YEAR 3 2019-20 module choice booklet

Encounter the Past from Ancient Egypt to the War on Terror University of Southampton History Department Year 3 Module Choices 2019-20

This booklet has been designed with the help of colleagues from across the department to provide you with the essential information to help inform your choices for the year ahead. I encourage you read through it and to carefully consider which topics you believe will best stimulate, entertain, and challenge you in the coming academic year. Be bold in your choices. Here at Southampton you are part of an incredibly dynamic community of scholars, whose broad expertise and varied interests are reflected in the original and thought- provoking modules on offer. Take the time to explore what is on offer by reading the overviews, considering the lists of content and enjoying the sample sources and commentaries provided. Do not be put off by things which you may not yet have heard of, or have not studied before. Getting the most out of your time at university means seizing the opportunity to broaden your horizons and challenge yourself intellectually, and that is exactly what this varied curriculum offers you. Just as the staff in this department are pushing the boundaries of historical knowledge and understanding, so should you be on both an academic and a personal level. I wish you all the best for the upcoming year, and hope this booklet helps you make the most of the many opportunities on offer to you. Dr Julie Gammon Director of Programmes

Contents How to Select Your Modules………………………………………………………………………………………………………………3 Staff Contact Details………………………………………………………………………………………………………………………….6 Special Subjects (Part 1 and 2 spread over both semesters) HIST3126/27* – Fashioning the Tudor Court…………………….………………………………………..……………………..7 HIST3178/79 – When the Lights Went Out: Britain in the 1970s…………………….………………………..………11 HIST3176/77 – Forging the Raj: The East India Company………………..……………………………………………….15 HIST3250/51* – Towards Empire: England and the Sea……………………………………………………….………….19 HIST3251/52 – China in the Cold War…………………………………………………………..………………………………….24 HIST3130/31* – Medieval Love, Sex and Marriage…………………..……………………………..………………………29 HIST3227/28* – Emperor Julian and the Last Pagans……………………………………………………………….………34 HIST3113/34 – Modern Israel………………………………..…………………………..……………………………………………38 HIST3214/15 – Revolutions in Modern Iran………………………………………………..…….……………………………..42 HIST3232/33 – For the Many Not the Few: The History of the Labour Party…………………………………….46 HIST3060/61 – The Holocaust………………………………………………………………………………………………………….50 HIST3036/37 – France Under the Nazis……………………………………………………………………………………..…….54 HIST3069/70 – The Vietnam War in American History and Memory.……………………………………………....58 HIST3171/66 – The Crisis of Austria-Hungary…………………………………………………………………………………..62 HIST3104/05 – Refugees in the Twentieth Century………………………………………………………….………………66 HIST3234/35 – Political Cultures in Modern Russia …………………………………………………………………………70 HIST3107/08 – The 1947 Partition of India and its Aftermath …………………………………………………………74 HIST3218/19 – Nuclear War and Peace …………………………………………………………………………………………..78 HIST3225/26 – The Great Exhibition…………………………………………………………………………………………..……82 HIST3216/17 – Racism in the United States……………………………………………………………………………………..86 HIST3075/76* – Crime and Punishment in England, 1688-1840 ………..………………………………….………..90 1

HIST3247/48*– Islands and Empires in the Ancient Aegean……………………………………………………………94 HIST3240/41 – Society and Politics in Victorian Britain……………………………………………………………………98 Reading History (Semester 1 15 Credit Compulsory Module) HIST3242 – Reading Histories………………………………………………………………………………………………………..102 Semester 1 15 Credit Modules HIST3245 – A Short History of the Communication Network…………………………….…………………………..104 HIST3244 – A Short History of the Populist Leader………………………………………………………………………...106 HIST3246 – A Short History of ‘the Homosexual’……………………………………………………………………………108 HIST3243 – A Short History of the Far Right………………………………………………………………………………..…110 ENGL3099 – The Historical Novel…………………………………………………….……….……………………………………112 ENGL3058* – Radical England: From Shakespeare to Milton……………….…………………………………………114 ARCH3039* – Ancient Egypt in Context…………………………………….……………………………………………………116 ARCH3045 – The Archaeology and Anthropology of Adornment ………………………………………….……….118 ARCH3017 – Presenting the Past: Museums and Heritage……………………………………………………………..119 GERM3016 – Language and the City………………………………………………………………………………………………121 *Modules marked with an asterisk are largely pre-1750 in focus and are not available to Modern History and Politics students. 2

How to Select Your Modules In order to qualify for your degree, you need to take 120 credits during the academic year, that is, 60 credits in each semester. Other arrangements apply for part-time students, and sometimes for students whose studies have been affected by other circumstances in some way. The requirement to take 120 credits is very important. The credits attached to each module are stated in each description below. All the modules described in this brochure are historical in terms of content and method. Some of them have codes which are not history ones but this is not meaningful; some history modules were planned in association with other subjects, or involve staff from more than one department, and so are classified in a slightly different way. Differences in module codes do not indicate anything important about the module in question; if the modules are in this brochure, they are essentially historical in nature. If you require further information on any module you can email the module convenor or Julie Gammon as Director of Programmes ([email protected]). For Single-Honours History Students For single-honours history students, a dissertation (HIST3021) is compulsory. You choose your topic in consultation with an appropriate supervisor – your proposal will be submitted during semester 1 of your final year. The dissertation is worth 30 credits and much of the work for it is done in semester 2. To support you in the development of your dissertation topic you will take HIST3242 Reading Histories in semester 1. This 15 credit module is organised into 3 sections: chronologically, geographically and thematically and you will be able to choose the areas you wish to concentrate on. Single-honours history students take a special subject which is a very detailed and specialised source-based module. They come in two parts, one in semester 1 and one in semester 2, and each is worth 30 credits. All part 1s of the Special Subject are 100% coursework assessment: there are no exams. You can consult the Royal Literary Fellows and the Writing Centre for any of the assessments. The other 15 credits in semester 1 can either be taken as ‘A Short History of….’ module or by taking one of the advertised non-HIST coded modules. Or you can substitute this 15 credit module for a different History module by back tracking to a year 2 15 credit semester 1 module (if space allows) but you will not be able to do this until after the Choices allocations have been made For Joint-Honours Students Your degree is designed so that half should be in history and half should be in your other subject. In semester 1 you can select any modules amounting to 30 credits in History. In semester 2 (or across the year), it is compulsory for joint-honours students—except those combining modern languages with history—to take a dissertation, and you can choose between the two disciplines for this. PAIR2004 is a pre-requisite module for MHP students who want to do a Politics dissertation. If you did not take PAIR2004 in year 2 you will be doing a History dissertation. Modules marked with an asterisk (*) are largely pre-1750 in focus and are not available to MHP students. If you are unclear on the requirements for your programme please consult with your PAT or Dr Charlotte Riley (JH Liaison Tutor in History) or Dr Julie Gammon (Director of Programmes). Your 3

other 30 credits in each semester should follow the requirements of your other subject. CHOICES You will select your modules on the www.choices.soton.ac.uk website anytime from Monday 18 March (at 12.00) to Tuesday 2 April (12.00). You can go back into the system and change your modules at any point that it remains open but once it closes at 12.00 on the 2 April the modules that are in the system will be used for the purpose of allocation. This is not a first-come, first-serve system but will allocate according a memetic algorithm that will work out the best possible fit for all students so everyone has an equal chance of being allocated to their top preferences. PLEASE USE A PC OR MAC TO LOG IN TO THE CHOICES SYSTEM – NOT YOUR PHONE OR TABLET. Single Honours students need to identify 3 Special Subjects and 3 x 15 credit modules from this Handbook for semester 1. You will automatically be registered onto part 2 of the Special Subject you are allocated to and HIST3021 History Dissertation in semester 2. Joint Honours students will be asked on the first screen if you are going to do HIST3021 History Dissertation. If you put a tick in this box it means you will be completing a dissertation in History and will filter the modules you can choose on this basis. If you leave the box blank Choices will take this to mean you are doing your dissertation in your other discipline and will filter your History choices accordingly. If you are a Joint Honours student and you choose to do HIST3021 in semester 2 you will have to take HIST3242 Reading Histories (15 credits) in semester 1 and will also need to select 3 x 15 credit modules from this Handbook, from which you will be allocated one. Joint Honours students should select 3 x Special Subjects in total from the semester 1 offering (if you are not doing HIST3021 History Dissertation). You will automatically be registered onto part 2 of the Special Subject you are allocated to in semester 2. ALL STUDENTS - Once you have selected the expected number of modules for semester 1 (3x the number of modules you will be taking) you will be asked on the next screen to list them in preference order – you can do this by dragging and dropping your list. Your top preference should be in position 1. If HIST3242 appears in your list (because you are doing HIST3021 History dissertation in semester 2) you should position this module at the bottom of your list of preferences. Make sure that you ‘finish’ your selection after making your choices so that they are saved in the system – this doesn’t stop you going back into the system before the 2 April to adjust your choices but make sure that you have ‘finished’ the process each time. IN BRIEF 1. Sign into choices.soton.ac.uk using your normal Southampton log in details. 2. On the Introduction page JH students will be asked if they are going to do HIST3021 (History Dissertation). Make sure you tick this box if you are, leave it blank if you want to do your dissertation in your other discipline. 4

3. Select your required number of choices (3x the number of credits you will take) from the list of modules and add them to your basket. 4. Prioritise your list by organising them into preference order (drag and drop). 5. You can ‘empty basket’ at any point and change your selections and/or order of preference. 6. Finish the process to save your options. Only leave the Choices site from the ‘Finish’ screen to make sure that your selections are saved. You will be contacted with your allocation details at the beginning of the summer term. Disclaimer The information contained in this Module Options Handbook is correct at the time it was published. Typically, around a quarter of optional modules do not run due to low interest or unanticipated changes in staff availability. If we do have insufficient numbers of students interested in an optional module, this may not be offered. If an optional module will not be running, we will advise you as soon as possible and help you choose an alternative module. Please see the university’s official disclaimer http://www.calendar.soton.ac.uk/. 5

Staff Contact Details Lecturer Office Email Dr Remy Ambuhl 2074 [email protected] Prof. George Bernard 2049 [email protected] Prof. David Brown 1024 [email protected] Dr Annelies Cazemier 1003 [email protected] Dr Anna Collar 3041 [email protected] Dr Eve Colpus 1053 [email protected] Dr Jon Conlin 2073 [email protected] Dr David Cox 2063 [email protected] Dr Hormoz Ebrahimnejad 3035 [email protected] Dr Elisabeth Forster 2051 [email protected] Dr Chris Fuller 1051 [email protected] Dr Julie Gammon 2069 [email protected] Dr George Gilbert 1067 [email protected] Prof. Shirli Gilbert 2051 [email protected] Dr Alison Gascoigne 65a/3029 [email protected] Prof. Neil Gregor 2057 [email protected] Prof. Maria Hayward 2059 [email protected] Dr Katy Heady 2194 [email protected] Dr Alice Hunt [email protected] Dr Jonathan Hunt 2063 [email protected] Dr Nicholas Karn 2065 [email protected] Dr Andy King [email protected] Nicholas Kingwell 2063 [email protected] Dr Michael Kranert 3067 [email protected] Prof. Tony Kushner 2053 [email protected] Dr Claire Le Foll 3033 [email protected] Prof. Dan Levene 1001 [email protected] Dr John McAleer 2043 [email protected] Dr Pritipuspa Mishra 3075 [email protected] Prof. Kendrick Oliver 2061 [email protected] Prof. Christer Petley 2081 [email protected] Dr Chris Prior 2055 [email protected] Dr Eleanor Quince 1049 [email protected] Dr Louise Revell 1055 [email protected] Dr Charlotte Riley 1047 [email protected] Dr Alan Ross 2051 [email protected] Prof. Joachim Schlör 1023 [email protected] Dr Tim Sly 65a/3033 [email protected] Dr Helen Spurling 2047 [email protected] Prof. Mark Stoyle 2077 [email protected] Dr Katalin Straner 3033 [email protected] Prof. Ian Talbot 2075 [email protected] Dr Joan Tumblety 2067 [email protected] Dr Lena Wahlgren-Smith 1057 [email protected] Prof. Chris Woolgar 2055 [email protected] 6

Special Subject, 30 credits HIST3126 Fashioning the Tudor Court Part 1* (Prof Maria Hayward) Module overview The Tudors are still incredibly popular and with good cause. During this module you will explore the magnificent and murky world of Tudor court culture between 1485 and 1553. You will focus on the reign of Henry VIII but as appropriate, you will compare and contrast his court with those of Henry VII and Edward VI. You will consider five core themes linked to the court: artistic patronage and the creation of the royal image, architectural patronage, court entertainments and literary patronage, royal collecting including the development and dispersal of collections and court ceremonial including coronations, the order of the Garter and observance of the liturgical year. These cultural aspects of the Tudor king’s lives are inseparable from embedded the complex religious and political environment that they inhabited. Indicative List of Seminar Topics 1. Introductions and definitions 2. Context: the court of Henry VII 3. Tudor art and the Reformation: the significance of the careers of Hans Holbein and the Horenbout 4. Royal magnificence: fashion, finance and foreign politics 5. Henry VIII’s military image: from the tilt yard to battle field 6. The role of the courtier: favourites and rivals 7. Court ceremonial: from dynastic ceremonial to celebrating the liturgical year 7

8. The influence of the cardinal: Thomas Wolsey, the ‘alter rex’? 9. Women at court: Henry VIII’s wives and daughters 10. The end of Henry VIII’s reign: Death, burial and the 1547 inventory 11. In his father’s image: Edward VI Assessment % contribution to final mark 50 Assessment method 50 1 x essay 1 x timed gobbet assignment Sample source J. Skelton, ‘Why come ye nat to court? Why come ye nat to court? To whyche court? To the kynges courte? Or to Hampton Court? Nay to the kynges courte! The kynges courte Shulde have the excellence; But Hampton Court Hath the preemynence! This satirical poem by John Skelton stresses the importance of the royal court, while also asserting that Cardinal Wolsey’s ‘court’ rivals, or even exceeds, the magnificence of Henry VIII’s court. If true, this would suggest a major challenge to royal power and would have supported contemporary claims that the Cardinal sought to usurp the king’s authority. The use of poetry as a medium to mock Wolsey is telling – it would have given Skelton a means of distancing himself from the criticism he was making while also ensuring a wider circulation at court, in the city of London and beyond. 8

Special Subject, 30 credits HIS3127 Fashioning the Tudor Court Part 2* (Prof Maria Hayward) Module overview Building on the work you did in semester 1, this module will consider late Tudor court culture. You will focus on the court of Elizabeth I which you will contextualise by drawing comparisons with Mary I and Mary, queen of Scots. Queenship, the nature of female rule, and how it differed from kingship will be a key theme running through the module and as the module progresses you will be able to compare and contrast the courts of the male and female Tudor monarchs. Drawing on the main cultural, religious and political events of Elizabeth’s reign you will reflect on the five core themes linked to the court that you considered in semester 1: artistic patronage and the creation of the royal image, architectural patronage, court entertainments and literary patronage, royal collecting including the development and dispersal of collections and court ceremonial including coronations, the order of the Garter and observance of the liturgical year. 9

Indicative List of Seminar Topics  The monstrous regiment?: Being queen in the second half of the sixteenth century - Elizabeth I, Mary I and Mary queen of Scots  From princess to virgin queen: Nicholas Hilliard and Marcus Gheeraerts II  Dressing the part and the role of court ceremonial: from the accession day tilts to touching for the queen’s evil  Royal acquisition and patronage  The role of the male courtier: Leicester and Essex  The place of women at court and in the country: case studies on the ladies of the bedchamber and Bess of Hardwick  From Hampton Court to Hardwick Hall: the decline of royal building projects and the rise of the courtiers’ country house  The Elizabethan home  Shopping for the Elizabethan wardrobe: markets, chapmen and the rise of Gresham’s exchange  1603: The end of an era and the beginning of the Stuart monarchy Assessment Assessment method % contribution to final mark 50 1 x essay 50 1 x 3-hour exam Sample source The First Blast of the Trumpet Against the Monstrous Regiment of Women - John Knox ‘To promote a woman to bear rule, superiority, dominion, or empire above any realm, nation, or city, is repugnant to nature; contumely [an insult] to God, a thing most contrary to his revealed will and approved ordinance; and finally, it is the subversion of good order, of all equity and justice….. . For the causes are so manifest, that they cannot be hid. For who can deny but it is repugnant to nature, that the blind shall be appointed to lead and conduct such as do see? That the weak, the sick, and impotent persons shall nourish and keep the whole and strong? And finally, that the foolish, mad, and frenetic shall govern the discreet, and give counsel to such as be sober of mind? And such be all women, compared unto man in bearing of authority. For their sight in civil regiment is but blindness; their strength, weakness; their counsel, foolishness; and judgment, frenzy, if it be rightly considered.’ In this source John Know laid out the reasons why women were not fit to rule. As such it was a direct challenge to the queens regnant of the time and also to queens dowager who acted as regents in the place of their children until they came of age. It reveals a lot about contemporary ideas of patriarchy, and about the weaknesses that women were believed to have. In terms of its dissemination in print, it demonstrates how political, and religious, debates were promoted in the 16th century. Not surprisingly it was a contentious document, provoking a mixed response from contemporaries, including Elizabeth I. 10

Special Subject, 30 credits HIST3178 – When the Lights Went Out: Britain in the 1970s, Part 1 (Dr Eve Colpus) Module Overview What was it like to live in Britain in the 1970s? When governments were nervous, rubbish went uncollected, the unity of the UK was questioned, but when the population of Britain – in general – was better off than ever before? In this Special Subject you will consider this central question through examining key political, social, economic and cultural debates and developments of this decade. You will interrogate discussions about the erosion of post-war political consensus, evidence of popular protest and shifting cultural norms. Contemporaries confronted the conflicting pressures of the decade; historians are coming to understand the 1970s as a pivotal hinge in the history of post-1945 Britain. Through close readings of primary sources alongside historians’ writings, you will have the opportunity to contribute to a developing field of enquiry about this turbulent decade in recent history. This Special Subject is structured chronologically over two semesters: in HIST3178 we consider the years between 1970-1974 and in HIST3179 we study 1975-1979. In both parts of the Special Subject, we will study a range of issues and themes pertinent to the time-period, analysing political, social and cultural changes during these years, and also continuities throughout the decade, and over the mid-to-late twentieth century. In HIST3178 we will test the political mood and social, economic and cultural struggles and problems of the early seventies, assessing the significance of these issues in the broader context of post-1945 British history. 11

Indicative List of Seminar Topics  Remembering the 1970s  The General Election 1970  Inflation, economic policy and economic crisis, or, Keynes is dead?  The power of the Unions?  The 1970s family  The real permissive society?  Glam Rock!  ‘Who Governs?’: General Elections in 1974 Assessment % Contribution to Final Mark 50 Assessment Method 50 1 x essay 1 x timed gobbet assignment Sample Source ‘Friday 21 December 1973 I have been forced today to revise my opinion of [Edward] Heath, whom I have hitherto greatly admired despite his obvious faults. I now think that he is behaving irresponsibly – the miners will get a settlement outside Phase 3 in the end and even if they don’t the damage done by the three-day week will outweigh the temporary victory over the militants. Heath thinks he is fighting for a great principle – but the fact is he can’t see the wood (i.e. the enormous national problem created by the oil crisis) for the trees (i.e. Mick McGahey and co. on the NUM).’ Source: Ronald McIntosh, Challenge to Democracy: Politics, Trade Union Power and Economic Failure in the 1970s (2008), p. 34. The three-day week in Britain – when Britons’ electric usage was rationed against the background of an international oil crisis and domestic strike action by members of the National Union of Miners (NUM) – is remembered in popular memory not only as a key moment, but itself a symbol, of the economic, political and social crisis that befell Britain in the 1970s. Robert McIntosh, the director of the National Economic Development Council, kept a diary of the failed negotiations between Conservative government ministers, leaders of Trade Unions and industry and business, and civil servants at the time. Here he offers an interpretation of Prime Minister, Edward Heath’s flawed approach to the problems. Led by Heath, the Conservative Party went on to lose their majority in the next general election. 12

Special Subject, 30 credits HIST3179 – When the Lights Went Out: Britain in the 1970s, Part 2 (Dr Eve Colpus) Module Overview In HIST3179 we will focus upon the ways in which society was being reconceptualised in the mid-to- late 1970s. We will consider debates about Britain’s role within Europe; the nation’s declining industrial strength; the gender order; changing interpretations of history and culture; perceptions of the monarchy and religion; and the political and cultural challenges articulated by punk. The module will conclude by examining the turbulent year from late 1978 to 1979, and consider to what extent this heralded the beginning of a new term in Britain’s recent political and social history. Indicative List of Seminar Topics  Britain in Europe: the 1975 Referendum  De-industrialisation: the decline of traditional industry?  ‘Women’s Lib’, the men’s movement and post-1968 feminisms  Mapping culture and history: History Workshop and the Centre for Contemporary Cultural Studies  Punk!  A secular society or laughing at religion? Revisiting Monty Python’s Life of Brian  Monarchy and society: the Silver Jubilee (1977)  ‘The Winter of Discontent’ 13

 Election ’79: into the 1980s? % Contribution to Final Mark 50 Assessment 50 Assessment Method 1 x essay 1 x 3-hour exam Sample Source Source: Covers of punk fanzine, Sniffin Glue [c.1976-1977] Sniffin Glue was a punk fanzine started by Mark Perry in July 1976 and distributed in the UK until August-September 1977. Cheaply photocopied on eight sides of A4, the fanzine used a cut-and-paste aesthetic that historians have suggested represented the ‘DIY’ ethos promoted within the punk scene – the idea that anyone could start up a punk band, and punks did not have to be musicians. Fanzines can also be read as evidence of the fragmented claims that were made about punk in the late 1970s, and punk’s appropriation by various social and political groups. Sniffin Glue described ‘punk rock’ as ‘rock in its lowest form – on the level of the streets’, laying claim to a particular cultural identity (and music genre), but other fanzines were produced by collectives to support social networks, or to spread political agendas through punk cultures ranging from fascism, feminism to socialism. 14

Special Subject, 30 credits HIST3176 – Forging the Raj: The East India Company and Britain’s Asian World, Part 1 (Dr John McAleer) William Daniell, European Factories at Canton, c. 1790 (National Maritime Museum, Greenwich, ZBA1291) Module Overview In its lifetime, the East India Company was described as ‘the most celebrated commercial association of ancient or modern times’. In this module, we consider the Company’s role in creating the British Empire in Asia. We focus on its rise, from modest origins as a small Elizabethan trading venture, to a global empire which controlled Britain’s trade with Asia for nearly 250 years. We examine the genesis, expansion and consolidation of the Company’s Asian empire. We explore the geographical, social and cultural world of the Indian Ocean in which the Company attempted to find a commercial foothold. And we consider its local and international rivals, and some of the trials and tribulations that beset the Company. It is a story of wealth, power and the pursuit of fortune. But it is also one of conflict, conquest and piracy on the high seas; policy, politics and intrigue on land. And, by introducing a whole host of coveted commodities to European consumers, the scale and impact of the Company’s activities changed the lives of millions of people around the world. Indicative List of Seminar Topics  Getting there: Travelling to Asia  Encounter and diplomacy in Asia  Doing business: The Company and its trade  A global company?  The Company and its enemies 15

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay 1 x timed gobbet assignment Sample Source ‘I was in India when the Company was established for the purposes of trade only, when their fortifications scarce deserved that name, when their possessions were within very narrow bounds, when under a despotic prince they had as many tyrants over them as they had settlements. … The East India Company are at this time sovereigns of a rich, populous, fruitful country in extent beyond France and Spain united; they are in possession of the labour, industry, and manufactures of twenty millions of subjects; they are in actual receipt of between five and six millions a year. They have an army of fifty thousand men. The revenues of Bengal are little short of four million sterling a year.’ [British Library, Eg. MS 218, ff. 149–51, Robert Clive to the House of Commons, 1769] For centuries, Britain’s commercial and political relationships with India were conducted through the East India Company. Initially, the Company’s sole purpose was trade: it brought commodities like rare and expensive spices, tea and porcelain, and beautiful textiles to British consumers. By the 1750s, however, it had become increasingly involved in Indian politics. In 1765, the Mughal Emperor in Delhi appointed the East India Company as Diwan (or chief financial manager) of the provinces of Bengal, Bihar and Orissa in the north-east of the subcontinent. What essentially amounted to the right to collect revenue in these provinces was assessed as being worth around the equivalent of £2 million per annum. This extract comes from a speech delivered to the House of Commons in 1769 by Robert Clive. Clive was one of the Company’s most illustrious servants and the man many credited (or blamed) for the Company’s rise to power in India. Here Clive contrasts the Company’s position in 1769 with that of 1744, when he first stepped ashore at Madras (today’s Chennai). 16

Special Subject, 30 credits HIST3177 – Forging the Raj: The East India Company and Britain’s Asian World, Part 2 (Dr John McAleer) Figurehead of HMS Seringapatam, 1819 (National Maritime Museum, Greenwich, FHD0102) Module Overview In Part 2 of ‘Forging the Raj’, we continue our evaluation of the East India Company’s role in creating the British Empire in Asia. We explore the various and wide-ranging impacts of the Company – economic, cultural, social and even scientific – on both India and Britain during its 250-year existence. We examine the stresses and strains that led to the ultimate demise of the Company in the mid- nineteenth century. And we consider themes such as portraiture, architecture, literature, popular commemoration, and even museums and films, to investigate the ways in which the East India Company was (and is) represented to people in Britain and Asia. 17

Indicative List of Seminar Topics  Company people  Picturing India  The Company’s Raj  The end of the Company  The Company and its afterlives Assessment Assessment Method % Contribution to Final Mark 1 x essay 50 1 x exam 50 Sample Source Thomas Daniell and William Daniell, ‘The Taj Mahal, Agra’, aquatint, 1801 (British Library) As East India Company (and consequently British) power and influence in India increased, Thomas and William Daniell were among the first European artists to travel around the subcontinent. This image, which shows one of the most famous examples of Mughal Indian architecture, illustrates how the Company had more than just an economic impact. Its influence was felt all across India, in a variety of political, social and cultural contexts. Ultimately, the Company changed the lives of millions of people around the world, laid the foundations of the British Empire in India, and had a profound effect on the ways in which the subcontinent was perceived and understood in Britain. 18

Special Subject, 30 Credits HIST3250 – ‘Towards Empire: England and the Sea, 1450-1650, part 1* (Dr Craig Lambert) Module Overview This module is a study of the rise of England as a maritime power. For England the sea has proved to be a friend and an enemy: it has permitted exchanges of ideas, trade, and enabled cultural contacts, but also provided a highway for invasion and coastal raiding. The course examines the period 1450 to 1650, a time when England developed from a small European polity into state that was on the path to forging a global maritime empire. This module will examine how successive English governments exploited the sea. Part one will focus on war and technology and the development of the Royal Navy. It will examine shipping and ship technology as a way of exploring the role technology played in England’s gradual maritime expansion. It will also consider the evolution of naval strategy, tactics and logistical infrastructures that played an important role in developing England’s economy. Piracy and privateering will also be examined as important dimensions of English maritime expansion, especially the role they played in England’s war against Spain. It follows a thematic structure. Each week will focus on a topic through closely analysing a source(s) which will be explored through student presentations; discussion will also centre on a wider events or themes linked with the source. It will begin by asking the question: what is maritime history, and why is it important? 19

Indicative List of Seminar Topics  War, Technology & Maritime Communities  Ships and shipping, 1450-c.1650.  Naval Organisation, Strategy and Tactics in the Late Middle Ages  The Tudor Navy  Tudor Naval Operations: A Case Study of the Spanish Armanda, 1588.  Pirates and Privateers Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x timed gobbet assignment Sample Source Right honourable and my very good Lord, having occasion at this present by means of our late success at Cadiz in Spain to give an advertisement thereof to my honourable good Lords. we departed out of the sound of Plymouth the 2nd of this month we had sight of the Cape Finistere on the 5th. We were encountered by storm for the space of five days by which means our fleet and a great leak sprang upon the Dreadnought. We met all together at the Rock the 16th and the 19th we arrived into the road of Cadiz where we found sundry shipping of very great burthen, some laden with the King’s provision for England. We remained there the 21st in which time notwithstanding the [often] encounters of 12 galleys (of whom we sank[two &] put the rest always to the worse) & the continual thundering of the great ordnance from the [shore we] burnt a ship of the Marquis of Santa Cruz [of 1500] tons, a Biscayne [of 1200 tons] and 32 ships[some] of 1000, 800, 600, 400 to 200 the piece, carried [away] with us four ships laden with provision & [departed] thence at our pleasures. [Letter from Francis Drake to the Earl of Leicester, 27 April 1587 (The Armada Correspondence in Cotton MSS Otho E VII and E IX ed. S. Adams, London, 2004), p. 52] This important letter details a pre-emptive strike by Francis Drake on the fleet gathering at Cadiz that would ultimately become the Spanish Armada of 1588. It reveals many things about English strategy and offers clues as to why the English were successful against the Spanish. Firstly, with commanders such as Drake, who had cut their teeth in privateering voyages against Spanish territories in the new World, England possessed a cadre of daring naval tacticians who were not afraid to strike at the enemy. Secondly, we can infer from this extract that English ships although smaller were more than a match for the Spanish ships of war. The combination of daring commanders and superior naval technology would help the English defeat the Spanish Armada as it sailed through the Channel over the summer of 1588. 20

Special Subject, 30 Credits HIST 3239: ‘Towards Empire: England and the Sea, 1450-1650, part 2* (Dr Craig Lambert) Module Overview This module is the prerequisite to HIST3250 Part 1. It starts by examining England’s rise as maritime power through a detailed analysis of English voyages of exploration, early colonisation projects and the creation of merchant companies. In 1550 only a handful of English sailors had sailed beyond Europe, but by the 1570s they had travelled to Russia via the White Sea, circumnavigated the globe and searched for the illusive North-west passage. We will examine the size and geographical distribution of the English merchant fleet, for which students will have access to a new resource (www.medievalandtudorships.org), as a way of contextualising voyages of exploration and trade. Students will examine key geographical areas visited by English traders and the consequences of such voyages. There will also be an opportunity to learn how the English switched from voyages of exploration to projects of colonisation, and what challenges planting such colonies produced. Central to England’s maritime expansion were merchant companies and as we move through the module we will look at how these companies formed, the people involved and the wider economic aims of such companies. Usually formed in large port cities these attracted men with capital to 21

invest in trade and voyages of exploration and here we can explore how trade and settlement were inextricable linked. Seafarers were an occupational group of great importance: they provided the manpower to move goods and people, through fishing they nourished the nation, and they were central to the crown’s wartime needs, and so the course will also examine the nature, development, and experiences of shipboard communities over a period of fundamental change. Each week will focus on a topic that will be explored by closely analysing a source(s) for which students will prepare presentations; discussion will also centre on wider events or themes linked with the source. Indicative list of Seminar Topics  Trade, Plunder and Settlement; England and the Age of Exploration  England’s Shipping and Trade, 1500-1588: Outlook and Ambition  Early English Voyages, 1480-1530: John Cabot and William Hawkins (The ‘Isle of Brazil’ and Guinea Voyages)  English Voyages to Russia  The Search for the Northwest Passage, the Three Voyages of Martin Frobisher  Merchant Adventurers and the Development of the Companies, c.1400-c.1650 Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source ‘On Whit Sunday, the six and twentieth of May 1577, Captain Frobisher departed from Blackwall, with one of the Queen’s ships called the Aide, or nine score tons: two other little barks called the Gabriel and the Michael, with seven score gentlemen. Soldiers and sailors, well furnished with victuals and other provisions necessary for one half year on this second voyage, for further discovery of the passage to Cathay (China)…On July 16th we came with the making of land. While we were searching the near shore the people of the country showed themselves leaping and dancing with strange shrieks and cries…we came upon them and they sailed away in their boats but our two ships drove them to the shore. When they landed they fiercely assaulted our men with bows and arrows: and perceiving themselves hurt they desperately leapt off rocks into the sea and drowned. Two men women not being able to escape as the men were, the one for her age, the other being encumbered with a young child, we took. The told wretch, whom divers of our sailors supposed to be either a devil, or a witch, had her buskins plucked off to see if she was cloven footed, and for her ugly hue and deformity we let her go; the young woman and child we brought away.’ 22

[Martin Frobisher’s Second Voyage in Search for a Passage to China (R. Hakluyt, Voyages and Discoveries, ed. J. Beeching (London, 1972), p. 188-92) This extract from the narratives of Martin Frobisher’s second voyage in search of the north-west passage reveals an important moment in English and Native American relations. Frobisher and his men voyaged to Canada to search for a passage to China (either through modern Canada or around it), but became bogged down in an ill-conceived and profitless mining venture. The extract reveals much about English perceptions of native peoples: they are characterised as devils or witches and show little remorse in taking them prisoner. Frobisher had kidnapped an Inuit in the first voyage of 1576 and brought him back to England where he died of cold and was buried in St Olave’s Church in London. The ones taken in 1577 lasted only three weeks in England. The man’s name was Calichough the woman’s name was Egnock, and the infant called Nuitok. On arriving in England the sailors put them under their protection (they had clearly formed a bond on the voyage back to England) and John White painted pictures of them (which are now in the British Museum). We only have scattered information about their short lives in England, but we know that the man died of a lung disease and the woman died of measles. The parish register at St Stephen’s Church, Bristol, contains the following entry: ‘Burials in Anno 1577. Collichang, a heathen man buried 8 November. Egnock a heathen woman buried 13t November’. The child survived and was taken to meet Queen Elizabeth, but fell ill and died before he met the Queen. He was buried in the same London churchyard that contained the remains of the man captured the previous year. 23

Special Subject, 30 credits HIST3251 China in the Cold War – Part 1 (Dr Elisabeth Forster) Module Overview China shaped the Cold War, and the Cold War shaped China. Modern Chinese history can therefore not be understood without considering China’s role in the Cold War. Even China’s foreign relations today – for instance its relationship with Russia and North Korea – are influenced by it. Vice versa, in understanding the Cold War in its global dimensions, it is crucial to look at China’s role in it, since it was an important player that sought to achieve a leadership role next to the two superpowers. This module introduces China’s role in the Cold War. In part 1 (first semester), we will focus on the chronology of the Cold War. Among our themes will be the foundation of the Chinese Communist Party in 1921, the Chinese civil war that caused the tensions between mainland China and Taiwan, the Sino-Soviet friendship and its split, China’s involvement in the Korean and Vietnam Wars, as well as the end of the Cold War. Indicative list of Seminar Topics  The foundation of the Chinese Communist Party  The Chinese civil war  The Sino-Soviet friendship  The Korean War  The Sino-Soviet split 24

 The Vietnam War % contribution to final  The end of the Cold War mark Assessment 50 Assessment 50 1 x essay 1 x gobbet exercise Sample Source ‘The Sino-Soviet Alliance for Friendship and Mutual Assistance promotes enduring world peace, ca. 1950’ (Propaganda Poster), source: https://chineseposters.net/themes/soviet-union.php. When Mao Zedong announced the foundation of the People’s Republic of China in October 1949, this not only implied that China would now become a socialist state. Within the new international order of the Cold War, this also positioned China clearly in the Eastern Bloc as ally of the Soviet Union. The conclusion of the Sino-Soviet Alliance for Friendship and Mutual Assistance confirmed this within a treaty framework. This propaganda poster from the year 1950 was designed to communicate this treaty and the friendship with the Soviet Union to the Chinese population. It celebrates the leaders of the two countries (Stalin and Mao Zedong), their cultural distinctiveness and their purported commitment to peace (the peace doves). But while both leaders are depicted in the same size, Stalin is in the middle of the picture, and he shows the way, while Mao Zedong is (merely?) holding a copy of the treaty. This indicates that the Sino-Soviet friendship was not an alliance among equals, but a hierarchical one in which the Soviet Union saw itself as the ‘older brother’ and leader – an inequality that would soon lead to a split between the two countries and a rift within the Eastern Bloc. 25

Special Subject, 30 credits HIST3252 China in the Cold War – Part 2 (Dr Elisabeth Forster) ‘The Chinese people absolutely cannot condone the encroachment of other countries, ca. 1950’ Module Overview After having explored the political chronology of China’s role in the Cold War in the first semester, we will turn to some of its central themes in the second semester. Among the topics we will talk about are China’s policies regarding the atomic bomb and the arms race; its quest for a leadership role in what Mao Zedong called the ‘Third World’ and how this affects China-Africa relations today; the impact of the Cold War on Chinese literature, on foreigners living in China and on foreign academic perceptions of China. We will also discuss theoretical frameworks that we should consider when approaching the topic of the Cold War in China. Indicative list of Seminar Topics  The atomic bomb  Youth exchange  Maoism abroad  Literature and literary prizes in the Eastern Bloc  The end of the Cold War 26

Assessment % contribution to final mark Assessment Method 50 1 x essay 50 1 x 3-hour exam Sample Source 1) How to act during a nuclear explosion Starting from the flash emanating from a nuclear explosion until the time when the shockwave reaches [you], only a few seconds pass. (The time of the arrival of the shockwave depends on your distance from the place of the explosion). Within this time, you can still get to shelters that are close by. Therefore, after you have discovered the flash of a nuclear explosion, you should immediately use nearby shelters and protect yourself. If, at the time of the explosion, you are in a trench or a bunker, you should immediately lie [at the bottom of the fortifications and protect yourself.] Picture 13: Using a shelter to protect yourself. Picture 14: In a car, you should crouch like this. Picture 15: In a room, you should lie down like this. 27

Source: Yuanzi wuqi ji qi fanghu (Nuclear Weapons and Protection against Them). 1958. Junshi zhishi congshu (Collections of Military Knowledge). Guangzhou: Keji weisheng chubanshe., pp.10-11. The explosion of two US atomic bombs over Hiroshima and Nagasaki in August 1945 shocked the world. While wars had been destructive before, nuclear weapons, the international community agreed, presented a threat on an entirely unprecedented scale. While global policy makers scrambled to find ways to prevent a nuclear third world war, and while the Cold War superpowers (the Soviet Union and the United States) soon found themselves locked in a nuclear arms race, the Chinese political leadership devised a twofold strategy: On the one hand, China hurried to build its own atomic bomb. On the other hand, Mao Zedong played down the threat posed by nuclear weapons, saying that the A-bomb was a ‘paper tiger’ that could not win wars. This propaganda booklet, distributed to the Chinese population in the late 1950s, represents the ‘paper tiger’ approach. It claims that, as long as you avoid, say, the glass splinters created by the shockwave of a nuclear explosion from scratching your face, you will be fine. The dangerous effects of radiation were completely glossed over in this rhetoric. Meanwhile, however, the Chinese state strongly supported nuclear weapons research and in 1964, the country successfully tested its own first nuclear weapon. 28

Special Subject, 30 credits HIST3130 – ‘Medieval Love, Sex and Marriage’ – Part 1 (Peter Clarke) Module overview: At a time when marriage is increasingly going out of fashion, divorce is on the rise, and birth rates are falling in Western societies, this is a very relevant subject. It has also been a popular topic of research since the 1960s, and there is a large bibliography on the subject in a variety of disciplines: history; literature; and history of art. This module explores the social significance of marriage and ideas about love and sex in Western Europe before 1200. In particular it will examine how the Church tried to control social behaviour in these areas of life. The module will begin by examining ancient influences on the medieval idea of marriage: Jewish and early Christian teachings in the Bible; Germanic culture; Roman law. It will then concentrate on the twelfth century when attitudes to love, sex and marriage underwent a revolution. The Western Church began to assume control over marriage and influence social practice as never before in this period. Its laws defined what made a marriage and even whom one might not marry. The twelfth century also saw the flowering of secular literature about love and romance. The sources to be studied include this literary evidence; writings of Christian theologians; rulings of medieval popes; and the letters of two famous twelfth-century lovers, Abelard and Heloise. 29

Indicative list of seminar topics: % contribution to final mark 40  The Bible and the Church Fathers 40  Germanic Society and Early Medieval Christianity 20  Forbidden Love: Heloïse and Abelard  The Duby Thesis: Two Models of Medieval Marriage  The Law and Theology of Marriage  Medieval Romance and ‘Courtly Love’ Assessment Assessment Method 1 x essay 1 x essay 1 x take-away task Sample Source: ‘… for fear of fornication, let every man have his own wife, and let every woman have her own husband. Let the husband render the debt to his wife and the wife also similarly to her husband. The wife does not have power over her own body, but the husband. And in like manner the husband also does not have power of his own body, but the wife. Do not defraud one another, except, perhaps, by consent, for a time that you may give yourselves to prayer …’ (1 Corinthians 7: 2-5) St Paul was an important early follower of Jesus Christ, and the Bible contains letters which he wrote offering moral and religious guidance to early Christian communities in the late 1st century. This extract comes from the first of two such letters addressed to the Christian community at Corinth in Greece. This letter (1 Corinthians) made a major contribution to early Christian thinking on sex and marriage. Its views became fundamental to subsequent Church teaching and had a significant impact on social practice during the Middle Ages and beyond. Firstly, St Paul encourages Christians to marry in order to avoid ‘fornication’ (sexual promiscuity), i.e. they must only have sex within marriage. Secondly, in a Christian marriage, he teaches, a husband and wife owe each other the ‘marital debt’, i.e. sex on demand, and can refuse it only by mutual consent. Finally, his idea of each marriage partner owning the other’s body implied a mutual obligation to marital fidelity. This view contrasted with the double standard in Jewish and most other ancient cultures that adultery was a female crime but male infidelity was to be tolerated. The Western Church authorities enforced all three views by the later Middle Ages in the following ways: church courts prosecuted people for sex outside marriage, including pre-marital sex; husbands who cast out their wives and denied them the marital debt and other conjugal rights could be sued by these women in the church courts; and injured parties might also denounce their partners there for adultery. This module will, therefore, show you how the Church’s sexual values had an increasing effect on medieval people’s everyday lives. 30

Special Subject, 30 credits HIST3130 – ‘Medieval Love, Sex and Marriage’ – Part 2 (Peter Clarke) Module overview: This module explores the social significance of marriage and ideas about love and sex in Western Europe between around 1200 and 1550. It will examine how the Church tried to influence and control social behaviour in these areas of life. In particular it will consider how the later medieval Church and society tried to regulate what they perceived as deviant forms of sexual behaviour, such as prostitution, transvestitism, and same-sex relationships. It will also explore how the Church’s ideas on sex and marriage were communicated through preaching and art in this period and to what extent society internalised these ideas and followed them in practice. This will be assessed by studying marriage disputes in the medieval church courts, including one of the most famous from the close of this period, Henry VIII’s divorce from his queen Katherine of Aragon. Some of the sources to be studied are drawn from the module convenor’s own research in the Vatican Archives. Indicative list of seminar topics:  Thirteenth-Century Sermons on Marriage  Marriage Cases in the Church Courts 31

 Chaucer’s Wife of Bath % contribution to final mark  Sexual Deviance I: Prostitution 50  Sexual Deviance II: Homosexuality 50  Henry VIII’s Marriages Assessment Assessment Method 1 x essay 1 x exam Sample source: 32

The image above was painted in 1434 by the Netherlandish artist Jan van Eyck. It is generally recognised to be one of the great masterpieces of early Renaissance art. It depicts a well-dressed man and woman traditionally identified as Giovanni Arnolfini and his wife Giovanna Cenami, two wealthy Italian expatriates residing at Bruges (now in Belgium). It is generally thought to represent their wedding and so is known as ‘The Arnolfini Marriage’. In the painting the man holds the woman’s right hand in his left and raises his right hand as if swearing a wedding vow. The woman draws her dress over her apparently swollen belly with her left hand, and it is a matter of debate among art historians whether or not she is pregnant. To the right stands a bed, possibly their wedding bed. The mirror at the back of the room shows two men reflected standing in the doorway of the room in front of the couple, who appear to be witnessing the exchange of wedding vows. At the time it was not necessary for Catholics to marry in church before a priest; they might marry in a private house, as in the painting, but legally needed to do so before witnesses in case the marriage’s existence was ever contested. Despite the domestic secular setting, the celebrated art historian Erwin Panofsky has identified ‘hidden symbolism’ in the painting which imbues it with a religious atmosphere. For example, the man has cast off his shoes as if standing on holy ground. Crosses appear in the candelabra above the couple’s heads, and even though daylight floods the room it holds a single lighted candle, a symbol of Christ’s presence in the world. Christ is also depicted in the scenes on the mirror-frame showing the events leading up to his crucifixion, and prayer-beads hang to the left of the mirror. The painting, therefore, encapsulates late medieval attitudes toward marriage as both an intimate contract between two individuals and a religious God-given sacrament. This module will explore the social and religious attitudes that inform this painting and which the artist expected its contemporary viewers to ‘read’ in its symbolism. 33

Special Subject, 30 credits HIST3227 - Emperor Julian and the Last Pagans of Rome, Part 1 Julian: Hero and Apostate (Dr Alan Ross) Module overview Julian was sole emperor of Rome for scarcely twenty months, dying in 363CE at the head of his army during a spectacularly miscalculated invasion of modern-day Iraq. His short life and untimely death ensured that he has remained an enigmatic figure: a warrior who also loved classical literature and has left us with more writings than any other emperor; the last pagan emperor, who tried to reverse the spread of Christianity, yet was also the first emperor to be educated as a Christian; a legitimate member of the imperial house of Constantine, who nonetheless usurped the throne. In this module, we will use Julian’s life as a lens to explore various aspects of Late Roman elite society in the mid fourth century CE, ranging from education to politics, to religion, to urban life. Throughout we will consider the value of a biographical approach to history, and the relationship between personal details of Julian’s life and wider cultural and political trends at the end of the Roman Empire. This module will begin by surveying the role of the emperor in the late Roman world, particularly in the aftermath of the revolutionary reforms of Julian’s uncle Constantine the Great, and the religious upheavals of the early fourth century. We will then trace Julian’s career chronologically, through a detailed examination of the many texts that Julian has left us (speeches, letters, and laws), together with the works by his contemporaries and material evidence. We will follow him during key episodes 34

in his life, from his exiled youth, via his university life in Athens, his appointment as junior emperor by his hated cousin Constantius II, his rebellion, to his brief sole reign, during which he tried to marginalize and suppress Christianity. This chronological structure will be interspersed with thematic studies on education, politics, philosophy, and the military. Indicative list of seminar topics % contribution to final mark 50  The Roman Revolution of Constantine.Conlin 50  Pagans and Polytheists in the fourth century CE.  The Summer of Blood (337CE).  University life in Athens (350s CE).  Julian and the military: Gaul (355-360 CE).  Julian in Constantinople – a civilis princeps?  Opposition in Antioch – a Christian backlash.  Disaster in Persia (363 CE).  Creating the ‘Apostate’. Assessment Assessment method 1 x essay 1 x gobbet exam (take away exam) Sample source ‘That on the father's side I am descended from the same stock as Constantius on his father's side is well known. Our fathers were brothers, sons of the same father. And close kinsmen as we were, how this most humane Emperor treated us! Six of my cousins and his, and my father who was his own uncle and also another uncle of both of us on the father's side, and my eldest brother, he put to death without a trial; and as for me and my other brother, he intended to put us to death but finally inflicted exile upon us.’ Julian, Letter to the Athenians 270c [361] This letter by Julian sets out his case for rebelling against his cousin, the Emperor Constantius II. Julian accuses Constantius of murdering all of their close male relatives fifteen years earlier, sparing only Julian himself and his half-brother Gallus. It’s tempting to look for psychological reasons for Julian’s hostility towards his cousin – the young boy scarred by the slaughter of his father and uncles – but perhaps this was also a useful propagandistic tool for a cunning and opportunistic rebel to seize the throne. 35

Special Subject, 30 credits HIST3228 - Emperor Julian and the Last Pagans of Rome, Part 2: The Final Pagan Generation (Dr Alan Ross) Module overview What was life like for a generation left behind by the changing cultural tides during the last decades of the Roman empire? With the death of Julian in 363CE, paganism was never again endorsed by a Roman emperor; moreover, it was tainted by association with Julian’s military failure against the Persians. In the second part of this Special Subject, we will study the last generation of elite pagans (c.350-400CE), who had been contemporaries of Julian but lived well beyond his early death, and in a world that saw the steady establishment of Christianity and imposition of legal restrictions on paganism by the end of the fourth century. Four pagan figures have left us extensive collections of their texts: Themistius, a politician and philosopher who was responsible for expanding the new senate in the (largely Christian) eastern capital of Constantinople; Libanius, a professor in the Syrian city of Antioch, who found himself in close proximity to several of Julian’s successors; Symmachus, a prominent politician and aristocrat in Rome; and Ausonius, a poet from Gaul (modern France), who became tutor to the child emperor Gratian. Using these four individuals and their letters, speeches, and other writings, we will investigate the education, careers, lifestyle, social networks, and religious inclinations of the final pagan generation, in both the East and the West of the Roman Empire during its last century as a political unity. We will engage with a number of modern debates, asking whether it is correct to talk of a ‘conflict’ between Paganism and Christianity in this period; how both pagans and Christians claimed the inheritance of the Classical past; and what the role of civic society and provincial cities was in the 36

running of the empire. These questions will help us understand how this group of people (who did not adhere to the new religion that was sweeping across their world and was supported by the imperial regime) could adapt, and even thrive, in such rapidly changing social, political and religious climates. Indicative list of seminar topics  Imperial politics after Julian.  Social networks in the Ancient world.  The Inheritance of the Classics.  Ancient PPE: Themistius on Politics, Philosophy and Empire.  Libanius: City and School in Late Antique Antioch.  Rome and Constantinople: Pagan cities or Christian Capitals?  Symmachus: Western Aristocracies and Imperial Court.  The Battle of the Frigidus and the end of Paganism?  A Generation’s Legacy. Assessment Assessment method % contribution to final mark 1 x 4000-word essay 50 1 x exam (3-hours) 50 Sample source ‘And so we ask for peace for the gods of our fathers, for the gods of our native land. It is reasonable that whatever each of us worships is really to be considered one and the same. We gaze up at the same stars, the sky covers us all, the same universe compasses us. What does it matter what practical system we adopt in our search for the truth? Not by one avenue only can we arrive at so tremendous a secret.’ Symmachus Relatio 3.10 [384CE] In this letter, the pagan aristocrat Symmachus makes a plea to the Christian emperor to leave the pagan priesthoods and altars in Rome untouched. His reasoning may sound very modern to us – we should tolerate different religious views because we all are fundamentally interested in the same questions of morality and knowing our place in the world. But Symmachus had other agendas in being seen to be the defender of the ‘old religion’ in Rome during the 380s, not least in securing the revenues from the pagan temples and maintaining his personal support in the Senate. 37

Special Subject, 30 credits HIST3113 – Modern Israel 1948-2007, Part 1 (Prof Joachim Schlöer) Module Overview Contemporary images of Israel are often informed by general political attitudes, and the many - different - realities of life in Israel tend to disappear behind these images. The history of the pre- state Jewish community in Palestine and of the State of Israel has to be seen in a variety of wider contexts: European colonial interests in the Middle East; Jewish life in Europe and the rise of Zionism; the emergence of a Palestinian Arab political consciousness; the British Mandate and the League of Nations; World War I and its impact on the region; World War II and the Holocaust. These contexts will be treated, but the focus of the course is Modern Israel itself - its history, its political situation, inner-Israeli divisions and the role of historical consciousness. Part 2 of the course will take a closer look at Israel's cultural history. Indicative List of Seminar Topics  Introduction to the main (historical) debates about contemporary Israeli identities  Examine the geo-political situation of the State of Israel between \"Europe\" and the \"Orient\"  Analyse the main political developments since 1948 and their reflection in historical writing  Current debates and frictions inside of the Israeli society (along the lines of Jewish/Arab, secular/religious, European/Oriental divisions)  The role of architecture and planning in Israel 38

 Evaluate media coverage of Israel and the conflict in the Middle East from new perspectives  Describe the mosaic of identities in Israel beyond one-dimensional views  Make use of maps and other forms geographical data for an understanding of political developments Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay 1 x gobbets exercise Sample Source ‘It is not easy to take a look at ourselves this year. There was a war, and Israel flexed its massive military muscle, but also exposed Israel's fragility. We discovered that our military might ultimately cannot be the only guarantee of our existence. Primarily, we have found that the crisis Israel is experiencing is far deeper than we had feared, in almost every way. I am speaking here tonight as a person whose love for the land is overwhelming and complex, and yet it is unequivocal, and as one whose continuous covenant with the land has turned his personal calamity into a covenant of blood.’ ‘I am totally secular, and yet in my eyes the establishment and the very existence of the State of Israel is a miracle of sorts that happened to us as a nation - a political, national, human miracle. I do not forget this for a single moment. Even when many things in the reality of our lives enrage and depress me, even when the miracle is broken down to routine and wretchedness, to corruption and cynicism, even when reality seems like nothing but a poor parody of this miracle, I always remember. And with these feelings, I address you tonight. ‘ Translated from the Hebrew by Haim Watzman; published in the New York Review of Books, January 11, 2007 The Israeli writer David Grossman gave this speech at the Rabin memorial ceremony, Tel Aviv, November 4, 2006. Israel’s Prime Minister Yitzhak Rabin had been assassinated by a young right- wing radical Israeli, on November 4, 1995, at the end of a peace rally where he had joined a large crowd singing ‘Shir ha-shalom’, a song of peace. In summer 2006, Prime Minister Ehud Olmert led the country into the second Lebanon War – and again the Israeli society was deeply divided about the justification for this war, and for its costs. David Grossman (born 1954 in Jerusalem) is one of the leading intellectual voices in Israel. He opposed the Lebanon war for political reasons, but here he also speaks as a father who lost his son, Uri, on the last day of this war. Standing next to Olmert, Grossman in his speech gives us an insight into the ‘miracle’ that the foundation of the State of Israel represented for him, and not just for him, and at the same time into the fears and doubts about its future existence. 39

Special Subject, 30 credits HIST3113 – Modern Israel 1948-2007, Part 2 (Dr Joachim Schlöer) Module Overview Building up on the introductory reading about the foundation of the State of Israel in 1948 and the historical developments - marked by wars and conflicts, 1956, 1967, 1973, 1982 - the second part of this course will take a closer look at the culture(s) and everyday-life in Israel, making use of a broad variety of contexts and fields of research, including cultural geography, sociology, literature, music and the arts. Indicative List of Seminar Topics  Go beyond the media coverage of the Israeli-Palestinian conflict and explore the Israeli society from \"the inside\", with an emphasis on the role of culture(s) in Israel  Introduce you to a variety of political and cultural aspects of everyday-life in Israel and the role of historical consciousness  The idea of \"Mediterraneanism\" as an option for Israeli identities  The impact of immigration and \"multi-culturalism\" on Israeli identities  Current debates and frictions inside of the Israeli society (along the lines of Jewish/Arab, secular/religious, European/Oriental divisions) and their reflection in the arts  The contributions of literature and the arts to Israeli self-images 40

Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source It is not easy to take a look at ourselves this year. There was a war, and Israel flexed its massive military muscle, but also exposed Israel's fragility. We discovered that our military might ultimately cannot be the only guarantee of our existence. Primarily, we have found that the crisis Israel is experiencing is far deeper than we had feared, in almost every way. I am speaking here tonight as a person whose love for the land is overwhelming and complex, and yet it is unequivocal, and as one whose continuous covenant with the land has turned his personal calamity into a covenant of blood. I am totally secular, and yet in my eyes the establishment and the very existence of the State of Israel is a miracle of sorts that happened to us as a nation - a political, national, human miracle. I do not forget this for a single moment. Even when many things in the reality of our lives enrage and depress me, even when the miracle is broken down to routine and wretchedness, to corruption and cynicism, even when reality seems like nothing but a poor parody of this miracle, I always remember. And with these feelings, I address you tonight. Translated from the Hebrew by Haim Watzman; published in the New York Review of Books, January 11, 2007 The Israeli writer David Grossman gave this speech at the Rabin memorial ceremony, Tel Aviv, November 4, 2006. Israel’s Prime Minister Yitzhak Rabin had been assassinated by a young right- wing radical Israeli, on November 4, 1995, at the end of a peace rally where he had joined a large crowd singing ‘Shir ha-shalom’, a song of peace. In summer 2006, Prime Minister Ehud Olmert led the country into the second Lebanon War – and again the Israeli society was deeply divided about the justification for this war, and for its costs. David Grossman (born 1954 in Jerusalem) is one of the leading intellectual voices in Israel. He opposed the Lebanon war for political reasons, but here he also speaks as a father who lost his son, Uri, on the last day of this war. Standing next to Olmert, Grossman in his speech gives us an insight into the ‘miracle’ that the foundation of the State of Israel represented for him, and not just for him, and at the same time into the fears and doubts about its future existence. 41

Special Subject, 30 credits HIST3214– Revolutions in Modern Iran, Part 1 (Dr Hormoz Edrahimnejad) A group of MPs in the first Iranian Parliament (1907) Module Overview The 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first time that the clerics were involved in a popular movement in Iran. They took an active part in the movement for the establishment of a Constitution, even though the secular elites introduced the idea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainly aimed at removing the Shah from power, not least because he had ignored the application of the Constitution for the benefit of his autocracy. Significantly, however, while the clerics took power thanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy of Constitutional Revolution that they had supported a century earlier. This module will study this shift of attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during a period of “modernisation” in the twentieth century. Part 1 will examine the role of the clerics in the Constitution, in the light of their political motivations and intellectual background (the Shiite theory of government). We will address the question of how these affected the overall Constitutional Revolution of 1907. We will also study the Pahlavi regime and its perception of modernisation as opposed to the perception of modernisation by the opposition movement. 42

Indicative List of Seminar Topics  The reformist and revolutionary dimensions of the Constitutional Movement in the context of early twentieth-century Iran.  The concept of constitution and how it was perceived by a wide range of constitutionalists.  The Pahlavi regime and its modernisation agenda, its nature and its relationships with the clerical establishment.  The relationships between the clerics and the state.  The role of the Pahlavi regime in the rise of Islamism in both its traditional and modernist versions.  The modernity of the Pahlavi regime and the modernity of the opposition movement  Marxism / liberalism vs “return to source” of the Islamists. Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay 1 x gobbets exercise Sample Source ‘The Fundamental Laws of December 30, 1906. Art. 2: The National Consultative Assembly represents the whole of the people of Persia, who [thus] participate in the economic and political affairs of the country. The Supplementary Fundamental Laws of October 7, 1907: Art. 2: At no time must any enactment of the Sacred National Consultative Assembly (…) be at variance with the sacred principles of Islam (…). It is hereby declared that it is for the learned doctors of theology (the ulema) to determine whether such laws as may be proposed are or are not conformable to the principles of Islam (…).’ The idea of constitution was introduced to Iran through secular elites to establish the rule of law as opposed to the arbitrary Qâjâr regime. The Shiite clerics took part in the movement because they also wanted to limit the power of the Qâjâr state. However, a year into the constitution, the clerics imposed their authority and altered the constitution that was initially secular. Even though the Art. 2 of the Supplementary FL was not put into practice under the Pahlavi regime (1925-1979), this was a precedence of clerical involvement in politics. 43

Special Subject, 30 credits HIST3215 – Revolutions in Modern Iran, Part 2 (Dr Hormoz Edrahimnejad) Article 21 of the Human Rights Declaration in one of the anti-Shah demonstrations in 1978. Very similar to the Art. 2 of the 1907 Constitution Module Overview The second part of the module will examine the 1979 Revolution and explore the socio-political factors behind the Revolution and the triggering incidences that led to its occurrence. The focus will particularly be on the period from 1977, when the first signs of weakness appeared in the Shah’s regime to the Shah’s death in July 1980. Relating to this period, we will scrutinise the role played by the West, in particular the USA, in the fall of the Shah based on the recently disclosed archives and interviews with politicians involved in the Pahlavi regime. Indicative List of Seminar Topics  The long-term and short term causes of the Revolution, such as the consequences of the 1973 Oil Crisis, and the Shah’s illness.  The Jimmy Carter’s project for more democracy.  The anti-Western discourse developed in Iran amongst the secular opposition. It is within this context that the role of Ayatollah Khomeini in the Revolution needs to be reassessed.  The first Constitution of the Islamic Republic drafted around the principles of Independence, Freedom and Republic. 44

 The swift shift from Republicanism (the pillar of the Constitution) to the absolute power of the Supreme Leader (velâyat-e faqih).  The project of exporting the revolution to the detriment of establishing democracy.  The anti-Western foreign policy of the clerics that resulted in their dependence on Russia and China. Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source The 1979 Revolution was a continuation of the 1907 Revolution. One can also say that the latter was the rehearsal of the former. In 1979, too, the movement against the undemocratic regime of the Shah was initiated by the secular opposition and once the Shah left his throne, it was taken over by the clerics and steered towards their project of establishing a clerical power, no less authoritarian than the Shah’s regime. When Khomeini was in exile in Paris, the secular elite surrounded and helped him to draw the draft Constitution and form the first government. Once Khomeini returned to Iran, however, the clerics surrounded him and side lined the seculars (as seen in the first steps from the Air France Jet towards power). 45

Special Subject, 30 credits HIST3232 – For the Many, Not the Few: The History of the Labour Party, Part 1 (Dr Charlotte Lydia Riley) Module Overview This module will explore the history of the Labour Party since its creation in 1900. We will explore the roots of the Labour Party in nineteenth century working class politics, its first electoral successes, its role in the two world wars, the 1945 victory what that meant for the country, the successes and failures of Labour in power in the 1940s, 1960s and 1970s, the moments in the wilderness in the 1950s and the 1980s, and the 1997 landslide victory and what this meant for ‘New’ Labour. We will think about how the party is represented in the press and popular culture, how the people working in and for the party think about their mission, and how ordinary people relate to the party that was created to represent them. As well as exploring the chronological development of the Labour Party, we will also focus on a number of key themes. These will include the role of political parties and trade unions in Britain, the development of left-wing political ideologies, the position of women in British politics, and changing ideas of Britishness across the twentieth century. Part 1 will explore the history of the Labour Party from its roots in the nineteenth century to the 1945 general election, and will examine how the left in Britain developed from a fringe political position to a landslide electoral victory. The module will focus on the development of Labour’s political ideology, the place of Labour in popular politics, and the media portrayal of the party and its supporters. 46

Indicative List of Seminar Topics  Parliamentary and popular politics in Britain – an introduction  Working class politics in the 19th Century – Labour’s Roots  Kier Hardie and the creation of the Labour Party  Labour and the vote for Women  Labour and the First World War  1926: The General Strike  Splitters: Ramsay MacDonald and the Independent Labour Party  The Hungry Thirties  Labour and the Second World War  The 1945 Election Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x gobbet exercise Sample Source “The Labour Party stands for freedom - for freedom of worship, freedom of speech, freedom of the Press. The Labour Party will see to it that we keep and enlarge these freedoms, and that we enjoy again the personal civil liberties we have, of our own free will, sacrificed to win the war. The freedom of the Trade Unions, denied by the Trade Disputes and Trade Unions Act, 1927, must also be restored. But there are certain so-called freedoms that Labour will not tolerate: freedom to exploit other people; freedom to pay poor wages and to push up prices for selfish profit; freedom to deprive the people of the means of living full, happy, healthy lives.” Let Us Face The Future: A Declaration of Labour Policy for the Consideration of the Nation (1945). This gobbet is taken from Labour’s 1945 manifesto. The 1945 election was called in the context of great upheaval in Britain; the nation was devastated from the effects of the Second World War, which was still being fought in the Far East, and many of the eligible voters were still serving in the armed forces overseas. Churchill had been a popular and charismatic war leader, and many people felt that the Conservatives were assured of victory in the first general election in Britain in a decade. But Labour ran on a platform of hope for the future; a demand that the ordinary men and women who had made sacrifices in wartime should be rewarded by a ‘People’s Peace’. In this gobbet, the party is countering accusations by the Conservatives that they stand for an intrusive state, prying into people’s private lives; instead, they argue, they will give people the freedoms that they need to live happy, productive lives. Labour won the 1945 election with a landslide. 47

Special Subject, 30 credits HIST3233 – For the Many, Not the Few: The History of the Labour Party, Part 2 (Dr Charlotte Lydia Riley) Module Overview This module will explore the history of the Labour Party since its creation in 1900. We will explore the roots of the Labour Party in nineteenth century working class politics, its first electoral successes, its role in the two world wars, the 1945 victory what that meant for the country, the successes and failures of Labour in power in the 1940s, 1960s and 1970s, the moments in the wilderness in the 1950s and the 1980s, and the 1997 landslide victory and what this meant for ‘New’ Labour. We will think about how the party is represented in the press and popular culture, how the people working in and for the party think about their mission, and how ordinary people relate to the party that was created to represent them. As well as exploring the chronological development of the Labour Party, we will also focus on a number of key themes. These will include the role of political parties and trade unions in Britain, the development of left-wing political ideologies, the position of women in British politics, and changing ideas of Britishness across the twentieth century. Part 2 will pick up chronologically from the end of Part 1, exploring the Attlee government, the Wilson government and the election of Tony Blair’s New Labour, as well as the wilderness periods of the 1950s and 1980s. The module will focus on the ways that ordinary people participated in Labour politics in the second half of the twentieth century, the various intellectual political divides within the party, and the changing place of left wing politics in British political culture. Indicative List of Seminar Topics 48