YEAR 2 2019-20 module choice booklet

Encounter the Past from Ancient Egypt to the War on Terror University of Southampton History Department Year 2 Module Choices 2019-20 1

TABLE OF CONTENTS Introduction…………………………………………………………………………………………………………………………….…4 How to select your modules……………………………………………………………………………………………………….4 For Single-Honours students…………………………………………………………………………………………………......5 For Joint-Honours students……………………………………………………………………………………………………..…5 Choices……………………………………………………………………………………………………………………………………...5 Disclaimer………………………………………………………………………………………………………………………………….6 Staff Contact Details…………………………………………………………………………………………………………………..7 Semester 1, 15 credit modules HIST2223* - Myth and the Ancient World………………………………………………………………………………….8 HIST2220* - Witchcraft in England 1542-1736…………………………………………………………………………10 HIST2110 – The Global Cold War………………………………………………………………………………………………12 HIST2100 – Retail Therapy: A Journey through the Cultural History of Shopping………………………14 HIST2074 – Visual Culture and Politics: Art in German Society 1850-1967……………………………..…16 HIST2218 – Sex, Death and Money: the United Kingdom in the 1960s……………………………………..18 HIST2103* – Self-Inflicted Extreme Violence, Politics and Power……………………………………………..20 HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th centuries…22 HIST2108 – The Making of Modern India………………………………………………………………………………….24 HIST2076* - The First British Empire 1050-1300……………………………………………………………………….26 HUMA2008* - The Life and Afterlife of the Vikings…………………………………………………………………..28 GERM2006 – Vienna and Berlin: Society and Politics 1890 to the present………………………………..30 Semester 1, 30 credit modules HIST2228* - Chivalry 1250-1500……………………………………………………………………………………………….32 HIST2216 – Oil Burns the Hands……………………………………………………………………………………………….34 HIST2106 – In Hitler’s Shadow………………………………………………………………………………………………….36 HIST2111* - Roman Emperors and Imperial Lives…………………………………………………………………….38 HIST2096 – Evolution of US Counterterrorism………………………………………………………………………….40 HIST2003* - Power, Patronage and Politics in Early Modern England……………………………………….42 Semester 2, 15 credit modules HIST2225* - Besieged: Towns in War 1250-1650………………………………………………………………………44 HIST2109* - Ancient Greeks at War………………………………………………………………………………………….46 HUMA2016* - Arabian Nights and Days……………………………………………………………………………………48 HIST2215* - The Age of Discovery? 1350-1650…………………………………………………………………………50 HIST2082 – Nelson Mandela…………………………………………………………………………………………………….52 HIST2094 – Wellington and the War against Napoleon…………………………………………………………….54 HIST2055* - Ancient Rome: The First Metropolis……………………………………………………………………..56 HIST2223 – Ragtime! The Making of Modern America……………………………………………………………..58 HIST2227 – Science on the Street……………………………………………………………………………………………..60 ENGL2091 – From Black and White to Colour…………………………………………………………………………..62 ARCH2003* - The Power of Rome: Europe’s First Empire………………………………………………………...64 HUMA2018 – Landscapes of Conflict………………………………………………………………………………………..66 Semester 2, 30 credit modules HIST2008 – The Group Project (compulsory for SH History students)……………………………………….68 HIST2039 – Imperialism and Nationalism in British India………………………………………………………….70 HIST2229 – Aristocracy to Democracy: Politics in 19th century Britain………………………………………72 2

HIST2049* - Sin and Society 1100-1520…………………………………………………………………………………...74 HIST2085* - Rebels with a Cause……………………………………………………………………………………………..76 HIST2059* - Plague, Fire and Popish Plots: The Worlds of Charles II…………………………………………78 HIST2051 – The British Atlantic World………………………………………………………………………………………80 HIST2107 – The Fall of Imperial Russia……………………………………………………………………………………..82 HIST2087 – Islamism from the 1980s to the Present………………………………………………………………..84 * Starred modules: you should select at least 15 credits of modules that are indicated with a star if you are a Single Honours student. Starred modules are not available to Modern History and Politics students. ** Compulsory module for Single Honours students 3

Introduction Be bold! Here at Southampton you are part of an incredibly dynamic community of scholars, whose broad expertise and varied interests are reflected in the original and thought-provoking modules on offer. Take the time to explore what is on offer by reading the overviews, considering the lists of content and enjoying the sample sources and commentaries provided. Do not be put off by things which you may not yet have heard of, or have not studied before. Getting the most out of your time at university means seizing the opportunity to broaden your horizons and challenge yourself intellectually, and that is exactly what this varied curriculum offers you. Just as the staff in this department are pushing the boundaries of historical knowledge and understanding, so should you be on both an academic and a personal level. We wish you all the best for the upcoming year, and hope this booklet helps you make the most of the diverse options available to you. Dr Julie Gammon, Director of Programmes How to Select Your Modules In order to qualify for your degree, you need to take 120 credits during the academic year, that is, 60 credits in each semester. Other arrangements apply for part-time students, and sometimes for students whose studies have been affected by other circumstances in some way. The credits attached to each module are stated in each description below. The second year is an opportunity to develop your own interests in history, and most of the year’s work will be given over to modules that you have selected. The options on offer to you are explained in the rest of the brochure, and come in two varieties: some are worth 15 credits and some are worth 30 credits. The standard required is identical, but there are special features for each one. The 15-credit modules cover more focussed themes; the 30-credit modules allow for a more sustained engagement with a theme/s. A 30-credit module involves three scheduled hours of contact time each week, together with office hours and consultations; two 15-credit modules (so equal to a 30-credit module) involves four scheduled hours of contact time each week, together with office hours and consultations. All the modules described in this brochure are historical in terms of content and method. Some of them have codes which are not history ones (e.g. HUMA2008) but this is not meaningful; some history modules were planned in association with other subjects, or involve staff from more than one department, and so are classified in a slightly different way. Differences in module codes do not indicate anything important about the module in question; if the modules are in this brochure, they are essentially historical in nature. If you require further information on any module you can email the module convenor or Julie Gammon as Director of Programmes ([email protected]). 4

For Single-Honours History Students You need to take 60 credits in each semester. In semester 1 you will choose 1 x 30-credit module and 2 x 15-credit modules. In semester 2 you can decide whether you take 1 x 30-credit module or 2 x 15-credit modules. There are only two constraints that affect your choice: • In semester 2, the group project (see p. 113) is compulsory for all single-honours history students. You’ll be able to choose a project on a topic of interest to you, but the selection for that will be done nearer the time, during semester 1 next year. The group project is worth 30 credits, and so makes up half the credits for semester 2. In addition you select another 30 credits in that semester, either 1 x 30-credit module or 2 x 15-credit modules. • As part of your year 2 choices, we want to see you cover a range of chronological periods, therefore at least 15 credits of what you select should come from those modules indicated with a star (starred modules*). You therefore need to take 60 credits of options in semester 1 and 30 credits in semester 2. For Joint-Honours Students Your degree is designed so that half should be in history and half should be in your other subject. You need to select either one 30-credit option or two 15-credit options in history in each semester. For MHP students only: if you are considering doing a Politics Dissertation in year 3 you must take PAIR 2004 (Research Skills in Politics and International Relations) through OOC in semester 2, year 2. CHOICES You will select your modules on the choices.soton.ac.uk website anytime from Monday 18 March (at 12.00 mid day) to Tuesday 2 April (12.00 mid day). You can go back into the system and change your modules at any point that it remains open but once it closes at 12.00 on the 2 April the modules that are in the system will be used for the purpose of allocation. This is not a first-come, first-serve system but will allocate according a memetic algorithm that will work out the best possible fit for all students so everyone has an equal chance of being allocated to their top preferences. PLEASE USE A PC OR MAC TO LOG IN TO THE CHOICES SYSTEM – NOT YOUR PHONE OR TABLET. You need to identify 3x the number of credits in History that you will be taking in each semester to make up your list of preferences (so if you are studying 30 credits of History in one semester you should select a range of modules totalling 90 credits). You should/can choose a combination of 15 and 30 credit modules. Once you have selected the expected number of credits for a semester you will be asked on the next screen to list them in preference order – you can do this by dragging and dropping your list. Your top preference should be in position 1. You will complete one form for each semester. Make sure that you ‘finish’ your selection after making your choices so that they are saved in the system – this 5

doesn’t stop you going back into the system before the 2 April to adjust your choices but make sure that you have ‘finished’ the process each time. IN BRIEF 1. Sign into choices.soton.ac.uk using your normal Southampton log in details. 2. Any ‘rules’ related to your programme will be outlined on the Introduction page. 3. Select your required number of credits (3x the number of credits you will be studying in that semester) from the list of modules and add them to your basket. 4. Prioritise your list by organising them into preference order (drag and drop). If you are a Single Honours student and HIST2008 Group Project appears in your list you should position this at the bottom of your list of preferences. 5. Finish the process to save your options. NB: Single Honours History students must do a minimum of 15 credits from the *starred* modules so it is advisable to include more than one of these in your list because if you select only one and that fills with first choices you will be automatically allocated to any other starred module that has space on it. MHP students should only select modules that focus on post 1750 history (the non-starred modules in the Handbook). On the Choices system you will only be given access to post-1750 history modules. If you want to select a module that is not listed in the History Choices handbook (a ‘free elective’) you will need to do so in OOC (Online Option Choice) after 1 May. At this stage you should choose 100% of your modules in History, once these have been allocated you can then select which to replace with a Free Elective. The same process applies for students taking a Minor programme outside of History. Disclaimer The information contained in this Module Options Handbook is correct at the time it was published. Typically, around a quarter of optional modules do not run due to low interest or unanticipated changes in staff availability. If we do have insufficient numbers of students interested in an optional module, this may not be offered. If an optional module will not be running, we will advise you as soon as possible and help you choose an alternative module. Please see the university’s official disclaimer http://www.calendar.soton.ac.uk/ 6

Staff Contact Details Lecturer Office Email Dr Remy Ambuhl 2074 [email protected] Prof. George Bernard 2049 [email protected] Prof. David Brown 1024 [email protected] Dr Annelies Cazemier 1003 [email protected] Dr Anna Collar 3041 [email protected] Dr Eve Colpus 1053 [email protected] Dr Jon Conlin 2073 [email protected] Dr David Cox 2063 [email protected] Dr Hormoz Ebrahimnejad 3035 [email protected] Dr Elisabeth Forster 2051 [email protected] Dr Chris Fuller 1051 [email protected] Dr Julie Gammon 2069 [email protected] Dr George Gilbert 1067 [email protected] Prof. Shirli Gilbert 2051 [email protected] Dr Alison Gascoigne 65a/3029 [email protected] Prof. Neil Gregor 2057 [email protected] Prof. Maria Hayward 2059 [email protected] Dr Katy Heady 2194 [email protected] Dr Alice Hunt [email protected] Dr Jonathan Hunt 2063 [email protected] Dr Nicholas Karn 2065 [email protected] Dr Andy King [email protected] Nicholas Kingwell 2063 [email protected] Dr Michael Kranert 3067 [email protected] Prof. Tony Kushner 2053 [email protected] Dr Claire Le Foll 3033 [email protected] Prof. Dan Levene 1001 [email protected] Dr John McAleer 2043 [email protected] Dr Pritipuspa Mishra 3075 [email protected] Prof. Kendrick Oliver 2061 [email protected] Prof. Christer Petley 2081 [email protected] Dr Chris Prior 2055 [email protected] Dr Eleanor Quince 1049 [email protected] Dr Louise Revell 1055 [email protected] Dr Charlotte Riley 1047 [email protected] Dr Alan Ross 2051 [email protected] Prof. Joachim Schlör 1023 [email protected] Dr Tim Sly 65a/3033 [email protected] Dr Helen Spurling 2047 [email protected] Prof. Mark Stoyle 2077 [email protected] Dr Katalin Straner 3033 [email protected] Prof. Ian Talbot 2075 [email protected] Dr Joan Tumblety 2067 [email protected] Dr Lena Wahlgren-Smith 1057 [email protected] Prof. Chris Woolgar 2055 [email protected] 7

Semester 1, 15 credits HIST2223 – Myth and the Ancient World* (Dr Lena Wahlgren-Smith) Atlas and Prometheus, Greek vase painting by Arkesilas painter, c. 560 B.C. Module Overview What are myths and what do they do? In ‘Myth and the Ancient World’ you will explore how the Ancient Greeks used myths to make sense of the world and their position in it. The module covers a time span of some 900 years, from the time of Homer and Hesiod to the late Hellenistic era. You will study a selection of well-known and less well-known myths from different perspectives; this may include themes such as home and identity, suffering and loss, male and female. You will be introduced to a range of written and non-written sources and learn to analyse them as evidence of their social, cultural, and political climate. All texts will be studied in an English translation. Indicative List of Seminar Topics • Man and the Gods: the Prometheus myth, Deucalion 8

• Foundation myths and Civic Identity: Thebes and Athens • Heroes and Monsters: Herakles • Fate and Retribution: the Oresteia • Death and Rebirth: Demeter and Persephone • Male and Female: Jason and Medea Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 2-hour exam Sample source ‘These roofs- look up- there is a dancing troupe that never leaves. And they have their harmony but it is harsh, their words are harsh, they drink beyond the limit. Flushed on the blood of men their spirit grows and none can turn away their revel breeding in the veins- the Furies! They cling to the house for life. They sing, sing of the frenzy that began it all, strain rising on strain, showering curses…’ (Aeschylus, Agamemnon, lines 1189-97) In the Oresteia trilogy of Aeschylus (c. 525/524 – c. 456/455 BC), the royal family of Argos are caught up in a spiral of bloodshed and revenge, as one murder leads, inevitably, to the next. Queen Clytemnestra murders her husband in revenge for the sacrifice of their daughter, her son is then obliged to avenge his father, but is pursued in his turn by the avenging Furies. The last play in the trilogy offers a way forward for these ancient goddesses, the gruesome upholders of justice and retribution, to be reconciled to the gods of healing and civilized order. This module explores how Aeschylus and other Greek writers use the ancient myths to express contemporary concerns. 9

Semester 1, 15 credits HIST2220 – Witchcraft in England, 1542-1736* (Professor Mark Stoyle) Module Overview This course offers students the opportunity to study the history of witchcraft in England during the sixteenth and seventeenth centuries (the period during which the great majority of prosecutions and executions for that supposed crime took place). Students taking the course will explore a wide range of topics, including: the nature of popular witch belief in late medieval and early Tudor England; contemporary attitudes towards women and witchcraft; the passage of the first acts of Parliament against witchcraft in 1542 and 1563; the prosecution of witches under Elizabeth I; the appearance of the first ‘witch pamphlets’ in London; the notion of the witch’s ‘familiar’ (or attendant demonic spirit); representations of the witch on the Tudor and Stuart stage; the prosecution of witches under James I and Charles I; the great witch hunt of 1645-47; the decline in witch trials during the later seventeenth century; the passage of the Act of Parliament of 1736 (which directed that prosecutions for witchcraft 10

should cease); and the remarkable persistence of popular witch-belief in the English countryside throughout the eighteenth, nineteenth and early twentieth centuries. Indicative List of Seminar Topics • The 1563 ‘Act against enchantments and witchcrafts’. • Representations of the witch on the Tudor and Stuart stage. • Witch-prosecution under Charles I, 1625-42. • Primary texts: Newspaper reports of attacks on supposed witches in Victorian and Edwardian England. Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 2-hour exam Sample Source Joan Waterhouse, daughter to Mother Waterhouse [a suspected witch of Chelmsford, in Essex], being of the age of 18 years, and examined [i.e. questioned by the local magistrates], confesseth as followeth: First, that her mother this last winter would have learned her this art [of witchcraft], but she learned it not, neither yet the name of ‘the thing’ [i.e. her mother’s familiar spirit, or attendant demon]. She saith that she never saw ‘the thing’ but once in her mother’s hand, and then it was in the likeness of a toad, and at that time, coming in of a sudden when her mother had called ‘the thing’ … to do its work, she heard her mother to call it “Satan”.’ Joan also confessed that, once, when her mother was away from home, ‘in her absence, lacking bread, she went to a girl, a neighbour’s child, and desired her to give her a piece of bread and cheese. Which, when … [the girl] denied … Joan, going home, did as she had seen her mother do, calling Satan, which came to her, as she said … from under the bed in the likeness of a great dog, demanding what she would have him do’. [Source: The Examination and Confession of Certain Witches at Chelmsford in the County of Essex before the Queen’s … Judges, the 26 day of July, 1566] This extract from one of the earliest surviving English witch-pamphlets gives us a fascinating glimpse into the nature of witch-belief among ordinary people during the mid-Tudor period. Joan Waterhouse’s testimony shows that, from as early as the 1560s, English witches were thought to be assisted by demons which had the power to assume the shape of animals, and which were popularly known as ‘things’, or ‘familiar spirits’. Joan’s words also reveal the contemporary belief that it was possible for a witch’s powers to be handed down from mother to daughter: a belief which lingered in rural Essex until as late as the 1940s. Finally, by confessing that she herself had first summoned up ‘Satan’ in order to gain her revenge upon a neighbour’s daughter who had refused to give her food, Joan hints at the abject poverty which tempted so many individuals to attempt to enlist the aid of the devil in early modern England. 11

Semester 1, 15 credits HIST2110 – The Global Cold War (Dr Jonathan Hunt) Module overview This is a module on the relationship between the “West” and the “Rest” from the end of the Second World War to Soviet Union’s collapse. Rather than focus on the nuclear confrontation between the superpower blocs, this module will reconnoiter their rivalry in the “Third World.” We will examine a host of historical episodes and then delve into them using novels, films, data, primary sources and historical literature, illuminating along the way the American and European encounter with Africa, Asia, Latin America and the Middle East since 1945. The course will engage debates over the natures of, and overlaps between, imperialism, decolonization, neo-colonialism and global governance. The overarching question is whether, from the Atlantic charter to the 1991 Gulf War, the world moved toward equity, justice and homogeneity, or if instead the fault lines dividing humanity merely shifted locations. Odd Arne Westad has argued that the cold war sowed the seeds for political instability and social inequality throughout the poorer regions of the Earth, the bitter fruits of which the international community continues to reap. Others note that the percentage of the world’s population living in poverty plummeted from 72 per cent in 1950 to 51 per cent in 1992, to just 10 per cent in 2015, with 680 million people escaping poverty since 1981 in China alone. Students will learn about the historical actors and tectonic forces that altered the shape of human events during the Cold War and develop in the process opinions about the origins of the contemporary world. Indicative list of seminar topics 12

• Theories of imperialism and neo-colonialism • Self-determination and national sovereignty • Global governance, human rights and humanitarianism • Decolonization and postcolonialism in Africa, the Middle East and Asia • Cold war proxy wars in Asia, Africa, Latin America and the Middle East • Modernization, social democracy and development • Financial and economic globalization • The rise of China Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 2-hour exam Sample source ‘All men are created equal. They are endowed by their Creator with certain inalienable rights; among these are Life, Liberty, and the pursuit of Happiness. ... All the peoples on the earth are equal from birth, all the peoples have a right to live and be happy and free. ... Today we are determined to oppose the wicked schemes of the French imperialists, and we call upon the victorious Allies to recognize our freedom and independence.’ Ho Chi Minh (1945), quoted in Fredrik Logevall, Embers of War: The Fall of an Empire and the Making of America’s Vietnam Although Ho Chi Minh and his followers would wage an almost decade-long struggle against the United States, at first they turned to the United States as a model for how to liberate and build a nation-state. In this speech, Ho invokes Thomas Jefferson’s Declaration of Independence almost verbatim for two reasons. First, he seems to be more interested in liberal arguments against colonialism than in those of Marx; in fact, he had travelled to Paris in 1919 in hopes of meeting Woodrow Wilson, whose advocacy on behalf of popular sovereignty and self-determination helped redraw the world map after the First World War. These two events indicate that Ho was first and foremost a Vietnamese nationalist and only secondarily, perhaps pragmatically, a communist. Second, his speech in Hanoi had more than a domestic audience. Although he was speaking to fellow Vietnamese, who fought and expelled the Japanese after metropolitan France and its colonial government in Indochina capitulated, he and his lieutenant, Vo Nguyen Giap, appealed to the United States and China (not yet communist) to back them in their nationalist struggle against the French. Sadly, for both Vietnam and the United States, this opportunity was not seized. Ho’s speech illustrates nonetheless the widespread appeal of American anticolonialism and liberalism after the Second World War. 13

Semester 1, 15 credits HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping (Dr Eleanor Quince) Module Overview We are all, in one way or another, participants in the consumer society. Whether we buy for necessity - life essentials such as food - or view it as an enjoyable leisure activity, our purchase of goods is part of a wider cultural movement pushing us to ‘shop’. But how did we get to this point? Historically, what is it that has made us want to buy? This module explores how shopping, as we understand it today, evolved. Considering shopping at different points in Britain's history - the market places and specialist shops of the eighteenth century, the High Streets and warehouses of the nineteenth century, the department stores and malls of the twentieth century - we will examine the birth of the modern consumer society and within it, the roles played by manufacturer, seller, advertiser and shopper. 14

Indicative List of Seminar Topics • Exotic imports: new goods and desirability in eighteenth century London • The birth of advertising: Josiah Wedgewood and the Portland Vase • Specialist sellers: the evolution of the High Street • Buy 'em low, sell 'em high: warehouse shopping in the nineteenth century • A different world: Charles Digby Harrod and the creation of the Department Store • Mass manufacture: Henry and his Model T-Ford • Chain Stores and the middle classes: Marks & Spencer, Debenhams and John Lewis • Out of town: moving to shopping centres and malls • Markedly different: Liberty, Habitat and brand creation • ‘I bought it on eBay’: the internet shopping revolution Assessment % Contribution to Final Mark Assessment Method 50 50 1 x commentaries exercise 1 x essay Sample Source See images above: Left, The Portland Vase, from Rome, Italy, cameo-glass vessel, c. AD 5 – 25, British Museum Right, The Portland Vase, Staffordshire, ‘first edition’ Jasperware, c. 1790, V&A Museum The original Portland Vase was bought from the Cardinal del Monte by the Barberini family with whom it remained for 150 years. In 1778, it was purchased by Sir William Hamilton, British Ambassador at the Court of Naples. He brought it to England and sold it to Margaret, dowager Duchess of Portland, in 1784. In 1786 her son, the third Duke of Portland, lent it to Josiah Wedgwood. Wedgewood was an entrepreneurial Staffordshire potter who spied a business opportunity: to create a perfect copy of the vase which could be mass-produced and sold with the venerable name of ‘Portland’ attached. Wedgewood’s copy of the Portland Vase was created in Jasperware, a technical innovation developed especially for the production. It is a fine-grained stoneware which could be stained a range of colours as a background for applied white reliefs. Wedgewood’s Portland Vase represents the birth of modern linked advertising: the enticement to own something also owned a famous individual. It blurs the lines between the ‘fake’ and the ‘real’, with first edition Jasperware vases being displayed ‘for viewing’ in 1790 as if they were the real thing. 15

Semester 1, 15 credits HIST2074 – Visual Culture and Politics: Art in German Society, 1850-1957 (Professor Neil Gregor) Otto Freundlich, Der Aufstieg (Ascension) (1926) Module Overview This module examines German art history between the mid-C19th and mid-C20th, and asks how the historian can use the techniques of art history to explore wider historical problems of the era. It explores both the main artistic movements and their aesthetic, social and political agendas themselves, and the ways in which German society responded to them, using the evolving art criticism of the era as a means to explore wider problems of modernity, national identity, gender and race. At its centre is an examination of how debates surrounding successive manifestations of modernism echoed wider anxieties about the coming of the modern age. Indicative List of Seminar Topics • French art and its influences • Realism • Expressionism • Dadaism • Fascist modernism 16

• Abstract expressionism and memory politics. % Contribution to Final Mark Assessment 50 50 Assessment Method 1 x essay 1 x 2-hour examination Sample Source The Degenerate Art Exhibition, 1937 The source shown here is an image from the so-called ‘Degenerate Art’ (Entartete Kunst) Exhibition staged in Germany in 1937. The exhibition carried hundreds of works of modern art by distinguished painters and sculptors such as Paul Klee, Ernst-Ludwig Kirchner and Otto Freundlich; the artists concerned were either driven into exile, banned from exhibiting or, in some cases, murdered. As the image shows, the exhibition aimed to lampoon and mock the art through slogans on the wall, and by mounting the images in disorderly fashion – the implicit contrast was with the ‘healthy’ German art that carried national values in a comprehensible idiom. This course asks what it was about such art that made it so politically offensive, and places the ‘Degenerate Art’ exhibition at the centre of wider debates over the relationship between art and society between the nineteenth and twentieth centuries. 17

Semester 1, 15 credits HIST 2218 – Sex, Death and Money: the United Kingdom in the 1960s (Dr Charlotte Riley) Module Overview The 1960s were a time of rapid social, political and cultural change in Britain. The decade saw Britain – and especially London – finally steal the crown of cool from the United States. British pop culture exploded and was exported around the world. With National Service abolished in 1960, the first teenagers free from conscription drove this rapid social change: whether by turning on, tuning in or dropping out. Social reforms led by the pioneering Home Secretary Roy Jenkins made British society more tolerant, diverse and modern. The 1950s, a drab and grey decade still struggling to rebuild after the Second World War, had been replaced by the brilliant technicolour of the “swinging sixties”. But the history of the 1960s in Britain isn’t all tie-dye, mini-skirts and mop-topped pop stars. Many people were deeply uncomfortable with the rapid social change that they felt was being imposed upon them. Although many individuals experienced the decade as one of comfortable prosperity, this masked a decline in the relative competitiveness of the British economy against its European rivals. Strikes were increasingly common as workers tried to fight for better conditions. The end of the British empire led to anxiety about Britain’s place in the world, and increasing levels of immigration led to a rise in racist politics and bitterly divided communities. Women enjoyed more freedoms than before, but still felt ignored and oppressed by male-dominated politics and society. In Northern Ireland, the divided sectarian politics erupted into the Troubles by the end of the decade. And British young people were anxious about the Vietnam War, the Cold War, and their future in a turbulent and uncertain world. This course explores some of the themes, tensions and contradictions in the history of Britain in the 1960s. Indicative List of Seminar Topics • The ‘Swinging sixties’: Representing a Decade • Pop: the Beatles, the Stones, the mini-skirt and the Mini 18

• Politics: Labour and the Tories in the 1960s % Contribution to Final • Sex: Social Reforms or Social Revolution? Mark • Race: Immigration, Multiculturalism and Racism 50 • War: British Foreign Policy in the 1960s • Troubles: Northern Ireland’s place in British history 50 Assessment Assessment Method 1 x essay 1 x exam Sample Source This photograph shows a British man of African-Caribbean heritage walking past a piece of graffiti proclaiming ‘Powell for PM’. It was published in the Evening Standard newspaper on 1 May, 1968. Enoch Powell was a Conservative politician who represented a constituency in Wolverhampton. On 20 April 1968, Powell made the ‘Rivers of Blood’ speech, in which he criticised the Labour government’s Race Relations Bill, which was to have its second reading in the House of Commons the next week. Powell was opposed to immigration by people of colour from the Commonwealth; in the speech, which was heavy with racist imagery, he juxtaposed ‘decent, ordinary’ (white) English people with migrants from overseas and used language which depicted an unrestricted influx of migrants, despite the limitations imposed by the 1962 Immigration Act. Powell was sacked from his position as Shadow Defence Secretary and Edward Heath, the Conservative leader, described the speech as ‘inflammatory and liable to damage race relations’. Despite official condemnation of the speech, a Gallup poll found that 74 per cent of British people agreed with Powell; in the aftermath of the speech, there was a marked rise in racist attacks, dockers and meat porters went on strike, and Powell claimed to have received over 40,000 letters supporting his position. The image above shows how the end of the British empire opened up new questions around race, and forces us to think about divisions and fractures in British society in this period. 19

Semester 1, 15 credits HIST2103 - Self-inflicted: Extreme Violence, Politics and Power* (Prof Dan Levene) 1965 cinematic depiction of the 5th century Simeon Stylites on top of his 18 meter pillar Module Overview As Rome became established as a Christian Empire its recent martyrs came to be revered and powerful symbols. Yet with the success of Christianity came the loss of opportunity to follow the example of Christ in offering oneself selflessly to violent death. Instead there emerged and developed in the 4th – 7th centuries a very successful and politically powerful trend whereby one could gain fame and influence through extreme self-inflicted violence in imitation of Christ. In this module we will consider the discourse on the subject of violence comparing the newer self- inflicted trend to that of its older form of martyrdom. We will consider the roots of this practice, work with the rich literary sources in which the lives of such people are recorded, and consider their interaction with and influence upon the wider political realities of the time through the study a number of individual case studies. 20

Indicative List of Seminar Topics • Introduction to the history of Christian Martyrdom in the early centuries • The making of martyrdom – the voyeuristic literature of holy violence • A couple of case studies – Perpetua and the Martyrs of Najaran • “There is no crime for those who have Christ” – Gaddis on violence • The cult of the Martyrs – Augustine and the need to imitate • Self-infliction – Theodoret’s and John of Ephesus’ holy men galore • Simeon Stylites – A case study of the master • Not only Men – “Holy Women of the Syrian Orient” • Holy self-harmers and politics Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x exam Sample Source ‘… he spent three years in that hut and then occupied that famous summit where he ordered a circular wall to be made and had a chain twenty cubits long made out of iron. He fastened one end of it to a huge rock and attached the other to his right foot, so that even if he wanted to he could not leave the confines. He remained inside, keeping heaven always before his eye and forcing himself to contemplate what lies beyond the heavens, for the iron fetter could not hinder the flight of the mind. But when the excellent Meletius, a sound man of brilliant intellect and endowed with astuteness and who was charged to make a visitation of the region of the city of Antioch, told him that the iron was superfluous since right reason sufficed to place rational fetters on the body, he yielded and accepted the counsel obediently, and bade a smith be called and ordered him to take off the fetter. Now when a piece of hide which had been applied to the leg so that the iron would not maim the body also had to be ripped apart as it had been sewn together, it is said that one could see more than twenty large bugs hiding in it. … I have mentioned it here to point out the great endurance of the man. For he could have easily squeezed the piece of hide with his hand and killed all of them, but he put up patiently with all their annoying bites and willingly used small struggles as training for greater ones.’ Extract from the 5th century historian Theodoret. This description is of part of the earlier life of Simeon who trained for many years to be able to endure the great feats of self-deprivation that he achieved. By the end of his life there was a great monastery built around his column to whom flowed many thousands of pilgrims, from near and far, both rich and poor, peasant and wealthy politician. 21

Semester 1, 15 credits HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries (Professor Joachim Schlör) Module Overview ‘On 13 December 1838, on a cold and rainy night, a man of athletic build, dressed in a shabby jacket, crossed the Pont au Change and penetrated into the Cité […]. That night the wind was blowing violently through the alleyways of this dismal neighbourhood.’ The opening scene of Eugène Sue’s 1842/43 novel ‘Les Mystères de Paris’ gives an urban topographic image to the idea that beyond and below the modern and illuminated city there is a ‘dark side’, an ‘underworld’: full of danger and temptation, and in need of 22

being penetrated by the forces of order and light. Taking this text as a starting point you will explore the various facets of the 19th century urban underworld. Using documentary sources produced by journalists, scientists, missionaries, and policemen you will investigate and analyse a secret world of mysteries, populated by gangsters and prostitutes, drunkards and runaways, and maybe by ghosts. Indicative List of Seminar Topics • Edgar Allen Poe, Eugène Sue, and the discovery of urban mysteries • The development of artificial illumination • ‘La déambulance nocturne’: Pleasures of the nightwalk • ‘Les classes dangereuses’: Who inhabits the urban night? • Homelessness: ‘People of the Abyss’ • A moral challenge: Prostitution • Going underground: detectives and missionaries • Working underground: a history of tubes and sewers • ‘Le ventre de Paris’: Les Halles and nightly consumption • Urban legends about nightlife • Hiding places: nightlife as escape • Images of the early morning Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x exam Sample Source ‘As the night deepened, so deepened to me the interest of the scene; for not only did the general character of the crowd materially alter (its gentler features retiring in the gradual withdrawal of the more orderly portion of the people, and its harsher ones coming out into bolder relief, as the late hour brought forth every species of infamy from its den,) but the rays of the gas-lamps, feeble at first in their struggle with the dying day, had now at length gained ascendancy, and threw over every thing a fitful and garish lustre.’ Edgar Allen Poe’s The Man of the Crowd (1840) is a key text in the history of the discovery and the exploration of ‘underworlds’: Journalists, novelists, urban researchers, and leisurely walkers enter a world of darkness – occasionally lit by new forms of artificial illumination – and report about poverty, homelessness, and prostitution. Reading such texts, and interpreting images such as Brassai’s Paris de nuit, gives us an insight into the cultural practices of urban nightlife. 23

Semester 1, 15 credits HIST2108 - The Making of Modern India (Dr Pritipuspa Mishra) Module Overview India as we know it today did not exist before decolonization in 1947. During British imperial rule, India was a collection of British colonial territories and loosely colonized Princely states. And, for almost three thousand years before colonial rule, the territory we know as India was in fact many different states. How did India become one nation with many official languages and the biggest functioning democracy in the world? This module will address this question by tracing how stories about ‘one India’ have been told in the last 150 years by important commentators of the time. We will read James Mills’ 1818 History of India alongside Jawaharlal Nehru’s Discovery of India which was written in 1946. Through these readings we will think about how a modern nation state comes to be. What are the processes through which new 24

unity is imagined? Effectively, this module will introduce you to debates in the history of nationalism through a case study of Indian nationalism. Indicative List of Seminar Topics • Introduction to nationalist historiography • English, French and German ideas about history and nation • Histories of India written between 1800 and 1947 • Literary representations of India between 1800 and 1947 Assessment % Contribution to Final Mark Assessment Method 40 60 1 x theory exercise 1 x essay Sample Source ‘The discovery of India — what have I discovered? It was presumptuous of me to imagine that I could unveil her and find out what she is today and what she was in the long past. Today she is four hundred million separate individual men and women, each differing from the other, each living in a private universe of thought and feeling. If this is so in the present, how much more so to grasp that multitudinous past of innumerable successions of human beings. Yet something has bound them together and binds them still. India is a geographical and economic entity, a cultural unity amidst diversity, a bundle of contradictions held together by strong but invisible threads. Overwhelmed again and again her spirit was never conquered, and today when she appears to be a plaything of a proud conqueror, she remains unsubdued and unconquered. About her there is the elusive quality of a legend of long ago; some enchantment seems to have held her mind. She is a myth and an idea, a dream and a vision, and yet very real and present and pervasive.’ -Jawaharlal Nehru, Discovery of India, 1946 This passage illustrates the challenges posed by the need to define the Indian nation. Writing in the twilight of British rule in India, Nehru was reluctant to gloss over the diversity of the Indian people and the experience of colonial exploitation to produce an inspiring vision of the new nation. Furthermore, the essential linguistic, religious and cultural diversity of the Indian population made it impossible to provide a simple description of what it was to be Indian. To resolve this problem, Nehru suggested that Indians were held together with ‘strong but invisible threads’. They were held together by the myth, idea, dream and vision of India, which was not simply a chimera but a ‘real’ and ‘pervasive’ thing. 25

Semester 1, 15 credits HIST2076 – The First British Empire: The beginnings of English dominance, 1050- 1300* (Dr Nick Karn) Module Overview By the middle of the eleventh century, the various nations of the British Isles were characterised by quite distinct cultures and political and economic systems and elites. Yet the relationships between the various nations were entirely redrawn between about 1090 and the 1170s, as the Norman political elite of England came to control each of them in turn. In Wales, Norman barons progressively took over Welsh territory in a kind of private-enterprise expansion; in Ireland, private military interventions by the Norman elite from 1169 culminated in takeover by the king of England; in Scotland, Norman baronial involvement led to the remodelling of the kingdom and its takeover by Norman interests largely outside the ambit of the kings of England. Though the details varied considerably, the overall effect was that all parts of the British Isles came to be ruled by members of the same elite. The establishment of English- based domination of the British Isles remains central to British politics and culture. The developments of an English-based domination of the British Isles had decisive effects upon the politics and identities of the peoples of the British Isles as a whole, and those effects can still be observed 26

in the modern identities and politics of these peoples. The differing levels of development attained by the various peoples were interpreted in strongly moral terms, as justification for colonisation and the imposition of control. Pro-Norman writers denigrated the Irish and Welsh in particular, using ideas about barbarism borrowed from ancient Roman texts to justify the dominance of 'civilised' peoples; the mix of ideas first used in the twelfth century formed the basis of later justifications of British colonialism in the new world and beyond. Others tried to describe the cultures of Wales and Ireland as a means of preserving them. In this module, you will have the opportunity to look at the most decisive phase in determining the relations between the peoples of the British Isles, through examining the kinds of contact that took place and the kinds of societies that resulted. Indicative List of Seminar Topics • Colonisation in the middle ages: themes and problems • Common history, common destiny? • The princes of Wales and the kings of England: Countdown to conquest • Ireland and its critics: the background to 1169 • The conquest of Ireland and its ideologies • Scotland, feudalism, and the impact of the Normans Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x exam Sample Source And for that reason we command you [i.e. the Welsh] to observe strictly the aforementioned in all things from now on, on condition however that we can as often as and whensoever and wheresoever we like clarify, interpret, add to or take away from the aforesaid statutes and every part of them at our pleasure and as seems to us expedient for our security and that of our aforesaid land. From The Statute of Wales, 1284, translated in Harry Rothwell, English Historical Documents iii: 1189- 1327 (London: Eyre and Spottiswoode, 1975), pp. 422-7. This extract is taken from the Statute of Wales, which was enacted by King Edward I of England in 1284, a little over a year after the death in battle of Llywelyn the Last, the last independent Prince of Wales. It outlines how Edward intended that Wales would be governed, and it shows how he conceived of the power relationships between the Welsh and the English Crown; that this was a conquest in which power and control lay on one side alone, and that the usual reciprocal relationship between ruler and ruled did not apply in this case. Edward wanted to rule by the sword as a conqueror, and could only do so because of the circumstances of the Welsh defeat of 1282 and the negative attitudes towards the Welsh that had built upon within English political culture during the previous two centuries. 27

Semester 1, 15 credits HUMA2008 - The Life and Afterlife of Vikings* (Dr Alison Gascoigne) Module Overview Blood, violence, terror, raids, pirates, rape and pillage are just some of the words associated with the Vikings in both the medieval and modern imagination. Their fearsome reputation is underlined by nicknames such as ‘Blood Axe’ and ‘Skull-splitter’, but violence is only one part of Viking history. The Vikings also formed extensive trade networks across Europe and into Central Asia, founded new countries, developed new technologies, created beautiful and useful objects and left behind a literary tradition that influenced European culture for many centuries, and indeed continues to do so. In this module, by studying historical, archaeological and literary sources, you will examine both the reality of Viking society and how Viking identity was perceived over the course of the middle ages. Indicative List of Seminar Topics • The historicity of the saga tradition • The nature of Viking-era society • Viking warrior culture • Viking ships and seafaring • Viking migration and settlement, trade and exchange • Religious belief and Christianisation • The reception of the Vikings in medieval and modern times Assessment % Contribution to Final Mark Assessment Method 50 50 Source commentaries 1 x exam 28

Sample Source This module is specifically interdisciplinary, so students will encounter diverse sources such as the following: Historical: ‘That folk [the Swedes] has a very famous temple called Uppsala, situated not far from the city of Sigtuna and Björkö. In this temple, entirely decked out in gold, the people worship the statues of three gods in such wise that the mightiest of them, Thor, occupies a throne in the middle of the chamber; Wotan and Frikko have places on either side. […] It is customary also to solemnize in Uppsala, at nine- year intervals, a general feast of all the provinces of Sweden. […] The sacrifice is of this nature: of every living thing that is male, they offer nine heads, with the blood of which it is customary to placate gods of this sort. The bodies they hang in the sacred grove that adjoins the temple.’ Abam of Bremen, History of the Archbishops of Hamburg-Bremen (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 65-66) Literary: ‘There he [Thorolf Mostrarskegg] had a temple built. It was a large structure with a door on one of the side walls close to the end of the building. Inside, in front of the door, stood the high-seat pillars, studded with nails called god’s nails. Beyond the pillars the whole interior was a sanctuary and at the inner end there was an area resembling what we call a choir in churches nowadays. In the middle of the floor stood an altar-like structure, and on it lay a ring weighing twenty ounces, which had been formed without a joint. All oaths were sworn on it, and the temple priest had to wear it on his arm at every public meeting. A bowl for sacrificial blood always stood on the altar, and in the bowl lay a twig for sprinkling hlaut, which is the blood of living creatures sacrificed to the gods. The gods were arranged around the altar in the innermost, or choir-like, part of the temple.’ Saga of the People of Eyri (Eyrbyggja saga) (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 67) Archaeological: Plan of an Iron-age to Viking-era temple at the site of Uppåkra, Sweden, at which ritual depositis of gold-foil figures, ‘sacrified’ weapons and bones and other distinctive objects were excavated (L.Larsson, ‘The Iron Age ritual building at Uppåkra, southern Sweden’, Antiquity 81, 11-25, fig. 3) Taken together, these extracts provide complementary evidence about the form of Viking-age ritual structures, and the nature of activities that took place there. Some activities (e.g. the sprinkling of blood as recounted in the saga text) leave no archaeological trace. Excavations do, however, bring to light important aspects of ritual not reported in texts, such as the ‘killing’ of weaponry, and the landscape setting of such structures. These diverse sources present different perspectives on Viking cult, including those of foreign observers, Scandinavians, and saga-tellers from later, Christian, times, integrating these accounts with modern data from techniques of historical and scientific archaeology. 29

Semester 1, 15 credits GERM2006 - Vienna and Berlin: Society, Politics and Culture, 1890 to the Present (Dr Katherine Heady) Vienna Opera Module Overview The module will be divided into two parts - “Cityscapes” and “The shadow of the past” - which roughly correspond historically to the early years of the 20th century and the later post-war era. Under each of these sub-headings specific issues relating to society, politics and culture in Vienna and Berlin will be discussed in two to three sessions each. The first half of the module will draw your attention to the impact of the changing social and political situation on the cultural scene, while the second will focus on the effects Nazi Germany and the Holocaust had on society, politics and culture in Austria and Germany after 1945. Issues to be explored will include gender and ethnicity; assimilation and marginalisation of the Jews in the 20th century; memory and commemoration. The primary sources will include a variety of literary and historical texts as well as some films and architectural artefacts such as museums and monuments. All texts will be available in both English and German either electronically or as printed copies. 30

Indicative List of Seminar Topics • Vienna and Berlin at the turn of the century • Jews in Vienna; Viennese Modernism • Sexuality and Inner Life • The Coffee House and the Feuilleton • Weimar Berlin • Holocaust Memorialisation in Berlin and in Vienna • Berlin as a Divided City • Social Memory and the ‘New’ Jews in Vienna. Assessment Assessment Method % Contribution to Final Mark Critical Text Review (1000 words) 30 Group Presentation 20 Essay (2500 words) 50 Sample Source ‘The Café Central lies on the Viennese latitude at the meridian of loneliness. Its inhabitants are, for the most part, people whose hatred of their fellow human beings is as fierce as their longing for people, who want to be alone but need companionship for it. Their inner world requires a layer of the outer world as delimiting material; their quivering solo voices cannot do without the support of the chorus. They are unclear natures, rather lost without the certainties, which the feeling gives that they are a little part of a whole (to whose tone and colour they contribute). […] The Cafe Central thus represents something of an organization of the disorganized. In this hallowed space, each halfway indeterminate individual is credited with a personality. So long as he remains within the boundaries of the coffeehouse, he can cover all his moral expenses with this credit. And any one of them who shows disdain for others' money is granted the anti-bourgeois crown.’ “Theorie des 'Cafe Central’” (1926). Original text in Alfred Polgar, Kleine Schriften, 4:254-59. This extract offers a humorous if highly idiosyncratic view of one of the fin-de-siècle’s most iconic institutions, the Viennese coffee house. The coffee house not only supported the way of life of an emerging intellectual elite but it has also been hailed by Jürgen Habermas (1967) as the cradle of the public sphere. As such it contributed centrally to the shaping of urban life and its impact on the individual. The coffee house is also closely associated with the assimilation of Vienna’s and Berlin’s Jewish population as well as with the development of the printed press into a mass media. 31

Semester 1, 30 credits HIST2228 – Chivalry, c. 1250-1500* (Dr Rémy Ambühl) Module Overview Today, chivalry is readily associated with gentle(manly) behaviour, and more specifically with sportsmanship, gallantry and courtesy. While indisputably there has always been a ‘civilising’ component to chivalry, it is fascinating to see how our modern society has shifted the focus away from what once formed its core elements: war and violence. This module investigates the roots and development of a martial ethos, which came to be fully assimilated by the aristocracy between the 11th and the 15th century, and infused its culture. Chivalry was mainly secular but it also embraced religious beliefs and crusading ideals. Chivalry dictated behaviours at war, but it also shaped court culture, drawing on Arthurian myth and romances and giving rise to elaborate forms of pageantry in tournaments, banquets, chivalric orders and ceremonies. Chivalry influenced as well the life, death and remembrance of the humble knight as it inspired good kingship. These are among the main themes that we will be investigating in this module, using a wide variety of sources such as chivalric treatises, chronicles, romances, manuscript illuminations, and also material culture (including the Winchester Round Table). 32

Indicative List of Lecture and Seminar Topics • What is Chivalry? • A Martial Ethos (I) Honour, Prowess and Courage • A Martial Ethos (II) Mercy • Church, Crusade and Chivalry • Arthurian romances and the Winchester Round Table • Ideals and Models: In search for the Perfect Knight • Tournament, Jousts and Pas d’armes • Heraldry and Chivalric Display • Chivalric Kingship • Orders of Chivalry: The Garter and The Golden Fleece • A Decline of Chivalry? Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x exam Sample Source ‘…Therefore, all the people were divided by thousands. Out of each thousand there was chosen a man more notable than all the rest for his loyalty, his strength, his noble courage, his breeding and his manners. Afterwards they sought out the beast that was most suitable — strongest to sustain labour, heartiest, and best able to serve the man. It was found that the horse was the most fitting creature; because they chose the horse from among all the beasts and gave him to this same man who had been picked from among a thousand, and because the horse is called in French cheval, therefore the man who rides him is called a chevalier, which in English is a knight. Thus to the most noble man was given the most noble beast.’ This is an extract taken from the introduction of Ramon Llull’s Book of the Order of Knighthood (c. 1275) in which he explains the origins of the knight and chivalry. From an etymological point of view, he is completely right. Chivalry comes from the French 'chevalerie' which derives from 'cheval' (the French for horse). The knight (or 'chevalier' in French) has long been associated with, and is often depicted on, his mount. Lull's origins of knighthood are, however, purely fictional. The Catalan knight creates the myth of a rigorous selection process. Only the fittest and most virtuous individuals could pretend to knighthood. This myth justified the superior social and economic status that these knights enjoyed in medieval society. The knights were also the lords at that time. It was also a way for Llull to encourage the knights of his days to aspire to perfection. The book is written in the aftermath of the failure of the eighth crusade and resulted from it. Lull believed that the old order of chivalry needed to be reformed, as he clearly exposed elsewhere in his book. 33

Semester 1, 30 credits HIST 2216 – Oil Burns The Hands: Power, Politics and Petroleum in Iraq, 1900- 1958 (Dr Jonathan Conlin) Module Overview The area we know today as Iraq has long been known for its oil reserves. Natural springs of crude oil had astonished travellers to the Upper Tigris region since Antiquity: a curiosity, unrefined crude was used medicinally, and as a lubricant for cart axles. In the fifty years after 1890, however, improvements in refining and other technologies saw oil supplant coal as the fuel driving economic development. The race was on to claim the oil reserves of a region variously known as Mesopotamia, Al Jazeera and Iraq. Oil was first struck there in 1927. By then it was clear that oil had become the determining factor in the development of the Middle East as a whole. Like an obsidian mirror, oil reflected the dreams of progress and profit which sultans and sheikhs, shareholders and citizens alike invested in \"black gold.\" In this module we will be considering the impact of oil on the Middle East, as well as on the western powers (Britain, France, Germany and the United States) and the oil companies drawn to it by their insatiable thirst for power. The resulting alliances and rivalries continue to shape the region’s fortunes. Oil has proved to be as troublesome to hold as it is to acquire. To borrow a Persian proverb, \"oil burns the hands.\" Assessment: 34

Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x exam Indicative List of Seminar Topics • Germany's Entry Into Middle East Politics • The Spectre of Pan-Islamism • World War I and the Race to Mosul • The Lausanne Treaty Sample Source I do not agree with some of our oil men and our politicians when they assume that the Mesopotamian oil fields are an Eldorado. I do not believe that oil can be found without a great deal of previous outlay of money, much discouragement and wise direction. The physical difficulties are far greater than are generally supposed. In addition we have enormous political and strategical difficulties. In the first place the oil must be taken to the Mediterranean; one pipeline only should be built. We cannot have other pipe lines because they cannot be protected. As for the political difficulties, I do not think the conditions will be such as to permit oil development in the usual manner, i.e. by means of private corporations. Our critics of the opposition do not understand the suspicions that the Arab of the country has for the Fez topped Bagdadian politician. They do not appreciate how the politicians here can easily start a movement among the people which shortly grows beyond all control to a condition of rank anarchy such as we have over most of Mesopotamia today. Lieutenant Arnold Wilson (Acting Civil Commissioner of Mesopotamia), 20 September 1920. The British Empire was not the first to presume that the oil of Iraq was theirs for the taking. Before the British took control in World War I the region had formed part of the Ottoman Empire, ruled not from London, but Istanbul. Starting in 1877 the sultans bought up land around natural oil seepages, but saw no return on their investment by 1922, when the Ottoman Empire was formally abolished. As Civil Commissioner Wilson was the British Empire's eyes and ears on the ground in Baghdad. Far from seeking to help British oil companies from pillaging the country, Wilson wanted those companies and his political bosses in London to appreciate that Iraqi oil was the birthright of the people of Iraq, and that oil wealth should help fund the development of much-needed infrastructure. Here Wilson argues that western institutions (like private enterprise) may need to be adapted to fit local conditions, if the British are to fulfill their responsibility to the Iraqi people and to the League of Nations, who gave Britain a mandate to create a viable state. Eighty years on, Wilson's bosses are still finding that, in the Middle East, military control, nation-building and big business do not always work very well together. In this course we will be considering the effect the discovery of oil had on Iraq and its neighbours (Iran, Saudi Arabia and the Gulf States), from the decline of the Ottoman Empire, through a period of British dominance to the 1950s, when the region was shaped by Cold War rivalries between the US and Russia. 35

Semester 1, 30 credits HIST2106 – In Hitler’s Shadow: Eastern Europe 1918-1939 (Dr Katalin Straner) The Sudeten German leader Konrad Henlein together with Adolf Hitler during the invasion of the Sudetenland, Czechoslovakia, in October 1938 Module overview This module introduces you to the rich and violent history of Eastern Europe between the wars. It focuses on the four main “Successor States” which arose in 1918 on the ruins of the Habsburg Empire: Austria, Hungary, Czechoslovakia, and Yugoslavia. Theoretically they can be divided into “vanquished” and “victorious” states at the end of WW1, so the course begins by examining that division. It then assesses how the states progressed in stabilizing themselves in their first decade. On the one hand, we study the threats to political and social stability, comparing why some states were more successful than others in maintaining a form of democracy and social cohesion. On the other hand, we place the states in their international context, studying the legacy of the 1919 Peace Settlement and how they operated in the European system, integrating while creating their own security systems. The second part of the course moves to study how Nazi Germany could exploit tensions within the region and expand to dominate it by 1939. We pay due attention to creeping fascist movements across the Successor States in different forms. The question arises, how far was fascism in these states a home-grown phenomenon? At the same time, we study how Hitler and Mussolini were able to penetrate the region economically and ideologically, leading to the annexation of first Austria and then Czechoslovakia by 1939. By the start of the Second World War, the regional vacuum had been filled by Nazi Germany. Many in the region felt it advisable to bow to this “inevitability” and adapt their national cultures to fascism accordingly. Some however already saw a future of resistance against a German Europe, having tasted national independence for twenty years. The way was set for the ideological struggle of WW2 which would end with Stalinist Russia filling the vacuum. 36

This course gives you fascinating insights into an unknown part of Europe, which still bears the scars from the interwar experience. It will also prepare you if you wish to take further courses about fascism or Eastern Europe in Year 3. Sample seminar topics: • The creation of new states in 1919 • The road to Yugoslav dictatorship • Fascism and the militarization of Austria/ Hungary • Germany’s penetration of the Danubian basin • The Anschluss of 1938 • The Nazi satellites of Eastern Europe Assessment Assessment Method % Contribution to Final Mark 1 x essay 40 1 x essay 40 1 x commentary 20 Sample source I wonder whether it is possible for anyone who has not been here to conceive of the chaos which the Munich catastrophe created in political life and political thought in Czechoslovakia….. Nothing was left in the popular mind but bitterness, bewilderment, and scepticism. Every feature of liberalism and democracy was hopelessly and irretrievably discredited. I spent weekends in the country where the guests did nothing but toss down brandy after brandy in an atmosphere of total gloom and repeat countless times: “How was it possible that any people could allow itself to be led for twenty years by such a Sauhund [bastard] – such an international, democratic Sauhund – as Edvard Beneš. Such a people doesn’t deserve to exist”, etc…. Thanks largely to the hopelessness and indifference of the public in a beaten country, a new group – whose only common bond is really necessity – has managed to assert itself, and its members will probably cling to power for some time, until internal dissension gets the better of them. George Kennan, US Legation in Prague, to Washington DC, 8 December 1938. This eye-witness report by the American diplomat George Kennan gives us some key insights into the atmosphere in Czechoslovakia during the short ‘Second Republic’ after the annexation by Hitler of the Sudetenland. Politicians and the general public felt in a vacuum, deserted by the West and sensing that the twenty years of Czechoslovakia as a liberal democracy were over. This was the state newly created in 1919 and led since 1935 by President Beneš, who had aligned it closely with western Europe: he had now fled to England and was discredited at home. The source suggests how the isolated country was now heading in a fascist direction, led by a “new group” of politicians who were themselves creating a one- party state and realizing they had no option but to align it state with Nazi Germany. The state was to be fully occupied by Hitler in March 1939. 37

Semester 1, 30 credits HIST2111 – Roman Emperors and Imperial Lives: Between Biography and History, Praise and Blame* (Dr Alan Ross) Module Overview For most people even today Nero was one of the ‘bad’ emperors (he killed his mother), and Caligula was mad and depraved (he wanted to appoint his favourite horse as consul, and committed incest with his sisters); but the categorisation of emperors along moral lines is not a modern phenomenon. The emperor was without doubt the most important individual in the Roman world, the embodiment of the imperial project. His character, appearance, and actions were of fascination to contemporaries during and after his life. In this module we will survey Roman cultural responses to the office of emperor, and specifically the role played by prominent authors in creating a discourse on the individuals that occupied the imperial throne from its inception to Late Antiquity. Several genres of ‘political’ literature flourished under the empire, which took the emperor as their primary subject - biography, historiography, and speeches of praise and blame. Their rise may partly have been a response to the concentration of power in a single individual, but they also constantly engaged in evaluating emperors in traditional terms of virtue and vice, turning emperors into examples of good or bad rule for later holders of the office. Such texts, then, played an active role in the creation of an image of an emperor both during and after his reign. In this module we will survey key texts chronologically from the first to fourth centuries, and consider how and why each author interpreted individual emperors; how the ideal of the emperor developed during that time; when and in what way it was acceptable to criticise an emperor, or how risky this could be; to what extent an emperor could influence the creation of his positive image via contemporary orators. We will examine some case studies of the ‘best’ and ‘worst’ of emperors such as Claudius, Caligula, Constantine and Julian, and in the process you will gain a chronological overview of the Roman imperial period. Finally, we’ll reflect on how modern 38

depictions of emperors, in formal biographies and TV/film depictions, compare to the concerns articulated in ancient texts. Indicative List of Seminar Topics • Suetonius and the imperial ideal • Plutarch: a Greek view of Roman emperors • Biography and history: Otho in Tacitus, Suetonius, and Plutarch • Blaming the dead: damnatio memoriae and creating negative exemplars • Blaming the living: imperial invective in the fourth century • Epideictic and history: Ammianus and Orosius • Modern depictions of ancient emperors. Assessment Assessment Method % Contribution to Final Mark 1 x essay 30 1 x essay 30 1 x 2-hour examination 40 Sample Source ‘It was during the eighteenth year of his reign that God struck the Emperor Galerius with an incurable malady. A malign ulcer appeared on the lower part of his genitals and spread more widely. Doctors cut and then treated it; a scar formed but then the wound split open… They had recourse to idols; they offered prayers to Apollo and Asclepius, begging for a remedy. Apollo prescribed his remedy – and the malady became much worse. As the marrow was assailed, the infection was forced inwards, and got a hold on his internal organs; worms were born inside him and his body dissolved and rotted amid insupportable pain. At the same time he raised dreadful shouts to heaven like the bellowing of a wounded bull when he flees from the altar. In the intervals of pain as it pressed on him afresh, he cried out that he would restore the temple of God and make satisfaction for his crime.’ Lactantius, On the Deaths of the Persecutors 33 [c.AD 313] This passage illustrates the fact that the safest time to pen a negative depiction of a Roman Emperor (the most powerful figure in society) was after he was dead. It also illustrates some of the reasons and methods for doing so: the Christian Lactantius wants to ascribe divine motivation to the pagan Galerius’ decision to make Christianity a ‘legal’ religion in the early fourth century. He also wants Galerius to act as an example to future emperors that they cannot escape the displeasure of the Christian God and they must then pay heed to the teachings of the Church. We must also recognise that Lactantius’ focus on the excruciating detail of Galerius’ physical demise is a potent way to ‘deconstruct’ the image of the emperor, which, in a world without mass media, the majority of his subjects would otherwise encounter only in stylised and idealised forms such as statues and on coins. 39

Semester 1, 30 credits HIST2096 - Evolution of US Counterterrorism (Dr Chris Fuller) Module Overview Through examination of the aims and methods of a range of anti-American terrorist groups, such as the Libyan-sponsored campaigns of the 1980s, the Iranian-backed Hezbollah, Palestinian liberation movements, non-state Islamic terrorism, insurgent guerrilla forces such as the Taliban and more recently the Islamic State and the rising phenomenon of “lone wolf” terrorism, this module engages with the scholarly debates relating to what motivates such terrorist groups, and the best methods to counter the threat they pose. By developing a solid understanding of what motivates terrorist groups, you will be well placed to engage in a critical analysis of the evolving methods of counterterrorism adopted by the United States, from the formation of Delta Force under the Carter administration, to the Reagan administration’s use of the CIA to ‘neutralize’ anti-American terrorist groups, through Clinton’s use of rendition, to the more controversial practices of the “War on Terror” years, including mass surveillance, “Enhanced Interrogation”, and targeted killings. Indicative List of Seminar Topics • The conceptual debates surrounding terrorism • The founding of the CIA’s Counterterrorism Center and the Eagle Programme • State sponsorship of terrorism • US counterterrorism tools from 1979 to the present day • Terrorism and the media • The future of terrorism and counterterrorism 40

Assessment % Contribution to Final Mark Assessment Method 15 35 1 x 500 commentary 50 1 x essay 1 x exam Sample Source Burnt corpse of US Delta Force operator in the Iranian Desert, 25 April, 1980 Operation Eagle Claw was launched by President Jimmy Carter in April 1980 with the objective of freeing American hostages held by the new Iranian government following the 1979 coup. The mission, undertaken by America’s newly formed Delta Force counterterrorism unit, was a disaster, with a lack of experience resulting in the deaths of eight service personnel, killed in a fire caused by an aircraft collision. The flames were so intense the remaining soldiers had to withdraw without the bodies of their comrades, leaving the Iranians to discover the corpses and broadcast the images in a major propaganda victory. The humiliation destroyed Carter’s credibility, and triggered the transformation of America’s counterterrorism capabilities. 41

Semester 1, 30 credits HIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660* (Professor George Bernard) Module Overview This course offers you the opportunity to study the history of England during the turbulent sixteenth and early seventeenth centuries. Students taking ‘Power, Patronage and Politics’ will explore a range of topics, including: the court and faction under Henry VIII; the fall of Anne Boleyn; the reign of ‘Bloody Mary’; popular rebellions during the Tudor period; the complicated relationship of Elizabeth I with her courtiers and counsellors; ethnicity and sexuality at the court of James I; the impact of the Civil War on English society; the lives of women in a time of conflict; the uses and abuses of propaganda; and the fear and prosecution of witchcraft. 42

Indicative List of Seminar Topics • Court Politics under Henry VIII • Tudor Rebellions • The Mid-Tudor ‘crisis' • Court Politics under James VI and Charles I • The English Civil War • Witchcraft Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x exam Sample Source ‘[They captured] another Witch, who was thereupon apprehended, and searched by women, and found to have three teats about her, which honest women have not, so upon command from the Justice, they were to keep her from sleep two or three nights, expecting to see her familiars [i.e. attendant spirits, or miniature demons], which the fourth night she called in by their several names, and told them what shapes [to assume] a quarter of an hour before they came in, there being ten of us in the room, and the first she called was Holt, who came in like a white kitten.’ M. Hopkins, The Discovery of Witches (1647), p. 2. This extract from The Discovery of Witches - a pamphlet which was written by the so-called ‘Witch-finder General’, Matthew Hopkins, in early 1647 and published in London soon afterwards - gives us a chilling insight into the treatment which was handed out to suspected witches during the closing stages of the English Civil War. The figure seated in the chair on the right is intended to represent one of the first women whom Hopkins and his associates interrogated, while the bizarre figures which surround her are intended to represent the evil spirits in the shape of animals which she was said to be able to conjure up. Together, image and extract do something to convey the atmosphere of suffocating fear in which so many seventeenth-century Englishmen and women lived. 43

Semester 2, 15 credits HIST2225 – Besieged: Towns in War, c. 1250-c. 1650* (Dr Rémy Ambühl) Siege of Aachen, 1614 Module Overview This module focuses on a moment of crisis in the lives and history of towns and townspeople, when, caught up in the turmoil of war, their conquest and submission have become a political and military objective of armed forces. Resistance rested upon material conditions, such as food supply, the strength of walls or military equipment; upon human resources, such as the size and skills of the garrison and the urban community; and arguably what was more important of all, upon the spirit or mind-set of the people. To what extent were townspeople prepared to put up a resistance against the besiegers? What part did such factors as fear, ideology, or patriotism play in the decision of the urban communities and garrisons to keep on or stop fighting? How united was the urban community? Situations of sieges put individual convictions and determination to the test. Resistance also depended on the strength and disposition of the besiegers, and the predictability of the outcome. How wild or contained were the laws of (siege) war (fare)? Were there well established and shared conventions? The study of sieges goes far beyond the strict military framework, overlapping the fields of political, cultural and social historians. It provides an original angle to study contemporary mentalities, attitudes toward violence, treason, punishment, allegiance, and the nascent sentiment of patriotism. Indicative List of Seminar Topics • Introduction: Politics, ethics and sieges • The laws of surrender • Siege warfare: tactics and technologies • Baronial wars: the siege of Northampton (1264) • Hundred Years War: The siege of Calais (1346) • Wars of Religion and the Dutch Revolt: The siege of Amsterdam (1578) • English Civil War: the siege of Colchester (1648) Assessment 44

Assessment Method % Contribution to Final Mark 1 x essay 50 1 x source commentary 50 Sample Source: Thenn with yn a lytylle space, Then within a little time, The poore pepylle of that place, The poor people of that place, At every gate they were put oute At every gate they were put out Many a hundryd in a route; Many hundreds in a route; That hyt was pytte hem to see that it was such a pity to see them Wemme[n] come knelyng on hyr kne, women come kneeling on their knees, With hyr chyldryn in hyr armys, with their children in their arms To socoure them from harmys; to succour them from harms …And alle they sayden at onys thenne, …And all they said at once then, \"Have marcy uppon us, ye Englysche men.\" ‘Have mercy upon us, you Englishmen!’ Oure men gaffe them of oure brede, Our men gave them of our bread, Thoughe they hadde don sum of oure men to Although they had caused the death of some of dede, our men, And harme unto them dyd they non, And harm to them they did none, But made them to the dyche gone. But made them return to the ditch There they kepte them abaycche There they kept them at bay That non of hem shulde passe oure wacche. That none of them should pass our watch …They turnyd thenne with murmuracyon, …They turned then with complaints And cursyd hyr owne nacyon. And cursed their own nation. From John Page’s siege of Rouen, ed. J. Bellis (Heidelberg, 2015), pp. 15-6. (My translation) Rouen, capital of Normandy in France, had been besieged by Henry V for nearly five months, in December 1418, when, faced with dire conditions, the controversial decision was taken to drive out of the town the weakest members of society. The plight of these people, who ended up trapped and starving in the no man’s land between the city and the English lines, has been cited in many a book on medieval siege warfare. It had also struck contemporary chroniclers who deplored what happened there. This extract is taken from a poem written by John Page, an Englishman who was present at the siege and offered a uniquely detailed and vivid account of the miseries endured by the townspeople. Politics and ethics are interwoven in this testimony. Those expelled, who had been disowned by their own people, turned to the English, who fed them… while keeping them at bay in the ditch! Henry’s purpose was double: winning the heart of the Norman population (whom, by that time, he had almost completely subdued) while showing to them how their own ruler, the French king, was unable to come to the assistance of his subjects. But why were these poor people expelled from the town in the first place? Had they better chance to survive outside its walls? In other words, was it something like a ‘humanitarian’ decision? Or else were the people of Rouen (coldly) trying to make a publicity of their predicament? Should we question Page’s testimony? The documents we will be using in this course, like this one, raise fascinating questions which will be addressed in class. 45

Semester 2, 15 credits HIST2109 - Ancient Greeks at War* (Dr Annelies Cazemier) Module Overview From the legendary tales of the Trojan War up to the conquest of Persia by Alexander the Great, warfare played a central role in ancient Greek history and society. This module allows students to examine ancient Greek warfare from a range of different sources and angles (military, political, social, economic, cultural, and religious), to work with written and material evidence from the Classical Greek period in particular, and to assess the preliminaries, events, and conclusions of major wars, as well as studying the wider impact of warfare on ancient Greek society. The history of the Classical fifth century BC was dominated by two wars: the Persian Wars and the Peloponnesian War. Culminating in the battles of Marathon, Thermopylae, and Salamis, the Persian Wars and their commemoration loomed large in Greek history and culture for many centuries. They contributed to the self-definition of Greeks vs. others; led to the rise of the Athenian Empire; and Alexander the Great would later set out on his conquest as a Greek war of revenge against the Persians. The Peloponnesian War, on the other hand, centred on the conflict between two Greek city-states, Athens and Sparta. Their lengthy period of strife reshaped the balance of power in the ancient Greek world, and led to the downfall of the Athenian empire. The two wars are the main focus of the works written by Herodotus and Thucydides – the former known as the ‘father of history’; the latter praised for his strict historical standards and considered one of the founding fathers of political realism. Both authors exerted a significant influence on the writing of history more broadly, and a study of their works not only offers an opportunity to learn about Greek history, warfare, and society in the fifth century BC, but also provides a direct encounter with two of the earliest known historians. The module combines their historical accounts with documentary sources for Greek warfare and society as well as material evidence (including 46

artistic representations of warfare and the study of archaeological sites). In the final part of the course, attention will be paid to the reception of ancient Greek warfare until the modern day. Indicative List of Seminar Topics • Writing about War: Herodotus and Thucydides • The Persian Wars & The Peloponnesian War • Deciding on War: Political Processes • Managing War: Logistics and Leadership • Fighting War: Soldiers and Armour • Concluding War: Battles and Diplomacy • Commemorating War: Monuments and Festivals • Modern Reception of Ancient Greek Warfare Assessment Assessment Method % Contribution to Final Mark 1 x essay 50 1 x exam 50 Sample Source ‘In the same winter, following their traditional institution, the Athenians held a state funeral for those who had been the first to die in this war. The ceremony is as follows. They erect a tent in which, two days before the funeral, the bones of the departed are laid out, and people can bring offerings to their own dead. On the day of the funeral procession coffins of cypress wood are carried out on wagons, one coffin for each tribe, with each man’s bones in his own tribe’s coffin. One dressed but empty bier is carried for the missing whose bodies could not be found and recovered. All who wish can join the procession, foreigners as well as citizens, and the women of the bereaved families come to keen at the grave. Their burial is in the public cemetery, situated in the most beautiful suburb of the city, where the war dead are always buried, except those who died at Marathon, whose exceptional valour was judged worthy of a tomb where they fell.’ Thucydides 2.34 (trans. M. Hammond. Oxford: OUP, 2009, pp. 89-90) This passage from Thucydides’ History refers to events in the winter of 431/430 BC, the first year of the Peloponnesian War. It describes how those who have fallen in the war are given a public funeral, which included the famous Funeral Oration spoken by the Athenian statesman Pericles. The passage underlines how the commemoration of war is very much a community affair. The ‘public cemetery’ was in the area of the well-excavated site known as the Kerameikos – where inscribed casualty lists have been found. The Battle of Marathon (490 BC), on the other hand, formed part of the so-called Persian Wars, and was commemorated through a burial mound at the site of the battle itself. The source extract offers excellent opportunities for combining written and material evidence, and it provides a very evocative insight into the lasting impact which warfare had on ancient Greek society. 47

Semester 2, 15 credits HUMA2016 - Arabian Nights and Days: The World of the 1001 Nights* (Dr Alison Gascoigne) 9th century house, Samarra, Iraq, with elaborate interior decoration Module Overview The disparate body of literature collected together under the title 1001 Nights, more popularly known as the Arabian Nights, is set primarily in the cities of the medieval Middle East, including Baghdad and Basra in Iraq, Cairo in Egypt and Damascus in Syria. The narratives include characters from all levels of society, from caliphs, princes, princesses and viziers, to poor men and women, as well as magical beings of various sorts. They recount great adventures and supernatural happenings; but among the more marvellous events appear many details of daily life, social activity and urban landscape. This module uses the 1001 Nights as a starting point for an interdisciplinary investigation of medieval Arab (largely urban) society. Indicative List of Seminar Topics • court/palace culture • social stratification and mobility • urban landscape and setting • trade and economic activity • gender; hospitality, social life, food/drink and dining • professions and professional activities • recent reception, Orientalism and cultural politics. 48

Assessment Contribution to final mark 50% Assessment method 50% 1 x source commentaries 1 x essay (2,500 words) Sample Sources (This module is specifically interdisciplinary, so students will encounter diverse sources such as the following) Historical/geographical: ‘Tinnīs [in Egypt], situated between the Romaean Sea and the Nile, is a small island in a lake, the whole of which has been built as a city—and what a city! It is Baghdād in miniature! A mountain of gold! The emporium of the Orient and of the West! Markets are elegant, fish cheap. It is the goal of travelers, prosperity is evident, the shore delightful, the mosque exquisite, the palaces lofty. It is a town with resources, and well populated, yet as it is situated on a narrow island, the water encircles it like a ring. It is, too, a boring, filthy place, where the water, kept in cisterns, is locked up. Most of its inhabitants are Copts. The refuse is thrown into the streets. Here are made coloured cloths and garments. Beside it is a place in which are piled up the dead of the unbelievers, one upon another, while the cemeteries of the Muslims are in the centre of the town. Al Maqdisi, The Best Divisions in the Knowledge of the Regions (tr. B. Collins, 1994, p.185) Archaeological/architectural: % Plan of a medieval house excavated in Fustat (Cairo), Egypt (A. Bahgat and A. Gabriel, Fouilles d’al Foustat 1921, fig. 20) 49

Semester 2, 15 credits HIST 2215 – The Age of Discovery? c.1350-c.1650* (Dr Craig Lambert) Module Overview The Age of Discovery explores the maritime expansion of Europe from c.1350-c.1650 through the experiences of four European states: Portugal; Spain; England and the Netherlands. It therefore covers the transition of these states from medieval polities to Renaissance powers. The history of the Age of Discovery is a story of two halves. The first part (c.1350-c.1580) is told through the endeavours of the Portuguese and the Spanish. Here we encounter famous names such as Henry the Navigator and Christopher Columbus. This first phase saw the rapid enrichment of Spain and the end of great civilisations such as the Aztecs and Incas. The second phase (c.1580-c.1650) witnessed the growth of England and the Netherlands as maritime powers. England focused on North America and the Indian Ocean; the former as an area of colonisation and the latter as a place to trade. The Dutch initially concentrated on the Indian Ocean and in doing so competed with the Portuguese and the English in this area. Indicative List of Seminar Topics 50