Module booklet_Open Days

Indicative List of Seminar Topics  Edgar Allen Poe, Eugène Sue, and the discovery of urban mysteries  The development of artificial illumination  ‘La déambulance nocturne’: Pleasures of the nightwalk  ‘Les classes dangereuses’: Who inhabits the urban night?  Homelessness: ‘People of the Abyss’  A moral challenge: Prostitution  Going underground: detectives and missionaries  Working underground: a history of tubes and sewers  ‘Le ventre de Paris’: Les Halles and nightly consumption  Urban legends about nightlife  Hiding places: nightlife as escape  Images of the early morningAssessment % Contribution to Final Mark Assessment Method 50 50 1 Essay (2,000 words) Exam (2 hours)Sample Source‘As the night deepened, so deepened to me the interest of the scene; for not only did the generalcharacter of the crowd materially alter (its gentler features retiring in the gradual withdrawal of themore orderly portion of the people, and its harsher ones coming out into bolder relief, as the latehour brought forth every species of infamy from its den,) but the rays of the gas-lamps, feeble atfirst in their struggle with the dying day, had now at length gained ascendancy, and threw over everything a fitful and garish lustre.’Edgar Allen Poe’s The Man of the Crowd (1840) is a key text in the history of the discovery and theexploration of ‘underworlds’: Journalists, novelists, urban researchers, and leisurely walkers enter aworld of darkness – occasionally lit by new forms of artificial illumination – and report about poverty,homelessness, and prostitution. Reading such texts, and interpreting images such as Brassai’s Paris denuit, gives us an insight into the cultural practices of urban nightlife. 98

Year 2 (15 credits) HIST2093 - Strategy and War (Professor Steve Chisnall)Module OverviewThe development of Strategy and its implementation, for good or ill, have had enormous impact onshaping the world. It has a fascinating history, traceable from the Hebrew Bible and ancient Greeceto the widespread overuse of the word today to cover actions and events that would not have beenrecognisable years ago. In this module we will explore Strategy in the context of how it hasinfluenced conflict, both in terms of the application of violence and its avoidance. We will start withSun Tzu and Machiavelli, moving quickly to the 18th century when the term ‘strategy’ started to gainwidespread use and embrace both the military and political dimensions. Each week we will focus onparticular theorists and practitioners, considering the development of military and political thinkingand its relationship to major conflicts, ranging primarily from the Napoleonic wars to the mostrecent conflicts in Iraq and Afghanistan.Indicative List of Seminar Topics  The origins of Strategy (Sun Tzu and Machiavelli)  The importance of the 18th century in the development of Strategy (the French Revolution)  Jomini, Clausewitz and Napoleon (1780s-1840s)  Bismarck, von Moltke and the Franco-Prussian War (1870)  WW1 – the Schlieffen Plan and Total War  The Rise and Fall of Nuclear Strategy (Schelling, Khan)  Counterinsurgency – the wars of Vietnam  Technology and the First Gulf War  Asymmetry and the terrorist threat  Iraq and Afghanistan – failures of strategy? 99

Assessment Assessment Method % Contribution to Final MarkAs formative assessment a seminar presentation on a key issue 0%or text 502,000-word essay 50Examination – 2 hoursSample Source9/11 was primarily a strategic attack on the United States. For the first time in history NATO alsoinvoked Article 5 (\" an attack on one Ally shall be considered an attack on all Allies.\"), thusdramatically increasing the scale of strategic engagement from allied nations. The immediatestrategic response was the invasion of Afghanistan to remove the Taliban and to search for BinLaden. President Bush declared a war on terror and, in 2003, the US, UK and allies invaded Iraq.From the very beginning of the western response there were questions over the strategic decisionsbeing taken. In the US, decisions were driven by a group of 'neo-cons', now largely discredited. TheUK was influenced by the 'dodgy dossier' and the politicisation of intelligence. The wars inAfghanistan and Iraq have proved disastrous and President Obama has generally declared a policy ofnon-intervention of combat ground troops. It is striking how many poor strategic decisions weretaken and how little decision makers appeared to have learned from previous conflicts. The failuresseem to fall on both the civilian and military leaderships. The destructive impact of war, as ever, hasfallen on many innocent civilians and loyal soldiers. 100

Year 2 (15 credits) HIST2094 - Wellington and the War against Napoleon (Professor Chris Woolgar)Module OverviewFrom 1793, for more than 20 years, Britain and her allies were almost continually at war, first againstthe armies of revolutionary France, then against Napoleon and the combined forces of his empire.Initially this was an ideological struggle — the terror of revolution embedded itself deep in thepsyche of the late eighteenth century; subsequently it was a conflict which, while more traditional inits nature, was without precedent in its scale and consequences. Britain’s forces were engagedacross the oceans, from the Low Countries to South America, from Cape Town to Calcutta andPenang, as well as on the home front.This module looks at Britain’s engagement with the struggle against Napoleon through the career ofone of her foremost generals, the Duke of Wellington. From the start of his career as a soldier, inIreland, through service in India, the campaigns of the Peninsular War, to Waterloo and theoccupation of France, his professional life was wholly focused on this struggle against France. Themodule will make special use of Wellington’s papers, in the University Library, to understand thepracticalities of warfare, the way decisions were made, the political context and the ability ofWellington to work with Britain’s allies on the Continent, in Portugal, Spain and France in 1808-14,and then in the Waterloo campaign of 1815.Indicative List of Topics  The background to the conflicts  Britain at war  The organisation of the British army  Putting the army in the field  Working with allies  On the battlefield  The campaigns of the Peninsular War  Waterloo; making and managing the peace  Making the hero 101

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x 2,000-word primary source-based essay 2 hour examination (one commentary and one essay)Sample Source‘… All the sovereigns of Europe, actuated by the same sentiments and guided by the same principles,declare that if, against all calculation, any real danger whatsoever should result from thisoccurrence, they would be ready to give the King of France and the French nation, and any othergovernment that is attacked, as soon as a request is made, the assistance necessary for re-establishing public tranquillity and to make common cause against all those who should attempt tocompromise it. The Powers declare that, as a result, Napoleon Bonaparte has placed himself beyond thepale of civil and social relations, and that, as an enemy and disturber of the peace of the world, hehas rendered himself liable to public vengeance.’ The declaration of Napoleon’s outlawry, 13 March 1815, translated from The Dispatches of Field Marshal the Duke of Wellington …, ed. J.Gurwood (13 vols., 1837-9), xii, pp. 269-70.The escape of Napoleon from Elba at the end of February 1815 threatened to plunge Europe onceagain into war. Representatives of the European powers were at that time assembled at Vienna tosettle territorial questions resulting from more than 20 years of war that had been brought to aclose the previous April. That they were together was fortunate, as it allowed them to react swiftlyto the threat. This document is the first of two steps that lay the legal basis for war againstNapoleon – the allied powers signed the Treaty of Vienna two weeks later, pledging themselves toput in the field against Napoleon four armies of 150,000 men. Note that this declaration and thetreaty are directed against Napoleon in person, not against France. This was to be of very greatsignificance when it came to concluding the war and re-establishing peace: the King of France was anally.102

Year 2 (15 credits) HIST2097 – Napoleon and his Legend (Dr Joan Tumblety)Module OverviewNapoleon Bonaparte (1769-1821) may have been a tyrant in life but he proved to be a surprisinglymalleable figure after death. This module traces the emergence in France and Britain of Napoleon’sreputation, whether as tyrant, martial hero, saviour of the French nation or destroyer of Frenchliberty. Napoleon was a superb publicist and we will see that during his life time – before and afterthe seizure of state power in 1799 and the coronation as emperor in 1804 – he carefully cultivatedan image of himself as both authoritarian and a ‘man of the people’.In reading the memoirs of Napoleonic soldiers, and in considering British caricature and othersources published during the revolutionary and Napoleonic wars, we will attempt to prise apartNapoleon’s self-presentation from the attitudes of others. Furthermore, through an encounter withNapoleon’s own correspondence and personal effects we will try to disentangle the private manfrom the public figure, and ask how defeat and exile at the hands of the British may have changedhim.Most of all, we will examine how a cult of Napoleon was created and reshaped in subsequentcontexts, focusing in particular on its instrumentalization in political and historical writings. BecauseNapoleon could represent the populism and liberty of the revolution without the anarchy of theTerror; reconciliation with the Catholic Church without clerical reaction; and order and hierarchywithout a return to the despotism of the ‘old regime’ he was an appealing figure to a whole array ofmonarchists, liberals and republicans in France over the entire 19th century. That is why the liberalJuly Monarchy (1830-1848) did so much to make the Napoleonic cult official by completing the Arcde Triomphe in his honour (1836) and by re-interring his remains in the mausoleum at Les Invalidesin 1840.In the process of tracing the Napoleonic cult through these years to the early 20th century, you willsee how difficult it has been in France to disentangle the memory and status of the general fromthat of the revolution; and you will come to understand how Napoleon’s reputation as a ‘great man’could survive the catastrophic defeats of 1814-15. In historicising the cult of Napoleon in this way,you will grasp the importance for historical practice of seeing the past and present in a continualdialogue where the former is mobilised in a struggle to master the latter. 103

Indicative List of Seminar Topics  What can we learn from studying ‘great men’?  The making of Napoleon Bonaparte: private man and public figure  Creating an imperial image: art, ceremony and military culture  Napoleon the General: the view from the troops and afar  The Fall of Napoleon: understanding defeat, capture and exile  Local and global Napoleons: from Hampshire to the Fondation Napoléon  Turning Napoleon into history: early accounts  Memorialising Napoleon: monuments, anniversaries and the problem of the Revolution  Napoleon and politics: the invention of ‘Bonapartism’  Napoleon in popular culture: from silent film to EurovisionAssessment % Contribution to Final Mark 50 Assessment Method 50 2,000-word essay based on primary sources 2 hour exam - 1 question being a gobbet style question and the other, an essay, also based on the sourcesSample SourceThe death mask was purportedly made in May 1821 shortly after Napoleon died in exile but theundated postcard could have been produced a century later for the centenary of his death. Thecustom of making (alleged) death masks of notable figures – for example famous victims of theguillotine during the Revolution – was already well established. They were often sold to collectors asmemorabilia. The circulation of this image speaks as much of commercial interests and popularappetites for spectacle as it does the carefully cultivated cult of Napoleon among political elites keento tie themselves to his ‘greatness’. 104

Year 2 (15 credits)HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping (Dr Eleanor Quince)Module OverviewWe are all, in one way or another, participants in the consumer society. Whether we buy fornecessity - life essentials such as food - or view it as an enjoyable leisure activity, our purchase ofgoods is part of a wider cultural movement pushing us to ‘shop’. But how did we get to thispoint? Historically, what is it that has made us want to buy? This module explores how shopping, aswe understand it today, evolved. Considering shopping at different points in Britain's history - themarket places and specialist shops of the eighteenth century, the High Streets and warehouses ofthe nineteenth century, the department stores and malls of the twentieth century - we will examinethe birth of the modern consumer society and within it, the roles played by manufacturer, seller,advertiser and shopper. 105

Indicative List of Seminar Topics  Exotic imports: new goods and desirability in eighteenth century London  The birth of advertising: Josiah Wedgewood and the Portland Vase  Specialist sellers: the evolution of the High Street  Buy 'em low, sell 'em high: warehouse shopping in the nineteenth century  A different world: Charles Digby Harrod and the creation of the Department Store  Mass manufacture: Henry and his Model T-Ford  Chain Stores and the middle classes: Marks & Spencer, Debenhams and John Lewis  Out of town: moving to shopping centres and malls  Markedly different: Liberty, Habitat and brand creation  ‘I bought it on eBay’: the internet shopping revolutionAssessment % Contribution to Final Mark Assessment Method 50 50 2000-word essay based on primary sources 2 hour exam - 2 essay questions chosen from list of 9Sample SourceSee images above:Left, The Portland Vase, from Rome, Italy, cameo-glass vessel, c. AD 5 – 25, British MuseumRight, The Portland Vase, Staffordshire, ‘first edition’ Jasperware, c. 1790, V&A MuseumThe original Portland Vase was bought from the Cardinal del Monte by the Barberini family withwhom it remained for 150 years. In 1778, it was purchased by Sir William Hamilton, BritishAmbassador at the Court of Naples. He brought it to England and sold it to Margaret, dowagerDuchess of Portland, in 1784. In 1786 her son, the third Duke of Portland, lent it to JosiahWedgwood. Wedgewood was an entrepreneurial Staffordshire potter who spied a businessopportunity: to create a perfect copy of the vase which could be mass-produced and sold with thevenerable name of ‘Portland’ attached. Wedgewood’s copy of the Portland Vase was created inJasperware, a technical innovation developed especially for the production. It is a fine-grainedstoneware which could be stained a range of colours as a background for applied white reliefs.Wedgewood’s Portland Vase represents the birth of modern linked advertising: the enticement toown something also owned a famous individual. It blurs the lines between the ‘fake’ and the ‘real’,with first edition Jasperware vases being displayed ‘for viewing’ in 1790 as if they were the realthing.106

Year 2 (15 credits) HIST2102 - Discipline and Punish: Prisons and Prisoners in England 1775-1898 (Dr Julie Gammon)Module Overview‘Prisons don’t work’ exclaimed author Will Self to the BBC in 2011 reflecting significant publicconcerns regarding issues such as cost, reoffending and overcrowding through to the perception of‘gilded lifestyles’ led by inmates. In this module we will explore the period of English history in whichthe modern prison system emerged and consider the reasons behind this development. Set against abackground of social tensions, rising crime rates and dissatisfaction with the alternative punishmentssuch as execution and transportation we will begin our study in the late eighteenth century whenthe concept of the prison as a form of punishment was a new one in England. We will look at thework of contemporaries who identified the need to develop the role of the prison as a site of bothdiscipline and reformation for criminals and how their influence led to the penitentiary emergingthrough the nineteenth century as the primary mode of punishment. We will question themotivations behind the emergence of the prison: was this driven by humanitarianism and anemphasis on the ability to reform or was the incarceration of criminals a form of social control? Thespate of prison building and rebuilding across the nineteenth century saw the establishment of over90 new establishments and we will be researching the planning and organisation of these structureswith case studies such as Millbank and Pentonville (London), Bristol and Reading. From surveys ofindividual institutions we can uncover the regimes that were in place and how the makeup of prisonpopulations related to social problems. We will explore the tensions that existed between prisoners,prison authorities and the government across the nineteenth century and how these ultimately ledto the Prisons Act in 1898 taking all prisons out of private ownership and into central government’scontrol. You will have the opportunity to research one prison of your choice in detail as the basis foryour essay and to consider how it evolved in light of the wider debates and reforms across ourperiod.Alongside the wider context of prison reforms we will undertake a close examination of thetreatment of particular groups of criminals and the experiences of individual criminals. In particulardebates surrounding the establishment of specific institutions to house these ‘minority’ groups (e.g.,Holloway, Parkhurst and Broadmoor) will be considered. We will then move to consider theexperiences of the prisoners themselves through their surviving memoirs, letters and biographiesand by the use of literature (e.g., Charles Dickens, Great Expectations (1860)).The module asks you to reflect critically on debates surrounding the intentions of modern forms ofpunishment by examining their historical roots. We will demonstrate how current debatessurrounding the ‘effectiveness’ or ‘success’ of imprisonment are necessarily coloured by the motivesof reformers across the long nineteenth century in England. 107

Indicative List of Seminar Topics  The cruel and corrupt early modern prison?  A need for reform: John Howard and the State of the Prisons (1775)  From Prisons to Penitentiaries  Labour and Surveillance: Bentham’s Panopticon  Experiments in Architecture and planning: Millbank and Pentonville  The ‘separate system’ of discipline  Illness and insanity in prisons  Punishing the ‘fairer sex’: Women prisoners and prisons  The problem of juvenile offenders: delinquency and the Parkhurst experiment  The experience of the prisoner: memoirs  Prisons in literature  The Victorian legacy and the modern institutionAssessment Assessment Method % Contribution to Final MarkOne 2,000-word case study of the reform of a prison using primary 50sources2 hour exam - 1 question being a gobbet style question and the 50other, an essay, also based on the sourcesSample Source J. Bentham, The Panopticon (1791)In the late eighteenth century, Jeremy Bentham, the utilitarian philosopher, devised a model for aradical new style penitentiary based upon the principle of surveillance. His prison design meant thatinmates believed their behaviour was being observed at all times and that in turn, this fear of beingwatched would result in them conforming and being orderly. Although his model prison was neverbuilt, Bentham’s ideas were adapted by later architects as debates raged regarding the changingfunction of the prison from a place of confinement, to one of punishment and potentially of reform,to meet the needs of a newly industrialising British society. Bentham’s visual and written plansilluminate for us the changing attitudes towards punishment of criminals at this time but alsohighlight the diversity of opinions that existed. 108

Year 2 (15 credits) HIST2103 - Self-inflicted: Extreme Violence, Politics and Power (Dr Dan Levene) 1965 cinematic depiction of the 5th century Simeon Stylites on top of his 18 meter pillarModule OverviewAs Rome became established as a Christian Empire its recent martyrs came to be revered and powerfulsymbols. Yet with the success of Christianity came the loss of opportunity to follow the example ofChrist in offering oneself selflessly to violent death. Instead there emerged and developed in the 4th –7th centuries a very successful and politically powerful trend whereby one could gain fame andinfluence through extreme self-inflicted violence in imitation of Christ.In this module we will consider the discourse on the subject of violence comparing the newer self-inflicted trend to that of its older form of martyrdom. We will consider the roots of this practice, workwith the rich literary sources in which the lives of such people are recorded, and consider theirinteraction with and influence upon the wider political realities of the time through the study anumber of individual case studies. 109

Indicative List of Topics  Introduction to the history of Christian Martyrdom in the early centuries  The making of martyrdom – the voyeuristic literature of holy violence  A couple of case studies – Perpetua and the Martyrs of Najaran  “There is no crime for those who have Christ” – Gaddis on violence  The cult of the Martyrs – Augustine and the need to imitate  Self-infliction – Theodoret’s and John of Ephesus’ holy men galore  Simeon Stylites – A case study of the master  Not only Men – “Holy Women of the Syrian Orient”  Holy self-harmers and politicsAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 2,000-word primary source-based essay 2 hour examination (two commentaries and one essay)Sample Source‘… he spent three years in that hut and then occupied that famous summit where he ordered acircular wall to be made and had a chain twenty cubits long made out of iron. He fastened one endof it to a huge rock and attached the other to his right foot, so that even if he wanted to he could notleave the confines. He remained inside, keeping heaven always before his eye and forcing himself tocontemplate what lies beyond the heavens, for the iron fetter could not hinder the flight of themind. But when the excellent Meletius, a sound man of brilliant intellect and endowed withastuteness and who was charged to make a visitation of the region of the city of Antioch, told himthat the iron was superfluous since right reason sufficed to place rational fetters on the body, heyielded and accepted the counsel obediently, and bade a smith be called and ordered him to take offthe fetter. Now when a piece of hide which had been applied to the leg so that the iron would notmaim the body also had to be ripped apart as it had been sewn together, it is said that one could seemore than twenty large bugs hiding in it. … I have mentioned it here to point out the greatendurance of the man. For he could have easily squeezed the piece of hide with his hand and killedall of them, but he put up patiently with all their annoying bites and willingly used small struggles astraining for greater ones.’ Extract from the 5th century historian Theodoret.This description is of part of the earlier life of Simeon who trained for many years to be able toendure the great feats of self-deprivation that he achieved. By the end of his life there was a greatmonastery built around his column to whom flowed many thousands of pilgrims, from near and far,both rich and poor, peasant and wealthy politician.110

Year 2 (15 credits) HIST2108 - The Making of Modern India (Dr Pritipuspa Mishra)Module OverviewIndia as we know it today did not exist before decolonization in 1947. During British imperial rule,India was a collection of British colonial territories and loosely colonized Princely states. And, foralmost three thousand years before colonial rule, the territory we know as India was in fact manydifferent states. How did India become one nation with many official languages and the biggestfunctioning democracy in the world?This module will address this question by tracing how stories about ‘one India’ have been told in thelast 150 years by important commentators of the time. We will read James Mills’ 1818 History ofIndia alongside Jawaharlal Nehru’s Discovery of India which was written in 1946. Through thesereadings we will think about how a modern nation state comes to be. What are the processesthrough which new unity is imagined? Effectively, this module will introduce you to debates in thehistory of nationalism through a case study of Indian nationalism. 111

Indicative List of Topics  Introduction to nationalist historiography  English, French and German ideas about history and nation  Histories of India written between 1800 and 1947  Literary representations of India between 1800 and 1947Assessment % Contribution to Final Mark Assessment Method 50 50 1 x 2,000 word essay 2 hour examinationSample Source‘The discovery of India — what have I discovered? It was presumptuous of me to imagine that Icould unveil her and find out what she is today and what she was in the long past. Today she is fourhundred million separate individual men and women, each differing from the other, each living in aprivate universe of thought and feeling. If this is so in the present, how much more so to grasp thatmultitudinous past of innumerable successions of human beings. Yet something has bound themtogether and binds them still. India is a geographical and economic entity, a cultural unity amidstdiversity, a bundle of contradictions held together by strong but invisible threads. Overwhelmedagain and again her spirit was never conquered, and today when she appears to be a plaything of aproud conqueror, she remains unsubdued and unconquered. About her there is the elusive qualityof a legend of long ago; some enchantment seems to have held her mind. She is a myth and an idea,a dream and a vision, and yet very real and present and pervasive.’ -Jawaharlal Nehru, Discovery of India, 1946This passage illustrates the challenges posed by the need to define the Indian nation. Writing in thetwilight of British rule in India, Nehru was reluctant to gloss over the diversity of the Indian peopleand the experience of colonial exploitation to produce an inspiring vision of the new nation.Furthermore, the essential linguistic, religious and cultural diversity of the Indian population made itimpossible to provide a simple description of what it was to be Indian. To resolve this problem,Nehru suggested that Indians were held together with ‘strong but invisible threads’. They were heldtogether by the myth, idea, dream and vision of India, which was not simply a chimera but a ‘real’and ‘pervasive’ thing. 112

Year 2 (15 credits) HIST2XXX – Roman Emperors and Imperial Lives: Between Biography and History, Praise and Blame (Dr Alan Ross)Module OverviewFor most people even today Nero was one of the ‘bad’ emperors (he killed his mother), and Caligulawas mad and depraved (he wanted to appoint his favourite horse as consul, and committed incestwith his sisters); but the categorisation of emperors along moral lines is not a modern phenomenon.The emperor was without doubt the most important individual in the Roman world, theembodiment of the imperial project. His character, appearance, and actions were of fascination tocontemporaries during and after his life. In this module we will survey Roman cultural responses tothe office of emperor, and specifically the role played by prominent authors in creating a discourseon the individuals that occupied the imperial throne from its inception to Late Antiquity.Several genres of ‘political’ literature flourished under the empire, which took the emperor as theirprimary subject - biography, historiography, and speeches of praise and blame. Their rise may partlyhave been a response to the concentration of power in a single individual, but they also constantlyengaged in evaluating emperors in traditional terms of virtue and vice, turning emperors intoexamples of good or bad rule for later holders of the office. Such texts, then, played an active role inthe creation of an image of an emperor both during and after his reign. In this module we will surveykey texts chronologically from the first to fourth centuries, and consider how and why each authorinterpreted individual emperors; how the ideal of the emperor developed during that time; whenand in what way it was acceptable to criticise an emperor, or how risky this could be; to what extentan emperor could influence the creation of his positive image via contemporary orators. We willexamine some case studies of the ‘best’ and ‘worst’ of emperors such as Claudius, Caligula,Constantine and Julian, and in the process you will gain a chronological overview of the Romanimperial period. Finally, we’ll reflect on how modern depictions of emperors, in formal biographiesand TV/film depictions, compare to the concerns articulated in ancient texts. 113

Indicative List of Seminar Topics  Suetonius and the imperial ideal  Plutarch: a Greek view of Roman emperors  Biography and history: Otho in Tacitus, Suetonius, and Plutarch  Blaming the dead: damnatio memoriae and creating negative exemplars  Blaming the living: imperial invective in the fourth century  Epideictic and history: Ammianus and Orosius  Modern depictions of ancient emperors.Assessment Assessment Method % Contribution to Final MarkEssay 1, 2,000-words (from a choice of six available questions) 30Essay 2, 2000 words (from a choice of eight available 30questions, or students formulate their own question)2 hour examination (two essays from nine questions) 40Sample Source‘It was during the eighteenth year of his reign that God struck the Emperor Galerius with anincurable malady. A malign ulcer appeared on the lower part of his genitals and spread more widely.Doctors cut and then treated it; a scar formed but then the wound split open… They had recourse toidols; they offered prayers to Apollo and Asclepius, begging for a remedy. Apollo prescribed hisremedy – and the malady became much worse. As the marrow was assailed, the infection wasforced inwards, and got a hold on his internal organs; worms were born inside him and his bodydissolved and rotted amid insupportable pain. At the same time he raised dreadful shouts to heavenlike the bellowing of a wounded bull when he flees from the altar. In the intervals of pain as itpressed on him afresh, he cried out that he would restore the temple of God and make satisfactionfor his crime.’ Lactantius, On the Deaths of the Persecutors 33 [c.AD 313]This passage illustrates the fact that the safest time to pen a negative depiction of a Roman Emperor(the most powerful figure in society) was after he was dead. It also illustrates some of the reasonsand methods for doing so: the Christian Lactantius wants to ascribe divine motivation to the paganGalerius’ decision to make Christianity a ‘legal’ religion in the early fourth century. He also wantsGalerius to act as an example to future emperors that they cannot escape the displeasure of theChristian God and they must then pay heed to the teachings of the Church. We must also recognisethat Lactantius’ focus on the excruciating detail of Galerius’ physical demise is a potent way to‘deconstruct’ the image of the emperor, which, in a world without mass media, the majority of hissubjects would otherwise encounter only in stylised and idealised forms such as statues and oncoins. 114

Year 2 (15 credits) HIST2XXX - Ancient Greeks at War (Dr Annelies Cazemier)Module OverviewFrom the legendary tales of the Trojan War up to the conquest of Persia by Alexander the Great,warfare played a central role in ancient Greek history and society. This module allows students toexamine ancient Greek warfare from a range of different sources and angles (military, political,social, economic, cultural, and religious), to work with written and material evidence from theClassical Greek period in particular, and to assess the preliminaries, events, and conclusions of majorwars, as well as studying the wider impact of warfare on ancient Greek society.The history of the Classical fifth century BC was dominated by two wars: the Persian Wars and thePeloponnesian War. Culminating in the battles of Marathon, Thermopylae, and Salamis, the PersianWars and their commemoration loomed large in Greek history and culture for many centuries. Theycontributed to the self-definition of Greeks vs. others; led to the rise of the Athenian Empire; andAlexander the Great would later set out on his conquest as a Greek war of revenge against thePersians. The Peloponnesian War, on the other hand, centred on the conflict between two Greekcity-states, Athens and Sparta. Their lengthy period of strife reshaped the balance of power in theancient Greek world, and led to the downfall of the Athenian empire.The two wars are the main focus of the works written by Herodotus and Thucydides – the formerknown as the ‘father of history’; the latter praised for his strict historical standards and consideredone of the founding fathers of political realism. Both authors exerted a significant influence on thewriting of history more broadly, and a study of their works not only offers an opportunity to learnabout Greek history, warfare, and society in the fifth century BC, but also provides a directencounter with two of the earliest known historians. The module combines their historical accountswith documentary sources for Greek warfare and society as well as material evidence (includingartistic representations of warfare and the study of archaeological sites). In the final part of thecourse, attention will be paid to the reception of ancient Greek warfare until the modern day. 115

Indicative List of Topics % Contribution to Final Mark 50  Writing about War: Herodotus and Thucydides 50  The Persian Wars & The Peloponnesian War  Deciding on War: Political Processes  Managing War: Logistics and Leadership  Fighting War: Soldiers and Armour  Concluding War: Battles and Diplomacy  Commemorating War: Monuments and Festivals  Modern Reception of Ancient Greek WarfareAssessment Assessment Method 1 x 2,000-word primary source-based essay 2 hour examinationSample Source‘In the same winter, following their traditional institution, the Athenians held a state funeral forthose who had been the first to die in this war. The ceremony is as follows. They erect a tent inwhich, two days before the funeral, the bones of the departed are laid out, and people can bringofferings to their own dead. On the day of the funeral procession coffins of cypress wood are carriedout on wagons, one coffin for each tribe, with each man’s bones in his own tribe’s coffin. Onedressed but empty bier is carried for the missing whose bodies could not be found and recovered. Allwho wish can join the procession, foreigners as well as citizens, and the women of the bereavedfamilies come to keen at the grave. Their burial is in the public cemetery, situated in the mostbeautiful suburb of the city, where the war dead are always buried, except those who died atMarathon, whose exceptional valour was judged worthy of a tomb where they fell.’ Thucydides 2.34 (trans. M. Hammond. Oxford: OUP, 2009, pp. 89-90)This passage from Thucydides’ History refers to events in the winter of 431/430 BC, the first year ofthe Peloponnesian War. It describes how those who have fallen in the war are given a public funeral,which included the famous Funeral Oration spoken by the Athenian statesman Pericles. The passageunderlines how the commemoration of war is very much a community affair. The ‘public cemetery’was in the area of the well-excavated site known as the Kerameikos – where inscribed casualty listshave been found. The Battle of Marathon (490 BC), on the other hand, formed part of the so-calledPersian Wars, and was commemorated through a burial mound at the site of the battle itself. Thesource extract offers excellent opportunities for combining written and material evidence, and itprovides a very evocative insight into the lasting impact which warfare had on ancient Greek society.116

Year 2 (15 credits) HIST2XXX – The Global Cold War (Dr Jonathan Hunt)Module overviewThis is a module on the relationship between the “West” and the “Rest” from the end of the SecondWorld War to Soviet Union’s collapse. Rather than focus on the nuclear confrontation between thesuperpower blocs, this module will reconnoiter their rivalry in the “Third World.” We will examine ahost of historical episodes and then delve into them using novels, films, data, primary sources andhistorical literature, illuminating along the way the American and European encounter with Africa,Asia, Latin America and the Middle East since 1945. The course will engage debates over the naturesof, and overlaps between, imperialism, decolonization, neo-colonialism and global governance. Theoverarching question is whether, from the Atlantic charter to the 1991 Gulf War, the world movedtoward equity, justice and homogeneity, or if instead the fault lines dividing humanity merely shiftedlocations. Odd Arne Westad has argued that the cold war sowed the seeds for political instabilityand social inequality throughout the poorer regions of the Earth, the bitter fruits of which theinternational community continues to reap. Others note that the percentage of the world’spopulation living in poverty plummeted from 72 per cent in 1950 to 51 per cent in 1992, to just 10per cent in 2015, with 680 million people escaping poverty since 1981 in China alone. Students willlearn about the historical actors and tectonic forces that altered the shape of human events duringthe Cold War and develop in the process opinions about the origins of the contemporary world.Indicative list of seminar topics  Theories of imperialism and neo-colonialism  Self-determination and national sovereignty  Global governance, human rights and humanitarianism  Decolonization and postcolonialism in Africa, the Middle East and Asia  Cold war proxy wars in Asia, Africa, Latin America and the Middle East  Modernization, social democracy and development  Financial and economic globalization  The rise of China 117

Assessment % Contribution to Final Mark 50 Assessment Method 50 1 x 4,000-word essay (to be chosen from nine available questions, or students will have the opportunity to formulate their own question drawn from a lecture or seminar theme) 2 hour examination (two essays to be chosen from nine questions provided beforehand)Sample source‘All men are created equal. They are endowed by their Creator with certain inalienable rights; amongthese are Life, Liberty, and the pursuit of Happiness. ... All the peoples on the earth are equal frombirth, all the peoples have a right to live and be happy and free. ... Today we are determined tooppose the wicked schemes of the French imperialists, and we call upon the victorious Allies torecognize our freedom and independence.’Ho Chi Minh (1945), quoted in Fredrik Logevall, Embers of War: The Fall of an Empire and the Making of America’s VietnamAlthough Ho Chi Minh and his followers would wage an almost decade-long struggle against theUnited States, at first they turned to the United States as a model for how to liberate and build anation-state. In this speech, Ho invokes Thomas Jefferson’s Declaration of Independence almostverbatim for two reasons. First, he seems to be more interested in liberal arguments againstcolonialism than in those of Marx; in fact, he had travelled to Paris in 1919 in hopes of meetingWoodrow Wilson, whose advocacy on behalf of popular sovereignty and self-determination helpedredraw the world map after the First World War. These two events indicate that Ho was first andforemost a Vietnamese nationalist and only secondarily, perhaps pragmatically, a communist.Second, his speech in Hanoi had more than a domestic audience. Although he was speaking to fellowVietnamese, who fought and expelled the Japanese after metropolitan France and its colonialgovernment in Indochina capitulated, he and his lieutenant, Vo Nguyen Giap, appealed to the UnitedStates and China (not yet communist) to back them in their nationalist struggle against the French.Sadly, for both Vietnam and the United States, this opportunity was not seized. Ho’s speechillustrates nonetheless the widespread appeal of American anticolonialism and liberalism after theSecond World War.118

Year 2 (15 credits) ARCH2003 - The Power of Rome: Europe’s First Empire (Dr Dragana Mladenović) Modern view of Roman might (Total War: Rome II computer game, courtesy of Sega)Module OverviewThe Roman empire has held the imagination of successive generations. Conquest by Rome broughtsocial, cultural and economic change to large swathes of what is now Europe, the Middle East andnorth Africa. Never before or after will these parts of the world enjoy centuries of stability and peaceas they did under the Romans. It was a unique political institution that encompassed a mosaic ofpeoples, languages and cultures that was unprecedented in its richness, leaving a legacy that hasprofoundly shaped the course of Western civilization. Its success and longevity has fascinated many,and long after its demise it remained a model for the European and American imperialism in thenineteenth, twentieth and even twenty-first centuries. The great wealth of the archaeologicalevidence has produced a long tradition of scholarship, but in the last twenty years, new approacheshave reawakened these debates, making the study of the Roman world one of the most dynamicfields within archaeology, with major implications for other areas of the Humanities. Post-colonialdiscourse, theorists of Globalization and North African dictators trying to raise their agriculturaloutput, to name just few, have all looked back to the Roman Empire for clues.So what was the secret of the Roman empire’s success? How did it come to be and how was itmaintained? (Spoiler alert: its military might was not crucial!) In this module, you will look at thecauses, consequences and the changing nature of Roman imperialism and its political, social, culturaland economic foundations. You will touch upon key issues and debates in Roman archaeology andlearn about major sites and artefact types from all parts of the Roman world.Indicative List of Seminar Topics  Army and frontiers  Provincialization and administration of the Empire  Elite and ideology  Religion  Art and Imperial representation  Technological advances  Economic integration  Cultural change and citizenship  The Fall and legacy 119

Assessment % Contribution to Final Mark Assessment Method 0 (formative assessment only) Individual presentations (formative) 50 Research essay (2,000 words) 50 Examination (2 hours)Sample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as:Historical: ‘For, to accustom to rest and repose through the charms of luxury a population scattered andbarbarous and therefore inclined to war, Agricola gave private encouragement and public aid to the building oftemples, courts of justice and dwelling-houses, praising the energetic, and reproving the indolent. Thus anhonourable rivalry took the place of compulsion.....Hence, too, a liking sprang up for our style of dress, and the\"toga\" became fashionable. Step by step they fell into the seductive vices of arcades, baths, and elegantbanquets. All this in their ignorance, they called civilization [humanitas], when it was but a part of theirenslavement.’ Tacitus, Agricola, 1.21Iconographic: Epigraphic:Archaeological: Claudius and Britannia, a relief from the Sebasteion temple in Aphrodisias (Asia Minor) (courtesy of www.nyu.edu) Dedicatory inscription from Chichester (RIB 91) that is traditionally translated: To Neptune and Minerva, for the welfare of the Divine House by the authority of Tiberius Claudius Cogidubnus, great king of Britain, the guild of smiths and those therein gave this temple from their own resources, Pudens, son of Pudentinus, presenting the site. Cogidubnus is believed to be a client king who resided at the Fishbourne Villa.Roman fort of Housesteads and a section of Hadrian’s Wall (courtesy of perlineamvalli.wordpress.com)Taken together, these extracts provide complementary evidence about one of Rome’s furthest provinces,Britain. These diverse sources present different perspectives on the conquest and the Roman rule, introducingsome of the key agents involved - the emperor, provincial administrator, member of the indigenous elite andthe army. By integrating traditional source material with modern data from techniques of historical andscientific archaeology we can explore the perspectives of both those with means and agendas tocommemorate, and those that though past centuries have remained silent. 120

Year 2 (15 credits) HUMA2008 - The Life and Afterlife of Vikings (Dr Alison Gascoigne)Module OverviewBlood, violence, terror, raids, pirates, rape and pillage are just some of the words associated with theVikings in both the medieval and modern imagination. Their fearsome reputation is underlined bynicknames such as ‘Blood Axe’ and ‘Skull-splitter’, but violence is only one part of Viking history. TheVikings also formed extensive trade networks across Europe and into Central Asia, founded newcountries, developed new technologies, created beautiful and useful objects and left behind aliterary tradition that influenced European culture for many centuries, and indeed continues to doso. In this module, by studying historical, archaeological and literary sources, you will examine boththe reality of Viking society and how Viking identity was perceived over the course of the middleages.Indicative List of Seminar Topics The historicity of the saga tradition The nature of Viking-era society Viking warrior culture Viking ships and seafaring Viking migration and settlement, trade and exchange Religious belief and Christianisation The reception of the Vikings in medieval and modern timesAssessment Assessment Method % Contribution to Final Mark3 x 700-word source commentaries (from a choice of historical, 50literary and material sources)2 hour examination (two essays to be chosen from eight 50questions) 121

Sample SourceThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘That folk [the Swedes] has a very famous temple called Uppsala, situated not far from thecity of Sigtuna and Björkö. In this temple, entirely decked out in gold, the people worship the statuesof three gods in such wise that the mightiest of them, Thor, occupies a throne in the middle of thechamber; Wotan and Frikko have places on either side. […] It is customary also to solemnize inUppsala, at nine-year intervals, a general feast of all the provinces of Sweden. […] The sacrifice is ofthis nature: of every living thing that is male, they offer nine heads, with the blood of which it iscustomary to placate gods of this sort. The bodies they hang in the sacred grove that adjoins thetemple.’ Abam of Bremen, History of the Archbishops of Hamburg-Bremen (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 65-66)Literary: ‘There he [Thorolf Mostrarskegg] had a temple built. It was a large structure with a door onone of the side walls close to the end of the building. Inside, in front of the door, stood the high-seatpillars, studded with nails called god’s nails. Beyond the pillars the whole interior was a sanctuaryand at the inner end there was an area resembling what we call a choir in churches nowadays. In themiddle of the floor stood an altar-like structure, and on it lay a ring weighing twenty ounces, whichhad been formed without a joint. All oaths were sworn on it, and the temple priest had to wear it onhis arm at every public meeting. A bowl for sacrificial blood always stood on the altar, and in thebowl lay a twig for sprinkling hlaut, which is the blood of living creatures sacrificed to the gods. Thegods were arranged around the altar in the innermost, or choir-like, part of the temple.’ Saga of the People of Eyri (Eyrbyggja saga) (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 67)Archaeological: Plan of an Iron-age to Viking-era temple at the site of Uppåkra, Sweden, at which ritual depositis of gold-foil figures, ‘sacrified’ weapons and bones and other distinctive objects were excavated (L.Larsson, ‘The Iron Age ritual building at Uppåkra, southern Sweden’, Antiquity 81, 11-25, fig. 3)Taken together, these extracts provide complementary evidence about the form of Viking-age ritualstructures, and the nature of activities that took place there. Some activities (e.g. the sprinkling ofblood as recounted in the saga text) leave no archaeological trace. Excavations do, however, bring tolight important aspects of ritual not reported in texts, such as the ‘killing’ of weaponry, and thelandscape setting of such structures. These diverse sources present different perspectives on Vikingcult, including those of foreign observers, Scandinavians, and saga-tellers from later, Christian, times,integrating these accounts with modern data from techniques of historical and scientificarchaeology. 122

Year 2 (15 credits)HUMA2XXX - Arabian Nights and Days: The World of the 1001 Nights (Dr Alison Gascoigne) 9th-century house, Samarra, IraqModule OverviewThe disparate body of literature collected together under the title 1001 Nights, more popularlyknown as the Arabian Nights, is set primarily in the cities of the medieval Middle East, includingBaghdad and Basra in Iraq, Cairo in Egypt and Damascus in Syria. The narratives include charactersfrom all levels of society, from caliphs, princes, princesses and viziers, to poor men and women, aswell as magical beings of various sorts. They recount great adventures and supernatural happenings;but among the more marvellous events appear many details of daily life, social activity and urbanlandscape. This module uses the 1001 Nights as a starting point for a thematic investigation ofmedieval Arab (largely urban) society.Indicative List of Seminar TopicsThe module is organised thematically. Each week, we will consider a narrative or story taken fromthe 1001 Nights, within which a particular theme will be identified. This topic will be introducedduring the lecture, with specific sources relating to the subject to be discussed in detail during thesubsequent seminars. Themes may include: court/palace culture; social stratification and mobility;urban landscape and setting; trade and economic activity; gender; hospitality, social life, food/drinkand dining; professions and professional activities; recent reception, Orientalism and culturalpolitics; and more.Assessment Assessment Method % Contribution to Final Mark1 x source commentaries 501 x essay (2,500 words) 50 123

Sample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical/geographical: ‘Tinnīs [in Egypt], situated between the Romaean Sea and the Nile, is a smallisland in a lake, the whole of which has been built as a city—and what a city! It is Baghdād inminiature! A mountain of gold! The emporium of the Orient and of the West! Markets are elegant,fish cheap. It is the goal of travelers, prosperity is evident, the shore delightful, the mosqueexquisite, the palaces lofty. It is a town with resources, and well-populated, yet as it is situated on anarrow island, the water encircles it like a ring. It is, too, a boring, filthy place, where the water, keptin cisterns, is locked up. Most of its inhabitants are Copts. The refuse is thrown into the streets. Hereare made coloured cloths and garments. Beside it is a place in which are piled up the dead of theunbelievers, one upon another, while the cemeteries of the Muslims are in the centre of the town.’ Al-Maqdisi, The Best Divisions in the Knowledge of the Regions (tr. B. Collins, 1994, p. 185)Literary: ‘The people who most deserve to be slapped are those who come to eat without beinginvited, and the people who most deserve to be slapped twice are those who, when the host of theparty says, “Sit here,” reply, “No! I’m going to sit over there!” And the people who most deserve tobe slapped three times are those who, when invited to eat, say to the owner of the house, “Call yourwife in here to eat with us!”’ Al-Khatib al-Baghdadi’s The Art of Party-Crashing in Medieval Iraq (tr. E. Selove 2012, p. 25)Archaeological/architectural: Plan of a medieval house excavated in Fustat (Cairo), Egypt (A. Bahgat and A. Gabriel, Fouilles d’al- Foustat 1921, fig. 20)There are many moments in the 1001 Nights where characters enjoy domestic social occasions, bothlicit and illicit. The sources above provide diverse information on the urban settings of houses, ontheir forms and the areas within them where such parties might have taken place, and on theexpected behaviour of hosts and guests. Considered together, these strands of evidence allow us toanalyse the ideal vs the reality of domestic entertainment in the medieval Middle East in light of itsportrayal in the stories of the Nights. 124

Year 2 (30 credits) HIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660 (Professor George Bernard / Professor Mark Stoyle)Module OverviewThis course offers you the opportunity to study the history of England during the turbulent sixteenthand early seventeenth centuries. Students taking ‘Power, Patronage and Politics’ will explore a rangeof topics, including: the court and faction under Henry VIII; the fall of Anne Boleyn; the reign of ‘BloodyMary’; popular rebellions during the Tudor period; the complicated relationship of Elizabeth I with hercourtiers and counsellors; ethnicity and sexuality at the court of James I; the impact of the Civil Waron English society; the lives of women in a time of conflict; the uses and abuses of propaganda; andthe fear and prosecution of witchcraft. 125

Indicative List of Topics % Contribution to Final Mark 50  Court Politics under Henry VIII 50  Tudor Rebellions  The Mid-Tudor ‘crisis'  Court Politics under James VI and Charles I  The English Civil War  WitchcraftAssessment Assessment Method 1 x 4,000-word essay 2 hour examination (two essays to be chosen from nine questions)Sample Source‘[They captured] another Witch, who was thereupon apprehended, and searched by women, andfound to have three teats about her, which honest women have not, so upon command from theJustice, they were to keep her from sleep two or three nights, expecting to see her familiars [i.e.attendant spirits, or miniature demons], which the fourth night she called in by their several names,and told them what shapes [to assume] a quarter of an hour before they came in, there being ten ofus in the room, and the first she called was Holt, who came in like a white kitten.’ M. Hopkins, The Discovery of Witches (1647), p. 2.This extract from The Discovery of Witches - a pamphlet which was written by the so-called ‘Witch-finder General’, Matthew Hopkins, in early 1647 and published in London soon afterwards - gives usa chilling insight into the treatment which was handed out to suspected witches during the closingstages of the English Civil War. The figure seated in the chair on the right is intended to representone of the first women whom Hopkins and his associates interrogated, while the bizarre figureswhich surround her are intended to represent the evil spirits in the shape of animals which she wassaid to be able to conjure up. Together, image and extract do something to convey the atmosphereof suffocating fear in which so many seventeenth-century Englishmen and women lived.126

Year 2 (30 credits) HIST2004 – The Making of Englishness: Race, Ethnicity and Immigration in British Society, 1841 to the Present (Prof Tony Kushner)Module overviewMigration and questions of difference are the most pressing issues in today’s world. But how havethey been shaped and experienced in British history? How do we define Britishness (or more often,'Englishness')? How have identities changed over the past one hundred and fifty years? This modulecovers these broad questions with specific regard to questions of ‘race’, ethnicity and immigration.Although the importance of these issues in contemporary debates is very clear, this module adopts ahistorical approach and charts how they have developed from the mid-Victorian period onwards. Itasks whether Britain is a peculiarly tolerant country in an international context. How welcominghave state and society been to newcomers? Have issues of race played a major part in Britishpolitics? Turning to the minorities themselves, the module examines their identities and internaldynamics in British society. The approach adopted is comparative, and a wide range of groups andresponses to them are examined including Jews, Irish, Afro-Caribbeans, Germans, Asians and manyothers. It asks if ‘race’ is the most significant factor in the treatment of minorities and their owninternal solidarity or whether other issues such as gender, class, age, locality and culture are ofgreater importance. 127

Indicative List of Seminar Topics  Theories of race and racism  The creation and development of minority stereotypes  The Irish in Victorian Britain  Jews in Mid-Victorian Culture and Politics  The Aliens Debate 1886-1905  The Impact of East European Jewish Immigration, 1870-1914  Intolerance and the First World War  Defining Englishness in Inter-War Britain  Minorities in inter-war Britain  Britain and the European Jewish Crisis in the Nazi Era  Mosley and the British Union of Fascists  Post-1945 immigration control and treatment of refugees  Black identities in post-war Britain  The rise (and fall) of the National Front and Enoch Powell  Race and the inner city disturbances of the 1980s  The Rushdie Affair  Multi-Culturalism and Racism in Contemporary Britain  The Contemporary Refugee CrisisAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 2 hour examination (two essays from nine questions)Sample Source 128

Here is an image that could and has been used to show Britishtolerance and integration of migrants. At its top is a sundialfrom 1748, part of the original Huguenot chapel in the East Endof London where the French refugees that settled in Londonworshipped. In the late nineteenth century it became asynagogue for very religious Jews from Eastern Europe andmore recently the Jamme Masjid Mosque catering mainly forthose of Bengali and Somali origin. Brick Lane itself, in the heartof (now) trendy Spitalfields reflects the influence of manymigrant presences, all of whom have left traces. But Brick Lanehas also been the site of violent contestation of territory, andespecially attacks on groups ranging from Jews to Asians. Thisimage, is thus capable of multiple readings and The Making ofEnglishness as a whole will explore the fascinating (if oftendisturbing) issues it raises, including through a walking tour ofthe East End itself. 129

Year 2 (30 credits) HIST2006 - Looking Beyond the Holocaust: The Impact of Genocide on Contemporary History (Dr Mark Levene)Module OverviewThis module will operate along three main axes. The first is a theoretical one, examining the verydifferent arguments of comparativist scholars as to what is the 'Holocaust' and what is 'genocide'and how they should be understood. The second is a contextual one, considering a handful oftwentieth-century genocide case-studies which have sometimes been compared with the Holocaust,notably Armenia in 1915-16 and Rwanda in 1994. The third is a consideration of the use and abuseof Holocaust and genocide as a facet of our contemporary political and societal culture.Indicative List of Seminar Topics  an overview of the incidence of twentieth-century mass murder;  consideration of Raphael Lemkin and his creation of the specific term 'genocide';  the emergence of international law on genocide, particularly the UN Convention of 1948;  the conditions under which genocide can arise, including the role of 'international' society in the commission of genocide;  debates about Holocaust 'uniqueness' and whether legitimate comparisons can be made;  case-studies involving the role of 'ordinary' Germans and comparison with other non- Holocaust ordinary persons;  issues of gender in Holocaust and genocide;  the 'banality of evil' in a broader historical frame;  the role of 'denial' in genocides other than the Holocaust;  the commemoration and memorialisation of Holocaust and other genocides in contemporary society. 130

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 words) 1 x exam (2 hours)Sample Source‘You must understand that we are now fighting for our lives at the Dardanelles and that we aresacrificing thousands of men. While we are engaged in such a struggle as this, we cannot permitpeople in our own country to attack us in the back. We have got to prevent this no matter whatmeans we have to resort to.’ Enver Pasha, utterance, as reported by US ambassador, Henry Morgenthau, 1915‘The extermination of the Armenians and confiscation of their property and land flowed fromdecisions made by the Central Committee of Union and Progress. Bahaeddin Shakir organisedbattalions of butchers in the area under the jurisdiction of the Third Army and coordinated all thecrimes committed in this region. The state was complicit in these crimes. No government official, nojudge, no gendarme ever stepped in to protect the populations subject to these atrocities.’ Prosecutor's statement before the State Commission to Investigate Criminal Acts, drawing on deposition of General Vehib Pasha, January 1920One might say compare and contrast. Looking at the Armenian and Rwandan genocides, will be partof this course which will seek to introduce the bigger picture of 20th century genocide - always withappropriate reference to the Holocaust - what are its historical roots, how do we explain it, what hasit got to do with us. No prior knowledge is required, just inquiring minds! 131

HIST2008 - The Group Project (30 credits) (NOTE - Compulsory for all single honours history students)Module OverviewThe Group Project provides an opportunity for you to carry out a piece of historical research as partof a group, reflecting on the issues involved in completing the task and presenting the research to abroader audience. The academic core of the project asks you to engage in a topic from conception tocompletion under the supervision of your group Academic Guidance Tutor who will assist you in thelocation and exploitation of relevant local and national source materials. This opportunity to developyour research skills will provide a good grounding for the longer and more advanced piece ofindividual research required by the Year 3 dissertation.The Group Project will also enable you to develop various key skills relevant to the type ofemployment that you may encounter after graduation - management, media, teaching, etc - and todemonstrate such skills - team-working, interpersonal skills, self-confidence, presentation, problem-solving, etc - in a tangible way.Finally, you will be encouraged to interact with a broader public through the process ofcommunicating your research topic in a 'public outcome' and thereby to consider the nature andmeaning of such a thing as 'public history'.Assessment  Project Proposal (10%)  Historical Essay (30%)  Public Outcome (20%)  Individual Reflective Essay (20%) 132

Examples of Past Public Outcomes Henry VIII Exhibition at Staines Local History library Witchcraft presentation at Godolfin School 133

Year 2 (30 credits) HIST2031 – Stalin and Stalinism (Dr. Claire Le Foll)Module OverviewThis course is a survey history of Stalin and Stalinism in the USSR, starting with the aftermath of theRevolutions of 1917 and going up to the present day. Major issues include the legacy of Lenin, theensuing power struggle and the rise of Stalin, the social impacts of Stalinism during the 1930s andthe Great Patriotic War. The course then continues through the rest of Soviet history to considerhow Stalin's successors dealt with Stalin's legacy, and where Stalinism stands in the present day. 134

Indicative List of Seminar Topics % Contribution to Final Mark 25  Lenin’s Legacy 25  The Struggle for Succession 50  Stalin’s ‘revolution from above’  Civil War against the Peasantry  The Great Terror  The ‘Old’ Bolsheviks: Stalin and Bukharin  The Great Patriotic War  Stalin’s Final Years  Stalin’s Legacy  Khrushchev and De-Stalinisation  From Brezhnev to Andropov  Gorbachev and Stalin’s Legacy  Perestroika and GlasnostAssessment Assessment Method First essay (2,000 words), Second essay (2,000 words), Examination (2 hours, 2 questions)Sample SourceIn Stalinist Moscow a man is running along the street shouting: “The whole world is sufferingbecause of one man! One man!”He is seized by the NKVD. “What were you shouting in the streets?” asks the interrogator.“I was shouting that the whole world suffers because of one man”.“And who do you have in mind?” The interrogator’s eyes narrow.“What do you mean, who?” The man is astonished. “Hitler, naturally”.“Ah-h-h…” smiles the interrogator. “In that case you are free to leave”.The man walks the length of the room, reaches the door, opens it and suddenly stops and turnsaround to face the interrogator.“Excuse me, but who did you have in mind?”Political humour has been a unique feature of Russian history and culture, from the imperial periodto today. It existed even under Stalin and during the Great Terror, when telling a joke could send youto a Gulag camp. The distinctive, black and absurd humour created in the Soviet Union, was theresult of the particular political conditions. Jokes have a great historical value, providing a glimpse ofeveryday laughter, but also documenting the way ordinary people coped with the extraordinaryideological and political pressure. 135

Year 2 (30 credits) HIST2035 - The Struggle of the Czechs: From Serfdom to Stalinism (Professor Mark Cornwall)Module OverviewThis module studies the Czechs, one of the key peoples of East-Central Europe, as a way of exploringcritically the concept of national identity in modern Europe. It was Otto von Bismarck who onceobserved that whoever controlled Bohemia would control Europe. His comment reflected anawareness of the pivotal geographical situation of the region currently occupied by the CzechRepublic. In the late eighteenth century the Czech language had survived only among peasants in thecountryside; by the twentieth century Czech national identity was a vibrant phenomenon, whichfrom 1918 found its expression politically and culturally in the new state of Czechoslovakia.Indicative List of Seminar Topics  Introduction to Czech Identity  The Czech National Renaissance  The 1848 Revolution in the Bohemian Lands  Czech-German Classification and ‘Warfare’  Solutions to the ‘Czech Question’ at the Turn of the Century  War: Sacrifice and Rebirth 1914-1919  How democratic was Czechoslovakia?  The Sudeten German Problem: the Munich Crisis  War: The Radical Solutions 1938-1946  Czech Stalinism and the Show Trials  Czechoslovak Communism in Crisis 1968-89 136

Assessment % Contribution to Final Mark Assessment Method 25 each 50 2 x Essay (2,000 words) 1 x Exam (2 hours unseen)Sample SourceProsecutor: Lady accused, I ask you once again, whether your programme envisaged returning theindustrialists to those businesses which had been nationalized?!Milada Horáková: The return of ownership to those factories.Prosecutor: Then a programme for millionaires – not for the people.Horáková: It was a programme for the bourgeois classes.Prosecutor: Then this road had to lead to the renewal of capitalism. How do you think the workers ofnationalized factories would have received their former bosses? – realizing that they would again bethe subjects of exploitation?Horáková: I have a different view of this.Prosecutor: If you believed that the workers were not ready to surrender their factories to thecapitalists, under what circumstances did you envisage that it could occur.Horáková: Under the circumstance of a reversion, of a change in regime.Prosecutor: And how could that happen?Horáková: The circumstance under which it could occur we saw concretely in three possibilities: inthe possibility of war, in the possibility of diplomatic treaties, which would be extracted througheconomic pressure..Prosecutor: Let’s focus on the first possibility, the possibility of war. What war, with whom, againstwhom?Horáková: A war of the western powers against the East, in other words against the Peoples’Democracies and the USSR.Prosecutor: And on whose side would be the former SS of Western Germany and on whose sidewould be yourself and your associates?Horáková: ….I cannot answer that…Prosecutor: You can’t? Thank you. Show trial on 31 May 1950 of Milada Horáková (Czech National Socialist leader, executed 27 June 1950).This is a transcript of the show trial of the Czech politician, Milada Horáková, the only femalepolitician executed in the Stalinist show trials in Czechoslovakia. The source tells us much about theparanoid mindset of the prosecution (determined to find her guilty), while her answers show thedilemma of the Czech political opposition which did hope for a reversal of the communist revolution.The trial was publicized widely in the country and a campaign was orchestrated to make sure thatmembers of the public called for her to be found guilty and executed. 137

Year 2 (30 credits) HIST2036 – The Hundred Years War: Britain and Europe, 1259-1453 (Dr Rémy Ambühl)Full-page miniature of Edward III, wearing a blue Garter mantle, with his arms quartered with those of France, from Pictorial book of arms of the Order of the Garter ('William Bruges's Garter Book'). British Library, Mss Stowe, 594, fol. 7vo. (c. 1430 – c. 1440)Module OverviewThis module looks at the origins and developments of the Hundred Years War, and the ways itplayed out in Britain, France and the rest of Europe. The political, military and socio-culturaldimensions of this century-long conflict are closely examined. How did contemporaries think andjustify war? What were the roots of this conflict? Why did it last so long? To what extent did amilitary revolution take place during the Hundred Years War? What principles governed the conductof war? How did war impact on society? How did this conflict contribute to the rise of nationalidentity and the birth of modern state? You will take both a chronological and a thematic approachto these questions. 138

Indicative list of seminar topics The origins of the Hundred Years War: a feudal or a dynastic issue? War heroes and the fabric of history: the Black Prince (1330-1376) Re-enacting the peace negotiations of Troyes (1420): a role play Battle analysis: Crécy (1346), Poitiers (1356) and Agincourt (1415) Military technologies and the concept of military revolution Chivalry and the laws of war Sovereign interests and personal ambitions: the great companies Raids on England and the ‘home front’ The rise of the ‘nation’ and ‘national identities’Assessment Assessment Method % Contribution to Final Mark2 x 2,000-word essays 25 each2-hour written paper 50Sample Source‘…And whereas we have held out to the lord Philip many loving and reasonable offers of peace, towhich he would not respond nor make any reasonable reply, nay rather, levying unjust war againstus, he has striven with all his might for the complete subversion of our estate, we have necessarilybeen compelled to resort to arms, for our defence and recovery of our rights, not seeking theoverthrow or depression of the good and the poor but rather striving heartily for their safety andconvenience; wherefore we benignly wish that all and each of the natives of the kingdom who willsubject themselves willingly to us, as the true King of France according to wise counsel, before nextEaster, offering due fidelity to us…’This is an extract from a manifesto issued by the English king, Edward III, at Ghent, in Flanders, on 8February 1340, by which he officially assumed, for the first time, the title of king of France. Thepolitical manoeuvre had a huge impact on the course of the Hundred Years War. In challenging thelegitimacy of the French King Philip VI, Edward transformed a quarrel which opposed the two kingsover sovereignty rights in the French province of Aquitaine into an outright dynastic conflict. EdwardIII, who, until 1340, was perceived as a rebellious vassal of the French king, elevated himself as arival claimant to the French throne, allowing the Flemish and many other French lords to embracehis cause and fight on his side. Political and military opportunism (working within the confines of lawand chivalry) proved to be at the heart of the century-long conflict. 139

Year 2 (30 credits) HIST2039 - Imperialism and Nationalism in British India (Professor Ian Talbot)Module OverviewHow did less than two thousand British officials rule an Indian population of three hundred million?Why did the words gymkhana, bungalow and shampoo enter the English language? What was thesignificance of the British constructing clock towers in numerous Indian towns and cities? How didthe diminutive and scantily clad figure of Gandhi emerge as an international symbol of resistance tothe trappings and power of the British Raj? Why did the British divide the Subcontinent when theyleft in August 1947? This module aims to explore such questions as these in the last century or so ofthe British ruling presence in India.Indicative List of Seminar Topics  1857 in Indian History  British Social Life in India  The Emergence of Indian nationalism  The 1919 Jallianwala Bagh Massacre  Stones of Empire: Architecture of the Raj  Gandhi and Indian nationalism  Overseas Indians and Nationalist Struggle  The Muslim League’s Rise to Power  The British Departure from India 140

Assessment % Contribution to Final Mark 25% each Assessment Method 50% 2 x essays (2,000 words) 1 x examination (2 hour)Sample Source‘As long as we rule India, we are the greatest power in the world. If we lose it we shall drop straightaway to a third rate power.’ Lord Curzon, Viceroy of India 1901Curzon’s prophetic words were uttered when British power in India had entered its zenith. Theyreflect the wider significance of the Raj for British self-identity, economic and strategic interests.Even during Curzon’s Viceroyalty, there were signs that Indian opposition was taking on a new andmore popular form. India’s post World War One diminishing economic value to Britain and the massmobilizations aroused by Mahatama Gandhi paved the way for independence at an earlier date thanany in Curzon’s generation could have contemplated 141

Year 2 (30 credits) HIST2045 - Cleopatra’s Egypt (Dr Annelies Cazemier)Module Overview‘It is well done, and fitting for a princess descended of so many royal kings'. Shakespeare's words onthe suicide of Cleopatra VII echo rare ancient Roman admiration for the last queen of Egypt.Defeated by Rome, Cleopatra's choice of death might show a glimpse of her noble origins. But whatof her life and the world that made her? Roman propaganda made a monster of Cleopatra: power-mad; sexually depraved; fanatical, animal-worshipping Egyptian; a stain on the glorious reputation ofAlexander the Great who brought her ancestors to Egypt. That legacy proved powerful and enduring.Can we get behind the propaganda to the real Cleopatra and her context? We explore the world ofCleopatra's Egypt; its multicultural society and relationship with Roman power; and the fragmentaryremains of Cleopatra's life and rule. And we reflect, finally, on Cleopatra's post-mortem power onthe western imagination, from Shakespeare to Hollywood and beyond. 142

Indicative List of Seminar Topics  Ancient and modern constructions of Ptolemaic Egypt  The Ptolemies’ creation of a new style of monarchy, combining Greek ideals of kingship with the ancient tradition of the Pharaohs  Domestic and foreign policy  Law and administration  Life in the countryside  Ptolemaic Alexandria: culture and commerce  Memphis and the Egyptian temples  ‘Isis is a Greek word’: Greek religion and Pharaonic tradition  The Jews of Egypt  Egyptian resistance to Greek rule  The coming of Rome  The rule of CleopatraAssessment % Contribution to Final Mark Assessment Method 50 50 1 4,000-word essay 2-hour examSample Source‘On behalf of Queen Cleopatra goddess Philopator, the (holy) place of the association of (Isis)Snonaitiake, of whom the president is the chief priest Onnophris. Year 1, Epeiph 1.’ Fayum Inscription III 205; Arsinoite nome, 2 July 51 B.C. (Votive relief, Louvre Museum, Paris.Dedicated in the very first year of Cleopatra’s reign, this limestone relief shows the queen as a malepharaoh making an offering to the goddess Isis. The relief was probably intended as a dedication toCleopatra’s father, who died in 51 B.C. The queen is alone; perhaps a sign of her early break-up withher brother-husband which would lead to civil war. The Greek inscription is crammed into a spacetoo small to hold it; recycling work, first-century style! The juxtaposition of Greek words withEgyptian iconography embodies the multicultural world of Cleopatra’s Egypt: Greek-speaking villagepriests, based in an Egyptian temple, serving a female pharaoh of Macedonian descent whoworships an Egyptian goddess. 143

Year 2 (30 credits) HIST2049 - Sin and Society, 1100-1520 (Professor Peter Clarke)Module OverviewIn present-day Europe most of us consider religion a matter of personal choice and privateconscience to the point that many are hardly religious at all and our society is increasingly secular.This module will explore how the opposite was largely true in the medieval West: orthodox religionwas compulsory and affected all aspects of public and private life. The module will focus on sin,wrongdoing that violated religious norms, and how it was defined and disciplined. The module iswide-ranging and will cover such topics as sexual behaviour, violence (including warfare and murder)and heresy (religious dissent), and explore both the Church’s teachings on such issues and how theseshaped social attitudes and behaviour. The module will draw on a rich variety of sources, includingDante’s Inferno and religious art. 144

Indicative List of Seminar Topics  Sin and Society, c. 1100  Communication and Enforcement of Church teaching on sin  Sexual Morality  War and Violence  Heresy I: Cathars, Waldensians and Franciscan Spirituals  Heresy II: The Trial of the Templars and Lollardy  Anti-Semitism and Usury  Medieval Art and Literature  Pilgrimage, Indulgences and LutherAssessment % Contribution to Final Mark Assessment Method 25 each 50 2 x 2,000-word essay 2 hour written examSample Source‘If anyone by the persuasion of the Devil should incur the charge of this sacrilegious vice that theylaid violent hands on a cleric or monk, let them be bound by anathema [i.e. excommunication] andlet no bishop presume to absolve them, unless they are on the point of death, until they appear inthe pope’s presence and receive his mandate.’This ruling was issued by Pope Innocent II in 1139 and rapidly became part of the Church’s law (orcanon law) enforced across Western Europe. It was meant to provide clergy with protection fromviolence by threatening anyone who assaulted a cleric or monk with automatic excommunication. Intheory this cut off these assailants from the Christian Church and society endangering their salvationso that if they died under excommunication, their soul was damned to hell. Bishops could release or‘absolve’ them from excommunication usually, but this ruling required that anyone excommunicatedfor assaulting clergy had to go to Rome to ask the pope in person to absolve them, unless they weretoo close to death to make the journey. The ruling was designed to set the clergy apart from the restof society as a privileged elite deserving special respect, and reinforce the papacy’s central authorityover the Western Church, especially as defender of the clergy’s privileged status. 145

Year 2 (30 credits)HIST2051 – The British Atlantic World (Dr Christer Petley)Module OverviewThis module focuses on the period between about 1600 and 1800, allowing you to explore thedevelopment of the British Empire in the Americas from the founding of Jamestown in 1607 up untilthe American Revolution and its aftermath. The module takes a broad look at the British colonies inthe Americas from Barbados in the south to Newfoundland in the north, examining the developmentof these colonies and the Atlantic system of which they were part.Indicative List of Seminar Topics  Inheritance, experience and the character of colonial British America  Atlantic connections  Native Americans and Europeans  Cultural continuity and change  Africans, Europeans and colonial slavery  The American RevolutionAssessmentAssessment Method % Contribution to Final Mark2 x 2,000-word essay 502 hour examination 50 146

Sample Source Eighteenth-century American woodcut‘Join or Die’! This is propaganda. The snake represents British-American colonies during theeighteenth century: (from left to right) South Carolina, North Carolina, Virginia, Maryland,Pennsylvania, New Jersey, New York and New England. The message is clear: if those places worktogether, they could be a dangerous—with venomous bite; if they allow themselves to be divided, itis mutually assured death. The woodcut first appeared during the Seven Years War, while thecolonies fought—as parts of the British Empire—against the French. But it was put to use again a fewyears later, when the American colonies rebelled against Britain in the American Revolution.Congress declared American Independence from Britain in 1776, and those responsible became—atleast in British eyes—guilty of treason. Benjamin Franklin is reputed to have commented to hisfellow Congressmen, ‘we must all hang together, or assuredly we shall each hang separately’,echoing the sentiment of ‘Join, or Die’. 147