Year 1 module booklet 2018-9 FINAL

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 Illustration from Joel Chandler Harris, Uncle Remus: His Songs and His Sayings (New York: D. Appleton, 1880)Because slaves rarely wrote about their lives (it was illegal for slaves to learn to read and write),historians of slavery have to use non-traditional primary sources such as the folktales told by theenslaved. The first collection of African-American folktales was published in 1880 and features anumber of stories in which the Trickster (a rabbit) uses his cunning to get the better of larger and morepowerful animals (such as the fox, pictured above). A number of historians have argued that theTrickster represented the slave, whilst the larger creature stood for the white slaveholder. If lookedat in this way, the tales seem less simple entertainment and more a way to teach other slaves theimportance of using their wits to survive the harsh and dehumanizing realities of slavery. In the UnitedStates, violent resistance to slavery was suicidal, but slaves could resist their masters in subtler ways. 49

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1020 – The French Revolution (Dr Joan Tumblety)Module OverviewIt can be difficult to reconcile the two most famous achievements of the French Revolution - thedeclaration of the rights of man and citizen of 1789 and the use of the guillotine to crush dissent in1793-4. This module offers you an introduction to the complexities of this subject. First, we seek tograsp the eighteenth-century world in which the revolution took place; then we consider the principalfeatures of the Revolution up to 1794 and identify the challenges that led to its radicalisation. The restof the module invites you to think about three questions: 1) how committed were the revolutionariesto the idea of equality; 2) what explains the slide into Terror and execution in 1793; and 3) how deeplydid the Revolution shape the daily life of French people? 50

Indicative List of Seminar Topics  The nature of the ancien régime and its final collapse in spring 1789  The passage from constitutional monarchy to republic  The inevitability of the Terror of 1793  Changing notions of citizenship and the question of its inclusivity or exclusivity  The place of ideas and culture in the 'new regime'  Religion and the Church  War and foreign policy  Counter-revolution and the civil war in the VendéeHistoriographically, you will be invited to consider the relative merits of ‘orthodox’ and ‘revisionist’positions on the causes and nature of the Revolution, and thus to discuss the primary motors ofrevolutionary change in eighteenth-century France.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 source8 The proof necessary to condemn the enemies of the people can be any evidence whether material,moral, verbal or written which can persuade a just and reasonable man. …9 Every citizen has the right to arrest and bring conspirators and counter-revolutionaries before themagistrates. He is obliged to denounce them as soon as recognized. …16 The law provides, for the defence of calumniated patriots, patriotic juries for conspirators, none. … Excerpt from the law of 22 Prairial (10 June 1794)The source demonstrates how far an individual’s ‘inalienable rights’ had been eroded since theDeclaration of the Rights of Man and Citizen of 1789: no longer entitled to a defence, ‘moral’ proof(rumour) sufficed to condemn the accused to death as enemies of the people. This law both reflectedand facilitated an escalation and radicalisation of the state-orchestrated Terror of 1793-4. It was anattempt by the leading Jacobins on the Committee of Public Safety to wrest control of judicialmechanisms away from parliament in the wake of attacks on their centralising powers made by theirown supporters. 51

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1094 – Henry VIII: Reputation and Reality (Professor Maria Hayward)Module OverviewThis module will provide you with an overview of the key events in the reign of Henry VIII includingthe Field of the Cloth of Gold, the dissolution of the monasteries and war with France in 1513 and1544. You will have the opportunity to think about what he was like as a king by comparing him withhis contemporaries Francis I of France and Charles V of Spain and how he interacted with the leadingfigures at court such as Cardinal Wolsey, Thomas Cromwell and Charles Brandon, duke of Suffolk. Thiswill be set in context through an evaluation of how Henry VIII has been viewed since his death. Youwill consider Shakespeare's play Henry VIII or All is True as well as a range of representations of theking in art and film in the 19th to 21st centuries.Indicative List of Seminar Topics Henry VIII: Court and culture The king’s chief ministers: Wolsey and Cromwell War and foreign policy Competing with Francis I and the Field of the Cloth of Gold The break with Rome The dissolution of the monasteries Political unrest: The Pilgrimage of Grace and beyond Henry VIII: His final years and his legacy Shakespeare's Henry VIII or All is True Henry VIII's posthumous image: Paintings, literature and film 52

Assessment % Contribution to Final Mark 20 Assessment Method 40 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘The joy shown by the people every day, not only at the ruin of the concubine but at the hope ofprincess Mary’s restoration is inconceivable, but as yet the king shows no great disposition towardsthe latter; indeed he has twice shown himself obstinate when spoken to on the subject by his council…Ithink the concubine’s little bastard Elizabeth will be excluded from the succession, and that the kingwill get himself requested by parliament to marry. To cover the affection he has for the said Seymourhe has lodged her seven miles away in the house of a grand esquire, and says publicly that he has nodesire in the world to marry again, unless he is constrained by his subjects to do so. Several havealready told me and sent to say that, if it cost them their lives, when parliament meets they will urgethe cause of the princess to the utmost. The very evening the concubine was brought to the Tower ofLondon, when the duke of Richmond went to say goodnight to his father, and ask his blessing afterthe English custom, the king began to weep, saying that he and his sister, meaning the princess, weregreatly bound to God for having escaped the hands of that accursed whore, who had determined topoison them; from which it is clear that the king knew something about it.’ The Execution Of Anne Boleyn, 1536This account of Anne Boleyn’s fall from royal favor was written by the Spanish ambassador EustaceChapuys, in a letter to Emperor Charles V. Chapuys despised Anne; she returned the feeling. He wasthe chief adviser and confidante of Henry VIII’s first wife, Katharine of Aragon. He did not recognizethe king’s marriage to Anne and referred to her as ‘the concubine’ and ‘the whore’ in his officialdispatches. Like many, Chapuys blamed Anne for the king’s poor treatment of Katharine and theirdaughter, Princess Mary. Chapuys had confidently predicted Anne’s fall for several years. When itactually happened, he was quite surprised. He had not recognized the depth of Henry’s feelings forthe woman who would become his third wife, Jane Seymour. Despite Chapuys’s dislike of Anne, hisaccount gives little credit to the king. 53

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1134 – The Murder of Edward II (Dr Craig Lambert)Module OverviewFrom 1327 to 1485 three English kings were deposed, one murdered in the Tower of London and onekilled in battle. Edward II was the first to be removed and his deposition, murder or possible survivalis one of the most important events in English medieval history. It was the first time an Englishparliament deposed a divinely anointed monarch and it provided the blueprint for the removal offuture monarchs. After Edward’s deposition several English kings were removed by popular mandate,channelled through a newly emerging political consciousness. It also ensured that English kingshipdeveloped differently to continental monarchy. Successful English kings ruled through parliament, notagainst it. In order to understand how Edward II was deposed we need to look at aspects of his reign.In particular how he treated the nobility, his military ineptitude and how this fostered discontent. Wewill then examine how chroniclers of the time treated his reign and his kingship. We also need toconsider the development of parliament and how it was used to provide a popular platform, and thuscredibility, to the removal of a monarch. Literary characterisations of Edward II will also be exploredthrough such works as Christopher Marlowe’s Edward II (available on DVD as a play). Marlowe drewupon Raphael Holinshed's Chronicles (1587) for most of his information and so we can use both ofthese records to see how the character of Edward II was treated by later writers. More recently, atheory that Edward II escaped custody and survived as a hermit in Italy has been given a new lease oflife. We shall examine this historical argument and the writings of those who oppose it. There is awealth of historical records and secondary reading now available in translations and online that throwlight on Edward’s reign, his murder or possible survival, including the parliament rolls. Through thismodule you will be introduced to historical sources of various provenances and how historians haveused them.Indicative List of Seminar Topics Kingship Historical theories Kings as personalities The development of parliament 54

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 The execution of Thomas, earl of Lancaster, in 1322. From the Luttrell Psalter in the British Library, Add. Mss. 42130, fol. 56.A picture is worth a thousand words. In 1322 Edward II executed his cousin Thomas Earl of Lancaster,the most powerful man in the kingdom after the king. This image features in the Luttrell Psalter, abook of Psalms (c.1330) created for Sir Geoffrey Luttrell, a man with Lancastrian sympathies. Until1322 Thomas had led the baronial opposition to Edward’s increasingly tyrannical rule by championinga series of political and fiscal reforms known as the Ordinances. Frustrated at the king’s unwillingnessto implement the Ordinances Lancaster led a rebellion. In 1322 at the battle of BoroughbridgeLancaster’s forces were defeated and the earl was captured. After a summary trial he was led awayand executed, the first man of his rank to be killed in such a way for over 300 years. Here we see analmost saintly Thomas holding his hands out in prayer while he is executed by a man holding a largesword, designed to represent the king’s tyranny and force. The Earl’s neck is bleeding, an image aimedat showing his path to martyrdom. This image represents much about Edward’s reign: the brutality ofthe age, the break with his nobles and his tyrannical rule that was encouraged by a cadre of unsuitableand power greedy couturiers. Yet, it also shows the contradictions and complexities of medievalsociety. Thomas was no saint who had showed himself to be a troublesome man unfit to perform therole as leader of the opposition. Yet, several years after his death a cult developed around his tomband miracles were said to have occurred. Within a few years he was nominated for canonisation. Soafter his death a man who in life had proved himself to be a poor leader and a rebel was championedas a saint. 55

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1170 – Putin and the Politics of Post-Soviet Russia (Dr George Gilbert)Module OverviewThis module provides an overview of major political, social and economic developments in Russia since1991, and how they have been informed by a sense of Russian history. After the fall of the Cold War,Russia has found that it is no longer a superpower, and it has struggled to find a world role. Thedomestic and economic settlement in the country has also seen major changes, and life has changedin remarkable and sometimes dramatic ways for millions of ordinary Russian people. The primaryfocus on the module is to help us to understand contemporary Russia: lectures and seminars willexamine themes and events that can help us to recognize in what ways Russia has changed since thefall of the Berlin Wall. But these debates will be placed in historical context: Russia’s domestic andforeign policy, and changing conceptions of national identity, can only be understood in the contextof Russia’s history and the legacy of the turbulent twentieth century. 56

Indicative List of Seminar Topics % Contribution to Final Mark 20  Soviet communism and its dissolution 40  Russia’s rulers and Russian history 40  Russian political parties  Russia’s foreign policy  Nationalism  Social identity  The media in Russia  Memory of the twentieth century  Russia and the contemporary worldAssessment Type of assessment 1 x Commentaries exercise (2 x 500 words) 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source“Whoever does not miss the Soviet Union has no heart. Whoever wants it back has no brain.” Vladimir PutinThis module has two principal themes. It is a survey of very recent Russian history, which considers anumber of political, social and economic developments over the past thirty years or so. It is also looksseriously at the Russian past and how that has informed the present. The above quote by VladimirPutin reflects these two central engagements of the module: how do Russians view the Soviet Unionnow? What is seen to be good and bad about it? Furthermore, what is the official view? Who holds it,what are people encouraged to think about the past and why does this matter? All of these questionsand more will come under scrutiny in this module. 57

Year 1 Semester 2 – Cases and Contexts Module (15 Credits) HIST1158 – Liberté, Egalité, Beyoncé: Women’s History in Modern Britain (Dr Charlotte L. Riley)Module OverviewIn this course, we will explore the history of women in Britain in the nineteenth and twentiethcenturies. We will consider the ways in which the women’s movement developed in Britain, and theway that it was influenced, not only by Europe and North America but also by Africa, Asia and LatinAmerica. Starting with ideas about gender developed in the early nineteenth century, this course looksat the key campaigns, people, images and debates involved in women’s history and the British feministmovement. We will consider issues such as the anti-slavery campaigns, imperial feminism, the role ofwomen in the world wars, and the modern women’s liberation movement. We will work with aninteresting and varied historiography, as well as a rich collection of archival material includingpamphlets, speeches, audio/visual materials, memoirs and autobiographies, and legal andgovernment documents.Indicative List of Seminar Topics  Herstory: an introduction to sex, gender and feminism  Am I Not A Woman and a Sister? Women and the antislavery movement  Separate but equal? The Victorians and the ‘separate spheres’  Imperial Feminism: white saviours and global female identity  Sister Suffragettes: women and the vote  There’s Not Much Women Can’t Do: women and the two world wars  Perfect Wives in Ideal Homes: Women in the 1950s  Would You let your Daughter Marry a Negro? Women, gender and race  The Personal Is Political: the 1970s and Second Wave feminism  Margaret Thatcher: feminist icon?  21st Century Feminism: women in Britain today 58

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‘Because women's work is never done and is underpaid or unpaid or boring or repetitiousand we're the first to get the sackand what we look like is more important than what we doand if we get raped it's our faultand if we get bashed we must have provoked itand if we raise our voices we're nagging bitchesand if we enjoy sex we're nymphosand if we don't we're frigidand if we love women it's because we can't get a 'real' manand if we ask our doctor too many questions we're neurotic and/or pushyand if we expect community care for children we're selfishand if we stand up for our rights we're aggressive and 'unfeminine'and if we don't we're typical weak femalesand if we want to get married we're out to trap a manand if we don't we're unnaturaland because we still can't get an adequate safe contraceptive but men can walk on the moonand if we can't cope or don't want a pregnancy we're made to feel guilty about abortionand ….. for lots and lots of other reasons we are part of the women's liberation movement.’ Joyce Stevens, ‘Because we’re women’, Women's Liberation Broadsheet (1975)This document was written by the Australian writer, activist and campaigner Joyce Stevens. Born in1928, Joyce was active in socialist politics and the women’s liberation movement throughout her life,working to support women’s and worker’s rights in Australia and internationally. This text, which waswritten in 1975 to mark the UN’s Year of the Woman, demonstrates the international context of theBritish women’s liberation movement; the piece became very popular in Britain and was adopted bya number of women’s organisations. When compared to documents produced by women’s rightscampaigners in the nineteenth and earlier twentieth centuries, it is striking how this list repeatsprevious demands and concerns in women’s politics: the focus on the right to work for equal pay,sexual liberation and women’s health, domestic violence, the right to abortion, and support forchildcare all echo campaigns by earlier groups in Britain and internationally. 59

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1008 – A Tudor Revolution in Government? (Professor George W. Bernard)Module OverviewThis module is an exploration of how England was governed in the sixteenth century. How far didkings and queens rule as well as reign? What was the nature of monarchical government? What wasthe role of the court and of faction? The aims of this module are to: enable you to study the nature ofgovernment in Tudor England; consider the epistemology and significance of the livelyhistoriographical arguments that have marked this subject; and explore how fruitful the concept of arevolution is in the study of the history of government and politics, and of history in general.Indicative List of Seminar Topics  Kingship in Tudor England  The royal court, including culture  Council and counsel, consent and tyranny  The Nobility and gentry  Parliament  Military power  Finance and taxation  Institutions of central government  Local government and the challenge of enforcement 60

Assessment Assessment Method % Contribution to Final Mark1 x Book review (750 words) 201 x Essay (2,000 words) 401 x Exam (1 hour) 40Sample Source ‘Remembrances at my next going to the Court. For redress of the riots in the North. Letters to be written to Sir John Wallop. To declare Irish matters to the King, and desire what shall be done there. To send letters and money into Ireland, and advise the Deputy of the King's pleasure. To advertise the King of the ordering of Master Fisher, and to show him the indenture which I have delivered to the solicitor. To know his pleasure touching Master More, and declare the opinion of the judges. To declare to him the proceedings in his cause of uses and wills. To declare the effect of Master Pate's letters. To remember specially Master Shelley and Brothers for his concealment. To remember Sir Walter Hungerford in his welldoings. When Master Fisher shall go to execution, and also the other. What shall be done further touching Master More.’ J.S. Brewer, J. Gairdner and R.H. Brodie, eds., Letters and Papers, Foreign and Domestic, of the reign of Henry VIII (21 vols in 36, 1862-1932), VIII 892 [June 1535], is a summary of British Library, Cotton MS, Titus, B i. fo. 474. It is one of many remembrances – lists of things to do – made by Henry VIII’s leading minister Thomas Cromwell, or by Cromwell’s secretary.Sir Geoffrey Elton (1921-94) made great claims that Thomas Cromwell master-minded a ‘TudorRevolution in Government’, and went as far as to claim that ‘Cromwell, not Henry [VIII], was really thegovernment’. Cromwell’s memoranda throw interesting light on the relationship between king andminister. It is striking how often Cromwell makes a note of the need to know the king’s pleasure. HereHenry was being asked for instructions on how Thomas More and Bishop John Fisher, who refused tosupport the king over the break with Rome, should be dealt with. Does that suggest that it was theking, not Cromwell, who was very much in command? 61

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1074 – The Battle of Agincourt (Professor Anne Curry)Module OverviewAt Agincourt in 1415, ‘the flower of French chivalry' was destroyed by an English army led by Henry V,invading France in pursuit of his claim to the French crown. It is one of the most celebrated battles inEnglish history, made famous by Shakespeare. But how do we know what actually happened on thatSt Crispin's day? How accurately can the dramatic but confused events of the battle be reconstructed?Can we determine exactly how and why the outnumbered English managed to inflict such acatastrophic defeat on the French? The module explores the often contradictory chronicle accountsof the battle, both English and French, and contemporary and later; we shall examine the accuracy ofthese accounts, and how they are influenced and shaped by national and political biases, and culturalfactors such as religion and chivalry.Indicative List of Seminar Topics  Why did the Battle of Agincourt happen?  Anglo-French relations in the early fifteenth century  How and why was the battle commented on by chroniclers?  Early literary responses to the battle  Tudor depictions of the battle – Hall, Holinshed and Henry V  How has the battle been depicted in TV documentaries? 62

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‘In pursuing the king of England’s victory and seeing his enemy defeated and that they could no longerresist him, the English had started to take prisoners hoping all to become rich. That indeed was a validbelief, for all the great lords were at the battle.* Once taken, they had their helmets removed by theircaptors. Then a great misfortune befell them. Many of the rearguard [of the French army], in whichwere several French, Bretons, Gascons, Poitevins and others who had been put to flight, regrouped.They had with them a large number of standards and ensigns and showed signs of wanting to fight,marching forward in battle order. When the English saw them together in this fashion it was orderedby the king of England that each man should kill his prisoner. … When the wretched French who hadcaused the death of these noble knights, they all took to flight to save their own lives if they could.’ *[This sentence is in Le Fèvre’s account but not Waurin’s] The Battle of Agincourt: Sources and Interpretations, ed. Anne Curry (Woodbridge, 2000), pp. 164-5The battle of Agincourt is one of the famous victories in English history; and Henry V’s massacre ofprisoners at the battle is one of the most infamous incidents at the battle. This account justifiesHenry’s actions, by presenting them in terms of military necessity, caused by ‘the wretched French’ ofthe rearguard. What makes this particularly interesting, is that this account was written in France. Itis taken from an account of the battle which appears in two chronicles: Jean le Fèvre’s Chronique, andJean de Waurin’s Gathering of the Chronicles and Ancient Histories of Great Britain, now called England.Both authors were in the service of the Dukes of Burgundy, a noble French dynasty of royal descent,who ruled over much of western France and Flanders, and followed their own policy – independentlyof their nominal lords, the kings of France. Le Fèvre was a Frenchman and a herald; Waurin was thebastard son of a Flemish nobleman, and a soldier. Both were present at the battle, le Fèvre as a 19year-old herald accompanying the English, and Waurin as a 15 year-old with the French. Both weretherefore eye-witnesses; yet their accounts are virtually identical, barring a few, but significant,differences. Furthermore, both were writing decades after the battle, with the benefit of hindsight.So how reliable are these accounts in constructing what happened in the battle? Are they moredependable because their authors were there? Was one drawing on the work of the other – or didthey compose their accounts in consultation together? Why do these French accounts justify theEnglish massacre of French prisoners? Were they influenced by the long-standing rivalries andantagonisms between the dukes of Burgundy and the king’s of France? The course will explore howthe differing agendas and circumstances behind the different sources for the battle of Agincourt haveshaped the perceptions of a famous historical event. 63

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1085 – German Jews in Great Britain after 1933 (Professor Joachim Schlör)Module OverviewThe module tries to build a bridge between the fields of German-Jewish history and the history of Jewsin Britain. It will give an overview of the situation of Jews in Germany in the 19th and 20th centuries,focussing on the Weimar Republic and the years shortly before and after 1933. It explores theemigration policy of the regime in Germany and the British attitudes toward immigration. The modulewill then take a closer look at the processes of immigration (organisation; arrival; distribution in thecountry) and at the different ways of integration and adaption in Britain. Special attention will be givento personal memoirs and other personal documents as a source for the research of this topic.Indicative List of Seminar Topics  The history of Jews in Germany since the Enlightenment  Jewish life and culture in Weimar Germany and in inter-War Britain  Jewish reactions to the Nazi seizure of power in Germany  Emigration politics in Germany and Europe  Arriving in Britain  Personal documents of German-Jewish immigrants  German-Jewish circles and “landsmannshaften” in Britain  Contributions (Film, Literature etc.)  Remembering the Kindertransport  Exhibitions: Past and Present 64

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘Miss Rosenthal came to England five months ago to learn English and whilst she was trying very hardshe found that she was physically not fit to adapt herself to the duties she was requested to do. MissRosenthal is a typically academic type of girl and when we were asked to interest ourselves in her wedid so because we actually needed somebody on our foreign department. We require somebody whois especially acquainted with German books on technical and general subjects and she has had fiveyears experience in bookshops in Frankfurt and Heilbronn. Through various channels we have tried toget an assistant suitable to do that work, but have not been successful. We are the only bookshop inBirmingham who sells these types of books and the requests for the same are definitely increasing. Itis therefore essential that we should have somebody well versed in these particular lines in ourbookshop. We shall feel greatly obliged if you will reconsider your decision conveyed to us in yourletter. We are prepared to give Miss Rosenthal every opportunity to increase her knowledge of Englishso that she will not only find a post with us, but prepare for a future career which unfortunately hasbeen denied to her in her home country.’ The letter belongs to a private collection that will be donated to the city archives of Heilbronn, Germany. It has been published in Joachim Schlör, ‘Liesel, it’s time for you to leave’. Die Flucht der Familie Rosenthal vor nationalsozialistischer Verfolgung. Heilbronn Stadtarchiv 2016The owner of the Hudson bookshop in Birmingham sends a letter to the British Home Office, earlyOctober 1937. Strict immigration laws make it difficult for employers to hire refugees. Liesel Rosenthalcame to England in May 1937, as a domestic servant. In the course of the following 18 months shewould manage to bring her parents and her brother out of Nazi Germany. The image overleaf is adocument which shows that Liesel Rosenthal has found the guarantors who would financially supporther parents after their immigration – six months before the beginning of the war. The German JewishAid Committee in London’s Bloomsbury House played a crucial role in the efforts to integrate Jewishrefugees. 65

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1164 – Consuls, Dictators and Emperors: Roman Politics in the First Century BC (tbc)Module OverviewThe first century BC witnessed the fall of the Roman Republic and the establishment of the firstemperor, Augustus. The first two-thirds of the century were marked by increasingly divisive Civil Warsand the emergence of a series of infamous political figures whilst the final third saw the beginning ofthe Principate – rule by a single man or Princeps. Augustus ruled alone for more than 40 years, and bythe time of his death, the political landscape had changed to the extent that there was no seriousthought of returning to the traditional Republic. The first part of the module examines the lateRepublic: the system of magistracies, the democratic element, and the emergence of charismaticleaders who disrupted this system such as Marius, Sulla and Caesar. The second part deals with theevents following the assassination of Julius Caesar, the emergence of Augustus as sole ruler, and thetransformation of the Republican institutions to allow for a sole ruler. 66

Indicative List of Seminar Topics % Contribution to Final Mark 20  Introduction: context and sources 40  The Roman Republic: the aristocratic element 40  The Roman Republic: the democratic element  Marius and Sulla  Pompey  Caesar  Cicero and New Men  Octavian, Antony and Cleopatra  A new political system  Augustus and the Senate  A new era for Rome?Assessment Assessment Method 1 x Commentaries exercise (2 x 500 words) 1 x Essay (2,000 words) 1 x Exam (1 hour)Sample Source‘From that time on Julius Caesar could not rid himself of the odium of having aspired to the title ofmonarch, although he replied to the people, when they hailed him as king, \"I am Caesar and no king,\"and at the festival of the Lupercalia, when the consul Antony several times attempted to place a crownupon his head as he spoke from the rostra, he put it aside and at last sent it to the Capitol, to beoffered to Jupiter Optimus Maximus.’ Suetonius, Life of the Divine Julius Ever since they deposed their last king and established the Republic, the Romans, especially the aristocracy, had a great suspicion of monarchs. Julius Caesar’s seizure of the constitutional office of‘Dictator’ made him seem too much like a dreaded king, as Caesar’s biographer Suetonius alludes to here. It was Caesar’s monarchical behaviour that hastened his assassination on the floor of the Senate House, an event that also paved the way for a far more politically astute figure – Octavian, the future Emperor Augustus – to learn from Caesar’s shortcomings and finally overthrow the Republic. 67

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1076 – God’s Own Land: Exploring Pakistan’s Origins and History (Professor Ian Talbot)Module OverviewAfter 9/11, Pakistan emerged as a western ally in the ‘war on terror'. It was also seen as a trainingground for attacks on the West following the London bombings known as 7/7. The discovery thatOsama bin Laden had been hiding for years in a building adjacent to Pakistan's main military academycaused an international furore. Many of the developments in Pakistan, such as the presence of militantIslamic groups which raise doubts about the country's stability, can only be understood in terms ofthe historical legacies from the colonial era. Yet Pakistan's origins and inheritances are shrouded inhistorical controversy. This module examines Pakistan's evolution and its search for domestic andregional stability.Indicative List of Seminar Topics  The conflicting understandings of the foundation vision of its creator Muhammad Ali Jinnah  An examination of the failure to achieve a consolidated democracy in the post- independence period  The role of Islam in Pakistan’s politics will be assessed 68

 The rise of Islamic militancy will be explored The extent to which Pakistan is a ‘failed’ or ‘terrorist’ state will be debated. The conflicting understandings of the genesis of the Kashmir dispute will be assessed along with its role in the troubled Indo-Pakistan relationship since 1947Assessment % 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 SourceIt is extremely difficult to appreciate why our Hindu friends fail to understand the real nature of Islamand Hinduism. They are not religions in the strict sense of the word, but are in fact different anddistinct social orders and it is a dream that Hindus and Muslims can ever evolve a common nationality. Mohammad Ali Jinnah, Presidential Address to the All-India Muslim League, Lahore 22 March 1940In this speech, Jinnah articulated the two nation theory which underpinned the demand for a separateMuslim homeland in India. The following day the Lahore Resolution was passed which committed theMuslim League to the Pakistan demand. In just over seven years, the goal of Pakistan was realized,transforming the history of the Indian subcontinent. 69

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1153 – Alexander the Great and his Legacy (Dr Lena Wahlgren-Smith)Module OverviewIn this module, you will explore the evidence for the life and achievements of King Alexander III (‘theGreat’), of Macedon (356-323 BCE). Throughout the course, the module will focus on the challengesof the surviving ancient sources (textual and material) for reconstructing the realities of Alexander’sworld, his actions and intentions, and the wide-ranging debates and differences of interpretation thatthey have generated. You will learn to identify the varied agendas in ancient source material and inthe scholarship surrounding its interpretation.This module will explore the historical context in which Alexander came to power in the kingdom ofMacedon and the wider Greek world. It will further explore what can be known of Alexander’s earlydevelopment and the ideologies and cultural factors that shaped his outlook and early policies. Themajor part of the module focuses on Alexander’s campaigns, his quest for the ‘liberation’ of the Greeksof Asia Minor and the conquest of the Persian Empire. Setting out in 334 BCE, with an army of c. 43,000infantry and 5,500 cavalry of Macedonians and Greeks, Alexander led the ‘most formidable array everto leave Greek soil’; by the time of his death in 323, he had conquered almost the whole of the knownworld of his time. In the context of his campaigns, particular attention will be given to Alexander’sactions – and the reception of Alexander by local peoples - in Egypt and Asia, and the development ofhis self-understanding as an absolute ruler and divine king. The module will then explore theconsequences of Alexander’s early death in Babylon, and the creation of the Hellenistic kingdomsunder dynasties founded by his Macedonian generals, with particular focus on the Ptolemies (in Egypt)and the Seleucids (in Asia). How did these Greek-speaking, Macedonian elites transform these worldsof Alexander’s Empire, and vice versa? The final part of the module focuses on the reception ofAlexander’s life and legacy from antiquity to the contemporary world. 70

Indicative List of Seminar Topics  Introduction: Sources and Approaches  Alexander’s Early Life and Fourth-Century Macedon  Alexander as King and the Campaign against Persia  Alexander’s Conquest: Battles and Events  Alexander’s Empire: Ruling the World  Local Contexts from Egypt to India  Alexander’s Death and his Successors  Images of Alexander through the Ages  Alexander between Myth and HistoryAssessment % 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‘How I should like to come to life again for a little while after my death to discover how people readthese present events by that time; at present they have good enough reason to praise and favour it;that is their way of angling for a share of my favour.’ Attributed to Alexander the Great, from Lucian of Samosata, How to Write History, 2nd century AD.Questions of how to interpret the life and legacy of Alexander the Great have been live since antiquity;and, if we trust this anecdote from Lucian, they began with Alexander himself. Would the histories ofthe future preserve nothing but distorted images created by flatterers? There are in fact both positiveand negative interpretations of Alexander’s life and achievements in ancient sources as well asmodern historical accounts. Different images of Alexander emerge. It is relevant to keep in mind whowrote when and with what aim. Your chance to make up your own mind about the great conqueror! 71

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1171 – Reagan’s America: Capitalism and Cold War (Dr Jonathan Hunt)Module OverviewThis module will be extensively based upon discussion of primary sources to encourage and developyour skills of critical analysis of source material and contemporary affairs. You will reflect upon thedecade as a useful yet problematic unit of historical analysis in addition to the strengths andweaknesses of studying American and world history as entwined narratives. It is tempting to look atthe 1980s as the antechamber to the present; however, what do we learn and what do we miss byinterpreting the past as the direct path to now? The 1980s were the near past, presenting realchallenges to historians, notably the vested interests of those involved, the political biases of thosewho chronicled it, and the spotty nature of available primary sources. There is a wide range ofscholarly opinion, for example, between those who uncritically support and those who consistentlycriticise Reagan’s presidency, with supporting evidence and necessary context too often ignored whenthe battle lines are drawn. Despite these challenges, the rich history behind these events makes vitalthe careful analysis that historians bring to bear. In this module, you will question how the past isconstructed through the analysis of original sources, to assess the validity of competing narratives,and to form your own conclusions based upon evidence, context, scrutiny, and reflection.Indicative List of Seminar Topics  Cold War détente  Neo-conservatism and neoliberalism  The American culture wars  The information revolution  The AIDS epidemic  The information revolution  The War on Drugs and the carceral state  The end of the Cold War 72

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 SourceThe economic ills we suffer have come upon us over several decades. They will not go away in days,weeks, or months, but they will go away. They will go away because we as Americans have the capacitynow, as we've had in the past, to do whatever needs to be done to preserve this last and greatestbastion of freedom.In this present crisis, government is not the solution to our problem; government is the problem. Fromtime to time we've been tempted to believe that society has become too complex to be managed byself-rule, that government by an elite group is superior to government for, by, and of the people. Well,if no one among us is capable of governing himself, then who among us has the capacity to governsomeone else? All of us together, in and out of government, must bear the burden. The solutions weseek must be equitable, with no one group singled out to pay a higher price. Ronald Reagan, First Inaugural Address, 20 January 1981After his victory over Jimmy Carter in the 1980 contest, President Ronald Reagan delivered his firstinaugural address from the U.S. Capitol’s western front (to symbolize his ties to California) beforecrowds on the National Mall in Washington, D.C. His vision painted a strong contrast with the liberalconsensus prevailing since Franklin Delano Roosevelt promised a “New Deal” to Americans beset bythe Great Depression. Reagan maintained government was the problem rather than the solution tothe challenges of 1981: economic headwinds generated by a stagnant labour market and rampantinflation; oil shortages; a crisis in Iran, where forces aligned with Ayatollah Khomeini’s Shi’a theocracyheld 52 Americans hostage; and bitter disputes about tax rates, abortion, race, gender, and America’srole in the world after Vietnam; and a loss of faith in political institutions after Watergate.In office, Reagan reoriented American domestic and foreign policy in a bid to return the country to amythical past. He and his allies would slash taxes, roll back regulations, toughen drug laws and criminalstatutes, affirm the place of religion in American life, and augment the U.S. military as the countrysquared off around the world against its communist nemesis, the Soviet Union, once more. For liberals,Reagan reversed progressive efforts to redress injustices and enforce equality through governmentaland legal action. For conservatives, he became an icon for reclaiming the pre-eminence of theindividual, the private sector, and personal faith in American law and politics. 73

Year 1 Semester 2 – Cases and Contexts Module (15 credits) *HIST1175 – Castles: Military Technology and Social Change from the Middle Ages to the Modern (Dr Nick Karn)Module OverviewThe castle was one of the most characteristic creations and symbols of the middle ages. They wereadvanced military technology which supported a range of functions; they dominated populations andsecured conquests; they were garrisons, centres of government and elite residences, among otherfunctions. Within this module, you will examine how the castle developed in terms of functions anduses. Changing military technology formed perhaps the largest single influence on the developmentof the castle, and the module will include consideration of the development of siege technology, andespecially of the evolution of artillery. Social change also influenced the development of the castle,for castles depended on the predominance of an aristocratic class itself subject to change. Finally, youwill look at the end of the castle as a serious military asset, and how some of its functions and valuessurvived even that.Indicative List of Seminar Topics  The origin of the castle, or, why were there no castles in the early middle ages?  Castles and feudal society: functions and form  The spread of castles around Europe  Castles, innovation and the Crusades  Edward I of England and the castles of the conquest of Wales  Castles and technology: the origins of artillery and changing castle design  Castles and aristocratic culture in the later middle ages  Henry VIII and the defence of the nation  Elizabethan and Stuart castles: changing functions  The end of the castle? Military obsolescence and changing social norms  Castles and the Gothic imagination 74

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‘And without delay, setting up engines most skilfully contrived around the castle, and posting anencircling ring of archers in very dense formation, he began to harass the besieged most grievously.On the one hand stones or other missiles launched from the engines were falling and battering themeverywhere, on the other a most fearful hail of arrows, flying around before their eyes, was causingthem extreme affliction; sometimes javelins flung from a distance, or masses of any sort hurled in byhand, were tormenting them, sometimes sturdy warriors, gallantly climbing the steep and loftyrampart, met them in most bitter conflict with nothing but the palisade to keep the two sides apart.In was in fact like this that the king’s men harassed the besieged by daily onslaughts; they, on theirside, defended themselves manfully without giving way until those who were chief in command,without the knowledge of the others, sent secretly to the king and made an agreement conceding hisdemand for the surrender of the castle.’ The siege and capture of Faringdon Castle (Berkshire) in 1144 from the anonymous Gesta Stephani, translated by K. R. Potter and R. H. C. Davis (second edition, Oxford: OUP, 1976), p. 181A castle siege could be violent and destructive, and might involve some of the most advanced militaryhardware of the day—giant catapults and slings, and later cannons—so that sieges could make a greatimpression on contemporaries and observers. The great engines of war could catch the eye, but werenot the whole story of castles and sieges. Very few castles were ever captured through direct assaultsthat smashed walls and broke stone. Most sieges were won through bringing pressure to bear on themorale and attitudes of the garrison, and through intimidating the occupants of a castle. The noiseand bombardment of siege warfare were principally meant to affect the people rather than the walls.This siege ended in a negotiated surrender, and this was normal for sieges. Few ended in violence andmassacres. There was a clear procedure about how this should be done, and how the honour andstatus of both sides should be protected. There were conventions about when it was acceptable for agarrison to surrender, when resistance had been sufficient that honour was satisfied. As in this case,the approval or acquiescence of senior commanders and lords was essential to the process, so thatgarrisons could claim that they were just obeying orders. Honour and duty to lords, and a sense ofmasculine endurance (note the use of ‘manfully’ above) were fundamental to medieval warfare. 75

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1176 – Eisenhower and the World: U.S. Foreign Policy in the 1950s (Alex Ferguson)Module OverviewThis module will explore the foreign policy of President Dwight D. Eisenhower during a hugely eventfuldecade that saw increasing Cold War tensions, the beginnings of a space race, decolonisationgathering pace and the rise of the non-aligned movement. Students will examine Eisenhower’shandling of the global crises of his time, assess how Eisenhower’s background and broader currentsof thought in the 1950s shaped his responses to the international challenges he faced, and reflect onthe short and long term legacies of the foreign policy decisions made by the 34th president of theUnited States. 76

Indicative List of Seminar Topics  Historians and the Hidden Hand Presidency: Historical Revisionism and the 34th President of the United States  Massive Retaliation, Rollback and the Soviet Union  The CIA and Regime Change in the Eisenhower Years  The Fourth Weapon: Eisenhower and Psychological Warfare  Cool, Calm, Collected? Eisenhower and Crisis Management  Religion and the Cold War in the 1950s  Race, Decolonisation and the Non-Aligned Movement  Eisenhower and the Special Relationship  Ike’s LegacyAssessment % Contribution to Final Mark 50 Assessment Method 50 1 x Commentaries exercise (3 x 500 words) 1 x Essay (2,500 words)Sample Source‘You have been issued a valued credential--the Passport of the United States. It requests that, in thecountries you intend to visit, there be provided you, as an American citizen, safe passage, lawful aidand protection in case of need. As the holder of this passport, you will be the guest of our neighborsand friends in the world family of nations.Year after year, increasing numbers of our citizens travel to foreign countries. In most of these landsthere exists a reservoir of good will for the United States and a knowledge of what we stand for. Insome areas, our country and its aspirations are less well understood. To all the varied peoples of thesemany countries, you, the bearer of an American passport, represent the United States of America.’ Dwight D. Eisenhower, Letter for Inclusion with Passports of Citizens Travelling or Serving Abroad, July 25, 1957In what capacity did Eisenhower believe ordinary Americans could assist their government in thepsychological struggle against the Soviet Union? What does Eisenhower’s appeal to U.S. citizensapplying for a passport suggest about his approach to waging the Cold War? To what extent didEisenhower’s foreign policy decisions assist or complicate his efforts to win the hearts and minds ofpeople around the world? How far did psychological considerations impact the direction ofEisenhower’s foreign policy? 77

Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST1177 – Twentieth-Century China (Dr Elisabeth Forster) Fight for the Survival of the Nation! 为国家生存而战! (1937)Module OverviewFew nations had a more dramatic experience of the twentieth century than China. Over the course ofthis module you will learn about the tumultuous political events that defined this period - from thefall of the once mighty Qing empire, to China’s descent into chaos during an era of warlord misrule, tothe rise of the Communist Party under Mao Zedong, to the resurgence of China as a major world power.Rather than focussing exclusively upon the elite political and cultural figures who often dominate thehistory of this period, we will also examine how momentous events shaped the lives of ordinary people.We will read about the beggars and prostitutes who scraped a living on the streets of RepublicanShanghai, the idealistic Red Guards who gathered in Beijing during the Cultural Revolution, and themillions of farmers whose innovations sowed the seeds for the Chinese economic miracle. 78

Indicative List of Seminar Topics  The Great Qing Dynasty  China Awakened: The Fall of the Qing Empire, 1900-1911  The Rise of the Nationalists, 1927-1937  Arise China! China in the Second World War, 1937-1945  The Chinese People Have Stood Up! Early Communist China, 1945-1957  The Great Proletarian Cultural Revolution, 1966-1976  An Economic Miracle? China since 1989Assessment Assessment Method % Contribution to Final Mark1 x Commentaries exercise (2 x 500 words) 201 x Essay (2,000 words) 401 x Exam (1 hour) 40Sample Source The People's Communes are Good 人民公社好 by Rui Guangting 芮光庭 (1958)This propaganda poster was produced at the start of a Communist campaign known as the Great LeapForward (1958-1962). It presents a utopian vision of a People’s Commune - a self-sufficient unit inwhich industry and agriculture would merge into one. The poster demonstrates how People’sCommunes were designed to replace the traditional family, with all members eating together in giantkitchens, and care of children and the elderly becoming a collective responsibility. Mao Zedongbelieved that if he transformed rural society into People’s Communes, China could leap forward intoa bright communist future. His grand vision ended in disaster, as the mismanagement of the People’sCommunes resulted in one of history’s most catastrophic famines, in which over 30 million peoplewould perish. 79

Index by Historical PeriodCompulsory ModulesHIST1151 - World Histories (compulsory for all students reading for History Single and Joint honoursdegree programmes and BA Ancient History and History)……….……....................................………………11HIST1155 - Introduction to the Ancient World (compulsory for all students reading for ancienthistory single and joint honours degree programmes)……………...........................................................13HIST1150 - World Ideologies (compulsory for all students reading for a history single honoursdegree)…………………………………………………………………………………………………………………………………………….40HIST1154 - Ancient History: Sources and Controversies (compulsory for all students reading for anancient history single honours degree)…………………………………………………………………………………………….42ARCH1062 - Wonderful Things (compulsory for all students reading for an ancient history singlehonours degree)……………………..……………………………………………………………………………………………………....44AncientHIST1106 - Emperor Constantine the Great……………………………………………………..…………………...………..36HIST1164 - Consuls, Dictators and Emperors: Roman Politics in the First Century BC………………………66HIST1102 - The End of the World: Apocalyptic Visions of History…………………………………………………….16HIST1153 - Alexander the Great and his Legacy……………………………………………………………………………….70MedievalHIST1019/ - The First Crusade………………………………………………………………………………………………………….14HIST1074 - The Battle of Agincourt………………………………………………………………………………………………….62HIST1102 - The End of the World: Apocalyptic Visions of History…………………………………...……………….16HIST1134 - The Murder of Edward II………………………………………………………………………………………………..54HIST1175 - Castles……………………….………………………………………………………………………….……………………….74HIST1146 - Joan of Arc: Behind the Myth……………………………………………….………………………………………..22 80

Early Modern/Eighteenth CenturyHIST1008 - A Tudor Revolution in Government?..................................................................................60HIST1020 - The French Revolution……………………………………………………………………………………………………50HIST1062 - Rebellions and Uprisings in the Age of the Tudors………………………………………………………….32HIST1094 - Henry VIII: Reputation and Reality…………………………………………………………………………………52HIST1175 – Castles……………………………………………………………………………………………………………………….…74Modern/ContemporaryHIST1029 American Slavery……………………………………………………………………………………………………………..48HIST1076 God’s Own Land: Pakistan History and Origins…………………………………………………………………68HIST1173 - The First World War……………………………………………………………….………………………………………46HIST1085 - German Jews in Great Britain after 1933……………………………………………………………………….64FREN1017 – Liberté, Egalité, Fraternité: An Introduction to Key Events in French History……………….38HIST1145 - From Shah to Ayatollah: The Establishment of Clerical Power in Iran………………...............18HIST1158 - Liberté, Egalité, Beyoncé: Woman’s History in Modern Britain……...………………………………58HIST1058 - Russia in Revolution……………………………………………………………………………………………………….30HIST1119 - The Long Summer? Edwardian Britain 1901-1914.............................................................28HIST1125 - When an Empire Falls: Culture and the British Empire, 1914-1960…………………………..……20HIST1147 - The Real Downton Abbey……………………………………………………………………………………………….34HIST1170 - Putin and the Politics of Post-Soviet Russia……………………………………………………….…………56HIST1084 - Cites of the Dead: Ritual, Mourning and the Victorian City, 1820-1914.……………….………..24HIST1171 - Reagan’s America…………………………………………………………………………………………………………..72HIST1176 - Eisenhower and the World: U.S. Foreign Policy in the 1950s …………………………………………76HIST1177 - Twentieth-Century China.……………………………………………………………………………………………..78 81