Module booklet_Open Days

Year 3 Special Subject (30 credits) HISTXXXX – Love and Sexuality in Twentieth Century Europe, Part 2 (Dr Niamh Cullen)Module OverviewPart two of ‘Love and Sexuality in Twentieth Century Europe’ will examine the history of love andsexuality in western European society from the Second World War to the turn of the century. Themain focus will be on Italy, West Germany, France, Spain and Britain. Beginning in the 1950s we willexamine the rise of the companionate marriage, exploring how the new focus on marriage for lovewas shaped both by the war and by the rise of mass culture. We will also examine how the sexualand emotional self was shaped by politics and ideology, looking particularly at the strong communistsubcultures in post-war France and Italy. In turning to the 1960s, we will examine how the Pillshaped gender and sexual relations, before turning to the fracturing of mass culture with the rise ofprotest cultures, counter cultures and the feminist and gay rights movements of the 1970s. In doingso we will discuss how the 1960s revolutionised sexual and gender relations, as well as exploringboth the limits and darker aspects of these developments. The limits of the narrative of twentiethcentury sexual liberation will be explored and discussed in relation to gender and honour inMediterranean society and sex and gender in migrant communities. The primary sources that will beused will be drawn in particular from the mass media (incl. visual, textual and audiovisual) as well asfrom personal testimony (incl. the oral history database of the ‘Around 68’ project, and interviewsabout homosexuality in West Germany). 248

Indicative List of Seminar Topics  The 1950s I: The end of war, romance and marriage in Britain and Germany  The 1950s II: Religion, reaction and ‘normality’ in post-war Italy  The politics of love: Communism and sexuality in France and Italy  Between reaction, religion and modernisation: Sexual politics in 50s and 60s Spain  Changing definitions of marriage and love I: The companionate marriage (Britain case study)  Changing definitions of marriage and love II: The commercialization of romance (Britain and France)  ‘Je suis libre’? Sexuality in the 1960s between myth and reality  The pill in Catholic Europe: From 1960 to Humanae Vitae  ‘A revolutionary’s steak takes as long to be done as a bourgeois’ steak’: 1968 and the limits of sexual liberty  Honour, gender relations and sexuality in southern Europe: Spain and Italy  Second wave feminism: France and Italy  Social change and family law reform in Spain from dictatorship to democracy  From the ‘pink triangle’ to decriminalization: Gay liberation in West Germany  Gender, sexuality, religion and migration: Islamic communities in Northern EuropeAssessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay 3 hour unseen examSample Source ‘Franca Viola chose to follow her feelings rather than the path indicated byconvenience or the traditions of her town. We should all be convinced that a marriage in thesecircumstances is an offence to the notion of a marriage governed by feeling.’ State prosecution for the trial of Filippo Melodia: Sicily, 1966 The above quotation is taken from the closing remarks of the state prosecutor in the trial of FilippoMelodia for the abduction and rape of 17 year old Franca Viola in Sicily, 1966. Melodia had abducted Viola from her home with the aim of forcing her into marriage. It was Sicilian custom that once an unmarried woman had spent time alone with a man, her honour was destroyed and could only berepaired through marriage. This custom was also supported by Italian law, which absolved a man of the crime of rape if he married his victim. Viola was the first Sicilian woman to refuse the so-called reparatory marriage, thus ensuring that her attacker would go to prison. The trial received widespread national attention and Franca Viola began a symbol of Italian feminism. With her actions, the social changes of the 1960s began to filter through to rural Sicily and southern Europe. While family and honour had traditionally been very important in deciding marriage for youngwomen, gradually the notions that ordinary people could marry for love, and that women should be free to make their own choices, were taking hold. 249

Year 3 Special Subject (30 credits) HIST3XXX – Nuclear War and Peace, Part 1 (Dr Jonathan Hunt)Module OverviewThis module will acquaint students with the facts, cases, theories and debates necessary tounderstand the history of nuclear weapons from their invention during the Second World War to the1968 Treaty on the Non-Proliferation of Nuclear Weapons in 1968. Nuclear history is unique in atleast three respects. First, the advent of atomic and thermonuclear weaponry has epitomizedhumanity’s ascent to becoming the primary geological actor on the planet – the arbiters of theEarth’s fate so to speak. Second, the strict secrecy that has surrounded military nuclear programshas been pierced by a flurry of recent revelations from worldwide archives, casting new light on thehistory of nuclear strategy, diplomacy and policy. Third, the merciful non-use of nuclear weaponssince 1945 means that nuclear strategy relies heavily upon theory. Evidence for our claims aboutnuclear weapons, whether they make major wars more or less likely or whether proliferation is agood or a bad thing, to reference two examples, is scant because no nuclear weapon has been usedin anger since the Hiroshima and Nagasaki bombings. By the end of the semester, students will gainenough knowledge of the subject to support informed judgments about such key concepts asnuclear arms control, deterrence, non-proliferation, mutual assured destruction, and Global Zero.Indicative List of Seminar Topics  The Manhattan Project and the bombings of Hiroshima and Nagasaki  Nuclear weapons and the origins of the cold war  Nuclear deterrence and Eisenhower’s nuclear strategy  Strategic stability and the British nuclear program  Flexible response  Crisis management in Berlin and Cuba  The non-use of nuclear weapons  The antinuclear movement and a writing day for the historiographical essay  Nuclear proliferation in the 1960s and tutorials to discuss dissertations  Nuclear proliferation in the Middle East and South Asia 250

Assessment Assessment Method % Contribution to Final Mark2,000-word historiography essay (title and subject chosen by 30student in consultation with tutor)3,000-word research paper (title and subject chosen by student 40in consultation with tutor)Take home gobbet exam (selection of 3 extracts from a choice 30of 6)Sample Source‘Perhaps the most important item on the table of distinguishable states is not the numbers of deador the number of years it takes for economic recuperation; rather, it is the question at the bottom:“Will the survivors envy the dead?” It is in some sense true that one may never recuperate from athermonuclear ar. The world may be permanently (i.e., for perhaps 10,000 years) more hostile tohuman life as a result of such a war. Therefore, if the question, “Can we restore the prewarconditions of life?” is asked, the answer must be “No!” But there are other relevant questions to beasked. For example: “How much more hostile will the environment be? Will it be so hostile that weor our descendants would prefer being dead than alive? Perhaps even more pertinent is thisquestions, “How happy or normal a life can the survivors and their descendants hope to have?”Despite a widespread belief to the contrary, objective studies indicate that even though the amountof human tragedy would be greatly increased in the postwar world, the increase would not precludenormal and happy lives for the majority of survivors and their descendants.’ Herman Kahn, On Thermonuclear War (Princeton, NJ: Princeton University Press, 1960), p. 21.Herman Kahn was a mathematician, economist and strategic thinker at RAND Corporation, a U.S. Airforce think tank for the U.S. Air Force notorious for his coldblooded approach to nuclear strategy.This extract from his On Thermonuclear War is significant in at least three respects. First, Kahnparticipated in a debate at the end of the Eisenhower and beginning of the Kennedy administrationsabout whether the United States should rely on the threat of using nuclear weapons in a spasm ofretalation to deter conflicts or plan to fight and win a nuclear war. Kahn’s argued that the countrycould prevail through a mix of neutralizing Soviet nuclaer forces and building fallout shelters to saveas many civilians as possible. Second, Kahn invokes a discourse among strategists, scientists andstatesmen as to whether nuclear weapons are just another weapon, or something altogether newbecause of their potentially cataclysmic effects. Kahn contended that you had to be willing to “thinkthe unthinkable,” while one critic condemned his magnum opus as “a moral tract on mass murder.”Lastly, Stanley Kubrick drew upon Kahn’s outspoken personality for his titular scientist in Dr.Strangelove or: How I learned to stop worrying and love the Bomb. 251

Year 3 Special Subject (30 credits) HIST3XXX - Nuclear War and Peace, Part 2 (Dr Jonathan Hunt)Module OverviewPart II of this module examines the post-1968 global nuclear order and its discontents, acquaintingstudents with the facts, cases, theories and debates necessary to comprehend the history of nuclearweapons from the opening for signature of the Treaty on the Non-Proliferation of Nuclear Weapons(NPT) to the present. A representative list of seminar themes would be the negotiation of the NPTand ensuing debates about fairness and legitimacy in global nuclear governance; U.S.-Sovietstrategic arms talks; anti-ballistic missiles and the Strategic Defense Initiative; U.S. President RonaldReagan and Soviet General Secretary Mikhail Gorbachev; the Soviet arsenal’s scattering after 1991;Indian and Pakistani nuclear programs; nuclear proliferation in Africa, the Middle East and East Asia;intelligence failures before the 2003 Iraq War; international humanitarian law; the Iran nuclear talks;and North Korea’s nuclear tests. We will inquire into the features of what scholars call the “globalnuclear order:” What is it? Who benefits? Is it just, effective or sustainable? Scholars have cited thetremendous harm that nuclear weapons can inflict to justify extraordinary measures ranging fromexport controls to financial sanctions and even preventive war. Students will accordingly work toresolve two paradoxes in nuclear logic. If nuclear weapons keep the peace, why has the internationalcommunity struggled to stop more states from acquiring them? If their uses are so manifestlyunethical, illegal, and risk-laden, why have serious efforts to abolish nuclear weapons failed?Indicative List of Seminar Topics  The liberal world order and the NPT  Non-proliferation in the 1970s and tutorials to discuss progress on dissertation  Nuclear arms control from Nixon to Bush  Explaining the “long peace”  Nuclear strategy beyond the Cold War  Proliferation I: The post-Soviet republics and South Asia  Proliferation II: Iran, Libya and North Korea  Nuclear abolition and tutorials to discuss feedback on dissertation draft  Nuclear brinksmanship in the 21st-century and war game 252

Assessment % Contribution to Final Mark Assessment Method 10 50 500-word writing exercises 4,000-word essay (title chosen by student in consultation with 40 tutor) Timed examination (selection of 3 questions from a choice of 9)Sample Source‘The doom of the U.S. has been sealed. ... All the service personnel and people of the DPRK are readyto immediately and mercilessly punish without slightest leniency, tolerance and patience anyoneprovoking the dignified supreme headquarters even a bit, ... Our primary target is the Chongwadae[the residence and office of South Korea’s president], the centre for hatching plots for confrontationwith the fellow countrymen in the north, and reactionary ruling machines. The U.S. imperialistaggressor forces’ bases for invading the DPRK in the Asia-Pacific region and the U.S. mainland are itssecond striking target. ... The U.S. is fated to be punished and perish in the flames due to the DPRK’sdeadly strikes ...’ National Defense Commission of the Democratic People’s Republic of Korea (DPRK), 6 March 2016- 03-13This statement, published by the state-run Korean Central News Agency, warned that the totalitarianregime under the leadership of a young, unpredictable Kim Jong Un would unleash a “preemptiveand offensive nuclear strike” in retaliation against the largest joint U.S.-South Korean militaryexercise in history. This follows North Korea’s fourth nuclear test, which Pyongyang claimed was of athermonuclear character, and recent intermediate-range ballistic missile launch, which provoked thejoint exercises. The statement is typical of North Korea’s over-the-top bellicosity; even so, theexplicit nuclear threat elicited rebukes from Russia and China, who recently approved a new roundof even stronger sanctions in the United Nations Security Council against the international pariah.The language reflects four realities. First, North Korea remains at war with South Korea and theUnited States, as a peace treaty was never signed to end the Korean War (1950-1953). Second,North Korea habitually makes threats to extract concessions from its negotiating partners. Third, Kimfeels a need to project strength due to his young age and his country’s dire economic straits. Lastly,the international community has repeatedly failed to end North Korea’s nuclear-weapons programfor geopolitical and circumstantial reasons, including the widespread lesson taken from the 2003Iraq War that nuclear weapons are the only insurance against American intervention.253

Year 3 Special Subject (30 credits) HISTXXXX - Racism in the United States, Part 1 (Dr David Cox)Module OverviewBetween the late eighteenth and early twentieth centuries a powerful new idea emerged in theWest: race. According to this ideology, human beings could be divided into biological groups - ‘races’- determining both moral character and intellectual ability. Ideas of race were particularly powerfulin the United States: white Americans constantly proclaimed their own racial superiority in order tojustify racial slavery, the removal of American Indians from their homelands, and the segregationand disenfranchisement of African Americans. Whites, however, did not have a monopoly on racialthought; African American intellectuals had their own ideas about race, celebrating African historyand championing black culture. This module will trace the development of racial thought in theUnited States between the American Revolution and the American Civil War, examining therelationship between culture, politics, and society. Throughout the module we will also look at ideasof class and gender and consider their relationship to the concept of race.Indicative List of Seminar Topics  The “prehistory” of race: the Ancient World and the Spanish Reconquista  Slavery and the emergence of race in colonial America  The Founding Fathers, Thomas Jefferson, and ideas of race  Race and the “Indian Question”  The emergence of scientific racism: proslavery and the “American School” of Ethnography  The abolitionists and “romantic racialism”  Blackface minstrelsy: race and class 254

Assessment % Contribution to Final Mark 10 Assessment Method 40 1 x formative research proposal for the 3,000-word source- based essay, with annotated bibliography 50 1 x 3,000-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)Sample Source Excerpt from Samuel George Morton, Crania Americana (Philadelphia, 1839)The physician Samuel Morton was the founder of the so-called “American School” of Ethnography.Having amassed a huge collection of human skulls, Morton claimed that his measurements of theseskulls demonstrated the intellectual inferiority of people of African descent. Morton was also amongthe first to advance the theory of “polygenesis” – the erroneous idea that white people and blackpeople were actually separate species. Although this idea had been scorned by Christians during theeighteenth century (who argued that all humans were descended from Adam and Eve), it grew inpopularity during the nineteenth century as society became increasingly secular. 255

Year 3 Special Subject HISTXXXX - Racism in the United States, Part 2 (Dr David Cox)Module OverviewPart 2 will pick up the story with the Civil War, the emancipation of the enslaved, and the subsequentreconstruction of the South. We will look at the ways in which race was used to justify the segregation,disenfranchisement, and lynching of African Americans. We will also examine: the work of AfricanAmerican intellectuals who expressed pride in black culture; the white fascination with “voodoo”; theuse of race to advocate as well as condemn American imperialism; the ways in which race figured inthe early-twentieth-century eugenics movement.Indicative List of Seminar Topics  Lynching: race and gender  The Carlyle School and the “civilizing” of American Indians  Representations of black folklore  Race and Empire: the United States, Cuba, Hawaii, and the Philippines  The Harlem Renaissance: African-American intellectuals and the idea of race  The eugenics movement in the United States 256

Assessment % Contribution to Final Mark 10 Assessment Method 40 1 x formative research proposal for the 3,000-word source-based essay, with annotated bibliography 50 1 x 3,000-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)Sample Source “Voodoo’s Horrors Break Out Again: How the Cruel and Gruesome Murders of Africa’s Wicked Serpent Worship have been Revived in Louisiana by a Fanatic ‘Sect of Sacrifice,’” El Paso Herald (March 14, 1912).This newspaper article and accompanying illustration is representative of a slew of similar reports ofVoodoo worship published between the 1890s and the early decades of the twentieth century.These accounts bore little resemblance to reality; however, at a time when some white Americanssought to justify racial segregation and disenfranchisement at home and imperialism abroad,Voodoo became a symbol of black inferiority and incapacity for self-government. In the UnitedStates, fabricated newspaper reports of serpent worship, child sacrifice, and cannibalism shaped thepublic image of Haiti (the home of Voodoo) and helped pave the way for the U.S. occupation of theisland from 1915 to 1934. 257

Year 3 Special Subject (30 credits)HISTXXXX – Iran Between Revolutions (1907 – 1979), Part 1 (Dr Hormoz Edrahimnejad)A group of MPs in the first Iranian Parliament (1907) A group of constitutionalist clerics gathered outside British embassy in Tehran (1906)Module OverviewThe 1979 Revolution in Iran is associated with the Shiite clerics. It was not, however, the first timethat the clerics were involved in a popular movement in Iran. They took an active part in themovement for the establishment of a Constitution, even though the secular elites introduced theidea of Constitution and played a key role in its success in 1907. The 1979 Revolution was mainlyaimed at removing the Shah from power, not least because he had ignored the application of theConstitution for the benefit of his autocracy. Significantly, however, while the clerics took powerthanks to the 1979 Revolution of democratic aspirations, they endeavoured to destroy the legacy ofConstitutional Revolution that they had supported a century earlier. This module will study this shiftof attitude from 1907 to 1979 as a mirror of socio-political and intellectual developments during aperiod of “modernisation” in the twentieth century.Part 1 will examine the role of the clerics in the Constitution, in the light of their political motivationsand intellectual background (the Shiite theory of government). We will address the question of howthese affected the overall Constitutional Revolution of 1907. We will also study the Pahlavi regimeand its perception of modernisation as opposed to the perception of modernisation by theopposition movement.258

Indicative List of Seminar Topics  The reformist and revolutionary dimensions of the Constitutional Movement in the context of early twentieth-century Iran.  The concept of constitution and how it was perceived by a wide range of constitutionalists.  The Pahlavi regime and its modernisation agenda, its nature and its relationships with the clerical establishment.  The relationships between the clerics and the state.  The role of the Pahlavi regime in the rise of Islamism in both its traditional and modernist versions.  The modernity of the Pahlavi regime and the modernity of the opposition movement  Marxism / liberalism vs “return to source” of the Islamists.Assessment % Contribution to Final Mark Assessment Method 60 40 Essay (4,000 words) Takeaway Gobbets exam (3,000 words)Sample Source‘The Fundamental Laws of December 30, 1906.Art. 2: The National Consultative Assembly represents the whole of the people of Persia, who [thus]participate in the economic and political affairs of the country.The Supplementary Fundamental Laws of October 7, 1907:Art. 2: At no time must any enactment of the Sacred National Consultative Assembly (…) be atvariance with the sacred principles of Islam (…). It is hereby declared that it is for the learned doctorsof theology (the ulema) to determine whether such laws as may be proposed are or are notconformable to the principles of Islam (…).’The idea of constitution was introduced to Iran through secular elites to establish the rule of law asopposed to the arbitrary Qâjâr regime. The Shiite clerics took part in the movement because theyalso wanted to limit the power of the Qâjâr state. However, a year into the constitution, the clericsimposed their authority and altered the constitution that was initially secular. Even though the Art. 2of the Supplementary FL was not put into practice under the Pahlavi regime (1925-1979), this was aprecedence of clerical involvement in politics. 259

Year 3 Special Subject (30 credits) HISTXXXX – Iran Between Revolutions (1907 – 1979), Part 2 (Dr Hormoz Edrahimnejad) Article 21 of the Human Rights Declaration in one of the anti-Shah demonstrations in 1978. Very similar to the Art. 2 of the 1907 ConstitutionModule OverviewThe second part of the module will examine the 1979 Revolution and explore the socio-politicalfactors behind the Revolution and the triggering incidences that led to its occurrence. The focus willparticularly be on the period from 1977, when the first signs of weakness appeared in the Shah’sregime to the Shah’s death in July 1980. Relating to this period, we will scrutinise the role played bythe West, in particular the USA, in the fall of the Shah based on the recently disclosed archives andinterviews with politicians involved in the Pahlavi regime.Indicative List of Seminar Topics  The long-term and short term causes of the Revolution, such as the consequences of the 1973 Oil Crisis, and the Shah’s illness.  The Jimmy Carter’s project for more democracy.  The anti-Western discourse developed in Iran amongst the secular opposition. It is within this context that the role of Ayatollah Khomeini in the Revolution needs to be reassessed.  The first Constitution of the Islamic Republic drafted around the principles of Independence, Freedom and Republic.  The swift shift from Republicanism (the pillar of the Constitution) to the absolute power of the Supreme Leader (velâyat-e faqih).  The project of exporting the revolution to the detriment of establishing democracy.  The anti-Western foreign policy of the clerics that resulted in their dependence on Russia and China. 260

Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (4,000 words) ExamSample SourceThe 1979 Revolution was a continuation of the 1907 Revolution. One can also say that the latter wasthe rehearsal of the former. In 1979, too, the movement against the undemocratic regime of theShah was initiated by the secular opposition and once the Shah left his throne, it was taken over bythe clerics and steered towards their project of establishing a clerical power, no less authoritarianthan the Shah’s regime. When Khomeini was in exile in Paris, the secular elite surrounded andhelped him to draw the draft Constitution and form the first government. Once Khomeini returnedto Iran, however, the clerics surrounded him and side lined the seculars (as seen in the first stepsfrom the Air France Jet towards power). 261

Year 3 Alternative Histories (30 credits) HIST 3116 - Between Private Memory and Public History (convener Professor Tony Kushner)Module overviewDo you see your own possessions as historical objects? This module invites you to do just that as away of illuminating the resonance and immediacy to our lives of concepts such as memory work,commemoration and heritage. We live in a world in which the meaning of the past is constantlybeing re-shaped by social forces and cultural phenomena outside academia - in museums,anniversary parades, in the media. This module asks you to think about the relations betweenindividual memories and the formation of such publicly shared stories about the past. The seminarsillustrate these themes through a series of tangible case studies. The module assessment involvesbuilding a portfolio of original work around a personally chosen ‘memory object' as a way ofdemonstrating your understanding of this intersection between private memory and public history.Indicative List of Seminar Topics  Introduction to memory objects  Heritage versus history  Memory work, history and place  The ethics of history  Memory and commemorationAfter these plenary seminars, the rest of the module takes the form of small-group workshops onthe students’ chosen memory objects, as a way of preparing for the reflexive essay and feasibilitystudy. 262

Assessment Assessment Method % Contribution to Final Mark1 x portfolio of work including a 2,000-word reflexive essay which 50tests how well students bring to bear theoretical insights on theirown memory object and the research around it; and a 2,000-wordfeasibility study to test how well they are able to argue a case forthe public exhibition of their chosen memory object1 x exam (2 hour) 50Sample Source Knitted nativity scene created by one of our student’s great-grandmothers, 1989‘Having lived in about twenty houses by age twenty-two, I have discarded many of my belongings asjust “stuff”, “junk” as Martin Rowson called it, or else they have been simply lost in transit. Inaddition, I have never been a hoarder, seeing emotional attachments to objects as “materialism”rather than the evocative “centrepieces of emotional life” which Sherry Turkle encourages us to seethem as. ... As a nativity scene, a Christian symbol at “the heart of Christmas”, this was a learningtool for me, although not a strictly “historical” one verified by documents but as an oral testimony,passed down the generations.’ Emily Hooke, 2013 263

Year 3 Alternative Histories (30 credits) HIST3118 – Food and Cooking (Dr Rachel Herrmann, Professor Chris Woolgar, Dr Joan Tumblety)Module OverviewFood and cooking are increasingly popular subjects for historical study. The module will introducestudents to some of the ways in which historians and other disciplines, such as archaeology andanthropology, have thought about food. The module will draw on a wide range of examples fromthe medieval and modern periods to explore the position of food in society, focusing on Britain andWestern Europe. It will explore the place of fasting and feasting; the relationship between food,virtue and religion; food taboos; physical arrangements for cooking; the development and training ofcooks; meals, their structure and timing; food preservation and marketing; technological change andnew foods; the role of gastronomy, the development of taste and specialised food products; famineand glut; group diets, regional and wider food cultures; seasonality, wild foods and hunting; andconnections to nutrition and to demography. 264

Indicative List of Seminar Topics  The Virtue of Choice  Special Collections visit  Health and Diet  Sugar, Spice, and the Not-So-Nice  Contact and Cannibalism  Consumerism and FoodAssessment Assessment Method % Contribution to Final Mark 502 hour examination 501 x 4,000-word essaySample Source‘And now famin beginneinge to Looke gastely and pale in every face, thatt notheinge was Spared tomainteyne Lyfe and to doe those things which seame incredible, as to digge upp deade corpes outtof graves and to eate them. And some have Licked upp the Bloode which hathe fallen from theirweake fellowes. And amongste the reste this was most lamentable. Thatt one of our Collinemurdered his wyfe Ripped the Childe outt of her woambe and threwe itt into the River and afterChopped the Mother in pieces and sallted her for his foode, The same not beinge discovered beforehe had eaten parte thereof. For the which Crewell and unhumane factt I adjudged him to beexecuted the acknowledgment of the dede beinge inforced from him by torture haveinge hunge bythe Thumbes with weightes att his feete a quarter of an howere before he wolde Confesse thesame.’This is an excerpt from George Percy’s ‘A Trewe Relacyon of the proceedings and ocurrentes ofMomente which have hapned in Virginia,’ written in the mid-1620s but published posthumously, in1922. It describes the ‘Starving Time’ in Jamestown, Virginia in 1609-10, when colonists supposedlycannibalised each other. This source allows students to think about when food is food and when it issomething else entirely, and to contemplate the consequences of food insecurity and hunger. 265

Year 3 Alternative Histories (30 credits)HIS3119 - Music and History (convened by Professor Neil Gregor)Module OverviewThis module introduces students to some of the ways in which historians might think about music asa historical source. Drawing on a broad range of musical examples it seeks to explore how musicalstyles and movements reflect wider political, civic and consumer cultures at given historicaljunctures. The first part of the module takes examples from the ‘classical canon', focussing onaspects of musical ‘high culture' in the C19th and C20th; the second explores examples of popularculture from before the Second World War such as music hall, folk and blues cultures; the final partexamines aspects of post-war popular musical culture and seeks to contextualise them historically.Indicative List of Seminar Topics  Why Might Music Matter?  Beethoven  Shostakovich  Weimar Culture  Victorian Music Hall  Folk Revivalism  The Blues  Rock and Roll  Punk  Conclusions 266

Assessment % Contribution to Final Mark Assessment Method 0 50 2,000 word practice essay 50 4,000-word essay 2 hour examSample Source‘We were told, when the idea came first into notice, that its encouragement would assuredlyexercise a beneficial influence over the progress of music among the lower classes; that manypeople, who now spend the hours of the day in dissolute indulgence in the public-house, would, intime, be weaned from their evil doings, and that the souls of our less wealthy creatures would, ingeneral terms, be enobled through the general agency of art! In fact we were told all sorts of things,which perhaps, we did not believe, and which have, at all events, been proved by time to be not lessfallacious than the great majority of predictions.’ An Opinion of Music Halls’, The Tomohawk (1867) - -The text is one of many pieces of Victorian middlebrow writing that engages with the question ofMusic Hall and its impact – beneficial or otherwise – on the working and- lower-middle classesconsumers that constituted the bulk of its audience. It resonates with moral anxieties about thelifestyles of the working classes – most notably over drink – and is striking above all for the middleclass gaze that it embodies. Beyond its specific concern at the way in which the supposedly‘dissolute’ lifestyle of the workers is being reinforced, rather than overcome, by the culture of theMusic Hall, it carries deeper assumptions about what constitutes ‘good music’, and the idea that‘high art’ has an ‘improving’ role to play in the life of society. What that ‘high art’ is is not defined,but it is assumed that the bourgeois ‘we’ embodied by the author and his assumed readership knowwhat that is, and that it stands in fundamental contrast to the forms of culture on offer in the MusicHall. The source, in other words, tells us little about Music Hall, but much about middle classesneuroses in mid-Victorian Britain. 267

Year 3 Alternative Histories (30 credits) HIST3121 - Alternative Sexualities (convenor Professor Mark Cornwall)Module OverviewIs sex a biologically-conditioned experience that remains constant over place and time, or is sex andsexuality an ever-changing lived reality that reflects (and shapes) broader shifts within society andculture? This overarching question, fiercely debated by historians since the 1970s, is at the heart ofthis module which examines the turbulent history of same-sex relations of women and men fromAncient Greece until the 1960s. The module surveys case-studies from across the period in Britain,Europe and the Americas, drawing together Biblical and artistic sources, criminal records, diaries,and published reports amongst others to compare understandings of same-sex relations in differenteras and cultural contexts. This is a chronologically and culturally wide-ranging module, whichchallenges us to make critical judgements about the value of constructions such as ‘homosexuality'and ‘homophobia', and their place in historical discourse. Sine the 1960s, the status of gay peopleand same-sex sexual relationships has proved one of the most controversial social issues in westernsociety; this module takes a long view of the subject, evaluating along the way the significance of sexas marking the place of individuals within societies. 268

Summary of Syllabus ContentThis unit will introduce you to the turbulent history of same-sex relations from Ancient Greece untilthe 1960s. We use a wide range of case studies from the ancient, early modern and modern eras toillustrate the breaks and continuities in how this subject has been approached and practised in thewestern world. Since the 1960s, the status of gay people and same-sex relationships has proved oneof the most controversial social issues in western society. Social historians in turn have increasinglymoved to study the history of ‘homosexuality’, uncovering a rich array of source material.Much of the contemporary debate has centred on questions about the equality of gay people withinthe law, and their inclusion in anti-discrimination legislation. Arguments on both sides appeal tosources and models from the past, and we take this as a starting point for this unit which is then splitinto three overlapping parts:  the ancient world  the early modern period  the modern era.This is a stimulating unit which allows you to rethink contemporary attitudes on the basis of whathappened in the past. There is ample opportunity for you to explore periods or themes which mostinterest youAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 2 hour examinationSample Source‘She got up to go away and went to the door. I followed. Finding she lingered a moment, pressed herclosely and again tried to put my hand up her petticoats. I felt her grow warm and she let me pressher tightly with my left hand whilst I held her against the door with the other, all the while puttingmy tongue into her mouth and kissing her so passionately as to excite her not a little.’ Diary of Anne Lister, 14 November 1824This diary extract describes an explicit sexual encounter by the lesbian Yorkshirewoman, Anne Lister.The diary was written in code: when it was decoded in the 1980s it transformed the way historiansthink about the history of sex between women. No longer could such pre-20th century relationshipsbe termed only “romantic friendships” (with no sex). Lister’s diary showed the existence of womenwho yearned for full physical pleasure – and found it in the villages and churches of Yorkshire. Listerwas not only sexually promiscuous but she was known and accepted in the local community. 269

Year 3 Alternative Histories (30 credits) HIST 3132 – Conflict, Transformation and Resurgence in Asia (Dr. Priti Mishra and Dr. George Gilbert)Module OverviewThe unit focuses on key countries in South and East Asia, namely, India and China, from the period ofnineteenth-century imperial domination until the contemporary era of globalization. It focuses onthe themes of imperialism, nationalism, decolonization, war, revolution and migration. It addressesthese subjects within a broad comparative analysis and also sets them in the context ofhistoriographical debates. The course will study differing Asian approaches to western intrusion inthe mid to late nineteenth century followed by an assessment of the construction of modernnational, communal and ethnic sources of identity. The mid-twentieth-century era of war, revolutionand independence in Asia will form the next section of the module. The final part of the unitexamines the themes of nation building, revolution and economic resurgence from the 1950s untilthe close of the twentieth century. By the end of the unit, students should have a good awarenessof the historical roots and routes of South and East Asia’s current economic resurgence, along withsome of the dilemmas surrounding the economic and political sustainability of contemporary rapidrates of development. 270

Indicative List of Seminar Topics  The impacts of political and economic imperialism in China and India from the nineteenth century to the earliest decades of the twentieth century  The importance of contact with the West  The importance of emerging concepts of nationalism and national identity  Revolutions in the mid twentieth century: political, economic and social  The economic implications of globalization in the mid to late twentieth century, and how the impact of this has endured into the present dayAssessment Assessment Method % Contribution to Final Mark1 x 4,000-word essay (students can either choose from a list of 50questions in the module handbook, or will have the opportunity toformulate their own question drawn from a lecture or seminartheme)1 x 2-hour exam paper held during the spring examination period 50Sample Source'This struggle is one of conflicting ideologies, and it reflects the class struggle in society. For a partymember, the result of this struggle should be that the proletarian ideology overcomes and ultimatelyeliminates all other ideologies, that the Communist world outlook and that ideas based on thegeneral interests and aims of the Party, of the revolution, and of the emancipation of the proletariatand all mankind overcome and ultimately eliminate all individualism'. How to be a good communist by Liu Shao-chi, 1939This extract, published in 1964, reveals much about the impact of communism in China. Theinterpretation of Marxism – which had of course originated in Western Europe – by a leadingmember of the Chinese Communist Party reveal much about the reception of these ideas withinpolitics, and also described are the plans for Chinese society. Figures like Liu sought to take Marxismand apply it to the Chinese context, based on a desire to, as he wrote, eliminate individualism in thename of the Party and establish a society in which all would be equal. The calamitous impacts ofsuch views – widespread social unrest, famine and genocide – will be a central focus of the elementsof the module that deal with Chinese history. 271

Year 3 Alternative Histories (30 credits) HIST3148 - Cultures of Migration (conveners Professor Kendrick Oliver, Dr Christer Petley, Dr Claire Le Foll, Professor Tony Kushner) John Gast, American Progress, 1872.Module OverviewIn a wide geographical, chronological and disciplinary comparative framework this module exploresthe diverse nature of migration and cultural change. More specifically, the module analyses howmigrant communities have reconstituted their identities and the linguistic and cultural forms ofexpression in light of their origins and their new environments.Indicative List of Seminar TopicsThe aims of this module are to introduce you to histories of migration, diasporas and culturalchange, exploring the histories of selected societies that have been shaped by migration. You willdevelop an understanding of cultural change to migrant or transnational groups, including:  Discussion of the importance of ‘cultural inheritance' and of ‘cultural adaptation'  Exploring theoretical concepts like ‘otherness', ‘hybridity', ‘creolisation' and ‘tradition'  Broader themes of global history and transnational history 272

Assessment Assessment Method % Contribution to Final Mark1 x 4,000-word essay (students can either choose from a list of 50questions in the module handbook, or will have the opportunity toformulate their own question drawn from a lecture or seminartheme)1 x 2-hour exam paper held during the spring examination period 50Sample Source‘When I was a child I moved to Dubai with my family. I went to American schools, and I got thelanguage and the education. I never caused any problems and my family didn't cause any problemsfor anyone, but due to the civil war in Syria we had to go through many problems for being Syrian.My dad worked at an American company and he was going through many problems because of hisnationality and he just thought: “enough.” He didn't want us to go through what he was living at themoment; he just wanted the best for us.’‘More than a year ago… we moved to Germany. I was very depressed for the first six months. Eventhough I had a few family members around me, I felt alone and that I didn't want to be here. Ithought that I had never harmed anyone in Dubai and wondered why they asked me to leave. I waslooking around me and listening to all the stories about what was happening in Syria. Not being ableto go back there, or to Dubai, it just felt like I was alone in this world.’ Leen Hadidi, 18 October 2015: http://theuprooting.eu/leen.htmlThis module is about the movement of people: a key factor in the making of the modern world andthe formation of identities, and also one of the most pressing issues of our times. People migrate formany reasons. Migrants may move of their own free will; others may be forced away from theirhomes by adverse circumstances; others still, like slaves, may have no control at all over theirmigrations. Some migrate with no thought of ever returning, but many long for an eventual return totheir ‘homeland’ after a period in ‘exile’, living elsewhere.On this module, you will explore several different experiences of migration, looking at why peoplehave migrated, how they have experienced the process of moving and how they have responded tolife in a new world. In particular, we will examine cultures of migration: how people’s cultures persistand change during the migration process, and how migrations have been represented andremembered both by those who experienced them and by subsequent generations. We will movebetween individual and collective migration experiences which - like Leen Hadidi’s – often involvehardship and alienation and the subsequent representation of those experiences, which – like Gast’sAmerican Progress - often present migration as a process essential to the construction of themodern world. 273

Year 3 Alternative Histories (30 credits) HIST3150 – Travellers’ Tales (Dr John McAleer)Module OverviewThis module introduces students to some of the ways in which historians use travel literature as asource. It draws on a broad range of examples to explore representations by ‘foreigners’ of societiesand cultures with which they are unfamiliar, and also considers what such observations reveal aboutthe particular narrator. Issues of identity will be to the forefront, including national, ethnic, religiousand gender. Reasons for travel will be examined, such as pleasure, education, exploration, work andpolitics.Indicative List of Seminar Aims  Introduce you both to ways in which travellers’ accounts can be studied as a historical source and to the historiographical debates surrounding their use  Encourage you to think about travellers’ accounts as means by which wider political, social and cultural histories can be explored  Provide you with opportunities to explore travellers’ tales through a variety of case studies and a range of historical periods 274

Assessment % Contribution to Final Mark Assessment Method 50 50 Two-hour examination 4,000-word essaySample Source‘All the shops here are well stocked with goods for sale such as porcelain, japanned wares, cloths &fans, articles of ivory, mother of pearl &c., &c., specimens of which are exposed in front. The variousarticles are well-suited to the taste of their customers, a travellers being easily induced to expend aconsiderable sum in purchasing their knick knacks.’ British Library, Add. MS 35174, f. 34v., William Alexander, ‘Journal of a Voyage to … China’In 1792, William Alexander accompanied one of the first British trade missions to China. Here heremarked on the selection and variety of Chinese goods available to travellers. In describing hisimpressions of unfamiliar people and places, Alexander’s account gives us an insight into hismotivations for embarking on the voyage, underlining the enduring power of travel to tell as muchabout ourselves as the places we visit. 275

Year 3 Alternative Histories (30 credits) HIST3186 – Alternative Conquests: Comparisons and Contrasts (convener Dr Nicholas Karn)Module OverviewConquests are usually given great historical and historiographical prominence; the experience ofconquest, whether as conqueror or conquered, has repeatedly been presented as a definitive eventfor nations and political classes. Those events which have been characterised as conquests are verydiverse, though, and had effects of the greatest variety.This module will be based around a series of case-studies, in which different conquests will beexamined. The aim in so doing is to try to understand what are the most important components ofconquest, and how their interplay determines the short-term and long-term outcomes of the eventsin question; our aim will be to try to understand how conquests are structured, why some eventshave such outcomes and others do not, how conquests are remembered or forgotten, and what arethe definitive elements of conquest. We will look at the military phases of conquest, and thenexamine how collaboration, assimilation and cultural appropriation and revival occurred. This willalso involve some investigation of the methods appropriate for comparative history.Three conquests will be studied for this module; one modern European, one colonial, and onemedieval European; and one each of short-term, medium-term and long-term duration. It is alsointended that you will explore further instances of conquest as a self-directed exercise.Indicative List of Seminar Themes  Conquest: Themes and Concepts  The Normans in England  The British in Bengal: The East India Company and British India  Napoleonic Conquest 276

Assessment % Contribution to Final Mark Assessment Method 50 50 Two-hour examination 4,000 word essaySample Source‘Next, murder is the name for the secret death of someone whose killer is unknown. For ‘murder’means something concealed or hidden. In the state the kingdom was in just after the Conquest,those who were left of the defeated English secretly plotted against the mistrusted and hatedNormans, and now and then, when they had the chance, clandestinely murdered them everywherein woods and secluded places. To avenge them, when the kings and their officials had for some yearsinflicted terrible torments on the English, but the latter had not stopped at all, they came up withthis plan; if the murderer of a Norman was not immediately obvious, nor his identity clear from hishaving fled, then the division of land, which they call a hundred, in which the murdered Norman hadbeen found would be punished through a fine of silver, £36 for some, or £44 for others, dependingon the sort of place it was and the frequency of such crimes. They say this is done so that the generalpenalty will ensure the safety of those travelling through the region, and so that each person willhasten to punish so great a crime, or to hand over for judgement the person who caused such ahuge loss to the whole neighbourhood. … but now, with the Normans and English living side by sideand intermarrying, the two nations are so mixed that that today one can scarcely distinguish who isEnglish and who is Norman—among free persons, that is, for it is different with unfree persons …’ Richard fitz Nigel, Dialogus de Scaccario/The Dialogue of the Exchequer, edited and translated by Emilie Amt (Oxford: Clarendon Press, 2007), p. 81Conquests were not events; they were processes which took decades, in which the initial shock ofmilitary contact was followed by decades, sometimes centuries, of resistance and assimilation, inwhich the relationships between conquered and conquerors was successively redefined in terms ofethnicity, identity, memory and class. In this extract, written just over a century after the Conquestof 1066, the writer discusses some arrangements made for the protection of Normans fromresistance attacks through the imposition of collective punishment on whole districts (a practiceseen in many other conquests too), and draws a sharp (and, probably, false) distinction betweenwhat he perceived as the sharp ethnic distinctions of the past with the more fluid situation of hisown time. Conquests are often used as shorthand for explaining major social institutions andchange, and the limits of their explanatory power can be seen here. 277

Year 3 Alternative Histories (30 credits) HIST3187 - The Bible and History (convener Dr Helen Spurling and team)Module OverviewWhat is the Bible and how important has it been throughout history? ‘The Bible and History'explores the role, significance and impact of the Bible in different historical contexts over time. Thismodule begins by introducing you to the Bible itself and then explores how it has been understoodand used to support different arguments or positions at key, often controversial, moments inhistory. We examine a selection of case studies from the ancient, medieval, early modern andmodern world from the ‘clash’ between cultures in the Roman world to slavery and emancipation innineteenth century America. The module introduces you to the use and reception of the Bible indifferent historical contexts, and invites you to assess and debate the relevance of the Biblethroughout history and for today's society.Indicative List of Seminar ThemesThe module begins with introductory sessions on concepts and approaches, followed by specific casestudies (which may vary from year to year). Typical examples include: Sovereignty and imperialism Kingship Marriage and adultery Civil War Darwinism Slavery Women’s rights 278

Assessment % Contribution to Final Mark Assessment Method 50 1 x 4,000-word essay 50 2 hour examination (one essay and an essay or commentary)Sample source‘The first appearance of slavery in the Bible is the wonderful prediction of the patriarch Noah:“Cursed be Canaan, a servant of servants shall he be to his brethren. Blessed be the Lord God ofShem, and Canaan shall be his servant. God shall enlarge Japheth, and he shall dwell in the tents ofShem, and Canaan shall be his servant.” (Gen. 9:25) […] The Almighty, foreseeing this totaldegradation of the race, ordained them to servitude or slavery under the descendants of Shem andJapheth, doubtless because he judged it to be their fittest condition. And all history proves howaccurately the prediction has been accomplished even to the present day.’ John Henry Hopkins, Scriptural, Ecclesiastical and Historical View of Slavery (1864), 7The Bible has been used throughout history to support different perspectives and claims. John HenryHopkins was the bishop of Vermont in nineteenth century America, and he wrote this pamphletduring the course of the American Civil War to support the continuation of slavery. Hopkins did notalways agree that the actions of slave owners were appropriate, but he would not argue against thevalidity of the institution of slavery as it was endorsed by divinely inspired Scripture. This sourcehighlights the importance of the Bible in debates about slavery in the nineteenth century, and thedivisive nature of opposing interpretations of the Bible for American society.279

Year 3 Alternative Histories (30 credits) HIST3XXX - Homes and Houses: Challenging the Domestic (conveners Dr Louise Revell, Dr Eleanor Quince) Mottisfont Abbey, near. Romsey, HampshireModule OverviewOne of the earliest human instincts has been to find or construct shelter and a place to live.However, such dwellings are more than functional: they help shape family relationships, economicactivities, and act as monuments to power. For the historian, they provide an insight into the dailylives of peoples in the past, embody social organisation and wider ideologies. In this module, you willhave the opportunity to examine a range of buildings from Hampshire covering the Roman,Medieval and Early Modern periods. As this will in part be through fieldtrips, the content will varydependent on which buildings we are able to arrange access to.Summary of syllabus content  Introduction: definitions of building and architecture  Roman villas  Visit to Rockbourne Roman villa  Theories of architecture: the significance of style and decoration  Theories of architecture: the use of space  Medieval architecture  Visit to Tudor House and Garden, Southampton  Theories of architecture: buildings and power  Theories of architecture: houses and households  18th century architecture and the reinvention of classicism  Field trip to Mottisfont Abbey 280

The module also incorporates three field trips as an essential part of the learning experience, the costof which is covered by the department. These are:  Field trip to Rockbourne Roman villa  Field trip to Southampton  Field trip to Mottisfont AbbeyAssessment % Contribution to Final Mark Assessment Method 40 60 2,000-word essay dealing with an aspect of architectural theory 3,000-word individual research project on a specific buildingSample Source‘The general esteem that travellers have for things foreign, is in nothing more conspicuous than withregard to building … It is owing to this mistake in education that so many of the British quality haveso mean an opinion of what is performed in our own country; though perhaps in most we equal, andin some things we surpass our neighbours’ Colen Campbell, Vitruvius Britannicus (1717), vol. I, introduction.In 1740 Sir Richard Mill, then owner of Mottisfont Abbey, demolished most of the Tudor buildingswhich made up the property and incorporated the rest into a new three storey home (above). SirRichard was one of many eighteenth-century country house owners who undertook to give theirhomes a face-lift – inside and out. Colen Campbell’s Vitruvius Britannicus, first published in 1717,acted as a guide for these gentlemen architects. As a publication it was unprecedented: acompendium of English country houses which were considered as ‘architecture’ and from whichbudding designers could gather inspiration for their own projects. Campbell’s masterstroke was inplacing English buildings on a sure footing against continental rivals: the English can build and theirhomes are worthy of record. The typical ‘Georgian’ – named for successive British monarchs from1714 to 1830 – design of Mottisfont draws its inspiration from the overt symmetry of countryhouses such as Coleshill in Essex and Castle Howard in North Yorkshire. The formality and regularityof the exterior was repeated internally: a challenge to the domestic through the delineation of socialspheres – male/female, homeowner/servant – demarcated through labelled rooms and back stairsleading to basement kitchens and servants’ quarters under the eaves.281

Year 3 Single Module (15 credits) ARCH3011 - Iron Age Societies (Professor Tim Champion) Lithograph by William Linnell, after Edward Armitage, The Landing of Julius Caesar, 1847Module OverviewJulius Caesar’s expedition to Britain in 55 BC marked the first direct contact between the classical,literate world of the Mediterranean and the ‘barbarian’ world of Britain. What sort of society didthey encounter? In this module, you will examine the evidence for Britain in the Iron Age, c. 800 BCto AD 43, the start of the Roman annexation of Britain under the emperor Claudius. During thisperiod there were important developments in technology and economy, such as the growth of aniron industry and of more specialised modes of production. From c. 250 BC there were significantchanges in social organisation, with the production of gold coinage and marked differences in theburial evidence, suggesting the emergence of a social elite. By the time of the earliest writtenrecords, classical authors refer to some of these leaders as ‘kings’.Indicative List of Seminar Topics  The nature of Early Iron Age social organisation: food as power  Approaches to ‘Celtic’ ‘art’  The function of coinage in prehistoric society  The literary evidence of Greek and Roman historians  The reality of Late Iron Age ‘kingdoms’  Relationships with Rome from Caesar to Claudius 282

Assessment % Contribution to Final Mark 0 Assessment Method 50 1 x 1,500-word assessment of the significance of a selected archaeological site 50 1 x 2,000-word assessment of the evidence for social organisation in a selected area 2 hour examination (two essays to be chosen from eight questions)Sample SourcesThis module deals with a period at the very beginning of a written historical record for Britain. Formuch of the Iron Age, the evidence is exclusively archaeological, but for the last three centuriesthere are also coins and some written sources from Greek and Roman geographers and historians.Each of these sources of evidence poses very different problems of interpretation.Historical: Kings fled to me as supplicants: of the Parthians Tiridates, and later Phrates, son of KingPhrates; Artavasdes of the Medes; Artaxares of the Adiabeni; of the Britons, Dumnobellaun[us] andTincom[arus] Res gestae divi Augusti, 32Numismatic: Coin of Verica, with inscriptions VER[ICA], REX and COM F (son of Commius)Archaeological: Maiden Castle, Dorset: an Iron Age hillfort, first occupied c. 500 BC, later extended and surrounded by massive defences, but abandoned before the end of the period. 283

Year 3 Single Module (15 credits) ARCH3017 - Presenting the Past (Professor S. Moser/C.H.Elmer) Ferrante Imperato’s ‘Museum’, Naples 1598Module OverviewMuseums have sought to inspire curiosity and wonder for at least 500 years. The questions why dowe collect and what stories do we tell with these collections form the basis for this module whichinvites you to critically examine the role played by museum exhibitions in defining the past. Themodule is focused on the creation of an exhibition proposal and design achieved through groupwork. The aim is for groups (of 5-6 students) to develop innovative displays drawing on anarchaeological/historic theme that offers evidence of accurate research and the creative applicationof current museological thinking.Indicative List of Seminar Topics  The history of museums and museum studies  In depth study of a museum display (field trip)  Visitor studies and the nature of museum audiences  Developing the exhibition message  The relationship between text, image and object in museum display  Exhibition evaluation and community consultation  The museum of the future 284

Assessment Assessment Method % Contribution to Final Mark1 x 1,500-word essay on ‘the most exciting and /or important 30development in modern museums’1 x Group oral presentation on their exhibition 101 x Group project report of 4,000 words detailing the exhibition 60proposalSample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘If you wish to vanquish Drunkeness and the Devil, make God’s day of rest elevating andrefining to the working man; don’t leave him to find his recreation in bed first, and in the publichouse afterwards….open all museums of Science and Art after the hours of Divine service; let theworking man get his refreshment there in company with his wife and children, rather than leave himto booze away from them in the Public House and Gin Palace. The Museum will certainly lead him towisdom and gentleness, and to Heaven, whilst the latter will lead him to brutality and perdition.’Cole, Sir Henry (1884), Fifty years of Public Work of Sir Henry Cole, K.C.B., Accounted for in his Deeds,Speeches and Writings (2 vols), London: George Bell and Sons quoted in Bennett, T. 1995 The Birth of the Museum London: Routledge, p. 21Archaeological: The Amesbury Archer, Salisbury Museum-Wessex Gallery The newly displayed gallery provides archaeological material ranging in time from Prehistory up to the Norman Conquest.Historic site/Museum Winchester City museum- one of the earliest purpose built 19th Century museums. 285

Year 3 Single Module (15 credits) ARCH3028 - Living with the Romans: Urbanism in the Roman Empire (Dr Dragana Mladenović) Model of the City of Rome (curtesy of the Museo della Civiltà Romana)Module Overview“The ancient world was a world of cities” – while not unproblematic, this phrase, famously coined bySir Moses Finley (1977), reflects fascination of modern scholarship with the classical urban boom.Such fascination is easy to understand: Roman cities were more numerous, populous and biggerthan any of their predecessors and will remain unrivalled for centuries to come. In the 1st century ADItaly had around 500 cities, Rome’s estimated population reached 1 million (to be achieved againonly 18 centuries later by London), and the surface area of two public buildings in a modestly-sizedcity of Pompeii equalled that of the walled area of smaller medieval towns.This module introduces you to towns from across Roman world between the 3rd century BC and the6th century AD. Although many may seem and feel like modern towns, they actually worked in quitedifferent ways, a reflection of the fact that ancient Roman society was distinct to our own. You willlearn of the very different ways in which the Romans thought about towns and how they wereorganized. In particular, you will be introduced to the vibrant political and commercial life of townsin the Roman towns and province, and venture out into the countryside surrounding the towns, andlearn something of their links to villages, farms and villas, as well to Rome itself. You will alsodiscover why there were very marked differences between towns in different parts of theMediterranean, north-western Europe, north Africa and the Middle East. Furthermore, this coursewill introduce you to some breath-taking archaeological sites and provide you with a fascinatingglimpse into a key part of our European cultural heritage.Indicative lecture list  Urbanism before Rome  The City of Rome  Towns in Italy/ Africa and Iberia/ the East/ NW Provinces  Roman Architecture  Urban Art and Inscriptions  Public Space in Roman Towns  Domestic Space in Roman Towns  Economic Activities of Towns  Towns in Late Antiquity 286

Assessment % Contribution to Final Mark Assessment Method / 30 Individual presentations (formative) 20 Individual presentations write-up (summative) 50 Group project presentations (summative) Examination (120 mins)Sample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘The harbors had communication with each other, and a common entrance from the seaseventy feet wide, which could be closed with iron chains. The first port was for merchant vessels,and here were collected all kinds of ships' tackle. Within the second port was an island which,together with the port itself, was enclosed by high embankments. These embankments were full ofshipyards which had capacity for 220 vessels. Above them were magazines for their tackle andfurniture. Two Ionic columns stood in front of each dock, giving the appearance of a continuousportico to both the harbor and the island. On the island was built the admiral's house, from whichthe trumpeter gave signals, the herald delivered orders, and the admiral himself overlookedeverything. The island lay near the entrance to the harbor and rose to a considerable height, so thatthe admiral could observe what was going on at sea, while those who were approaching by watercould not get any clear view of what took place within. Not even the incoming merchants could seethe docks, for a double wall enclosed them, and there were gates by which merchant ships couldpass from the first port to the city without traversing the dockyards. Such was the appearance ofCarthage at that time..’ Appian’s description of the harbour of Carthage (Punic Wars, 14. 96).Iconographic: Relief fragment of Ara Pietatis (altar), showing the frontage of the temple of the Mars Ultor; the relief provides only surviving evidence of the pediment sculpture group Archaeological: Excavated remains of the: Roman colony of Timgad, Algeria. 287

Year 3 Single Module (15 credits) ARCH3034 - The Archaeology of Seafaring (Dr Julian Whitewright) An isolated island appears over the horizon in the eastern Mediterranean. It lies along the route ofthe earliest seafaring activity 10,000 years ago, in an area where in the 21st century people still take the ultimate risk in venturing towards the unknown, across the horizon.Module OverviewSeafaring lies at the heart of human activity across the world and has taken place from the earliesttimes to the present day. Reflecting this, in recent years the study of seafaring has become anincreasingly important area in our understanding of the human past. Current research within theArchaeology Department takes place across a range of areas and periods and is reflected in themodule content; from the prehistoric human colonisation of Australasia in c.50,000BC to thedevelopment and application of industrial processes for maritime technology in the globalisingmaritime world of the 18th and 19th century. These periods form part of the case studies, alongsideexamples from the ancient Mediterranean, early medieval north-west Europe and the Indian Ocean,which are central to the module. Study of seafaring in these periods draws upon a wide range ofevidence types, beyond archaeology; historical sources, iconography, literary writing, ethnographicobservation, and experimentation. The module will introduce you to the ways these sources areused and you will gain a thorough grounding in the understanding and interpretation of seafaringfrom a social, economic and environmental perspective. This, along with the case studies, willprovide you with a developed appreciation of the global significance of seafaring activity and how itcan greatly enhance our overall understanding of the past.Indicative List of Lecture/Seminar Topics  What is Seafaring? Who are seafarers?  Sources of evidence for seafaring  Understanding ships and boats  The origins of seafaring in prehistory  The Ancient Mediterranean  Prehistoric seafaring in NW Europe  Saints, Saxons and Vikings: early medieval seafaring in the British Isles  Cogs, Caravels and Galleons  The Indian Ocean World  18th/19th century globalised seafaring 288

Assessment % Contribution to Final Mark Assessment Method Formative 50 15 minute group presentation: seafaring topic of your choice 50 2,000-word short answer essay questions 2,000-word research essay: seafaring topic of your choiceSample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘Why is it that, when the wind is unfavourable and they wish to run before it, they reefthe sail in the direction of the helmsman, and slacken the part of the sheet towards the bows? Is itbecause the rudder cannot act against the wind when it is stormy, but can when the wind is slightand so they shorten sail? In this way the wind carries the ship forward, but the rudder turns it intothe wind, acting against the sea as a lever. At the same time the sailors fight against the wind; forthey lean over in the opposite direction.’ Aristotle, Mechanical Problems, 851b.7.Iconographic: Mosaic of the ‘Shippers of Sullecthum’ at the Square of the Corporations, Ostia, Italy. Showing two freighters from the route between North Africa and Italy. Courtesy of www.ostia-antica.orgArchaeological: Cypriot bichrome ware jug dating to 750-600 BC showing a sailing vessel carrying a single- masted, loose-footed sail (British Museum Cat. No. 1926,0628.9, Image copyright: Trustees of the British Museum)Taken together, these extracts provide complementary evidence about the development ofships and shipping in the ancient Mediterranean. Using such sources in addition to directshipwreck evidence, we are informed of the methods of construction, the rig, the routes oftrade, the cargoes carried, how vessels were used and their potential performance. All of theseaspects are critical for our understanding of maritime connections, and how they change overtime, in the ancient Mediterranean. 289

Year 3 Single Module (15 credits) ARCH3XXX - Later Anglo-Saxon England The Alfred Jewel: Ashmolean Museum, OxfordModule OverviewBetween c. 800 and c. 1100, England developed from a proliferation of small kingdoms into a singlenation-state. The ninth century was dominated by viking raids and settlements (note the lower case‘v’ –there was never a single region or tribal group involved), and the defence of Wessex by KingAlfred. His successors pushed north in the tenth century, creating a kingdom that stretched in effectfrom Hadrian’s Wall to Cornwall. Renewed viking raids destabilized this, but control was establishedby Cnut, eventually to be won by William the Conqueror. Consequently this three hundred years sawchanges perhaps more extreme than any since the withdrawal of the Roman legions in the fifthcentury, or any that were to come afterwards up to the present day.Indicative List of Seminar Topics  The documents known as the ‘Burghal Hidage’ and the forts listed  The ‘Battle of Maldon’ poem  Archaeological objects: from gold to clay  Domesday Book  Religion: Christianity, churches and patronage 290

Assessment % Contribution to Final Mark Assessment Method 25 each 50 2 x 800-word assessment 1 x 1,5000-word essay based upon the seminar topicsSample SourcesThe module is interdisciplinary, using both archaeological and historical sources. The former includessuch physical evidence as defences, houses, rings and pots, the latter the ‘Life’ of King Alfred theGreat, poetry, the Anglo-Saxon Chronicles, charters and Domesday Book.Together, the sources combine in the study of economics, trade, political development, settlementsand agriculture. The period saw the development of a network and hierarchy of towns and coin-producing mints, a renaissance in culture and a change to a land-holding, ‘feudal’ society.Bradford-on-Avon, Wiltshire, the early eleventh-century chapel, drawn by Graham Excell. Probablybuilt to house the relics of King Edward the Martyr soon after A. D. 1000, it exemplifies howdocumentary evidence, in this case primarily a charter written for Shaftesbury Abbey, combines withthe physical evidence of the surviving structure to show the wealth of England, the importance ofreligion, and the threat presented by the Viking wars. 291

Year 3 Single Module (15 credits) HIST3XXX - Afro-Latin America: From the Trans-Atlantic Slave Trade to the PresentModule OverviewThis module examines the histories and experiences of African descended peoples in Latin Americaand the Caribbean (often called “Afro-Latin America”). Spain and Portugal in particular were deeplyinvolved in the transatlantic slave trade over several centuries, with their New World coloniesreceiving ten times as many slaves as the United States. Today many Latin American countries – suchas Brazil, Colombia, and Cuba -- include significant black populations. This module uses historical andanthropological approaches to understand their past and present identities and experiences. To doso, it draws on a range of sources and genres, including film, literature, ethnography, and history, aswell as on social theory.Indicative List of Seminar Topics  The Atlantic Slave Trade  Spanish and Portuguese Colonialism  Theoretical Approaches to Afro-Latin America  Slavery and Freedom  Social Movements, Activism and Democracy  Racial Identities in Latin America  Culture, Identity and Popular Expression 292

Assessment % Contribution to Final Mark Assessment Method 40 40 1,500 word essay 10 1,500 word final essay 10 Class participation Class presentationSample SourceBetween 1650 and 1860, approximately 10 to 15 million enslaved people were transported fromWestern Africa to the americas’ Most were shipped to the West Indies, Central America, and SouthAmerica. 293

Index (modules grouped by historic period)Core Module/Compulsory*HIST1151 - World Histories – *compulsory for all students reading history and joint degrees exceptAncient History and joints……………………………………………………………………………………………………………..…..7HIST1150 - World Ideologies – *compulsory for all single degree history students……………………………9HIST2008 - Group Project – *compulsory for all single honours History students………………..………..131AncientHIST1130 - Wonderful things: World History Told Through Objects – compulsory for Ancient Historyand joint students……………………………………………………………………………………………………………………………11HIST1154 - Ancient History: Sources and Controversies – compulsory for Ancient History and jointstudents…………………………………………………………………………………………………………………………………………..13HIST1155 - Introduction to the Ancient World – compulsory for Ancient History and joint………………15HIST1102 - The End of the World……………………………………………………………………………………………………..45HIST1106 - Emperor Constantine the Great……………………………………………………………………………………..47HIST1126 - Consuls, Dictators and Emperors……………………………………………………………………………………57HIST1153 - Alexander the Great and his Legacy……………………………………………………………………………….75HISTXXXX - The Roman Army in Britain: Life on the Northern Frontier…………………………………………….81HIST2045 - Cleopatra’s Egypt…………………………………………………………………………………………………………141HIST2055 - The Eternal City: The City of Rome…………………………………………………………………………………83HIST2103 - Self-inflicted Extreme Violence…………………………………………………………………………………….109HIST2093 - Strategy and War…………………………………………………………………………………………………………..99HIST2XXX* - Ancient Greeks at War……………………………………………………………………………………………….115HIST2XXX - Roman Emperors and Imperial Lives…………………………………………………………………………….113ARCH2003 – The Power of Rome: Europe’s First Empire………………………………………………………………..119ARCH3017 - Presenting the Past…………………………………………………………………………………………………….283HIST3157/8 - Hidden and Forbidden: Religious Lives East of Rome………………………………………………..201HIST3195/6 – Islam, Conquests and Caliphates………………………………………………………………………………225 294

HIST3199/00 - Being Roman: Society and the Individual in Rome and Italy……………………………………229ARCH3011 - Iron Age Societies……………………………………………………………………………………………………….281ARCH3028 - Living with the Romans: Urbanism in the Roman Empire……………………………………………285ARCH3034 - The Archaeology of Seafaring…………………………………………………………………………………….287MedievalHIST1074 - The Battle of Agincourt………………………………………………………………………………………………….33HIST1087 - Pope Innocent III……………………………………………………………………………………………………………39HIST1093 - The Reign of Philip II………………………………………………………………………………………………………41HIST1134 - The Murder of Edward II………………………………………………………………………………………………..61HIST1136 - Siena to Southampton……………………………………………………………………………………………………63HIST1146 - Joan of Arc……………………………………………………………………………………………………………………..69HIST1148 - Castles……………………………………………………………………….…………………………………………………..73HIST2049 - Sin and Society: 1100-1520………………………………………………………………………………………….143HIST2069 - Knights and Chivalry………………………………………………………………………………………………………85HUMA2008 – The Life and Afterlife of Vikings……………………………………………………………………………….121HIST2036 - The Hundred Years’ War: Britain and Europe, 1259-1453…………………………………………….137HUMA2XXX* - Arabian Nights and Days: The World of the 1001 Nights…………………………………………123ARCH3017 - Presenting the Past…………………………………………………………………………………………………….283HIST3184/5 - All Manner of Men, Working and Wandering: Daily Life in the Middle Ages……………..221HIST3195/6 - Islam, Conquests and Caliphates …………………..…………………………………………………………225ARCH3XXX - Later Anglo-Saxon England………………………………………………………………………………………..289Early ModernHIST1008 - A Tudor Revolution in Government?..................................................................................17HIST1020 - The French Revolution…………………………………………………………………………………………………..25HIST1029 - New World Slavery………………………………………………………………………………………………………..27HIST1062 - Rebellions and Uprisings in the Age of the Tudors…………………………………………………………31 295

HIST1094 - Henry VIII: Reputation and Reality…………………………………………………………………………………43HIST1137 - Revolutionary America…………………………………………………………………………………………………..65HIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660…………………………….125HIST2051 - The British Atlantic World…………………………………………………………………………………………….145HIST2053 - Habsburg Spain: 1471-1700: The Rise and Decline of the First European Superpower…147HIST2059 - Plague, Fire and Popish Plots: The Worlds of Charles II………………………………………………..149HIST2072 - Treason and Plot: A History of Modern Treason in Europe…………………………………………….89HIST2084 - Accommodation, Violence and Networks in Colonial America……………………………………..153HIST2086 - Building London 1666 – 2012……………………………………………………………………………………….155HIST2090 - The Second British Empire……………………………………………………………………………………………159HIST2094 - Wellington and the War against Napoleon ………………………………………………………………….101HIST2097 - Napoleon and his Legend…………………………………………………………………………………………….103HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping…………………………..105HIST2102 - Discipline and Punish: Prisons and Prisoners in England 1775-1898…………………………….107HIST3075/6 - Crime and Punishment in England c. 1688-1840……………………………………………………….185HIST3126/7 - Fashioning the Tudor Court………………………………………………………………………………………197HIST3173/4 - The Wars of the Roses………………………………………………………………………………………………205HIST3176/7 - Forging the Raj………………………………………………………………………………………………………….209HIST3XXX* Racism in the United States………………………………………………………………………………………….253HIST3XXX - Afro-Latin America………………………………………………………………………………………………………291Modern/ContempoaryHIST1011 - The First World War……………………………………………………………………………………………………….19HIST1012 - Who is Anne Frank?............................................................................................................21HIST1015 – McCarthyism…………………………………………………………………………………………………………………23HIST1058 - Russia in Revolution………………………………………………………………………………………………………29HIST1076 - God’s Own Land…………………………………………………………………………………………………………….35HIST1085 - German Jews in Great Britain after 1933……………………………………………………………………….37 296

HIST1109 - Terrorists, Tyrants and Technology………………………………………………………………………………..49HIST1111 - Gandhi and Gandhism……………………………………………………………………………………………………51HIST1119 - The Long Summer?.............................................................................................................53HIST1124 - Heroes and Villains…………………………………………………………………………………………………………55HIST1133 - Passages in a Middle Eastern Tragedy……………………………………………………………………………59HIST1145 - From Shah to Ayatollah………………………………………………………………………………………………….67HIST1147 - The Real Downton Abbey……………………………………………………………………………………………….71HIST1160 - Fascism and the Italian People…………………………………………………..…………………………………77HIST1158 - Liberté, Egalité, Beyoncé………………………………………………………………………………………………..79HIST2004 - Making of Englishness: Race, Ethnicity and Immigration in British Society, 1841-Present………………………………………………………………………………………………………………………………………….127HIST2006 - Looking Beyond the Holocaust: Impact of Genocide on Contemporary History……………129HIST2031 - Stalin and Stalinism………………………………………………………………………………………………………133HIST2035 - The Struggle of the Czechs: From Serfdom to Stalinism……………………………………………….135HIST2039 - Imperialism and Nationalism in British India………………………………………………………………..139HIST2064 - The Space Age………………………………………………………………………………………………………………151HIST2071 - Celebrity, Media and Mass Culture: Britain 1888-1952………………………………………………….87HIST2072 - Treason and Plot: A History of Modern Treason in Europe…………………………………………….89HIST2073 - Jews in Germany before the Holocaust………………………………………………………………………….91HIST2074 - Visual Culture and Politics: Art in German Society, 1850-1957……………………………………….93HIST2082 - Nelson Mandela: A South African Life…………………………………………………………………………….95HIST2086 - Building London 1666 – 2012……………………………………………………………………………………….155HIST2087 – Islamism: From the 1980s to the Present…………………………………………………………………….157HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries…………97HIST2093 - Strategy and War…………………………………………………………………………………………………………..99HIST2096 - Evolution of US Counterterrorism………………………………………………………………………………..161HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping…………………………..105HIST2108 - The Making of Modern India………………………………………………………………………………………..111 297