Module booklet_Open Days

Year 3 Special Subject (30 credits) HIS3126 - Fashioning the Tudor Court, Part 1 (Prof Maria Hayward)Module OverviewThe Tudors are still incredibly popular and with good cause. During this module you will explore themagnificent and murky world of Tudor court culture between 1485 and 1553. You will focus on thereign of Henry VIII but as appropriate, you will compare and contrast his court with those of HenryVII and Edward VI. You will consider five core themes linked to the court: artistic patronage and thecreation of the royal image, architectural patronage, court entertainments and literary patronage,royal collecting including the development and dispersal of collections and court ceremonialincluding coronations, the order of the Garter and observance of the liturgical year. These culturalaspects of the Tudor king’s lives are inseparable from embedded the complex religious and politicalenvironment that they inhabited. 198

Indicative List of Seminar Topics  Introductions and definitions  Context: the court of Henry VII  Tudor art and the Reformation: the significance of the careers of Hans Holbein and the Horenbout  Royal magnificence: fashion, finance and foreign politics  Henry VIII’s military image: from the tilt yard to battle field  The role of the courtier: favourites and rivals  Court ceremonial: from dynastic ceremonial to celebrating the liturgical year  The influence of the cardinal: Thomas Wolsey, the ‘alter rex’?  Women at court: Henry VIII’s wives and daughters  The end of Henry VIII’s reign: Death, burial and the 1547 inventory  In his father’s image: Edward VIAssessment Assessment Method % Contribution to Final Mark4,000-word source based essay 50Take-home gobbet exam 50Sample Source‘Why come ye nat to court?Why come ye nat to court?To whyche court?To the kynges courte?Or to Hampton Court?Nay to the kynges courte!The kynges courteShulde have the excellence;But Hampton CourtHath the preemynence!J. Skelton,This satirical poem by John Skelton stresses the importance of the royal court, while also assertingthat Cardinal Wolsey’s ‘court’ rivals, or even exceeds, the magnificence of Henry VIII’s court. If true,this would suggest a major challenge to royal power and would have supported contemporaryclaims that the Cardinal sought to usurp the king’s authority. The use of poetry as a medium to mockWolsey is telling – it would have given Skelton a means of distancing himself from the criticism hewas making while also ensuring a wider circulation at court, in the city of London and beyond. 199

Year 3 Special Subject (30 credits) HIS3127 - Fashioning the Tudor Court, Part 2 (Prof Maria Hayward)Module OverviewBuilding on the work you did in semester 1, this module will consider late Tudor court culture. Youwill focus on the court of Elizabeth I which you will contextualise by drawing comparisons with MaryI and Mary, queen of Scots. Queenship, the nature of female rule, and how it differed from kingshipwill be a key theme running through the module and as the module progresses you will be able tocompare and contrast the courts of the male and female Tudor monarchs. Drawing on the maincultural, religious and political events of Elizabeth’s reign you will reflect on the five core themeslinked to the court that you considered in semester 1: artistic patronage and the creation of theroyal image, architectural patronage, court entertainments and literary patronage, royal collectingincluding the development and dispersal of collections and court ceremonial including coronations,the order of the Garter and observance of the liturgical year. 200

Indicative List of Seminar Topics  The monstrous regiment?: Being queen in the second half of the sixteenth century - Elizabeth I, Mary I and Mary queen of Scots  From princess to virgin queen: Nicholas Hilliard and Marcus Gheeraerts II  Dressing the part and the role of court ceremonial: from the accession day tilts to touching for the queen’s evil  Royal acquisition and patronage  The role of the male courtier: Leicester and Essex  The place of women at court and in the country: case studies on the ladies of the bedchamber and Bess of Hardwick  From Hampton Court to Hardwick Hall: the decline of royal building projects and the rise of the courtiers’ country house  The Elizabethan home  Shopping for the Elizabethan wardrobe: markets, chapmen and the rise of Gresham’s exchange  1603: The end of an era and the beginning of the Stuart monarchyAssessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay 3 hour examinationSample Source‘To promote a woman to bear rule, superiority, dominion, or empire above any realm, nation, orcity, is repugnant to nature; contumely [an insult] to God, a thing most contrary to his revealed willand approved ordinance; and finally, it is the subversion of good order, of all equity and justice….. .For the causes are so manifest, that they cannot be hid. For who can deny but it is repugnant tonature, that the blind shall be appointed to lead and conduct such as do see? That the weak, thesick, and impotent persons shall nourish and keep the whole and strong? And finally, that thefoolish, mad, and frenetic shall govern the discreet, and give counsel to such as be sober of mind?And such be all women, compared unto man in bearing of authority. For their sight in civil regimentis but blindness; their strength, weakness; their counsel, foolishness; and judgment, frenzy, if it berightly considered.’ The First Blast of the Trumpet Against the Monstrous Regiment of Women - John KnoxIn this source John Know laid out the reasons why women were not fit to rule. As such it was a directchallenge to the queens regnant of the time and also to queens dowager who acted as regents in theplace of their children until they came of age. It reveals a lot about contemporary ideas ofpatriarchy, and about the weaknesses that women were believed to have. In terms of itsdissemination in print, it demonstrates how political, and religious, debates were promoted in the16th century. Not surprisingly it was a contentious document, provoking a mixed response fromcontemporaries, including Elizabeth I. 201

Year 3 Special Subject (30 credits)HIST3157 - Hidden and Forbidden: Religious Lives East of Rome, Part 1 (Dr Dan Levene) Image: from the synagogue at Dura Europos, 3rd centuryModule OverviewThis course explores the fluid and volatile history of religion in the region between Rome in the Westand the Persian Empire in the East during late antiquity (4th -7th centuries CE). In the fifth centurythe Church East of Rome proclaimed its independence from the West. By the sixth century thisEastern form of Christianity known as Nestorian was declared illegal in the West and its adherentspersecuted. The fact remains that in this East, in this period, the numbers of Christian believerssurpassed those in the West. Situated alongside the Silk Road, stretching from Europe to Asia, thesereligious communities were able to extend their reach as far as India and China.In this course we will study the history of Eastern Christianity the West rendered heretical. We willbecome acquainted with the world in which the foundations of modern Judaism evolved. We willdiscover a world beyond that was rich in faiths, sects and cults, some of them pagan, some with theirroots in Judaism and Christianity, some which had devolved from ancient Zoroastrianism. We willlearn about the birth and offshoots of Manichaeism - the Persian faith which may have influencedChristian notions of good and evil, spirit and flesh, heaven and hell. We will focus on that very regionwhich was the springboard for the third great modern monotheistic faith - Islam.In this module we will concentrate on gaining an understanding of each of the main faithcommunities that populated this region, and the relationships between them. In particular, we willbecome acquainted with the various types of primary sources which make their study possible, andallow us to reconstitute a history which was previously ‘hidden and forbidden'. 202

Indicative List of Topics  Development of Christianity, Judaism and Islam in late antiquity  Relationship between western Roman Empire/Byzantium and eastern Iranian Sassanian Empire  Nature and development of religious and political institutions in late antiquityAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay Take-home gobbets examSample Source‘A daughter is a vain treasure to her father: through anxiety on her account, he cannot sleep at night.As a minor, lest she be seduced; in her majority, lest she play the harlot; as an adult, lest she be notmarried; if she marries, lest she bear no children; if she grows old, lest she engage in witchcraft!’ Babylonian Talmud, Tractate Sanhedrin, p. 100b.Attitudes to women in the first centuries reveal much about men! 203

Year 3 Special Subject (30 credits)HIST3157 - Hidden and Forbidden: Religious Lives East of Rome, Part 2 (Dr Dan Levene) The 6th century Empress Theodora, from a mosaic in RavennaModule OverviewIn this module we will build on what we have learnt in the first semester about the geo-politicalrealities of the region, the histories and natures of the various religious communities of the lateantique Near East as well as the types of primary sources available for their study.There has been and still is a tendency to study these religious communities separately. Our focus inthis module will be geared towards studying how these different communities interacted with,influenced and portrayed each other. We will adopt a comparative approach and learn to probeparallel accounts produced by different communities that have survived in a variety of types ofsources, in which they describe shared events such as famine, plague and war. After all, thismultitude of communities lived side by side and shared more than just the land. For instance we willexplore both Christian and Jewish texts from this period in which these communities give accountsof their Persian overlords, who at times supported them while at other oppressed them. We willexamine what differentiated communities that were often distinguished from one another in oneway, for instance religion, but shared in other ways, such as ethnic background. So we will, forexample, compare the rich evidence we have about the different scholarly institutions - themonasteries and schools of the Christians and the Jewish Academies. We will look also at what wasmutual to these communities, what they adopted from each other in terms of daily life as well asfolklore and religious practices such as shared medical and magical practices. 204

Indicative List of Topics  The varied religious and ethnic communities that preceded the rise of Islam  The geo-political and social makeup of late antique Mesopotamia  How the Islam was so successful in establishing itself in this regionAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 3 hour examinationSample source‘In what I have written on the Roman wars up to the present point, the story was arranged inchronological order and as completely as the times then permitted. What I shall write now follows adifferent plan, supplementing the previous formal chronicle with a disclosure of what reallyhappened throughout the Roman Empire. You see, it was not possible, during the life of certainpersons, to write the truth of what they did, as a historian should. If I had, their hordes of spieswould have found out about it, and they would have put me to a most horrible death. I could noteven trust my nearest relatives. That is why I was compelled to hide the real explanation of manymatters glossed over in my previous books.’ Procopius, The Secret HistoriesThe official historian of the 6th century emperor Justinian wrote a volume that was only publishedafter his death. One of the greatest historians of late antiquity dishes the dirt in this, the smallest ofhis volumes. 205

Year 3 Special Subject (30 credits) HIST3173 - The Wars of the Roses, c.1437-87, Part 1 (Nicholas Kingwell) Queen Margaret of Anjou (From Talbot Shrewsbury Book (Rouen, c.1445))Module OverviewWhy was England plunged into a period of civil war during the latter part of the fifteenth centuryand what form did these struggles take? This is a period best known through the work of romanticfiction by authors such as Philippa Gregory and Conn Iggulden but what is the reality behind theseportrayals? The first part of the course focuses on the disastrous reign of Henry VI and the secondpart examines the reigns of the Yorkist kings, Edward IV and Richard III (‘the body in the car park’).Did the Wars end with the accession of the Tudor dynasty in 1485 and how destructive did theyreally prove to be? These and other questions will be examined during this course through a carefulreading of the primary sources produced at the time. 206

Indicative List of Seminar Topics• the impact which the Hundred Years War had upon English domestic politics• the conditions which allowed first William de la Pole, duke of Suffolk, and then Edmund Beaufort, duke of Somerset, to dominate political life until 1455• the growing rift between Richard Plantagenet, Duke of York and the House of Lancaster• the political dominance of Queen Margaret of Anjou in the late 1450s• the personality and piety of Henry VI• the events leading to the overthrow of Henry VI between 1456-61Assessment Assessment Method % Contribution to Final Mark1 x 4,000-word essay 501 x gobbet exam (take away exam) where you will answer 6 out of 5012 gobbetsSample Source‘The queen is a great and strong laboured [very active] woman, for she spares no pains to pursue herobjectives towards an end and conclusion favourable to her power’. Letter from John Bocking to Sir John Fastolf, 9 February 1456This correspondent’s comment on the character and behaviour of Henry VI’s wife, Queen Margaretof Anjou, in the aftermath of the king’s defeat at the first battle of St. Albans, demonstrates the wayshe was increasingly assuming a role in political life which exceeded that normally expected ofmedieval English queens. From 1456, Margaret’s actions in building up a body of noble supportcentred on her husband’s court accentuated tensions within the political elite and lead to themarginalisation of leading magnates, notably Richard, duke of York and Warwick the ‘Kingmaker’.Her actions in this period may be seen as precipitating the outbreak of civil war in 1459. 207

Year 3 Special Subject (30 credits) HIST3173 - The Wars of the Roses, c.1437-87, Part 2 (Nicholas Kingwell) (Skeletal remains of Richard III unearthed in a Leicester car-park)Module OverviewWhy was England plunged into a period of civil war during the latter part of the fifteenth centuryand what form did these struggles take? This is a period best known through the work of romanticfiction by authors such as Philippa Gregory and Conn Iggulden but what is the reality behind theseportrayals? The first part of the course focuses on the disastrous reign of Henry VI and the secondpart examines the reigns of the Yorkist kings, Edward IV and Richard III (‘the body in the car park’).Did the Wars end with the accession of the Tudor dynasty in 1485 and how destructive did theyreally prove to be? These and other questions will be examined during this course through a carefulreading of the primary sources produced at the time. 208

Indicative List of Seminar Topics• The role of Richard Neville, Earl of Warwick (the ‘Kingmaker’) in political life during the 1460s• The consequences of the king’s marriage to Elizabeth Wydeville in 1464• The revolts of 1469-71 and the brief restoration of Henry VI• Edward IV’s domestic and foreign policies in his second reign, 1471-83• The usurpation of Richard III and its consequences• The battle of Bosworth, and the establishment of the Tudor dynasty.The final section of the module provides an opportunity to consider further some of thehistoriographical issues surrounding the subject including: The nature of authority and structures of political life in late medieval England The level of disruption caused to the social and economic life of England by the warsthe military dimension to the conflict; and the extent to which ‘bastard feudalism’ intensified levelsof violence and instability in this period.Assessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 1 x three hour examSample Source‘As gloriously as Richard [III] the late king departed in the morning from that town [Leicester] so,irreverently, was he brought that afternoon into the same town. For his body was despoiled to theskin and no clothing was left on him as much as would cover his privy parts…Thus this man endedwith dishonour, as one who had reaped what he had sown. For, if he had continued as Protector,and if he had suffered the children [his two nephews] to have prospered as he was held to do by hisallegiance and fidelity, he would have been honourably lauded before all men. As it is, his fame istarnished and dishonoured wherever he is known’. From The Great Chronicle of LondonThe anonymous Londoner who records the fate of Richard III following his death at the battle ofBosworth in 1485 provides us with a critical obituary of a monarch who both divided opinion in hisown time and has continued to do so over the intervening centuries. Recent archaeological work hasnot only led to the discovery of Richard’s body but has also caused us to reassess the location of thebattle of Bosworth. 209

Year 3 Special Subject (30 credits) HIST3176 - Forging the Raj: The East India Company and Britain’s Asian World, Part 1 (Dr John Mcaleer)Module OverviewIn 1861, the Illustrated London News called the East India Company ‘the most celebrated commercialassociation of ancient or modern times’. In this module, you will test that statement by consideringthe East India Company and the role it played in creating the British Empire in Asia. You will focus onthe rise of the Company, from its modest origins as a small Elizabethan trading venture, to a globalempire which controlled Britain’s maritime trade with Asia for nearly 250 years. It is a story ofwealth, power and the pursuit of fortune. But it is also one of conflict, conquest and piracy on thehigh seas; policy, politics and intrigue on land. And, by introducing a whole host of covetedcommodities to European consumers, the scale and impact of the Company’s activities changed thelives of millions of people around the world.In the first semester, you will explore the genesis, expansion and consolidation of the Company’sAsian Empire. You will consider the geographical, climatic, social and cultural world of the IndianOcean in which the London-based East India Company attempted to find a commercial foothold inthe seventeenth century. You will examine some of its local and international rivals, and some of thetrials and tribulations that beset the Company in its early days. By studying primary sources – such asletters, journals, narrative accounts, drawings and prints – you will explore the maritime, commercialand cultural experiences of the early Company employees travelling to Asia. You will also have anopportunity to consider how trade and empire developed together to make the East India Companyone of the cornerstones of Britain’s maritime world.You will learn about the East India Company through the close study of a range of written primarysources including letters, journals and narrative accounts. You will also have an opportunity to bringdetailed analysis of material culture and visual sources to bear on your understanding andinterpretation of the history of the East India Company. 210

Indicative List of Seminar Topics Introductions and overview: the company that changed the world? The Indian Ocean World of the East India Company Starting up: the East India Company and its competitors Getting there: the maritime world of the East India Company Asian emporia: the Company’s commercial world Doing business: encounter and diplomacy Displaying its wares: the Company and its commodities From trading company to political power A global company? The Company and the British Empire Company people: Anglo-Indian society in the eighteenth centuryAssessment % Contribution to Final Mark 50 Assessment Method 50 4,000-word essay Take-home gobbet examSample Source‘The East India Company are at this time sovereigns of a rich, populous, fruitful country in extentbeyond France and Spain united; they are in possession of the labour, industry, and manufactures oftwenty millions of subjects; they are in actual receipt of between five and six millions a year. Theyhave an army of fifty thousand men. The revenues of Bengal are little short of four million sterling ayear. Out of this revenue the East India Company, clear of all expenses, receives £1,600,000 a year.’ British Library, Eg. MS 218, f. 151, Robert Clive to the House of Commons, 1769Robert Clive was one of the principal architects of the East India Company’s evolution from a merecommercial company to a sovereign power. By the middle of the eighteenth century, as Clivedescribes here so vividly, the Company had outgrown its modest origins as a small Elizabethantrading venture to become a global empire which controlled Britain’s trade with Asia. Its commercialand political activities changed the lives of millions of people around the world. Little wonder, then,that in 1861, the Illustrated London News called the East India Company ‘the most celebratedcommercial association of ancient or modern times’. 211

Year 3 Special Subject (30 credits) HIST3177 - Forging the Raj: The East India Company and Britain’s Asian World, Part 2 (Dr John Mcaleer) Figurehead of HMS Seringapatam, 1819 (National Maritime Museum, FHD0102)Module OverviewIn the second semester, you will explore the various and wide-ranging impacts of the East IndiaCompany: economic, cultural, social and even scientific using a variety of primary sources, such asletters, journals, narrative accounts, drawings and prints. You will consider themes such asportraiture, commemoration, architecture, literature, and even museology, to investigate the waysin which the East India Company was represented to people in Britain and Asia. You will alsoexamine at length the various factors that led to the ultimate demise of the Company in the mid-nineteenth century. 212

Indicative List of Seminar Topics Economies and the East India Company Building up the Company: Architecture, power and rule Representing India: images of Company power The Company and its enemies The Company’s Raj: India in the early nineteenth century The collapse of the Company Representing the Company Potential (optional) visit to East India Company sites in LondonAssessment % Contribution to Final Mark 50 Assessment Method 50 4,000-word source-based essay Unseen 3 hour examSample Source Thomas Daniell and William Daniell, ‘The Taj Mahal, Agra’, aquatint, 1801 (British Library)As East India Company (and consequently British) power and influence in India increased, Thomasand William Daniell were among the first European artists to travel around the subcontinent. Thisimage, which shows one of the most famous examples of Mughal Indian architecture, illustrates howthe East India Company had more than just an economic impact. Its influence was felt all acrossIndia, in a variety of political, social and cultural contexts. Ultimately, the Company changed the livesof millions of people around the world, laid the foundations of the British Empire in India, and had aprofound effect on the ways in which the subcontinent was perceived and understood in Britain. 213

Year 3 Special Subject (30 credits) HIST3178 – When the Lights Went Out: Britain in the 1970s, Part 1 (Dr Eve Colpus)Module OverviewWhat was it like to live in Britain in the 1970s? When governments were nervous, rubbish wentuncollected, the unity of the UK was questioned, but when Britons – in general – were better offthan ever before? In this Special Subject you will consider this central question through examiningkey political, social, economic and cultural debates and developments of this decade. You willinterrogate discussions about the erosion of post-war political consensus, evidence of popularprotest and of shifting cultural norms. Contemporaries confronted the often conflicting pressures ofthe decade; historians are coming to understand the 1970s as a pivotal hinge in the history of post-1945 Britain. Through close readings of primary sources alongside historians’ writings, you will havethe opportunity to contribute to a developing field of enquiry about this turbulent decade in recentBritish history.This Special Subject is structured chronologically over the two semesters: in HIST 3178 we considerthe years between 1970 and 1974 and in HIST 3179 we study 1975-1979. In both parts of the SpecialSubject we will consider a range of issues and themes pertinent to the time-period, analysingpolitical, social and cultural changes during these nine years and also continuities throughout thedecade, and over the mid-to-late twentieth century. In HIST 3178 we will test the political mood andsocial, economic and cultural struggles and problems of the early seventies, considering thesignificance of these issues in the broader context of post-1945 British history. 214

Indicative List of Seminar Topics  Remembering the 1970s  The General Election 1970  Inflation, economic policy and economic crisis, or, Keynes is dead?  The power of the unions?  The 1970s family  The real permissive society?  Glam Rock!  ‘Who Governs?’: General Elections in 1974  Southampton in the 1970s: case-study Wessex NewsAssessment Assessment Method % Contribution to Final Mark 50Essay (4,000 words) 50Open examSample Source‘Friday 21 December 1973I have been forced today to revise my opinion of [Edward] Heath, whom I have hitherto greatlyadmired despite his obvious faults. I now think that he is behaving irresponsibly – the miners will geta settlement outside Phase 3 in the end and even if they don’t the damage done by the three-dayweek will outweigh the temporary victory over the militants. Heath thinks he is fighting for a greatprinciple – but the fact is he can’t see the wood (i.e. the enormous national problem created by theoil crisis) for the trees (i.e. Mick McGahey and co. on the NUM).’ Ronald McIntosh, Challenge to Democracy: Politics, Trade Union Power and Economic Failure in the 1970s (2008), p. 34The three-day week in Britain – when Britons’ electric usage was rationed against the background ofan international oil crisis and domestic strike action by the National Union of Miners (NUM) – isremembered as a key symbol of the economic, political and social crisis that befell Britain in the1970s. Ronald McIntosh, the director of the National Economic Development Council, kept a diary ofthe failed negotiations between Conservative government ministers, leaders of Trade Unions andindustry and business, and civil servants at the time. Here he offers an interpretation of PrimeMinister, Edward Heath’s flawed approach to the problems. Heath went on to lose the next generalelection. 215

Year 3 Special Subject (30 credits) HIST3179 – When the Lights Went Out: Britain in the 1970s, Part 2 (Dr Eve Colpus)Module OverviewIn HIST 3179 we will focus upon the ways in which society was being reconceptualised in the mid-to-late 1970s. We will consider debates about Britain’s role within Europe; her declining industrialstrength, the gender order; changing interpretations of history and culture; perceptions of themonarchy and religion; and the political and cultural challenges articulated by punk. The module willconclude by examining the turbulent year from late-1978-1979, and consider to what extent thismarked the beginning of a new term in Britain’s recent political and social history.Indicative List of Seminar Topics  Britain in Europe: The 1975 Referendum  ‘Women’s Lib’, the men’s movement and post-1968 feminisms  Deindustrialisation: the decline of traditional industry?  Mapping culture and history: History Workshop, the Centre for Contemporary Cultural Studies and community photography  Punk!  A secular Society or laughing at religion? Revisiting Life of Brian  Monarchy and Society: The Silver Jubilee (1977)  ‘The Winter of Discontent’  Election ’79: Into the 1980s? 216

Assessment Assessment Method % Contribution to Final Mark 504,000-word source-based essay 50Unseen 3 hour examSample Source Source: Covers of punk fanzine, Sniffin’ Glue Sniffin’ Glue was a punk fanzine stared by Mark Perry in July 1976 and distributed in the UK until August-September 1977. Cheaply photocopied on 8 sides of A4, the fanzine used a cut-and-paste aesthetic that historians have suggested represented the ‘DIY ethos’ promoted within the punk scene – the idea that anyone could start up a punk band, and punks didn’t have to be musicians. Fanzines can also be read as evidence of the fragmented claims that were made about punk in the late 1970s, and punk’s appropriation by various social and political groups. Sniffin’ Glue described‘punk rock’ as ‘rock in its lowest form – on the level of the streets’, laying claim to a particular cultural identity (and musical genre), but other fanzines were produced by collectives to support social networks, or to spread political agendas through punk cultures, ranging from fascism, feminism to socialism. 217

Year 3 Special Subject (30 credits) HIST3180 - The Rise and Fall of the British Empire in Africa, Part 1 (Dr Chris Prior)Module OverviewThis special subject will examine a topic that remains contentious: imperialism in Africa. Taking theBritish colonies as case studies, this Special Subject will focus on two things. Firstly, it will examinethe means by which the British gained and maintained control of such vast territories. How did theBritish establish coercive and collaborative mechanisms, and how enduring were these? Secondly, itwill look at the impact of such imperial rule upon African societies: how it did (or did not) alter theway African communities ran politically, economically and socially. How did the British presencealter what it meant to be African? The Special Subject will take in a variety of case studies, fromNigeria and the Gold Coast in the west, to Sudan and Kenya in the east, and a broad cross-section ofBritish and African life, from the elite officials in London and the governors in colonial capitals, to theadministrators, missionaries and anthropologists on the ground, as well as African peoples fromchiefs to anti-colonial nationalists. The course will include seminars on processes common across allof British Africa, such as the creation of networks of collaboration with chiefs, with the emphasisbeing on comparative study as a means of assessing how far local conditions on the ground affectedthe implementation of policies as devised by central authorities in London and colonial capitals. 218

Indicative List of Seminar Topics  Theories of colonial governance: From Lord Lugard to Lord Hailey  Colonial governance: Tribes, chiefs, coercion, and collaboration  Education and the rise of nationalism  Missionaries and religion  The First World War  Case study: Egypt, revolution and independence  Case study: Sudan and the White Flag League Mutiny of 1924  Case study: The Gold Coast - Guggisberg, Achimota and Takoradi  Case study: settler society in Kenya  The DepressionAssessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 words) 1 x take home gobbet examSample Source‘Do not expect to get an elephant. You have to pay for a licence to shoot one, and it is only a waste ofmoney to buy this permit. If you do see an elephant and do shoot one – well, it was in self-defence,and there is time to take out a licence thereafter.’ Alan Field, ‘Verb Sap.’: On going to West Africa, Northern Nigeria, Southern, and to the Coasts (London: Bale, Sons and Danielsson, Ltd.: 1913)This extract comes from an unofficial guide for colonial officials bound for West Africa. It highlightsone of the things that attracted young men to Africa in the first place: the idea of Africa as a placeunburdened by Western constraints and ripe for adventure. The guide’s roguish, ‘nudge-nudge’attitude to shooting wildlife on the sly conforms to the tone of colonial governance at the time; incontrast to the upright, selfless men of duty that London wanted to staff its colonies, early imperialadministrations were populated by a motley bunch of individuals with highly esoteric interests. 219

Year 3 Special Subject (30 credits) HIST 3181 - The Rise and Fall of the British Empire in Africa, Part 2 (Dr Chris Prior)Module OverviewThis module furthers the analyses undertaken in HIST3180, considering the period from theoutbreak of the Second World War through to the end of Britain’s colonies in Africa. What causedthe collapse of British control? How did Britain respond to challenges to its imperial authority?Amongst other topics, this module considers the outbreak of violence in Kenya during the Mau Mauinsurgency of the 1950s, British policy towards the first generation of postcolonial national leaderssuch as Kwame Nkrumah and Nnamdi Azikiwe, and the transition from empire to commonwealth. 220

Indicative List of Seminar Topics  The Second World War: Protest and governance  The Labour Party and development: The Groundnut Scheme  The Conservative Party and the 'Fourth British Empire'?  The Cold War and the timetable for decolonization  Mau Mau (1): The build-up - Kikuyu and settlers  Mau Mau (2): Emergency and violence  The birth of political parties: Sudan in the 1940s and 1950s  'Africanization' and 'staying on'  Nigeria in the 50s: Azikiwe and federalism  The Gold Coast/Ghana: Kwame NkrumahAssessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 words) 1 x exam (3 hour)Sample Source‘The ‘dilemma with which we are faced: Either to give independence too soon and risk disintegrationand a breakdown of administration, or to hang on too long, risk ill-feeling and disturbances, andeventually to leave bitterness behind, with little hope thereafter of our being able to influenceNigerian thinking in world affairs on lines we would wish.’ Colonial Secretary Alan Lennox-Boyd, memorandum, 7 May 1957This extract, produced towards the end of Britain’s formal imperial presence in Africa, illustrates oneof the dilemmas with which British politicians felt themselves presented. The perception that anyweakness in post-imperial states would make them ripe for communist infiltration led London toagonise over the timeline of the end of empire. Yet despite this, note the continued belief thatBritain could still get something out of the situation, that despite the end of empire and the rise ofmass nationalism, Britain could still continue to play a role in the African continent. The interactionsbetween the imperial administrations and nationalist forces will form the centrepiece of thismodule. 221

Year 3 Special Subject (30 credits)HIST 3184 – All Manner of Men, Working and Wondering: Daily Life in England in the Middle Ages, Part 1 (Professor Chris Woolgar)Module OverviewTo discover the daily experience of the individual is one of the great quests in the study of theMiddle Ages. To understand what shaped the experience and mentalities of medieval men andwomen, we investigate a wide range of beliefs and activities, from sensory perception to popularreligion, food, possessions and buildings. How can the pattern of their day be reconstructed, whatwas their sense of time or of colour? An immediacy comes from glimpses of intimate life in coroner’sinquests, accounts of miracles and the examinations of heretics; literary texts offer socialcommentary. From conception and the cradle to the grave and the afterlife, from the banquets ofthe elite to the pottage of peasants, this module will give you an appreciation of the ways in whichindividuals expected to live their lives.Indicative List of Seminar Topics  The pattern of the life course  The place of religion and the variety of belief  Attitudes to the body and the natural world  Domestic life and the family  The built environment and the goods and possessions of the individual  Time and the rhythms of life  Food and diet  Health and medicine  Communication and education 222

 Standing buildings, archaeological excavations and material culture, works of art and literary textsAssessment Assessment Method % Contribution to Final Mark1 x essay (4,000 words) 501 x exam (3 hour) 50Sample Source‘[The jurors say] that on Wednesday next before the aforesaid feast of St Hugh [the Bishop] in theabovesaid year [20 Edward III] during the night the aforesaid Agnes out of her own maliceaforethought climbed a certain tree that was within the close of her aforesaid husband John inMilton. And she hanged herself by the neck with a rope on a branch of that tree and she feloniouslykilled herself. Value of the rope ½d. Value of the tree 3d. And she had a tunic worth 10d. and ashirt worth 3d. for which Milton will answer. And the men of Milton are ordered to uproot theaforesaid tree and to bury the body of the aforesaid Agnes at the landimere.[Marginal note:] A misfortune Coroner’s inquest for Milton, Wymersley Hundred, Northants., 1346, translated from Kew, The National Archives, JUST 2/113, mem. 7r.This sad story of a suicide in rural Northamptonshire shows how even the most personal anddesperate of acts was interpreted through ideas of community and hierarchy. At the end of theextract, there is an order that Agnes should be buried at the landimere—that is, the boundary of thevillage—rather than in a churchyard. Thus, she was buried symbolically on the edge of thecommunity rather than in its functional heart, and in common ground not a consecrated burial site,showing how her act had put her outside the usual places of remembrance. Earlier, the tree is heldaccountable for the death. The value of the rope and tree are noted, and it is ordered that the treebe uprooted. This shows the relationship between her act and hierarchical structures of lordship.Kings claimed that serious crime was an offence against their peace in the kingdom, and so shouldreceive profits from its breach. There was no living perpetrator here, and so instead the rope andtree were held liable for the unfortunate act that they permitted. In such ways even a suicide couldbe made meaningful by the community within which Agnes had lived. 223

Year 3 Special Subject (30 credits)HIST 3185 – All Manner of Men, Working and Wondering: Daily Life in England in the Middle Ages, Part 2 (Professor Chris Woolgar)Module OverviewDaily life in the Middle Ages is inseparable from its social and economic context. How did peopleearn a living and what were their leisure pursuits? We will explore the practicalities of life on thepeasant croft, in the merchant's shop, as well as visiting the tavern, the daily round of themonastery, and the phenomenal power and wealth exercised in elite establishments by looking atdetailed case studies. How did individuals cope with the great catastrophes of the age ‒ famine andthe plague? We will also consider relations with authority and different legal systems, socialgroupings, including the parish, guilds and fraternities, and, more broadly, how individualsconsidered the natural world, from the weather to animals and birds.Indicative List of Seminar Topics  The rural world, the land and agriculture  Earning a living and understanding the place of work and leisure  Town life  The great household and the court  Religious institutions and the clergy; social groupings, including the parish, guilds and fraternities  The impact of authority on the life of the individual  The challenges to the economy, society and the individual that came from the crises of plague and disorder  The practicalities of life on the peasant croft, in the merchant’s shop, as well as visiting the tavern, the daily round of the monastery, and the phenomenal power and wealth exercised in elite establishments. 224

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 words) 1 x exam (3 hour)Sample Source… the saide sixtyne pore feble and ympotent men and wymmen and here [i.e. their] successours shalete here meles togeder yn the saide house and that thay shal have every fastyng daye o [i.e. one]mele and every other daye to [i.e. two] meles competent and resonable and that thay shal dailly etehere first mele at elleven att the clokke afore none and the saide secund mele thay shal ete anone[i.e. straightaway] after Seynt John is evensonge [i.e. the evensong of St John] the whicheafterwarde yn this present fundacion [i.e. foundation document] ys wrytyn and over that thay shalhave at thre at clokke after none yn the somer tyme a resonable drynkyng after the ordynaunce ofthe maister of the saide house for the tyme beynge. From the letters patent of Bishop Neville of Salisbury, refounding the almshouses at Sherborne, Dorset, in January 1432 as a home for 12 poor men and four poor women; from Dorset History Centre, D/SHA/CH2An almshouse was a charitable foundation which cared for the sick or elderly. Their receipt of charitywas dependent on their submission to a rigorous regime in which their time was managed andallocated in detail; it drew its inspiration from the kinds of organisation that operated inmonasteries. This set of statutes is particularly detailed in that it specifies times when particularactions would take place. In 1432, clocks were still relatively novel—this is why the clock is specifiedby name here—, and they allowed the micro-management of time seen in this extract. The sense ofcontrol is apparent in the requirement that allocations be seen to be reasonable, and in the powerof the master of the almshouse. 225

Year 3 Special Subject (30 credits) HIST3195 - Islam, Conquests and Caliphates, Part 1 (Dr Helen Spurling)Module OverviewWho was Muhammad and how did a new world religion spread from the Arabian Peninsula to Spainwithin 150 years? The seventh century CE is a crucial period of both religious and world history dueto the rise of Islam. The Arabian Peninsula witnessed the leadership of Muhammad, the writing ofthe Qur’an, and the beginning of the Arab conquests westwards into the Eastern Mediterranean andNorth Africa, and eastwards into the Sassanid Persian Empire. Part one of this module will examinethe society of the Near East at the time of the rise of Islam, which provides the historical context forthe appearance of the new world religion. Through consideration of a diverse range of primarysources, including chronicles, legal codes, religious documents and biographies of Muhammad, wewill investigate the political turmoil in the Near East, which facilitated the success of the Arabconquests. We will examine society in pre-Islamic Arabia, Syria and Palestine, which formed thefrontier between the dominant world powers of the seventh century, and in which contextMuhammad first told of his revelations. Finally, we will explore the life of Muhammad from birth todeath, and his establishment of a new community of believers, as highlighted in the Qur’an andsubsequent writings such as hadith (traditions about Muhammad). In this way, the module will inviteyou to assess and debate the historical development of one the key religions that has shaped themodern world. 226

Indicative List of Topics What is Byzantium? Heraclius, 610-641 The Sassanian Persian Empire: from Chosroes II to Yazdegerd III The Byzantine-Persian Wars: conquest and re-conquest Christian communities and controversies in the seventh century Jews amongst the Byzantines and Persians Pre-Islamic Arabia Hadith (traditions about Muhammad) and academic controversies The Life of Muhammad in Mecca The life of Muhammad in Medina and conquest of MeccaAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay Take-home gobbet examSample Source‘The apostle after arriving in Mecca when the populace had settled down went to the temple andencompassed it seven times on his camel touching the black stone with a stick which he had in hishand. This done he summoned ‘Uthman ibn Talha and took the key of the Ka’ba from him, and whenthe door was opened for him he went in. There he found a dove made of wood. He broke it in hishands and threw it away. Then he stood by the door of the Ka’ba while the men in the mosquegathered to him. […] When the apostle prayed the noon prayer on the day of the conquest heordered that all the idols which were round the Ka’ba should be collected and burned with fire andbroken up. […] Had you seen Muhammad and his troops the day the idols were smashed when heentered, you would have seen God’s light become manifest and darkness covering the face ofidolatry’. Alfred Guillaume, The Life of Muhammad: a translation of Ishaq's Sirat rasul AllahMuhammad was the founder of Islam, but his teaching was not without opposition from his tribalassociates. In 630 CE, Muhammad defeated his opponents in Mecca and conquered the city. Thevery first biography of Muhammad was produced by ibn Ishaq and provides a detailed narrative ofthe life of Muhammad that has been enormously influential for setting out the prophet’s example ofhow to live. This extract describes the first actions of Muhammad upon conquest of Mecca – hecircles the Ka’ba, which is the holiest site in Islam today (and seen in the picture above), and purifiesit by destroying any idols. This formative source highlights the major challenge to the first believersposed by polytheism and idolatry, which was a normal part of pre-Islamic Arabian society andhistorically a key issue of contention. It also describes traditions about the early development ofIslamic practices, which are still a key feature of the religion today. 227

Year 3 Special Subject module (30 credits) HIST3196 - Islam, Conquests and Caliphates, Part 2 (Dr Helen Spurling)Module OverviewThe seventh and eighth centuries CE witnessed the development of the first caliphates and theestablishment of a new world religion. Part two of ‘The Rise of Islam’ will explore the developmentof Islam and the Arab empire from the death of Muhammad and the ‘Rashidun’ Caliphate (632-661)to the rule of the Umayyads (661-750). Through evaluation of early Islamic histories, legaldocuments and contemporary chronicles, we will address political developments within thecaliphates, including the establishment of statehood, contested leadership of the developing empireand associated civil wars, and the Arab conquests of the Near East. We will also investigate religiousdevelopments as highlighted in the Qur’an and subsequent writings such as hadith (traditions aboutMuhammad) and tafsir (interpretation of the Qur’an). We will give particular attention to questionsof the changing relationships between Jews, Christians and Muslims in the new world of Arab rule,giving you an opportunity to understand a formative period for relations between these differentgroups that has a significant legacy for today. 228

Indicative List of Topics The succession upon Muhammad’s death Early Islamic Rule: ‘Rashidun’ Caliphate, 632-661 Early Islamic Rule: Umayyad Caliphate, 661-750 Qur’an Tafsir (interpretation of the Qur’an) Civil Wars (the first, second and third fitna) and succession of leadership Conquest: from the Arabian Peninsula to North Africa, Asia Minor and Persia Development of religious ideologies The Pact of Umar and Dhimmi (‘protected’) status for ‘the people of the book’ Apocalyptic responses to the rise of IslamAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 3 hour examination (open book)Sample Source‘Umar made peace with the people of Jerusalem in al-Jabiyah. He wrote for them the peaceconditions. He wrote one letter to all the provinces except to the people of Jerusalem: In the nameof God, the Merciful, the Compassionate. This is the assurance of safety which the servant of God,‘Umar, the Commander of the Faithful, has granted to the people of Jerusalem. He has given theman assurance of safety for themselves, for their property, their churches, their crosses, the sick andthe healthy of the city, and for all the rituals that belong to their religion.’ Al-Tabari, The History of al-Tabari, vol.12 (New York: SUNY Press, 1992), 191.The seventh century CE is a critical period of world history due to the rise of Islam and associatedArab conquests. In 638 CE, Jerusalem was conquered by the caliph ‘Umar ibn al-Khattab, who ruledfrom 634-644 CE. One of the most important histories on this period was written by al-Tabari, andhe describes the peace accord that was drawn up between the inhabitants of Jerusalem and theArab conquerors. This pact guaranteed the safety of the population, and permitted their religiouspractices, as long as they adhered to the stipulations of the treaty. It provides us with a vital insightinto the relations between the new Islamic authorities and the ‘people of the book’, namely Jewsand Christians, and life together in Jerusalem after the Arab conquests. 229

Year 3 Special Subject (30 credits) HIST3199 - Being Roman: Society and the Individual in Rome and Italy, Part 1 (Dr Louise Revell)Module OverviewWhat was it to be a Roman, and how did the individual fit into the various social groups within Romeand Italy? Questions of identity and identity formation have formed a key part of Roman studieswithin the last three decades, whether answered from textual sources, iconography or materialevidence. In particular, nineteenth and early twentieth century assumptions (and prejudices) aboutthe normative experience of the elite male have been questioned, and the idea of the woman, thepoor and the child all been found wanting. In this module you will have the opportunity to look atthe evidence with a new perspective, and engage with debates which question whether the Romansreally were just like us.Part one of the module will focus on the social history of Rome and Roman Italy between c.200BCand AD250. Through the detailed examination of a variety of primary sources, including historicalnarratives, legal codes, love poetry, iconography and houses, we will investigate the ways in whichidentities were constructed and maintained. We will focus on both everyday activities, but also theideals and discourses involved. We will begin by considering the definition of identity, and thequestion of whether it differed in the past, before moving on to consider three key aspects ofpersonal identity: status/rank, gender and age. Through a series of specific case-studies, we willconsider a variety of factors, ranging from social regulations through laws to family attitudes fromepitaphs. 230

Indicative List of Seminar Topics % Contribution to Final Mark  Political activity: the magistrate and the citizen 40 each  Working identities in Rome and Pompeii 20  Slaves and freedmen  Houses and households  Gender ideals: the law of the family  Gender and the body  Gender and the other in art and literature  Infants and children  Adults and the elderlyAssessment Assessment Method 2 x 3,000-word essays Take-away gobbet paper: 3 gobbets from 6Sample Source‘Here is buried Amymone, [wife] of Marcus, best and most beautiful, a worker-in-wool, devoted,modest, frugal, chaste, a stay-at-home.’ CIL 6.11602, RomeThis is an epitaph set up to a deceased woman, Amymone, by her husband, Marcus. It is typical ofthe epitaphs of the non-elite both in Rome and in Italy, both in terms of its brevity and its content. Itties into the wider tradition of celebrating the moral worth of an individual in death. These valuesvaried according to the gender and age of the deceased, and here we see those typically ascribed toa married woman (a matrona). She is described as devoted, presumably to her husband and anyfamily, and she as a chaste woman, that she was not sexually promiscuous. We also see her praisedfor her ability in keeping a house, through her frugality, and her textile work. This last skill ties into afrequent theme in the iconography of women, when they are depicted with a wool-working basket.More unusual is the praise for her appearance (most beautiful), which was not included within thepraiseworthy attributes of a Roman woman.231

Year 3 Special Subject (30 credits) HIST3200 - Being Roman: Ethnicity, Culture and Empire, Part 2 (Dr Louise Revell)Module OverviewWas there such a thing as Roman ethnicity, and if so, what form did it take? Ethnic identity hasproved one of the most controversial subjects of the last century, and this is also true for ancientethnicity: how do we define it, and how do we investigate it in past societies. In this module, you willdebate the validity and definition of the idea of a Roman ethnic identity, and through closeengagement with a range of primary material and secondary texts, assess the evidence. In theancient world, Rome was unique in the extension of Roman citizenship to its conquered subjects,and a second question we will address is the impact of this on subject ethnicities, and whetherRoman imperialism saw the spread of Roman ethnicity.You will explore ideas of ethnicity in the secondary literature relating to both modern ethnicity andto ancient ethnicity. We will then apply a range of these ideas to the Roman world and Romanethnicity for the late Republican period through to the third century AD. We will evaluate a range oftextual sources to consider ideas of shared customs and a shared past as part of the ways in whichan ethnic identity is formulated. We will also consider the spread of Roman ethnicity and theretention of local ethnicities in both Italy and the wider empire under the umbrella term ofRomanization.. 232

Indicative List of Seminar Topics  Ideas of ethnicity past and present  A shared past: the origins of Rome  Shared customs: urban living  Shared customs: religion  Shared customs: daily living  Romans and the other: Greeks and the Barbarians  Spread of Roman ethnicity: the Italian allies  Spread of Roman ethnicity: the Western provinces  Spread of Roman ethnicity: the Eastern provinces Assessment Method % Contribution to Final Mark1 x 4,000-word essay based on primary sources 503 hour exam 50Sample Source‘For there was a time when men wandered at large in the fields like animals and lived in wild fare;they did nothing by the guidance of reason, but relied chiefly on physical strength; there was as yetno ordered system of religious worship nor of social duties; no one had seen legitimate marriage norhad anyone looked upon children whom he knew to be his own; nor had they learned theadvantages of an equitable code of law.’ Cicero de Inventione 1.2This is part of a handbook on oratory, composed by one of the leading politicians of the lateRepublic. In this part, Cicero is recounting the role of oratory in his narrative of social evolution. He isdescribing a time when the Romans did not live in towns, which in the ancient world was seen as theideal form of settlement. This passage provides an insight into the Roman ideology of urbanism: thatit was more than a physical environment, but encompassed wider aspects thought of as civilized bythe Romans. The ideal form of social grouping shared an organised legal system and a shared set ofreligious rituals. As well as these aspects of public life, the ideal settlement had a system of privatelaw, with formal marriages and inheritance. For the Romans, this urban living was part of their self-identification as a civilized people, and it formed the basis of how they judged other people in theirethnographic writing. Those without urban settlements, such as the tribes of north-west Europe,were also described as lacking the further elements of organised living. 233

Year 3 Special Subject (30 credits) HIST3203 – American Empire: The Emergence of the Pax Americana Part 1 (Dr Chris Fuller)Module OverviewArcana Imperii - the real motives and techniques of the rule of the state, in contrast to thosepresented to the public.Part 1 of this Special Subject explores the ascent of the United States during, and in the yearsimmediately following the end of World War II. Expanding its global responsibilities to fill the powervacuum left by the decline of the European powers, America emerged from this period as one of twoglobal super powers, championing liberal democratic, free market capitalism in an ideologicalconflict with its rival, the communist Soviet Union. During this time, American policy makers soughtto use America’s immense economic, political and military power to shape the post-warenvironment into a global system which not only furthered US aims, but also provided benefits forits allies and fellow capitalist states.The module will begin by exploring the core concepts of what makes an empire, before examiningthe various policies introduced by America’s leadership during the 1940s, discussing the extent towhich such policies collectively reveal a deliberate effort to transform the previously isolationistnation into an imperial power. The role of global institutions such as the Bretton Woods financialsystem and the UN, the importance of military power in the form of the atom bomb, as well as thecreation of intelligence agencies such as the CIA and NSA will all be considered when seeking toanswer the core question - did the United States become an empire, and if so, did it do so out ofdesire, necessity, or manifest destiny? 234

Indicative List of Seminar Topics  What is an empire?  What are imperial frontiers?  What is a Pax?  Roosevelt’s vision for post-war America  Political – Proposing the United Nations  Political - Formation of the United Nations  Economic– Bretton Woods  Frontiers – Kennan and Containment  Frontiers – Truman Doctrine  Military – Atomic diplomacy  Military – National Security Act of 1947  Military – NATO and NSC-68  Intelligence – The CIA and covert operations  Intelligence – The National Security Agency (NSA)  Did the United States create an empire?Assessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay (title chosen in consultation with tutor) Gobbet exam (selection of 6 extracts from a choice of 12)Sample Source‘The National Security Council, taking cognizance of the vicious covert activities of the USSR, itssatellite countries and Communist groups to discredit and defeat the aims and activities of theUnited States and other Western powers, has determined that, in the interests of world peace andUS national security, the overt foreign activities of the US Government must be supplemented bycovert operations.’ NSC 10/2, National Security Council Directive on Office of Special Projects, Washington, DC, 18 June, 1948.The Central Intelligence Agency, America’s first peace time spy agency formed as part of theNational Security Act of 1947, is, despite its covert nature, perhaps the most evident symbol ofAmerican imperialism. In this memo from president Truman’s National Security Council dated a yearafter the agency’s creation, the United States committed the CIA to engaging in covert activitiesaround the world – a profound and far-reaching statement about American sovereignty, power andnational interests. With NSC 10/2, the United States’ government made clear it would actunilaterally to shape the international environment in ways which advanced its own political,economic and security interests – a truly imperial approach to foreign policy. 235

Year 3 Special Subject (30 credits) HIST3204 – American Empire: The Expansion of the Pax Americana Part 2 (Dr Chris Fuller)Module OutlineVulpem pilum mutare, non mores – The wolf changes its fur, but not its nature.Part 2 of this Special Subject explores the way in which the United States has functioned as animperial power in the post-Cold War years, from George H. W. Bush’s bold declaration of a NewWorld Order, to the more restrained use of overt power, but extensive employment of covertpower, which has characterised Barack Obama’s presidency.Immediately following the collapse of its only serious competitor, to the more recent rise of multipleregional and international rivals, the United States has consistently sought to make use of theevolving technologies of globalization and digitization as new tools to both promote democraticideals, and preserve its imperial power and dominance.By exploring the ways in which the United States has sought to preserve its imperial influence – thePax Americana – in the face of new challenges and rivals, this module will use a range of case studiesto explore two competing theories: first, that the United States has evolved into a post-territorialempire, or second, that its imperial power and influence in in terminal decline, and that the earlytwenty-first century is witnessing the end of the Pax Americana. 236

Indicative list of seminar topics  Full spectrum Dominance (air, land, sea, cyber and space)  New World Order: Iraq and the preponderance of US power  New World Order: Somalia and the limits of US power  End of History? Democratic peace theory and US foreign policy  Engagement and Expansion: The Clinton Doctrine  Empire Strikes Back: Neoconservatism and the Bush Doctrine  “Don’t do stupid shit.”: Is this the Obama Doctrine?  Digital frontiers: American cyber power  Digital fault lines: Insurgency in cyberspace  “Noises off”: Dirty Wars on the frontiers  It sends its bloodhounds everywhere: Drones and post-territorial empire  Final frontier: US space policy  Is America a post-territorial empire?  The decline and fall of the Pax Americana?Assessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay (title chosen in consultation with tutor) Timed examination (selection of 3 questions from a choice of 9)Sample Source‘We are Americans, part of something larger than ourselves. For two centuries, we've done the hardwork of freedom. And tonight, we lead the world in facing down a threat to decency and humanity.What is at stake is more than one small country; it is a big idea: a new world order, where diversenations are drawn together in common cause to achieve the universal aspirations of mankind --peace and security, freedom, and the rule of law. Such is a world worthy of our struggle and worthyof our children's future.’ President George H. W. Bush, Address Before a Joint Session of Congress on the State of the Union, 29 January, 1991 (“New World Order speech”)With the Soviet Union’s collapse, the United States emerged from 40 years of Cold War as theundisputed victor, and what some commentators dubbed the world’s first hyperpower. Determinednot to dismantle the imperial system which had emerged over the past 40 years, American policymakers sought to capitalise upon this geopolitical change by redefining America’s role in the post-Cold War world. George H. W. Bush used his first State of the Union address to set out plans for a“new world order,” in which American power would serve as a guarantor for peace and securityamong the international community. To some, this vague phrase summed up the benefits Americanglobal leadership could offer, while to others, it symbolised a new phase of expanded Americanimperialism and domination. 237

Year 3 Special Subject (30 credits) HIST3205 - World War Two: The Home Front, Part 1 (Dr Charlotte L. Riley)Module OverviewBritain's experience during the Second World War, the supposed 'People's War' is often expressed interms of Allied appeasement, 'phoney war' inertia, Axis aggression, all culminating in Britain’s ‘finesthour'. However, the idea of the ‘People’s War’ and the British ‘Blitz Spirit’ has been recentlycriticised by historians. Why is this, and why are the controversies surrounding Britain's war effortand peacetime reconstruction still so fiercely debated? Using a variety of sources, not leastdocumentary and feature films from the 1940s and the rich resources of the Mass Observationarchive, this special subject explores foreign policy on the eve of war, 'Churchill's army' on the homefront and the front line, and the unprecedented challenges at home and abroad brought about bythe war.Part 1 of this module focuses on the period from the attempts to avoid another war in the 1930s tothe British experience of the Blitz, the fall of Dunkirk and Churchill’s ascent to power.Indicative List of Seminar Topics  Appeasement and rearmament  The ‘Phoney War’  Evacuation and conscription  The Home Guard  Work and Leisure on the Home Front  Dunkirk and the Battle of Britain  The Blitz Spirit 238

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 words) 1 x gobbet examSample Source‘Tuesday 15 April: Midnight: Sounds of bombs and waves of planes going over to either the Clyde orNorthern Ireland, machine gunning. All making an inferno of sound and the crump of bombs fallingin the centre of the town is dreadful.2am: I wonder if anything will be left of the centre of the town, there are such dreadful crumps. Icannot relax or sit down for every 15 minutes or so we run for cover while shrapnel pours on theroof and bombs dropped somewhere make the doors and windows shake and rattle.4am: The devil planes must be coming back now - a hundred must have passed over tonight. I thinkI'd like to cry or swear or something.’ D5353, Diary for April 1941, Mass Observation Archive.Mass Observation was set up in 1938 by Humphrey Jennings, Charles Madge and Tom Harrisson tocreate an ‘anthropology of ourselves’ – a detailed study of ‘ordinary’ British people and their lives.The organisation conducted research, including sending observers to public spaces to listen toconversations, wrote reports on specific topics (ranging from ‘Anti-Semitism in Britain’ to ‘Love-Making in Public’) and, most famously, asked ordinary people to keep a diary recording theirattitudes and activities. On the outbreak of war, Mass Observation asked its diarists to continuewriting about their lives, and many people wrote detailed accounts of their experience of the war,their ideas about the conflict and their hopes for the future. Diarist 5353 is the most famous of theseindividuals – Nella Last was born in 1900 and was a housewife in Barrow-in-Furness for the durationof the war. Nella wrote in her diary almost every day for 30 years and her writing is an excellentresource for social and cultural historians of Britain. This extract shows her response to the Blitz of1941; it demonstrates the way that ordinary life was disrupted by the war and the stoic – butfrightened – response of the British people on the Home Front to the experience of bombing. 239

Year 3 Special Subject (30 credits) HIST3206 - World War Two: The Home Front, Part 2 (Dr Charlotte L. Riley)Module OverviewBritain's experience during the Second World War, the supposed 'People's War' is often expressed interms of Allied appeasement, 'phoney war' inertia, Axis aggression, all culminating in Britain’s ‘finesthour'. However, the idea of the ‘People’s War’ and the British ‘Blitz Spirit’ has been recentlycriticised by historians. Why is this, and why are the controversies surrounding Britain's war effortand peacetime reconstruction still so fiercely debated? Using a variety of sources, not leastdocumentary and feature films from the 1940s and the rich resources of the Mass Observationarchive, this special subject explores foreign policy on the eve of war, 'Churchill's army' on the homefront and the front line, and the unprecedented challenges at home and abroad brought about bythe war.Part 2 of this module focuses on the period from American entry into the war to VE Day, the 1945general election, and the Attlee government’s attempt to build a ‘new Jerusalem’ after the war wasover.Indicative List of Seminar Topics  Make Do and Mend  Mass Observation and the British documentary film movement  Sex and the Second World War  D-Day and VE Day  The 1945 General Election  The Attlee Government  Popular memories of the Second World War 240

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 words) 1 x examSample SourceThis is a copy of a Labour party poster from the 1945 general election campaign. When Churchillbecame Prime Minister in May 1940, he created a coalition government that included many keyfigures from the Labour party including Clement Attlee (the leader of the Labour party), Ernest Bevinand Herbert Morrison. After victory was won in Europe in May 1945, Attlee refused to continue inthis coalition and an election was called. This poster demonstrates the key campaign message of theLabour party in this period: that the sacrifice demanded of the British for their ‘people’s war’ mustbe rewarded by the more equal provision of housing, healthcare and education in a ‘people’s peace’.This message is emphasised by the use of Churchill’s famous ‘V for Victory’ sign here. Despite thepopularity of Churchill during the Second World War, voters ultimately did not trust theConservative party to deliver post-war reforms and the Labour party was elected with a landslidevictory. 241

Year 3 Special Subject (30 credits) HIST 3207 - World War II The Global Perspective, Part 1 (Dr. George Gilbert)Module OverviewWorld War 2, a war that extended over six continents, was truly global in its scale and impact. Withits preludes in contexts as varied as political movements in 1930s Central and Eastern Europe and theoutbreak of the Sino-Japanese war in 1937, this war saw a clash of old and new ideologies of powerand empire. This module will explore the political, social, ideological and cultural impact of the war ata global level, while also considering the military and strategic components of the conflict. Countrieswere primarily grouped by whether they were part of the Axis or Allied powers but a small groupmaintained their neutrality. The core focus on the module will be the period 1939-45 but this will becontextualised in a wider framework as necessary. America, Russia, China and Japan will be consideredalongside the impact of the war in Europe, Africa, the Middle East and India and the other nations ofthe emergent Commonwealth. 242

Indicative List of Seminar Topics  The prelude to war – political and ideological  The nature of warfare and the significance of the conflict in a variety of different theatres of war  The impact of war on domestic economies and on technological advancement, and vice versa  The impact of industrialised warfare on the home front  The role of the media and the development of propagandaAssessment % Contribution to Final Mark 50 Assessment Method 50 1 x 4,000-word essay (students will have the opportunity to formulate their own question drawn from a lecture or seminar theme) 1 x 4,000-word gobbet exam (students choose six from twelve primary source extracts to analyse as part of a 'takeaway' exam over the course of one week)Sample Source'The Fuhrer is most concerned about the question of why Britain will not yet make peace. He seesthe answer, as we do, in the fact that Britain still has hopes of Russia. He reckons therefore thatEngland will have to be compelled to make peace by force. But he does not like doing this. Thereason is that if we crush England’s military power the British Empire will collapse. That is of no useto Germany. German blood would be shed to accomplish something that would benefit only Japan,America and others.’ Franz Halder (Chief of the German General Staff) after his interview with Hitler, 13 July 1940This extract illustrates how leading figures in the Nazi regime saw World War Two as a conflict overpower and empire: a geopolitical struggle that encompassed both strategy and ideology. The fearover Russian intervention in 1940 is cited alongside continuing British resistance – even early on inthe war, Nazi chiefs were convinced that the war would need to be won and won quickly, or else thenext generation would be doomed to repeat it. Germany's possible strategic gains from the conflictare a central focus of this piece, offset by the view that Britain needed to be kept isolated. Anotherelement is the relationship between the Axis powers – how closely did they work together duringthe war itself, and were they at a disadvantage to the coalition of allied powers?243

Year 3 Special Subject (30 credits) HIST 3208 - World War II The Global Perspective. Part 2 (Dr. George Gilbert)Module OverviewWorld War 2, a war that extended over six continents, was truly global in its scale and impact.The second part of this year long special subject considers the war from approximately 1941until the aftermath of the conflict in the late 1940s. Though the weeks will be arrangedthematically, it will follow a broadly chronological outline. It will examine the economic,political and social context, the diplomacy of the period, and, finally, the legacy of the war.The course will start with the war on the Eastern front, a seminal theatre that saw some of theheaviest fighting and the deepest impacts on both military and civilian populations. After this,the course will examine the racial implications of the conflict. The impact of the war on botheconomy and society will be a key theme of the term: sessions will consider how bothpopulations and resources were mobilized in order to meet the particular challenges of war.The course will then turn to the linked themes of diplomacy and relations between the alliedand axis powers. In doing so, we will examine the reasons for the allied victory, and why ittook so long for the allied powers to win the war. The course will conclude with an assessmentof the legacy of the war and how it affected the course of history afterward, leaving anunstable and polarized new world order. 244

Indicative List of Seminar Topics  The ideological nature of World War Two  The nature of warfare and the significance of the conflict in a variety of different theatres of war  The racial elements of the conflict  Diplomacy and high politics during the war  The war as a battle for resources  Partisan warfare and resistance across a variety of theatres  The reasons for the collapse of the Axis powers  The main legacies of the conflict – political, social, economic and culturalAssessment % Contribution to Final Mark 50 Assessment Method 1 x 4,000-word essay (students will have the opportunity to 50 formulate their own question drawn from a lecture or seminar theme) 1 x 3-hour exam paper held during the summer examination periodSample Source‘You hear a lot about the Fascist soldier who fights with maniacal or fanatic or suicidal fury. Theseare the words that must be used to describe the way the sullen, beardless striplings of the 12th SS.Panzers have fought since yesterday at dawn. An hour ago a Canadian corporal said of them \"theylook like babies and they die like mad bastards\". The colonel of a Canadian infantry battalion led methrough the terrible debris of a part of yesterday's battlefield where his battalion was forming up topush on again. He pointed to a burnt-out Sherman tank and not 15 yards away a wrecked German75-mm. gun. This will give you a rough idea what fighting these people is like,\" the colonel said.\"These Germans sat on their guts belly' down in the wheat until the tank was on top of them. Theylet go. They got the tank and, of course, they were killed themselves a few minutes afterward.\"’ Canadian Globe and Mail, 11 June 1944The newspaper extract reporting on the violence on the beaches at D-Day describes many importantfeatures of the global conflict. The impact of war on children, the long-term effects on the Naziregime on its citizens and the more immediate effects of the violence of the conflict on psychologyand human behaviour are all graphically described in this extract. The intersection between radical,warlike ideologies – such as Nazism – and the realities of the conflict are key to this extract. Anothermajor theme is the major turning points of the war: was such suicidal resistance prompted by abelief that Nazism – and German victory in Europe – was becoming a lost cause in the wake ofincreasing allied military supremacy? 245

Year 3 Special Subject (30 credits) HISXXXX Love and Sexuality in Twentieth-Century Europe, Part 1 (Dr Niamh Cullen)Module OverviewTwentieth century Europe saw deep and far reaching transformations in the history of sexuality andlove, gender relations and marriage. While this might seem on the surface to be a straightforwardhistory of progress and increasing personal liberation, this module will show how such developmentswere equally beset by anxiety, uncertainty and reaction. Totalitarian regimes attempted to shapethe bodies and emotions of their people as part of their projects to mould men and women to theirpolitical projects, while both religious authorities and democratic societies were often preoccupiedwith the sexual morality of their citizens, particularly in times of social change. Paradoxically whilesexuality, love and relationships came to be seen increasingly as matters of private rather thanfamily or community concern over the course of the century, they also became of greater public andstate interest. This module will investigate the history of sexuality and its associated emotions intwentieth century western and southern Europe. It will examine how love and sexuality haveintersected with European politics, society and culture over the course of the last century, as thehuman body and its emotions have both shaped and been shaped by much broader developments inhistory.In the first part of this two-part module, you will examine the history of love and sexuality in Europefrom the turn of the century to the end of the Second World War. The primary focus will be onwestern and southern Europe and national case studies will usually foreground each theme. As suchit will cover subjects such as the debates surrounding urbanisation, morality, prostitution anddisease from the late nineteenth to the early twentieth century, World War I and its impact ongender relations and sexuality, and early campaigners such as Magnus Hirschfield and Marie Stopesand their new approaches to family, sexuality and contraception. We will then move on to considerinter-war anxieties about declining birth rates in Western Europe particularly in relation to France,and how totalitarian regimes in Italy and Germany attempted to shape the sexual self. The finalsessions will examine the impact of World War II, when families, relationships, gender relations andsexuality suffered enormous upheaval as the result of military conflict. 246

Indicative List of Seminar Topics  Approaches to the history of emotions and sexuality  Prostitution: Morality, disease and the double standard  World War I: Violence, masculinity and changing mores  The first sexual revolution? Campaigning for sexual reform in inter-war Europe  Marie Stopes: Birth control and the changing family  The ‘new woman’: Emancipation, anxiety and pro-natalism in inter-war France  Homosexuality in Western Europe: Spaces of pleasure in Weimar Berlin  Motherhood and militarism: Fascist sexualities  Purifying sexuality in Nazi Germany  Religion and modernization I: Family politics in the Turkish Republic  Religion and modernization II: Sexuality, anarchism and Republican Spain  War and sexual violence I: Gender, ‘collaboration’ and retribution 1939-45  War and sexual violence II: Allied liberations and occupations in Italy and France, 1943-45  The impact of war I: Rebuilding marriage and family after 1945  The impact of war II: Social disorder, divorce and abortionAssessment % Contribution to Final Mark Assessment Method 40 40 3,000-word historiographical essay 20 3,000-word source based essay Take-home gobbet examinationSample SourceThe sample source is the above photograph. It shows a young French woman in 1944 having herhead shaved for her ‘collaboration’ with German forces after the liberation of France. In 1944 and1945 women in newly liberated territories were punished for having relations – sexual and romantic,consensual and non-consensual – with the occupying German soldiers. These punishments mostoften took the form of rituals of public humiliation, usually shaving the woman’s head and forcingher to display or parade herself in crowded streets or city squares. In France these rituals wereparticularly widespread and became a way for people to act out the shame of defeat and occupationon women’s bodies. Sexuality was here used not just as an instrument of war, but was linked tofeelings of military and national humiliation. 247