YEAR 2 module booklet 2018-9

Encounter the Past from Ancient Egypt to the War on TerrorUniversity of Southampton History Department Year 2 Module Choices 2018-19 1

ContentsHow to Select Your Modules......................................................................................................................... 4Staff Contact Details...................................................................................................................................... 7Semester 1 15 Credit ModulesHIST2071 – Celebrity, Media and Mass Culture: Britain 1888-1952............................................................. 9* HIST2223 – Myth and the Ancient World ................................................................................................ 11HIST2082 – Nelson Mandela: A South African Life ..................................................................................... 13HIST2094 - Wellington and the War against Napoleon .............................................................................. 15HIST2097 – Napoleon and his Legend......................................................................................................... 17* HIST 2215 – The Age of Discovery? c.1350-c.1650 .................................................................................. 19HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping...................................... 21HIST2074 – Visual Culture and Politics: Art in German Society, 1850-1957............................................... 23HIST 2218 – Sex, Death and Money: the United Kingdom in the 1960s..................................................... 25HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries.............. 27* HIST2075 –Creating an Imperial Image: Augustus................................................................................... 29* HIST2225 – Besieged: Towns in War, c. 1250-c. 1650 ............................................................................. 31HIST2108 - The Making of Modern India .................................................................................................... 33HIST2221 – Modern Germany 1870-1945 .................................................................................................. 35* HIST2076 – The First British Empire: The beginnings of English dominance, 1050-1300........................ 37ARCH2017 - Maritime Archaeology ............................................................................................................ 39HUMA2008 - The Life and Afterlife of Vikings ............................................................................................ 41GERM2006 - Vienna and Berlin: Society, Politics and Culture, 1890 to the Present .................................. 43Semester 1 30 Credit ModulesHIST2051 – The British Atlantic World........................................................................................................ 45HIST2002: American Foreign Relations from the Birth of the Republic to the Present Day....................... 47HIST2106 – In Hitler’s Shadow: Eastern Europe 1918-1939 ....................................................................... 49* HIST2085 – Rebels with a Cause: The Historical Origins of Christianity................................................... 51* HIST2036 – The Hundred Years War: Britain and Europe, 1259-1453..................................................... 52HIST2031 – Stalin and Stalinism .................................................................................................................. 55HIST 2107 – The Fall of Imperial Russia ...................................................................................................... 57* HIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660 .................................... 59* HIST2009 Gender, Sexuality and the Social Order 1500-1750 ……………………………………………………………..62 2

ENGL2080 Queens, Devils and Players in Early Modern England............................................................... 86Semester 2 15 Credit Modules* HIST2109 - Ancient Greeks at War........................................................................................................... 87* HIST2103 - Self-inflicted: Extreme Violence, Politics and Power ............................................................. 89HIST2110 – The Global Cold War ................................................................................................................ 92* HIST2220 – Witchcraft in England, 1542-1736 ........................................................................................ 94* HIST2055 – Ancient Rome: The First Metropolis ..................................................................................... 96ARCH 2003 - The Power of Rome: Europe’s First Empire ........................................................................... 98HIST2222 –Ragtime! The Making of Modern America ............................................................................. 100HIST2226 – Transatlantic Slave Trade and Abolition in West Africa......................................................... 102HIST2227 – Science on the Street: Science, Technology, Medicine, and the Urban Environment in ModernEuropean Cities ......................................................................................................................................... 104ENGL2091 From Black and White to Colour: A Screen History of Race, Gender and Sexuality in Post-warBritain........................................................................................................................................................ 106Semester 2 30 Credit ModulesHIST2008 - The Group Project – **compulsory for all single honours history students..................... 108HIST2039 - Imperialism and Nationalism in British India.......................................................................... 110HIST 2217 – Conflict, Violence and the Italian Republic from 1945 to the 1990s: From the Mafia to theUltras......................................................................................................................................................... 111* HIST2045 - Cleopatra’s Egypt ................................................................................................................. 114HIST 2216 – Oil Burns The Hands: Power, Politics and Petroleum in Iraq, 1900-1958............................. 115HIST2004 – The Making of Englishness: Race, Ethnicity and Immigration in British Society, 1841 to thePresent ...................................................................................................................................................... 117HIST2086 – Building London 1666 - 2012 ................................................................................................. 120* HIST2111 – Roman Emperors and Imperial Lives: Between Biography and History, Praise and Blame 122HIST2087 – Islamism: From the 1980s to the Presen ............................................................................... 123HIST2090 – Britain’s Global Empire, 1750-1870 ....................................................................................... 125HIST2096 - Evolution of US Counterterrorism .......................................................................................... 128Index by Historical Period ......................................................................................................................... 130* Starred modules: you should select at least 15 credits of modules that are indicated with a star.~ Module code not allocated at time of print** Compulsory module for Single Honours students 3

IntroductionBe bold! Here at Southampton you are part of an incredibly dynamic community of scholars, whose broadexpertise and varied interests are reflected in the original and thought-provoking modules on offer. Takethe time to explore what is on offer by reading the overviews, considering the lists of content and enjoyingthe sample sources and commentaries provided. Do not be put off by things which you may not yet haveheard of, or have not studied before. Getting the most out of your time at university means seizing theopportunity to broaden your horizons and challenge yourself intellectually, and that is exactly what thisvaried curriculum offers you. Just as the staff in this department are pushing the boundaries of historicalknowledge and understanding, so should you be on both an academic and a personal level. We wish youall the best for the upcoming year, and hope this booklet helps you make the most of the diverse optionsavailable to you. How to Select Your ModulesIn order to qualify for your degree, you need to take 120 credits during the academic year, that is, 60credits in each semester. Other arrangements apply for part-time students, and sometimes for studentswhose studies have been affected by other circumstances in some way. The credits attached to eachmodule 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 workwill be given over to modules that you have selected. The options on offer to you are explained in the restof the brochure, and come in two varieties: some are worth 15 credits and some are worth 30 credits. Thestandard required is identical, but there are special features for each one. The 15-credit modules covermore focussed themes; the 30-credit modules allow for a more sustained engagement with a theme/s. A30-credit module involves three scheduled hours of contact time each week, together with office hoursand consultations; two 15-credit modules (so equal to a 30-credit module) involves four scheduled hoursof 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 themhave codes which are not history ones (e.g. HUMA2008) but this is not meaningful; some history moduleswere planned in association with other subjects, or involve staff from more than one department, and soare classified in a slightly different way. Differences in module codes do not indicate anything importantabout 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 asDirector of Programmes ([email protected]). For Single-Honours History StudentsYou need to take 60 credits in each semester. You have freedom to choose how this will work for you. Forinstance, in semester 1 you could select 2 x 30-credit modules, or 1 x 30-credit module and 2 x 15-creditmodules, or even 4 x 15-credit modules.There are only two constraints that affect your choice: 4

 In semester 2, the group project (see pp. 87-88) 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.You therefore need to take 60 credits of options in semester 1 and 30 credits in semester 2. For Joint-Honours StudentsYour degree is designed so that half should be in history and half should be in your other subject. You needto 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 PAIR2004 (Research Skills in Politics and International Relations) in year 2. CHOICESYou will select your modules on the www.mychoice.soton.ac.uk website anytime from Monday 12 March(at 12.00) to Monday 19 March (12.00). You can go back into the system and change your modules at anypoint that it remains open but once it closes at 12.00 on the 19th March the modules that are in the systemwill be used for the purpose of allocation. This is not a first-come, first-serve system but will allocateaccording a memetic algorithm that will work out the best possible fit for all students so everyone has anequal 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 makeup your list of preferences (so if you are studying 30 credits of History in one semester you should selecta range of modules totalling 90 credits). You can choose a combination of 15 and 30 credit modules. Onceyou have selected the expected number of credits for a semester you will be asked on the next screen tolist them in preference order – you can do this by dragging and dropping your list. Your top preferenceshould be in position 1. You will complete one form for each semester. Make sure that you ‘finish’ yourselection after making your choices so that they are saved in the system – this doesn’t stop you going backinto the system before the 19th to adjust your choices but make sure that you have ‘finished’ the processeach time.IN BRIEF1. Sign into mychoice.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. 5

4. Prioritise your list by organising them into preference order (drag and drop).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 itis advisable to include more than one of these in your list because if you select only one and that fillswith 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).If you want to select a module that is not listed in the History Choices handbook (a ‘free elective’) thenyou can reserve credits through selecting the ‘Free Elective’ option in Choices (and then select the specificmodule in OOC after 23 April). However, it is probably simpler at this stage to choose 100% of your Historymodules, have these allocated and then we can move you onto a Free Elective once the allocation hastaken place. DisclaimerThe information contained in this Module Options Handbook is correct at the time it waspublished. Typically, around a quarter of optional modules do not run due to low interest or unanticipatedchanges in staff availability. If we do have insufficient numbers of students interested in an optionalmodule, this may not be offered. If an optional module will not be running, we will advise you as soon aspossible and help you choose an alternative module. Please see the university’s official disclaimerhttp://www.calendar.soton.ac.uk/ 6

Staff Contact DetailsLecturer Office EmailDr Remy Ambuhl 2074 [email protected]. George Bernard 2049 [email protected] Felix Brahm tbc [email protected] Annelies Cazemier 2047 [email protected] Eve Colpus 1053 [email protected] Jon Conlin 2073 [email protected] David Cox 2051 [email protected] Niamh Cullen 1053 [email protected] Hormoz Ebrahimnejad 3035 [email protected] Chris Fuller 1051 [email protected] Julie Gammon 2069 [email protected] George Gilbert 1051 [email protected]. Shirli Gilbert 2051 [email protected] Alison Gascoigne 65a/3029 [email protected]. Neil Gregor 2057 [email protected]. Maria Hayward 2059 [email protected] Jonathan Hunt 2063 [email protected] Nicholas Karn 2065 [email protected] Kingwell 2063 [email protected]. Tony Kushner 2053 [email protected] Claire Le Foll 2104 [email protected]. Dan Levene 1001 [email protected] John McAleer 2043 [email protected] Pritipuspa Mishra 2104 [email protected]. Kendrick Oliver 2061 [email protected]. Sarah PearceDr Christer Petley 1049 [email protected] 2081 [email protected] 7

Dr Chris Prior 1047 [email protected] Eleanor Quince [email protected]. Andrea Reiter 65A/3017 [email protected] Louise Revell Archaeology building [email protected] Charlotte 3087 [email protected] [email protected] Alan Ross 65A/3027 - [email protected]. Joachim Schlör Archaeology building [email protected] Falko Schnicke 1047 [email protected] Helen Spurling [email protected]. Patrick Stevenson 2051 [email protected] Kati Straner [email protected]. Mark Stoyle 1023 [email protected]. Ian Talbot [email protected] Joan Tumblety tbc [email protected]. Chris Woolgar 2047 3079 2104 2077 2075 2067 2055 8

HIST2071 – Celebrity, Media and Mass Culture: Britain 1888-1952 (Dr Eve Colpus) Semester 1, 15 creditsModule OverviewThis module explores the development of celebrity in Britain 1888-1952, focusing particularly upon theinfluence of technologies and mass media. The years between the late 1880s and early 1950s saw amassive expansion in printed and visual media, and this module charts representations of celebrity fromthe pages of illustrated newspapers (from the late 1880s) to modern technicolour film (1952), via turn-of-the-century developments in silent film, the 1920s invention of radio and advances in photography. Howshould we understand the development of celebrity during this period? Did the media ‘create' celebrity?How far could a celebrity project personality in a public image? How did the public learn about celebrities,and how did they interact with them? Tracing these questions will lead us into broader examination of thecultural history of this period; was there a ‘celebrity culture' in these years, or a ‘celebrity industry'?Indicative List of Seminar Topics  Men and Women of the Day: celebrity biography in the 1880s  Taken unawares: early press photography  Gossip columns and the private lives of celebrities  Silent stars: celebrity in early film  Stars of the air: radio celebrity  Posing for the camera: celebrity portraits  Celebrity sells: advertising, endorsement and fundraising  Scandal and sensation: notoriety as celebrity  Admirers and ‘fans’  Modern technicolour: Hollywood c. 1952 9

Assessment % Contribution to Final Mark Assessment Method 50 50 Individual project (1500 words) Exam (2 hours)Sample Source Letter to Central News Agency, signed ‘Jack the Ripper’, 25 September 1888This is the first of over 300 letters, many of which were signed ‘Jack the Ripper’, sent to the press, policeand authorities in 1888, the year of the Whitechapel murders. It is very unlikely the Whitechapel murdereractually wrote any of the letters. Nonetheless, the letters reveal public knowledge and fascination with themurders that was most likely gained from extensive press coverage, and the developing reputation of ‘Jackthe Ripper’. We study some of these documents in our examination of ‘criminal celebrity’, in which wecompare the role played by the media in building ‘celebrity’ and ‘notoriety’ in the past. 10

HIST2223 – Myth and the Ancient World (Dr Lena Wahlgren-Smith) Semester 1, 15 credits Atlas and Prometheus, Greek vase painting by Arkesilas painter, c. 560 B.C.Module OverviewWhat are myths and what do they do? In ‘Myth and the Ancient World’ you will explore how the AncientGreeks used myths to make sense of the world and their position in it. The module covers a time span ofsome 900 years, from the time of Homer and Hesiod to the late Hellenistic era. You will study a selectionof well-known and less well-known myths from different perspectives; this may include themes such ashome and identity, suffering and loss, male and female. You will be introduced to a range of written andnon-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  Foundation myths and Civic Identity: Thebes and Athens  Heroes and Monsters: Herakles  Fate and Retribution: the Oresteia  Death and Rebirth: Demeter and Persephone 11

 Male and Female: Jason and MedeaAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)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 ina spiral of bloodshed and revenge, as one murder leads, inevitably, to the next. Queen Clytemnestramurders her husband in revenge for the sacrifice of their daughter, her son is then obliged to avenge hisfather, but is pursued in his turn by the avenging Furies. The last play in the trilogy offers a way forwardfor these ancient goddesses, the gruesome upholders of justice and retribution, to be reconciled to thegods of healing and civilized order. This module explores how Aeschylus and other Greek writers use theancient myths to express contemporary concerns. 12

HIST2082 – Nelson Mandela: A South African Life (Dr Christopher Prior) Semester 1, 15 creditsModule OverviewIn 1948, Daniel Malan’s National Party took power in South Africa. Malan’s election victory over the JanSmuts-led United Party and Labour Party alliance was only a slender one, and few of the National Party’sopponents could have envisaged that it would remain in power until 1994. Although racist laws had beenintroduced in South Africa before 1948, the period between 1948 and 1994 saw the extension andformalisation of the apartheid state of segregation and limited opportunity for black Africans. The fightagainst apartheid was conducted by forces that were limited in resources and often fragmentedideologically and tactically. Hampered as it was by state repression – including its being banned outrightby the government in 1960 – the African National Congress (ANC) was at the heart of much of this struggle.However, the histories of the ANC, of the apartheid state and resistance to this more broadly, and of thedismantling of this state from 1994 onwards, are complex, particularly for those who have never studiedAfrica before. This module will examine the history of modern South Africa through the lens of one keyindividual at the centre of the anti-apartheid struggle and of post-apartheid political life: Nelson Mandela.The aim is not to provide a completist account of Mandela’s life, but the module will run in a broadlychronological fashion, examining some of Mandela’s key political experiences. The module will drawheavily on the vast array of primary evidence available to the modern historian, from Mandela’s ownwritings, to government reports, contemporary newspaper articles and books, and popular culture such asart and music. Besides providing an introduction to modern South African history, therefore, the modulewill give you the opportunity to examine at first hand the primary documents that helped shape thishistory, and will get you to think about the ways that political motives and other forms of bias shapecontemporaneous documents and historical memory. The module will also get you to consider differenthistoriographical approaches to this topic. 13

Indicative List of Seminar Topics  The legacy of imperial rule: Mandela and the Xhosa  The formation of the apartheid state: 1948 and the National Party  Non-violence and the Defiance Campaign  Anti-state sabotage: Mandela and Umkhonto we Sizwe  The Commonwealth: Britain and South Africa  Incarceration and the international dimension to the anti-apartheid struggle  Mandela and de Klerk: anatomy of a relationship  Post-1994 reconciliation and the Mandela Presidency  Long Walk to Freedom as a historical textAssessment Assessment Method % Contribution to Final MarkEssay (2000 words) 50Exam (2 hours) 50Sample Source‘During my lifetime I have dedicated myself to this struggle of the African people. I have fought againstwhite domination, and I have fought against black domination. I have cherished the ideal of a democraticand free society in which all persons live together in harmony and with equal opportunities. It is an idealwhich I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.’ Nelson Mandela, Pretoria Supreme Court, April 1964The extract is from Nelson Mandela’s speech at the 1964 trial that would result in his being sentenced tolife imprisonment. Prior to his arrest, Mandela had been a trained guerrilla warrior living underground,planting bombs and undertaking acts of sabotage to destabilise the apartheid regime in South Africa. Yetdespite such acts of violence, his speech suggests a democratic moderate, fighting for neither black norwhite domination. His tone is one of reconciliation and racial harmony. So much myth surrounds Mandela,but what was he? Radical or moderate? Ideological revolutionary or establishment pragmatist? Thismodule attempts to find the answers. 14

HIST2094 - Wellington and the War against Napoleon (Professor Chris Woolgar) Semester 1, 15 creditsModule OverviewFrom 1793, for more than 20 years, Britain and her allies were almost continually at war, first against thearmies of revolutionary France, then against Napoleon and the combined forces of his empire. Initially thiswas an ideological struggle — the terror of revolution embedded itself deep in the psyche of the lateeighteenth century; subsequently it was a conflict which, while more traditional in its nature, was withoutprecedent in its scale and consequences. Britain’s forces were engaged across the oceans, from the LowCountries to South America, from Cape Town to Calcutta and Penang, as well as on the home front.This module looks at Britain’s engagement with the struggle against Napoleon through the career of oneof her foremost generals, the Duke of Wellington. From the start of his career as a soldier, in Ireland,through service in India, the campaigns of the Peninsular War, to Waterloo and the occupation of France,his professional life was wholly focused on this struggle against France. The module will make special useof Wellington’s papers, in the University Library, to understand the practicalities of warfare, the waydecisions were made, the political context and the ability of Wellington to work with Britain’s allies on theContinent, in Portugal, Spain and France in 1808-14, and then in the Waterloo campaign of 1815.Indicative List of Topics  The background to the conflicts  Britain at war  The organisation of the British army  Putting the army in the field  Working with allies  On the battlefield  The campaigns of the Peninsular War  Waterloo; making and managing the peace  Making the hero 15

Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)Sample Source‘… All the sovereigns of Europe, actuated by the same sentiments and guided by the same principles,declare that if, against all calculation, any real danger whatsoever should result from this occurrence, theywould be ready to give the King of France and the French nation, and any other government that is attacked,as soon as a request is made, the assistance necessary for re-establishing public tranquillity and to makecommon cause against all those who should attempt to compromise it.The Powers declare that, as a result, Napoleon Bonaparte has placed himself beyond the pale of civil andsocial relations, and that, as an enemy and disturber of the peace of the world, he has rendered himselfliable to public vengeance.’ The declaration of Napoleon’s outlawry, 13 March 1815, translated from The Dispatches of Field Marshal the Duke of Wellington …, ed. J.Gurwood (13 vols., 1837-9), xii, pp. 269-70.The escape of Napoleon from Elba at the end of February 1815 threatened to plunge Europe once againinto war. Representatives of the European powers were at that time assembled at Vienna to settleterritorial questions resulting from more than 20 years of war that had been brought to a close the previousApril. That they were together was fortunate, as it allowed them to react swiftly to the threat. Thisdocument is the first of two steps that lay the legal basis for war against Napoleon – the allied powerssigned the Treaty of Vienna two weeks later, pledging themselves to put in the field against Napoleon fourarmies of 150,000 men. Note that this declaration and the treaty are directed against Napoleon in person,not against France. This was to be of very great significance when it came to concluding the war and re-establishing peace: the King of France was an ally. 16

HIST2097 – Napoleon and his Legend (Dr Joan Tumblety) Semester 1, 15 creditsModule OverviewNapoleon Bonaparte (1769-1821) may have been a tyrant in life but he proved to be a surprisinglymalleable figure after death. This module traces the emergence in France and Britain of Napoleon’sreputation, whether as tyrant, martial hero, saviour of the French nation or destroyer of French liberty.Napoleon was a superb publicist and we will see that during his life time – before and after the seizure ofstate power in 1799 and the coronation as emperor in 1804 – he carefully cultivated an image of himselfas both authoritarian and a ‘man of the people’.In reading the memoirs of Napoleonic soldiers, and in considering British caricature and other sourcespublished during the revolutionary and Napoleonic wars, we will attempt to prise apart Napoleon’s self-presentation from the attitudes of others. Furthermore, through an encounter with Napoleon’s owncorrespondence and personal effects we will try to disentangle the private man from the public figure, andask how defeat and exile at the hands of the British may have changed him.Most of all, we will examine how a cult of Napoleon was created and reshaped in subsequent contexts,focusing in particular on its instrumentalization in political and historical writings. Because Napoleon couldrepresent the populism and liberty of the revolution without the anarchy of the Terror; reconciliation withthe Catholic Church without clerical reaction; and order and hierarchy without a return to the despotismof the ‘old regime’ he was an appealing figure to a whole array of monarchists, liberals and republicans inFrance over the entire 19th century. That is why the liberal July Monarchy (1830-1848) did so much to makethe Napoleonic cult official by completing the Arc de Triomphe in his honour (1836) and by re-interring hisremains in the mausoleum at Les Invalides in 1840.In the process of tracing the Napoleonic cult through these years to the early 20th century, you will see howdifficult it has been in France to disentangle the memory and status of the general from that of therevolution; and you will come to understand how Napoleon’s reputation as a ‘great man’ could survive thecatastrophic defeats of 1814-15. In historicising the cult of Napoleon in this way, you will grasp theimportance for historical practice of seeing the past and present in a continual dialogue where the formeris mobilised in a struggle to master the latter. 17

Indicative List of Seminar Topics  What can we learn from studying ‘great men’?  The making of Napoleon Bonaparte: private man and public figure  Creating an imperial image: art, ceremony and military culture  Napoleon the General: the view from the troops and afar  The Fall of Napoleon: understanding defeat, capture and exile  Local and global Napoleons: from Hampshire to the Fondation Napoléon  Turning Napoleon into history: early accounts  Memorialising Napoleon: monuments, anniversaries and the problem of the Revolution  Napoleon and politics: the invention of ‘Bonapartism’  Napoleon in popular culture: from silent film to EurovisionAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)Sample SourceThe death mask was purportedly made in May 1821 shortly after Napoleon died in exile but the undatedpostcard could have been produced a century later for the centenary of his death. The custom of making(alleged) death masks of notable figures – for example famous victims of the guillotine during theRevolution – was already well established. They were often sold to collectors as memorabilia. Thecirculation of this image speaks as much of commercial interests and popular appetites for spectacle as itdoes the carefully cultivated cult of Napoleon among political elites keen to tie themselves to his‘greatness’. 18

HIST 2215 – The Age of Discovery? c.1350-c.1650 (Dr Craig Lambert) Semester 1, 15 creditsModule OverviewThe Age of Discovery explores the maritime expansion of Europe from c.1350-c.1650 through theexperiences of four European states: Portugal; Spain; England and the Netherlands. It therefore covers thetransition of these states from medieval polities to Renaissance powers. The history of the Age of Discoveryis a story of two halves. The first part (c.1350-c.1580) is told through the endeavours of the Portugueseand 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 andIncas. The second phase (c.1580-c.1650) witnessed the growth of England and the Netherlands as maritimepowers. England focused on North America and the Indian Ocean; the former as an area of colonisationand the latter as a place to trade. The Dutch initially concentrated on the Indian Ocean and in doing socompeted with the Portuguese and the English in this area.Indicative List of Seminar Topics  The Medieval ‘Inheritance’ and the reasons for European Expansion  The Tools of Expansion: Ships, Navigation and Maps  The Spanish conquest and settlement of South America  The Impact of the Age of Discovery 19

Assessment: % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)Sample Source:In the year of Our Lord 1554 the 11th day of October, we departed the River Thames with three goodlyships, the one called the Trinity, the other called the Bartholomew, the third was the John Evangelist. Onthe fourth day of September, we arrived south of the Cape of de Tres Puntas. The crew told me they wouldto a place where the Primrose had received much gold in the first voyage. They brought from thence at thelast voyage four hundred pound weight and odd of gold, two and twenty-three carats and one grain infineness: also six and thirty butts of grains, and about two hundred and fifty elephants’ teeth of allquantities. Touching the manners and nature of the people, albeit they go in manner all naked, yet aremany of them and especially their women, laden with collars, bracelets, hoops and chains, either of gold,copper or ivory. They are very wary people in their bargaining, and will not lose one spark of gold of anyvalue and they use weights and measures. They that shall have to do with them, must use them gently: forthey will not traffic or bring in any wares if there be evil used. There died of our men at this last voyageabout twenty and four. They brought with them black slaves. The cold air doth somewhat offend them.Yet men that are born in hot regions may better abide cold then men that are born in cold regions mayabide heat. An English Voyage to Guinea by John Lok, 1554: in R. Hakluyt, The Principal Navigations, Voyages and Traffiques and Discoveries of the English Nation (London, 1972), pp. 66-68.The extract above reveals the types of goods the English hoped to find in West Africa: gold, ivory and slaves.It also provides an insight into how the English viewed the native peoples of the area. It shows thesevoyages were lengthy, in this case over a year (from October 1554 to at least September 1555). There isrespect for their methods of trade and their use of weights and measures shows a sophisticatedcommercial system. Finally, it shows the high mortality rates for the sailors and a hint of the terrible fatethat awaited the indigenous peoples they brought back from Ghana. 20

HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping (Dr Eleanor Quince) Semester 1, 15 creditsModule OverviewWe 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 awider cultural movement pushing us to ‘shop’. But how did we get to this point? Historically, what is itthat 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 specialistshops of the eighteenth century, the High Streets and warehouses of the nineteenth century, thedepartment stores and malls of the twentieth century - we will examine the birth of the modern consumersociety and within it, the roles played by manufacturer, seller, advertiser and shopper. 21

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 revolutionAssessment % Contribution to Final Mark Assessment Method 50 50 Commentaries exercise (1000 words) Essay (2500 words)Sample SourceSee images above:Left, The Portland Vase, from Rome, Italy, cameo-glass vessel, c. AD 5 – 25, British MuseumRight, The Portland Vase, Staffordshire, ‘first edition’ Jasperware, c. 1790, V&A MuseumThe original Portland Vase was bought from the Cardinal del Monte by the Barberini family with whom itremained for 150 years. In 1778, it was purchased by Sir William Hamilton, British Ambassador at the Courtof Naples. He brought it to England and sold it to Margaret, dowager Duchess of Portland, in 1784. In 1786her son, the third Duke of Portland, lent it to Josiah Wedgwood. Wedgewood was an entrepreneurialStaffordshire potter who spied a business opportunity: to create a perfect copy of the vase which could bemass-produced and sold with the venerable name of ‘Portland’ attached. Wedgewood’s copy of thePortland 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 whitereliefs. Wedgewood’s Portland Vase represents the birth of modern linked advertising: the enticement toown something also owned a famous individual. It blurs the lines between the ‘fake’ and the ‘real’, withfirst edition Jasperware vases being displayed ‘for viewing’ in 1790 as if they were the real thing. 22

HIST2074 – Visual Culture and Politics: Art in German Society, 1850-1957 (Professor Neil Gregor) Semester 1, 15 creditsOtto Freundlich, Der Aufstieg (Ascension) (1926)Module OverviewThis module examines German art history between the mid-C19th and mid-C20th, and asks how thehistorian can use the techniques of art history to explore wider historical problems of the era. It exploresboth the main artistic movements and their aesthetic, social and political agendas themselves, and theways in which German society responded to them, using the evolving art criticism of the era as a means toexplore wider problems of modernity, national identity, gender and race. At its centre is an examinationof how debates surrounding successive manifestations of modernism echoed wider anxieties about thecoming of the modern age.Indicative List of Seminar Topics  French art and its influences  Realism  Expressionism  Dadaism  Fascist modernism 23

 Abstract expressionism and memory politics.Assessment Assessment Method % Contribution to Final Mark1 x 2,000-word essay based on primary sources 502 hour examination (one question being a gobbet style question 50and the other, an essay, also based on the sources)Sample Source The Degenerate Art Exhibition, 1937The source shown here is an image from the so-called ‘Degenerate Art’ (Entartete Kunst) Exhibitionstaged in Germany in 1937. The exhibition carried hundreds of works of modern art by distinguishedpainters and sculptors such as Paul Klee, Ernst-Ludwig Kirchner and Otto Freundlich; the artistsconcerned were either driven into exile, banned from exhibiting or, in some cases, murdered. As theimage shows, the exhibition aimed to lampoon and mock the art through slogans on the wall, and bymounting the images in disorderly fashion – the implicit contrast was with the ‘healthy’ German art thatcarried national values in a comprehensible idiom. This course asks what it was about such art thatmade it so politically offensive, and places the ‘Degenerate Art’ exhibition at the centre of wider debatesover the relationship between art and society between the nineteenth and twentieth centuries. 24

HIST 2218 – Sex, Death and Money: the United Kingdom in the 1960s (Dr Charlotte Riley) Semester 1, 15 creditsModule OverviewThe 1960s were a time of rapid social, political and cultural change in Britain. The decade saw Britain – andespecially London – finally steal the crown of cool from the United States. British pop culture exploded andwas exported around the world. With National Service abolished in 1960, the first teenagers free fromconscription drove this rapid social change: whether by turning on, tuning in or dropping out. Socialreforms led by the pioneering Home Secretary Roy Jenkins made British society more tolerant, diverse andmodern. The 1950s, a drab and grey decade still struggling to rebuild after the Second World War, hadbeen 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 peoplewere 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 declinein the relative competitiveness of the British economy against its European rivals. Strikes were increasinglycommon as workers tried to fight for better conditions. The end of the British empire led to anxiety aboutBritain’s place in the world, and increasing levels of immigration led to a rise in racist politics and bitterlydivided communities. Women enjoyed more freedoms than before, but still felt ignored and oppressed bymale-dominated politics and society. In Northern Ireland, the divided sectarian politics erupted into theTroubles by the end of the decade. And British young people were anxious about the Vietnam War, theCold 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 25

 Pop: the Beatles, the Stones, the mini-skirt and the Mini % Contribution to Final  Politics: Labour and the Tories in the 1960s Mark  Sex: Social Reforms or Social Revolution? 50  Race: Immigration, Multiculturalism and Racism  War: British Foreign Policy in the 1960s 50  Troubles: Northern Ireland’s place in British historyAssessment Assessment Method Essay (2000 words) Exam (2 hours)Sample SourceThis photograph shows a British man of African-Caribbean heritage walking past a piece of graffitiproclaiming ‘Powell for PM’. It was published in the Evening Standard newspaper on 1 May, 1968. EnochPowell 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 RelationsBill, which was to have its second reading in the House of Commons the next week. Powell was opposedto immigration by people of colour from the Commonwealth; in the speech, which was heavy with racistimagery, he juxtaposed ‘decent, ordinary’ (white) English people with migrants from overseas and usedlanguage which depicted an unrestricted influx of migrants, despite the limitations imposed by the 1962Immigration 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 agreedwith Powell; in the aftermath of the speech, there was a marked rise in racist attacks, dockers and meatporters 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, andforces us to think about divisions and fractures in British society in this period. 26

HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries (Professor Joachim Schlör) Semester 1, 15 creditsModule 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 violentlythrough 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 modernand illuminated city there is a ‘dark side’, an ‘underworld’: full of danger and temptation, and in need ofbeing penetrated by the forces of order and light. Taking this text as a starting point you will explore thevarious 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 27

 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 morningAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)Sample Source‘As the night deepened, so deepened to me the interest of the scene; for not only did the general characterof the crowd materially alter (its gentler features retiring in the gradual withdrawal of the more orderlyportion of the people, and its harsher ones coming out into bolder relief, as the late hour brought forthevery species of infamy from its den,) but the rays of the gas-lamps, feeble at first in their struggle with thedying 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 theexploration of ‘underworlds’: Journalists, novelists, urban researchers, and leisurely walkers enter a worldof 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. 28

HIST2075 –Creating an Imperial Image: Augustus (Prof Maria Hayward) Semester 1, 15 creditsModule OverviewThis module explores how Gaius Octavius (63 BC to 14 AD) became the first emperor of Rome. Through acombination of ambition, ability, and a talent for self-promotion, Octavian used art, architecture, andliterature to fashion an image of himself as the religious and political leader of Rome and her empire. Eachweek you will evaluate a range of primary sources to consider a particular aspect of his career, allowingyou to consider how Octavian fashioned himself into a ‘celebrity’ of the ancient world. By considering howhe capitalised on success and how he responded to challenges, you will be able to assess how justified hewas in presenting himself as the pater patriae, the father of his country.Indicative List of Seminar Topics  Republican Rome: In the shadow of Julius Caesar  Octavian: ‘You, boy, owe everything to your name’  Egypt: Octavian, Marcus Antonius and Cleopatra  Augustus: the development of his military and political career  Peace and prosperity: the ‘Golden Age’  Pater patriae (father of his country)  Festival, ritual and cult: Roman religion and Augustus’ role as pontifex maximus (chief priest)  The city of Rome: ‘I found it brick and left it marble’  Augustus and the empire: A god in his own lifetime 29

Assessment % Contribution to Final Mark 50 Assessment Method 50 Essay based on primary sources (2000 words) Exam (2 hours)Sample SourceDenarius of Octavian, ‘Aegypto Capta’, 28-27 BCE, silver, mint of Pergamum, Yale University Art GalleryThis coin serves as a good example of how Octavian used simple yet striking visual images to conveypolitical ideas. Coins were particularly effective for this because they circulated widely and the designscould be changed regularly to stress a particular political point that was relevant at the time. On this coin,the reverse (above), celebrated his victory in Egypt over Mark Antony and Cleopatra while the obverse(below) stressed his piety including a lituus, the staff of a priest or augur. These coins would have beenused in Egypt and the surround area making clear the change in rule while also asserting the legitimacy ofOctavian’s rule. 30

HIST2225 – Besieged: Towns in War, c. 1250-c. 1650 (Dr Rémy Ambühl) Semester 1, 15 credits Siege of Aachen, 1614Module OverviewThis module focuses on a moment of crisis in the lives and history of towns and townspeople, when, caughtup in the turmoil of war, their conquest and submission have become a political and military objective ofarmed forces. Resistance rested upon material conditions, such as food supply, the strength of walls ormilitary equipment; upon human resources, such as the size and skills of the garrison and the urbancommunity; and arguably what was more important of all, upon the spirit or mind-set of the people. Towhat extent were townspeople prepared to put up a resistance against the besiegers? What part did suchfactors as fear, ideology, or patriotism play in the decision of the urban communities and garrisons to keepon or stop fighting? How united was the urban community? Situations of sieges put individual convictionsand 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)? Werethere well established and shared conventions? The study of sieges goes far beyond the strict militaryframework, overlapping the fields of political, cultural and social historians. It provides an original angle tostudy contemporary mentalities, attitudes toward violence, treason, punishment, allegiance, and thenascent 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 31

Assessment Method % Contribution to Final MarkEssay (2000 words) 50Source commentary (1,500 words) 50Sample 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 outMany 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 themWemme[n] come knelyng on hyr kne, women come kneeling on their knees,With hyr chyldryn in hyr armys, with their children in their armsTo 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 ofdede, 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 ditchThere they kepte them abaycche There they kept them at bayThat non of hem shulde passe oure wacche. That none of them should pass our watch…They turnyd thenne with murmuracyon, …They turned then with complaintsAnd 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, inDecember 1418, when, faced with dire conditions, the controversial decision was taken to drive out ofthe town the weakest members of society. The plight of these people, who ended up trapped andstarving in the no man’s land between the city and the English lines, has been cited in many a book onmedieval 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 andoffered a uniquely detailed and vivid account of the miseries endured by the townspeople. Politics andethics 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 wasdouble: winning the heart of the Norman population (whom, by that time, he had almost completelysubdued) while showing to them how their own ruler, the French king, was unable to come to theassistance of his subjects. But why were these poor people expelled from the town in the first place? Hadthey 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, raisefascinating questions which will be addressed in class. 32

HIST2108 - The Making of Modern India (Dr Pritipuspa Mishra) Semester 1, 15 creditsModule OverviewIndia as we know it today did not exist before decolonization in 1947. During British imperial rule, Indiawas a collection of British colonial territories and loosely colonized Princely states. And, for almost threethousand years before colonial rule, the territory we know as India was in fact many different states. Howdid India become one nation with many official languages and the biggest functioning democracy in theworld?This module will address this question by tracing how stories about ‘one India’ have been told in the last150 years by important commentators of the time. We will read James Mills’ 1818 History of Indiaalongside Jawaharlal Nehru’s Discovery of India which was written in 1946. Through these readings we willthink about how a modern nation state comes to be. What are the processes through which new unity isimagined? Effectively, this module will introduce you to debates in the history of nationalism through acase study of Indian nationalism. 33

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 1947Assessment % Contribution to Final Mark Assessment Method 40 60 Theory exercise Essay (2500 words)Sample Source‘The discovery of India — what have I discovered? It was presumptuous of me to imagine that I could unveilher and find out what she is today and what she was in the long past. Today she is four hundred millionseparate individual men and women, each differing from the other, each living in a private universe ofthought and feeling. If this is so in the present, how much more so to grasp that multitudinous past ofinnumerable 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 contradictionsheld 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 andunconquered. About her there is the elusive quality of a legend of long ago; some enchantment seems tohave held her mind. She is a myth and an idea, a dream and a vision, and yet very real and present andpervasive.’ -Jawaharlal Nehru, Discovery of India, 1946This passage illustrates the challenges posed by the need to define the Indian nation. Writing in the twilightof British rule in India, Nehru was reluctant to gloss over the diversity of the Indian people and theexperience of colonial exploitation to produce an inspiring vision of the new nation. Furthermore, theessential linguistic, religious and cultural diversity of the Indian population made it impossible to providea simple description of what it was to be Indian. To resolve this problem, Nehru suggested that Indianswere held together with ‘strong but invisible threads’. They were held together by the myth, idea, dreamand vision of India, which was not simply a chimera but a ‘real’ and ‘pervasive’ thing. 34

HIST2221 – Modern Germany 1870-1945 (Dr Falko Schnicke) Semester 1, 15 credits© Bildarchiv Preußischer Kulturbesitz; Original: Friedrichsruh, Bismarck-Museum.Module OverviewThis module is about Germany’s path into modernity and surveys German history from the Kaiserreich toWorld War II. We will engage this critical phase of social, political and economic transformation with avariety of topics, including nationalism, industrialization, changing gender roles, cultural dimensions,bourgeois values, ideas of society, antisemitism, genocide and war. In this course, we will explore why andhow political regimes changed and what this meant to the German people.Since the module seeks to cultivate historical thinking as well as conceptional understanding, specialattention will be given to research concepts and problems. We will ask, e.g., why there are differentinterpretations of how the Great War started, why gender and body history is a useful category forhistorical research, or how revealing the currently discussed concept of the Volksgemeinschaft (nationalcommunity) is. Moreover, primary sources will play a major role to familiarize students with the time weare studying. Next to textual sources such as private letters, newspaper articles or laws, we will inquirepictorial material such as oil paintings or political posters.Indicative List of Seminar Topics The German Empire: Foundational Myths and Nationalism Militarism, Gender and Bourgeois Values 35

 Industrialization: Leading Sectors and Regional Developments Sleepwalkers? Germany and the Great War in Europe Defeat, Revolution and Versailles Weimar Germany: Culture and Conflicts Crisis! Why did Weimar Fail? The NS-State and the Volksgemeinschaft Antisemitism and Military Masculinities Second World War and HolocaustAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)Sample Source:Anton von Werner: The Proclamation of the German Empire (1885), the image above.In 1871, the German Empire was founded. The founding ceremony took place in the Hall of Mirrors at thepalace of Versailles. Anton von Werner has captured this scene in this version of his painting TheProclamation of the German Empire. Yet, like all works of art this picture is an interpretation of history andWerner took many liberties with regard to historical facts. The painting was commissioned by the Prussianroyal family in February 1885 as a present for Bismarck’s upcoming 70th birthday. Bismarck is shown in hiswhite Cuirassier uniform (which he did not actually wear during the short ceremony in 1871), in thigh-highCuirassier boots and an authoritative stance. The Pour le mérite medal, which had only been awarded toBismarck in 1884, appears on his uniform. Thus, its value as a “snapshot” of an event fourteen years earlierwas necessarily diminished. It is important to remember, however, that this version of Werner’sProclamation responded as much to the desires of individual patrons as to the notion of historical truth.Positioned in the centre stage and highlighted by his bright clothing, it is Reich Chancellor Bismarck not theEmperor who appears to be the main figure of the event. The picture therefore is an example of howhistory was staged with political aims. By 1885 the unostentatious and rather hurried proclamation shouldhave been transformed into a much more vibrant and symbolically rich portrayal of the empire’s founding– and its “founder” Bismarck. [This text is an adapted version of the following interpretation:http://germanhistorydocs.ghi-dc.org/sub_image.cfm?image_id=1403]. 36

HIST2076 – The First British Empire: The beginnings of English dominance, 1050- 1300 (Dr Nick Karn) Semester 1, 15 creditsModule OverviewBy the middle of the eleventh century, the various nations of the British Isles were characterised by quitedistinct cultures and political and economic systems and elites. Yet the relationships between the variousnations were entirely redrawn between about 1090 and the 1170s, as the Norman political elite of Englandcame to control each of them in turn. In Wales, Norman barons progressively took over Welsh territory ina kind of private-enterprise expansion; in Ireland, private military interventions by the Norman elite from1169 culminated in takeover by the king of England; in Scotland, Norman baronial involvement led to theremodelling of the kingdom and its takeover by Norman interests largely outside the ambit of the kings ofEngland. Though the details varied considerably, the overall effect was that all parts of the British Islescame to be ruled by members of the same elite. The establishment of English-based domination of theBritish Isles remains central to British politics and culture.The developments of an English-based domination of the British Isles had decisive effects upon the politicsand identities of the peoples of the British Isles as a whole, and those effects can still be observed in themodern identities and politics of these peoples. The differing levels of development attained by the variouspeoples were interpreted in strongly moral terms, as justification for colonisation and the imposition ofcontrol. Pro-Norman writers denigrated the Irish and Welsh in particular, using ideas about barbarism 37

borrowed from ancient Roman texts to justify the dominance of 'civilised' peoples; the mix of ideas firstused in the twelfth century formed the basis of later justifications of British colonialism in the new worldand 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 therelations between the peoples of the British Isles, through examining the kinds of contact that took placeand 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 NormansAssessment % Contribution to Final Mark 50 Assessment Method 50 Essay (2000 words) Exam (2 hours)Sample SourceAnd for that reason we command you [i.e. the Welsh] to observe strictly the aforementioned in all thingsfrom now on, on condition however that we can as often as and whensoever and wheresoever we likeclarify, interpret, add to or take away from the aforesaid statutes and every part of them at our pleasureand 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, alittle over a year after the death in battle of Llywelyn the Last, the last independent Prince of Wales. Itoutlines how Edward intended that Wales would be governed, and it shows how he conceived of the powerrelationships between the Welsh and the English Crown; that this was a conquest in which power andcontrol lay on one side alone, and that the usual reciprocal relationship between ruler and ruled did notapply in this case. Edward wanted to rule by the sword as a conqueror, and could only do so because ofthe circumstances of the Welsh defeat of 1282 and the negative attitudes towards the Welsh that had builtupon within English political culture during the previous two centuries. 38

ARCH2017 - Maritime Archaeology (Prof Jon Adams) Semester 1, 15 credits ! Excavation of the Axe Boat, Axmouth, DevonModule overviewMaritime archaeology represents one of the most dynamic and rapidly developing areas within the broader discipline.Humanity’s changing use and interaction with the world’s oceans and seas has fundamentally shaped the nature of society;from Pleistocene and Holocene colonization of the globe through to modern commercial activity and warfare.Understanding the place of maritime aspects of culture within different archaeological eras offers new insights into thepast, as well as helping us to better appreciate the nature of our relationship with the sea today.In this module you will find out about the development of the discipline, current priorities and future directions for research.This will see us examine everything from the dramatic changes in the world’s oceans and seas through the deep timerecord that archaeology represents, to the development of seafaring technologies. All of this will be presented within thereal world context within which research takes place, acknowledging not only the contribution of university basedexcavations but also the large amount of work undertaken as part of modern commercial activity. As such, this is not just anesoteric module working at the edge of archaeological practice but one which will help you better understand the centralrole maritime archaeology has in some of the largest engineering projects taking place on the planet today.Indicative list of lecture/seminar topics  What is Maritime Archaeology?  Understanding the marine environment  Marine survey techniques (Geophysics and Geotechnical)  Technological developments  Submerged Prehistory  Waterfront Archaeology 39

Assessment % Contribution to Final Mark 30 Assessment method 70 Assessed written tasks (1250 words) Essay (2000 words)Sample sourceMaritime archaeology is the ultimate multidiscipline, drawing heavily on history, archaeology as well as ocean andearth science. Here is a sample Historical source: The Mary Rose as depicted in the Anthony Roll(http://www.bl.uk/onlinegallery/onlineex/henryviii/militmap/antroll/) 40

HUMA2008 - The Life and Afterlife of Vikings (Dr Alison Gascoigne) Semester 1, 15 creditsModule OverviewBlood, violence, terror, raids, pirates, rape and pillage are just some of the words associated with theVikings in both the medieval and modern imagination. Their fearsome reputation is underlined bynicknames such as ‘Blood Axe’ and ‘Skull-splitter’, but violence is only one part of Viking history. The Vikingsalso 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 thatinfluenced European culture for many centuries, and indeed continues to do so. In this module, by studyinghistorical, archaeological and literary sources, you will examine both the reality of Viking society and howViking 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 timesAssessment % Contribution to Final Mark Assessment Method 50 50 3 x 700-word source commentaries Exam (2 hours)Sample Source 41

This module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘That folk [the Swedes] has a very famous temple called Uppsala, situated not far from the cityof Sigtuna and Björkö. In this temple, entirely decked out in gold, the people worship the statues of threegods in such wise that the mightiest of them, Thor, occupies a throne in the middle of the chamber; Wotanand 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 thatis male, they offer nine heads, with the blood of which it is customary to placate gods of this sort. Thebodies 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 oneof 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 innerend there was an area resembling what we call a choir in churches nowadays. In the middle of the floorstood an altar-like structure, and on it lay a ring weighing twenty ounces, which had been formed withouta 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, whichis the blood of living creatures sacrificed to the gods. The gods were arranged around the altar in theinnermost, 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 ritualstructures, and the nature of activities that took place there. Some activities (e.g. the sprinkling of bloodas recounted in the saga text) leave no archaeological trace. Excavations do, however, bring to lightimportant aspects of ritual not reported in texts, such as the ‘killing’ of weaponry, and the landscapesetting of such structures. These diverse sources present different perspectives on Viking cult, includingthose of foreign observers, Scandinavians, and saga-tellers from later, Christian, times, integrating theseaccounts with modern data from techniques of historical and scientific archaeology. 42

GERM2006 - Vienna and Berlin: Society, Politics and Culture, 1890 to the Present (Prof. Andrea Reiter) Semester 1, 15 credits Vienna OperaModule OverviewThe module will be divided into two parts - “Cityscapes” and “The shadow of the past” - which roughlycorrespond historically to the early years of the 20th century and the later post-war era. Under each ofthese sub-headings specific issues relating to society, politics and culture in Vienna and Berlin will bediscussed in two to three sessions each. The first half of the module will draw your attention to the impactof the changing social and political situation on the cultural scene, while the second will focus on the effectsNazi 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 the20th century; memory and commemoration. The primary sources will include a variety of literary andhistorical texts as well as some films and architectural artefacts such as museums and monuments. All textswill be available in both English and German either electronically or as printed copies.Indicative List of Seminar Topics 43

 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 MarkCritical Text Review (1000 words) 30Group Presentation 20Essay (2500 words) 50Sample Source‘The Café Central lies on the Viennese latitude at the meridian of loneliness. Its inhabitants are, for themost part, people whose hatred of their fellow human beings is as fierce as their longing for people, whowant to be alone but need companionship for it. Their inner world requires a layer of the outer world asdelimiting material; their quivering solo voices cannot do without the support of the chorus. They areunclear natures, rather lost without the certainties, which the feeling gives that they are a little part of awhole (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 heremains 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 iconicinstitutions, the Viennese coffee house. The coffee house not only supported the way of life of an emergingintellectual 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 coffeehouse is also closely associated with the assimilation of Vienna’s and Berlin’s Jewish population as well aswith the development of the printed press into a mass media. 44

HIST2051 – The British Atlantic World (Dr Christer Petley) Semester 1, 30 creditsModule OverviewThis module focuses on the period between about 1600 and 1800, allowing you to explore thedevelopment of the British Empire in the Americas from the founding of Jamestown in 1607 up until theAmerican Revolution and its aftermath. The module takes a broad look at the British colonies in theAmericas from Barbados in the south to Newfoundland in the north, examining the development of thesecolonies and the Atlantic system of which they were part.Indicative List of Seminar Topics  Inheritance, experience and the character of colonial British America  Atlantic connections  Native Americans and Europeans  Cultural continuity and change  Africans, Europeans and colonial slavery  The American RevolutionAssessment Assessment Method % Contribution to Final MarkEssay (2000 words) 25Essay (2000 words) 25 45

Exam (2 hours) 50Sample Source Eighteenth-century American woodcut‘Join or Die’! This is propaganda. The snake represents British-American colonies during the eighteenthcentury: (from left to right) South Carolina, North Carolina, Virginia, Maryland, Pennsylvania, New Jersey,New York and New England. The message is clear: if those places work together, they could be dangerous—with venomous bite; if they allow themselves to be divided, it is mutually assured death. The woodcut firstappeared during the Seven Years War, while the colonies fought—as parts of the British Empire—againstthe French. But it was put to use again a few years later, when the American colonies rebelled againstBritain in the American Revolution. Congress declared American Independence from Britain in 1776, andthose responsible became—at least in British eyes—guilty of treason. Benjamin Franklin is reputed to havecommented to his fellow Congressmen, ‘we must all hang together, or assuredly we shall each hangseparately’, echoing the sentiment of ‘Join, or Die’. 46

HIST2002 - American Foreign Relations from the Birth of the Republic to the Present Day (module convenor tbc) Semester 1, 30 creditsModule overviewThe first half of this module will provide students with a chronological overview of the history of Americanforeign relations, from the birth of the Republic through continental expansion, Pacific and Caribbeanimperialism, Wilsonian idealism, inter-war isolation, the Second World War and the emergence of Americaas the pre-eminent world power to the end of the Cold War and into the post 9/11 era. The second halfof the course will examine various important themes in the history of US foreign relations, includingregional security, idealism, economic expansion, immigration, cultural hegemony, gender and foreignpolicy, the politics of foreign policy and nuclear security.Selected list of topics  Securing independence: the new republic and the European powers in North America  An emerging continentalism: the Monroe Doctrine and ‘Manifest Destiny’  The difference between wealth and power: American foreign policy in the post-Civil War decades  An ‘empire of ideas’?: Wilsonian idealism, the Great War and the Treaty of Versailles  Isolationism versus interdependence: foreign relations between the wars  The war and the Cold War: America assumes leadership of the western world 47

 Realism and idealism in American foreign relations The ‘tragedy of American diplomacy’ revisited: economic interpretations of American foreign relations Cultural imperialism or cultural negotiation: the ‘Americanization’ of international culture(s) ‘Presidential machismo’: thinking about gender and American foreign relations ‘Homeland security’: responses to the threat and the reality of foreign attackAssessment Assessment Method % Contribution to Final Mark4,000-word essay 502-hour examination 50Sample source‘We cannot escape our destiny, nor should we try to do so. The leadership of the free world was thrustupon us two centuries ago in that little hall of Philadelphia. In the days following World War II, when theeconomic strength and power of America was all that stood between the world and the return to the darkages, Pope Pius XII said, \"The American people have a great genius for splendid and unselfish actions. Intothe hands of America God has placed the destinies of an afflicted mankind.\" We are indeed, and we aretoday, the last best hope of man on earth.’Ronald Reagan, 25 January 1974What caused the United States to develop from a vulnerable post-colonial state into a global superpower?Was it, as Reagan suggested, destiny, idealism and the need of other nations for leadership in the struggleagainst affliction? Or was it circumstance and self-interest, the deliberate flexing of American ‘economicstrength and power,’ that led to the expansion of the US role in the world? Has American foreign policy,and the way it is made, truly reflected the view that the United States is ‘the last best hope of man onearth’? 48

HIST2106 – In Hitler’s Shadow: Eastern Europe 1918-1939 (Dr Katalin Straner) Semester 1, 30 credits The Sudeten German leader Konrad Henlein together with Adolf Hitler during the invasion of the Sudetenland, Czechoslovakia, in October 1938Module overviewThis module introduces you to the rich and violent history of Eastern Europe between the wars. It focuseson 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 assesseshow the states progressed in stabilizing themselves in their first decade. On the one hand, we study thethreats to political and social stability, comparing why some states were more successful than others inmaintaining a form of democracy and social cohesion. On the other hand, we place the states in theirinternational context, studying the legacy of the 1919 Peace Settlement and how they operated in theEuropean system, integrating while creating their own security systems. The second part of the course moves to study how Nazi Germany could exploit tensions within theregion and expand to dominate it by 1939. We pay due attention to creeping fascist movements acrossthe 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 theregion economically and ideologically, leading to the annexation of first Austria and then Czechoslovakiaby 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 fascismaccordingly. Some however already saw a future of resistance against a German Europe, having tasted 49

national independence for twenty years. The way was set for the ideological struggle of WW2 which wouldend with Stalinist Russia filling the vacuum. This course gives you fascinating insights into an unknown part of Europe, which still bears thescars from the interwar experience. It will also prepare you if you wish to take further courses aboutfascism 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 EuropeAssessment Assessment Method % Contribution to Final MarkEssay (2000 words) 25Essay (2000 words) 25Exam (2 hours) 50Sample sourceI wonder whether it is possible for anyone who has not been here to conceive of the chaos which theMunich catastrophe created in political life and political thought in Czechoslovakia….. Nothing was left inthe popular mind but bitterness, bewilderment, and scepticism. Every feature of liberalism and democracywas hopelessly and irretrievably discredited. I spent weekends in the country where the guests did nothingbut toss down brandy after brandy in an atmosphere of total gloom and repeat countless times: “How wasit possible that any people could allow itself to be led for twenty years by such a Sauhund [bastard] – suchan 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 – whoseonly common bond is really necessity – has managed to assert itself, and its members will probably clingto 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 theatmosphere in Czechoslovakia during the short ‘Second Republic’ after the annexation by Hitler of theSudetenland. Politicians and the general public felt in a vacuum, deserted by the West and sensing thatthe twenty years of Czechoslovakia as a liberal democracy were over. This was the state newly created in1919 and led since 1935 by President Beneš, who had aligned it closely with western Europe: he had nowfled to England and was discredited at home. The source suggests how the isolated country was nowheading 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 befully occupied by Hitler in March 1939. 50