Module booklet_Open Days

Encounter the Past from Ancient Egypt to the War on Terror University of Southampton History Department Module Choices

IntroductionBe bold! In choosing to come to Southampton, you would be joining an incredibly dynamiccommunity of scholars, whose broad expertise and varied interests are reflected in the original andthought-provoking modules on offer. Take the time to explore what is available by reading theoverviews, considering the lists of content and enjoying the sample sources and commentariesprovided. Do not be put off by things which you may not yet have heard of, or have not studiedbefore. Getting the most out of your time at university means seizing the opportunity to broadenyour horizons and challenge yourself intellectually, and that is exactly what this varied curriculumoffers you. Just as the staff in this department are pushing the boundaries of historical knowledgeand understanding, so should you be on both an academic and a personal level. We wish you all thebest for your future studies, and hope this booklet helps you make the most of the diverse optionsavailable to you.How to Select ModulesIn order to qualify for a degree, you need to take 120 credits during each academic year, that is, 60credits in each semester. For joint honours students, 60 of the overall 120 credits come from Historymodules, with the other half being made up from your joint subject.The options on offer come in two varieties: some are worth 15 credits and some are worth 30. Thestandard required is identical, but there are special features for each one. The 15-credit modulescover more focussed themes while the 30-credit modules allow a more sustained engagement witha theme. A 30-credit module involves three scheduled hours of contact time each week, togetherwith office hours and consultations; two 15-credit modules (so equal to a 30-credit module) involvesfour scheduled hours of contact time each week, together with office hours and consultations.Core Modules and Specific RequirementsThere are a small number of core modules which all students must take. These are designed todevelop key skills and core competencies vital to the study of History, and valuable in competitivejobs markets:  In Year 1, single-honours History students must take ‘World Histories’ (30 credits) in semester 1, and ‘World Ideologies’ (30 credits) in semester 2 (Joint Honours students are only required to take ‘World Histories’)  Year 1 Ancient History students take ‘Introduction to the Ancient World’ in semester 1 (30 credits) and ‘Wonderful things: World History Told Through Objects’ (15 credits) alongside ‘Ancient History: Sources and Controversies’ (15 credits) in semester 2  At some point during Year 2, singe-honours History students need to choose at least one pre-1750 module  It is compulsory for all single-honours History students to complete a 30 credit group project in semester 2 of Year 2, the theme of which is chosen from a wide range of topics  In Year 3, students complete a 10,000-word dissertation worth 30 credits in the second semester

The Online Module BallotStudents select their modules through an online ballot. To ensure the quality of the studentexperience, seminars are capped at 15 students. For most modules, there will only be a couple ofseminar groups offered. Thus, some very popular modules might fill quickly, and therefore will notbe available later in the ballot process. These restrictions, though, are meant to help students. Theyensure that classes will never be too large; that library resources will not be overwhelmed by verylarge numbers on some modules; and that staff members will be able to return feedback and marksmore quickly because the amount of marking they have is not excessive. Some students may bedisappointed that particular modules fill before they are able to enrol, but these restrictions aremeant to ensure that all students receive a good standard of teaching and support.Staff Availability and Module ChoiceThe content of this booklet represents the current breadth of the History department’s curriculum.The availability of specific modules from semester to semester differs depending upon theavailability of individual staff members. For example, should a lecturer be on research leave for asemester or longer, their modules may well not be available during that time. Furthermore, if aparticular module is particularly under-subscribed at any point, the Director of Programmes withinthe department may withdraw the module, and offer those students enrolled a number ofalternative choices.Optional Modules Outside the History DepartmentThe University runs a Major/Minor system, through which students are free to choose a number ofmodules from across the institution to compliment those of their main degree. These may bemodules within History’s faculty of Humanities, such as Archaeology, English, Philosophy, Film orMusic, or could be chosen from other disciplines such as Economics, Politics and InternationalRelations or Sociology. As such, the broad selection of modules on offer within this bookletrepresents just a fraction of the choice available for students at the University of Southampton.

ContentsHistory Year 1 Core Modules (15/30 credits)HIST1151 - World Histories – compulsory for all students reading history and joint degrees EXCEPTancient history and joints…………………………………………………………………………………………………………………..7HIST1150 - World Ideologies – compulsory for all single degree history students………………………………9HIST1130 - Wonderful things: World History Told Through Objects – compulsory for Ancient Historyand joint students……………………………………………………………………………………………………………………………11HIST1154 - Ancient History: Sources and Controversies – compulsory for Ancient History and jointstudents…………………………………………………………………………………………………………………………………………..13HIST1155 - Introduction to the Ancient World – compulsory for Ancient History and joint………………15History Year 1 Cases and Contexts Modules (15 credits)HIST1008 - A Tudor Revolution in Government?..................................................................................17HIST1011 - The First World War……………………………………………………………………………………………………….19HIST1012 - Who is Anne Frank?............................................................................................................21HIST1015 – McCarthyism…………………………………………………………………………………………………………………23HIST1020 - The French Revolution…………………………………………………………………………………………………..25HIST1029 - New World Slavery………………………………………………………………………………………………………..27HIST1058 - Russia in Revolution………………………………………………………………………………………………………29HIST1062 - Rebellions and Uprisings in the Age of the Tudors…………………………………………………………31HIST1074 - The Battle of Agincourt………………………………………………………………………………………………….33HIST1076 - God’s Own Land…………………………………………………………………………………………………………….35HIST1085 - German Jews in Great Britain after 1933……………………………………………………………………….37HIST1087 - Pope Innocent III……………………………………………………………………………………………………………39HIST1093 - The Reign of Philip II………………………………………………………………………………………………………41HIST1094 - Henry VIII: Reputation and Reality…………………………………………………………………………………43HIST1102 - The End of the World……………………………………………………………………………………………………..45HIST1106 - Emperor Constantine the Great……………………………………………………………………………………..47 1

HIST1109 - Terrorists, Tyrants and Technology………………………………………………………………………………..49HIST1111 - Gandhi and Gandhism……………………………………………………………………………………………………51HIST1119 - The Long Summer?.............................................................................................................53HIST1124 - Heroes and Villains…………………………………………………………………………………………………………55HIST1126 - Consuls, Dictators and Emperors……………………………………………………………………………………57HIST1133 - Passages in a Middle Eastern Tragedy……………………………………………………………………………59HIST1134 - The Murder of Edward II………………………………………………………………………………………………..61HIST1136 - Siena to Southampton……………………………………………………………………………………………………63HIST1137 - Revolutionary America…………………………………………………………………………………………………..65HIST1145 - From Shah to Ayatollah………………………………………………………………………………………………….67HIST1146 - Joan of Arc……………………………………………………………………………………………………………………..69HIST1147 - The Real Downton Abbey……………………………………………………………………………………………….71HIST1148 – Castles…………………………………………………………………………………………………………………………..73HIST1153 - Alexander the Great and his Legacy……………………………………………………………………………….75HIST1160 - Fascism and the Italian People…………………………………………………..…………………………………77HIST1158 - Liberté, Egalité, Beyoncé………………………………………………………………………………………………..79HISTXXXX - The Roman Army in Britain: Life on the Northern Frontier…………………………………………….81Year 2 15 Credit ModulesHIST2055 - The Eternal City: The City of Rome…………………………………………………………………………………83HIST2069 - Knights and Chivalry………………………………………………………………………………………………………85HIST2071 - Celebrity, Media and Mass Culture: Britain 1888-1952………………………………………………….87HIST2072 - Treason and Plot: A History of Modern Treason in Europe…………………………………………….89HIST2073 - Jews in Germany before the Holocaust………………………………………………………………………….91HIST2074 - Visual Culture and Politics: Art in German Society, 1850-1957……………………………………….93HIST2082 - Nelson Mandela: A South African Life…………………………………………………………………………….95HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries…………97 2

HIST2093 - Strategy and War…………………………………………………………………………………………………………..99HIST2094 - Wellington and the War against Napoleon ………………………………………………………………….101HIST2097 - Napoleon and his Legend…………………………………………………………………………………………….103HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping…………………………..105HIST2102 - Discipline and Punish: Prisons and Prisoners in England 1775-1898…………………………….107HIST2103 - Self-inflicted Extreme Violence…………………………………………………………………………………….109HIST2108 - The Making of Modern India………………………………………………………………………………………..111HIST2XXX - Roman Emperors and Imperial Lives…………………………………………………………………………….113HIST2XXX* - Ancient Greeks at War……………………………………………………………………………………………….115HIST2XXX*- The Global Cold War……………………………………………………………………………………………………117ARCH2003 – The Power of Rome: Europe’s First Empire………………………………………………………………..119HUMA2008 – The Life and Afterlife of Vikings……………………………………………………………………………….121HUMA2XXX* - Arabian Nights and Days: The World of the 1001 Nights…………………………………………123Year 2 30 Credit ModulesHIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660…………………………….125HIST2004 - Making of Englishness: Race, Ethnicity and Immigration in British Society, 1841-Present………………………………………………………………………………………………………………………………………….127HIST2006 - Looking Beyond the Holocaust: Impact of Genocide on Contemporary History……………129HIST2008 - Group Project – *compulsory for all single honours History students……………………..…..131HIST2031 - Stalin and Stalinism………………………………………………………………………………………………………133HIST2035 - The Struggle of the Czechs: From Serfdom to Stalinism……………………………………………….135HIST2036 - The Hundred Years’ War: Britain and Europe, 1259-1453…………………………………………….137HIST2039 - Imperialism and Nationalism in British India………………………………………………………………..139HIST2045 - Cleopatra’s Egypt…………………………………………………………………………………………………………141HIST2049 - Sin and Society: 1100-1520………………………………………………………………………………………….143HIST2051 - The British Atlantic World…………………………………………………………………………………………….145HIST2053 - Habsburg Spain: 1471-1700: The Rise and Decline of the First European Superpower…147 3

HIST2059 - Plague, Fire and Popish Plots: The Worlds of Charles II………………………………………………..149HIST2064 - The Space Age………………………………………………………………………………………………………………151HIST2084 - Accommodation, Violence and Networks in Colonial America……………………………………..153HIST2086 - Building London 1666 – 2012……………………………………………………………………………………….155HIST2087 – Islamism: From the 1980s to the Present…………………………………………………………………….157HIST2090 - The Second British Empire……………………………………………………………………………………………159HIST2096 - Evolution of US Counterterrorism………………………………………………………………………………..161HIST2107 - Terror and the Fall of Imperial Russia…………………………………………………………………………..163Year 3 Special Subjects (60 credits, Part 1 and 2 spread over both semesters, classes capped at 15)HIST3036/8 - France under the Nazis, 1940-1944…………………………………………………………………………..165HIST3054/5 - The Third Reich…………………………………………………………………………………………………………169HIST3060/1 - The Holocaust: Policy, Responses and Aftermath……………………………………………………..173HIST3069/70 - The Vietnam War in American History and Memory……………………………………………….177HIST3072/7 - The Late Russian Empire…………………………………………………………………………………………..181HIST3075/6 - Crime and Punishment in England c. 1688-1840……………………………………………………….185HIST3104/5 - Refugees in the Twentieth Century…………………………………………………………………………..189HIST3113/4 - Modern Israel 1948-2007…………………………………………………………………………………………193HIST3126/7 - Fashioning the Tudor Court………………………………………………………………………………………197HIST3157/8 - Hidden and Forbidden: Religious Lives East of Rome………………………………………………..201HIST3173/4 - The Wars of the Roses………………………………………………………………………………………………205HIST3176/7 - Forging the Raj………………………………………………………………………………………………………….209HIST3178/9 - When the Lights Went Out: Britain in the 1970s……………………………………………………….213HIST3180/1 - The Rise and Fall of the British Empire in Africa………………………………………………………..217HIST3184/5 - All Manner of Men, Working and Wandering: Daily Life in the Middle Ages……………..221HIST3195/6 - Islam, Conquests and Caliphates ………..……………………………………………………………………225 4

HIST3199/00 - Being Roman: Society and the Individual in Rome and Italy……………………………………229HIST3203/4 – American Empire: The Emergence and Expansion of the Pax Americana…………………233HIST3205/6 World War II: The Home Front……………………………………………………………………………………237HIST3207/8 World War II: The Global Perspective…………………………………………………………………………241HIST3212/3 – Love and Sexuality in Twentieth Century Europe……………………………………………………..245HIST3XXX* Nuclear War and Peace………………………………………………………………………………………………..249HIST3XXX* Racism in the United States………………………………………………………………………………………….253HIST3XXX* Iran Between Revolutions (1907-1979)………………………………………………………………………..257Year 3 Alternative Histories (Semester 1, 30 credits)HIST3116 - Alternative Histories: Between Private Memory and Public History……………………………..261HIST3118 - Alternative Histories: Food and Cooking………………………………………………………………………263HIST3119 - Alternative Histories: Music and History………………………………………………………………………265HIST3121 - Alternative Sexualities………………………………………………………………………………………………….267HIST3132 - Conflict, Transformation and Resurgence in Asia: 1800 to the present………………………..269HIST3148 - Alternative Histories: Cultures of Migration…………………………………………………………………271HIST3150 - Alternative Histories: Travellers' Tales………………………………………………………………………….273HIST3186 - Alternative Conquests: Comparisons and Contrasts…………………………………………………….275HIST3187 - The Bible and History……………………………………………………………………………………………………277HIST3XXX - Alternative Histories: Homes and Houses…………………………………………………………………….279Year 3 15 Credit ModulesARCH3011 - Iron Age Societies……………………………………………………………………………………………………….281ARCH3017 - Presenting the Past…………………………………………………………………………………………………….283ARCH3028 - Living with the Romans: Urbanism in the Roman Empire……………………………………………285ARCH3034 - The Archaeology of Seafaring…………………………………………………………………………………….287ARCH3XXX - Later Anglo-Saxon England………………………………………………………………………………………..289 5

HIST3XXX - Afro-Latin America………………………………………………………………………………………………………291Index by Historical PeriodCore Module/Compulsory………………………………………………………………………………………………………….….293Ancient………………………………………………………………………………………………………………………………………….293Medieval………………………………………………………………………………………………….…………………………….………294Early Modern…………………………………………………………………………………….……………………………………….….294Modern/Contemporary……………………………………………………………………………………………………………….…295Alternative histories………………………………………………………………………………………………………………………297 6

Year 1 Semester 1 - Core Module (30 credits)* HIST 1151 – World Histories: Contact, Conflict and Culture from Ancient to Modern*Compulsory for all students reading history and joint degrees EXCEPT Ancient History and jointsModule OverviewThe idea of historical periods—the division of the past into blocks such as ‘the middle ages’ or ‘themodern period’—is fundamental to how historians and the general public write and think about thepast. The aim of this module is to introduce you to how different historical periods are defined, andhow the idea of historical periods affects the way that history is written and understood due tothese basic questions and assumptions. As well as introducing these ideas, the module will alsoprovide you with the opportunity to discuss and debate some of the most important features ofthese periods, including the nature of cultural contact and conflict between world civilisations, thehistory of empires, and dynamics of change in world histories from ‘antiquity’ to ‘the modernperiod’. In this way, the module will provide you with background knowledge useful throughout therest of your degree and beyond.Special Features of this Module  Wide-ranging introduction to historical periods  Wide-ranging introduction to historical methodologies  Intensive skills training for degree-level written work  Global historical coverage 7

Assessment % Contribution to Final Mark Assessment Method 60 20 2,000-word essay based on primary sources 20 Written evaluation of a seminal journal article Group presentation on a comparative themeSample SourceSoviet porcelain designer and visual artist Mikhail Adamovich designed this plate in 1921. CalledKapital, the plate shows a revolutionary worker stamping on the word ‘capital’ in futurist style. Theplate was one of a series designed by Adamovich in the late 1910s and early 1920s celebrating therevolution: employed within what was known by then as the State porcelain factory, Adamovich wasfamed for his works on agitprop and futurist design. The most important message from this plate isthat industrial power after the revolution was to be handed over from the managers to the workers(proletariat): the fires, vivid colours and sharp lines embody power and revolutionary energy; thiswas a direct, modern challenge to the traditional order. The plate may be familiar to you already: itwas object number 96 as chosen by the director of the British Museum Neil MacGregor in the recentradio series A History of the World in 100 Objects (2010). 8

Year 1 Semester 2 - Core Module (30 credits)* HIST1150: World Ideologies: The Ideas that Made the World*Compulsory for all students reading history and joint degrees EXCEPT Ancient History and jointsModule OverviewIdeas are fundamental to human societies and culture. Some, though, are identified by the term‘ideology’, which indicates that they are all-embracing, and form the basis for an entire worldview,or a means of understanding the patterns of life and society. Ideologies can become the basis formuch of an individual's identity, and as such are forces of great power and historical importance.Understanding ideologies thus provides a key means for understanding the minds of historicalindividuals, or, beyond the individual, much of the basis for politics and political organisation.Indeed, ideologies can give the ideas and moral authorisation for some to try to control or totransform politics, society and culture, and are highly influential in bringing about historical change.Indicative List of Seminar TopicsThis module is designed to introduce you to some key ideologies and to allow consideration of howideologies have influenced societies and shaped history. The greater part of the module is builtaround week-long investigations of specific ideologies, selected for their long-term impact andglobal influence. These include examples such as Multiculturalism, Marxism and Imperialism. Foreach ideology, you will hear a broad, introductory lecture which will explain the basics of eachideology and highlight different historical case studies associated with them. This will be followed bya more specific lecture which will engage with the key texts for each ideology, and which will link tothe seminar. The seminar will involve you in discussion about a seminal text related to the ideologyand its impact. The aim of the seminar will be for you to bring together themes from the lecture andrelate them to the text, and to discuss the effect of the ideas under discussion. 9

Assessment % Contribution to Final Mark Assessment Method 60 (30 each) 20 2 x 2,000-word essay based on primary sources 20 1000-word commentary on a key source Group presentation on a comparative themeSample Source‘Were all these dreadful things necessary? Were they the inevitable results of the desperate struggleof determined patriots, compelled to wade through blood and tumult, to the quiet shore of atranquil and prosperous liberty? No! Nothing like it. The fresh ruins of France, which shock ourfeelings wherever we can turn our eyes, are not the devastation of civil war; they are the sad butinstructive monuments of rash and ignorant counsel in time of profound peace.’ Edmund Burke, Reflections on the Revolution in France (1790)Although many of his contemporaries and colleagues welcomed the events that took place in Francein the summer of 1789, Edmund Burke vehemently opposed the Revolution. In arguing against theideas and ideologies of the French Revolution, Burke drew on a different set of ideas to explain andjustify the structure of society. His book, Reflections on the Revolution in France, ignited a greatdebate in Britain and beyond, and it continues to be influential today. Priced at three shillings, it sold30,000 copies in two years, and its language and imagery have passed into British political discourse. 10

Year 1 - Ancient History Core Module (15 credits)* ARCH1062/HIST1130 - Wonderful Things: World History Told Through Objects (Dr R. Helen Farr) *Compulsory for all students reading Ancient History and associated joint degreesModule OverviewAs he broke the seal and opened the door to Tutankamun’s tomb, archaeologist Howard Carterdeclared, breathlessly, that he could see ‘Wonderful things’. Ancient things have this special appeal.They enchant and captivate. They excite curiosity and unleash enthusiasm. But above all they are theway to tell big histories through small objects. In this module we set out to tell the seamless historyof deep-time, from 2 Million years ago to the maritime foundations of the modern world. Throughour deep-history we will examine the motives behind making, acquiring, preserving and keepingthings; the pride and passion of people in the past, the constantly changing desire of humanity forthe sumptuous, the aesthetically pleasing and the exotic. To do this our archaeological experts havechosen a variety of objects from deep-history; starting with the stone handaxes of Africa and endingwith the fatal voyage of the Mary Rose. During your historical journey you will learn about changingtechnologies and food-ways, the things that glued Empires together, concepts of citizenship, icons offaith and the variety of objects used in social networking and games of power. By the end you willhave a different understanding both of history and wonderful, handmade, things. 11

Indicative List of Content  Introduction: Making us Human  Taming Nature  Laying Foundations  The First Cities and States  Empires and Faiths  Threshold of the Modern WorldAssessment Assessment Method % Contribution to Final MarkBlog (week 2) 40On-line quiz (week 3) 60Group exhibition and presentation (week 7)Written report on Wonderful Thing/s chosen and researched bythe student (2,000 words)Sample Source Incan Khipu, Peru, c. 1430-1530 AD, British Museum CollectionIn a complex society without writing, the Incan Khipu acted as a record and accounting system. Stillencoded and shrouded in mystery today, we learn from the Spanish accounts that they recordedcomplex stories about Kings, genealogy and census data. Is this early binary information storage, orwere these mnemonic devices read in a different way? From the Quechua for ‘knot’, how weunderstand this form of knotted string record is still debated. 12

Year 1 - Ancient History Core Module (15 credits)* HIST1154 - Ancient History: Sources and Controversies (Dr Helen Spurling) *Compulsory for all students reading Ancient History and associated joint degrees Left: Roman copy of a bust of Herodotus (484-425 BCE); Metropolitan Museum of Art, New York.Right: Fragment of Herodotus’ Histories on papyrus, early 2nd cent. CE (Papyrus Oxyrhynchus 2099).Module OverviewThe history of the ancient world is hugely significant for understanding subsequent periods of historyand the origins of ideas and institutions of global significance. However, the nature of the ancientworld continues to be highly debated due to the sources and evidence available to historians forunderstanding this period. This module looks at the societies and cultures of the ancient worldthrough their written texts, visual art and material remains. What types of evidence are available toancient historians? What makes them significant and exciting? What perspectives do they present?What is the relationship between literature or materials remains and the socio-political world inwhich they were produced? The aim of this module is to introduce you to different types of sourcesin study of the ancient world, and how to approach and analyse them as historical sources. Over thecourse of the module, you will be introduced to literary, material and visual evidence fromHerodotus (484-425 BCE) to Procopius (500-560 CE), from buildings and monuments to art, coinsand inscriptions, covering Greek, Roman and Byzantine history. In this way, the module will provideyou with background knowledge and analytical skills useful throughout the rest of your degree andbeyond. 13

Indicative List of Content  Introduction: Themes and Approaches  Greek, Roman, and Late Antique Historiography  Epic and Poetry  Oratory and Politics  Philosophy  Geography and Travel Writing  The Study of Ancient Inscriptions  Integrating Written Sources and Material RemainsAssessment Assessment Method % Contribution to Final MarkCommentary exercise (1,500 words) 30Essay (2,000 words) 40Take-away gobbet exam (1,500 words) 30Sample Source‘In this book I will write the biographies of King Alexander and of Caesar – the Caesar who overthrewPompey. Now, given the number of their exploits available to me, the only preamble I shall make isto beg the reader not to complain if I fail to relate all of them or to deal exhaustively with aparticular famous one, but keep my account brief. I am not writing history but biography, and themost outstanding exploits do not always have the property of revealing the goodness or the badnessof the agent; often, in fact, a casual action, the odd phrase, or a jest reveals character better thanbattles involving the loss of thousands upon thousands of lives, huge troop movements, and wholecities besieged. And so, just as a painter reproduces his subject’s likeness by concentrating on theface and the expression of the eyes, by means of which character is revealed, and pays hardly anyattention to the rest of the body, I must be allowed to devote more time to those aspects whichindicate a person’s mind and to use these to portray the life of each of my subjects, while leavingtheir major exploits and battles to others.’ Plutarch (46-120 CE), Life of Alexander 1, Plutarch: Hellenistic Lives, trans. R. Waterfield. Oxford: Oxford University Press, 2016)This extract from the beginning of Plutarch’s Life of Alexander highlights a range of aspects relevantto the study of the ancient world, concerning historical context, genre, and the limitations (but alsoopportunities) of the source material available to us. Plutarch wrote his biography of Alexander theGreat (356-323 BCE) centuries after the conqueror’s death, as part of a series of Parallel Livescomparing famous figures from the Greek world with Roman counterparts (in this case Caesar). Theextent to which we can use Plutarch as a source for ancient history is debated not only due to thechronological distance to his subjects, but also due to Plutarch’s here self-declared intention not towrite history but biography, and the moral tone which pervades his work. That said, Plutarch’s Life isour main source for the early life of Alexander the Great, about which little would otherwise beknown. 14

Year 1 - Ancient History Core Module (30 credits)* HIST1155 - Introduction to the Ancient World (Dr Louise Revell) *Compulsory for all students reading Ancient History and associated joint degreesModule OverviewThe Ancient World has profoundly influenced subsequent generations of history, and helps us tounderstand the foundations of today’s world. This module provides an introduction to thismomentous period of history from Dark Age Greece to the emergence of Islam. We will exploremajor civilisations including Classical Greece, the Hellenistic world, the Roman Republic, the rise andfall of the Roman Empire and the Byzantine Empire up to the rise of Islam. This module willintroduce you to central themes in Greek, Roman and Byzantine history, assessing politicalprocesses, socio-cultural changes and ideological developments. A wide array of evidence will beinvestigated from the literary to the material and visual, such as historical writings, art, architecture,archaeology, inscriptions, and philosophy. Throughout we will ask major questions: what were thekey turning points and markers of change in the Ancient World? What were the distinctive featuresof the major ancient civilisations? How did the dominant civilisations interact with other culturesand societies under their rule? Importantly, we will also investigate the reception of the AncientWorld: how has it been understood by subsequent generations and what is its significance andimpact throughout history? In this way, the module will provide you with an overview and importantbackground knowledge that will support you in the rest of your degree and beyond.Indicative List of Seminar Topics Minoan/Mycenaean to Dark Age Greece Classical Greece Hellenistic world Greece and its Neighbours Republican Rome Roman Empire Rome and its Neighbours Constantine and the fall of Rome Byzantium and the rise of Islam The reception of the Ancient World (including a visit to the British Museum) 15

Assessment % Contribution to Final Mark Assessment Method 20 60 One 1,000-word commentary exercise (2x500 word) 20 Two 2,000-word essays based on primary sources Group presentation on a comparative themeSample SourceHow striking and grand is the spectacle presented by the period with which I purpose to deal, will bemost clearly apparent if we set beside and compare with the Roman dominion the most famousempires of the past, those which have formed the chief theme of historians. Those worthy of beingthus set beside it and compared are these. The Persians for a certain period possessed a great ruleand dominion, but so often as they ventured to overstep the boundaries of Asia they imperilled notonly the security of this empire, but their own existence. The Spartans, after having for many yearsdisputed the hegemony of Greece, at length attained it but to hold it uncontested for scarce twelveyears. The Macedonian rule in Europe extended but from the Adriatic region to the Danube, whichwould appear a quite insignificant portion of the continent. But the Romans have subjected to theirrule not portions, but nearly the whole of the world and possess an empire which is not onlyimmeasurably greater than any which preceded it, but need not fear rivalry in the future. In thecourse of this work it will become more clearly intelligible by what steps this power was acquired,and it will also be seen how many and how great advantages accrue to the student from thesystematic treatment of history. Polybius Histories 1.2This passage from the the Greek historian Polybius (2nd century BC) demonstrates the acute interestthe ancients had in their past, and their ability to categorize and compare different peoples,empires, and periods. Polybius ultimately sees Rome as the greatest of all ancient civilizations, andseeks to explain its rise to a Greek audience. Was Polybius right in his assessment? In this module wewill trace the rise and fall of some of those earlier societies and discover what happened to Romeand its neighbours after Polybius’ time.16

Year 1 - Cases and Contexts Module (15 credits) HIST1008 - A Tudor Revolution in Government? (Professor George W. Bernard)Module OverviewThis module is an exploration of how England was governed in the sixteenth century. How far didkings and queens rule as well as reign? What was the nature of monarchical government? Whatwas the role of the court and of faction? The aims of this module are to: enable you to study thenature of government in Tudor England; consider the epistemology and significance of the livelyhistoriographical arguments that have marked this subject; and explore how fruitful the concept of arevolution is in the study of the history of government and politics, and of history in general.Indicative List of Content  Kingship in Tudor England  The royal court, including culture  Council and counsel, consent and tyranny  The Nobility and gentry  Parliament  Military power  Finance and taxation  Institutions of central government  Local government and the challenge of enforcement 17

Assessment Assessment Method % Contribution to Final MarkBook review (750 words) 202,000-word essay from a selection of questions set by the tutor 40Examination (1 hour) 40Sample Source ‘Remembrances at my next going to the Court.- For redress of the riots in the North. Letters to be written to Sir John Wallop. To declare Irish matters to the King, and desire what shall be done there. To send letters and money into Ireland, and advise the Deputy of the King's pleasure. To advertise the King of the ordering of Master Fisher, and to show him the indenture which I have delivered to the solicitor. To know his pleasure touching Master More, and declare the opinion of the judges. To declare to him the proceedings in his cause of uses and wills. To declare the effect of Master Pate's letters. To remember specially Master Shelley and Brothers for his concealment. To remember Sir Walter Hungerford in his welldoings. When Master Fisher shall go to execution, and also the other. What shall be done further touching Master More.’J.S. Brewer, J. Gairdner and R.H. Brodie, eds., Letters and Papers, Foreign and Domestic, of the reignof Henry VIII (21 vols in 36, 1862-1932), VIII 892 [June 1535], is a summary of British Library, CottonMS, Titus, B i. fo. 474. It is one of many remembrances – lists of things to do – made by Henry VIII’sleading minister Thomas Cromwell, or by Cromwell’s secretary.Sir Geoffrey Elton (1921-94) made great claims that Thomas Cromwell master-minded a ‘TudorRevolution in Government’, and went as far as to claim that ‘Cromwell, not Henry [VIII], was reallythe government’. Cromwell’s memoranda throw interesting light on the relationship between kingand minister. It is striking how often Cromwell makes a note of the need to know the king’spleasure. Here Henry was being asked for instructions on how Thomas More and Bishop JohnFisher, who refused to support the king over the break with Rome, should be dealt with. Does thatsuggest that it was the king, not Cromwell, who was very much in command? 18

Year 1 - Cases and Contexts Module (15 credits) HIST 1011 – The First World War (Professor Neil Gregor)Module OverviewThe aim of this course is to examine how changing conceptions of what the study of the past shouldinvolve have affected the work of historians studying the First World War. You will analyse ways inwhich different historical interpretations are formed not merely through differences of opinionconcerning the content and significance of the text per se, but also as a product of differentmethodological approaches. You will examine and analyse ways in which historical interpretations ofthe First World War are rooted in consideration of varied forms of textual evidence. You willdemonstrate through systematic and guided study of the different types of historical literatureavailable on the First World War, the ability to assess primary and secondary source material.Course Content  Diplomatic origins of World War One  Its nature as a military conflict  The social history of warfare  The nature of the home front  Its impact on gender relations  Impact on the landscape  Impact in terms of memorialisation and commemoration 19

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

Year 1 - Cases and Contexts Module (15 credits) HIST1012 - Who is Anne Frank? (Dr Jennifer Craig-Norton)Module OverviewThe Diary of Anne Frank is the most widely read non-fiction book in the post-war world. The authorhas become a symbol of Jewish suffering during (what we now term) the Holocaust and a figureemblematic of all victims of the Second World War. Indeed, she might be described as an iconicfigure, her name invoked across the world in campaigns promoting anti-racism and human rights.This course will introduce you to the life of Anne Frank and to her writing and legacy. It will place hersingular experience in the wider context of a history of the Holocaust as a whole and introduce youto broad themes of recent Holocaust historiography and the wider significance this subject has in thestudy of history and other disciplines.Indicative List of Content  Anne Frank as Refugee  Anne Frank in Hiding  The History of the Diary  Anne Frank beyond the Secret Annexe  Children’s Experience of the Holocaust  The Holocaust as a Gender Study  Writing and the Holocaust  The Americanisation of Anne Frank  Anne Frank as Icon 21

Assessment % Contribution to Final Mark Assessment Method 20 Commentary exercise (1,000 words) 40 2,000-word essay 40 Examination (1 hour)Sample Source‘It's really a wonder that I haven't dropped all my ideals, because they seem so absurd andimpossible to carry out. Yet I keep them, because in spite of everything, I still believe that people arereally good at heart.’ Anne Frank, The Diary of a Young GirlWritten towards the end of Anne Frank’s two years in hiding with her family and others in an attic inAmsterdam, this quote has become the iconic representation of Anne Frank. Despite later beingbetrayed, arrested, deported to a death camp and succumbing to disease and starvation, AnneFrank’s essence and legacy has been summed up by this quote, the interrogation of which is at theheart of this module. 22

Year 1 - Cases and Contexts Module (15 credits) HIST1015 – McCarthyism (Professor Kendrick Oliver)Module Overview‘I have here in my hand a list of 205 names that were made known to the Secretary of State as beingmembers of Communist Party and who nevertheless are still working and shaping policy in that StateDepartment.'With these words, asserting both the existence of an internal communist menace and thegovernment failure to act against it, Senator Joseph McCarthy thrust himself into the centre of USnational politics. His inquisition into communist subversives and spies lasted from 1950 to 1954. But‘McCarthyism' as a phenomenon was more deeply-rooted, more enduring and much broader inscope than the career and campaigns of a single politician. This module explores the causes, courseand effects of McCarthyism writ large, from the end of the Second World War through to the late1950s. 23

Indicative List of Seminar Topics  Introduction  Biography: McCarthy the man  Espionage and the CPUSA  McCarthyism and the US Congress  McCarthyism and the executive branch  Anticommunism in its local contexts  The domestic Cold War  The Invasion of the Body Snatchers  Antecedents of McCarthyism: American conservatism, the Populist tradition and the Paranoid Style  What sort of Americans supported McCarthyism and why?Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2,000 words) Examination (1 hour)Sample Source‘The reason why we find ourselves in a position of impotency is not because our only powerfulpotential enemy has sent men to invade our shores, but rather because of the traitorous actions ofthose who have been treated so well by this Nation. It has not been the less fortunate or membersof minority groups who have been selling this Nation out, but rather those who have had all thebenefits that the wealthiest nation on earth has had to offer - the finest homes, the finest collegeeducation, and the finest jobs in Government we can give.’ Senator Joseph McCarthy, ‘The Enemy Within’ speech, 9 February, 1950The fear that American security had been compromised by a network of communist spies andsympathizers long preceded Senator Joseph McCarthy’s rise to national prominence. But McCarthy’spopulist rhetoric, evident in his infamous Wheeling speech, added a powerful new ingredient to thecontroversy: a populist hostility fuelled by social resentment as well as national security concerns.Liberal elites who had previously assumed themselves to be working for the interests of ordinaryAmericans were now converted, to their perplexity, into the objects of widespread grassrootsantipathy and suspicion. The social and cultural style as well as the political programme of post-warliberals became identified as ‘un-American’. 24

Year 1 Cases and Contexts Module (15 credits) HIST 1020 – The French Revolution (Dr Joan Tumblety)Module OverviewIt can be difficult to reconcile the two most famous achievements of the French Revolution - thedeclaration of the rights of man and citizen of 1789 and the use of the guillotine to crush dissent in1793-4. This module offers you an introduction to the complexities of this subject. First, we seek tograsp the eighteenth-century world in which the revolution took place; then we consider theprincipal features of the Revolution up to 1794 and identify the challenges that led to itsradicalisation. The rest of the module invites you to think about three questions: 1) how committedwere the revolutionaries to the idea of equality; 2) what explains the slide into Terror and executionin 1793; and 3) how deeply did the Revolution shape the daily life of French people?Indicative List of Seminar Topics  the nature of the ancien régime and its final collapse in spring 1789  the passage from constitutional monarchy to republic and the public figures involved in that process  the inevitability of the Terror of 1793  changing notions of citizenship and the question of its inclusivity or exclusivity  the place of ideas and culture in the 'new regime'  religion and the Church  war and foreign policy  counter-revolution and the civil war in the VendéeHistoriographically, you will be invited to consider the relative merits of ‘orthodox’ and ‘revisionist’positions on the causes and nature of the Revolution, and thus to discuss the primary motors ofrevolutionary change in eighteenth-century France. 25

Assessment % Contribution to Final Mark Assessment Method 40 20 2,000-word essay based on primary sources 40 1000-word commentary exercise Exam (1 hour)Source8 The proof necessary to condemn the enemies of the people can be any evidence whether material,moral, verbal or written which can persuade a just and reasonable man. …9 Every citizen has the right to arrest and bring conspirators and counter-revolutionaries before themagistrates. He is obliged to denounce them as soon as recognized. …16 The law provides, for the defence of calumniated patriots, patriotic juries for conspirators,none. … Excerpt from the law of 22 Prairial (10 June 1794)The source demonstrates how far an individual’s ‘inalienable rights’ had been eroded since theDeclaration of the Rights of Man and Citizen of 1789: no longer entitled to a defence, ‘moral’ proof(rumour) sufficed to condemn the accused to death as enemies of the people. This law bothreflected and facilitated an escalation and radicalisation of the state-orchestrated Terror of 1793-4.It was an attempt by the leading Jacobins on the Committee of Public Safety to wrest control ofjudicial mechanisms away from parliament in the wake of attacks on their centralising powers madeby their own supporters. 26

Year 1 - Cases and Contexts Module (15 credits) HIST 1029 – New World Slavery (Dr David Cox)Module OverviewThis module will explore New World slavery, specifically in the context of the United States and theWest Indies. Within this context we will consider broad interpretations of slavery, from abolitionistcritiques of the nineteenth century through to revisionist studies of the 1970s and beyond. We willalso explore new approaches to the study of slavery and introduce you to different types ofevidence; for example, the archaeological record, slave narratives and planters’ journals.Indicative List of Seminar TopicsSeminar are likely to include:  Origins of slavery  The Colonial Era  The American Revolution  Antebellum slavery – including slaves and work, slave communities, and slave resistance  Slavery and the Civil War  Abolition of slavery and freeing slaves 27

Assessment % Contribution to Final Mark Assessment Method 20 40 Assignment 1 – Commentary Exercise (2 x 500 words) 40 Assignment 2 – Essay (2,000 words) Examination (1 hour)Sample Source Illustration from Joel Chandler Harris, Uncle Remus: His Songs and His Sayings (New York: D. Appleton, 1880).Because slaves rarely wrote about their lives (it was illegal for slaves to learn to read and write),historians of slavery have to use non-traditional primary sources such as the folktales told by theenslaved. The first collection of African-American folktales was published in 1880 and features anumber of stories in which the Trickster (a rabbit) uses his cunning to get the better of larger andmore powerful animals (such as the fox, pictured above). A number of historians have argued thatthe Trickster represented the slave, whilst the larger creature stood for the white slaveholder. Iflooked at in this way, the tales seem less simple entertainment and more a way to teach other slavesthe importance of using their wits to survive the harsh and dehumanizing realities of slavery. In theUnited States, violent resistance to slavery was suicidal, but slaves could resist their masters insubtler ways. 28

Year 1 – Cases and Contexts Module (15 credits) HIST 1058 – Russia in Revolution (Dr Claire Le Foll)Module OverviewThe module will investigate in depth one of the most formative events in twentieth-century worldhistory then examine the interplay between political, economic, social, military and ideologicalaspects of revolution in Russia between 1905 and 1917. To conclude we will engage with debatesbetween historians on both the causes and outcomes of the revolution.Course Content  1905 revolution  Constitutional Russia  Russia on the eve of World War One  Whether Russia's experience in the First World War was the cause or catalyst for 1917  Revolutionary Petrograd  The Bolshevik seizure of power  Political debates  What the Russian revolution meant for the twentieth century 29

Assessment % Contribution to Final Mark 20 Assessment Method 40 2 x 500-word document commentaries 40 1 x 2,000-word essay A one-hour examinationSample SourceThis political cartoon of the tsar dancing to Rasputin’s tune from 1916 raises many interestingquestions about the Russian monarchy and reception of it, crucially only one year prior to therevolutions of 1917. The reaction of the public to the tsar and criticism of him from educated societystemmed partially from a perception that the tsar was increasingly subject to the whims of deviousadvisors, among which was the ‘mad monk’ Rasputin. Powerless to resist the overtures of this crazedmystic, the tsar and his inner circle were inept and naïve in the face of the vast social, political andeconomic challenges occurring in the country during the First World War, and their inaction aidedthe swift demise of the 300-year-old empire. The direction late tsarism was heading in is a keyfeature of this module and something we shall consider in more depth. 30

Year 1 - Cases and Contexts Module (15 credits)HIST1062 - Rebellions and Uprisings in the Age of the Tudors (Professor Mark Stoyle)Module OverviewThe aims of this module are to introduce you to the turbulent sequence of rebellions which tookplace during the Tudor period, to encourage you to ponder on the causes and consequences ofthose uprisings, and to help you to understand why previous historians have written about them inthe way that they have.Indicative List of Seminar Topics  Rebellion and taxation.  Rebellion and religious conflict.  Rebellion and ethnic conflict.  Rebellion and class conflict.  Women rebels.  ‘Royal rebels’.  Noble rebels.  Echoes of rebellion. 31

Assessment % Contribution to Final Mark Assessment Method 20 40 1 written essay (1,000 words) 40 1 written essay (2,000 words) Examination (1 hour)Sample Source‘By this time there was a scaffold made over against the White Tower, for the … lady Jane [Grey] todie upon. The said lady, being nothing at all abashed, neither with fear of her own death, which thenapproached, nor with the sight of the dead carcase of her husband … came forth … her countenancenothing abashed, neither her eyes moistening with any tears … with a book in her hand, whereonshe prayed all the way, till she came to the said scaffold’. J.G. Nichols (ed.), The Chronicle of Queen Jane and Queen Mary, pp. 55-56.This eye-witness account of the execution of Lady Jane Grey at the Tower of London in 1554illustrates the desperate stakes for which all Tudor ‘rebels’ played. Having briefly seized the crown in1553, Jane had already been forgiven once by Mary Tudor, the woman who had replaced her on theEnglish throne. When Sir Thomas Wyatt led a new rebellion against Mary during the following year,however – a rebellion which was swiftly quashed – the queen decided that she could no longertolerate the risk which the continued existence of her teenage rival posed, and Jane and herhusband were executed on a charge of treason shortly afterwards. 32

Year 1 - Cases and Contexts Module (15 credits) HIST1074 - The Battle of Agincourt (Dr Andrew King)Module OverviewAt Agincourt in 1415, ‘the flower of French chivalry' was destroyed by an English army led by HenryV, invading France in pursuit of his claim to the French crown. It is one of the most celebrated battlesin English history, made famous by Shakespeare. But how do we know what actually happened onthat St Crispin's day? How accurately can the dramatic but confused events of the battle bereconstructed? Can we determine exactly how and why the outnumbered English managed to inflictsuch a catastrophic defeat on the French? The module explores the often contradictory chronicleaccounts of the battle, both English and French, and contemporary and later; we shall examine theaccuracy of these accounts, and how they are influenced and shaped by national and political biases,and cultural factors such as religion and chivalry.Indicative List of Seminar Topics  Why did the Battle of Agincourt happen?  Anglo-French relations in the early fifteenth century  How and why was the battle commented on by chroniclers?  Early literary responses to the battle  Tudor depictions of the battle – Hall, Holinshed and Henry V  How has the battle been depicted in TV documentaries? 33

Assessment % Contribution to Final Mark Assessment Method 20 40 1 x commentaries (1,000 words) 40 1 x essay (2,000 words) 1x exam (1 hour)Sample source‘In pursuing the king of England’s victory and seeing his enemy defeated and that they could nolonger resist him, the English had started to take prisoners hoping all to become rich. That indeedwas a valid belief, for all the great lords were at the battle.* Once taken, they had their helmetsremoved by their captors. Then a great misfortune befell them. Many of the rearguard [of theFrench army], in which were several French, Bretons, Gascons, Poitevins and others who had beenput to flight, regrouped. They had with them a large number of standards and ensigns and showedsigns of wanting to fight, marching forward in battle order. When the English saw them together inthis fashion it was ordered by the king of England that each man should kill his prisoner. … When thewretched French who had caused the death of these noble knights, they all took to flight to savetheir own lives if they could.’ * [This sentence is in Le Fèvre’s account but not Waurin’s] The Battle of Agincourt: Sources and Interpretations, ed. Anne Curry (Woodbridge, 2000), pp. 164-5The battle of Agincourt is one of the famous victories in English history; and Henry V’s massacre ofprisoners at the battle is one of the most infamous incidents at the battle. This account justifiesHenry’s actions, by presenting them in terms of military necessity, caused by ‘the wretched French’of the rearguard. What makes this particularly interesting, is that this account was written in France.It is taken from an account of the battle which appears in two chronicles: Jean le Fèvre’s Chronique,and Jean de Waurin’s Gathering of the Chronicles and Ancient Histories of Great Britain, now calledEngland. Both authors were in the service of the Dukes of Burgundy, a noble French dynasty of royaldescent, who ruled over much of western France and Flanders, and followed their own policy –independently of their nominal lords, the kings of France. Le Fèvre was a Frenchman and a herald;Waurin was the bastard son of a Flemish nobleman, and a soldier. Both were present at the battle, leFèvre as a 19 year-old herald accompanying the English, and Waurin as a 15 year-old with theFrench. Both were therefore eye-witnesses; yet their accounts are virtually identical, barring a few,but significant, differences. Furthermore, both were writing decades after the battle, with thebenefit of hindsight.So how reliable are these accounts in constructing what happened in the battle? Are they moredependable because their authors were there? Was one drawing on the work of the other – or didthey compose their accounts in consultation together? Why do these French accounts justify theEnglish massacre of French prisoners? Were they influenced by the long-standing rivalries andantagonisms between the dukes of Burgundy and the king’s of France? The course will explore howthe differing agendas and circumstances behind the different sources for the battle of Agincourthave shaped the perceptions of a famous historical event. 34

Year 1 - Cases and Contexts Module (15 credits) HIST1076 - God’s Own Land: Exploring Pakistan’s Origins and History (Professor Ian Talbot)Module OverviewAfter 9/11, Pakistan emerged as a western ally in the ‘war on terror'. It was also seen as a trainingground for attacks on the West following the London bombings known as 7/7. The discovery thatOsama bin Laden had been hiding for years in a building adjacent to Pakistan's main militaryacademy caused an international furore. Many of the developments in Pakistan, such as thepresence of militant Islamic groups which raise doubts about the country's stability, can only beunderstood in terms of the historical legacies from the colonial era. Yet Pakistan's origins andinheritances are shrouded in historical controversy. This module examines Pakistan's evolution andits search for domestic and regional stability. 35

Indicative List of Seminar Topics  the conflicting understandings of the foundation vision of its creator Muhammad Ali Jinnah  an examination of the failure to achieve a consolidated democracy in the post-independence period  the role of Islam in Pakistan’s politics will be assessed  the rise of Islamic militancy will be explored  the extent to which Pakistan is a ‘failed’ or ‘terrorist’ state will be debated.  the conflicting understandings of the genesis of the Kashmir dispute will be assessed along with its role in the troubled Indo-Pakistan relationship since 1947Assessment % Contribution to Final Mark Assessment Method 20 40 1 Commentary Exercise 40 2,000 word essay Exam (1 hour)Sample SourceIt is extremely difficult to appreciate why our Hindu friends fail to understand the real nature ofIslam and Hinduism. They are not religions in the strict sense of the word, but are in fact differentand distinct social orders and it is a dream that Hindus and Muslims can ever evolve a commonnationality. Mohammad Ali Jinnah, Presidential Address to the All-India Muslim League, Lahore 22 March 1940In this speech, Jinnah articulated the two nation theory which underpinned the demand for aseparate Muslim homeland in India. The following day the Lahore Resolution was passed whichcommitted the Muslim League to the Pakistan demand. In just over seven years, the goal of Pakistanwas realized, transforming the history of the Indian subcontinent. 36

Year 1 - Cases and Contexts Module (15 credits) HIST1085 - German Jews in Great Britain after 1933 (Professor Joachim Schloër)Module OverviewThe module tries to build a bridge between the fields of German-Jewish history and the history of Jewsin Britain. It will give an overview of the situation of Jews in Germany in the 19th and 20th centuries,focussing on the Weimar Republic and the years shortly before and after 1933. It explores theemigration policy of the regime in Germany and the British attitudes toward immigration. The modulewill then take a closer look at the processes of immigration (organisation; arrival; distribution in thecountry) and at the different ways of integration and adaption in Britain. Special attention will be givento personal memoirs and other personal documents as a source for the research of this topic.Indicative List of Seminar Topics  The history of Jews in Germany since the Enlightenment  Jewish life and culture in Weimar Germany and in inter-War Britain  Jewish reactions to the Nazi seizure of power in Germany  Emigration politics in Germany and Europe  Arriving in Britain  Personal documents of German-Jewish immigrants  German-Jewish circles and “landsmannshaften” in Britain  Contributions (Film, Literature etc.)  Remembering the Kindertransport  Exhibitions: Past and Present 37

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x Essay (2,000 words) 1 x ExamSample Source‘Miss Rosenthal came to England five months ago to learn English and whilst she was trying veryhard she found that she was physically not fit to adapt herself to the duties she was requested to do.Miss Rosenthal is a typically academic type of girl and when we were asked to interest ourselves inher we did so because we actually needed somebody on our foreign department. We requiresomebody who is especially acquainted with German books on technical and general subjects andshe has had five years experience in bookshops in Frankfurt and Heilbronn. Through variouschannels we have tried to get an assistant suitable to do that work, but have not been successful.We are the only bookshop in Birmingham who sells these types of books and the requests for thesame are definitely increasing. It is therefore essential that we should have somebody well versed inthese particular lines in our bookshop. We shall feel greatly obliged if you will reconsider yourdecision conveyed to us in your letter. We are prepared to give Miss Rosenthal every opportunity toincrease her knowledge of English so that she will not only find a post with us, but prepare for afuture career which unfortunately has been denied to her in her home country.’ The letter belongs to a private collection that will be donated to the city archives of Heilbronn, Germany. It has been published in Joachim Schlör, ‘Liesel, it’s time for you to leave’. Die Flucht der Familie Rosenthal vor nationalsozialistischer Verfolgung. Heilbronn Stadtarchiv 2016The owner of the Hudson bookshop in Birmingham sends a letter to the British Home Office, earlyOctober 1937. Strict immigration laws make it difficult for employers to hire refugees. LieselRosenthal came to England in May 1937, as a domestic servant. In the course of the following 18months she would manage to bring her parents and her brother out of Nazi Germany. The imageoverleaf is a document which shows that Liesel Rosenthal has found the guarantors who wouldfinancially support her parents after their immigration – six months before the beginning of the war.The German Jewish Aid Committee in London’s Bloomsbury House played a crucial role in the effortsto integrate Jewish refugees. 38

Year 1 - Cases and Contexts Module (15 credits) HIST1087 - Pope Innocent III (1198-1216): Power, Politics and Pastoral Care (Professor Peter Clarke)Module OverviewWe are all aware of the power of the EU in modern Britain and the rest of Europe, but the idea of aninternational body making laws, decisions and interventions in national politics is nothing new. Inthe later middle ages, the Church and, above all, the papacy claimed and tried to exercise power inworldly affairs on spiritual grounds: Pope Innocent III was one of the most interventionist medievalpopes and did more than any other to develop ideas to justify such interventions. The module willexplore not only his political ideas and actions, but also his reputation as a pastoral pope,comparable in some ways to the charismatic Pope Francis in seeking to reconnect the CatholicChurch with the people.Indicative List of Seminar Topics  Introduction: Background and contexts  Innocent III's Ideas of Church and ‘State'  Innocent III, Politics and Power: - Papacy and Empire - Italy: the Papal State; the Communes; the Kingdom of Sicily - Kingdoms: England and France  Innocent III and Religious Authority: - The Crusades - Heresy and the Inquisition - Pastoral Care and the Friars  Papal Law and Justice  Conclusion: the Legacy of Innocent III 39

Assessment Assessment Method % Contribution to Final Mark 201 Commentary Exercise 40 402,000 word essayExam (1 hour)Sample Source‘. . . To me is said in the person of the prophet, \"I have set thee over nations and over kingdoms, toroot up and pull down, and to waste and to destroy, and to build and to plant\" (Jeremiah 1:10). Tome is also said in the person of the apostle, \"I will give to thee the keys of the kingdom of heaven.And whatsoever thou shalt bind upon earth it shall be bound in heaven\" (Matthew 16:19) . . . thusthe others were called to a part of the care but Peter alone assumed the plenitude of power. You seethen who is this servant set over the household, truly the vicar of Jesus Christ, successor of Peter …set between God and man, lower than God but higher than man, who judges all and is judged by noone . . .’ Innocent III’s Sermon on his Consecration as Pope (22 February 1198)The rise of UKIP is a reaction to the European Union’s increasing involvement in our national affairs.The idea that Britain has long been separate from Europe dies hard, but in the Middle Ages anotherinternational institution influenced life across Western Europe in more ways than the EU: theWestern Church and the papacy at its head. Pope Innocent III was one of the most important popesin this period and his interventions in national politics were unprecedented: he sought to decidewho ruled Germany; he became overlord of King John’s England; and clashed with various localrulers. His laws as pope also affected daily life, notably on marriage. His sermon above preachedwhen he became pope shows that he had a clear vision of papal power from the outset: the popewas God’s representative on earth, the ‘vicar’ (deputy) of Christ, and all inhabitants of westernChristendom were accountable to him but he was accountable only to God. 40

Year 1 - Cases and Contexts Module (15 credits) HIST1093 – The Reign of Phillip II, King of Spain and Portugal, 1556 – 1598 (Dr François Soyer)Module OverviewThis course explores the history of the reign of Philip II (1580-1598), King of Spain and – from 1580 –Portugal. Philip II was the most important monarch in the history of Spain, the ruler of an empire thatspanned the globe and, arguably, the most powerful sovereign in sixteenth-century Europe.The main focus of his module will be on the relations of Philip II and Spain with its neighbours both inEurope (England, France, the Holy Roman Empire and the principalities of Italy) and the Mediterranean(especially the Ottoman Empire) as well as the important political, social and economic developmentthat took place within Spain itself.Indicative List of Seminar Topics  The part played by Philip II in the struggle of Catholic Europe against the Protestant Reformation  Spain's role in the struggle between Christendom and Islam in the Mediterranean.  The growth of religious intolerance within Spain itself and the persecution of religious unorthodoxy by the Spanish Inquisition during the reign of Philip II  The structure of Spain's government under Philip II and the emergence of the “bureaucratic state” in Early Modern EuropeStudents will also consider the controversial historiography that surrounds the reign of Philip II andhis legacy. Indeed, although King Philip is considered by many historians to have been the greatestmonarch in Spanish history, many modern historians have now started to question whether some ofhis policies can in fact be perceived to have sown the seeds of Spain's eventual decline as a Europeanpower in the seventeenth century. 41

Assessment Assessment Method % Contribution to Final Mark 201 Commentary Exercise 40 402,000 word essayExam (1 hour)Sample Source‘As it is apparent to all that a prince is constituted by God to be ruler of a people, to defend themfrom oppression and violence as the shepherd his sheep; and whereas God did not create the peopleslaves to their prince, to obey his commands, whether right or wrong, but rather the prince for thesake of the subjects (without which he could be no prince), to govern them according to equity, tolove and support them as a father his children or a shepherd his flock, and even at the hazard of lifeto defend and preserve them. And when he does not behave thus, but, on the contrary, oppressesthem, seeking opportunities to infringe their ancient customs and privileges, exacting from themslavish compliance, then he is no longer a prince, but a tyrant, and the subjects are to consider himin no other view.’ The Dutch Act of Abjuration, 1581When his father Charles V abdicated in 1556, King Philip II of Spain inherited the position of count ofFlanders (the modern-day Netherlands and Belgium), one of the most economically prosperous partsof Europe. His reign, however, witnessed the rise of Protestantism and political discontent inFlanders, the outbreak of revolts against Spanish rule and, eventually, his deposition as ruler in 1581.In a document that has come to be seen (alongside Magna Carta for example) as one of the foundingtexts of western democracy, the Dutch explicitly rejected autocratic rule and denounced their'tyrannical' ruler. This and other similar (Protestant) texts have helped to create a negative 'blacklegend' about Philip II. This module seeks to separate historical fact from propaganda and evaluatethe legacy of one of the most important and controversial figures in early modern European andGlobal history. 42

Year 1 – Cases and Contexts Module (15 credits) HIST 1094 – Henry VIII: Reputation and Reality (Professor Maria Hayward)Module OverviewThis module will provide you with an overview of the key events in the reign of Henry VIII includingthe Field of the Cloth of Gold, the dissolution of the monasteries and war with France in 1513 and1544. You will have the opportunity to think about what he was like as a king by comparing him withhis contemporaries Francis I of France and Charles V of Spain and how he interacted with the leadingfigures at court such as Cardinal Wolsey, Thomas Cromwell and Charles Brandon, duke of Suffolk.This will be set in context through an evaluation of how Henry VIII has been viewed since his death.You will consider Shakespeare's play Henry VIII or All is True as well as a range of representations ofthe king in art and film in the 19th to 21st centuries.Indicative List of Seminar Content Henry VIII: Court and culture The king’s chief ministers: Wolsey and Cromwell War and foreign policy Competing with Francis I and the Field of the Cloth of Gold The break with Rome The dissolution of the monasteries Political unrest: The Pilgrimage of Grace and beyond Henry VIII: His final years and his legacy Shakespeare's Henry VIII or All is True Henry VIII's posthumous image: Paintings, literature and film 43

Assessment % Contribution to Final Mark 40 Assessment Method 20 1 x 2,000-word essay based on primary sources 40 2 x 500-word document commentaries 1 x one-hour examinationSample Source‘The joy shown by the people every day, not only at the ruin of the concubine but at the hope ofprincess Mary’s restoration is inconceivable, but as yet the king shows no great disposition towardsthe latter; indeed he has twice shown himself obstinate when spoken to on the subject by hiscouncil…I think the concubine’s little bastard Elizabeth will be excluded from the succession, andthat the king will get himself requested by parliament to marry. To cover the affection he has for thesaid Seymour he has lodged her seven miles away in the house of a grand esquire, and says publiclythat he has no desire in the world to marry again, unless he is constrained by his subjects to do so.Several have already told me and sent to say that, if it cost them their lives, when parliament meetsthey will urge the cause of the princess to the utmost. The very evening the concubine was broughtto the Tower of London, when the duke of Richmond went to say goodnight to his father, and ask hisblessing after the English custom, the king began to weep, saying that he and his sister, meaning theprincess, were greatly bound to God for having escaped the hands of that accursed whore, who haddetermined to poison them; from which it is clear that the king knew something about it.’ The Execution Of Anne Boleyn, 1536This account of Anne Boleyn’s fall from royal favor was written by the Spanish ambassador EustaceChapuys, in a letter to Emperor Charles V. Chapuys despised Anne; she returned the feeling. He wasthe chief adviser and confidante of Henry VIII’s first wife, Katharine of Aragon. He did not recognizethe king’s marriage to Anne and referred to her as ‘the concubine’ and ‘the whore’ in his officialdispatches. Like many, Chapuys blamed Anne for the king’s poor treatment of Katharine and theirdaughter, Princess Mary. Chapuys had confidently predicted Anne’s fall for several years. When itactually happened, he was quite surprised. He had not recognized the depth of Henry’s feelings forthe woman who would become his third wife, Jane Seymour. Despite Chapuys’s dislike of Anne, hisaccount gives little credit to the king. 44

Year 1 - Cases and Contexts Module (15 credits) HIST1102 - The End of the World: Apocalyptic Visions of History (Dr Helen Spurling)Module OverviewApocalyptic texts are important because they represent an expression of political turmoil or socialand cultural fears. They shed light on attitudes to historical events and to surrounding cultures atcrucial periods in the development of world history. ‘The End of the World’ introduces you to thecultural and historical contexts of apocalyptic ideology in the Late Antiquity (Palestine under Greekand Roman rule up to the rise of Islam). It explores how concepts of the end of time and afterlifepresent a response to historical events such as the Jewish War against Rome or the Muslim Arabconquests. This module examines the Jewish and Christian communities that produced apocalypses,the historical value of apocalypses for the period of late Antiquity, and what they teach aboutintercultural relations in this period.Indicative List of Seminar Topics  The rise of Islam  Messianism  Life after Death  Justice and injustice  Jewish war against Rome  Byzantine-Persian wars 45

Assessment % Contribution to Final Mark 20 Assessment Method 40 1 x 1,000-word essay 40 1 x 2,000-word essay 1 hour examinationSample Source‘On the second night I had a dream, and behold, there came up from the sea an eagle that hadtwelve feathered wings and three heads. […] And I looked, and behold, the eagle flew with his wings,to reign over the earth and over those who dwell in it. And I saw how all things under heaven weresubjected to him, and no one spoke against him. […] you will surely disappear, you eagle, and yourterrifying wings, and your most evil little wings, and your malicious heads, and your most evil talons,and your whole worthless body, so that the whole earth, freed from your violence, may be refreshedand relieved.’ 4 Ezra 11 in Charlesworth, J. H., The Old Testament Pseudepigrapha, vol.1 (London: Darton, Longman & Todd, 1983), 548-549.Over the centuries, the threat of an impending apocalypse has often been used as a literary mediumto express social and political change and any accompanying fears. 4 Ezra is a Jewish apocalyptic textfrom the first century CE that provides an indictment of the Roman Empire – the Eagle – in theaftermath of the Jewish War with Rome in 66-70 CE. It provides us with an important subversiveperspective on the unwelcome dominance of Roman rule for the Jews, and their hopes for thedestruction of this ‘worthless’ empire. 46

Year 1 - Cases and Contexts Module (15 credits) HIST1106 - Emperor Constantine the Great: From Just Church to State Church (Dr Dan Levene)Module OverviewThe emperor Constantine is recognized as the most important emperor of Late Antiquity. Thiscommanding character laid the foundations of post-classical European civilization during an eventfuland colourful reign. His crucial victory at Milvian Bridge proved one of the most decisive moments inworld history, while his legalization and support of Christianity together with his foundation of a'New Rome' at Byzantium can be seen as amongst the most momentous decisions made by aEuropean ruler. Ten Byzantine emperors who succeeded him bore his name, testimony to hissignificance and the esteem in which he was held.Indicative List of Seminar Topics  The first ecumenical Christian Council at Nicea (325 C.E.).  Early Christian communities’ relationships with the historic Jewish community  The nature of the separation of the Christians from the Jews  The church’s journey of self-definition as a unique faith based community.  Contrasts between the church in the West with the development of the early church in the East within the Persian Sassanian Empire in the east  The character and context of martyrdom  The nature and substance of the church’s mission  The church’s impact on society in Late Antiquity 47