Module booklet_Open Days

Assessment % Contribution to Final Mark Assessment Method 20 40 Commentary on a selection of primary texts (1,000 words) 40 Essay set by the tutor (2,000 words) Examination (1 hour)Sample Source‘When I, Constantine Augustus, and I, Licinius Augustus, came under favorable auspices to Milan andtook under consideration everything which pertained to the common weal and prosperity, weresolved among other things, or rather first of all, to make such decrees as seemed in many respectsfor the benefit of every one; namely, such as should preserve reverence and piety toward the deity.We resolved, that is, to grant both to the Christians and to all men freedom to follow the religionwhich they choose, that whatever heavenly divinity exists may be propitious to us and to all that liveunder our government.’ Edict of Milan (313 AD)Although this edict is hailed as the turning point when Christians were granted freedom of worshipyou will note that the proclamation offers freedom to all faiths. During the reign of ConstantineChristians were still a minority in the Roman Empire and it was to be another century beforeChristianity was to become THE official religion of the Roman Empire.48

Year 1 - Cases and Contexts Module (15 credits) HIST1109 - Terrorists, Tyrants and Technology: America’s “War on Terror” (Dr Chris Fuller)Module Overview9/11; jihad; al-Qaeda; War on Terror; Osama bin Laden; Afghanistan; the Taliban; the Bush Doctrine;Iraq; WMDs; waterboarding; targeted killing and drones. America’s War on Terror, launched as aresponse to the terrorist attacks of 11 September, 2001 has created some of the most important andcontroversial themes in foreign policy in the twenty-first century thus far. This module tracks 9/11back to its Cold War origins, answers the frequently asked question “why do they hate us?”, andexplores the policies introduced by the Clinton, G.W. Bush and Obama administrations in theirefforts to counter the ever-evolving terrorist threat.Indicative List of Content  What is terrorism?  The CIA’s role in the Afghan jihad during the Cold War  The rise of the Taliban  The roots and ideology of Islamic extremism  The foundation of al-Qaeda, and the group’s goals and strategy  The Clinton administration’s efforts to combat al-Qaeda  9/11 and the Bush administration’s response  The origins, execution and consequences of the Iraq War  Counterterrorism policy under the Obama administration 49

Assessment Assessment Method % Contribution to Final MarkCommentary on a selection of primary texts (2 x 500-words) 202,000-word essay from a selection of questions set by the tutor 40Examination (1 hour) 40Sample Source‘[T]he President is authorized to use all necessary and appropriate force against those nations,organizations, or persons he determines planned, authorized, committed, or aided the terroristattacks that occurred on September 11, 2001, or harbored such organizations or persons, in order toprevent any future acts of international terrorism against the United States by such nations,organizations or persons.’ Senate Joint Resolution 23, 107th Congress, 18 September 2001 Authorization to Use Military Force (AUMF)Written in the emotional days following the 9/11 attacks and passed through Congress by 420 votesto one, this open-ended authorization granted the president authority to wage war against al-Qaedaand any other group even slightly associated with them, anywhere in the world. It has been used toauthorise American military action in Afghanistan, Pakistan, Iraq, Yemen, Somalia, Libya and Syria.Essentially, the AUMF has served as a licence for a permanent war-footing against terrorists,transforming US foreign policy in the post-9/11 world. 50

Year 1 - Cases and Contexts Module (15 credits) HIST1111 - The Politics of Disobedience: Gandhi in India and the World (Dr Pritipuspa Mishra)Module OverviewThis module will introduce you to the life and thought of Mohandas Karamchand Gandhi. Themodule content will cover a brief outline of Gandhi’s biography and politics, a close reading of hismost famous political tract Hindi Swarai and readings of the multiple lives of Gandhi in public andpolitical imagination in India and abroad. In addition to scholarly texts, material covered in thecourse will include films, cartoons, photos and speech recordings. Particular emphasis will be placedon the public consumption and articulation of Gandhian political mores. To this end you will beencouraged to explore the representations of Gandhi in the new media.Indicative list of seminar topics  Was Gandhi a feminist?  Did the masses really understand Gandhian politics?  Play reading and analysis of \"Is is I, Nathuram Godse speaking\"  Gandhi Goes Abroad: Emigration, Diaspora and Race relations in England and South Africa  Politics of Matrydom- Gandhi’s Assasination as one among many deaths.  Contemporary Gandhi: Student dissent, Anti-corruption and 21st century civil disobedience. 51

Assessment % Contribution to Final Mark 10 Assessment Method 40 1 x 500-word commentary 10 1 x 2,000-word essay 40 Group presentation 1 hour examinationSample Source The Shirted And The Shirtless - J. C. Hill in Auckland Star, New Zealand, 1931J. C. Hill of the Auckland Star, New Zealand, shows a parade of the leaders of the various politicalmovements of the world in 1931 associated with the wearing of shirts of various colours before abare-chested Gandhi, who, unimpressed, turns his gaze away from them. But on his way back toIndia from Britain, Gandhi called on Benito Mussolini, the fascist ruler of Italy, in Rome. The meetingwas brief. Gandhi was not impressed by his host and told him he was building a house of cards. \"Hiseyes are never still,\" he commented later. 52

Year 1 - Cases and Contexts Module (15 credits) HIST1119 - The Long Summer? Edwardian Britain 1901-1914 (Dr Eve Colpus)Module OverviewEdward VII's accession to the throne in 1901 began a transformative moment in British history, whenBritain was arguably still the greatest world power and the terrible destruction of the First WorldWar was still to come. Imperial pageantry, the Titanic hitting an iceberg, the elderly queuing for theirold-age pensions are defining images of Britain between 1901 and 1914. So too are suffragettes fire-bombing politicians' houses and art nouveau (and modernist art). But what defined the Edwardianera? A legacy of Victorian confidence? Authentic ambitions for modernity? Long summers or deep-seated conflict? In this module you will examine Edwardian Britain from a range of vantage pointsthat take in the political, social, cultural, economic and technological developments of these years.And you will consider how the Edwardian period has been commemorated and re-imagined since1914.Indicative List of Seminar Topics Introduction: locating the Edwardians Edward VII and the Edwardians The Franco-British Exhibition: imperialism or transnationalism? Class and Poverty The Liberal Party and New Liberalism The Strange Death of Liberal England? The Women’s Movement in Edwardian Britain Art and Aesthetic Cultures Edwardians in Film 53

Assessment % Contribution to Final Mark Assessment Method 50 50 1 x Commentary exercise (2x 500 words) 1 x Essay (1x 2,000 words)Sample Source Still from Electric Tramlines from Forster Square, Bradford (dir. Mitchell and Kenyon, 1902)Sagar Mitchell and James Kenyon began producing films in 1897. Documenting scenes of work andsocial life largely in the north of England and Scotland, as well as fiction films, their collection ofsilent films went forgotten until 1994 when it was rediscovered. Electric Tramlines from ForsterSquare, Bradford (1902) is an example of a ‘local film’ produced by Mitchell and Kenyon whichcaptured everyday scenes of Edwardian life in Bradford, Yorkshire. Such films offer a vantage pointinto the social history of the Edwardian period. They also present a critical challenge to historians tomake sense of the coincidence of processes of social, cultural and technological modernization andthe vibrancy of older traditions in this period. For example, many of Mitchell and Kenyon’s filmsshow the co-existence in Edwardian towns and cities of older forms of horse-drawn transportalongside the new automobiles. Film was a new part of the cultural and aesthetic imagination of theEdwardian period, moving from an entertainment shown in music halls, fairgrounds and local spacesin the early period to the dedicated picture palaces that had popularized in urban centres by 1914. 54

Year 1 - Cases and Contexts Module (15 credits) HIST1124 - Heroes and Villains Culture and the British Empire, 1870-1914 (Dr Christopher Prior) ‘Backing Him Up’, Judy, 2 October 1878Module OverviewThe late nineteenth and early twentieth centuries are invariably seen as the high point of the BritishEmpire, a period when Britain's global influence was at its peak. Much of the British culture of thetime consequently reflected an unparalleled confidence, with a myriad of sources from public schooleducation and adverts to music and architecture glorifying such political and economic pre-eminence, extolling the supposedly quintessentially British or English virtues of heroism, duty, self-sacrifice, and the ‘Anglo-Saxon' mission to ‘civilise' the rest of the world.Indicative List of Seminar Topics  Fiction and poetry: Kipling’s India  Art and advertising: Selling soap (and racial superiority)  Journalism and history: Creating an imperial past  Schooling: The imperial creche?  Gender: Imperial women and the vote  Nationality: The four ‘nations' of Great Britain and their imperial identities 55

Assessment % Contribution to Final Mark Assessment Method 20 40 1 x 1,000-word commentary 40 1 x 2,000-word essay 1 hour examinationSample Source‘The Afghan Wolf may friendship makeWith cunning Russian Bear,But the Indian Tiger’s wide awakeAnd bids them both beware!The prowling foe on plunder bentBut this should surely knowThe British Lion’s not asleepAs in the years ago.’G. W. Hunt, ‘New Patriotic Song’ (1879)Both the image and the popular song extract concern the ‘Great Game’ between Russia and Britainin Central Asia, reflecting the common belief that troubles the British faced with Afghanistan,situated directly on the north-west frontier of India, were the result of Russian spies and subversion.But were such sources the result of genuine confidence that Britain would triumph in defendingIndia - her prized colonial possession – or do they indicate the overconfidence of a society that, forall its bluster, was actually worried about its security? Amongst other things, this module willattempt to grapple with the Victorian and Edwardian psyche, and what was thought of Britain’spreeminent place in the world. 56

Year 1 Cases and Contexts Module (15 credits) HIST1126 - Consuls, Dictators and Emperors: Roman Politics in the First Century BC (Dr Alan Ross)Module OverviewThe first century BC witnessed the fall of the Roman Republic and the establishment of the firstemperor, Augustus. The first two-thirds of the century were marked by increasingly divisive CivilWars and the emergence of a series of infamous political figures whilst the final third saw thebeginning of the Principate – rule by a single man or Princeps. Augustus ruled alone for more than 40years, and by the time of his death, the political landscape had changed to the extent that there wasno serious thought of returning to the traditional Republic. The first part of the module examines thelate Republic: the system of magistracies, the democratic element, and the emergence ofcharismatic leaders who disrupted this system such as Marius, Sulla and Caesar. The second partdeals with the events following the assassination of Julius Caesar, the emergence of Augustus as soleruler, and the transformation of the Republican institutions to allow for a sole ruler. 57

Indicative List of Seminar Topics  Introduction: context and sources  The Roman Republic: the aristocratic element  The Roman Republic: the democratic element  Marius and Sulla  Pompey  Caesar  Cicero and New Men  Octavian, Antony and Cleopatra  A new political system  Augustus and the Senate  A new era for Rome?Assessment % Contribution to Final Mark Assessment Method 20 40 Commentary Exercise (1,000 words) 40 Essay set by the tutor (2,000 words) Exam (1 hour)Sample Source‘From that time on Julius Caesar could not rid himself of the odium of having aspired to the title ofmonarch, although he replied to the people, when they hailed him as king, \"I am Caesar and noking,\" and at the festival of the Lupercalia, when the consul Antony several times attempted to placea crown upon his head as he spoke from the rostra, he put it aside and at last sent it to the Capitol,to be offered to Jupiter Optimus Maximus.’ Suetonius, Life of the Divine JuliusEver since they deposed their last king and established the Republic, the Romans, especially thearistocracy, had a great suspicion of monarchs. Julius Caesar’s seizure of the constitutional office of‘Dictator’ made him seem too much like a dreaded king, as Caesar’s biographer Suetonius alludes tohere. It was Caesar’s monarchical behaviour that hastened his assassination on the floor of theSenate House, an event that also paved the way for a far more politically astute figure – Octavian,the future Emperor Augustus – to learn from Caesar’s shortcomings and finally overthrow theRepublic. 58

Year 1 - Cases and Contexts Module (15 credits) HIST1133 - Passages in a Middle Eastern Tragedy: Israel, Palestine, Islam and Ourselves (Dr Mark Levene)Module OverviewTaking as its starting point the Israel-Palestine tragedy, on the one hand, the consequences of 9/11on Western thinking and behaviour towards Islam, on the other, this course seeks to place theperplexity, indeed ongoing paroxysm of the contemporary Middle East in a modern world-historicalcontext. It seeks to do this through a series of weekly signpostings introduced by a historically-basedlecture and developed in seminar through a more recent case study or case studies. Particularemphasis will be placed on students participating in and developing seminar themes. The 'dialogue'between lecture and seminar equally aims to draw connections, parallels and disjunctures acrosshistorical time and space.Indicative List of Seminar Topics  Power  Filthy Lucre  War  Displacement  Resistance  Living Together 59

Assessment Assessment Method % Contribution to Final Mark1 x 1,000-word commentary (from a choice of primary texts) 201 x 2,000-word essay 401 hour examination 40Sample Source An aerial view shows the Zaatari refugee camp on July 18, 2013 near the Jordanian city of Mafraq, some 8 kilometres from the Jordanian-Syrian border. (MANDEL NGAN/AFP/Getty Images)Zataari today with its nearly 100,000 refugee inhabitants is both a microcosm and symptom of amuch greater crisis. Without historical depth however we cannot and will not be able to understandit. This course offers an opening to that understanding. 60

Year 1 - Cases and Contexts Module (15 credits) HIST1134 - The Murder of Edward II (Dr Craig Lambert)Module OverviewFrom 1327 to 1485 three English kings were deposed, one murdered in the Tower of London andone killed in battle. Edward II was the first to be removed and his deposition, murder or possiblesurvival is one of the most important events in English medieval history. It was the first time anEnglish parliament deposed a divinely anointed monarch and it provided the blueprint for theremoval of future monarchs. After Edward’s deposition several English kings were removed bypopular mandate, channelled through a newly emerging political consciousness. It also ensured thatEnglish kingship developed differently to continental monarchy. Successful English kings ruledthrough parliament, not against it. In order to understand how Edward II was deposed we need tolook at aspects of his reign. In particular how he treated the nobility, his military ineptitude and howthis fostered discontent. We will then examine how chroniclers of the time treated his reign and hiskingship. We also need to consider the development of parliament and how it was used to provide apopular platform, and thus credibility, to the removal of a monarch. Literary characterisations ofEdward II will also be explored through such works as Christopher Marlowe’s Edward II (available onDVD as a play). Marlowe drew upon Raphael Holinshed's Chronicles (1587) for most of hisinformation and so we can use both of these records to see how the character of Edward II wastreated by later writers. More recently, a theory that Edward II escaped custody and survived as ahermit in Italy has been given a new lease of life. We shall examine this historical argument and thewritings of those who oppose it. There is a wealth of historical records and secondary reading nowavailable in translations and online that throw light on Edward’s reign, his murder or possiblesurvival, including the parliament rolls. Through this module you will be introduced to historicalsources of various provenances and how historians have used them.Indicative List of Content Kingship Historical theories Kings as personalities The development of parliament 61

Assessment Assessment Method % Contribution to Final Mark 20Assignment 1 – Commentary on a selection of primary texts(1,000 words) 40 40Assignment 2 – Essay set by the tutor (2,000 words)Examination (1 hour)Sample Source The execution of Thomas, earl of Lancaster, in 1322. From the Luttrell Psalter in the British Library, Add. Mss. 42130, fol. 56.A picture is worth a thousand words. In 1322 Edward II executed his cousin Thomas Earl ofLancaster, the most powerful man in the kingdom after the king. This image features in the LuttrellPsalter, a book of Psalms (c.1330) created for Sir Geoffrey Luttrell, a man with Lancastriansympathies. Until 1322 Thomas had led the baronial opposition to Edward’s increasingly tyrannicalrule by championing a series of political and fiscal reforms known as the Ordinances. Frustrated atthe king’s unwillingness to implement the Ordinances Lancaster led a rebellion. In 1322 at the battleof Boroughbridge Lancaster’s forces were defeated and the earl was captured. After a summary trialhe was led away and executed, the first man of his rank to be killed in such a way for over 300 years.Here we see an almost saintly Thomas holding his hands out in prayer while he is executed by a manholding a large sword, designed to represent the king’s tyranny and force. The Earl’s neck isbleeding, an image aimed at showing his path to martyrdom. This image represents much aboutEdward’s reign: the brutality of the age, the break with his nobles and his tyrannical rule that wasencouraged by a cadre of unsuitable and power greedy couturiers. Yet, it also shows thecontradictions and complexities of medieval society. Thomas was no saint who had showed himselfto be a troublesome man unfit to perform the role as leader of the opposition. Yet, several yearsafter his death a cult developed around his tomb and miracles were said to have occurred. Within afew years he was nominated for canonisation. So after his death a man who in life had provedhimself to be a poor leader and a rebel was championed as a saint. 62

Year 1 - Cases and Contexts Module (15 credits) HIST1136 - Siena to Southampton: Medieval Towns and Cities (Professor Chris Woolgar)Module OverviewIn this module you will examine ways in which historians have interpreted the renewal and floweringof urban life across Europe in the period 1000 to 1500. Based round a series of in-depth case studies– one of which will feature Southampton’s impressive remains, to be explored in the documentaryrecord and on foot ‒ you will focus on a series of key debates: about the role of the economy in thedevelopment of urban life; the communal interests of towns, legal privilege and urban self-government; the domination of some towns and cities by powerful lords, and the resulting conflicts;and towns as centres for consumption, for specialist trades, supported by guilds and craftcorporations. If towns and cities were privileged communities of citizens, conspicuous for their‘bourgeois’ culture, you will consider how historians have exposed their darker side, asconcentrations of poverty, crowded, and sometimes violent, with poor sanitation ‒ the Church’steaching and mission developed a special appeal in these locations. Your analyses will be supportedby urban chronicles, the records of trade and town government, town charters and the archives ofmerchants, guilds and the Church, topography and standing remains, as well as the depictions whichhave made the walled city so familiar to us in medieval art.Indicative List of Content  Exchange, commerce, society and population  Medieval Southampton  Towns and power: government, authority and privilege  Capital cities  Crafts, trades and guilds  The Church and urban culture  The urban poor  Townscapes, buildings and defences  Ports, coastal and overseas trade  Planned towns of the Middle Ages 63

Assessment % Contribution to Final Mark Assessment Method 20Assignment 1 – Commentary on a selection of primary texts 40(1,000 words) 40Assignment 2 – Essay set by the tutor (2,000 words)Examination (1 hour)Sample Source…‘We order that no one throw or cause to be thrown into the piazza ofthe commune of Bologna or in the crossroads at the Porta Ravennate,any stinking or dead animals or rotten fish or shellfish or any filthy orstinking thing or foodscraps, sweepings, dung or prison filth. Item,that no butcher, or anyone else, is to slaughter … any animal withinfour houses of the piazza, nor to pour onto it the blood or intestines ofany animal … And whoever contravenes any of the above … is to befined 40s for each occasion …’The statutes of Bologna of 1288, translation from T. Dean (ed.) The towns of Italy in the later Middle Ages (Manchester, 2000), p. 50.Towns and cities across late medieval Europe had problems in common: large numbers of people inclose proximity; the food supply; the maintenance of order; managing the market; control ofbuilding and public health. Cities like Bologna had grown rapidly in the eleventh and twelfthcenturies: urbanisation on a large scale was a special feature of north Italian life, and quite unlikeanything outside London in the British Isles. The citizens of Bologna had an immense sense of pridein their city: the question of cleanliness, especially in the main city square, the piazza and itsimmediate surroundings, was crucial in maintaining the city’s status at the point it needed to beseen at its most impressive, as well as in ensuring a salubrious environment for the citizens. Thecrossroads at the Porta Ravennate was the main market centre from the eleventh century,pinpointing the importance of exchange between town and country in urban growth.64

Year 1 - Cases and Contexts Module (15 credits) HIST1137 – Revolutionary America (Dr Rachel Herrmann)Module OverviewThe American Revolution was arguably one of the most crucial turning points in United Stateshistory. In this module we will examine how the thirteen colonies drew together to rebel againstGreat Britain, and how they eventually succeeded in winning their independence. This module ismainly concerned with how everyday people—from soldiers, to women, to slaves, to Loyalists, toNative Americans—dealt with those events on their own terms, both during the war and in its wake.In pursuing these additional stories we will learn what it meant to be an American, or not, duringthose tumultuous years from roughly 1774 to 1830. Readings may include soldiers’ diaries, slavenarratives, treaty minutes, and political debates.Indicative List of Content  Background to Revolution: Ideology, Economy, and Religion  Everyday soldiers  Political justifications and writings  Revolutionary Loyalists  Black soldiers  The American Revolution in Indian Country  The Revolution for Women  The Federalist Debates  The Making and Unmaking of Empires  The Loyalist diaspora  The Boundlessness(?) of the Early Republic 65

Assessment % Contribution to Final Mark Assessment Method 10 20 Annotated Bibliography 40 Commentary on a selection of primary sources (1,000 words) 40 Essay (2,000 words) Examination (1 hour)Sample Source John Almon, “The Allies—par nobile fratrum,” 3 February 1780, London. Print. Washington D.C., Library of Congress Prints and Photographs DivisionThis is a British print that depicts Lord North enjoying a cannibal feast with Native American alliesduring the American Revolution. It’s used in lecture to underscore the fact that although the Britishwere heavily dependent upon the service of Native Americans—particularly the Iroquois, or SixNations—Britons retained uncomfortable notions about forging such alliances. It also suggests thatin instances of military service, Natives expected a fair share of the spoils of war—spoils denied tothem by Britain’s loss in the war. 66

Year 1 - Cases and Contexts Module (15 credits) HIST1145 - From Shah to Ayatollah: The Establishment of the Clerical Power in Iran (1979 to Today) (Dr Hormoz Ebrahimnejad)Module OverviewThe 1979 Revolution unexpectedly established a clerical regime in Iran for the first time in its history.What were the roots and consequences of this Revolution? This module surveys this history from ananti-Shah movement initiated by university students culminating in the 1979 Revolution, to theIslamic Revolution. The 1979 and Islamic Revolutions are often discussed as one and the same in thedominant political and even historiographical discourses. In this module we will test the validity ofthis narrative against the developments from 1978 to 1980. In this short period changes occurredwith great speed: At the eve of January 1978 Carter assured over a toast of the New Year in Tehranthat Iran was the isle of stability in the region under the guidance of the Shah; on 16 January 1979the Shah was forced to leave the country for exile and his arch enemy, Khomeini took power inFebruary. In July 1980 the Shah died of cancer and in September Saddam Hussein invaded Iranigniting a full fledge war that lasted eight years. You will also reflect on the rise and consolidation ofthe clerics’ power: Was this the result of a return to an Islamic past or a consequence ofmodernisation and itself represented a form of modernity? Through this discussion, you will get togrips with some of the major concepts in Islam, including the formation of Islam, the relationshipbetween religion and politics, differences between Shi’a and Sunnites, and the concepts of spiritualand political authority. 67

Indicative List of Content  The position of the Shiite ulama in Iran in twentieth century  The Shah and Khomeini  The authority of Shiite Jurisconsults (vali-e Faqih)  Shari’ati and a new reading of Islam (Modern Islam, Political Islam or Islamism)  Ayatollah Khomeini, before and after 1979  After Khomeini (1989 to today)  Ayatollah Khamenei and the military  The Clerical power and anti-AmericanismAssessment % Contribution to Final Mark Assessment Method 10 500 word Commentary on core reading – summative 40 2,000 word essay – summative 10 500 word Commentary exercise – summative 40 One hour exam - summativeSample Source‘If pilgrimage to Mecca that is one of the principles of Islamic religion [under specific circumstances]goes against the interests of the ‘Islamic Government’, the Vali-e Faqih (Islamic Jurisconsult) incharge of the Islamic Government can prohibit the pilgrimage to Mecca.’This excerpt from the book of Ayatollah Khomeini, Hokumat-e Eslami (The Islamic Government),implies that the Islamic Government that he succeeded to establish in Iran in 1979 is more importantthat Islam itself. It indicates the difference between “Islam” as religion on one hand, and “IslamicState” as polity on the other. It also goes a long way towards illustrating the nature of the clericalpower in Iran today.68

Year 1 - Cases and Contexts Module (15 credits) HIST1146 – Joan of Arc: History behind the Myth (Dr Rémy Ambühl)Module OverviewJoan of Arc is probably the most well-known medieval woman. But how can we explain that a'peasant girl' who was probably still a teenager at the time of her death has had such a great andenduring impact in history? This module looks behind the scenes. It is mainly but not essentiallyfocused on the fifteenth century when she lived her short life (c. 1412-1431), a time of deep troubleand divisions within the kingdom of France. Was she the saviour of the French ‘nation’ in some ofthe darkest years of its history?Indicative List of Seminar Topics  The early years of Joan of Arc: Civil War in France  The Treaty of Troyes (1420) and the Dual Monarchy  A Medieval Woman’s World: Education, Standing & Occupation  Religion and Devotion  Charles VII, Joan of Arc and the Prophecy  Joan of Arc at War  The Trial of Joan of Arc (1431)  The Rehabilitation of Joan of Arc (1456)  Joan v/s Marianne: Disputed symbol of the French nation (19th/20th c.)  Joan of Arc, Nationhood and Nationalism 69

Assessment % Contribution to Final Mark Assessment Method 20 40 Commentary exercise (1,000 words) 40 Essay (2,000 words) Examination (1 hour)Sample Source‘Asked about which she preferred, either her standard or the sword, she answered that she liked herstandard forty times as much as her sword.’How remarkable this short extract is! It is taken from the official record of the trial of Joan of Arc, in1431. She was then a prisoner of the English, who had delivered her to the justice of the church. Thistrial was deeply political: the English together with her judge, who had fully embraced their cause,wanted to remove the threat she represented to their regime in France. But this political motive washidden, for the competence of a church court was limited to the matter of faith and heresy. Joan ofArc, who was barely nineteen year old at the time of her trial, faced numerous interrogation sessionsby experienced clergymen.Did she prefer her banner or her sword? The question was not innocent. A woman who took uparms and made war was transgressing the natural order as willed by God. Joan had previouslyacknowledged that she had a sword. But this marked preference for her banner somehowexonerated her. More important, Joan’s banner on which the names ‘Jesus’ and ‘Maria’ were sewnwas devoted to God. In celebrating it in such a striking manner, Joan asserted the authority andprimacy of her divine mission on earth. She avowed that she acted on behalf and at the behest ofGod. 70

Year 1 - Cases and Contexts Module (15 credits) HIST1147 - The Real Downton Abbey (Dr Eleanor Quince) Thorington Hall, Suffolk - demolished 1949 (Image: Lost Heritage / Tiger Aspect Productions)Module OverviewLife in the English Country House has long been a subject of fascination. The sprawling houses of theupper classes, complete with gardens, lands and hordes of servants, represent a way of life that fewof us will ever experience. Recent television programmes, such as Downton Abbey, present acongenial view of the country house complete with cheery servants, friendly aristocrats, fabulousparties and the adoption of a 'brave face' against personal and national disaster alike. But wascountry house life really like that? Were servants really on such good terms with their masters? Wasloss of fortune or the world being at war really so easily overcome? Did scandals, such as pregnancyoutside of marriage, murder and abuse, really happen? Addressing these and other questions, thismodule focuses on the period 1870 to 1960, exploring life in the English Country House during oneof its most tumultuous periods.Indicative List of Seminar Topics  The social house – concerts, garden parties, shooting parties, dinners, racing, shows and fairs;  Living off the land: relations between the country house and its estate, estate workers, estate cottages and jobs on the land;  The ‘upstairs/downstairs’ relationship: families and their servants;  'The scandalous upper classes': myth or truth?  The Country House at War – the impact of WW1 and WW2 on the country estate, including houses doubling as hospitals and servants and family members going away to fight;  Death and taxes: the impact of Death Duties, Entailment, shifts in economic growth and end of Empire on the country house way of life;  Facing the future: moving with the times and modernising the country house;  'Everything must go' – the estate sales of the late C19th and early C20th, the impact of the Settled Land Acts, houses falling into disrepair and facing demolition;  Visiting the country house – how visiting started, the birth of the National Trust and the concept of the 'open house' 71

Assessment Assessment Method % Contribution to Final Mark 20Commentary exercise (1,000 words) 40 40Essay (2,000 words)Examination (1 hour)Sample Source‘Questions will be asked which are now whispered in humble voices, and answers will be demandedthen with authority. The question will be asked whether five hundred men, ordinary men chosenaccidentally from among the unemployed, should override the judgment, the deliberate judgment,of millions of people who are engaged in the industry which makes the wealth of the country. David Lloyd George, Newcastle speech, 9th October 1909David Lloyd George’s speech was given while controversy raged within Parliament. Lloyd George’s‘People’s Budget’ – a finance bill which, amongst other things, levied a supertax on landowners inorder to raise funds to fill a £7 million pensions deficit – had been rejected by the House of Lords,375 votes to 75. At this time, four-fifths of British millionaires were aristocratic landowners and, ashereditary peers, members of the House of Lords; they wanted to stop a bill which would cost themmoney. Lloyd George’s heartfelt speeches, given across the country, eventually resulted inparliamentary reform, with the House of Lords – the five hundred ‘unemployed’ – losing the right toveto finance bills in 1911. The ‘People’s Budget’ was one of three legal measures which contributed,long term, to the loss of over one thousand Country Houses. As the value of land fell, as taxesincreased, as the nature of industry within Britain moved away from farming, the upkeep of a largeCountry House on an estate became untenable. A way of life was lost, and with it, a considerableproportion of Britain’s architectural heritage. 72

Year 1 - Cases and Contexts Module (15 credits) HIST1148 - Castles: Military Technology and Social Change from the Middle Ages to the Modern (Dr Nick Karn)Module OverviewThe castle was one of the most characteristic creations and symbols of the middle ages. They wereadvanced military technology which supported a range of functions; they dominated populationsand secured conquests; they were garrisons, centres of government and elite residences, amongother functions. Within this module, you will examine how the castle developed in terms offunctions and uses. Changing military technology formed perhaps the largest single influence on thedevelopment of the castle, and the module will include consideration of the development of siegetechnology, and especially of the evolution of artillery. Social change also influenced thedevelopment of the castle, for castles depended on the predominance of an aristocratic class itselfsubject to change. Finally, you will look at the end of the castle as a serious military asset, and howsome of its functions and values survived even that.Indicative List of Content  The origin of the castle, or, why were there no castles in the early middle ages?  Castles and feudal society: functions and form  The spread of castles around Europe  Castles, innovation and the Crusades  Edward I of England and the castles of the conquest of Wales  Castles and technology: the origins of artillery and changing castle design  Castles and aristocratic culture in the later middle ages  Henry VIII and the defence of the nation  Elizabethan and Stuart castles: changing functions  The end of the castle? Military obsolescence and changing social norms  Castles and the Gothic imagination  Revision and overview 73

Assessment % Contribution to Final Mark Assessment Method 0 20 Formative assessment: Prepare and delivery a presentation 40 Summative assessment: Commentary exercise (1,000 words) 40 Essay (2,000 words) Exam (1 hour)Sample Source‘And without delay, setting up engines most skilfully contrived around the castle, and posting anencircling ring of archers in very dense formation, he began to harass the besieged most grievously.On the one hand stones or other missiles launched from the engines were falling and battering themeverywhere, on the other a most fearful hail of arrows, flying around before their eyes, was causingthem extreme affliction; sometimes javelins flung from a distance, or masses of any sort hurled in byhand, were tormenting them, sometimes sturdy warriors, gallantly climbing the steep and loftyrampart, met them in most bitter conflict with nothing but the palisade to keep the two sides apart.In was in fact like this that the king’s men harassed the besieged by daily onslaughts; they, on theirside, defended themselves manfully without giving way until those who were chief in command,without the knowledge of the others, sent secretly to the king and made an agreement concedinghis demand for the surrender of the castle.’ The siege and capture of Faringdon Castle (Berkshire) in 1144 from the anonymous Gesta Stephani, translated by K. R. Potter and R. H. C. Davis (second edition, Oxford: OUP, 1976), p. 181A castle siege could be violent and destructive, and might involve some of the most advancedmilitary hardware of the day—giant catapults and slings, and later cannons—so that sieges couldmake a great impression on contemporaries and observers. The great engines of war could catch theeye, but were not the whole story of castles and sieges. Very few castles were ever captured throughdirect assaults that smashed walls and broke stone. Most sieges were won through bringing pressureto bear on the morale and attitudes of the garrison, and through intimidating the occupants of acastle. The noise and bombardment of siege warfare were principally meant to affect the peoplerather than the walls.This siege ended in a negotiated surrender, and this was normal for sieges. Few ended in violenceand massacres. There was a clear procedure about how this should be done, and how the honourand status of both sides should be protected. There were conventions about when it was acceptablefor a garrison to surrender, when resistance had been sufficient that honour was satisfied. As in thiscase, the approval or acquiescence of senior commanders and lords was essential to the process, sothat garrisons could claim that they were just obeying orders. Honour and duty to lords, and a senseof masculine endurance (note the use of ‘manfully’ above) were fundamental to medieval warfare.74

Year 1 - Cases and Contexts Module (15 credits) HIST1153 - Alexander the Great and his Legacy (Dr Annelies Cazemier)Module OverviewIn this module, you will explore the evidence for the life and achievements of King Alexander III (‘theGreat’), of Macedon (356-323 BCE). Throughout the course, the module will focus on the challengesof the surviving ancient sources (textual and material) for reconstructing the realities of Alexander’sworld, his actions and intentions, and the wide-ranging debates and differences of interpretationthat they have generated. You will learn to identify the varied agendas in ancient source materialand in the scholarship surrounding its interpretation.This module will explore the historical context in which Alexander came to power in the kingdom ofMacedon and the wider Greek world. It will further explore what can be known of Alexander’s earlydevelopment and the ideologies and cultural factors that shaped his outlook and early policies. Themajor part of the module focuses on Alexander’s campaigns, his quest for the ‘liberation’ of theGreeks of Asia Minor and the conquest of the Persian Empire. Setting out in 334 BCE, with an armyof c. 43,000 infantry and 5,500 cavalry of Macedonians and Greeks, Alexander led the ‘mostformidable array ever to leave Greek soil’; by the time of his death in 323, he had conquered almostthe whole of the known world of his time. In the context of his campaigns, particular attention willbe given to Alexander’s actions – and the reception of Alexander by local peoples - in Egypt and Asia,and the development of his self-understanding as an absolute ruler and divine king. The module willthen explore the consequences of Alexander’s early death in Babylon, and the creation of theHellenistic kingdoms under dynasties founded by his Macedonian generals, with particular focus onthe Ptolemies (in Egypt) and the Seleucids (in Asia). How did these Greek-speaking, Macedonianelites transform these worlds of Alexander’s Empire, and vice versa? The final part of the modulefocuses on the reception of Alexander’s life and legacy from antiquity to the contemporary world. 75

Indicative List of Content  Introduction: Sources and Approaches  Alexander’s Early Life and Fourth-Century Macedon  Alexander as King and the Campaign against Persia  Alexander’s Conquest: Battles and Events  Alexander’s Empire: Ruling the World  Local Contexts from Egypt to India  Alexander’s Death and his Successors  Images of Alexander through the Ages  Alexander between Myth and HistoryAssessment % Contribution to Final Mark Assessment Method 20 40 Assignment 1 – Commentary on ancient sources (1,000 words) 40 Assignment 2 – Essay set by the tutor (2,000 words) Examination (1 hour)Sample Source‘How I should like to come to life again for a little while after my death to discover how people readthese present events by that time; at present they have good enough reason to praise and favour it;that is their way of angling for a share of my favour.’Attributed to Alexander the Great, from Lucian of Samosata, How to Write History, 2nd century AD.Questions of how to interpret the life and legacy of Alexander the Great have been live sinceantiquity; and, if we trust this anecdote from Lucian, they began with Alexander himself. Would thehistories of the future preserve nothing but distorted images created by flatterers? There are in factboth positive and negative interpretations of Alexander’s life and achievements in ancient sources aswell as modern historical accounts. Different images of Alexander emerge. It is relevant to keep inmind who wrote when and with what aim. Your chance to make up your own mind about the greatconqueror!76

Year 1 - Cases and Contexts Module (15 credits) HIST1160 - Fascism and the Italian People (Dr Niamh Cullen)Module OverviewThis module will examine the political, social and cultural history of fascist Italy from the rise ofMussolini after World War 1 to the violent and protracted end of the regime between 1943 and1945. The primary focus will be on the impact of the fascist regime on the lives of ordinary Italians,and topics will include militarism and the making of the ‘fascist man’, culture in fascist Italy betweenpropaganda, censorship and entertainment and the impact of fascism on both the urban workingclasses and on the countryside. Fascism’s military and colonial past, both in Africa and Europe will beexamined, while the module will also consider the breakdown of fascist consensus and of the regimeitself between the late 1930s and 1945. Finally, it will also examine the controversial and contestedmemory and legacy of fascism in Italy since 1945. While the focus of the module will be on Italy, itwill also serve as an introduction to the ideology and nature of fascism in the broader context ofinter-war Europe, thus preparing students for the study of other far Right European movements andregimes in years 2 and 3. 77

Indicative list of seminar topics What was fascism – as politics, ideology and way of life? Post-war Italy and the rise of fascism 1918-22 Mussolini in power: constructing the totalitarian state How did fascism shape ordinary life in Italy? a) in the cities b) in rural Italy Militarism and masculinity: Making the fascist man ‘Crisis woman’ and fascist mother: Women in Mussolini’s Italy Propaganda and cernsorship Building a fascist empire: Abyssinia, 1939 The road to war in Europe Occupation, civil war and the end of fascism, 1943-45 Contested memories: The legacy of fascism after 1945Assessment Assessment Method % Contribution to Final MarkCommentary Exercise (500 words) 10Essay (2,000 words) 40Group presentation 10Examination (1 hour) 40Sample Source‘The prayer of the ItaliansO beloved Duce – go to hellO you ass of a Duce – get lostO handsome Duce – vanish into thin airO oceanic Duce – drop deadO blessed Duce – be damned’This mock fascist ‘prayer’ was found pasted to billboards in the northern and strongly working classcity of Turin in 1941. It reveals much about life in Italy, after almost twenty years of fascistdictatorship and one year into an unpopular war. Support for Mussolini was clearly crumbling, buttwo decades of constant propaganda in the form of images and slogans had left their mark on theminds of many Italians. Much of this was quasi-religious in tone, giving it a familiar resonance in thiedeeply Catholic country, while the cult of the Duce (leader) placed Mussolini firmly at its centre. Thispiece of mock propaganda displayed as graffitti tells us what many Italians really thought of fascism.It also tells us about how propaganda might work on people’s minds; it was not just passivelyabsorbed by unthinking minds but could also be humorously reworked as a protest against theregime. 78

Year 1 - Cases and Contexts Module (15 Credits) HIST1158 - Liberté, Egalité, Beyoncé: Women’s History in Modern Britain (Dr Charlotte L. Riley)Module OverviewIn this course, we will explore the history of women in Britain in the nineteenth and twentiethcenturies. We will consider the ways in which the women’s movement developed in Britain, and theway that it was influenced, not only by Europe and North America but also by Africa, Asia and LatinAmerica. Starting with ideas about gender developed in the early nineteenth century, this courselooks at the key campaigns, people, images and debates involved in women’s history and the Britishfeminist movement. We will consider issues such as the anti-slavery campaigns, imperial feminism,the role of women in the world wars, and the modern women’s liberation movement. We will workwith an interesting and varied historiography, as well as a rich collection of archival materialincluding pamphlets, speeches, audio/visual materials, memoirs and autobiographies, and legal andgovernment documents.Indicative List of Seminar Topics  Herstory: an introduction to sex, gender and feminism  Am I Not A Woman and a Sister? Women and the antislavery movement  Separate but equal? The Victorians and the ‘separate spheres’  Imperial Feminism: white saviours and global female identity  Sister Suffragettes: women and the vote  There’s Not Much Women Can’t Do: women and the two world wars  Perfect Wives in Ideal Homes: Women in the 1950s  Would You let your Daughter Marry a Negro?: Women, gender and race  The Personal Is Political: the 1970s and Second Wave feminism  Margaret Thatcher: feminist icon?  21st Century Feminism: women in Britain today 79

Assessment % Contribution to Final Mark Assessment Method 20 40 2 x Commentary (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Timed Examination (1 hour)Sample Source‘Because women's work is never done and is underpaid or unpaid or boring or repetitiousand we're the first to get the sackand what we look like is more important than what we doand if we get raped it's our faultand if we get bashed we must have provoked itand if we raise our voices we're nagging bitchesand if we enjoy sex we're nymphosand if we don't we're frigidand if we love women it's because we can't get a 'real' manand if we ask our doctor too many questions we're neurotic and/or pushyand if we expect community care for children we're selfishand if we stand up for our rights we're aggressive and 'unfeminine'and if we don't we're typical weak femalesand if we want to get married we're out to trap a manand if we don't we're unnaturaland because we still can't get an adequate safe contraceptive but men can walk on the moonand if we can't cope or don't want a pregnancy we're made to feel guilty about abortionand ….. for lots and lots of other reasons we are part of the women's liberation movement.’ Joyce Stevens, ‘Because we’re women’, Women's Liberation Broadsheet (1975)This document was written by the Australian writer, activist and campaigner Joyce Stevens. Born in1928, Joyce was active in socialist politics and the women’s liberation movement throughout her life,working to support women’s and worker’s rights in Australia and internationally. This text, whichwas written in 1975 to mark the UN’s Year of the Woman, demonstrates the international context ofthe British women’s liberation movement; the piece became very popular in Britain and wasadopted by a number of women’s organisations. When compared to documents produced bywomen’s rights campaigners in the nineteenth and earlier twentieth centuries, it is striking how thislist repeats previous demands and concerns in women’s politics: the focus on the right to work forequal pay, sexual liberation and women’s health, domestic violence, the right to abortion, andsupport for childcare all echo campaigns by earlier groups in Britain and internationally. 80

Year 1 - Cases and Contexts Module (15 Credits) HISTXXXX – The Roman Army in Britain: Life on the Northern Frontier (Dr Louise Revell)Module OverviewIn this module, you will examine one of the greatest armies in European history. The Roman armyhas long excited interest, whether out of an interest in the past, or as a model for more recentmilitary powers. The far-flung province of Britain hosted the largest contingent of Roman militaryunits of any province, with 3-4 citizen legions and c.50 non-citizen auxiliary units. From the end ofthe first century AD, conquest ceased, and a frontier was established in the north of England, at firstan informal frontier and then the fixed frontier of Hadrian’s Wall. This area has been one of the mostimportant sources of evidence for the Roman army, both textual and material. One of the revealinghas been the fort of Vindolanda and the Vindolanda Tablets, a unique repository of written evidencefrom letters to daily manpower reports. What do we know about life on this frontier? Where werethe soldiers from? What were their daily routines? How was such a large force supplied? Who elseformed part of the military community? Addressing these and other questions, you will study theVindolanda Tablets and other evidence to reconstruct the lives of this fascinating community.Indicative List of Seminar Topics  The development of the frontier zone  Language and literacy  Documenting the Roman army  The officers of the Roman army: getting to the top  How Roman was the Roman army of the frontier?  Women and children inside and outside the forts  The daily routines of military life  Supplying the troops  Military religion 1: Roman state religion?  Military religion 2: the gods of the frontier  Creating a military community 81

Assessment % Contribution to Final Mark Assessment Method 20 40 2 x Commentary (2x500 words) 40 1 x Essay (2,000 words) 1 x Timed Examination (1 hour)Sample Source TVI Publication No. 38, Vindolanda Inventory No. 15‘... I have sent (?) you ... pairs of socks from Sattua, two pairs of sandals and two pairs ofunderpants, two pairs of sandals ... Greet ...ndes, Elpis, Iu..., ...enus, Tetricus and all your messmateswith whom I pray that you live in the greatest good fortune.’This is the fragment of a letter sent to a soldier stationed at the fort at Vindolanda, in NorthernBritain, in the late 1st century AD. It is part of a unique cache of over 1000 documents from the fort,originally written in ink on wooden tablets. This soldier who received this was not a Roman by birthor citizenship, but was a member of the Batavian tribe, from modern day Netherlands. This letterforms one means by which he kept in touch with his family, and acknowledges the receipt of a parcelfrom home. It also shows how soldiers were not provided with everything they needed by theRoman state, and in this case he was reliant on his family to send him undergarments. 82

Year 2 (15 credits) HIST2055 – The Eternal City: The City of Rome (Dr Louise Revell)Module OverviewThis module focusses on the city of Rome and its development from its early foundation through tothe third century AD. It explores the evidence for one of the most important cities of the ancientworld, which at its height was home to approximately a million people. During this time, itdeveloped from a small village to a metropolis, but at the same time, changing social and politicalstructures also resulted in changes to the architecture of the city, at its most radical, changing itfrom the canvas for elite competition to the playground of the emperors. Roman was a place oflarge-scale events, whether political, religious, military, or entertainment, carried out in the publicspace of the city. Space and society were interlinked. You will examine the development of key areasin the city, such as the Forum Romanum, the imperial fora, the colosseum and temples. You will notonly look at the architecture of these, but also the evidence for how they were used. At the sametime, you will look at the social and political structures of the city, and how activities such as voting,religious festivals, military triumphs used the public spaces of the city.Indicative List of Seminar Topics:  The military city  Imperial fora and temples  Religion, rituals and priests  Entertaining the masses  Houses and housing  Supplying Rome 83

Assessment Assessment Method % Contribution to Final Mark1 x 2,000-word essay based on primary sources 50 502 hour exam – 1 question being a gobbet style question, and theother an essaySample Source‘Here we live in a city which, to a large extent,Is supported by rickety props; that’s how the landlord’s agentStops it falling. He covers a gap in the chinky old building,Then “sleep easy!” he says when the ruin is poised to collapse.One ought to live where fires don’t happen, where alarms at nightAre unknown. Ucalegon’s shouting “Fire!” and moving to safetyHis bits and pieces; your third floor is already smoking;You are oblivious. If the panic starts at the foot of the stairs,The last to burn is the man who is screened from the rain by nothingExcept tiles, where eggs are laid by gentle doves.’ Part of Juvenal Satire 3In this poem, the speaker, Umbricius, is lamenting the problems of living in the big city. At this time,Rome was a city of possibly over one million inhabitants, and in contrast to CGI depictions inHollywood films, the majority of the population were living in borderline slum conditions. Umbriciusis leaving Rome for the countryside, and the poem summarises his complaints about life in the city.In this extract, he lists some of the issues with his rented apartment in a tenement block. Thebuilding is in a bad state of repair, with holes in the walls patched up. There is a risk of fire, and ifthere is a fire, those higher up are not likely to be aware of it, and more likely to burn. This sourcereinforces the picture from other sources such as Martial about the problems with accommodationfor the non-elite, and it confirms the archaeological evidence for apartment buildings, which mightstand up to eight storeys high. 84

Year 2 (15 credits) HIST2069 – Knights and Chivalry (Dr Rémy Ambühl)Module OverviewToday, chivalry is commonly associated with gallantry; men holding doors open for women, forexample. These good manners, however, have little to do with the medieval roots of chivalry. Thismodule looks at chivalry during the highpoint of its cultural significance in the medieval period, withan emphasis on its latter part (13th to 15th centuries). During that time, knights and their martialethos merged with the aristocracy and its value system, placing honour at the centre of westernEuropean cultures. How did the chivalric ideals relate with the reality of the knightly world? To whatextent did the relentless pursuit of honour generate unleashed violence? What was the role ofwomen in chivalry? Indisputably, chivalry was impacted by wide-ranging social, military, political andeconomic changes in our period, but is it accurate to speak of the decline of chivalry in this period atthat time? What is the role of chivalry in the professionalization of the armies? 85

Indicative List of Seminar Topics % Contribution to Final Mark 0  The origins of knighthood 50  The perfect knight or the ideals of Knighthood 50  Tourneys: Tournaments, Jousts and Pas d’Armes  Chivalry, mercy and ransoms  The changing face of war in the late middle ages  Chivalric discipline to military discipline  Brotherhood-in-arms and chivalric orders  Vows, crusades and crusading Ideals  Heralds and heraldry  Chivalric kings and national chivalryAssessment Assessment Method Prepare and delivery a presentation – formative Essay (2,000 words) summative Exam (2 hours) summativeSample Source‘…Therefore, all the people were divided by thousands. Out of each thousand there was chosen aman more notable than all the rest for his loyalty, his strength, his noble courage, his breeding andhis manners. Afterwards they sought out the beast that was most suitable — strongest to sustainlabour, heartiest, and best able to serve the man. It was found that the horse was the most fittingcreature; because they chose the horse from among all the beasts and gave him to this same manwho had been picked from among a thousand, and because the horse is called in French cheval,therefore the man who rides him is called a chevalier, which in English is a knight. Thus to the mostnoble man was given the most noble beast.’This is an extract taken from the introduction of Ramon Lull’s Book of the Order of Knighthood (c.1275) in which he explains the origins of the knight and chivalry. From an etymological point of view,he is completely right. Chivalry comes from the French 'chevalerie' which derives from 'cheval' (theFrench for horse). The knight (or 'chevalier' in French) has long been associated with, and is oftendepicted on, his mount. Lull's origins of knighthood are, however, pure fiction. The Catalan knightcreates a myth which is meant to justify the superior position that the knights enjoyed in themedieval society. It is also a way for him to encourage the knights of his days to aspire to perfection.The book is written in the aftermath of the failure of the eighth crusade and results from it. For Lull,the old order of chivalry needs to be reformed. 86

Year 2 (15 credits) HIST2071 – Celebrity, Media and Mass Culture: Britain 1888-1952 (Dr. Eve Colpus)Module OverviewThis module explores the development of celebrity in Britain 1888-1952, focusing particularly uponthe influence of technologies and mass media. The years between the late 1880s and early 1950ssaw a massive expansion in printed and visual media, and this module charts representations ofcelebrity from the pages of illustrated newspapers (from the late 1880s) to modern technicolour film(1952), via turn-of-the-century developments in silent film, the 1920s invention of radio andadvances in photography. How should we understand the development of celebrity during thisperiod? Did the media ‘create' celebrity? How far could a celebrity project personality in a publicimage? How did the public learn about celebrities, and how did they interact with them? Tracingthese questions will lead us into broader examination of the cultural history of this period; was therea ‘celebrity culture' in these years, or a ‘celebrity industry'?Selected List of Seminar Topics  Men and Women of the Day: celebrity biography in the 1880s  Taken unawares: early press photography  Gossip columns and the private lives of celebrities  Silent stars: celebrity in early film  Stars of the air: radio celebrity  Posing for the camera: celebrity portraits  Celebrity sells: advertising, endorsement and fundraising  Scandal and sensation: notoriety as celebrity  Admirers and ‘fans’  Modern technicolour: Hollywood c. 1952 87

Assessment % Contribution to Final Mark Assessment Method 50 50 Individual project (1,500 words) Closed book exam (2 hours)Sample Source Letter to Central News Agency, signed ‘Jack the Ripper’, 25 September 1888The first of over 300 letters, many of which were signed ‘Jack the Ripper’, sent to the press, policeand authorities in 1888, the year of the Whitechapel murders. It is very unlikely the Whitechapelmurderer actually wrote any of the letters. Nonetheless, the letters reveal public knowledge andfascination with the murders that was most likely gained from extensive press coverage, and thedeveloping reputation of ‘Jack the Ripper’. We study some of these documents in our examination of‘criminal celebrity’, in which we compare the role played by the media in building ‘celebrity’ and‘notoriety’ in the past. 88

Year 2 (15 credits) HIST2072 – Treason and Plot: A History of Modern Treason in Europe (Prof. Mark Cornwall)Module OverviewThis module is a comparative and conceptual study of “treason” as interpreted under a range ofEuropean regimes during the period c.1789-1960. If treason in essence has often tended to mean aviolation of the allegiance owed by a subject to his/her ruler or monarch, it came in certainEuropean countries by the 19th century to be firmly associated with secret attacks on the state itself.This could often be in the context of a traitor conspiring with a hostile power abroad, but could alsobe interpreted more subtly in a domestic context as a means of excluding and destroying ideologicalor political opponents. The course examines a range of these interpretations, grounding the analysisin what treason meant in law, but then showing how that law might be flexibly interpreted by thestate. Due attention is also paid to how the ‘perpetrators’ themselves might interpret the states,rulers or ideologies under which they lived as ‘treacherous’ to certain utopian ideals and thereforenot worthy of their allegiance.While maintaining this conceptual thread throughout, the course follows a range of case studies,beginning with the English Gunpowder plot (1605) but then moving into nineteenth and twentiethcentury Europe to show how treason was codified and interpreted in the modern state system.Although these are often notable stories of personal treachery – the cases for example of RogerCasement, Alfred Redl, Nikolai Bukharin, William Joyce, Guy Burgess, László Rajk - they are usedespecially to illuminate the ideological framework within which modern concepts of treason couldflourish (whether in revolutionary France, peacetime Austria-Hungary, wartime Britain or StalinistRussia). Each case study is studied through primary sources, including trial material or ‘incriminating’evidence, so that students can focus carefully on how notions of treason were manipulated to suitthose who were defining the treachery committed. The result is a course both accessible in terms ofdramatic content and personal histories, while also challenging in terms of conceptual andtheoretical engagement. You finally are encouraged to create your own theories of treason on thebasis of the material you have personally researched. 89

Select List of Seminar TopicsMost of the following areas will typically be covered:  Legal definitions of treason and its pre-modern conception.  The Gunpowder plot as a case study  New ideologies: treachery against the French revolution  Staatsfeindliche national elements in the Habsburg Monarchy  A Jewish national outsider: Alfred Dreyfus  Treachery and sexuality: Alfred Redl  Treasury and sexuality: Roger Casement  Treason and the Stalinist purges: the Bukharin trial  Treason and the Stalinist purges: the Rajk trial  Britain betrayed: the Nazi William Joyce (Lord Haw-Haw)  Britain as betrayer: the view of Burgess and MacLean  Conclusion: The Meaning of TreasonAssessmentAssessment method % contribution to final mark2,000-word essay based on primary sources 12 hour exam - 1 question being a gobbet style question and the 1other, an essay, also based on the sourcesSample Source“For Treason is like a tree whose root is full of poison, and lieth secret and hid within the earth,resembling the imagination of the heart of man, which is so secret as God only knoweth it. Now thewisdom of the Law provideth for the blasting and nipping.” Sir Edward Coke, January 1606This is an extract from the speech of the Attorney General who prosecuted the Gunpowder plottersat their trial in 1606. It shows well how “treason” throughout the centuries has been described asthe worst crime imaginable: something always sinister and hidden from public view. Coke alsonaturally stressed the power of English law in being able to deal effectively with treason. This wasthe Treason law of 1351 which was aimed at traitors against the king -it is still valid in the UK today ifthe state wants to deal with traitors! 90

Year 2 (15 credits) HIST2073 – Jews in Germany before the Holocaust (Dr Shirli Gilbert)Module OverviewThis module explores the life and culture of Jews in Germany from the late C18th until the eve of theNazi takeover in 1933. Using a core set of primary sources as our foundation, we will trace Jewish lifefrom the struggle for emancipation through to the cultural, social, and political transformations ofthe 19th and early 20th centuries. The history of Jews in Germany is a crucial background tounderstanding the Holocaust, from the perspective of both its origins and the responses of itsvictims.Indicative List of Seminar Topics  Did Jews consider themselves primarily Jewish or German?  How were Jews perceived by others?  What was their relationship with non-Jewish Germans, as individuals and communities? 91

Assessment Assessment Method % Contribution to Final Mark2,000-word essay based on primary sources 502 hour exam - 1 question being a gobbet style question and the 50other, an essay, also based on the sourcesSample Source‘What bound me to Jewry was (I am ashamed to admit) neither faith nor national pride, for I havealways been an unbeliever and was brought up without any religion though not without a respectfor what are called the “ethical” standards of human civilization. […] But plenty of other thingsremained to make the attraction of Jewry and Jews irresistible […]. There was a perception that itwas to my Jewish nature alone that I owed two characteristics that had become indispensable to mein the difficult course of my life. Because I was a Jew I found myself free from many prejudices whichrestricted others in the use of their intellect; and as a Jew I was prepared to join the Opposition andto do without agreement with the “compact majority”.’ Sigmund Freud, Address to the Society of Bnai Brith, 6 May 1926The legal emancipation of the Jews, which advanced unevenly across Europe during the nineteenthcentury, brought with it new challenges of self-identity. Was Jewishness a religious, social, or culturalidentity? In this extract, Sigmund Freud – renowned German-Jewish intellectual and the founder ofpsychoanalysis – expresses a powerful and yet emphatically secular Jewish identity. His addressreveals the complex and multi-layered nature of German-Jewish identity in the early twentiethcentury, and raises many questions about the position of German Jews on the eve of the Holocaust. 92

Year 2 (15 credits) HIST2074 – Visual Culture and Politics: Art in German Society, 1850-1957 (Professor Neil Gregor) Otto Freundlich, Der Aufstieg (Ascension) (1926)Module OverviewThis module examines German art history between the mid-C19th and mid-C20th, and asks how thehistorian can use the techniques of art history to explore wider historical problems of the era. Itexplores both the main artistic movements and their aesthetic, social and political agendas themselves,and the ways in which German society responded to them, using the evolving art criticism of the eraas a means to explore wider problems of modernity, national identity, gender and race. At its centreis an examination of how debates surrounding successive manifestations of modernism echoed wideranxieties about the coming of the modern age.Indicative List of Seminar Topics  French art and its influences  Realism  Expressionism  Dadaism  Fascist modernism  Abstract expressionism and memory politics. 93

Assessment Assessment Method % Contribution to Final Mark1 x 2,000-word essay based on primary sources 502 hour examination (one question being a gobbet style question 50and the other, an essay, also based on the sources)Sample Source The Degenerate Art Exhibition, 1937The source shown here is an image from the so-called ‘Degenerate Art’ (Entartete Kunst) Exhibitionstaged in Germany in 1937. The exhibition carried hundreds of works of modern art by distinguishedpainters and sculptors such as Paul Klee, Ernst-Ludwig Kirchner and Otto Freundlich; the artistsconcerned were either driven into exile, banned from exhibiting or, in some cases, murdered. As theimage shows, the exhibition aimed to lampoon and mock the art through slogans on the wall, and bymounting the images in disorderly fashion – the implicit contrast was with the ‘healthy’ German artthat carried national values in a comprehensible idiom. This course asks what it was about such artthat made it so politically offensive, and places the ‘Degenerate Art’ exhibition at the centre of widerdebates over the relationship between art and society between the nineteenth and twentiethcenturies. 94

Year 2 (15 credits) HIST2082 – Nelson Mandela: A South African Life (Dr. Christopher Prior)Module OverviewIn 1948, Daniel Malan’s National Party took power in South Africa. Malan’s election victory over theJan Smuts-led United Party and Labour Party alliance was only a slender one, and few of the NationalParty’s opponents could have envisaged that it would remain in power until 1994. Although racistlaws had been introduced in South Africa before 1948, the period between 1948 and 1994 saw theextension and formalisation of the apartheid state of segregation and limited opportunity for blackAfricans. The fight against apartheid was conducted by forces that were limited in resources andoften fragmented ideologically and tactically. Hampered as it was by state repression – including itsbeing banned outright by the government in 1960 – the African National Congress (ANC) was at theheart of much of this struggle.However, the histories of the ANC, of the apartheid state and resistance to this more broadly, and ofthe dismantling of this state from 1994 onwards, are complex, particularly for those who have neverstudied Africa before. This module will examine the history of modern South Africa through the lensof one key individual at the centre of the anti-apartheid struggle and of post-apartheid political life:Nelson Mandela. The aim is not to provide a completist account of Mandela’s life, but the modulewill run in a broadly chronological fashion, examining some of Mandela’s key political experiences.The module will draw heavily on the vast array of primary evidence available to the modernhistorian, from Mandela’s own writings, to government reports, contemporary newspaper articlesand books, and popular culture such as art and music. Besides providing an introduction to modernSouth African history, therefore, the module will give you the opportunity to examine at first handthe primary documents that helped shape this history, and will get you to think about the ways thatpolitical motives and other forms of bias shape contemporaneous documents and historicalmemory. The module will also get you to consider different historiographical approaches to thistopic. 95

Selected List of Seminar Topics  The legacy of imperial rule: Mandela and the Xhosa  The formation of the apartheid state: 1948 and the National Party  Non-violence and the Defiance Campaign  Anti-state sabotage: Mandela and Umkhonto we Sizwe  The Commonwealth: Britain and South Africa  Incarceration and the international dimension to the anti-apartheid struggle  Mandela and de Klerk: anatomy of a relationship  Post-1994 reconciliation and the Mandela Presidency  Long Walk to Freedom as a historical textAssessment Assessment Method % Contribution to Final Mark 502,000-word essay based on primary sources 502 hour exam - 1 question being a gobbet style question and theother, an essay, also based on the sourcesSample Source‘During my lifetime I have dedicated myself to this struggle of the African people. I have foughtagainst white domination, and I have fought against black domination. I have cherished the ideal of ademocratic and free society in which all persons live together in harmony and with equalopportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal forwhich I am prepared to die.’ Nelson Mandela, Pretoria Supreme Court, April 1964The extract is from Nelson Mandela’s speech at the 1964 trial that would result in his beingsentenced to life imprisonment. Prior to his arrest, Mandela had been a trained guerrilla warriorliving underground, planting bombs and undertaking acts of sabotage to destabilise the apartheidregime in South Africa. Yet despite such acts of violence, his speech suggests a democraticmoderate, fighting for neither black nor white domination. His tone is one of reconciliation andracial harmony. So much myth surrounds Mandela, but what was he? Radical or moderate?Ideological revolutionary or establishment pragmatist? This module attempts to find the answers. 96

Year 2 (15 credits) HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries (Dr Joachim Schlör)Module Overview‘On 13 December 1838, on a cold and rainy night, a man of athletic build, dressed in a shabby jacket,crossed the Pont au Change and penetrated into the Cité […]. That night the wind was blowingviolently through the alleyways of this dismal neighbourhood.” The opening scene of Eugène Sue’s1842/43 novel ‘Les Mystères de Paris’ gives an urban topographic image to the idea that beyond andbelow the modern and illuminated city there is a ‘dark side’, an ‘underworld’: full of danger andtemptation, and in need of being penetrated by the forces of order and light. Taking this text as astarting point you will explore the various facets of the 19th century urban underworld. Usingdocumentary sources produced by journalists, scientists, missionaries, and policemen you willinvestigate and analyse a secret world of mysteries, populated by gangsters and prostitutes,drunkards and runaways, and maybe by ghosts.’ 97