YEAR 3 2019-20 module choice booklet

 The Attlee government: The Politics of Government  The Attlee government: Nationalisation  The Attlee government: The Welfare State  The 1950s: the Wilderness Years  The Wilson government 1960s: The Politics and Economics of the 1960s  The Wilson government 1960s: Housing and New Towns  The 1970s: a decade of discontent?  The 1980s: the Return to the Wilderness  1997: Things can only get better? Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 1 x 3-hour exam 50 Sample Source ‘The Sun Backs Britain: Give Change a Chance’, The Sun, 18 March 1997. The Labour Party has often complained that the British press is suspicious or even hostile to their politics and policies. However, in 1997, The Sun newspaper – which has the largest circulation in Britain, with some 10 million readers – shocked the nation by publicly coming out in support of Tony Blair’s ‘New Labour’, after publicly supporting the Conservatives in previous general election. Blair’s fresh media image and his attempt to move the party to the political centre – for example, his removal of the socialist Clause 4 from the party constitution – made him attractive to The Sun, who continued to support Labour until 2010. It is unknown what effect this had on voter intent. 49

Special Subject, 30 credits HIST3060 – The Holocaust: Policy, Responses and Aftermath, Part 1 (Professor Shirli Gilbert) Local residents watch the burning of the ceremonial hall at the Jewish cemetery in Graz, 9-10 November 1938. Module Overview The Holocaust is one of the most challenging phenomena of the twentieth century. Yet it has taken some decades for the world to appreciate quite how much the Holocaust has challenged inherited assumptions about progress and modernity. In the last two decades or so, our understanding has been aided, too, by the discovery of important new sources behind the former iron curtain. Against the background of this new historiography, the present module will explore the origins and implementation of the Holocaust, together with the legacies and memories of the event. This unit will focus on the development of the Nazis’ policies against Jews and against other groups, such as Roma and Sinti, homosexuals, and others in Germany. We will also deal with the German occupation of Poland and with the initial phase of the war against the Soviet Union. Throughout, the emphasis will be on the regime’s anti-Jewish policies. Indicative List of Seminar Topics  The Rise of Modern Antisemitism  Weimar, Hitler, and Establishment of the Nazi State  Nazi persecution of the Jews, 1933-1939  From ‘Euthanasia’ to Extermination 50

 The Evolution of Nazi policy, 1939-1941 Assessment % Contribution to Final Mark Assessment Method 50 1 x essay 50 1 x gobbet exercise Sample source ‘1. […] the political leaders will be informed that the German Police has received instructions, detailed below, from the Reichsführer SS and the Chief of the German Police, with which the political leadership is requested to coordinate its own measures: a) Only such measures are to be taken as do not endanger German lives or property (i.e., synagogues are to be burned down only where there is no danger of fire in neighbouring buildings). b) Places of business and apartments belonging to Jews may be destroyed but not looted.’ ‘Riots of Kristallnacht’ in Arad, Yitzhak, Yisrael Gutman, and Abraham Margaliot, eds. Documents on the Holocaust: Selected Sources on the Destruction of the Jews of Germany and Austria, Poland, and the Soviet Union. Jerusalem: Yad Vashem, n.d. On the night of 9-10 November 1938, Jewish business, homes, and synagogues across Nazi Germany and Austria were attacked in a series of vicious pogroms that became known euphemistically as ‘Kristallnacht’, the Night of Broken Glass. These instructions, sent in a telegram in the early morning of 10 November by the head of the Nazi Security Service (Sicherheitsdienst, SD), Reinhard Heydrich, reveal the involvement of the Nazi leadership in co-ordinating the night’s activities, despite claims that it was a spontaneous outbreak of public revenge against the Jews. Heydrich’s concern to avoid looting is revealing of a larger Nazi emphasis in pursuing a ‘rational’ campaign against the Jews, rather than one spurred by economic or criminal motivations. 51

Special Subject, 30 credits HIST3061 – The Holocaust: Policy, Responses and Aftermath, Part 2 (Professor Shirli Gilbert) Module Overview The Holocaust is one of the most challenging phenomena of the twentieth century. Yet it has taken some decades for the world to appreciate quite how much the Holocaust has challenged inherited assumptions about progress and modernity. In the last two decades or so, our understanding has been aided, too, by the discovery of important new sources behind the former iron curtain. Against the background of this new historiography, the present module will explore the origins and implementation of the Holocaust, together with the legacies and memories of the event. This unit will focus on the development of the Nazis’ policies against Jews and against other groups, such as Roma and Sinti, homosexuals, and others in Germany. We will also deal with the German occupation of Poland and with the initial phase of the war against the Soviet Union. Throughout, the emphasis will be on the regime’s anti-Jewish policies. Indicative List of Seminar Topics  Operation Barbarossa: From Mass Killing to Genocide  Perpetrators  Ghettos: Responses and Resistance  Everyday Life in the Nazi Camps  The World's Responses: Bystanders to Genocide? 52

 Aftermath: Displaced Persons and Postwar Trials Assessment % Contribution to Final Mark Assessment Method 50 1 x essay 50 1 x 3-hour exam Sample source ‘A person with hereditary disease costs the state RM5.50 each day. A hereditarily healthy family can live on RM5.50 for one day.’ In their pursuit of a pure ‘Aryan’ society, the Nazis targeted not only Jews but also myriad other ‘undesirables’ whose presence allegedly jeopardized the wellbeing and future existence of the ‘master race’. In this image, which was published in a German high school biology textbook in 1941, Nazi attitudes towards those with ‘hereditary illnesses’ are clear. The latter—sickly, alone, and unable to support themselves—placed unwelcome strain on state resources, threatening the wellbeing of the healthy, productive ‘Aryan’ family. 53

Special Subject, 30 credits HIST3036 – France under the Nazis, 1940-1944, Part 1 (Dr Joan Tumblety) Module Overview In 1940 France experienced the worst military defeat in its history. On this module you will explore the causes and consequences of a defeat that caused the collapse of French democratic rule and direct military occupation by the Germans until 1944. You will learn about how the French experienced and came to understand the defeat, and the bruising compromises with the German occupiers that followed. We focus especially on the functioning and ideological underpinning of the authoritarian Vichy regime (1940-1944), which enjoyed semi-autonomous status over the period; the collaboration with the Nazis of both political elites and ordinary men and women; and the complicity of the Vichy regime in the deportation of 80 000 Jews to Auschwitz. You will encounter the military, diplomatic, political, social and cultural dimensions of this complex subject. Through an engagement with primary sources in translation, we consider how the defeat was understood by contemporaries, how the Vichy regime sought to retain its sovereignty in the face of crushing German Occupation, and the daily life of civilians. Indicative List of Seminar Topics  The emergence of radical politics (fascism and communism) in the 1920s and 1930s  The fall of France in 1940 as a military and historiographical problem  The ‘National Revolution’ of the Vichy regime: religion, family, youth  The cult of Marshall Pétain  French Nazis and the ultra-collaborationists in Paris  Daily life and popular opinion  Propaganda, Anglophobia and allied bombing 54

 Vichy, anti-Semitism and the Holocaust % Contribution to Final Mark Assessment 50 50 Assessment Method 1 x essay 1 x gobbets exercise Sample Source Propaganda poster by the Anti-Bolshevik Action Committee, 1942 After the German invasion of the USSR in mid-1941, anti-communism quickly emerged as the central propaganda theme in France, a country occupied by the Wehrmacht since military defeat in 1940. By depicting communists as a threat to the nation, the poster was designed to recruit French men into the German army to fight on the eastern front. But the domestic metaphor (the woman is France: she wears a tricolour cockade in her hair) also alludes to the growing struggle within France itself between the official powers (both the semi-autonomous Vichy state and the German-funded ultra- collaborationists in Paris) and their dissenters, including communists, who wanted an end to occupation and repression. 55

Special Subject, 30 credits HIS3038 – France under the Nazis, 1940-1944, Part 2 (Dr Joan Tumblety) Module Overview The second half of the special subject invites you to consider not only how the French resisted Occupation and achieved Liberation from German military forces in 1944, but how they have subsequently memorialised the war and Occupation experience as a whole. The module begins with an exploration of popular resistance to German Occupation and Vichy rule. A culture of dissent emerged, especially after 1942, encompassing guerrilla warfare, underground publishing and demonstrations for food. We study the military, political and social dimensions of the Liberation of 1944, from D-Day onwards, and the competing visions for liberated France outlined by different political factions, especially Gaullists and communists; as well as the trials of collaborators that followed Liberation (1945-51). Finally, we explore post-war representations and interrogations of the experience of Occupation, from documentary films and fiction to trials for crimes against humanity, public apologies and compensation claims made by deportees, in order to gain a sense of how public memory of the ‘dark years' has been articulated and contested since 1944. Indicative List of Seminar Topics  The emergence of popular resistance  The politics of resistance and Charles de Gaulle  The liberation of 1944: struggle, violence and atrocity  The treason trials, 1944-1951  Commemorating resistance and liberation: contested narratives  The myth of the ‘Vichy shield’ 56

 The changing reputation of Charles de Gaulle: 1958 and 1968  Revising the myth of resistance  The emergence of Jewish memory: trials for crimes against humanity Assessment % Contribution to Final Mark 50 Assessment Method 50 1 x essay 1 x 3-hour exam Sample Source English edition of a booklet on ‘The Liberation of Paris’ by the Paris Tourism Committee In August 1944, the Vichy state crumbled and the Wehrmacht was in retreat. While Allied armies advanced on the capital, segments of the public, spurred on by communist resistance groups, took matters into their own hands, building barricades and attacking German soldiers. When French police occupied the prefecture, the truce with the Germans sought by Gaullist representatives in Paris became a dead letter. Yet in 1945 the Gaullist provisional government published this tourist brochure, packed with celebratory photographs of a popular insurrection that it had resisted till the last moment. The text communicates the struggle for political control that characterised not only the battle for liberation but also the frameworks of commemoration that emerged in its immediate aftermath. 57

Special Subject, 30 credits HIST 3069 – The Vietnam War in American History and Memory, Part 1 (Professor Kendrick Oliver) Module Overview This module explores the origins and course of the American intervention in Vietnam from the Vietnamese revolution of 1945 through both the French and US military campaigns to the fall of Saigon in 1975. The module will examine American involvement ‘in the round’, incorporating Vietnamese, French, Chinese and Soviet sources and perspectives as well as those of American participants. It will focus in particular upon the continuing historical debates about the war and its outcome: was US intervention justified in the context of the Cold War? Why did the war last so long? Was defeat inevitable or avoidable? The module will conclude by examining the war’s impact on the wider course of US foreign policy. Indicative List of Seminar Topics  The Vietnamese revolution  American intervention and French failure  Ngi Dinh Diem and the Republic of Vietnam  The Kennedy Administration and Vietnam  The Johnson Administration and Vietnam  The Nixon Administration and Vietnam 58

Assessment Assessment Method % Contribution to Final Mark 40 1 x essay 40 1 x essay 20 1 x gobbets exercise Sample Source ‘1. US aims: 70% --To avoid a humiliating US defeat (to our reputation as a guarantor). 20%--To keep SVN (and then adjacent) territory from Chinese hands. 10%--To permit the people of SVN to enjoy a better, freer way of life. ALSO--To emerge from crisis without unacceptable taint from methods used. NOT--To \"help a friend,\" although it would be hard to stay in if asked out. 2. The situation: The situation in general is bad and deteriorating.’ Excerpt from John T. McNaughton, ‘Annex – Plan of Action in South Vietnam’ (draft), 24 March 1965. At the time that they made the major decisions to commit ground troops to the defence of South Vietnam (SVN), many American policy-makers understood the risks involved. They nevertheless proceeded, many of them believing, as the McNaughton memorandum suggests, that their credibility as an ally and as a ‘guarantor’ of the freedom of small nations was at stake. Yet they were also aware that a number of America’s other allies were actually warning against the commitment, declaring that the US should preserve its resources for more important arenas and that once it had waded into the conflict, it would – like the soldier in the photograph above – find it a struggle to get out. 59

Special Subject, 30 credits HIST 3070 – The Vietnam War in American History and Memory, Part 2 (Professor Kendrick Oliver) Module Overview This module explores the origins and course of the American intervention in Vietnam from the Vietnamese revolution of 1945 through both the French and US military campaigns to the fall of Saigon in 1975. The module will examine American involvement ‘in the round’, incorporating Vietnamese, French, Chinese and Soviet sources and perspectives as well as those of American participants. It will focus in particular upon the continuing historical debates about the war and its outcome: was US intervention justified in the context of the Cold War? Why did the war last so long? Was defeat inevitable or avoidable? The module will conclude by examining the war’s impact on the wider course of US foreign policy. Indicative List of Seminar Topics  Hawks and doves: the anti-war movement, public opinion and the ‘silent majority’  The media and the war  The US military and the war 60

 Vietnam veterans and the war  The war in American film  The war in public/popular memory Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source ‘We wish that a merciful God could wipe away our own memories of [our] service as easily as this administration has wiped away their memories of us. But all that they have done and all that they can do by this denial is to make more clear than ever our own determination to undertake one last mission - to search out and destroy the last vestige of this barbaric war, to pacify our own hearts, to conquer the hate and fear that have driven this country these last ten years and more. And more. And so when thirty years from now our brothers go down the street without a leg, without an arm, or a face, and small boys ask why, we will be able to say \"Vietnam\" and not mean a desert, not a filthy obscene memory, but mean instead where America finally turned and where soldiers like us helped it in the turning.’ Excerpt from John F. Kerry of the Vietnam Veterans Against the War before the U.S. Senate Committee on Foreign Relations, 23 April 1971 How did Americans at home regard the war in Vietnam? Why did their attitudes change over time? Historians now question whether media reporting or anti-war protests made much of a difference to broader popular attitudes to the war. Instead, they suggest that rising American casualties and the emergence of public divisions amongst elites had the greatest effect; moreover, even into the late 1960s, many Americans favoured a dramatic escalation of the war. What hope, then, for the ‘turning’ imagined by John F. Kerry? Did Americans look on the faces of the American dead in Vietnam and see young men sacrificed by an amoral political leadership to the cause of an unwinnable and barbaric war? Or did they remember them, in Ronald Reagan’s words, as the ‘gentle heroes’ of a ‘noble cause’ that was pursued too timidly and prematurely abandoned? 61

Special Subject, 30 credits HIST3171 – The Crisis of Austria-Hungary, Part 1 (Dr Katalin Straner) The Hungarian Prime Minister István Tisza suggests to Emperor Franz Joseph that he take up the sword of ‘absolutism’ in order to curb unruly Hungarian nationalists during the crisis of 1905-6 (Hungarian satirical cartoon, mid-1905) Module overview Until 1918 the Habsburg Empire (Austria-Hungary) stretched across half of Europe. In this module you will study the turbulent history of this empire in the two decades before 1914: a period of dramatic growth but also one of rising anxieties for the Habsburg regime. We particularly ask how stable or unstable the state was, as viewed not only by the ruling authorities towards certain suspect peoples or groups (e.g. Socialists), but also by certain groups towards the regime. We start by evaluating the key forces holding the empire together: the Habsburg dynasty under Emperor Franz Joseph, the army and the bureaucracy. We then study developments in the imperial city of Vienna (especially the rise of ‘Christian Socialism’ under its anti-semitic mayor Karl Lueger). From there the module develops into three major ‘case-studies’. First, the crisis in Hungary where in the aftermath of the Millennium celebrations (1896) a new Magyar confidence resulted in a full-on clash with the Habsburg dynasty from 1905. At the same time, for the Magyar rulers themselves, a different type of crisis appeared in their own back-yard: the behaviour of their Slovak and Romanian minorities. This reached a European-wide public when publicized in 1908 by the British historian R.W. Seton-Watson. 62

The second case study is the Czech-German nationalist clash in the Bohemian lands. Here the Austrian government managed to effect some solution (in Moravia), but both Czech and German nationalists in Bohemia were still viewed as disruptive or disloyal. We look at the different tactics employed on all sides, in order to explain rising national and dynastic paranoia. Third, the module turns to the infamous South Slav Question. We focus in this part particularly on crisis in Croatia, where Serb politicians after 1903 were thought to be in league with neighbouring Serbia. Gradually the idea of some ‘South Slav unity’ took shape in the Balkans; the question was how the Habsburg regime would deal with it. As you gradually get to know the empire, your knowledge base will increase so that you can make informed judgements: (a) about contemporary mentalities and (b) about why it was so hard for the Empire to solve these major domestic crises before 1914. Illustrative list of seminar topics:  The Habsburg dynasty  The army: loyal and anational?  Vienna: Christian Socialism and Socialism  The Hungarian Crisis  Southern Slav loyalties and solutions Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay 1 x gobbet exercise Sample source This afternoon I will attempt to go on a wild boar hunt. Perhaps the hunt will divert me a bit, although I really don’t believe that this local stay will cause a change in my mood. Best it would be in your company, since with you I can speak so well about the Unforgettable, who we both loved so much and because I love you so much. I long already for our meeting again and look forward to the beginning of November. Next Thursday I will begin again with the regular audiences and so will gradually take up my former life… Emperor Franz Joseph letter to Katharina Schratt, 16 October 1898 This letter by Franz Joseph to his long-term mistress in Vienna explains much about how he conceived his duties as monarch but also about his everyday interests. When he was not fixed on a daily routine of duties (“regular audiences” with government ministers), his main pastime was hunting. This letter was written soon after the assassination of his wife the Empress Elizabeth (the “Unforgettable” who had always enjoyed going to their country estate at Gödöllö). Even though his relationship with her was deeply problematic, Franz Joseph reveals his deep shock and sorrow and attempts here to find solace with Katharina Schratt. The many letters he wrote to Schratt reveal new sides to his personality, confirming not just his obsession with monarchical duty, but also showing that he wielded considerable power and could influence political events when he chose to. 63

Special Subject, 30 credits HIST3166 – The Crisis of Austria-Hungary, Part 2 (Dr Katalin Straner) Baron Aehrenthal, Habsburg foreign minister, makes off with Bosnia and Herzegovina (here depicted as two prize stags) in October 1908. (Hungarian cartoon of early 1909). Module overview Part 2 turns to look at the foreign policy of Austria-Hungary from c.1897 to 1914. Thus it considers more closely the Habsburg authorities’ anxiety about “irredentist” forces – those various national groups or individuals who had contact with hostile neighbouring states (Serbia, Romania, Italy or Russia). We pay particular attention to the Empire’s deteriorating relationship with Serbia, and how this then affected the governance of Croatia and determined the Empire’s ‘successful’ annexation of the Turkish province of Bosnia-Hercegovina in 1908. The ‘Bosnian crisis’ is studied in detail. The fact that Serbia ought to be, but was not, acting submissively as a loyal satellite was then fundamental to the Habsburg elite’s paranoia by 1914. We engage fully with the elite’s mentality in these years (1912-14) to show why the Empire was prepared to risk a European war after the Sarajevo murders. After this, we proceed to study the Empire during the First World War when civilian and military loyalties were tested to the utmost. On the one hand, the threads from Part 1 about Hungary, the Czech lands and the Southern Slav regions can be picked up. On the other, the fresh trials experienced by Habsburg subjects at the military front and in the hinterland are examined. In the end (1918) the combination of military defeat and social-economic insecurity delegitimized the 64

Habsburg Monarchy and produced its disintegration. We will study why this could occur and why the empire had so few friends inside or outside its borders by the end of the war. Illustrative List of seminar topics:  The Serbian threat  The Bosnian Crisis  Military loyalty at the front  Civilian life on the home front (Vienna and Budapest)  The imperial collapse of 1918 Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample source Already I am gaining the impression from all information that there is a political and military revolution taking place in the south, in the Balkans. On the one hand it is propagated by the Entente through treacherous politicians and individuals agitating in secret; on the other hand, it is most likely stirred from the Salonika army. The increasing number of bands [groups of men] in Montenegro and in the Herzegovinan border areas; the circumstance that there are Serbian officers among these groups; and the fact that some bands even have machine guns and hand grenades – all this suggests clearly that in batches Serbian elements are infiltrating our lines in Bulgaria and Albania, and that we should really reckon on a further increase of a revolutionary movement and its spread to Serbia… General Stjepan Sarkotić (Sarajevo) to Army High Command. 2 February 1918 This source shows well the dilemmas faced by the Habsburg authorities in the last year of the war before the collapse. The military governor of Bosnia, Sarkotić, was always trying to keep a lid on unrest in his province, but by 1918 political and social unrest was noticeably stirring (including a major naval revolt). Here he interprets in typical fashion, to the Army High Command, the unrest as mainly due to forces from outside the empire. This was true only to some extent: the western Allies were indeed about to begin a propaganda campaign against Austria-Hungary. But the reality was that the empire was also disintegrating from within, because civilians were starving and felt insecure: they had begun to blame the Habsburg authorities for their misery. Meanwhile, many soldiers on leave were refusing to return to their units and some were hiding as deserters in the countryside. These contributed to the “bands” which Sarkotić was identifying by early 1918. 65

Special Subject, 30 credits HIST3104 – Refugees in the Twentieth Century, Part I (Professor Tony Kushner) Module Overview This module will explore both the experiences of refugees and responses to them globally, nationally and locally from the state, political parties, the media and from the public as a whole. So-called asylum seekers are perceived as one of the most pressing problems facing the western world as we enter the twenty first century. This module examines how the term ‘refugee’ has been transformed from a positive one from the seventeenth century through to the start of the twentieth century to one of abuse at the start of the twenty first century. It builds on a theoretical foundation exploring the history and legal definitions of refugee movements as a whole through to three specific case studies. The first module deals with east European Jews at the turn of the twentieth century and responses to them, especially in Britain. The module will utilise a range of primary materials, including those generated by national and international governments, organisations working on behalf of, with and against refugees, the press, and the papers and memoirs of refugees themselves. Students taking the module will be encouraged to have contact with local and national organisations in Britain working with refugees. 66

Indicative List of Seminar Topics  Legal and other definitions of refugees and asylum seekers  The early history of refugees from the Huguenots to the political exiles of the nineteenth century  Concepts of asylum in Britain within an international context throughout the twentieth century  Responses to and the experiences of East European Jewish refugees at the turn of the twentieth century  Responses to and the experiences of refugees from Nazism  Responses to and the experiences of asylum seekers at the end of the twentieth century Assessment % Contribution to Final Mark Assessment Method 40 40 1 x essay 20 1 x essay 1 x gobbets exercise Source ‘I believe that future historians will call the twentieth century not only the century of the great wars, but also the century of the refugee. Almost nobody at the end of the century is where they were at the beginning of it. It has been an extraordinary period of movement and upheavals. There are so many scars that need mending and healing it seems to me that it is imperative that we proclaim that asylum issues are an index of our spiritual and moral civilisation. How you are with the one whom you owe nothing, that is a grave test and not only as an index of our tragic past.’ Rabbi Hugo Gryn, 1996 Hugo Gryn was a survivor of Auschwitz and this was part of his impassioned last speech which was given to the Refugee Council. Gryn believed there was a clear link between ‘then’ and ‘now’, and he made his moral plea to the world, ‘on how you are to people to whom you owe nothing’, before the refugee crisis grew to the level it has now reached, ones not surpassed since the Second World War. But can we connect those who tried to flee Nazism with those who are attempting to reach Europe today? Does ‘charity begin at home’? This special subject charts change and continuity in the experience of and responses to refugees from the turn of the twentieth century through to today. 67

Special Subject, 30 credits HIST3104 – Refugees in the Twentieth Century, Part 2 (Professor Tony Kushner) Module Overview This module will explore both the experiences of refugees and responses to them globally, nationally and locally from the state, political parties, the media and from the public as a whole. So-called asylum seekers are perceived as one of the most pressing problems facing the western world as we enter the twenty first century. This module examines how the term ‘refugee’ has been transformed from a positive one from the seventeenth century through to the start of the twentieth century to one of abuse at the start of the twenty first century. It builds on a theoretical foundation exploring the history and legal definitions of refugee movements as a whole through to three specific case studies. The second module deals with refugees from Nazism during the 1930s and the final case study concerns world asylum seekers today. The module will utilise a range of primary materials, including those generated by national and international governments, organisations working on behalf of, with and against refugees, the media, papers and memoirs of refugees themselves and artistic and cultural responses to the refugee crisis. Students taking the module will be encouraged to have contact with local and national organisations in Britain working with refugees. 68

Indicative List of Seminar Topics  State and public debates about refugees from Nazism in Britain and beyond during the Nazi era  The experience of refugees from Nazism in Britain and beyond during the Nazi era  Case studies of the history and memory of the Kindertransport and the St Louis  UNHCR, European Union and British responses to asylum seekers at the end of the twentieth century  A case study of parliamentary, press and popular responses to asylum seekers in Britain at the end of the twentieth century/beginning of the twenty first century. Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source ‘I believe that future historians will call the twentieth century not only the century of the great wars, but also the century of the refugee. Almost nobody at the end of the century is where they were at the beginning of it. It has been an extraordinary period of movement and upheavals. There are so many scars that need mending and healing it seems to me that it is imperative that we proclaim that asylum issues are an index of our spiritual and moral civilisation. How you are with the one whom you owe nothing, that is a grave test and not only as an index of our tragic past.’ Rabbi Hugo Gryn, 1996 Hugo Gryn was a survivor of Auschwitz and this was part of his impassioned last speech which was given to the Refugee Council. Gryn believed there was a clear link between ‘then’ and ‘now’, and he made his moral plea to the world, ‘on how you are to people to whom you owe nothing’, before the refugee crisis grew to the level it has now reached, ones not surpassed since the Second World War. But can we connect those who tried to flee Nazism with those who are attempting to reach Europe today? Does ‘charity begin at home’? This special subject charts change and continuity in the experience of and responses to refugees from the turn of the twentieth century through to today. 69

Special Subject, 30 credits HIST 3234 – Political Cultures in Modern Russia, Part 1 (Dr. George Gilbert) Module Overview This module is a study of political culture in Russia and the Soviet Union. Part one of this year-long special subject will start in the second half of the nineteenth century and continue into the early Soviet period. It will start with a question: what is propaganda, and how does it work? How did the tsars use it? How did the revolutionaries create their own political cultures? Part one will follow the emergence of political radicalism in the nineteenth century through to the revolutions of 1917, and then the mobilization of the people in the early Bolshevik state. Part two will follow the story from Stalinism to the present day. What was Stalin’s ‘cult of personality’ and how did this work? Did political culture have any effect after World War Two? How did it change after the fall of communism? How does Putin seek to use political culture to assert his control over Russia today? Throughout, this special subject will use different genres of sources, including literature, film and the visual arts, to understand historical change, and encourages students to analyse the role of culture in politics and society, to explore the inter-relations among ideas, identities, representations and political and social practices, and to reflect on culture as an historical phenomenon. Indicative List of Seminar Topics  What is propaganda?  The development of mass media in late imperial Russia  How various political and social groups used propaganda against the tsars  How the Romanov dynasty used political propaganda: symbolism, ritual and ceremonials 70

 The symbolism of the revolutionary project (1917)  The creation of propaganda during the early Soviet period (1917-1920s) Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x gobbet exercise Sample Source ‘Victory is near. With each new day the government’s forces are growing weaker and weaker. The army and navy – its main supports – are experiencing ever greater unrest and are adding their voices to the demands of the insurrectionary people. Just one more blow, and the autocratic government will not withstand the collective pressure of the infuriated people. It will cease to exist. It will be gone and before us will open the broad road to light, justice and a free life’. ‘Proclamation of Moscow Post-Telegraph Employees, June 1906’, in Gregory Freeze (ed.), From Supplication to Revolution. A Documentary Social History of Imperial Russia (Oxford: OUP, 1988), pp. 216-17. This is a proclamation from working people in Moscow, published shortly after the most intense stage of the 1905 revolution. The demands within it can make us consider the transformative changes that resulted from the events of the year 1905, and the new aspirations manifest in the Russian people, including debates over the meaning of freedom, a key demand of many people during the revolution. Furthermore, the proclamation coming a full year after the ‘1905’ revolution can make us think about processes of historical change, and in particular transitions to new patterns of thought and ways of life. Was the revolution a series of political events, or was it indicative of wider processes occurring in Russian society? 71

Special Subject, 30 credits HIST 3235 – Political Cultures in Modern Russia, Part 2 (Dr. George Gilbert) Module Overview This module is a study of political culture in Russia and the Soviet Union. Part one of this year-long special subject will start in the second half of the nineteenth century and continue into the early Soviet period. It will start with a question: what is propaganda, and how does it work? How did the tsars use it? How did the revolutionaries create their own political cultures? Part one will follow the emergence of political radicalism in the nineteenth century through to the revolutions of 1917, and then the mobilization of the people in the early Bolshevik state. Part two will follow the story from Stalinism to the present day. What was Stalin’s ‘cult of personality’ and how did this work? Did political culture have any effect after World War Two? How did it change after the fall of communism? How does Putin seek to use political culture to assert his control over Russia today? Throughout, this special subject will use different genres of sources, including literature, film and the visual arts, to understand historical change, and encourages students to analyse the role of culture in politics and society, to explore the inter-relations among ideas, identities, representations and political and social practices, and to reflect on culture as an historical phenomenon. 72

Indicative List of Seminar Topics  Stalinism, especially the creation of the ‘cult of personality’  World War Two (the Great Patriotic War) and the evolution of Soviet propaganda  The role of the media in sustaining Soviet power after 1945  The effectiveness of control and surveillance during the period of Soviet stagnation  How Putin’s government uses propaganda in the media  The use of propaganda in Russia today and how its role in the projection of state power Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source ‘The Soviet people must realize this and abandon all heedlessness, they must mobilize themselves and reorganize all their work on new, wartime lines, when there can be no mercy to the enemy. Further, there must be no room in our ranks for whimperers and cowards, for panic-mongers and deserters. Our people must know no fear in the fight and must selflessly join our patriotic war of liberation, our war against the fascist enslavers. Lenin, the great founder of our State, used to say that the chief virtue of the Bolshevik must be courage, valor, fearlessness in struggle, readiness to fight together with the people against the enemies of our country. This splendid virtue of the Bolshevik must become the virtue of the millions and millions of the Red Army, of the Red Navy and of all the peoples of the Soviet Union’. Iosif Stalin, ‘Radio Address to the Soviet People’, July 3, 1941. Seventeen Moments in Soviet History. After weeks of hiding following the German invasion of the Soviet Union – ‘Operation Barbarossa’ – in June 1941, Stalin finally emerged to address a Soviet people confused by his absence and accustomed to strong, direct leadership. In his speech Stalin set an interesting tone – he did not address the people as ‘comrades’ but as ‘brothers and sisters’. Although the above extract shows his well-known ruthlessness, sis speech struck a more conciliatory line than his usual addresses, calling for all ‘peoples of the Soviet Union’ to come together to defeat the fascist forces invading the hallowed turf of the motherland. Russians and non-Russians, men and women, young and old – all needed to be part of the new ‘Great Patriotic War’ to resist German invasion, as World War Two is known to this day in the Russian Federation. 73

Special Subject, 30 Credits HIST3107 – The 1947 Partition of India and its Aftermath, Part 1 (Professor Ian Talbot) Module Overview The British divided and quit India in August 1947. This decision resulted in the emergence of Pakistan and the uprooting of millions of people in the largest mass migration of the Twentieth Century. What were the causes of the Partition? Why were its effects so devastating in terms of violence and upheaval? How has Partition continued to impact on relations between India and Pakistan and on the domestic politics of both countries? How did ordinary men and women live through the Partition? The two interlinked third year special subject courses HIST3107 and HIST3108 set out to answer these questions. HIST3107 in the first semester explores the origins and causes of the Partition with a particular focus on the preceding period of the Second World War. There will be both documentary analysis and an engagement with the historiographical debates around such themes as the movement for Pakistan and the Mountbatten Viceroyalty. There will be an opportunity for class work on the Mountbatten Papers held in the Special Collections of the Hartley Library. Indicative List of Seminar Topics  Constitutional Impasse: India 1945-7  Communal Breakdown: Calcutta, Noakhali, Bihar  The Gathering Storm in Punjab  The 3 June Partition Plan  Radcliffe and the Making of a Boundary  Violence and Partition  The Mountbatten Viceroyalty: Revisited 74

Assessment Assessment Method % Contribution to Final Mark 1 x essay 40 1 x essay 40 1 x gobbet exercise 20 Sample Source Since Gandhi returned to Delhi on 24th May, he has been carrying out an intense propaganda against the new plan and although I have always been led to understand he was the man who got the Congress to turn down the Cabinet Mission Plan a year ago he was now trying to force the Cabinet Mission Plan on the country. He may be a saint but he seems to be a disciple of Trotsky. I gather that the meetings of the Congress Working Committee have been most acrimonious in consequence and I believe that the leaders were quite apprehensive of my seeing Gandhi on Monday. I certainly was. Judge then my astonished delight on finding him enter the room with his finger to his lips to indicate that it was his day of silence! I spent 45 minutes explaining to him why the Cabinet Mission could not be enforced against the wishes of any community and generally trying to break down his resistance to the new plan. He scribbled me a few notes on the back of used envelopes, of a friendly nature. Lord Louis Mountbatten to Earl Listowel 5 June 1947 Lord Mountbatten was nervous that Gandhi would oppose the scheme for Partition that he had persuaded political leaders to accept and which became known as the 3 June Plan. Although Gandhi held no political position, he still wielded immense moral authority. He had always spoken up against Partition, even when others in the Indian National Congress agreed reluctantly to accept it. Gandhi’s scribbled notes ensured that Partition would go ahead. The notes are in the possession of the Mountbatten Papers. 75

Special Subject, 30 Credits HIST3107 – The 1947 Partition of India and its Aftermath, Part 2 (Professor Ian Talbot) Module Overview The massacres and mass migrations which accompanied Partition created a vast human tragedy. Its effects still impact on individuals, communities and on the relations between India and Pakistan. This module which is taken during the second semester, explores, the causes of the social upheaval and its legacies. Was large-scale violence inevitable? Which communities were most vulnerable? Were women especially victimised? Can contemporary tensions in Indo-Pakistan relations be linked back to 1947? These questions are addressed in seminars. The module also reflects on the development of the ‘New History’ of Partition. This is concerned with human experiences of violence and dislocation. This ‘history from beneath’ has relied on non-traditional sources such as interviews, visual representations and literature. These are explored in translation during the course of the module. 76

Indicative List of Seminar Topics % Contribution to Final Mark 50  The Gendered Dimension of Partition 50  The ‘New History’ of Partition  Literature and Partition  Refugee Rehabilitation and Resettlement  Legacies of Partition for Indo-Pakistan relations  Assessment Assessment Method 1 x essay 1 x 3-hour exam Sample Source Today is the 15th day of the East Punjab holocaust and still it goes on… The Boundary Force have failed to control it…The Government of India have not effectively intervened, the East Punjab Government have failed to discharge its duties…it is a grave situation…there is no abiding profit to any side in this business of butchery…we do not doubt Nehru’s personal sincerity… (but he) must rise above political antipathy…These possible horrors can be averted by stern action today…any Muslim who thinks he will be avenging his compatriots in east Punjab by counter violence will really be stabbing Pakistan. Dawn Editorial 28 August 1947 Dawn was the English language mouthpiece of the Muslim League which had successfully mobilised support for the creation of Pakistan. Indeed even today it has a picture of Jinnah on its banner-head to commemorate his founding of the paper in the drive to achieve Pakistan. The paper shifted its operations from Delhi to Karachi following Partition. In this extract the newspaper blames the Government of India for the attacks on Muslims in the part of Punjab which was awarded to India in 1947. It also refers to the failure of the Boundary Force created by the British to maintain order in the wake of Partition. The piece is typical of partisan accounts which on both sides of the border blamed rival communities and states for the violence. The paper interestingly terms the violence a holocaust. It also seeks the moral high ground by exhorting Muslims in Pakistan to refrain from revenge attacks on Hindus and Sikhs. Such attacks continued in the Pakistan Punjab in the period up to November 1947. 77

Special Subject, 30 credits HIST3218 – Nuclear War and Peace, Part 1 (Jon Hunt) Module Overview This module will acquaint students with the facts, cases, theories and debates necessary to understand the history of nuclear weapons from their invention during the Second World War to the 1968 Treaty on the Non-Proliferation of Nuclear Weapons in 1968. Nuclear history is unique in at least three respects. First, the advent of atomic and thermonuclear weaponry has epitomized humanity’s ascent to becoming the primary geological actor on the planet – the arbiters of the Earth’s fate so to speak. Second, the strict secrecy that has surrounded military nuclear programs has been pierced by a flurry of recent revelations from worldwide archives, casting new light on the history of nuclear strategy, diplomacy and policy. Third, the merciful non-use of nuclear weapons since 1945 means that nuclear strategy relies heavily upon theory. Evidence for our claims about nuclear weapons, whether they make major wars more or less likely or whether proliferation is a good or a bad thing, to reference two examples, is scant because no nuclear weapon has been used in anger since the Hiroshima and Nagasaki bombings. By the end of the semester, students will gain enough knowledge of the subject to support informed judgments about such key concepts as nuclear arms control, deterrence, non-proliferation, mutual assured destruction, and Global Zero. Indicative List of Seminar Topics  The Manhattan Project and the bombings of Hiroshima and Nagasaki  Nuclear weapons and the origins of the cold war  Nuclear deterrence and Eisenhower’s nuclear strategy  Strategic stability and the British nuclear program  Flexible response  Crisis management in Berlin and Cuba  The non-use of nuclear weapons  The antinuclear movement and a writing day for the historiographical essay  Nuclear proliferation in the 1960s and tutorials to discuss dissertations 78

 Nuclear proliferation in the Middle East and South Asia Assessment % Contribution to Final Mark Assessment Method 40 40 1 x essay 20 1 x essay 1 x gobbet exercise Sample Source ‘Perhaps the most important item on the table of distinguishable states is not the numbers of dead or the number of years it takes for economic recuperation; rather, it is the question at the bottom: “Will the survivors envy the dead?” It is in some sense true that one may never recuperate from a thermonuclear. The world may be permanently (i.e., for perhaps 10,000 years) more hostile to human life as a result of such a war. Therefore, if the question, “Can we restore the prewar conditions of life?” is asked, the answer must be “No!” But there are other relevant questions to be asked. For example: “How much more hostile will the environment be? Will it be so hostile that we or our descendants would prefer being dead than alive? Perhaps even more pertinent is this questions, “How happy or normal a life can the survivors and their descendants hope to have?” Despite a widespread belief to the contrary, objective studies indicate that even though the amount of human tragedy would be greatly increased in the postwar world, the increase would not preclude normal and happy lives for the majority of survivors and their descendants.’ Herman Kahn, On Thermonuclear War (Princeton, NJ: Princeton University Press, 1960), p. 21. Herman Kahn was a mathematician, economist and strategic thinker at RAND Corporation, a U.S. Air force think tank for the U.S. Air Force notorious for his coldblooded approach to nuclear strategy. This extract from his On Thermonuclear War is significant in at least three respects. First, Kahn participated in a debate at the end of the Eisenhower and beginning of the Kennedy administrations about whether the United States should rely on the threat of using nuclear weapons in a spasm of retalation to deter conflicts or plan to fight and win a nuclear war. Kahn’s argued that the country could prevail through a mix of neutralizing Soviet nuclaer forces and building fallout shelters to save as many civilians as possible. Second, Kahn invokes a discourse among strategists, scientists and statesmen as to whether nuclear weapons are just another weapon, or something altogether new because of their potentially cataclysmic effects. Kahn contended that you had to be willing to “think the unthinkable,” while one critic condemned his magnum opus as “a moral tract on mass murder.” Lastly, Stanley Kubrick drew upon Kahn’s outspoken personality for his titular scientist in Dr. Strangelove or: How I learned to stop worrying and love the Bomb. 79

Special Subject, 30 credits HIST3219 – Nuclear War and Peace, Part 2 (Jon Hunt) Module Overview Part II of this module examines the post-1968 global nuclear order and its discontents, acquainting students with the facts, cases, theories and debates necessary to comprehend the history of nuclear weapons from the opening for signature of the Treaty on the Non-Proliferation of Nuclear Weapons (NPT) to the present. A representative list of seminar themes would be the negotiation of the NPT and ensuing debates about fairness and legitimacy in global nuclear governance; U.S.-Soviet strategic arms talks; anti-ballistic missiles and the Strategic Defense Initiative; U.S. President Ronald Reagan and Soviet General Secretary Mikhail Gorbachev; the Soviet arsenal’s scattering after 1991; Indian and Pakistani nuclear programs; nuclear proliferation in Africa, the Middle East and East Asia; intelligence failures before the 2003 Iraq War; international humanitarian law; the Iran nuclear talks; and North Korea’s nuclear tests. We will inquire into the features of what scholars call the “global nuclear order:” What is it? Who benefits? Is it just, effective or sustainable? Scholars have cited the tremendous harm that nuclear weapons can inflict to justify extraordinary measures ranging from export controls to financial sanctions and even preventive war. Students will accordingly work to resolve two paradoxes in nuclear logic. If nuclear weapons keep the peace, why has the international community struggled to stop more states from acquiring them? If their uses are so manifestly unethical, illegal, and risk-laden, why have serious efforts to abolish nuclear weapons failed? Indicative List of Seminar Topics  The liberal world order and the NPT  Non-proliferation in the 1970s and tutorials to discuss progress on dissertation  Nuclear arms control from Nixon to Bush  Explaining the “long peace” 80

 Nuclear strategy beyond the Cold War  Proliferation I: The post-Soviet republics and South Asia  Proliferation II: Iran, Libya and North Korea  Nuclear abolition and tutorials to discuss feedback on dissertation draft  Nuclear brinksmanship in the 21st-century and war games Assessment % Contribution to Final Mark Assessment Method 10 50 1 x writing exercise 40 1 x essay 1 x 3-hour exam Sample Source ‘The doom of the U.S. has been sealed. ... All the service personnel and people of the DPRK are ready to immediately and mercilessly punish without slightest leniency, tolerance and patience anyone provoking the dignified supreme headquarters even a bit, ... Our primary target is the Chongwadae [the residence and office of South Korea’s president], the centre for hatching plots for confrontation with the fellow countrymen in the north, and reactionary ruling machines. The U.S. imperialist aggressor forces’ bases for invading the DPRK in the Asia-Pacific region and the U.S. mainland are its second striking target. ... The U.S. is fated to be punished and perish in the flames due to the DPRK’s deadly strikes ...’ National Defense Commission of the Democratic People’s Republic of Korea (DPRK), 6 March 2016-03-13 This statement, published by the state-run Korean Central News Agency, warned that the totalitarian regime under the leadership of a young, unpredictable Kim Jong Un would unleash a “preemptive and offensive nuclear strike” in retaliation against the largest joint U.S.-South Korean military exercise in history. This follows North Korea’s fourth nuclear test, which Pyongyang claimed was of a thermonuclear character, and recent intermediate-range ballistic missile launch, which provoked the joint exercises. The statement is typical of North Korea’s over-the-top bellicosity; even so, the explicit nuclear threat elicited rebukes from Russia and China, who recently approved a new round of even stronger sanctions in the United Nations Security Council against the international pariah. The language reflects four realities. First, North Korea remains at war with South Korea and the United States, as a peace treaty was never signed to end the Korean War (1950-1953). Second, North Korea habitually makes threats to extract concessions from its negotiating partners. Third, Kim feels a need to project strength due to his young age and his country’s dire economic straits. Lastly, the international community has repeatedly failed to end North Korea’s nuclear-weapons program for geopolitical and circumstantial reasons, including the widespread lesson taken from the 2003 Iraq War that nuclear weapons are the only insurance against American intervention. 81

Special Subject, 30 credits HIST3225 – The Great Exhibition of 1851: Art, Industry and the making of a Nation, Part 1 (Dr Eleanor Quince) Module Overview The Great Exhibition of the Works of Industry of All Nations was an international exhibition which took place in Hyde Park, London, from 1 May to 11 October 1851. It was arguably the greatest of a series of international ‘expositions’ run throughout the nineteenth century, celebrating scientific and technological innovation, design aesthetic and the might of manufacturing. On show were some 13,000 objects from Britain, the Colonies and forty-four other nations. The Exhibition and the Crystal Palace which housed it became a British icon, symbolising free trade and national success. During its six month opening period, over six million people visited the Exhibition, turning London, in the words of the Illustrated London News, from ‘the capital of a great nation, [into] the metropolis of the world’. The effects of the Exhibition were enormous and felt well into the twentieth century and beyond. But why was the Great Exhibition so important? How did it become a turning point for the nation? And what exactly has its legacy been? 82

Indicative list of seminar topics  Exposition: the International Exhibition trend  Travelling to the Exhibition: Thomas Cook Tours and trains  Inside the Crystal Palace  Commodity Fetishism: establishing a world view of Victorian Britain? Assessment % contribution to final mark Assessment method 50 50 1 x essay 1 x gobbet exercise Sample Source See the picture above illustration to 1851, or, The Adventures of Mr and Mrs Sandboys and family who came up to London to enjoy themselves and to see the Great Exhibition by Henry Mayhew and George Cruikshank, (London: George Newbold, 1851) ‘The Great Exhibition of the Works of Industry of All Nations’, a global trade fair, took place in London in 1851 and was the brainchild of Prince Albert, husband of Queen Victoria. It brought together the best of art, science, design and engineering, in a global nod to the prowess of the industrial age. The illustration above is from 1851, or, The Adventures of Mr and Mrs Sandboys … by Henry Mayhew. A comic novel, it charts the experience of the fictional Mr and Mrs Sandboys, a provincial couple who attempt to travel to London from their home in Cumberland to visit the Great Exhibition in Hyde Park. The Sandboys find that their way is constantly blocked and only reach the Exhibition as it closes. The image above was drawn by the famous cartoonist George Cruikshank, and is from the very beginning of the book. It represents the irony which runs throughout the text: English people failing to reach the Exhibition while the rest of the world succeeds. In the image, the Exhibition building, the Crystal Palace, is situated at the top of the globe. People of all nations, identifiable through stereotypical clothing and objects – Chinese in large hats, people from Turkey smoking hookahs, Africans emerging from crude huts, Indians on elephants – rush towards the building. On the edges of the globe we can see symbols of nations who exhibited in 1851, steamships from America, pyramids from Egypt; and English flags demonstrate the reach of the Empire. While there is an element of mocking in the cartoon, it is also an indicator of the way in which the Exhibition, hailed by Queen Victoria as ‘one of the wonders of the world’, was viewed: a world-beating venture which put the nation on the map (literally). 83

Special Subject, 30 credits HIST3226 – The Great Exhibition of 1851: Legacy, Part 2 (Dr Eleanor Quince) Module Overview The Great Exhibition of the Works of Industry of All Nations was an international exhibition which took place in Hyde Park, London, from 1st May to 11th October 1851. It was arguably the greatest of a series of international ‘expositions’ run throughout the nineteenth century, celebrating scientific and technological innovation, design aesthetic and the might of manufacturing. On show were some 13,000 objects from Britain, the Colonies and forty-four other nations. The Exhibition and the Crystal Palace which housed it became a British icon, symbolising free trade and national success. During its six month opening period, over six million people visited the Exhibition, turning London, in the words of the Illustrated London News, from ‘the capital of a great nation, [into] the metropolis of the world’. The effects of the Exhibition were enormous and felt well into the twentieth century and beyond. But why was the Great Exhibition so important? How did it become a turning point for the nation? And what exactly has its legacy been? Indicative list of seminar topics  New acquisitions: purchasing for the nation at the Great Exhibition  Foundations: Government Schools of art, design, history and science  The making of the South Kensington Museum  Industry: working with the world in the wake of the Great Exhibition  Entertainment for the masses: photography, stereoscopy and film  The weird and the wonderful: the Crystal Palace at Sydenham, 1854 - 1936  The past in the present: forging Britain's heritage  Virtual impact: the Great Exhibition lives on 84

Assessment Assessment method % contribution to final mark 50 1 x essay 50 1 x 3-hour exam Sample Source : “They decided that the building …should rise again …that it should form a palace for the multitude, where …healthful exercise and wholesome recreation should be easily attainable. To raise the enjoyments and amusements of the English people …in wholesome country air, amidst the beauties of nature, the elevating treasures of art, and the instructive marvels of science, an accessible and inexpensive substitute for the injurious and debasing amusements of a crowded metropolis.” Phillips, Samuel, Guide to the Crystal Palace and Park, (London: Crystal Palace Library, Bradbury and Evans, 1856) p. 3 Between 1852 and 1854 the Crystal Palace, the main exhibition building for the 1851 Great Exhibition, was transplanted to Sydenham on the outskirts of London. Here, the structure was not only rebuilt but enlarged. Phillips’ Guide to the Crystal Palace and Park is a complete handbook to the re-erected palace. The quotation above tells us the aim of this undertaking, placing the welfare of the people of England at its heart. The Crystal Palace at Sydenham was the first large-scale amusement park for ‘the people’ and introduced the concept of ‘edutainment’ to the nation. Open to all, easily accessible via a newly extended Metropolitan Line and regular Omnibus service, the 300-acre park included an art gallery, a theatre, an opera house, dinosaur island, an archery ground, a printers, a perfume stand, extensive gardens, a viewing platform, and the famous ‘crystal towers’: two reservoirs supplying water to the fountains on the site. Until it was destroyed by fire in 1936, the Crystal Palace spent eighty years as one of the nation’s major venues and was a hugely popular tourist attraction. What we learn from the source as a whole is the sheer scale of the enterprise. The Crystal Palace Company had its own railway station, stables and steamboat; published a series of books on the history of the structure and the site via its own press; produced its own souvenirs; had a full complement of staff including tour guides, groomsmen, waiters, tutors and salespeople; offered assistance to those with disabilities, including the provision of ‘bath chairs’ (wheelchairs); had perambulators (prams) for hire by those with small children; and catered for ‘excursion parties’ of over 1000 people. The re-erection of the Crystal Palace at Sydenham was the first action of the Royal Commission set up at the close of the 1851 Great Exhibition, aiming to continue the promotion of science and the arts and to educate the masses. The Commission was to go on to establish a series of educational and heritage institutions which crisscrossed the globe, taking the legacy of the 1851 Great Exhibition far and wide. 85

Special Subject, 30 credits HIST 3216 – Racism in the United States, Part 1 (Dr David Cox) Module overview Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Revolution and the American Civil War, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Indicative list of seminar topics  The “prehistory” of race: the Ancient World and the Spanish Reconquista  Slavery and the emergence of race in colonial America  The Founding Fathers, Thomas Jefferson, and ideas of race  Race and the “Indian Question” 86

 The emergence of scientific racism: proslavery and the “American School” of Ethnography  The abolitionists and “romantic racialism”  Blackface minstrelsy: race and class Assessment % contribution to final mark 10 Assessment method 40 1 research proposal 50 1 x essay 1 x 2-hour exam Sample source Excerpt from Samuel George Morton, Crania Americana (Philadelphia, 1839) The physician Samuel Morton was the founder of the so-called “American School” of Ethnography. Having amassed a huge collection of human skulls, Morton claimed that his measurements of these skulls demonstrated the intellectual inferiority of people of African descent. Morton was also among the first to advance the theory of “polygenesis” – the erroneous idea that white people and black people were actually separate species. Although this idea had been scorned by Christians during the eighteenth century (who argued that all humans were descended from Adam and Eve), it grew in popularity during the nineteenth century as society became increasingly secular. 87

Special Subject, 30 credits HIST3217 – Racism in the United States, Part 2 (Dr David Cox) Module overview Between the late eighteenth and early twentieth centuries a powerful new idea emerged in the West: race. According to this ideology, human beings could be divided into biological groups - ‘races’ - determining both moral character and intellectual ability. Ideas of race were particularly powerful in the United States: white Americans constantly proclaimed their own racial superiority in order to justify racial slavery, the removal of American Indians from their homelands, and the segregation and disenfranchisement of African Americans. Whites, however, did not have a monopoly on racial thought; African American intellectuals had their own ideas about race, celebrating African history and championing black culture. This module will trace the development of racial thought in the United States between the American Civil War and the 1920s, examining the relationship between culture, politics, and society. Throughout the module we will also look at ideas of class and gender and consider their relationship to the concept of race. Indicative list of seminar topics  Lynching: race and gender  The Carlyle School and the “civilizing” of American Indians  Representations of black folklore  Race and Empire: the United States, Cuba, Hawaii, and the Philippines  The Harlem Renaissance: African-American intellectuals and the idea of race  The eugenics movement in the United States 88

Assessment % contribution to final mark 10 Assessment method 40 1 x research proposal 50 1 x essay 1 x 2-hour exam Sample source “Voodoo’s Horrors Break Out Again: How the Cruel and Gruesome Murders of Africa’s Wicked Serpent Worship have been Revived in Louisiana by a Fanatic ‘Sect of Sacrifice,’” El Paso Herald (March 14, 1912). This newspaper article and accompanying illustration is representative of a slew of similar reports of Voodoo worship published between the 1890s and the early decades of the twentieth century. These accounts bore little resemblance to reality; however, at a time when some white Americans sought to justify racial segregation and disenfranchisement at home and imperialism abroad, Voodoo became a symbol of black inferiority and incapacity for self-government. In the United States, fabricated newspaper reports of serpent worship, child sacrifice, and cannibalism shaped the public image of Haiti (the home of Voodoo) and helped pave the way for the U.S. occupation of the island from 1915 to 1934. 89

Special Subject, 30 credits HIST3075 Crime and Punishment in England c.1688-1840, Part 1 (Dr Julie Gammon) Module Overview This course will span the period c.1688-c.1840, beginning with the reforms of the criminal code introduced following the Glorious Revolution, known as the ‘Bloody Code’, and concluding in the mid-nineteenth century with the introduction of the police force under Peel and the first acts removing capital punishment from felonies. You will be asked to consider both the nature and incidence of crime and whether historians’ research confirms contemporary perceptions of the lawlessness of society. You will be asked to address whether a poor man’s [and woman’s] system of justice operated in the eighteenth century or whether the criminal law solely acted as the ‘ideology’ of the ruling classes. You will be introduced to a wide range of sources for examining the history of crime and punishment, both qualitative and quantitative. A variety of legal material will be drawn upon; indictment and deposition records from Quarter Sessions, Assize Circuits, the Kings Bench and the very rich Old Bailey Sessions Papers and Newgate Calendar. Alongside this the writings of contemporaries such as Defoe, Fielding, Smollett will be considered. Criminal biographies, judges’ notebooks, newspapers, canting dictionaries and satirical images also provide interesting and informative sources. 90

Indicative List of Seminar Topics  The Social History of Crime  Patronage, Deference and Authority  Henry Fielding: Eighteenth-century Magistrate  Changing Legal Procedures  The Growth of Forensic Medicine  Criminal Biographies  Infamous Criminals  Literary Criminals  A Criminal Underworld  Violent Offences, Property Crimes and Social Crimes  Gender and Crime  Class and Crime Assessment Assessment Method % Contribution to Final Mark Historiographical essay 40 Source based essay 40 Timed assignment (gobbets) 20 Sample Source But when such a reader of our laws is told, that offences against those laws are daily committed – that they are multiplied now beyond the example of former ages – that no country is so infested with the depredations of robbers of all kinds; - he would be at an utter loss to account for this, till he was told, that the dispensers of these laws very rarely put them in execution; and therefore, that they were little more than a scarecrow, set in a field to frighten the birds from the corn, which at first might be terrible in apprehension, but in a little time became familiar, and approached without any danger, by even the most timorous of the feathered race. M. Madan, Thoughts on Executive Justice (1785) pp 18-19 The development of the Bloody Code in England over the eighteenth century meant that England, on the face of it, had a very harsh criminal law with over 200 offences carrying the death penalty and the possibility of being executed for stealing something with a value of one shilling (12 pence). Martin Madan was one of a growing number of voices concerned that crime levels were continuing to increase and he attributed this to the failure of judges to consistently implement the death penalty. In this extract he uses the interesting analogy of a ‘scarecrow’ to describe the legal system. It is useful to compare Madan with his contemporaries in considering the different explanations given for why crime was increasing and the suggestions as to what should be done about it. 91

Special Subject, 30 credits HIS3076 - Crime and Punishment in England c.1688-1840, Part 2 (Dr Julie Gammon) Module Overview This course will span the period c.1688-c.1840, beginning with the reforms of the criminal code introduced following the Glorious Revolution, known as the ‘Bloody Code’, and concluding in the mid-nineteenth century with the introduction of the police force under Peel and the first acts removing capital punishment from felonies. You will be asked to consider why the legal system moved away from capital punishment towards firstly the transportation and ultimately the imprisonment of felons and what led to the establishment of the police force. You will be introduced to a wide range of sources for examining the history of crime and punishment, both qualitative and quantitative. In looking at punishment, the ideas of Beccaria, Howard and Bentham will be examined in addition to prison and Home Office records. The material of Colquhoun and Peel form the basis of a consideration of early policing. Narratives of criminals transported to Australia and those housed in the notorious prison hulks will also be examined. You will assess the influence of humanitarian writers who adopted the cause of felons: particularly women and children, in the early nineteenth century. Indicative List of Seminar Topics 92

 The Early Modern Prison  John Howard and Prison Reform  Jeremy Bentham and the Panopticon  Elizabeth Fry and Female Prisoners  Eighteenth Century Policing  Peel and the 1829 Metropolitan Police  Reactions to the New Police  The Floating Brothel  Transportation America and Australia  Experiences of Transportation  Witnessing a Hanging  The Reform of Executions Assessment % Contribution to Final Mark Assessment Method 50 50 Essay 3-hour unseen exam WHEN / THIS YOU / SEE / REMEMBER / ME WHEN / I AM FAR / FROM the[e] / Sample Source THOMAS / LOCK / AGED 22 / TRANSPed / 10 Years Some 160,000 convicts were sent to the Australian colonies from 1788 to 1868. One of those convicts was Thomas Lock. He was convicted of highway robbery and sentenced to 10 years' transportation to New South Wales. Before Lock left England, as he waited in prison for his sentence to be carried out, he used a penny to make a token of remembrance to leave behind. Lock gave this memento to a loved one when he sailed for Australia. He arrived in Sydney in September 1845. It is not known if he ever returned to England. The transportation of convicts as a sentence divided opinion: some saw it as too much of a reward for ‘undesirables’ rather than punishment, others as barbaric and negligent. This source betrays some of the human cost of transportation despite the voices of the convicts sent to Australia rarely surviving, as young male and female criminals found themselves sent to the other side of the world. 93

Special Subject, 30 credits HIST3247 – Islands and Empires in the Ancient Aegean, Part 1: Ruling the Waves (Dr Annelies Cazemier) Module Overview The ancient Greeks were said to live like ‘frogs around a pond’ (Plato, Phaedo 109b) and the sea was omnipresent in their history and societies. This was true in particular for those who inhabited the islands scattered around the Aegean Sea, between mainland Greece and modern-day Turkey. In Islands and Empires, we explore the history of the Aegean from the Classical age until the Roman Imperial period. The course takes you on a journey through time and space, addressing questions of political power and control as well as social and cultural history. The central theme of this module (part 1) is ‘thalassocracy’ or sea power. We start by covering the main features of the Aegean as a region and then explore its political history from the fifth century BCE until the second and third centuries CE. What did it mean to control the Aegean Sea or part of it? How did this control manifest itself? The success of Classical Athens can be explained to a large extent through the power of its navy and its control over the islands of the Aegean, who paid tribute to the city. Following Alexander the Great’s death in 323 BCE, the Aegean became a key region of conflict between Macedonian and Ptolemaic rulers, and this was the arena which the Romans entered when they established their empire in the eastern Mediterranean. Overall, this module equips you to think about the ways in which the Aegean Sea formed part of power shifts in the ancient Mediterranean. You gain an understanding of the empires which were active in the Aegean as well as developing insights into manifestations of power in Aegean communities. 94

Indicative List of Seminar Topics  The Aegean Sea and the Mediterranean  Thalassocracy: Concept and Implications  Greek Islands and the Athenian Empire  Alexander the Great and the Aegean  The Ptolemies and Overseas Power  Greek Islands in the Imperial Period Assessment Assessment Method % Contribution to Final Mark 1 x essay 50 50 1 x gobbet exercise Sample Source ‘Themistocles persuaded the Athenians to finish the building of the Peiraeus, on which a start had been made earlier, in his year of office as archon. He could see the virtue of the place, with is three natural harbours, and realized that becoming a seafaring nation was the key to the acquisition of power. He had been the first to advance the proposal that the Athenians should take to the sea: and now he was quick to help lay the foundations of empire. (...) His particular concentration on the navy had its origin, I think, in his perception that the King’s forces found it easier to attack by sea than by land. He considered the Peiraeus more important than the upper city, and he would often advise the Athenians that if they were ever hard pressed on land they should go down to the Peiraeus and take on the world with their ships.’ Thucydides 1.93. From: Thucydides: The Peloponnesian War, trans. Martin Hammond (Oxford, 2009) The Athenians are known for their maritime empire, but it had not always been that way. The politician and commander Themistocles was credited with the foresight of developing the Athenian navy, as a result winning a crucial victory against the forces of the Persian king Xerxes at the battle of Salamis (480 BC). The Athenians kept reminding other Greeks of their role in this victory in subsequent decades, stating that they contributed ‘the largest number of ships, the ablest commander [Themistocles], and the most fearless determination’ (Thucydides 1.74). The Greek historian Thucydides argued that the growth of Athenian power following the Persian Wars (490-479 BC) led ultimately to the Peloponnesian War (431-404 BC). Following the defeat of the Persians, the Athenians took a leading role in the alliance known as the Delian League. Increasingly, they treated their ‘allies’ more like subjects and this is therefore more commonly known as the Athenian empire. It included most of the Aegean islands, who had to contribute tribute and/or ships to Athens (as recorded in inscribed tribute lists). 95

Special Subject, 30 credits HIST3248 – Islands and Empires in the Ancient Aegean, Part 2: Island Societies (Dr Annelies Cazemier) Module Overview The second part of this special subject on Islands and Empires explores the ancient history of Greek islands in the Aegean from a local and regional perspective. What was it like to live on an Aegean island? Combining written sources with material evidence, you will explore the political structures of island societies, alongside social, cultural, economic, and religious aspects, as well as the relations of these islands with other communities in the Aegean and the wider Mediterranean. You will gain in- depth knowledge of a series of case studies of specific islands (incl. major centres such as Delos and Rhodes) and learn about key themes and approaches for the study of local and regional history in the ancient Greek world. The underlying theme of the module is that of continuity and change. Working with a wide variety of sources throughout the module, you will develop the skills to piece together the histories of specific islands as well as gaining an understanding of both the shared features and unique characteristics of different parts of the Aegean. Indicative List of Seminar Topics  Insularity: Isolation and Connectivity  Sources for Island Histories and Societies  Delos as Religious Centre of the Cyclades  Rhodes and its International Relations  Island Sanctuaries and Networks  The Aegean: Unity and Diversity 96

Assessment Assessment Method % Contribution to Final Mark 50 1 x essay 50 1 x 3-hour exam Sample Source ‘With good fortune, the association has resolved to praise Marcus Minatius, son of Sextus, Roman, and cordially to welcome the offer which he has made, seeking distinction in his relations with the association; and that a place be granted to him in the courtyard of his own desire for the dedication of a statue, or in any other place which he himself may select with the exception of the shrines and the porticoes, and in the temple whatever place he himself may wish for the dedication of a painted portrait.’ IDelos 1520, lines 20-27, trans. Marcus N. Tod, ‘Greek Inscription at Cairness House’, Journal of Hellenic Studies 54 (1934): 140-62 This is an extract from an inscription set up on the island of Delos around 150 BCE by an association of merchants, shippers, and warehouse workers from Berytos (modern Beirut in Lebanon) who refer to themselves as Poseidoniasts, worshippers of the god Poseidon. Delos was known as birthplace of the gods Apollo and Artemis and served as important religious centre since the archaic period. Following a period of Athenian control, Delos was independent from 314 to 166 BCE, but then the Romans passed it back to be governed by Athens. In this period, Delos developed into a busy commercial centre. Its population expanded and was very cosmopolitan. In the inscription, the Berytian Poseidoniasts thank the Roman Marcus Minatius for providing funds to complete their clubhouse, the archaeological remains of which have been preserved (see above). While he can choose where to put his statue, there are some restrictions! This is one of many examples of epigraphic evidence testifying to the cross-cultural phenomenon of religious and professional associations in the ancient Aegean. 97

Special Subject, 30 credits HIST3240 – Society and Politics in Victorian Britain Part 1 (tbc) Module Overview In this module we will examine the principal themes of the political and social history of Britain during the Victorian Era (c.1830-1900). This period witnessed the building of one of the worlds 'greatest' empires. We will examine how Britain developed from a rural society into a leading industrial nation and the development of the modern state and new forms of political participation. This was a period that witnessed the rise and political dominance of liberalism in Britain and we will consider why, how and with what results this political evolution shaped Britain’s domestic politics. Indicative Seminar topics A range of themes that you will cover may include:  Chartism  Women and Political Representation  Liberalism and Conservatism  The Great Reform Act of 1867  Poverty and Poor Relief  Philanthropy  Communications. Assessment 98