Year 1 module booklet 2018-9 FINAL

Encounter the Past:From Ancient Egypt to the War on Terror University of Southampton History Department Year 1 Module Choices 2018-19

ContentsIntroduction / How to Select Modules …………………………………………………………………………………………..…1Semester 1 Optional Modules (in brief)………………………………………………………………………………………..…..6Semester 2 Optional Modules (in brief)……………………………………………………………………………………….……7Full Module List………………………………………………………………………………………………………………………….……..9Semester 1 Compulsory Modules…………………………………….………………………………………………………...10-13Semester 1 Optional Modules……………………………………………………………………………….……………………14-39Semester 2 Compulsory Modules………………………………………………………………………..……………………..40-45Semester 2 Optional Modules………………..…………………………………………………………………………….......46-79Index by Historical Period……………………………………………………………………………………………………………80-81

IntroductionBe bold! In coming to History at Southampton, you are joining an incredibly dynamic community ofscholars, whose broad expertise and varied interests are reflected in the original and thought-provoking modules available. Take the time to explore what is on offer by reading the overviews,considering the lists of topics each module includes, and enjoying the sample sources andcommentaries provided in this handbook. Do not be put off by things of which you may not yet haveheard or studied previously. Getting the most out of your time at university means seizing theopportunity to broaden your horizons and challenge yourself intellectually, and that is exactly whatthis varied curriculum offers you. Just as the staff in this department are pushing the boundaries ofhistorical knowledge and understanding, so should you be on both an academic and a personal level.We wish you all the best for the upcoming year, and hope this booklet helps you make the most ofthe diverse options available to you. How to Select Your ModulesThis handbook includes details on the modules you can take within history, including the compulsorymodules that you take in year one as well as optional modules for you to choose. The historycompulsory modules are HIST1151 World Histories in semester one and HIST1150 World Ideologies insemester two. These modules will introduce you to new areas of history, covering a broadchronological and geographical scope (HIST1151) and exploring varied concepts and big ideas thathave shaped the past and the way historians interpret the past (HIST1150). The compulsory modulesare intended to give you the big picture of key moments and ideas from the ancient to the modernworld that will provide a foundation for the rest of your degree. These modules are also designed tohelp with the transition from sixth form and college to university so you are developing and buildingthe essential historical skills that you need throughout the rest of your degree. The compulsorymodules are also structured to introduce you to different lecturers and give you a taste of the typesof subjects and approaches to history you could study during your degree. World Histories (30 credits)and World Ideologies (30 credits) go alongside your optional modules (15 credits each) in eachsemester. If you are studying for a combined honours degree or are taking one of the ancient historydegree programmes, other compulsory modules will be relevant to you as explained in theappropriate sections below.In order to qualify for your degree, you need to take 120 credits during the academic year, that is 60credits in each semester. Other arrangements apply for part-time students, and sometimes forstudents whose studies have been affected by other circumstances in some way. The credits attachedto each module are stated in each description below. While the compulsory modules offer you afoundation and a ‘big picture’ perspective, the optional modules are designed to offer a more in-depthstudy of a particular time period, event, personality or historical question. This means that from thebeginning you are looking at both big ideas and focused case studies in order to build on your skills asan historian. 1

For Single Honours History Students (BA History)You need to take 60 credits in each semester. In both semesters there is one compulsory moduleworth 30 credits each: HIST1151 World Histories in semester 1, and HIST1150 World Ideologies insemester 2.You will also select two optional Cases and Contexts modules in each semester; these modules areworth 15 credits each. Cases and Contexts modules typically focus on a key period of history or a keyevent, and trace the development of contexts and approaches to studying that history. You will find asummary of each of these modules in the booklet below, including an indicative primary source fromthe module and a description of it.The pattern of your modules for year 1 should look like this:SEMESTER 1 SEMESTER 2HIST1151 World Histories (30 credits) HIST1150 World Ideologies (30 credits)AND AND2 x 15 credit optional modules 2 x 15 credit optional modulesYou are required to take one optional module (15 credits) principally concerned with pre-1750 history,which can be in either semester during year 1. Of course, you do not have to restrict yourself to justone and you may take all of your optional modules in ancient, medieval and early modern history ifyou wish.The tables below on pp. 6-7 set out the lists of modules that you can select in each semester. Pleasenote that modules ONLY run in the semester in which they are listed, i.e. you cannot choose a modulethat is listed in semester 1 to take in semester 2. Those which count as pre-1750 are identified by anasterisk. For Joint-Honours History Students(BA Modern History and Politics, BA Archaeology and History, BA English and History, BA Film and History, BA History and a Modern Language, BA Philosophy and History)Your degree is designed so that half should be in history and half should be in your other subject, sotypically 60 credits in each subject area each year which translates to 30 credits in each discipline ineach semester.In history, in semester 1 you will take HIST1151 World Histories. This is a 30-credit module and iscompulsory for all Year 1 History students. It introduces you to a range of new histories, encompassingvery wide chronological and geographical scope, running from the ancient world to the late twentieth-century. You do not take History option modules in semester 1.In semester 2, you need to select two Cases and Contexts option modules, worth 15-credits each.Cases and Contexts modules typically focus on a key period of history or a key event, and trace thedevelopment of contexts and approaches to studying that history. You will find a summary of each of 2

these modules in the booklet below, including an indicative primary source from the module and adescription of it.The pattern of your modules for year 1 should typically look like this:SEMESTER 1 SEMESTER 2HIST1151 World Histories (30 credits) 2 x 15 credit optional modulesAND AND30 credits from your other subject 30 credits from your other subjectPlease refer to the lists of modules for semester 2 set out on p. 7 from which you can make yourselections. Please note that modules ONLY run in the semester in which they are listed, i.e. modulesthat are listed in semester 1 will not be running in semester 2, so ensure that you make your selectionsfrom the modules running in semester 2.If you taking the Modern History and Politics programme, you can only take post-1750 optionalmodules, and so are restricted to those that do not have an asterisk next to them. For Ancient History students (BA Ancient History, BA Ancient History and History, BA Ancient History and Archaeology, BAAncient History and Philosophy, BA Ancient History and Spanish, BA Ancient History and German)You need to take 60 credits in each semester. In both semesters there are compulsory modules thatwill introduce you to ancient history and broaden your understanding of the field; HIST1155Introduction to the Ancient World in semester 1 is worth 30 credits, and in semester 2 you haveHIST1154 Ancient History: Sources and Controversies and ARCH1062 Wonderful Things, which are 15credits each. Introduction to the Ancient World is designed to introduce you to some of the majorcivilisations and historical turning points of the ancient world. Ancient History: Sources andControversies introduces some of the foundational primary sources for the understanding of theancient world, and which will likely be sources that you will work with throughout your degree.Wonderful Things focuses on understanding the past through material evidence, which is an importantskill for the understanding of antiquity. These modules are also designed to help with the transitionfrom sixth form and college to university so you are developing and building the essential historicalskills that you need throughout the rest of your degree. The compulsory modules are also structuredto introduce you to different lecturers and give you a taste of the types of subjects you could studyduring your degree.You will also select two optional modules in each semester; these modules are worth 15 credits eachand may be taught by lecturers in the History, Archaeology, English or Philosophy departments. Youwill find that the history of the ancient world is a very multidisciplinary subject, and you can use anumber of different approaches and types of evidence to assess a key period of ancient history andits legacy for today. You will find a summary of the history modules in the booklet below, including anindicative primary source from the module and a description of it, but you will be offered a wholerange of modules relevant to the ancient world. Please see the list of modules available to you that 3

you have been sent separately. Do not forget that you can opt to take Greek or Latin as part of youroptional modules. Language modules identified as level 1A are available in semester one and level 1Bmodules are on offer in semester two. However, you can only take 1B if you have already taken 1A.For single honours ancient history students, the pattern of your modules for year 1 should look likethis:SEMESTER 1 SEMESTER 2HIST1155 Introduction to the ancient world HIST1154 Ancient History: Sources and(30 credits) Controversies (15 credits)AND AND2 x 15 credit optional ancient modules from ARCH1062/HIST1130 Wonderful Things (15within History, Archaeology, English, credits)Philosophy, or Greek or Latin languages AND 2 x 15 credit optional ancient modules from within History, Archaeology, English, Philosophy, or Greek or Latin languagesIf you are studying ancient history as a joint honours degree, your degree is designed so that halfshould be in ancient history and half should be in your other subject, so typically 60 credits in eachsubject area each year. In ancient history, in semester 1 you will take HIST1155 Introduction to theAncient World (30 credits). In semester 2, you need to select two optional modules, worth 15-creditseach (30 credits in total). Your remaining credits come from your other subject area.As a joint honours ancient history student, the pattern of your modules for year 1 should typically looklike this:SEMESTER 1 SEMESTER 2HIST1155 Introduction to the ancient world 2 x 15 credit optional ancient modules from(30 credits) within History, Archaeology, English, Philosophy, or Greek or Latin languagesAND AND30 credits from your other subject 30 credits from your other subjectPlease refer to the lists of modules set out in the tables below (pp.6-7) from which you can make yourhistory selections. Please note that modules ONLY run in the semester in which they are listed, i.e. youcannot choose a module that is listed in semester 1 to take in semester 2. All the modules available toyou will be listed on the Online Option Choice system, and you will receive a list of the modulesavailable to you separately. If you have any queries you can contact the Director of Programmes for 4

History, Dr Julie Gammon ([email protected]) or the Combined Honours Liaison Tutor, DrCharlotte Riley ([email protected]).For further details for all of these degree programmes, and for more information on joint degrees,see: http://www.southampton.ac.uk/history/undergraduate/courses.page? Online Option ChoiceThe Student Office will send you information separately about how to use the Online Option Choicesystem. The OOC system operates on a first come first served basis. Individual module size is cappedto ensure the quality of students’ experience. This does mean some modules will fill quickly. Inmaking your selections, we encourage you to think broadly across the range of modules offered. Ifyou find that a module that you wanted to take is already full when you make your choices you shouldpick an alternative module that does have space and you will be sent information about how to joinwaiting lists for modules that have reached capacity. DisclaimerThe information contained in this Module Options Handbook is correct at the time it was published.Typically, around a quarter of optional modules do not run due to low interest or 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 soonas possible and help you choose an alternative module. Please see the university’s official disclaimerhttp://www.calendar.soton.ac.uk/ 5

*HIST 1102 Semester 1 optional modules*HIST 1106*HIST 1019 End of the World: Apocalyptic Visions of History*HIST 1146 Emperor Constantine the Great*HIST 1062 The First Crusade: Sources and DistortionsHIST 1084 Joan of Arc: History behind the Myth Rebellions and Uprising in the Age of the TudorsHIST 1147 Cities of the Dead: Death, Mourning and Remembrance inHIST 1119 Victorian BritainHIST 1145 The Real Downton Abbey The Long Summer? Edwardian Britain 1901-1914HIST 1058 From Shah to Ayatollah: The Establishment of Clerical PowerHIST 1109 in Iran (1979 to today)HIST 1125 Russia in Revolution 1905-1917 Terrorists, Tyrants and Technology: America’s “War onFREN 1017 Terror” When an Empire Falls: Culture and the British Empire, 1914- 1960 Liberté, Egalité, Fraternité? Introduction to Key Events in French History 6

*HIST 1164 Semester 2 optional modules*HIST 1153*HIST 1074 Consuls, Dictators and Emperors*HIST 1175 Alexander the Great and his Legacy Battle of Agincourt*HIST 1134 Castles: Military Technology and Social Change from the*HIST 1008 Middle Ages to the Modern*HIST 1094HIST 1020 Murder of Edward IIHIST 1029 A Tudor Revolution in Government?HIST 1173 Henry VIII: Reputation and RealityHIST 1076 The French RevolutionHIST 1176 American SlaveryHIST 1085 The First World WarHIST 1177 God’s Own Land: Pakistan History and OriginsHIST 1158 Eisenhower and the World: US Foreign Policy in the 1950s German Jews in Great BritainHIST 1170 Twentieth-Century ChinaHIST 1171 Liberté, Egalité, Beyoncé: Women’s History in Modern Britain Putin and the Politics of Post-Soviet Russia Reagan’s America: Capitalism and Cold War 7

Full Module ListHistory Year 1 Semester 1Compulsory ModulesHIST1151 – World Histories (compulsory for all students reading BA History, BA Modern History andPolitics, BA Archaeology and History, BA English and History, BA Film and History, BA Philosophy andHistory, BA History and a Modern Language, BA Ancient History andHistory)…...………....…………………………………………………………………………………………………………….…….…….11HIST1155 – Introduction to the Ancient World (compulsory for all students reading BA Ancient History,BA Ancient History and History, BA Ancient History and Archaeology, BA Ancient History andPhilosophy, BA Ancient History and a Language) ................................................................................13Cases and Contexts Optional ModulesHIST1019 – The First Crusade…………………………………………………….……………...……………………………………14HIST1102 – End of the World: Apocalyptic Visions of History……………………………………………..……………16HIST1145 – From Shah to Ayatollah……………………………..…………………………………………………..……………..18HIST1125 – When an Empire Falls……………………………………….………………………..………….…..…………..……20HIST1146 – Joan of Arc…………………………………………………………………..………………………………………………22HIST1084 – Cities of the Dead………………………………………………………………………………………………………….24HIST1109 – Terrorists, Tyrants and Technology…………………..……………...………………………………………….26HIST1119 – The Long Summer? Edwardian Britain 1091-1914….……………………………………………………..28HIST1058 – Russia in Revolution………………………….…………………………………………………..………………………30HIST1062 – Rebellions and Uprisings in the Age of the Tudors……………………..….……….…………….………32HIST1147 – The Real Downton Abbey………………………………………………………………………………………………34HIST1106 – Emperor Constantine the Great……………………………………………..…...……..……………..…………36FREN1017 – Liberté, Egalité, Fraternité? Introduction to Key Events in French History………………..….38 8

History Year 1 Semester 2Compulsory ModulesHIST1150 – World Ideologies (compulsory for all BA History students)……….…………………………………..40HIST1154 – Ancient History: Sources and Controversies (compulsory for BA Ancient History).………..42ARCH1062 – Wonderful Things (compulsory for BA Ancient History)……………………………………...…......44Cases and Contexts Optional ModulesHIST1173 – First World War…………………………………………………………………………………………..………..………46HIST1029 – American Slavery……….………………………………………………………………………………………………….48HIST1020 – The French Revolution………………………………………….………………………………………………….……50HIST1094 – Henry VIII: Reputation and Reality………………….................................................................52HIST1134 – Murder of Edward II…………………………………………………………………………………..………….………54HIST1170 – Putin and the Politics of Post-Soviet Russia…………………………………………..……………….…..…56HIST1158 – Liberté, Egalité, Beyoncé: Women’s History in Modern Britain…......................................58HIST1008 – Tudor Revolution in Government? ………...........................................................................60HIST1074 – The Battle of Agincourt………………………………………………………………….................................62HIST1085 – German Jews in Great Britain……………………………...………………………………………………………..64HIST1164 – Consuls, Dictators and Emperors……. ……………………………………………………………………………66HIST1076 – God’s Own Land: Pakistan’s History and Origins…...………………………………………………………68HIST1153 – Alexander the Great….………………………………………………………………………………………………….70HIST1171 – Reagan’s America……………..……………………………………………………………………………….………….72HIST1175 – Castles…………………………………………………………………………………………………………………………..74HIST1176 – Eisenhower and the World: U.S. Foreign Policy in the 1950s…………………………………………76HIST1177 – Twentieth-Century China ………………...………………………………………………………………………..…78 9

Year 1 Semester 1 – Compulsory Module (30 credits)* HIST 1151 – World Histories: Contact, Conflict and Culture from Ancient to Modern *Compulsory for all students on BA History, BA Modern History and Politics, BA History and a Modern Language, BA Film and History, BA English and History, BA Archaeology and History, BA Philosophy and History, BA Ancient History and HistoryModule OverviewThe idea of historical periods—the division of the past into blocks such as ‘the middle ages’ or ‘themodern period’—is fundamental to how historians and the general public write and think about thepast. The aim of this module is to introduce you to how different historical periods are defined, andhow the idea of historical periods affects the way that history is written and understood due to thesebasic questions and assumptions. As well as introducing these ideas, the module will also provide youwith the opportunity to discuss and debate some of the most important features of these periods,including the nature of cultural contact and conflict between world civilisations, the history of empires,and dynamics of change in world histories from ‘antiquity’ to ‘the modern period’. In this way, themodule will provide you with background knowledge useful throughout the rest of your degree andbeyond.Special Features of this Module  Wide-ranging introduction to historical periods  Wide-ranging introduction to historical methodologies  Intensive skills training for degree-level written work  Global historical coverage 10

Assessment % Contribution to Final Mark Assessment Method 75 25 3 x written evaluation of a journal article Group presentationSample SourceSoviet porcelain designer and visual artist Mikhail Adamovich designed this plate in 1921. CalledKapital, the plate shows a revolutionary worker stamping on the word ‘capital’ in futurist style. Theplate was one of a series designed by Adamovich in the late 1910s and early 1920s celebrating therevolution: employed within what was known by then as the State porcelain factory, Adamovich wasfamed for his works on agitprop and futurist design. The most important message from this plate isthat industrial power after the revolution was to be handed over from the managers to the workers(proletariat): the fires, vivid colours and sharp lines embody power and revolutionary energy; this wasa direct, modern challenge to the traditional order. The plate may be familiar to you already: it wasobject number 96 as chosen by the director of the British Museum Neil MacGregor in the radio seriesA History of the World in 100 Objects (2010). 11

Year 1 Semester 1 – Ancient History Compulsory Module (30 credits)* HIST1155 – Introduction to the Ancient World (Dr Louise Revell) *Compulsory for all students reading BA Ancient History, BA Ancient History and History, BA Ancient History and Archaeology, BA Ancient History and Philosophy, BA Ancient History and Spanish, BA Ancient History and GermanModule OverviewThe Ancient World has profoundly influenced subsequent generations of history, and helps us tounderstand the foundations of today’s world. This module provides an introduction to thismomentous period of history from Dark Age Greece to the emergence of Islam. We will explore majorcivilisations including Classical Greece, the Hellenistic world, the Roman Republic, the rise and fall ofthe Roman Empire and the Byzantine Empire up to the rise of Islam. This module will introduce you tocentral themes in Greek, Roman and Byzantine history, assessing political processes, socio-culturalchanges and ideological developments. A wide array of evidence will be investigated from the literaryto the material and visual, such as historical writings, art, architecture, archaeology, inscriptions, andphilosophy. Throughout we will ask major questions: what were the key turning points and markersof change in the Ancient World? What were the distinctive features of the major ancient civilisations?How did the dominant civilisations interact with other cultures and societies under their rule?Importantly, we will also investigate the reception of the Ancient World: how has it been understoodby subsequent generations and what is its significance and impact throughout history? In this way, themodule will provide you with an overview and important background knowledge that will support youin the rest of your degree and beyond.Indicative List of Seminar Topics Minoan/Mycenaean to Dark Age Greece Classical Greece Hellenistic world Greece and its Neighbours Republican Rome Roman Empire Rome and its Neighbours 12

 Constantine and the fall of Rome Byzantium and the rise of Islam The reception of the Ancient World (including a visit to the British Museum)Assessment % Contribution to Final Mark Assessment Method 20 60 1 x Commentaries exercise (2 x 500 words) 20 2 x Essays (2,000 words each) Group presentationSample SourceHow striking and grand is the spectacle presented by the period with which I purpose to deal, will bemost clearly apparent if we set beside and compare with the Roman dominion the most famousempires of the past, those which have formed the chief theme of historians. Those worthy of beingthus set beside it and compared are these. The Persians for a certain period possessed a great ruleand dominion, but so often as they ventured to overstep the boundaries of Asia they imperilled notonly the security of this empire, but their own existence. The Spartans, after having for many yearsdisputed the hegemony of Greece, at length attained it but to hold it uncontested for scarce twelveyears. The Macedonian rule in Europe extended but from the Adriatic region to the Danube, whichwould appear a quite insignificant portion of the continent. But the Romans have subjected to theirrule not portions, but nearly the whole of the world and possess an empire which is not onlyimmeasurably greater than any which preceded it, but need not fear rivalry in the future. In the courseof this work it will become more clearly intelligible by what steps this power was acquired, and it willalso be seen how many and how great advantages accrue to the student from the systematictreatment of history. Polybius Histories 1.2This passage from the Greek historian Polybius (2nd century BC) demonstrates the acute interest theancients had in their past, and their ability to categorize and compare different peoples, empires, andperiods. Polybius ultimately sees Rome as the greatest of all ancient civilizations, and seeks to explainits rise to a Greek audience. Was Polybius right in his assessment? In this module we will trace the riseand fall of some of those earlier societies and discover what happened to Rome and its neighboursafter Polybius’ time. 13

Year 1 Semester 1 – Cases and Contexts Module (15 credits) *HIST1019 – The First Crusade (Nicholas Kingwell) 14th century manuscript depiction of the battle of Antioch in 1098Module OverviewHow are modern day relations between Islam and the West to be explained and why does the term‘crusade' carry such emotive resonance for Muslims? To understand these things we have to go backto the beginnings of the crusade movement in 1095 with the appeal of Pope Urban II to WesternChristians to take up arms and liberate Jerusalem from Muslim control. What led tens of thousands ofpeople to respond to this appeal and leave their homes to undertake such a hazardous enterprise?The module considers this and also explores the experiences and reactions of those who encounteredthe First Crusade including Jews, Greeks and Muslims using the testimonies produced at the time,including chronicles, letters, charters and poems. 14

Indicative List of Seminar Topics  Pope Urban II’s call for Catholic Europe to take up arms to liberate the Holy City of Jerusalem  The origins of the Crusade and the motives of the participants  The capture of Jerusalem  Study of contemporary chronicles, letters and charters, including Muslim and Jewish sources  The composition of the crusading army  The military and logistical problems faced by the crusaders  The impact of the crusade from the perspective of those most impacted, notably Muslims, Jews and Eastern Christians  Analysis of the difficulty faced by the crusaders in maintaining a Western presence in the EastAssessment % Contribution to Final Mark Assessment Method 20 40 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source“When Pope Urban [II] had said those these and very many similar things in his urbane discourse, heso influenced to one purpose the desires of all who were present, that they cried out, ‘God wills it,God wills it!’” From The Jerusalem History by Robert of RheimsIn his eye-witness account of the spell-binding speech delivered by Pope Urban II at the Council ofClermont in 1095, Robert records the frenzied reaction of the audience of knights and clerics to thepope’s exhortation to relieve their eastern Christian brothers from their alleged sufferings at the handsof Muslims, and to fight to liberate Jerusalem for Christianity. His words set Christendom alight andinitiated the expedition that we know today as the First Crusade which resulted in the capture ofJerusalem four years later. Urban’s appeal to fight for Christ was to have long lasting consequences,for it sparked not only the medieval period’s preoccupation with crusading, but it was to haveprofound and long lasting effects on relations between the West and Islam which are still being playedout today. 15

Year 1 Semester 1 – Cases and Contexts Module (15 credits) *HIST1102 – The End of the World: Apocalyptic Visions of History (Dr Helen Spurling)Module OverviewApocalyptic texts are important because they represent an expression of political turmoil or social andcultural fears. They shed light on attitudes to historical events and to surrounding cultures at crucialperiods in the development of world history. ‘The End of the World’ introduces you to the cultural andhistorical contexts of apocalyptic ideology in Late Antiquity (Palestine under Greek and Roman rule upto and including the emergence of Islam). It explores how concepts of the end of time and afterlifepresent a response to historical events such as the Maccabean Revolt, the Roman conquest ofJerusalem, the Byzantine-Persian Wars, or the Arab conquests. This module examines the Jewish andChristian communities that produced apocalypses, the historical value of apocalypses forunderstanding the period of Late Antiquity, and what they teach about intercultural relations in thisperiod. Throughout, we will examine the relevance of apocalyptic thinking for today’s world. 16

Indicative List of Seminar Topics % Contribution to Final Mark 20  What is apocalypticism? 40  The Maccabean Revolt 40  Jewish war against Rome  Byzantine-Persian wars  The rise of Islam  Imperialism and Messianism  Resistance and Life after Death  Justice and injusticeAssessment Assessment Method 1 x Commentaries exercise (2x500 words) 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘On the second night I had a dream, and behold, there came up from the sea an eagle that had twelvefeathered wings and three heads. […] And I looked, and behold, the eagle flew with his wings, to reignover the earth and over those who dwell in it. And I saw how all things under heaven were subjectedto him, and no one spoke against him. […] you will surely disappear, you eagle, and your terrifyingwings, and your most evil little wings, and your malicious heads, and your most evil talons, and yourwhole worthless body, so that the whole earth, freed from your violence, may be refreshed andrelieved.’4 Ezra 11 in Charlesworth, J. H., The Old Testament Pseudepigrapha, vol.1 (London: Darton, Longman & Todd, 1983), 548-549.Over the centuries, the threat of an impending apocalypse has often been used as a literary mediumto express social and political change and any accompanying fears. 4 Ezra is a Jewish apocalyptic textfrom the first century CE that provides a severe indictment of the Roman Empire – the Eagle – in theaftermath of the Jewish War with Rome in 66-74 CE. It provides us with an important and subversiveperspective on the unwelcome dominance of Roman rule for the Jews, and their hopes for thedestruction of this ‘worthless’ empire. 17

Year 1 Semester 1 – Cases and Contexts Module (15 credits)HIST1145 – From Shah to Ayatollah: The Establishment of Clerical Power in Iran (1979 to Today) (Dr Hormoz Ebrahimnejad)Module OverviewThe 1979 Revolution unexpectedly established a clerical regime in Iran for the first time in its history.What were the roots and consequences of this Revolution? This module surveys this history from ananti-Shah movement initiated by university students culminating in the 1979 Revolution, to the IslamicRevolution. The 1979 and Islamic Revolutions are often discussed as one and the same in the dominantpolitical and even historiographical discourses. In this module we will test the validity of this narrativeagainst the developments from 1978 to 1980. In this short period changes occurred with great speed:On the eve of January 1978 Carter assured over a toast for the New Year in Tehran that Iran was theisle of stability in the region under the guidance of the Shah; on 16 January 1979 the Shah was forcedto leave the country for exile and his archenemy, Khomeini took power in February. In July 1980 theShah died of cancer and in September Saddam Hussein invaded Iran igniting a full fledge war thatlasted eight years. You will also reflect on the rise and consolidation of the clerics’ power: Was this theresult of a return to an Islamic past or a consequence of modernisation and itself represented a formof modernity? Through this discussion, you will get to grips with some of the major concepts in Islam,including the formation of Islam, the relationship between religion and politics, differences betweenShi’a and Sunnites, and the concepts of spiritual and political authority.Indicative List of Seminar Topics 18

 The position of the Shiite ulama in Iran in twentieth century The Shah and Khomeini The authority of Shiite Jurisconsults (vali-e Faqih) Shari’ati and a new reading of Islam (Modern Islam, Political Islam or Islamism) Ayatollah Khomeini, before and after 1979 After Khomeini (1989 to today) Ayatollah Khamenei and the military The clerical power and anti-AmericanismAssessment % Contribution to Final Mark Assessment Method 20 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 40 1 x Exam (1 hour)Sample Source‘If pilgrimage to Mecca that is one of the principles of Islamic religion [under specific circumstances]goes against the interests of the ‘Islamic Government’, the Vali-e Faqih (Islamic Jurisconsult) in chargeof the Islamic Government can prohibit the pilgrimage to Mecca.’This excerpt from the book of Ayatollah Khomeini, Hokumat-e Eslami (The Islamic Government),implies that the Islamic Government that he succeeded to establish in Iran in 1979 is more importantthat Islam itself. It indicates the difference between “Islam” as religion on one hand, and “Islamic State”as polity on the other. It also goes a long way towards illustrating the nature of the clerical power inIran today. 19

Year 1 Semester 1 – Cases and Contexts Module (15 credits) HIST1125 – When an Empire Falls: Culture and the British Empire, 1914-1960 (Dr Chris Prior)Module OverviewIf the story of the nineteenth century was the expansion and consolidation of Britain’s global status,the story of the twentieth century was of challenges to this status that Britain found it increasinglydifficult to contain and manage. The development of more popular forms of anti-colonial nationalism,the effects of two World Wars, and the rise of other global powers, most notably the United Statesand the Soviet Union after 1945, contributed to the fragmentation and eventual dismantlement of theempire.How did British society respond to this change in status? In this module, you will use a wide variety ofprimary sources, including newspapers, novels, and films to assess what Britons thought about theworld in which they lived and the challenges they faced. Did Britons respond by facing up to suchchallenges, or by failing to do so? How much did Britons invest in the idea of the Commonwealth?How did immigration from the colonies affect ideas about Britishness? Looking at the period from theapex of empire to its demise, this module will look at a rapidly changing cultural environment and theimpact that the fall of the largest empire the world had seen had upon British ideas about gender,race, and much more. 20

Indicative List of Seminar Topics % Contribution to Final Mark 20  Indian nationalism and independence 40  The Second World War 40  The emergence of the Commonwealth  ImmigrationAssessment Assessment Method 1 x Commentaries exercise (2 x 500 words) 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source ‘Mad dogs and Englishmen go out in the midday sun. The Japanese don't care to, the Chinese wouldn't dare to, Hindus and Argentines sleep firmly from twelve to one, But Englishmen detest a siesta, In the Philippines there are lovely screens, to protect you from the glare, In the Malay states there are hats like plates, which the Britishers won't wear, At twelve noon the natives swoon, and no further work is done - But Mad Dogs and Englishmen go out in the midday sun…' Extract from Noel Coward, Mad dogs and Englishmen (1932)Coward’s popular song of the early 1930s affectionately pokes fun at the overseas colonial figure. Thisis no rejection or critique of imperialism of the sort that figures such as George Orwell were startingto develop between the wars. Instead, Cowell embodied a growing tendency to paint British successas the product of idiosyncrasy or eccentricity, rather than the Christian respectability and uprightmasculinity felt at the heart of empire for much of the Victorian and Edwardian periods. The wayempire was discussed in Britain shifted a great deal between the First World War and its dissolutionafter the Second World War, and this source captures some of the flexibility as British commentatorstried to both embody or shape domestic social attitudes and reflect events in the empire at large. 21

Year 1 Semester 1 – Cases and Contexts Module (15 credits) *HIST1146 – Joan of Arc: History Behind the Myth (Dr Rémy Ambühl)Module OverviewJoan of Arc is probably the most well-known medieval woman. But how can we explain that a 'peasantgirl' who was probably still a teenager at the time of her death has had such a great and enduringimpact in history? This module looks behind the scenes. It is mainly but not essentially focused on thefifteenth century when she lived her short life (c. 1412-1431), a time of deep trouble and divisionswithin the kingdom of France. Was she the saviour of the French ‘nation’ in some of the darkest yearsof its history?Indicative List of Seminar Topics  The early years of Joan of Arc: Civil War in France  The Treaty of Troyes (1420) and the Dual Monarchy  A Medieval Woman’s World: Education, Standing & Occupation  Religion and Devotion  Charles VII, Joan of Arc and the Prophecy  Joan of Arc at War  The Trial of Joan of Arc (1431)  The Rehabilitation of Joan of Arc (1456)  Joan v/s Marianne: Disputed symbol of the French nation (19th/20th c.)  Joan of Arc, Nationhood and Nationalism 22

Assessment % Contribution to Final Mark Assessment Method 20 40 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘Asked about which she preferred, either her standard or the sword, she answered that she liked herstandard forty times as much as her sword.’How remarkable this short extract is! It is taken from the official record of the trial of Joan of Arc, in1431. She was then a prisoner of the English, who had delivered her to the justice of the church. Thistrial was deeply political: the English together with her judge, who had fully embraced their cause,wanted to remove the threat she represented to their regime in France. But this political motive washidden, for the competence of a church court was limited to the matter of faith and heresy. Joan ofArc, who was barely nineteen year old at the time of her trial, faced numerous interrogation sessionsby experienced clergymen.Did she prefer her banner or her sword? The question was not innocent. A woman who took up armsand made war was transgressing the natural order as willed by God. Joan had previouslyacknowledged that she had a sword. But this marked preference for her banner somehow exoneratedher. More important, Joan’s banner on which the names ‘Jesus’ and ‘Maria’ were sewn was devotedto God. In celebrating it in such a striking manner, Joan asserted the authority and primacy of herdivine mission on earth. She avowed that she acted on behalf and at the behest of God. 23

Year 1 Semester 1 – Cases and Contexts Module (15 credits) HIST1084 – Cities of the Dead: Ritual, Mourning and the Victorian City, 1820-1914 (Dr Jonathan Conlin)Module OverviewIt is a commonplace to see our Victorian forebears as squeamish, repressed and uncommunicative. Asin other, more familiar fields such as the history of gender and sexuality, so in matters of death thistired cliché is seriously wrong. Our twenty-first century approach to death is to curtail public displaysof grief and mourning, to limit contact with the deceased and to avoid the subject whenever possible,either as \"unlucky\", \"morbid\" or \"in poor taste\". We, not the Victorians, are the squeamish andrepressed ones.This change from celebration (\"to celebrate\" as in, \"to honour or observe a significant milestone orevent\") to denial is itself a historical one, and all participants in this course will be invited to considerhow and why it happened, as well as consider what today’s attitudes say about the society in whichwe live. Elements of this course will inevitably involve discussion of practical questions of mortalityand the disposal of dead bodies that might appear grisly – partly because the dead have beenrelegated to the margins of our lives. Other parts of the course will involve studying concepts of divinejudgment, the afterlife and other religious beliefs which have also become alien to many. The Christianconcept of a \"good death\", for example, seems a total contradiction in terms today. How can anydeath be \"good\"? Yet the issues involved in the story of Victorian death – of inter-denominationalrivalry and cooperation, of state vs. free-market provision of social services, of sustainable townplanning – are ones we find raised today, again and again, at home and abroad. 24

Indicative List of Seminar Topics  In search of a \"Good Death\"  Classic vs. Gothic Cemetery Architecture (at Southampton Old Cemetery)  Object handling session (Victorian jet/hairwork jewellery, other items of mourning dress)  Great Victorian Mourners: Discuss how your assigned Eminent Victorian mourned  The Rise of Cremation (at Southampton Crematorium)Assessment Assessment Method % Contribution to Final Mark1 x Museum label exercise (200 words) 201 x Essay (2,000 words) 401 x Exam (1 hour) 40Sample Source Blind-stamped and engraved mourning card for Alfred Thomas (1879), courtesy of Southampton Museums.The mourning card shown here is particularly ornate, employing blind stamping (the cut-out andimpressed relief decoration) alongside black and white engraved letterpress. Only a well-to-do middle-or upper-class Southampton family could have afforded to commission a printer to print a batch ofsuch cards. This card was probably sent to a friend of bereaved family, who would have displayed iton their parlour mantelpiece, alongside wedding and other invitations. The verse is notable for theabsence of any reference to an afterlife. Similar verse on contemporary mourning cards andheadstones takes comfort in the knowledge that the departed had \"gone to Jesus”. The card is a bleakreminder that, despite improvements in sanitation, infant mortality remained high in High VictorianBritain, even for families with ample means. 25

Year 1 Semester 1 - Cases and Contexts Module (15 credits) HIST1109 - Terrorists, Tyrants and Technology: America’s “War on Terror” (Dr Chris Fuller)Module Overview9/11; jihad; al-Qaeda; War on Terror; Osama bin Laden; Afghanistan; the Taliban; the Bush Doctrine;Iraq; WMDs; waterboarding; targeted killing and drones. America’s War on Terror, launched as aresponse to the terrorist attacks of 11 September, 2001 has created some of the most important andcontroversial themes in foreign policy in the twenty-first century thus far. This module tracks 9/11back to its Cold War origins, answers the frequently asked question “why do they hate us?”, andexplores the policies introduced by the Clinton, G.W. Bush and Obama administrations in theirefforts to counter the ever-evolving terrorist threat.Indicative List of Content  What is terrorism?  The CIA’s role in the Afghan jihad during the Cold War  The rise of the Taliban  The roots and ideology of Islamic extremism  The foundation of al-Qaeda, and the group’s goals and strategy  The Clinton administration’s efforts to combat al-Qaeda  9/11 and the Bush administration’s response  The origins, execution and consequences of the Iraq War  Counterterrorism policy under the Obama administration 26

Assessment % Contribution to Final Mark Assessment Method 20 1 X Commentaries exercise (2 x 500-words) 40 1 X Essay (2,000-words) 40 1 X Exam (1 hour)Sample Source‘[T]he President is authorized to use all necessary and appropriate force against those nations,organizations, or persons he determines planned, authorized, committed, or aided the terroristattacks that occurred on September 11, 2001, or harbored such organizations or persons, in order toprevent any future acts of international terrorism against the United States by such nations,organizations or persons.’ Senate Joint Resolution 23, 107th Congress, 18 September 2001 Authorization to Use Military Force (AUMF)Written in the emotional days following the 9/11 attacks and passed through Congress by 420 votesto one, this open-ended authorization granted the president authority to wage war against al-Qaedaand any other group even slightly associated with them, anywhere in the world. It has been used toauthorise American military action in Afghanistan, Pakistan, Iraq, Yemen, Somalia, Libya and Syria.Essentially, the AUMF has served as a licence for a permanent war-footing against terrorists,transforming US foreign policy in the post-9/11 world. 27

Year 1 Semester 1 – Cases and Contexts Module (15 credits) HIST1119 – The Long Summer? Edwardian Britain 1901-1914 (Dr Eve Colpus)Module OverviewEdward VII's accession to the throne in 1901 began a transformative moment in British history, whenBritain was arguably still the greatest world power and the terrible destruction of the First World Warwas still to come. Imperial pageantry, the Titanic hitting an iceberg, the elderly queuing for their old-age pensions are defining images of Britain between 1901 and 1914. So too are suffragettes fire-bombing politicians' houses and art nouveau (and modernist art). But what defined the Edwardian era?A legacy of Victorian confidence? Authentic ambitions for modernity? Long summers or deep-seatedconflict? In this module you will examine Edwardian Britain from a range of vantage points that takein the political, social, cultural, economic and technological developments of these years. And you willconsider how the Edwardian period has been commemorated and re-imagined since 1914.Indicative List of Seminar Topics Introduction: locating the Edwardians Edward VII and the Edwardians The Franco-British Exhibition: imperialism or transnationalism? Class and Poverty The Liberal Party and New Liberalism The Strange Death of Liberal England? The Women’s Movement in Edwardian Britain Art and Aesthetic Cultures Edwardians in Film 28

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x Commentaries exercise (2 x 500 words) 1 x Essay (2,000 words)Sample Source Still from Electric Tramlines from Forster Square, Bradford (dir. Mitchell and Kenyon, 1902)Sagar Mitchell and James Kenyon began producing films in 1897. Documenting scenes of work andsocial life largely in the north of England and Scotland, as well as fiction films, their collection of silentfilms went forgotten until 1994 when it was rediscovered. Electric Tramlines from Forster Square,Bradford (1902) is an example of a ‘local film’ produced by Mitchell and Kenyon which capturedeveryday scenes of Edwardian life in Bradford, Yorkshire. Such films offer a vantage point into thesocial history of the Edwardian period. They also present a critical challenge to historians to makesense of the coincidence of processes of social, cultural and technological modernization and thevibrancy of older traditions in this period. For example, many of Mitchell and Kenyon’s films show theco-existence in Edwardian towns and cities of older forms of horse-drawn transport alongside the newautomobiles. Film was a new part of the cultural and aesthetic imagination of the Edwardian period,moving from an entertainment shown in music halls, fairgrounds and local spaces in the early periodto the dedicated picture palaces that had popularized in urban centres by 1914. 29

Year 1 Semester 1 – Cases and Contexts Module (15 credits) HIST1058 – Russia in Revolution (Dr Claire Le Foll)Module OverviewThe module will investigate in depth one of the most formative events in twentieth-century worldhistory then examine the interplay between political, economic, social, military and ideological aspectsof revolution in Russia between 1905 and 1917. To conclude we will engage with debates betweenhistorians on both the causes and outcomes of the revolution.Indicative List of Seminar Topics  1905 revolution  Constitutional Russia  Russia on the eve of World War One  Whether Russia's experience in the First World War was the cause or catalyst for 1917  Revolutionary Petrograd  The Bolshevik seizure of power  Political debates  What the Russian revolution meant for the twentieth century 30

Assessment % Contribution to Final Mark Assessment Method 20 40 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample SourceThis political cartoon of the tsar dancing to Rasputin’s tune from 1916 raises many interestingquestions about the Russian monarchy and reception of it, crucially only one year prior to therevolutions of 1917. The reaction of the public to the tsar and criticism of him from educated societystemmed partially from a perception that the tsar was increasingly subject to the whims of deviousadvisors, among which was the ‘mad monk’ Rasputin. Powerless to resist the overtures of this crazedmystic, the tsar and his inner circle were inept and naïve in the face of the vast social, political andeconomic challenges occurring in the country during the First World War, and their inaction aided theswift demise of the 300-year-old empire. The direction late tsarism was heading in is a key feature ofthis module and something we shall consider in more depth. 31

Year 1 Semester 1 – Cases and Contexts Module (15 credits)*HIST1062 – Rebellions and Uprisings in the Age of the Tudors (Professor Mark Stoyle)Module OverviewThe aims of this module are to introduce you to the turbulent sequence of rebellions which took placeduring the Tudor period, to encourage you to ponder on the causes and consequences of thoseuprisings, and to help you to understand why previous historians have written about them in the waythat they have.Indicative List of Seminar Topics  Rebellion and taxation  Rebellion and religious conflict  Rebellion and ethnic conflict  Rebellion and class conflict  Women rebels  ‘Royal rebels’  Noble rebels  Echoes of rebellion 32

Assessment % Contribution to Final Mark Assessment Method 20 40 2 x 500 word Commentaries (1,000 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘By this time there was a scaffold made over against the White Tower, for the … lady Jane [Grey] todie upon. The said lady, being nothing at all abashed, neither with fear of her own death, which thenapproached, nor with the sight of the dead carcase of her husband … came forth … her countenancenothing abashed, neither her eyes moistening with any tears … with a book in her hand, whereon sheprayed all the way, till she came to the said scaffold’. J.G. Nichols (ed.), The Chronicle of Queen Jane and Queen Mary, pp. 55-56.This eye-witness account of the execution of Lady Jane Grey at the Tower of London in 1554 illustratesthe desperate stakes for which all Tudor ‘rebels’ played. Having briefly seized the crown in 1553, Janehad already been forgiven once by Mary Tudor, the woman who had replaced her on the Englishthrone. When Sir Thomas Wyatt led a new rebellion against Mary during the following year, however– a rebellion which was swiftly quashed – the queen decided that she could no longer tolerate the riskwhich the continued existence of her teenage rival posed, and Jane and her husband were executedon a charge of treason shortly afterwards. 33

Year 1 Semester 1 – Cases and Contexts Module (15 credits) HIST1147 – The Real Downton Abbey (Dr Eleanor Quince) Thorington Hall, Suffolk - demolished 1949 (Image: Lost Heritage / Tiger Aspect Productions)Module OverviewLife in the English Country House has long been a subject of fascination. The sprawling houses of theupper classes, complete with gardens, lands and hordes of servants, represent a way of life that fewof us will ever experience. Recent television programmes, such as Downton Abbey, present acongenial view of the country house complete with cheery servants, friendly aristocrats, fabulousparties and the adoption of a 'brave face' against personal and national disaster alike. But was countryhouse life really like that? Were servants really on such good terms with their masters? Was loss offortune or the world being at war really so easily overcome? Did scandals, such as pregnancy outsideof marriage, murder and abuse, really happen? Addressing these and other questions, this modulefocuses on the period 1870 to 1960, exploring life in the English Country House during one of its mosttumultuous periods. 34

Indicative List of Seminar Topics  The social house – concerts, garden parties, shooting parties, dinners, racing, shows and fairs  Living off the land: relations between the country house and its estate, estate workers, estate cottages and jobs on the land  The ‘upstairs/downstairs’ relationship: families and their servants  'The scandalous upper classes': myth or truth?  The Country House at War – the impact of WW1 and WW2 on the country estate,  Death and taxes: the impact of Death Duties, Entailment, shifts in economic growth and end of Empire on the country house way of life  Facing the future: moving with the times and modernising the country house  'Everything must go' – the estate sales of the late C19th and early C20th, the impact of the Settled Land Acts, houses falling into disrepair and facing demolition  Visiting the country house – how visiting started, the birth of the National Trust and the concept of the 'open house'Assessment Assessment Method % Contribution to Final Mark 201 x Commentaries exercise (2 x 500 words) 40 401 x Essay (2,000 words)1 x Exam (1 hour)Sample Source‘Questions will be asked which are now whispered in humble voices, and answers will be demandedthen with authority. The question will be asked whether five hundred men, ordinary men chosenaccidentally from among the unemployed, should override the judgment, the deliberate judgment, ofmillions of people who are engaged in the industry which makes the wealth of the country. David Lloyd George, Newcastle speech, 9th October 1909David Lloyd George’s speech was given while controversy raged within Parliament. Lloyd George’s‘People’s Budget’ – a finance bill which, amongst other things, levied a supertax on landowners inorder to raise funds to fill a £7 million pensions deficit – had been rejected by the House of Lords, 375votes to 75. At this time, four-fifths of British millionaires were aristocratic landowners and, ashereditary peers, members of the House of Lords; they wanted to stop a bill which would cost themmoney. Lloyd George’s heartfelt speeches, given across the country, eventually resulted inparliamentary reform, with the House of Lords – the five hundred ‘unemployed’ – losing the right toveto finance bills in 1911. The ‘People’s Budget’ was one of three legal measures which contributed,long term, to the loss of over one thousand Country Houses. As the value of land fell, as taxesincreased, as the nature of industry within Britain moved away from farming, the upkeep of a largeCountry House on an estate became untenable. A way of life was lost, and with it, a considerableproportion of Britain’s architectural heritage. 35

Year 1 Semester 1 – Cases and Contexts Module (15 credits) *HIST1106 – Emperor Constantine the Great: From Just Church to State Church (Professor Dan Levene)Module OverviewThe emperor Constantine is recognized as one of the most important of Late Antiquity. It is during theeventful and colourful reign of this commanding character that the foundations of post-classicalEuropean civilization were laid. His crucial victory at Milvian Bridge, and the vision he’s been claimedto have had just before it, proved a decisive moment in world history, while his support for Christianity,together with his foundation of Constantinople as a 'New Rome', can be seen as amongst the mostmomentous decisions made by a European ruler. Ten Byzantine emperors who succeeded him borehis name, testimony to his significance as a political figure and the esteem in which he was held. Asaint in the Orthodox churches and a reputation for piety, Constantine was also known for the fear heinspired in others. 36

Indicative List of Seminar Topics  Early Christian communities’ relationships with the Jewish community and the Roman state apparatus  Separation of the Christians from the Jews  The church’s search for orthodoxy and the Council of Nicea  Differences between churches in East and West  Martyrdom  Impact on societyAssessment % Contribution to Final Mark Assessment Method 20 40 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘The whole of the empire now devolved on Constantine alone. At last he no longer needed to concealhis natural malignity but acted in accordance with his unlimited power. … when he came to Rome, hewas filled with arrogance, and thought fit to begin his impiety at home. Without any consideration fornatural law, he killed his son, Crispus on suspicion of having intercourse with his stepmother Fausta.’ Zosimus, c. 500 CE. From his book ‘The New History’While this was written sometime after Constantine it attests to the fact that the sycophantic literaturethat emerged around Constantine in the wake of his becoming the ruler of all of the Roman Empirewas only part of the picture. 37

Year 1 Semester 1 – Cases and Contexts Module (15 credits)FREN1017 – Liberté, égalité, fraternité? Introduction to Key Events in French History (Dr Scott Soo)Description of moduleLiberty, equality, fraternity can be found emblazoned on public buildings across France. The wordsmay well have been set in stone but they have been interpreted in very different ways since the startof the Third Republic in 1870. In the first weeks, we explore the how the themes of reason, civilisationand universalism became embedded in the nation-state building of the late 1900s and early twentiethcentury through the following questions: How could the same vocabulary be used both to advocateand reject colonialism? Why were women excluded from voting rights? How inclusive was the creationof state education? Why was the establishment of the Church deemed anathema to the interests ofthe Third Republic? This sets the framework for the remainder of the module where we focus on keyevents of twentieth-century France. What links these different moments is that they show howhistorical actors have tried, and sometimes failed, to realise the values of liberty, equality andfraternity.Indicative List of Seminar TopicsFounding the Third Republic: Secularism (Laïcité), Education and CitizenshipThe Limits of the Republic: ‘Civilisation’, ‘Race’ and GenderThe People’s Republic? The Popular FrontThe Liberation: A New Republic?The End of Empire and the Algerian WarDe Gaulle’s France and the Creation of the 5th Republic 38

The Return of Socialism: Mitterrand and the 1980sWhose Republic? Women and ethnic minorities in twentieth-century FranceAssessment % Contribution to Final Mark Assessment Method 35 55 1 x Essay (1,500 words) 10 1 x Essay (2,000 words) 1 x Presentation (10 minutes)Sample Source‘Bread, Peace and Liberty’ was the electoral slogan and refrain that could be seen and heard atdemonstrations rallying for a Popular Front coalition government in France in 1936. The above coverof a book, which contains texts from the leading figures of the Popular Front, reflects the political aimof protecting France from fascism in relation to both internal extreme right-wing leagues and thethreat of fascism from neighbouring Germany and Italy. The slogan, however, does not stop with a callfor peace and freedom against fascist authoritarianism. At the start of the Third Republic, the principleof equality had commonly been associated with equality before the law, but an increasingly self-conscious working class began calling for greater social and economic equality and hence the slogan’sreference to pain/bread. 39

Year 1 Semester 2 – Compulsory Module (30 credits)* HIST1150 – World Ideologies: The Ideas that Made the World *Compulsory for all students reading BA History (single honours only)Module OverviewIdeas are fundamental to human societies and culture. Some, though, are identified by the term‘ideology’, which indicates that they are all-embracing, and form the basis for an entire worldview, ora means of understanding the patterns of life and society. Ideologies can become the basis for muchof an individual's identity, and as such are forces of great power and historical importance.Understanding ideologies thus provides a key means for understanding the minds of historicalindividuals, or, beyond the individual, much of the basis for politics and political organisation. Indeed,ideologies can give the ideas and moral authorisation for some to try to control or to transform politics,society and culture, and are highly influential in bringing about historical change.Indicative List of Seminar TopicsThis module is designed to introduce you to some key ideologies and to allow consideration of howideologies have influenced societies and shaped history. The greater part of the module is built aroundweek-long investigations of specific ideologies, selected for their long-term impact and globalinfluence. These include examples such as Multiculturalism, Marxism and Imperialism. For eachideology, you will hear a broad, introductory lecture which will explain the basics of each ideology andhighlight different historical case studies associated with them. This will be followed by a more specificlecture which will engage with the key texts for each ideology, and which will link to the seminar. Theseminar will involve you in discussion about a seminal text related to the ideology and its impact. Theaim of the seminar will be for you to bring together themes from the lecture and relate them to thetext, and to discuss the effect of the ideas under discussion. 40

Assessment % Contribution to Final Mark Assessment Method 15 35 1 x 1 page essay proposal 50 1 x Report (1000 words) 1 x Essay (2000 words)Sample Source‘Were all these dreadful things necessary? Were they the inevitable results of the desperate struggleof determined patriots, compelled to wade through blood and tumult, to the quiet shore of a tranquiland prosperous liberty? No! Nothing like it. The fresh ruins of France, which shock our feelingswherever we can turn our eyes, are not the devastation of civil war; they are the sad but instructivemonuments of rash and ignorant counsel in time of profound peace.’ Edmund Burke, Reflections on the Revolution in France (1790)Although many of his contemporaries and colleagues welcomed the events that took place in Francein the summer of 1789, Edmund Burke vehemently opposed the Revolution. In arguing against theideas and ideologies of the French Revolution, Burke drew on a different set of ideas to explain andjustify the structure of society. His book, Reflections on the Revolution in France, ignited a great debatein Britain and beyond, and it continues to be influential today. Priced at three shillings, it sold 30,000copies in two years, and its language and imagery have passed into British political discourse. 41

Year 1 Semester 2 – Ancient History Compulsory Module (15 credits)* HIST1154 – Ancient History: Sources and Controversies (Dr Helen Spurling) *Compulsory for all students reading BA Ancient History Single Honours Left: Roman copy of a bust of Herodotus (484-425 BCE); Metropolitan Museum of Art, New York.Right: Fragment of Herodotus’ Histories on papyrus, early 2nd cent. CE (Papyrus Oxyrhynchus 2099).Module OverviewThe history of the ancient world is hugely significant for understanding subsequent periods of historyand the origins of ideas and institutions of global significance. However, the nature of the ancientworld continues to be highly debated due to the sources and evidence available to historians forunderstanding this period. This module looks at the societies and cultures of the ancient world throughtheir written texts, visual art and material remains. What types of evidence are available to ancienthistorians? What makes them significant and exciting? What perspectives do they present? What isthe relationship between literature or materials remains and the socio-political world in which theywere produced? The aim of this module is to introduce you to different types of sources in study ofthe ancient world, and how to approach and analyse them as historical sources. Over the course ofthe module, you will be introduced to literary, material and visual evidence from Herodotus (484-425BCE) to Procopius (500-560 CE), from buildings and monuments to art, coins and inscriptions, coveringGreek, Roman and Byzantine history. In this way, the module will provide you with backgroundknowledge and analytical skills useful throughout the rest of your degree and beyond. 42

Indicative List of Seminar Topics  Introduction: Themes and Approaches  Greek, Roman, and Late Antique Historiography  Epic and Poetry  Oratory and Politics  Philosophy  Geography and Travel Writing  The Study of Ancient Inscriptions  Integrating Written Sources and Material RemainsAssessment Assessment Method % Contribution to Final Mark1 x Commentaries exercise (3 x 500 words) 301 x Essay (2,000 words) 401 x take-away gobbets exercise (3 x 500 words) 30Sample Source‘In this book I will write the biographies of King Alexander and of Caesar – the Caesar who overthrewPompey. Now, given the number of their exploits available to me, the only preamble I shall make is tobeg the reader not to complain if I fail to relate all of them or to deal exhaustively with a particularfamous one, but keep my account brief. I am not writing history but biography, and the mostoutstanding exploits do not always have the property of revealing the goodness or the badness of theagent; often, in fact, a casual action, the odd phrase, or a jest reveals character better than battlesinvolving the loss of thousands upon thousands of lives, huge troop movements, and whole citiesbesieged. And so, just as a painter reproduces his subject’s likeness by concentrating on the face andthe expression of the eyes, by means of which character is revealed, and pays hardly any attention tothe rest of the body, I must be allowed to devote more time to those aspects which indicate a person’smind and to use these to portray the life of each of my subjects, while leaving their major exploits andbattles to others.’ Plutarch (46-120 CE), Life of Alexander 1, Plutarch: Hellenistic Lives, trans. R. Waterfield. Oxford: Oxford University Press, 2016)This extract from the beginning of Plutarch’s Life of Alexander highlights a range of aspects relevantto the study of the ancient world, concerning historical context, genre, and the limitations (but alsoopportunities) of the source material available to us. Plutarch wrote his biography of Alexander theGreat (356-323 BCE) centuries after the conqueror’s death, as part of a series of Parallel Livescomparing famous figures from the Greek world with Roman counterparts (in this case Caesar). Theextent to which we can use Plutarch as a source for ancient history is debated not only due to thechronological distance to his subjects, but also due to Plutarch’s here self-declared intention not towrite history but biography, and the moral tone which pervades his work. That said, Plutarch’s Life isour main source for the early life of Alexander the Great, about which little would otherwise be known. 43

Year 1 Semester 2 – Ancient History Compulsory Module (15 credits)* ARCH1062 – Wonderful Things: World History Told Through Objects (Dr Alastair Pike) *Compulsory for all students reading BA Ancient History Single HonoursModule OverviewAs he broke the seal and opened the door to Tutankamun’s tomb, archaeologist Howard Carterdeclared, breathlessly, that he could see ‘Wonderful things’. Ancient things have this special appeal.They enchant and captivate. They excite curiosity and unleash enthusiasm. But above all they are theway to tell big histories through small objects. In this module we set out to tell the seamless history ofdeep-time, from two million years ago to the maritime foundations of the modern world. Through ourdeep-history we will examine the motives behind making, acquiring, preserving and keeping things;the pride and passion of people in the past, the constantly changing desire of humanity for thesumptuous, the aesthetically pleasing and the exotic. To do this our archaeological experts havechosen a variety of objects from deep-history; starting with the stone handaxes of Africa and endingwith the fatal voyage of the Mary Rose. During your historical journey you will learn about changingtechnologies and food-ways, the things that glued Empires together, concepts of citizenship, icons offaith and the variety of objects used in social networking and games of power. By the end you willhave a different understanding both of history and wonderful, handmade, things. 44

Indicative List of Seminar Topics  Introduction: Making us Human  Taming Nature  Laying Foundations  The First Cities and States  Empires and Faiths  Threshold of the Modern WorldAssessment Assessment Method % Contribution to Final Mark 40Group exhibition 601 x Report (2,000 words)Sample Source Incan Khipu, Peru, c. 1430-1530 AD, British Museum CollectionIn a complex society without writing, the Incan Khipu acted as a record and accounting system. Stillencoded and shrouded in mystery today, we learn from the Spanish accounts that they recordedcomplex stories about Kings, genealogy and census data. Is this early binary information storage, orwere these mnemonic devices read in a different way? From the Quechua for ‘knot’, how weunderstand this form of knotted string record is still debated. 45

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1173 – The First World War (Professor Neil Gregor)Module OverviewThe aim of this course is to examine how changing conceptions of what the study of the past shouldinvolve have affected the work of historians studying the First World War. You will analyse ways inwhich different historical interpretations are formed not merely through differences of opinionconcerning the content and significance of the text per se, but also as a product of differentmethodological approaches. You will examine and analyse ways in which historical interpretations ofthe First World War are rooted in consideration of varied forms of textual evidence. You willdemonstrate through systematic and guided study of the different types of historical literatureavailable on the First World War, the ability to assess primary and secondary source material.Indicative List of Seminar Topics  Diplomatic origins of World War One  Its nature as a military conflict  The social history of warfare  The nature of the home front  Its impact on gender relations  Impact on the landscape  Impact in terms of memorialisation and commemoration 46

Assessment % Contribution to Final Mark 20 Assessment Method 40 2 x 500 word Commentaries (1,000 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘We started away just after dawn from our camp and I think it was about an hour later that weencountered the enemy. They were on the opposite side of the valley and as we came over the browof the hill they opened on us with rifle fire and shrapnel from about 900 yards. We lost three officersand about 100 men killed and wounded in that half hour. I do not want any more days like thatone…Anyway we drove the Germans back and held them there for eight days. I cannot tell you all Ishould like to, as it would never reach you.’ Private James Mitchell of 7 Church Lane, East Grinstead, wrote a letter to his father on 17 October 1914Many soldiers wrote letters back to loved ones and friends from ‘the front’ for the entirety of the FirstWorld War. This short extract deals with major areas that we can see appear in many such letters fromsoldiers: angst, the shock of life on the front and also the realization that the letter might not get some,and hence disconnect from ‘normal’ home life. This short source can make us think about many suchthemes, and to what extent the war led to radical and disruptive changes in daily life for an entiregeneration. 47

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1029 – American Slavery (Dr David Cox)Module OverviewThis module will explore New World slavery, specifically in the context of the United States and theWest Indies. Within this context we will consider broad interpretations of slavery, from abolitionistcritiques of the nineteenth century through to revisionist studies of the 1970s and beyond. We willalso explore new approaches to the study of slavery and introduce you to different types of evidence;for example, the archaeological record, slave narratives and planters’ journals.Indicative List of Seminar Topics  Origins of slavery  The Colonial Era  The American Revolution  Antebellum slavery – including slaves and work, slave communities, and slave resistance  Slavery and the Civil War  Abolition of slavery and freeing slaves 48