centre for hatching plots for confrontationwith the fellow countrymen in the north, and reactionary ruling machines. The U.S. imperialistaggressor forces’ bases for invading the DPRK in the Asia-Pacific region and the U.S. mainland are itssecond striking target. ... The U.S. is fated to be punished and perish in the flames due to the DPRK’sdeadly strikes ...’ National Defense Commission of the Democratic People’s Republic of Korea (DPRK), 6 March 2016-03-13This statement, published by the state-run Korean Central News Agency, warned that the totalitarianregime under the leadership of a young, unpredictable Kim Jong Un would unleash a “preemptiveand offensive nuclear strike” in retaliation against the largest joint U.S.-South Korean militaryexercise in history. This follows North Korea’s fourth nuclear test, which Pyongyang claimed was of athermonuclear character, and recent intermediate-range ballistic missile launch, which provoked thejoint exercises. The statement is typical of North Korea’s over-the-top bellicosity; even so, theexplicit nuclear threat elicited rebukes from Russia and China, who recently approved a new roundof even stronger sanctions in the United Nations Security Council against the international pariah.The language reflects four realities. First, North Korea remains at war with South Korea and theUnited States, as a peace treaty was never signed to end the Korean War (1950-1953). Second,North Korea habitually makes threats to extract concessions from its negotiating partners. Third, Kimfeels a need to project strength due to his young age and his country’s dire economic straits. Lastly,the international community has repeatedly failed to end North Korea’s nuclear-weapons programfor geopolitical and circumstantial reasons, including the widespread lesson taken from the 2003Iraq War that nuclear weapons are the only insurance against American intervention. 94

Year 3 Special Subject (30 credits) HIST3225 – The Great Exhibition of 1851: Art, Industry and the making of a Nation, Part 1 (Dr Eleanor Quince)Module OverviewThe Great Exhibition of the Works of Industry of All Nations was an international exhibition whichtook place in Hyde Park, London, from 1 May to 11 October 1851. It was arguably the greatest of aseries of international ‘expositions’ run throughout the nineteenth century, celebrating scientific andtechnological innovation, design aesthetic and the might of manufacturing. On show were some13,000 objects from Britain, the Colonies and forty-four other nations. The Exhibition and the CrystalPalace which housed it became a British icon, symbolising free trade and national success. During itssix month opening period, over six million people visited the Exhibition, turning London, in the wordsof the Illustrated London News, from ‘the capital of a great nation, [into] the metropolis of the world’.The effects of the Exhibition were enormous and felt well into the twentieth century andbeyond. But why was the Great Exhibition so important? How did it become a turning point for thenation? And what exactly has its legacy been? 95

Indicative list of seminar topics  Exposition: the International Exhibition trend  Travelling to the Exhibition: Thomas Cook Tours and trains  Inside the Crystal Palace  Commodity Fetishism: establishing a world view of Victorian Britain?Assessment % contribution to final mark Assessment method 50 501 x essay (4000 words)1 x gobbet exerciseSample SourceSee the picture above illustration to 1851, or, The Adventures of Mr and Mrs Sandboys and familywho came up to London to enjoy themselves and to see the Great Exhibition by Henry Mayhew andGeorge Cruikshank, (London: George Newbold, 1851)‘The Great Exhibition of the Works of Industry of All Nations’, a global trade fair, took place inLondon in 1851 and was the brainchild of Prince Albert, husband of Queen Victoria. It broughttogether the best of art, science, design and engineering, in a global nod to the prowess of theindustrial age. The illustration above is from 1851, or, The Adventures of Mr and Mrs Sandboys … byHenry Mayhew. A comic novel, it charts the experience of the fictional Mr and Mrs Sandboys, aprovincial couple who attempt to travel to London from their home in Cumberland to visit the GreatExhibition in Hyde Park. The Sandboys find that their way is constantly blocked and only reach theExhibition as it closes. The image above was drawn by the famous cartoonist George Cruikshank,and is from the very beginning of the book. It represents the irony which runs throughout the text:English people failing to reach the Exhibition while the rest of the world succeeds. In the image, theExhibition building, the Crystal Palace, is situated at the top of the globe. People of all nations,identifiable through stereotypical clothing and objects – Chinese in large hats, people from Turkeysmoking hookahs, Africans emerging from crude huts, Indians on elephants – rush towards thebuilding. On the edges of the globe we can see symbols of nations who exhibited in 1851,steamships from America, pyramids from Egypt; and English flags demonstrate the reach of theEmpire. While there is an element of mocking in the cartoon, it is also an indicator of the way inwhich the Exhibition, hailed by Queen Victoria as ‘one of the wonders of the world’, was viewed: aworld-beating venture which put the nation on the map (literally). 96

Year 3 Special Subject (30 credits) HIST3226 – The Great Exhibition of 1851: Legacy, Part 2 (Dr Eleanor Quince)Module OverviewThe Great Exhibition of the Works of Industry of All Nations was an international exhibition whichtook place in Hyde Park, London, from 1st May to 11th October 1851. It was arguably the greatestof a series of international ‘expositions’ run throughout the nineteenth century, celebrating scientificand technological innovation, design aesthetic and the might of manufacturing. On show were some13,000 objects from Britain, the Colonies and forty-four other nations. The Exhibition and the CrystalPalace which housed it became a British icon, symbolising free trade and national success. During itssix month opening period, over six million people visited the Exhibition, turning London, in the wordsof the Illustrated London News, from ‘the capital of a great nation, [into] the metropolis of the world’.The effects of the Exhibition were enormous and felt well into the twentieth century andbeyond. But why was the Great Exhibition so important? How did it become a turning point for thenation? And what exactly has its legacy been?Indicative list of seminar topics  New acquisitions: purchasing for the nation at the Great Exhibition  Foundations: Government Schools of art, design, history and science  The making of the South Kensington Museum  Industry: working with the world in the wake of the Great Exhibition  Entertainment for the masses: photography, stereoscopy and film  The weird and the wonderful: the Crystal Palace at Sydenham, 1854 - 1936  The past in the present: forging Britain's heritage  Virtual impact: the Great Exhibition lives on 97

Assessment % contribution to final mark Assessment method 50 501 x essay (4000 words)1 x 3-hour examSample Source: “They decided that the building …should rise again …that it should form a palace for the multitude,where …healthful exercise and wholesome recreation should be easily attainable. To raise theenjoyments and amusements of the English people …in wholesome country air, amidst the beautiesof nature, the elevating treasures of art, and the instructive marvels of science, an accessible andinexpensive substitute for the injurious and debasing amusements of a crowded metropolis.” Phillips, Samuel, Guide to the Crystal Palace and Park, (London: Crystal Palace Library, Bradbury and Evans, 1856) p. 3Between 1852 and 1854 the Crystal Palace, the main exhibition building for the 1851 GreatExhibition, was transplanted to Sydenham on the outskirts of London. Here, the structure was notonly rebuilt but enlarged. Phillips’ Guide to the Crystal Palace and Park is a complete handbook tothe re-erected palace. The quotation above tells us the aim of this undertaking, placing the welfareof the people of England at its heart. The Crystal Palace at Sydenham was the first large-scaleamusement park for ‘the people’ and introduced the concept of ‘edutainment’ to the nation. Opento all, easily accessible via a newly extended Metropolitan Line and regular Omnibus service, the300-acre park included an art gallery, a theatre, an opera house, dinosaur island, an archery ground,a printers, a perfume stand, extensive gardens, a viewing platform, and the famous ‘crystal towers’:two reservoirs supplying water to the fountains on the site. Until it was destroyed by fire in 1936,the Crystal Palace spent eighty years as one of the nation’s major venues and was a hugely populartourist attraction. What we learn from the source as a whole is the sheer scale of the enterprise.The Crystal Palace Company had its own railway station, stables and steamboat; published a seriesof books on the history of the structure and the site via its own press; produced its own souvenirs;had a full complement of staff including tour guides, groomsmen, waiters, tutors and salespeople;offered assistance to those with disabilities, including the provision of ‘bath chairs’ (wheelchairs);had perambulators (prams) for hire by those with small children; and catered for ‘excursion parties’of over 1000 people. The re-erection of the Crystal Palace at Sydenham was the first action of theRoyal Commission set up at the close of the 1851 Great Exhibition, aiming to continue the promotionof science and the arts and to educate the masses. The Commission was to go on to establish aseries of educational and heritage institutions which crisscrossed the globe, taking the legacy of the1851 Great Exhibition far and wide. 98