YEAR 3 2019-20 module choice booklet

Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x gobbet exercise Sample Source John Gordon Thompson, ‘Excelsior’ in Fun (December, 1878) This 1878 caricature captures the different characters of bitter political rivals Disraeli and Gladstone in the Victorian era. The Conservative Benjamin Disraeli is here featured as ‘Excelsior’ striding ahead with policies, whereas the ‘timid’ Liberal Gladstone is depicted in women’s clothing, urging ‘Dizzy’ to exercise caution. Political cartoons from the Victorian era offer us an important insight into the popular depiction of contemporary political issues and political characters. Often constructing stereotypes of individuals, these capture the mood of a turbulent time in British politics (yes, another one!). Cartoons are an important source base for us to use on the module but we will also make sure of the extensive archives in the Hartley library for the nineteenth century drawing on Parliamentary and manuscript material. 99

Special Subject, 30 credits HIST3241 – Society and Politics in Victorian Britain Part 2 (tbc) Module Overview Whereas in part 1 of the module you focused on domestic policies in Victorian Britain, in part 2 we turn our attention to Britain's role in the wider world. We will consider the foreign policies of successive governments and the differences between Liberal and Tory approaches. You will be asked to look at British foreign policy close to home (Ireland), as well as involvement in nineteenth century conflicts and the establishment and maintenance of Empire. We will look at concepts such as nationhood, nationalism and identity in a British context and explore nineteenth century international relations. Indicative Syallabus Indicative seminar topics include: - Britain and the Crimean War - Policies towards Ireland - Britain and India - Australia Thematic topics may include: - humanitarianism - nationalism - power relations - gender and race - exploration - knowledge development. 100

Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source Half a league, half a league, Half a league onward, All in the valley of Death Rode the six hundred. \"Forward the Light Brigade! Charge for the guns!\" he said. Into the valley of Death Rode the six hundred. Forward, the Light Brigade!\" Was there a man dismay'd? Not tho' the soldier knew Some one had blunder'd. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die. Into the valley of Death Rode the six hundred. Alfred, Lord Tennyson, The Charge of the Light Brigade (c. 1880) Tennyson published his famous poem, written in response to the high number of British casualties at the Battle of Balaclava in The Examiner in 1854. Although poet laureate at the time, he published under a pseudonym as he was aware that the verse might face criticism for its ‘popular’ nature. Tennyson published a number of patriotic poems during the Crimean War. Using literature such as this we will consider responses to Britain’s foreign policy at home. Interestingly the 1854 went through a series of revisions and the extract above comes from much later in the nineteenth century. As historians we should consider how and why the text underwent changes in exploring the legacies of war for the British Empire. 101

Semester 1, 15 credits HIST3242 – Reading Histories (NOTE - Compulsory for all single honours history students and any JH student who opts to do a History dissertation, HIST3021) Module overview The culmination of your history degree at Southampton will be the completion of your final year independent research dissertation (HIST3021). In ‘Reading Histories’ you will learn how to apply the analytical and research expertise that you have been developing through your degree to your own individual research project and its conceptual framework. You will choose from a series of workshops according to the broad areas of historical interest that will inform your dissertation whether chronological, geographical and/or thematic. You will work as a member of a group with a specialist workshop leader to explore the key literature and historiographical developments relevant to your field. You will be expected to engage critically with influential texts and you will be asked to review one of these texts for the first assessment. Your discussions will enable you to understand how the writing of history needs to be historicized and in particular to consider how this relates to the subject area that you intend to investigate in your dissertation. You will receive feedback on your research through a presentation and the production of a historiographical essay. The module is supported by a wide range of lectures and online materials; you are encouraged to engage widely with all the resources on offer to learn about the research process and how to be an 102

historian, but you will also be able to identify and concentrate on those areas that will be most pertinent to your own research project. Indicative workshops (organised by chronology, geography or approach): • Which writers have had the most influence on the field and why? • How have sources been used in the different approaches taken by historians? • What are the main ‘silences’ in your subject area? • What are the main ethical/moral issues in your research area? • What are the big historical controversies in your field? Assessment % contribution to final mark Summative Assessment Method Review of a text 25% Research Presentation 25% Historiographical Essay 50% Sample Source ‘When we attempt to answer the question ‘What is history?’ our answer, consciously or unconsciously, reflects our own position in time, and forms part of our answer to the broader question what view we take of the society in which we live. I have no fear that my own subject may, on closer inspection, seem trivial. I am afraid only that I may seem presumptuous to have broached a question so vast and so important’ E. H. Carr, What is History? (Harmondsworth: Penguin, 1961), p. 8 E. H. Carr’s book, based on the 1961 Trevelyan Lectures that he gave at the University of Cambridge, boldly asserted that historians can never, as nineteenth century scholars would have us believe, ‘show how it really was’ in the past. Instead, we select a series of facts, drawn from our primary source material, and interpret them to provide a reading of history. As historians, we can never be wholly objective as we are always influenced by our own life experiences and by the world around us. This constant reinterpretation of the past is what makes history such a fascinating subject to study. As you reach the culmination of your History degree, you have the opportunity to seek out your own primary source material, to decide what facts you wish to present and how you will interpret them. You will look at the work of historians in your field and see what interpretations they have drawn and decide on your own. Your dissertation will be your contribution to written history. 103

Short History, Semester 1, 15 credits HIST3245 – A Short History of the Communication Network (Dr Chris Fuller, Prof Kendrick Oliver, Prof Chris Woolgar) In the 21st century, many people take access to global networks of communication for granted. But how did such networks come about and what effects have they had upon society, culture and politics – and on international affairs? Networks create new opportunities for contact and communication – ‘It’s fun to phone!’; they can creatively reorder experiences of time and space; but they also often embody, embed and extend relations of power, at home and abroad. Have the network’s recurring promise of an enlarged and invigorated civil society always curdled into new patterns of intrusion and control? In this module, we will explore the evolution of conceptions of the ‘communications network’ over time, up to the present day. Lectures will explore the causes of and surrounding contexts for particular innovations in networked communication, reflecting also on their reception and (often unforeseen) consequences. Seminars will take a more focused case study approach, using primary and secondary sources to closely examine particular instances or examples which seem to crystallize, for better or worse, the future world being brought into being by revolutions in communication. Indicative list of seminar topics 1) Correspondence networks – the case of Jane Austen 2) Print, networks and community – the periodical press in 19th century England 3) The postal revolution – Rowland Hill and penny post 4) Introducing telecommunications – the first Atlantic telegraph cable 5) Networking women – the female telephone operator in the interwar era 6) Radio broadcasting networks – Orson Welles and The War of the Worlds (1938) 7) Television broadcasting networks – the 1960 US Presidential election 8) Satellite communications and the ‘global village’ – the 1969 moon landing 9) Networked computers and defense communications - War Games (1983) 104

10) Network communitarianism versus the surveillance state – the case of Wikileaks 11) Networked utopia/networked dystopia after the 2016 US election – Mark Zuckerberg’s ‘Building Global Community’ (2017) 12) Module review Assessment Assessment Method % Contribution to Final Mark 1 x essay 50 50 1 x learning journal Sample Source Italians watch the 1969 Apollo 11 moon landing at a sidewalk café in Milan. The plaque that the Apollo 11 astronauts placed on the moon in July 1969 announced that they ‘came in peace for all mankind.’ The ability of ‘all mankind’ to watch the moon landing as it occurred in real time – qualifying the landing as one of the first truly global media events – was dependent upon a complex network comprised of communication satellites in high orbit above earth, microwave relays and analog landlines to convey the signal from the spacecraft back to earth, onto to Mission Control in Houston and out to television networks around the world. This photograph shows the creation of a temporary community of experience around one terminal point in that network, a television set in an al fresco cafe in Milan. But where really does the network end? With the television, or with the audience watching it, as other audiences were watching the moon landing on television sets elsewhere, or with the photographer capturing the scene, or with the press agency that distributed the photograph over the next few days and the news outlets that published it, and the readers who viewed the image, perhaps as evidence of a ‘global village’ in the making. Is a network defined by the technical means of communication or by the communities of meaning it makes possible? 105

Short History, Semester 1, 15 credits HIST3244 - A Short History of the Populist Leader (Dr Priti Mishra, Dr Elisabeth Forster, Dr Chris Prior) Module Overview As the world responds to the global financial crisis, populist leaders have come to dominate political debate in countries across the world - from India to the United Kingdom to the United States. In engaging with this phenomenon, we are faced with a conundrum - if populist leaders represent popular interests then why does the rise of such leaders appear to undermine the national institutions of democratic politics? Why does populism effectively undermine the interests of the people? In this module you will address this conundrum by exploring the advantages and disadvantages of populist politics through short histories of populist movements in the past. This module will empower you with a nuanced understanding of the conceptual and historical background of populist politics in our contemporary world. Indicative List of Topics  Julius Caeser  Cola di Rienzo  Gandhi  Mao Zedong  Khomeini 106

Assessment % Assessment Method contribution to final mark 1 x essay) 1 x learning journal 50 Sample Source 50 ‘The sunlight of Mao Zedong Thought illuminates the road of the Great Proletarian Cultural Revolution, 1966’ In 1966, Mao Zedong – the head of state of the People’s Republic of China – launched the Great Proletarian Cultural Revolution, in order ‘to topple those in power who are taking the capitalist road’. What followed were not only 11 years or ‘power seizures’ of party headquarters by young students, battles between student factions and the military, destruction of cultural relics and the persecution of millions of people. It was also a time of a heightened personality cult around Mao Zedong. This propaganda poster from 1966 is part of this cult: Mao Zedong quite literally shines over the Chinese people. The people’s dress indicates that they come from a variety of China’s regions and national minorities, portraying China as truly united under Mao. They show their loyalty by holding copies of the book Quotations from Mao Zedong (later known as the ‘Little Red Book’) and the red flags in the background emphasise their patriotism to China as a socialist state. This was one of the ways in which Mao was promoted as ‘the Great Teacher, the Great Leader, the Great Helmsman, the Supreme Commander’ in China’s 1960s. 107

Short History, Semester 1, 15 credits HIST3246 – A Short History of the ‘Homosexual’ (Dr Julie Gammon, Dr Eve Colpus) Is sex a biologically-conditioned experience that remains constant over place and time, or is sex and sexuality an ever-changing lived reality that reflects (and shapes) broader shifts within society and culture? This overarching question, fiercely debated by historians since the 1970s, is at the heart of this module which examines the turbulent history of same-sex relations of women and men. The module takes the moment of the 'invention' of homosexuality (and heterosexuality) in the late nineteenth century and considers the historical context of this moment and the significance of its impact on gay men and women through to the present. You will survey case-studies ranging from the Ancient World through to the contemporary, drawing together Biblical and artistic sources, criminal records, diaries, and published reports amongst others to compare understandings of same- sex relations in different eras and cultural contexts. This is a chronologically and culturally wide- ranging module, which challenges you to make critical judgements about the value of constructions such as ‘homosexuality' and ‘homophobia', and their place in historical discourse. Since the 1960s, the status of gay people and same-sex sexual relationships has proved one of the most controversial social issues in western society; this module takes a long view of the subject, evaluating along the way the significance of sex as marking the place of individuals within societies. Indicative list of seminar topics  Religion and Homosexuality  The Law and Homosexuality  Medicine and Homosexuality  Queer Voices  Persecution and Punishment  Gay Rights Movements  Decriminalisation 108

 The AIDs crisis Assessment Assessment Method % Contribution to Final Mark 1 x essay 50 50 1 x learning journal Sample Source In the male of this kind we have a distinctly effeminate type, sentimental, lackadaisical, mincing in gait and manners, something of a chatterbox, skilful at the needle and in woman’s work, sometimes taking pleasure in dressing in woman’s clothes; his figure not unfrequently betraying a tendency towards the feminine, large at the hips, supple, not muscular, the face wanting in hair, the voice inclining to be high-pitched, etc., while his dwelling-room is orderly in the extreme, even natty, and choice of decoration and perfume. His affection, too, is often feminine in character, clinging, dependent and jealous, as of one desiring to be loved almost more than to love. One the other hand, as the extreme type of the homogenic female, we have a rather markedly aggressive person, of strong passions, masculine manners and movements, practical in the conduct of life, sensuous rather than sentimental in love, often untidy, and outré in attire; her figure muscular, her voice rather low in pitch; her dwelling-room decorated with sporting-scenes, pistols, etc., E. Carpenter, The Intermediate Sex (London, 1908) Carpenter was an early ‘gay rights’ activist, writing during an era of hysteria around homosexuality partially generated by the Oscar Wilde trials. In his text he argues for ‘urning’ (the word ‘homosexual’ was not yet in common usage) as natural and uses this to indicate that gay people should be recognised for their unique qualities rather than criminalised and punished. He provides a sympathetic representation of homosexual men and women and seeks to challenge their depiction as deviant as was common in many other contemporary writings. Carpenter’s writing was important in the development of stereotypes of homosexual ‘types’ as this extract indicates. Medical and scientific understandings of sexualities in the later nineteenth century formed the basis for the changing status of gay people in twentieth century society. 109

Short History, Semester 1, 15 credits HIST3243 – A Short History of the Far Right (Prof Neil Gregor, Dr Joan Tumblety, Dr George Gilbert) Module Overview The resurgence of the far right is one of the most striking and challenging features of the 21st century political landscape. Attitudes and practices that were marginal and unrespectable just decades ago have gained considerable traction, whether measured through election results or the shifts in public discourse around notions of race and nation. On this module you will learn to identify the distinctive features of far right thinking and practice by studying its manifestations in Europe and the wider world. Although the most notorious expression of the far right - fascism - is inescapably European in origin, these and other forms of authoritarian populism are much more widespread. You are asked to think about where far right ideas come from while also bearing in mind their variety, and the fluidity and contingency of their development since the late nineteenth century. Indicative List of Seminar Topics  Introducing the far right: problems and perspectives  Locating the far right in the late 19th century world  The emergence of fascism in the interwar world 110

 Where did all the fascists go after 1945?  Neo-fascisms in Europe  Star-spangled fascism? Extreme right politics in the USA  The far right in the 21st century: race, nationalism, democracy Assessment Assessment Method % Contribution to Final Mark 50 Essay 50 Learning journal Sample Source Comrades, fascism in power was correctly described by the Thirteenth Plenum of the Executive Committee of the Communist International as the open terrorist dictatorship of the most reactionary, most chauvinistic and most imperialist elements of finance capital. The most reactionary variety of fascism is the German type of fascism. It has the effrontery to call itself National Socialism, though it has nothing in common with socialism. German fascism is not only bourgeois nationalism, it is fiendish chauvinism. It is a government system of political gangsterism, a system of provocation and torture practised upon the working class and the revolutionary elements of the peasantry, the petty bourgeoisie and the intelligentsia. It is medieval barbarity and bestiality, it is unbridled aggression in relation to other nations. Georgi Dimitrov, report to the 7th World Congress of the Communist International, 2 August 1935 It would be a mistake to dismiss the source as mere propaganda, even though it speaks to the doctrinaire efforts of the international communist movement based in Moscow to define ‘fascism’, and thereby to control how communists around the world responded to it. It conveys the genuine struggle in the 1930s —not only among Marxists—to make sense of this trans-European political phenomenon, to understand it in relation to familiar political forms (including ‘Bonapartism’ and ‘Caesarism’) as well as recognising what was genuinely novel in its fusion of authoritarianism and populism. The complexities of ‘fascism’ have foxed commentators across the continent and beyond ever since. 111

Semester 1, 15 Credits ENGL3099 – The Historical Novel (Dr Kevin Brazil) Module Overview What can novels tell us about history? What can history tell us about novels? This module will explore these questions by studying the literary genre of the historical novel, from its origins in the eighteenth century to its emergence as one of the most prominent genres of the present day. We will read novels from all over the English-speaking world, following the emergence of the historical novel in Ireland, Scotland, England, the United States, Pakistan, Nigeria, Uganda, and South Africa. We will look at influential theories of the relationship between history and fiction, by thinkers like Georg Lukács and Hayden White. And we will ask what the historical novel can tell us about the nature of time, trauma, national identity, the relationship between generations, decolonization, and more. This module will study the historical novel from its origins in the eighteenth-century, right up to the present day. We will study one novel a week, which will be the focus of debate and discussion in our seminars. Some weeks we will also study key theories of historical fiction that will inform your reader. As this module moves across centuries and countries, there will be a wide variety in the novels you will choose, so each week will be different: studying early eighteenth-century historical novels from Ireland, Victorian fiction, modernist fiction, postcolonial and decolonial writing, and contemporary novels based on historical research. Novelists you read might include: Walter Scott, Virginia Woolf, William Faulkner, Chinua Achebe, and W. G. Sebald. 112

Assessment % Contribution to Final Mark 35 Assessment Method 65 1 x Essay (1,5000) 1 x Research Essay (2,500) Sample Source: Our journey is now finished, gentle reader; and if your patience has accompanied me through these sheets, the contract is, on your part, strictly fulfilled. Yet, like the driver who has received his full hire, I still linger near you, and make, with becoming diffidence, a trifling additional claim upon your bounty and good nature. You are as free, however, to shut the volume of the one petitioner as to close your door in the face of the other. This should have been a prefatory chapter, but for two reasons: First, that most novel readers, as my own conscience reminds me, are apt to be guilty of the sin of omission respecting that same matter of prefaces; Secondly, that it is a general custom with that class of students to begin with the last chapter of a work; so that, after all, these remarks, being introduced last in order, have still the best chance to be read in their proper place. There is no European nation which, within the course of half a century or little more, has undergone so complete a change as this kingdom of Scotland. The effects of the insurrection of 1745,—the destruction of the patriarchal power of the Highland chiefs,—the abolition of the heritable jurisdictions of the Lowland nobility and barons,—the total eradication of the Jacobite party, which, averse to intermingle with the English, or adopt their customs, long continued to pride themselves upon maintaining ancient Scottish manners and customs,—commenced this innovation. The gradual influx of wealth and extension of commerce have since united to render the present people of Scotland a class of beings as different from their grandfathers as the existing English are from those of Queen Elizabeth's time. Waverly (1814) by Walter Scott 113

Semester 1, 15 credits ENGL3058 – Radical England: From Shakespeare to Milton (Dr Alice Hunt) Module Overview The seventeenth century was a time of extreme change in England. In 1649, after years of civil war, Charles I, the King of England, was beheaded on Whitehall in front of a crowd of thousands. England became a republic, and then a Protectorate under Oliver Cromwell, before monarchy was restored in 1660 with the reign of Charles II. This module looks at how some key seventeenth-century writers engaged with political, religious and cultural change. It begins in the reign of James I’s reign, using Shakespeare’s plays to explore ideas about kingship, images of regicide and attitudes towards republicanism. It also looks at the rise, and fall, of the court masque. The module then considers how poets such as Robert Herrick wrote about their world as it was turning upside down, how ‘cavalier’ poets such as Richard Lovelace wrote about war, and how both royalists and parliamentarians (male and female) responded to the king’s execution and to Lord Protector Oliver Cromwell. When John Milton realised that the English republic was falling apart he sat down to write his masterpiece, Paradise Lost. This period also witnessed the birth of newspapers and the publication of huge numbers of political pamphlets (many penned by women) and radical religious tracts. This module looks at these other forms of writing alongside poems and plays. Indicative List of Seminar Topics  Introduction: England after Elizabeth  Shakespeare’s King Lear and Theories of Kingship  ‘These things are but toys’: Court Masques  Religion and Tradition: George Herbert and Robert Herrick  England at War: ‘Cavalier’ Poets  The Trial and Execution of Charles I: newsbooks and John Milton’s Tenure of Kings and Magistrates 114

 The New Republic: Andrew Marvell’s ‘An Horatian Ode upon Cromwell’s Return from Ireland’  Writing and Revolution: John Milton’s Paradise Lost Assessment % Contribution to Final Mark 35 Assessment Method 65 1 x critical commentary (1,500 words) 1 x essay (2,500 words) Sample Source This day the king was beheaded over against the Banqueting House by Whitehall. The manner of execution and what passed before his death take thus. He was brought from Saint James about ten in the morning, walking on foot through the park with a regiment of foot for his guard, with colors flying, drums beating, his private guard of partisans, with some of his gentlemen before, and some behind bareheaded, Dr Juxon late Bishop of London next behind him, and Colonel Tomlinson (who had the charge of him) to the gallery in Whitehall, and so into the Cabinet Chamber where he used to lie, where he continued at his devotion, refusing to dine(having before taken the sacrament) only about 12 at noon he drank a glass of claret wine, and eat a piece of bread. From thence he was accompanied by Dr Juxon, Colonel Tomlinson, Colonel Hacker, and the guards before mentioned through the Banqueting House adjoining to which the scaffold was erected between Whitehall Gate and the gate leading into the gallery from Saint James. The scaffold was hung round with black, and the floor covered with black, and the ax and block laid in the middle of the scaffold. There were divers companies of foot and horse on every side of the scaffold, and the multitudes of people that came to be spectators very great. The king making a pass upon the scaffold, looked very earnestly on the block, and asked Colonel Hacker if there were no higher; and then spake thus, directing his speech to the gentlemen upon the scaffold. From A Perfect Diurnal of Some Passages in Parliament, Tuesday January 30 1649. Dull to myself, and almost dead to these My many fresh and fragrant mistresses; Lost to all music now, since everything Puts on the semblance here of sorrowing. Sick is the land to the heart, and doth endure More dangerous faintings by her desperate cure. But if that golden age would come again And Charles here rule, as he before did reign; If smooth and unperplexed the seasons were As when the sweet Maria lived here; I should delight to have my curls half drowned In Tyrian dews, and head with roses crowned. And once more yet (ere I am laid out dead) Knock at a star with my exalted head. Robert Herrick, ‘The Bad Season Makes the Poet Sad’ 115

Semester 1, 15 credits ARCH3039 – More than Pyramids and Pharaohs? Ancient Egypt (Dr Sonia Zakrzewski) Module Overview The module provides an introduction to the history and archaeology of ancient Egypt. The module provides a broad sweep of Egyptian history from the Predynastic through to later periods. It introduces aspects of death, burial and commemoration, compares and contrasts these topics through the different Egyptian time periods, and places them into broader social view. Specific focus is placed upon Abydos and Amarna and their relative importance in the history of Egypt. Comparisons are also made between the Egyptological records developed from historical texts and papyri with those derived from other branches of archaeology. In addition, the module locates ancient Egypt within the wider world – both in terms of the present day and the past, but also in relation to neighbouring geographic areas. The impact and representation of ancient Egypt on the modern world is also considered in terms of Egyptianising of architecture, Egyptomania and museum development. Indicative Seminar topics  Egyptian history  Abydos and the earliest Pharaohs  Power and the person  Amarna and the New Kingdom.  Building the city.  Art & Imagery  Funerary space & funerary landscapes  Living with the Dead.  Medicine and Health.  The Egyptian life course, identity and ethnicity.  Egypt & the wider world  Representing Egypt 116

Assessment Assessment Method % Contribution to Final Mark 2 page handout 40% Educational Resource (Groupwork 50%) and 60% accompanying documentation (Individual 50%) 117

Semester 1, 15 credits ARCH3045 – The Archaeology and Anthropology of Adornment (Dr Jo Sofaer) Module Overview The impulse to adorn the body is as old as human history. This module explores the extraordinary variety of ways in which people have adorned their bodies in a range of archaeological and anthropological contexts, from body painting and tattooing, to the elaborate Yemenite costume and silver jewellery of the Arabian Peninsula. Teaching and learning will draw on a series of case studies from across the globe in order to explore key themes in the archaeology and anthropology of adornment including the role of the body in display, the social role of ornamentation and dress, and technologies and materials of transformation and adornment. In addition, students will participate in a museum field trip and practical sessions during which they will plan and design an object to ornament a body. These activities will facilitate students’ theoretical and practical understandings of the relationship between the body and the material culture of adornment. Indicative List of Seminar Topics  A range of social theory approaches used to understand the archaeology and anthropology of the body  The role of the body as a surface for display and ways in which the relationship between the body and material culture may be played out  The social role of adornment, particularly in relation to the construction and communication of social categories, including age (life-stage), gender, ethnicity, and status  Technologies and equipment associated with bodily transformation and adornment  The range of materials, techniques, and forms of material culture used to adorn the body in different cultural contexts Assessment % Contribution to Final Mark 50% Assessment Method 50% 1 x ornament design 1 x essay 118

Semester 1, 15 credits ARCH3017 – Presenting the Past (Dr Chris Elmer) Museum display Royal British Columbia Museum, Victoria. Photo: Chris Elmer Module Overview Museums are often viewed as timeless treasure houses, as institutions that present authoritative truths about the past. In reality they are modern, dynamic and often controversial centres for debate, always innovating in their attempts to appeal to a diverse audience. This module will introduce you to the field of museum interpretation and its importance in the presentation of the past. In our weekly seminars key issues in museology will be introduced and you will learn how to critically examine the role played by museum exhibitions in defining the past. The module is focused on the creation of an exhibition proposal/design by groups of 5-6 students. The aim is to produce a plan for a display that draws on detailed and accurate archaeological research, and which applies current research on museum display. Indicative List of Seminar Topics  Introduction: Museums in the Modern world  Engaging audiences: The importance of defining your primary user group.  Mission and message: How museums tell different stories.  Image, text and object: The practical aspects of museum display  Measuring the learning: How to evaluate exhibitions. 119

Assessment % Contribution to Final Mark Assessment Method 25 1 x essay (1,500 words) 10 1 x group oral presentation 65 1 x group exhibition project proposal Sample Source Display of the Amesbury Archer, Salisbury Museum. Photo: Chris Elmer Arraheids See thon raws o flint arraheids in oor gret museums o antiquities awful grand in Embro -Dae’ye near’n daur wunner at wur histrie? Weel then, Bewaur! The museums of Scotland are wrang. They urnae arraheids but a show o grannies’ tongues, the hard tongues o grannies aa deid an gaun. Extract from the poem ‘Arraheids’ by Kathleen Jaimie, from Mr and Mrs Scotland are Dead, Newcastle Upon Tyne, Bloodaxe, 2002, p.137 120

Year 3 Semester 1 (15 credits) GERM3016 – Language and the City (Dr Michael Kranert) Multilingual BBQ skip in Monbijou Park, Berlin Module Overview This module explores ways of describing and understanding the forms, sources and consequences of urban multilingualism, focusing on metropolitan cities in Europe but referring also to other cities around the world (e.g. Amsterdam, Cape Town, Jerusalem, New York, Sydney, Toronto). We will begin by discussing key concepts and ideas relating to language and the city, in particular considering the relationship between migration and multilingualism. We will then take London and Berlin as examples, tracing their historical development from the perspective of the increasing mobility and linguistic diversity of their populations. You will be encouraged to apply the ideas emerging from this discussion to other urban contexts with which you are familiar – anywhere in the world. This will be the springboard for the investigation of a number of inter-related themes:  local language practices (how people draw on the linguistic resources available to them in their immediate environment in everyday interaction) and mediated language practices (how different linguistic resources are used to transcend local spaces, eg through multilingual broadcasting and the internet);  linguistic landscapes (how the presence of multi-ethnic and multilingual populations is inscribed in the physical fabric of the city); and  language biographies of migrants in the city (how people with a migration background reflect on their experiences with language in narrating their life stories). NB The module does not focus exclusively on German settings and no knowledge of German is required, as all core readings are in English. 121

Assessment % Contribution to Final Mark 30 Assessment Method 20 2 x blog posts (500 words each) 1 x reflective commentary on a blog post written by another 50 student (750 words) 1 x essay (2,500 words) Sample source Our focus is on that particular context of diversification, the city. This is about the movement of people to and within cities (to work, to visit relatives) and the complex and shifting relationships in vibrant urban spaces, where people mix, talk, write on walls, commute, create new vernaculars, intermingle, talk on mobiles, eat at restaurants, grab a quick snack of sushi rolls, borrow from each other’s languages, communicate across social and cultural divides, vote, sleep on park benches, buy clothes, shop for shoes, sell newspapers, sing, ride in taxis, cross busy streets, live and work in and across communities, ride bikes, attend religious services, study, drink coffee, dream. This is not so much about how people mobilize their language as an individual capacity, but rather about how urban spaces are produced through activities that are part of this long history. This is the changing, shifting world of the urban landscape, where languages are blended, sorted, created, used for new purposes, taken up, tossed aside, learned and renewed. Alastair Pennycook & Emi Otsuji (2015) Metrolingualism: Language in the city (London: Routledge), p. 30 Pennycook & Otsuji are arguing here that urban multilingualism – metrolingualism – is not just about the presence of speakers of many languages as a defining feature of the city but about the complex and creative ways in which multiple languages are used to define city life or city living. We can see this on the BBQ skip in Berlin (above) and we can hear it in a school playground in Southampton, where conversations spontaneously and skilfully blend colloquial English with elements of Somali, Punjabi and Polish. These local language practices are ubiquitous features of contemporary urban life but they are also visible and audible markers of social change. 122