YEAR 2 module booklet 2018-9

HIST2085 – Rebels with a Cause: The Historical Origins of Christianity (Dr Helen Spurling) Semester 1, 30 creditsModule overviewThe Roman world in the first century CE saw the rise of a new world religion that was to have an everchanging and at times turbulent history up to today. ‘Rebels with a Cause' invites you to assess and debatethe historical origins of one of the key religions that has shaped the modern world. Where did Christianitycome from, how did it develop, and in what ways did broader society respond to this new movement? Thismodule explores the historical origins of Christianity and the contexts from which it emerged, includingJewish society in the Roman world and the Palestinian scene under Roman rule. We investigate how paganRomans reacted to early Christians, including how its members were viewed as a rebellious minority, andperceptions of their ideas as ‘excessive superstition' and a ‘contagion' (Pliny the Younger, Letters 10.96-97). We also look at the search for identity amongst the earliest Christians, particularly in relation to theJewish people, as they began to establish, develop and expand their new religion.Indicative List of Seminar TopicsReference will be made throughout to the historical and social context of Roman Palestine. Topicscovered will include: Roman Palestine in the first century Second Temple Judaism Early Christian writings and groups Roman responses to early Christianity The development of Christian identities 51

 The ‘parting of the ways’ between Judaism and Christianity % Contribution to Final MarkAssessment 20 40 Assessment Method 40 Commentaries exercise (1000 words) Essay (2000 words) Exam – open book (2 hours)Sample source‘But neither human help, nor imperial munificence, nor all the modes of placating Heaven, could stiflescandal or dispel the belief that the fire had taken place by order. Therefore, to scotch the rumour, Nerosubstituted as culprits, and punished with the utmost refinements of cruelty, a class of men, loathed fortheir vices, whom the crowd styled Christians. Christus, the founder of the name, had undergone the deathpenalty in the reign of Tiberius, by sentence of the procurator Pontius Pilatus, and the pernicioussuperstition was checked for a moment, only to break out once more, not merely in Judaea, the home ofthe disease, but in the capital itself, where all things horrible or shameful in the world collect and find avogue.’ Tacitus, Annals, XV.44This is part of a history of Emperor Nero written by the politician and historian Tacitus in the early secondcentury CE. Tacitus was not a fan of the imperial office, and especially Nero, as can be seen in thesuggestion that Nero was to blame for the fire of Rome in 64 CE. Tacitus reports that in an attempt to avertsuspicion Nero blamed Christians for the disaster, and famously had them tortured and thrown to the lions.This passage from Tacitus shows that Roman historians were aware of the new movement of Christiansand he provides some basic details about the origins of the new religion. Although Tacitus sees theChristians as Nero’s scapegoats, he is nevertheless rather uncomplimentary about them and describesthem as a ‘superstition’ that was spreading even to Rome itself. Christianity was not officially tolerated bythe Roman authorities until the Edict of Milan under Constantine in 313 CE, and Tacitus’ work provides anearly insight into the status of Christians in the Roman Empire and Roman attitudes towards this new andrebellious socio-religious group. 52

HIST2036 – The Hundred Years War: Britain and Europe, 1259-1453 (Dr Andy King) Semester 1, 30 creditsFull-page miniature of Edward III, wearing a blue Garter mantle, with his arms quartered with those of France, from Pictorial book of arms of the Order of the Garter ('William Bruges's Garter Book'). British Library, Mss Stowe, 594, fol. 7vo. (c. 1430 – c. 1440)Module OverviewThis module looks at the origins and developments of the Hundred Years War, and the ways it played outin Britain, France and the rest of Europe. The political, military and socio-cultural dimensions of thiscentury-long conflict are closely examined. How did contemporaries think and justify war? What were theroots of this conflict? Why did it last so long? To what extent did a military revolution take place during theHundred Years War? What principles governed the conduct of war? How did war impact on society? Howdid this conflict contribute to the rise of national identity and the birth of modern state? You will take botha chronological and a thematic approach to these questions.Indicative list of seminar topics  The origins of the Hundred Years War: a feudal or a dynastic issue?  War heroes and the fabric of history: the Black Prince (1330-1376)  Battle analysis: Crécy (1346), Poitiers (1356) and Agincourt (1415)  Military technologies and the concept of military revolution  Chivalry and the laws of war 53

 Sovereign interests and personal ambitions: the great companies The rise of the ‘nation’ and ‘national identities’Assessment Assessment Method % Contribution to Final MarkCommentaries exercise (1000 words) 20Essay (2000 words) 40Exam (2 hours) 40Sample source‘…And whereas we have held out to the lord Philip many loving and reasonable offers of peace, to whichhe would not respond nor make any reasonable reply, nay rather, levying unjust war against us, he hasstriven with all his might for the complete subversion of our estate, we have necessarily been compelledto resort to arms, for our defence and recovery of our rights, not seeking the overthrow or depression ofthe good and the poor but rather striving heartily for their safety and convenience; wherefore we benignlywish that all and each of the natives of the kingdom who will subject themselves willingly to us, as the trueKing of France according to wise counsel, before next Easter, offering due fidelity to us.’This is an extract from a manifesto issued by the English king, Edward III, at Ghent, in Flanders, on 8February 1340, by which he officially assumed, for the first time, the title of king of France. The politicalmanoeuvre had a huge impact on the course of the Hundred Years War. In challenging the legitimacy ofthe French King Philip VI, Edward transformed a quarrel which opposed the two kings over sovereigntyrights in the French province of Aquitaine into an outright dynastic conflict. Edward III, who, until 1340,was perceived as a rebellious vassal of the French king, elevated himself as a rival claimant to the Frenchthrone, allowing the Flemish and many other French lords to embrace his cause and fight on his side.Political and military opportunism (working within the confines of law and chivalry) proved to be at theheart of the century-long conflict 54

HIST2031 – Stalin and Stalinism (Dr Claire Le Foll) Semester 1, 30 creditsModule OverviewThis course is a survey history of Stalin and Stalinism in the USSR, starting with the aftermath of theRevolutions of 1917 and going up to the present day. Major issues include the legacy of Lenin, the ensuingpower struggle and the rise of Stalin, the social impacts of Stalinism during the 1930s and the GreatPatriotic War. The course then continues through the rest of Soviet history to consider how Stalin'ssuccessors dealt with Stalin's legacy, and where Stalinism stands in the present day.Indicative List of Seminar Topics Lenin’s Legacy The Struggle for Succession Stalin’s ‘revolution from above’ The ‘Old’ Bolsheviks: Stalin and Bukharin The Great Patriotic War Stalin’s Final Years Stalin’s Legacy Khrushchev and De-Stalinisation 55

 From Brezhnev to Andropov % Contribution to Final Mark  Gorbachev and Stalin’s Legacy 20 30Assessment 50 Assessment Method Commentary exercise (also presented orally) (500 words) Historiographical question (1500 words) Essay (3000 words)Sample SourceIn Stalinist Moscow a man is running along the street shouting: “The whole world is suffering because ofone man! One man!”He is seized by the NKVD. “What were you shouting in the streets?” asks the interrogator.“I was shouting that the whole world suffers because of one man”.“And who do you have in mind?” The interrogator’s eyes narrow.“What do you mean, who?” The man is astonished. “Hitler, naturally”.“Ah-h-h…” smiles the interrogator. “In that case you are free to leave”.The man walks the length of the room, reaches the door, opens it and suddenly stops and turns around toface the interrogator.“Excuse me, but who did you have in mind?”Political humour has been a unique feature of Russian history and culture, from the imperial period totoday. It existed even under Stalin and during the Great Terror, when telling a joke could send you to aGulag camp. The distinctive, black and absurd humour created in the Soviet Union, was the result of theparticular political conditions. Jokes have a great historical value, providing a glimpse of everyday laughter,but also documenting the way ordinary people coped with the extraordinary ideological and politicalpressure. 56

HIST 2107 – The Fall of Imperial Russia (Dr George Gilbert) Semester 1, 30 creditsModule OverviewAt the outset of the nineteenth century the Russian Empire appeared to be at the zenith of its power. 100years later, the autocracy had collapsed, overthrown by the Bolsheviks in the 1917 revolutions. Theemergence of new ideas and movements in Russia during the nineteenth and early twentieth centuries,from both the left and the right, posed new challenges to the tsarist state. This module will trace theinternal extremism that led to the collapse of the tsarist autocracy, and why the tsarist state proved unableto respond effectively to the pace of change occurring within Russia.The module will consider the development of the state and how it responded to challenges of consolidatingpower during the nineteenth and early twentieth centuries. Among the new forces emerging in this periodwere anarchism, Marxism, socialism and terrorism. The module will consider the rise of radicalism fromthe right and the problems that this too posed for the longevity of tsarism. Considering a variety of differentsources, including novels and memoirs as well as police reports and other official documents, the modulewill make a thorough assessment of the problem of violence in tsarist society. By the end of this moduleyou should have a firm understanding of the processes that shaped the development of the Russian statein the nineteenth and early twentieth centuries, and, particularly, the events that would lead to the fall ofthe autocracy in 1917. 57

Indicative List of Seminar Topics  The development of the tsarist governance from 1812-1917: how Russia was ruled  Nation building and nationalism in nineteenth-century Russia  The impact of left-wing and right-wing radical movements on Russian society  The public role of violence in the late imperial period, including assassinations of leading figures of the old regime  The development of the public sphere and how this facilitated the spread of both pro- and anti- state ideas  Major social, political and economic problems for the tsarist state on the eve of the First World War  The role the First World War played in the fall of tsarism to 1917Assessment Assessment Method % Contribution to Final Mark 10A research proposal for the 4000 word essay, with annotatedbibliography 50 40Essay (4000 words)Exam (2 hours)Sample Source'After the January disaster events followed with ominous rapidity, and, by September, 1905, when Ireturned from my peace mission in America, the revolution was in full swing. A great deal of harm wasdone by the press…Although not with the same ultimate ends in view, all preached revolution in one wayor another and adopted the same slogans: \"Down with this base, inefficient government\". \"Down with thebureaucracy!\" \"Down with the present regime!\" The St. Petersburg papers, which had set the pace for thewhole Russian papers and still do…emancipated themselves completely from the censorship and went sofar as to form an alliance based upon a tacit agreement to disregard the tsar's orders'. Sergei Witte, Russia's first Prime Minister, writes about the first days of the 1905 revolution in his memoirs (1921)This source, from one of the most significant figures from the period, raises many questions about the1905 revolution and its impact on society. The scale of disaffection with the government is most apparent– Witte mentions the level of disillusionment with the tsar amongst the press, both conservative and liberal.The level of public disaffection with the autocracy was bound to generate much consternation amongstRussia's rulers; this source can prompt us to consider the vast scale of the revolution, and why so manydifferent sectors of Russian society were disenchanted with the government. We might also ask questionsabout the type of opposition to Nicholas II and his regime, the reasons behind the revolution of 1905, andwhy Russia was plunged into such a period of crisis during 1905. 58

HIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660 (Professor George Bernard) Semester 1, 30 creditsModule OverviewThis course offers you the opportunity to study the history of England during the turbulent sixteenth andearly 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 courtiersand counsellors; ethnicity and sexuality at the court of James I; the impact of the Civil War on Englishsociety; the lives of women in a time of conflict; the uses and abuses of propaganda; and the fear andprosecution of witchcraft. 59

Indicative List of Seminar Topics % Contribution to Final Mark 50  Court Politics under Henry VIII 50  Tudor Rebellions  The Mid-Tudor ‘crisis'  Court Politics under James VI and Charles I  The English Civil War  WitchcraftAssessment Assessment Method Essay (4000 words) Exam (2 hours)Sample Source‘[They captured] another Witch, who was thereupon apprehended, and searched by women, and found tohave three teats about her, which honest women have not, so upon command from the Justice, they wereto keep her from sleep two or three nights, expecting to see her familiars [i.e. attendant spirits, orminiature 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 shecalled 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-finderGeneral’, Matthew Hopkins, in early 1647 and published in London soon afterwards - gives us a chillinginsight into the treatment which was handed out to suspected witches during the closing stages of theEnglish Civil War. The figure seated in the chair on the right is intended to represent one of the first womenwhom Hopkins and his associates interrogated, while the bizarre figures which surround her are intendedto 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 manyseventeenth-century Englishmen and women lived. 60

HIST2009 Gender, Sexuality and the Social Order 1500-1750 (Dr Julie Gammon) Semester 1, 30 creditsThe module will explore the impact of prescriptive ideas about male and female conduct in early modernsociety. Starting with an examination of the roots of theories of masculinity and femininity in medicine,religion and the law, the module will consider how opportunities for, and attitudes towards, men andwomen changed between the sixteenth and mid-eighteenth centuries. Themes addressed will include: thefamily, the neighbourhood, and politics. Detailed case studies will be made of changing gender roles in theEnglish Civil War and gender and witchcraft prosecutions to familiarise you with lively historiographicaldebates. We will use both secondary literature and primary source material (such as diaries, ballads,conduct literature and legal records) to examine contemporary understandings of the concepts of‘patriarchy’, ‘public v. private’ and ‘sexuality’ in the early modern period. Although the module will mainlyfocus on England, you will also be introduced to comparative European material.Indicative list of Seminar Topics  The Patriarchal Family  Marriage Breakdown  Single parents  Sexualities  Gender and Honour  Crime and Gender  Gender roles and the English Civil War  Witchcraft  Gender and Political Life 61

Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (4000 words) Exam (2 hours)Sample Primary SourceStories of ‘wife sales’ existed in a range of popular literature across the early modern period (and in thisinstance into the nineteenth century). But, did this really mean that husbands had the ‘right’ to sell off awife that they were unhappy with? Certainly, wives in this period were viewed as ‘chattel’ but this didnot necessarily mean that an unwanted wife could be legitimately sold to another man. Instead we willuse such sources to think about the cultural meaning of these types of stories and what they can tell usabout views of marriage and the breakdown of marriages in the sixteenth, seventeenth and eighteenthcenturies. 62

ENGL2080 Queens, Devils and Players in Early Modern England (Dr Alice Hunt) Semester 1, 30 creditsModule OverviewEarly modern England is a period associated with Elizabeth I and the politics of the Tudor court, royalpageantry and the plays of Shakespeare, the discovery of new worlds and the recuperation of the classicalworld, and the persecution of witches and heretics. The diversity and vitality of the literature of this timeis represented by the court drama of John Lyly, the popular plays of Shakespeare and ChristopherMarlowe, and the poetry of courtiers Philip Sidney, Walter Raleigh and Edmund Spenser. On this moduleyou will read tragedies and comedies, sonnets and epics, pageant texts and pamphlets and you will thinkabout how Elizabethan writers responded to various political, religious and cultural contexts. We willexplore some of the issues that were fiercely debated at this time – from monarchy to magic – and wewill ask questions about how literature contributes to our understanding of England’s past.Indicative List of Seminar Topics  Monarchy and pageantry: The Queen’s Majesty’s Passage  Drama at court: John Lyly, Galatea  Courtiers and sonnets: Philip Sidney, Astrophil and Stella 86

 Courtiers and epic: Edmund Spenser, The Faerie Queene  Adapting the ancients: Christopher Marlowe, Hero and Leander  The devil on the stage: Christopher Marlowe, Dr Faustus  Church and magic: Robert Greene, Friar Bacon and Friar Bungay  The Lord Chamberlain’s players: William Shakespeare, Twelfth NightAssessment Assessment Method % Contribution to Final MarkEssay (3000 words) 65Exam (2 hours) 35Sample SourceUpon Saturday, which was the thirteenth day of January in the year of our Lord God 1558 about twoof the clock at afternoon, the most noble and Christian princess, our most dread sovereign LadyElizabeth by the grace of God Queen of England, France, and Ireland, Defender of the Faith, etc.marched from the Tower to pass through the city of London toward Westminster, richly furnished andmost honorably accompanied, as well with gentlemen, barons, and other the nobility of this realm, asalso with a notable train of goodly and beautiful ladies richly appointed. And entering the city was ofthe people received marvelous entirely, as appeared by the assembly, prayers, wishes, welcomings,cries, tender words, and all other signs which argue a wonderful earnest love of most obedientsubjects toward their sovereign. And on the other side, Her Grace, by holding up her hands and merrycountenance to such as stood far off, and most tender and gentle language to those that stood nighto Her Grace, did declare herself no less thankfully to receive her people's good will than they lovinglyoffered it unto her. To all that wished Her Grace well she gave hearty thanks, and to such as bade Godsave Her Grace, she said again ‘God save them all,’ and thanked them with all her heart. So that oneither side there was nothing but gladness, nothing but prayer, nothing but comfort. (The Queen'sMajesty's Passage through the City of London to Westminster the Day before Her Coronation, 1559)On January 14, 1559, Elizabeth Tudor entered the City of London. The next day she was crownedQueen of England at Westminster Abbey. This ‘royal entry’ was a traditional ritual, both in Englandand throughout Europe. It was an opportunity for the city to welcome and acknowledge their newsovereign with pageants and speeches, and an opportunity for the new monarch to show herself tothe people. The pamphlet from which this extract is taken – The Queen’s Majesty’s Passage – waspublished a few days after the event and it describes Elizabeth’s progress through the city. It waswritten by a young reformist and member of Parliament, Richard Mulcaster. This source is an exampleof the kinds of elaborate entertainment that were staged for Elizabeth throughout her reign. It asksus to think about the purpose of these rituals and about the role of the monarch. We also have tothink about who created and controlled these public spectacles, and about what kind of text this is. Isit an accurate record of an historical event, or does it offer an idealised version of the day’sentertainment and of the new, young queen? What do we know about Richard Mulcaster? And whowould have bought and read this pamphlet? 87

Year 2 Semester 2 (15 credits) HIST2109 - Ancient Greeks at War (Dr Annelies Cazemier)Module OverviewFrom 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 toexamine 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 Greekperiod in particular, and to assess the preliminaries, events, and conclusions of major wars, as well asstudying 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 thePeloponnesian War. Culminating in the battles of Marathon, Thermopylae, and Salamis, the PersianWars and their commemoration loomed large in Greek history and culture for many centuries. Theycontributed to the self-definition of Greeks vs. others; led to the rise of the Athenian Empire; andAlexander 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 Greekworld, 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 formerknown as the ‘father of history’; the latter praised for his strict historical standards and consideredone of the founding fathers of political realism. Both authors exerted a significant influence on thewriting of history more broadly, and a study of their works not only offers an opportunity to learnabout Greek history, warfare, and society in the fifth century BC, but also provides a direct encounterwith two of the earliest known historians. The module combines their historical accounts withdocumentary sources for Greek warfare and society as well as material evidence (including artisticrepresentations 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. 88

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 WarfareAssessment Assessment Method % Contribution to Final MarkEssay (2000 words) 50Exam (2 hours) 50Sample Source‘In the same winter, following their traditional institution, the Athenians held a state funeral for thosewho had been the first to die in this war. The ceremony is as follows. They erect a tent in which, twodays before the funeral, the bones of the departed are laid out, and people can bring offerings to theirown 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 bieris carried for the missing whose bodies could not be found and recovered. All who wish can join theprocession, foreigners as well as citizens, and the women of the bereaved families come to keen atthe 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 valourwas 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 ofthe 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 passageunderlines 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 listshave been found. The Battle of Marathon (490 BC), on the other hand, formed part of the so-calledPersian Wars, and was commemorated through a burial mound at the site of the battle itself. Thesource extract offers excellent opportunities for combining written and material evidence, and itprovides a very evocative insight into the lasting impact which warfare had on ancient Greek society. 89

Year 2 Semester 2 (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 pillarModule OverviewAs Rome became established as a Christian Empire its recent martyrs came to be revered and powerfulsymbols. Yet with the success of Christianity came the loss of opportunity to follow the example ofChrist 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 andinfluence 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, workwith the rich literary sources in which the lives of such people are recorded, and consider theirinteraction with and influence upon the wider political realities of the time through the study anumber of individual case studies.Indicative List of Seminar Topics 90

 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 politicsAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (2 hours)Sample Source‘… he spent three years in that hut and then occupied that famous summit where he ordered a circularwall to be made and had a chain twenty cubits long made out of iron. He fastened one end of it to ahuge rock and attached the other to his right foot, so that even if he wanted to he could not leave theconfines. He remained inside, keeping heaven always before his eye and forcing himself tocontemplate 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 andwho was charged to make a visitation of the region of the city of Antioch, told him that the iron wassuperfluous since right reason sufficed to place rational fetters on the body, he yielded and acceptedthe counsel obediently, and bade a smith be called and ordered him to take off the fetter. Now whena piece of hide which had been applied to the leg so that the iron would not maim the body also hadto be ripped apart as it had been sewn together, it is said that one could see more than twenty largebugs hiding in it. … I have mentioned it here to point out the great endurance of the man. For he couldhave easily squeezed the piece of hide with his hand and killed all of them, but he put up patientlywith 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 endurethe great feats of self-deprivation that he achieved. By the end of his life there was a great monasterybuilt around his column to whom flowed many thousands of pilgrims, from near and far, both rich andpoor, peasant and wealthy politician. 91

Year 2 Semester 2 (15 credits) HIST2110 – The Global Cold War (Dr Jonathan Hunt)Module overviewThis is a module on the relationship between the “West” and the “Rest” from the end of the SecondWorld War to Soviet Union’s collapse. Rather than focus on the nuclear confrontation between thesuperpower blocs, this module will reconnoiter their rivalry in the “Third World.” We will examine ahost of historical episodes and then delve into them using novels, films, data, primary sources andhistorical 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 naturesof, and overlaps between, imperialism, decolonization, neo-colonialism and global governance. Theoverarching question is whether, from the Atlantic charter to the 1991 Gulf War, the world movedtoward equity, justice and homogeneity, or if instead the fault lines dividing humanity merely shiftedlocations. Odd Arne Westad has argued that the cold war sowed the seeds for political instability andsocial inequality throughout the poorer regions of the Earth, the bitter fruits of which the internationalcommunity continues to reap. Others note that the percentage of the world’s population living inpoverty plummeted from 72 per cent in 1950 to 51 per cent in 1992, to just 10 per cent in 2015, with680 million people escaping poverty since 1981 in China alone. Students will learn about the historicalactors and tectonic forces that altered the shape of human events during the Cold War and developin the process opinions about the origins of the contemporary world.Indicative list of seminar topics  Theories of imperialism and neo-colonialism  Self-determination and national sovereignty 92

 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 ChinaAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (4000 words) Exam (2 hours)Sample source‘All men are created equal. They are endowed by their Creator with certain inalienable rights; amongthese are Life, Liberty, and the pursuit of Happiness. ... All the peoples on the earth are equal frombirth, all the peoples have a right to live and be happy and free. ... Today we are determined to opposethe wicked schemes of the French imperialists, and we call upon the victorious Allies to recognize ourfreedom and independence.’Ho Chi Minh (1945), quoted in Fredrik Logevall, Embers of War: The Fall of an Empire and the Making of America’s VietnamAlthough Ho Chi Minh and his followers would wage an almost decade-long struggle against theUnited States, at first they turned to the United States as a model for how to liberate and build anation-state. In this speech, Ho invokes Thomas Jefferson’s Declaration of Independence almostverbatim for two reasons. First, he seems to be more interested in liberal arguments againstcolonialism than in those of Marx; in fact, he had travelled to Paris in 1919 in hopes of meetingWoodrow Wilson, whose advocacy on behalf of popular sovereignty and self-determination helpedredraw the world map after the First World War. These two events indicate that Ho was first andforemost 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 fellowVietnamese, who fought and expelled the Japanese after metropolitan France and its colonialgovernment in Indochina capitulated, he and his lieutenant, Vo Nguyen Giap, appealed to the UnitedStates 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 illustratesnonetheless the widespread appeal of American anticolonialism and liberalism after the Second WorldWar. 93

Year 2 Semester 2 (15 credits) HIST2220 – Witchcraft in England, 1542-1736 (Professor Mark Stoyle)Module OverviewThis course offers students the opportunity to study the history of witchcraft in England during thesixteenth and seventeenth centuries (the period during which the great majority of prosecutions andexecutions for that supposed crime took place). Students taking the course will explore a wide rangeof 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 Parliamentagainst witchcraft in 1542 and 1563; the prosecution of witches under Elizabeth I; the appearance ofthe 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 Iand Charles I; the great witch hunt of 1645-47; the decline in witch trials during the later seventeenthcentury; the passage of the Act of Parliament of 1736 (which directed that prosecutions for witchcraftshould cease); and the remarkable persistence of popular witch-belief in the English countrysidethroughout the eighteenth, nineteenth and early twentieth centuries.Indicative List of Seminar Topics  The 1563 ‘Act against enchantments and witchcrafts’. 94

 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 MarkEssay (2000 words) 50Exam (2 hours) 50Sample SourceJoan Waterhouse, daughter to Mother Waterhouse [a suspected witch of Chelmsford, in Essex], beingof 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 learnedit not, neither yet the name of ‘the thing’ [i.e. her mother’s familiar spirit, or attendant demon]. Shesaith that she never saw ‘the thing’ but once in her mother’s hand, and then it was in the likeness ofa toad, and at that time, coming in of a sudden when her mother had called ‘the thing’ … to do itswork, she heard her mother to call it “Satan”.’ Joan also confessed that, once, when her mother wasaway from home, ‘in her absence, lacking bread, she went to a girl, a neighbour’s child, and desiredher to give her a piece of bread and cheese. Which, when … [the girl] denied … Joan, going home, didas she had seen her mother do, calling Satan, which came to her, as she said … from under the bed inthe 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 glimpseinto the nature of witch-belief among ordinary people during the mid-Tudor period. JoanWaterhouse’s testimony shows that, from as early as the 1560s, English witches were thought to beassisted by demons which had the power to assume the shape of animals, and which were popularlyknown as ‘things’, or ‘familiar spirits’. Joan’s words also reveal the contemporary belief that it waspossible for a witch’s powers to be handed down from mother to daughter: a belief which lingered inrural 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 thedevil in early modern England. 95

Year 2 Semester 2 (15 credits) HIST2055 – Ancient Rome: The First Metropolis (Dr Louise Revell)Module OverviewThis module focusses on the city of Rome and its development from its early foundation through tothe third century AD. It explores the evidence for one of the most important cities of the ancient world,which at its height was home to approximately a million people. During this time, it developed from asmall village to a metropolis, but at the same time, changing social and political structures also resultedin changes to the architecture of the city, at its most radical, changing it from the canvas for elitecompetition to the playground of the emperors. Roman was a place of large-scale events, whetherpolitical, religious, military, or entertainment, carried out in the public space of the city. Space andsociety were interlinked. You will examine the development of key areas in the city, such as the ForumRomanum, the imperial fora, the colosseum and temples. You will not only look at the architecture ofthese, but also the evidence for how they were used. At the same time, you will look at the social andpolitical structures of the city, and how activities such as voting, religious festivals, military triumphsused the public spaces of the city.Indicative List of Seminar Topics  The military city  Imperial fora and temples  Religion, rituals and priests  Entertaining the masses  Houses and housing  Supplying Rome 96

Assessment Assessment Method % Contribution to Final Mark 50Essay (2000 words) 50Exam (2 hours)Sample Source‘Here we live in a city which, to a large extent,Is supported by rickety props; that’s how the landlord’s agentStops it falling. He covers a gap in the chinky old building,Then “sleep easy!” he says when the ruin is poised to collapse.One ought to live where fires don’t happen, where alarms at nightAre unknown. Ucalegon’s shouting “Fire!” and moving to safetyHis bits and pieces; your third floor is already smoking;You are oblivious. If the panic starts at the foot of the stairs,The last to burn is the man who is screened from the rain by nothingExcept tiles, where eggs are laid by gentle doves.’ Part of Juvenal Satire 3In this poem, the speaker, Umbricius, is lamenting the problems of living in the big city. At this time,Rome was a city of possibly over one million inhabitants, and in contrast to CGI depictions inHollywood films, the majority of the population were living in borderline slum conditions. Umbriciusis leaving Rome for the countryside, and the poem summarises his complaints about life in the city. Inthis extract, he lists some of the issues with his rented apartment in a tenement block. The building isin a bad state of repair, with holes in the walls patched up. There is a risk of fire, and if there is a fire,those higher up are not likely to be aware of it, and more likely to burn. This source reinforces thepicture from other sources such as Martial about the problems with accommodation for the non-elite,and it confirms the archaeological evidence for apartment buildings, which might stand up to eightstoreys high. 97

Year 2 Semester 2 (15 credits) ARCH 2003 - The Power of Rome: Europe’s First Empire (tbc) Modern view of Roman might (Total War: Rome II computer game, courtesy of Sega)Module OverviewThe Roman empire has held the imagination of successive generations. Conquest by Rome broughtsocial, cultural and economic change to large swathes of what is now Europe, the Middle East andnorth Africa. Never before or after will these parts of the world enjoy centuries of stability and peaceas they did under the Romans. It was a unique political institution that encompassed a mosaic ofpeoples, languages and cultures that was unprecedented in its richness, leaving a legacy that hasprofoundly shaped the course of Western civilization. Its success and longevity has fascinated many,and long after its demise it remained a model for the European and American imperialism in thenineteenth, twentieth and even twenty-first centuries. The great wealth of the archaeologicalevidence has produced a long tradition of scholarship, but in the last twenty years, new approacheshave reawakened these debates, making the study of the Roman world one of the most dynamic fieldswithin archaeology, with major implications for other areas of the Humanities. Post-colonial discourse,theorists of Globalization and North African dictators trying to raise their agricultural output, to namejust few, have all looked back to the Roman Empire for clues.So what was the secret of the Roman empire’s success? How did it come to be and how was itmaintained? (Spoiler alert: its military might was not crucial!) In this module, you will look at thecauses, consequences and the changing nature of Roman imperialism and its political, social, culturaland economic foundations. You will touch upon key issues and debates in Roman archaeology andlearn about major sites and artefact types from all parts of the Roman world.Indicative List of Seminar Topics  Army and frontiers  Provincialization and administration of the Empire  Elite and ideology  Religion  Art and Imperial representation  Technological advances  Economic integration  Cultural change and citizenship  The Fall and legacy 98

Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2000 words) Exam (105 mins)Sample SourcesHistorical: ‘For, to accustom to rest and repose through the charms of luxury a population scattered andbarbarous and therefore inclined to war, Agricola gave private encouragement and public aid to the building oftemples, courts of justice and dwelling-houses, praising the energetic, and reproving the indolent. Thus anhonourable rivalry took the place of compulsion.....Hence, too, a liking sprang up for our style of dress, and the\"toga\" became fashionable. Step by step they fell into the seductive vices of arcades, baths, and elegantbanquets. All this in their ignorance, they called civilization [humanitas], when it was but a part of theirenslavement.’ Tacitus, Agricola, 1.21Taken together, these extracts provide complementary evidence about one of Rome’s furthestprovinces, Britain. These diverse sources present different perspectives on the conquest and theRoman rule, introducing some of the key agents involved - the emperor, provincial administrator,member of the indigenous elite and the army. By integrating traditional source material with moderndata from techniques of historical and scientific archaeology we can explore the perspectives of boththose with means and agendas to commemorate, and those that through past centuries haveremained silent. 99

Year 2 Semester 2 (15 credits) HIST2222 –Ragtime! The Making of Modern America (Dr David Cox)Module overviewFor the United States, the turn of the twentieth century was a turbulent, transformative time: an ageof embattled political parties and insurgent Populists, mass immigration and overseas war, millionairecapitalists and impoverished farmers, all set to the ragged rhythms of African-American popular music(otherwise known as Ragtime). If this sounds familiar, it is because it is: the late nineteenth and earlytwentieth centuries set the template for American life as we know it. The turn of the century witnessedthe rebirth of a nation devastated by bloody civil war. In this module, we will look at some of the mostimportant issues of the day, including the wars waged against guerrilla fighters in the Philippines andAmerican Indians in the West, the fight for women’s rights and the campaign for prohibition, the riseof populist politics, the growth of mass consumerism, the segregation and disenfranchisement ofAfrican Americans in the South, and the emergence of black ghettoes in the North. Proceedingthematically, rather than chronologically, the module looks at the period 1877 to 1920 from a numberof different angles, considering the ways in which ideas of class, gender, and race helped to shape therebuilding of the United States. Throughout, we will examine the impact of this process of nationalreconstruction upon American life and thought. Americans were troubled and excited in equalmeasure as small towns, Victorian values, and comforting familiarity gave way to big cities, politicalradicalism, and the fevered squall of the jazz trumpet.Indicative List of Seminar Topics  The original Populist movement and the challenge to traditional authority  The first US ‘empire’: the Cuban-American and Philippine-American wars and the question of territorial expansion  Women’s rights: Elizabeth Cady Stanton, Susan B. Anthony and the fight for suffrage  The Indian Wars and life on the Reservations 100

 Black life in the United States: Jim Crow and the origins of the Great MigrationAssessment Method Assessment Method % contribution to final markEssay (2000 words) 50Exam (2 hours) 50Sample sourceThis is an antifeminist broadside produced by the Southern Women’s League for the Rejection of theSusan B. Anthony Amendment. Susan B. Anthony was a leading figure within the women’s rightsmovement. The message here is that votes for women will lead to the destruction of the Americanhousehold. During the nineteenth century, most Americans would have subscribed to the ideology of‘separate spheres’ for men and women, with the former taking part in public life and the latterconfined to the home. Here, the bedraggled-looking (literally ‘henpecked’) cockerel has been left tocare for the family, a victim of ‘Organised Female Nagging.’ In 1920, despite such arguments, womenwere given the vote in the United States. 101

Year 2 Semester 2 (15 credits) HIST2226 – Transatlantic Slave Trade and Abolition in West Africa (Dr Felix Brahm) Bunce Island (Sierra Leone river), 1792Module OverviewThis module is dedicated to the history of the transatlantic slave trade, in whose course more than 11million people were forcefully transported from Africa to the Americas. The module draws attentionto various parts of the Atlantic world in order to identify different types of involvement into the slavebusiness, and to understand its implications on a local as well as on a global level. A special focus liesupon West Africa, where a closer look at slaving ports and their hinterlands reveals modes of Africanand European interaction and consequences of the strong expansion of enslavement and slave trade.The research perspective follows the routes over the Atlantic, and the course sheds light on the lifeand work of slaves in the Caribbean, using different source material on an exemplary basis. A secondstrand of this module inquires into the agency of enslaved people and the formation of the abolitionistmovement. Focusing once again on West Africa, the course takes a closer look at the Sierra Leonesettlement and the implications of the 1807 Slave Trade Act, including the British policing of the WestAfrican coast and the gradual transition to colonialism.Indicative List of Seminar Topics  Europe and the transatlantic slave business  Slave trading in West Africa and the Middle Passage  Plantation economy and slave work  Resistance against slave trade and slavery  Rise of abolitionism and the role of former slaves  Sugar boom and sugar boycotts  Sierra Leone  Policing the African coasts  Long-term perspectives: transition to colonialism and rise of racism 102

Assessment % Contribution to Final Mark 50 Assessment Method 50 Essay (2000 words) Exam (2 hours) Sample SourceThe Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, The African. Written byHimself. Ninth Edition, London 1794.This extract from the famous narrative by Olaudah Equiano describes the author’s first encounter withthe horrors of the transatlantic slave trade. It remains controversial, though, whether Equianoexperienced the Middle Passage himself or whether he was born in North America. In any case,Equiano’s biography and his narrative provide insight into the key role (formerly) enslaved peopleplayed in the fight against slavery and slave trade. 103

Year 2 Semester 2 (15 credits) HIST2227 – Science on the Street: Science, Technology, Medicine, and the Urban Environment in Modern European Cities (Dr Katalin Straner)Module OverviewThe focus of this module is on urban and scientific development in modern European cities from theend of the 18th century to World War I. Focusing on cities such as London, Paris, Berlin, Barcelona,Vienna and Moscow, we will explore how modern science, technology and medicine have been usedto shape and understand of the city. We will look at the role of sites such as the natural historymuseum, the zoological and botanical garden, the university, the hospital, the scientific laboratoryand observatory, in the development of urban space, and the role they played in the emergence ofmetropolitan society. How did science, technology, and medicine shape urban life and the urbanenvironment? What was the role of city spaces and institutions in spreading scientific knowledge andmedical expertise? How did the public learn about scientific development, medical discoveries, andtechnological advances? What was the role of the urban press in spreading information and creatingcontroversies around evolutionary theory, race and eugenics, new means of transportation, hygiene,or public health? Engaging with these questions will lead us into a broader examination of the historyof urban and scientific culture of the long 19th century and the conditions associated with modernityand urban life.Indicative List of Seminar Topics  Science and the city: an introduction  Scientific institutions: putting science in its place  Collecting and exhibiting science: the natural history museum  Science and zoos in the 19th century 104

 Electricity and explosions: science as urban spectacle and controversy  Science, scandal and satire: science in the urban press and popular culture  Engineering the city: useful and applied science  Walking in the city? Public transportation and urban life  Urban hygiene and public health  Green cities: urban environments and commonsAssessment Assessment Method % Contribution to Final MarkEssay (2000 words) 50Exam (2 hours) 50Sample Source Obaysch, London Zoo's first hippopotamus, 1852. Photograph by Juan, Count of MontizónThis is a photograph of a human crowd observing Obaysch, the London Zoo’s first hippopotamus in1852. The 19th century saw the advent of the modern zoological garden, where people could comeand visit exotic animals “next door”; consequently, many of these animals became “celebrities” whowere featured in the urban press and had a devoted following. Zoos, however, were not only a siteof entertainment, but also a site of scientific investigation and a place where the public could beeducated through access to exotic (and not so exotic) animals. Through the study and analysis ofsuch images we study the interaction of the scientific community and the urban public: Why andwhere were the first zoos established? Who visited and why? What did they observe and what weretheir motivations? What were the limitations of doing research on animals in public spaces such asthe zoo? How did public and scientific attitudes of zoological (or botanical) gardens evolve andchange? We can also use this image to discuss how zoological gardens contributed to how peoplethought about the relationship of cities and nature in the modern period. 105

Year 2 Semester 2 (15 credits)ENGL2091 From Black and White to Colour: A Screen History of Race, Gender and Sexuality in Post-war Britain (Dr James Jordan)Module OverviewThis module presents a history of post-war Britain through the lens of British film and television,considering how our attitudes to 'race', sexuality and British identity more generally have beendefined, challenged and changed by the moving image. This will foreground the programmes and filmsthemselves as primary sources, but require you to go beyond the image itself and to engage with thepolitical and social developments of the period, making use of the changing cultural context,newspapers, political developments and archives.Indicative List of Seminar Topics  Working with Film and Television  The Politics of Representation  ‘Race’ and identity in Post-war Britain  Jews and Jewishness  Sexuality  Television Genre and Case Studies  The Single Drama - A Man from the Sun (1956) and Bar Mitzvah Boy (1976)  Drama Series and Serials - Boys from the Blackstuff (1982)  Documentaries - The Colony (1964) and Who are the Cockneys, now? (1968)  Situation Comedy - Till Death Us Do Part (1965-1975) and Friday Night Dinner (2011- 2016)  Social Realism and the Docudrama - Cathy Come Home (1966)  Current Affairs - Man Alive: Consenting Adults (1967) 106

Assessment Assessment Method % Contribution to Final Mark 50Essay (2000 words) 50Essay (2000 words)Sample Source http://www.bbc.co.uk/archive/gay_rights/12006.shtmlBritain is a country with a long history of immigration and reputation for tolerance, and yet it is alsoa country where one encounters intolerance and prejudice, racism and homophobia, classdistinction and discrimination according to gender. To better understand how these issues are partof popular culture, this module uses post-war television programmes (and in many cases the notionof a ‘British’ Broadcasting Corporation) to explore how class, ‘race’, gender and sexuality have beenrepresented over the past seventy years, considering how the programmes and theirrepresentations have changed, and asking you to examine how this reflects a changing society. Inshort this module asks you to look at how British national identity is seen and understood throughfilm and particularly television, the medium that helped define the twentieth century. The above is astill from the first part of a special Man Alive report from 1967 in which broadcaster Jeremy James‘interviews homosexuals about their feelings and the opinions of society towards them.’ As theBBC’s website explains, ‘the language used in the programme is often blunt and reflects theattitudes of the time’, but how are we to understand this programme in the present and amid whatcontext? Click on the above link to view the programme and think about how it represents andunderstands homosexuality, in the process revealing, confirming and challenging contemporaryattitudes. 107

Year 2 Semester 2 (30 credits) HIST2008 - The Group Project (30 credits)(NOTE - Compulsory for all single honours history students)Module OverviewThe Group Project provides an opportunity for you to carry out a piece of historical research as partof a group, reflecting on the issues involved in completing the task and presenting the research to abroader audience. The academic core of the project asks you to engage in a topic from conception tocompletion under the supervision of your group Academic Guidance Tutor who will assist you in thelocation and exploitation of relevant local and national source materials. This opportunity to developyour research skills will provide a good grounding for the longer and more advanced piece of individualresearch required by the Year 3 dissertation.The Group Project will also enable you to develop various key skills relevant to the type of employmentthat you may encounter after graduation - management, media, teaching, etc - and to demonstratesuch skills - team-working, interpersonal skills, self-confidence, presentation, problem-solving, etc - ina tangible way.Finally, you will be encouraged to interact with a broader public through the process of communicatingyour research topic in a 'public outcome' and thereby to consider the nature and meaning of such athing as 'public history'.Assessment  Project Proposal (10%)  Group Presentation (20%) 108

 Historical Essay (30%)  Public Outcome (20%)  Individual Reflective Essay on Sources and Methods (20%)Examples of Past Public Outcomes Henry VIII Exhibition at Staines Local History libraryWitchcraft presentation at Godolfin School 109

HIST2039 - Imperialism and Nationalism in British India (Dr Pritipuspa Mishra) Semester 2, 30 creditsModule OverviewHow did less than two thousand British officials rule an Indian population of three hundred million?Why did the words gymkhana, bungalow and shampoo enter the English language? What was thesignificance of the British constructing clock towers in numerous Indian towns and cities? How did thediminutive and scantily clad figure of Gandhi emerge as an international symbol of resistance to thetrappings and power of the British Raj? Why did the British divide the Subcontinent when they left inAugust 1947? This module aims to explore such questions as these in the last century or so of theBritish ruling presence in India.Indicative List of Seminar Topics  1857 in Indian History  British Social Life in India  The Emergence of Indian nationalism  The 1919 Jallianwala Bagh Massacre  Stones of Empire: Architecture of the Raj  Gandhi and Indian nationalism  Overseas Indians and Nationalist Struggle  The Muslim League’s Rise to Power  The British Departure from India 110

Assessment % Contribution to Final Mark 50 Assessment Method 50 Essay (3000 words) Essay (3000 words)Sample Source‘As long as we rule India, we are the greatest power in the world. If we lose it we shall drop straightaway to a third rate power.’ Lord Curzon, Viceroy of India 1901Curzon’s prophetic words were uttered when British power in India had entered its zenith. They reflectthe wider significance of the Raj for British self-identity, economic and strategic interests. Even duringCurzon’s Viceroyalty, there were signs that Indian opposition was taking on a new and more popularform. India’s post World War One diminishing economic value to Britain and the mass mobilizationsaroused by Mahatama Gandhi paved the way for independence at an earlier date than any in Curzon’sgeneration could have contemplated 111

HIST 2217 –Conflict, Violence and the Italian Republic from 1945 to the 1990s: From the Mafia to the Ultras (Dr Niamh Cullen) Semester 2, 30 creditsModule OverviewIn March 1978, Italian Prime Minister Aldo Moro was kidnapped and eventually executed by left-wingterrorist organization the Red Brigades. Images of the aging Moro, displayed as prisoner in front ofthe banner of the Red Brigades, filled Italian newspapers and television screens for almost twomonths, until he was eventually executed by the terrorist group. Less than four decades after the endof fascism, political violence had struck once again at the heart of government, threatening the nationand the Italian Republic which had been established in 1945. The 1970s were a particularly unstabledecade for Italy and due to the terrorism of the extreme left-wing organization the Red Brigades, havebecome known as the ‘years of the bullet’. Moro’s kidnapping was the culmination of a decade ofterrorism. Organised crime had also strengthened its hold on Italian society since the end of theSecond World War, with the 1980s giving way to what is known as the ‘Second Mafia War’. Thismodule will examine both why conflict and violence has continued to dominate society and politics incontemporary Italy, and what living in such a society was like for ordinary Italians. It will take a broadapproach to the themes of conflict and violence, exploring its socio-cultural and gendered roots andexamining its impact on ordinary life as well as the implications for politics and government.Indicative List of Seminar Topics  The mafia: state and society in Sicily  Communist and Catholic cultures in post-war Italy: Ritual, procession and symbolic violence  The politics of gender in post-war Italy  ‘The years of lead’: Political terrorism in the 1970s from Piazza Fontana to Aldo Moro  From Mussolini to the ultras: Neofascism in post-war Italy 112

Assessment Assessment Method % Contribution to Final Mark 50 Essay 50 Exam (2 hours)Sample Source The bus was just about to leave, amid rumbles and sudden hiccups and rattles. The squarewas silent in the grey of dawn; wisps of cloud swirled round the belfry of the church. The conductorslammed the door and with a clink of scrap-metal, the bus moved off. His last glance round thesquare caught sight of a man of a man in a dark suit running towards the bus. ‘Hold it a minute’, said the conductor to the driver, opening the door with the bus still inmotion. Two ear-splitting shots rang out. For a second the man in the dark suit, who was just about tojump on the running-board, hung suspended in mid-air as if some invisible hand were hauling him upby the hair. Then his brief-case dropped from his hand and very slowly he slumped down on top of it.These are the opening paragraphs of Sicilian novelist Leonardo Sciasca’s 1961 novel, The Day of theOwl. Inspired by the 1947 killing of a Communust trade unionist in the Sicilian town of Sciaccia. Thenovel follows the carabiniere’s investigation of the shooting; it soon emerges that although themurder happened in the central town piazza, in view of the full departing bus, nobody will admit toseeing anything. The novel is concerned with how the mafia is embedded in Sicilian society, and waspublished at a time when the existence of the mafia was still questioned, sparking much debate. Wasthe mafia a complex, organised criminal organization, or was it simply a loose term for Sicilian cultureand Sicilian criminality? And how could it be combatted? Sciasca himself, through his novels and hisjournalistic writings, became a key voice in the debates about the mafia which raged between the1960s and the 1990s. 113

HIST2045 - Cleopatra’s Egypt (Professor Sarah Pearce) Semester 2, 30 creditsModule Overview‘It is well done, and fitting for a princess descended of so many royal kings'. Shakespeare's words onthe suicide of Cleopatra VII echo rare ancient Roman admiration for the last queen of Egypt. Defeatedby Rome, Cleopatra's choice of death might show a glimpse of her noble origins. But what of her lifeand the world that made her? Roman propaganda made a monster of Cleopatra: power-mad; sexuallydepraved; fanatical, animal-worshipping Egyptian; a stain on the glorious reputation of Alexander theGreat who brought her ancestors to Egypt. That legacy proved powerful and enduring. Can we getbehind the propaganda to the real Cleopatra and her context? We explore the world of Cleopatra'sEgypt; its multicultural society and relationship with Roman power; and the fragmentary remains ofCleopatra's life and rule. And we reflect, finally, on Cleopatra's post-mortem power on the westernimagination, from Shakespeare to Hollywood and beyond. 114

Indicative List of Seminar Topics  Ancient and modern constructions of Ptolemaic Egypt  The Ptolemies’ creation of a new style of monarchy, combining Greek ideals of kingship with the ancient tradition of the Pharaohs  Domestic and foreign policy  Ptolemaic Alexandria: culture and commerce  Memphis and the Egyptian temples  ‘Isis is a Greek word’: Greek religion and Pharaonic tradition  The Jews of Egypt  Egyptian resistance to Greek rule  The coming of Rome  The rule of CleopatraAssessment % Contribution to Final Mark Assessment Method 15 15 Commentaries exercise (500 words) 30 Commentaries exercise (500 words) 40 Essay (2000 words) Exam (2 hours)Sample Source‘On behalf of Queen Cleopatra goddess Philopator, the (holy) place of the association of (Isis)Snonaitiake, of whom the president is the chief priest Onnophris. Year 1, Epeiph 1.’ Fayum Inscription III 205; Arsinoite nome, 2 July 51 B.C. (Votive relief, Louvre Museum, Paris.Dedicated in the very first year of Cleopatra’s reign, this limestone relief shows the queen as a malepharaoh making an offering to the goddess Isis. The relief was probably intended as a dedication toCleopatra’s father, who died in 51 B.C. The queen is alone; perhaps a sign of her early break-up withher brother-husband which would lead to civil war. The Greek inscription is crammed into a space toosmall to hold it; recycling work, first-century style! The juxtaposition of Greek words with Egyptianiconography embodies the multicultural world of Cleopatra’s Egypt: Greek-speaking village priests,based in an Egyptian temple, serving a female pharaoh of Macedonian descent who worships anEgyptian goddess. 115

HIST 2216 – Oil Burns The Hands: Power, Politics and Petroleum in Iraq, 1900- 1958 (Dr Jonathan Conlin) Semester 2, 30 creditsModule OverviewThe area we know today as Iraq has long been known for its oil reserves. Natural springs of crude oilhad astonished travellers to the Upper Tigris region since Antiquity: a curiosity, unrefined crude wasused medicinally, and as a lubricant for cart axles. In the fifty years after 1890, however, improvementsin 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 andIraq. Oil was first struck there in 1927. By then it was clear that oil had become the determining factorin the development of the Middle East as a whole. Like an obsidian mirror, oil reflected the dreams ofprogress 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 westernpowers (Britain, France, Germany and the United States) and the oil companies drawn to it by theirinsatiable 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 burnsthe hands.\"Assessment: 116

Assessment Method % Contribution to Final MarkEssay (4000 words) 50Exam (2 hours) 50Indicative 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 TreatySample SourceI do not agree with some of our oil men and our politicians when they assume that the Mesopotamianoil fields are an Eldorado. I do not believe that oil can be found without a great deal of previous outlayof money, much discouragement and wise direction. The physical difficulties are far greater than aregenerally supposed. In addition we have enormous political and strategical difficulties. In the firstplace the oil must be taken to the Mediterranean; one pipeline only should be built. We cannot haveother pipe lines because they cannot be protected. As for the political difficulties, I do not think theconditions will be such as to permit oil development in the usual manner, i.e. by means of privatecorporations. Our critics of the opposition do not understand the suspicions that the Arab of thecountry has for the Fez topped Bagdadian politician. They do not appreciate how the politicians herecan easily start a movement among the people which shortly grows beyond all control to a conditionof 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. Beforethe British took control in World War I the region had formed part of the Ottoman Empire, ruled notfrom 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. AsCivil Commissioner Wilson was the British Empire's eyes and ears on the ground in Baghdad. Far fromseeking to help British oil companies from pillaging the country, Wilson wanted those companies andhis political bosses in London to appreciate that Iraqi oil was the birthright of the people of Iraq, andthat oil wealth should help fund the development of much-needed infrastructure. Here Wilson arguesthat western institutions (like private enterprise) may need to be adapted to fit local conditions, if theBritish are to fulfill their responsibility to the Iraqi people and to the League of Nations, who gaveBritain a mandate to create a viable state. Eighty years on, Wilson's bosses are still finding that, in theMiddle 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 Britishdominance to the 1950s, when the region was shaped by Cold War rivalries between the US and Russia. 117

HIST2004 – The Making of Englishness: Race, Ethnicity and Immigration inBritish Society, 1841 to the Present (Prof Tony Kushner) Semester 2, 30 creditsModule overviewMigration and questions of difference are the most pressing issues in today’s world. But how havethey been shaped and experienced in British history? How do we define Britishness (or more often,'Englishness')? How have identities changed over the past one hundred and fifty years? This modulecovers these broad questions with specific regard to questions of ‘race’, ethnicity and immigration.Although the importance of these issues in contemporary debates is very clear, this module adopts ahistorical approach and charts how they have developed from the mid-Victorian period onwards. Itasks whether Britain is a peculiarly tolerant country in an international context. How welcoming havestate and society been to newcomers? Have issues of race played a major part in British politics?Turning to the minorities themselves, the module examines their identities and internal dynamics inBritish society. The approach adopted is comparative, and a wide range of groups and responses tothem are examined including Jews, Irish, Afro-Caribbeans, Germans, Asians and many others. It asksif ‘race’ is the most significant factor in the treatment of minorities and their own internal solidarityor whether other issues such as gender, class, age, locality and culture are of greater importance.Indicative List of Seminar Topics  The Irish in Victorian Britain  Jews in Mid-Victorian Culture and Politics  The Impact of East European Jewish Immigration, 1870-1914  Intolerance and the First World War  Mosley and the British Union of Fascists 118

 Post-1945 immigration control and treatment of refugees The rise (and fall) of the National Front and Enoch Powell Race and the inner city disturbances of the 1980s Multi-Culturalism and Racism in Contemporary Britain The Contemporary Refugee CrisisAssessment % Contribution to Final Mark Assessment Method 50 50 Essay (4000 words) Exam (2 hours)Sample Source Here is an image that could and has been used to show British tolerance and integration of migrants. At its top is a sundial from 1748, part of the original Huguenot chapel in the East End of London where the French refugees that settled in London worshipped. In the late nineteenth century it became a synagogue for very religious Jews from Eastern Europe and more recently the Jamme Masjid Mosque catering mainly for those of Bengali and Somali origin. Brick Lane itself, in the heart of (now) trendy Spitalfields reflects the influence of many migrant presences, all of whom have left traces. But Brick Lane has also been the site of violent contestation of territory, and especially attacks on groups ranging from Jews to Asians. This image is thus capable of multiple readings and The Making of Englishness as a whole will explore the fascinating (if often disturbing) issues it raises, including through a walking tour of the East End itself. 119

HIST2086 – Building London 1666 - 2012 (Dr Eleanor Quince) Semester 2, 30 creditsModule OverviewLondon is one of the most well-known cities in the world. It has a fascinating history, growing from arelatively small development along the river Thames into the sprawling metropolis we know today. Inthis module we will explore the history of the city through an examination of some of its most iconicbuildings. We will start in 1666, after the Great Fire of London, and journey through the developingcity to the present day, ending with the opening of the Olympic Park in 2012. Each week we will focuson a particular building or geographic site, considering its physical location within the capital, thecontext of its design and construction – why it was built, how it was built, who and/or what it was builtfor – and then use the building to explore culture and society of the time of its development. We willuse maps of London to enable us to situate the buildings, both geographically and historically; examinecontemporary reactions to the buildings to gauge the meanings invested in them by specificindividuals and groups; and consider visual materials, including prints, paintings, plans andphotographs, as a means of interrogating the changing cityscape and the attitudes of contemporariestowards it.Indicative List of Seminar Topics  The rebuilding of London after the Great Fire: St Paul’s Cathedral (1666-1720)  The country in the town: parks, Garden Squares and villas (1740-1825)  Seat of power: the problem of re-building the Houses of Parliament (1836-1867)  Culture returns to the South Bank: the legacy of The Festival of Britain (1951-1990) 120

Assessment % Contribution to Final Mark Assessment Method 25 Essay (2000 words) 25 Essay (2000 words) 50 Exam (2 hours)Sample SourceOn the 2nd September 1666 a fire broke out in the King’s baker’s house in Pudding Lane and spreadrapidly across the walled City of London. The fire devastated 80% of the City, destroying some 13,200timber-framed homes. A young architect, Christopher Wren, who had been working on early plansfor the restoration of the City’s Old St Paul’s Cathedral – a building in need of much repair even beforeit was ravaged by fire – saw the devastation as an opportunity. On the morning of 10th September1666, just eight days after the fire and while the ground was still smouldering, he submitted his planfor a grand new City to the King. Now known as the ‘Sunray Plan’ (above), Wren’s New City of Londonfeatured a formal grid formation punctuated with ‘sunspots’ – key buildings located at the centre ofbroad intersecting roadways. It was the first real plan for London, a City which had grown organicallywith tiny houses erected haphazardly across a maze of narrow streets and alleyways. There was nomoney to pay for Wren’s grand scheme, and while the King and Parliament struggled to decide howthe New City of London should look, homeowners began rebuilding their houses on the original sites.Wren’s opportunity – the chance to create a magnificent formal city – passed by, setting the tone forfour centuries of piecemeal urban planning within our capital. 121

HIST2111 – Roman Emperors and Imperial Lives: Between Biography and History, Praise and Blame (Dr Alan Ross) Semester 2, 30 creditsModule OverviewFor most people even today Nero was one of the ‘bad’ emperors (he killed his mother), and Caligulawas mad and depraved (he wanted to appoint his favourite horse as consul, and committed incestwith 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 embodimentof the imperial project. His character, appearance, and actions were of fascination to contemporariesduring and after his life. In this module we will survey Roman cultural responses to the office ofemperor, and specifically the role played by prominent authors in creating a discourse on theindividuals 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 theirprimary subject - biography, historiography, and speeches of praise and blame. Their rise may partlyhave been a response to the concentration of power in a single individual, but they also constantlyengaged in evaluating emperors in traditional terms of virtue and vice, turning emperors intoexamples of good or bad rule for later holders of the office. Such texts, then, played an active role inthe creation of an image of an emperor both during and after his reign. In this module we will surveykey texts chronologically from the first to fourth centuries, and consider how and why each authorinterpreted individual emperors; how the ideal of the emperor developed during that time; when andin what way it was acceptable to criticise an emperor, or how risky this could be; to what extent anemperor could influence the creation of his positive image via contemporary orators. We will examinesome case studies of the ‘best’ and ‘worst’ of emperors such as Claudius, Caligula, Constantine andJulian, and in the process you will gain a chronological overview of the Roman imperial period. Finally,we’ll reflect on how modern depictions of emperors, in formal biographies and TV/film depictions,compare to the concerns articulated in ancient texts.Indicative List of Seminar Topics 122

 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.AssessmentAssessment Method % Contribution to Final MarkEssay 1, 2,000-words (from a choice of six available questions) 30Essay 2, 2000 words (from a choice of eight available questions, 30or students formulate their own question)2 hour examination (two essays from nine questions) 40Sample Source‘It was during the eighteenth year of his reign that God struck the Emperor Galerius with an incurablemalady. A malign ulcer appeared on the lower part of his genitals and spread more widely. Doctorscut 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 rottedamid insupportable pain. At the same time he raised dreadful shouts to heaven like the bellowing ofa wounded bull when he flees from the altar. In the intervals of pain as it pressed on him afresh, hecried 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 andmethods 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 actas an example to future emperors that they cannot escape the displeasure of the Christian God andthey must then pay heed to the teachings of the Church. We must also recognise that Lactantius’ focuson the excruciating detail of Galerius’ physical demise is a potent way to ‘deconstruct’ the image ofthe emperor, which, in a world without mass media, the majority of his subjects would otherwiseencounter only in stylised and idealised forms such as statues and on coins. Year 2 Semester 2 (30 credits) 123