Assessment % Contribution to Final Mark Assessment Method 20 Commentary exercise (1,000 words) 40 2,000-word essay 40 Examination (1 hour)Sample Source‘It's really a wonder that I haven't dropped all my ideals, because they seem so absurd and impossibleto carry out. Yet I keep them, because in spite of everything, I still believe that people are really goodat heart.’ Anne Frank, The Diary of a Young GirlWritten towards the end of Anne Frank’s two years in hiding with her family and others in an attic inAmsterdam, this quote has become the iconic representation of Anne Frank. Despite later beingbetrayed, arrested, deported to a death camp and succumbing to disease and starvation, Anne Frank’sessence and legacy has been summed up by this quote, the interrogation of which is at the heart ofthis module. 49
Year 1 Semester 2 - Cases and Contexts Module (15 credits) HIST1015 – McCarthyism (Professor Kendrick Oliver)Module Overview‘I have here in my hand a list of 205 names that were made known to the Secretary of State as beingmembers of Communist Party and who nevertheless are still working and shaping policy in that StateDepartment.'With these words, asserting both the existence of an internal communist menace and thegovernment failure to act against it, Senator Joseph McCarthy thrust himself into the centre of USnational politics. His inquisition into communist subversives and spies lasted from 1950 to 1954. But‘McCarthyism' as a phenomenon was more deeply-rooted, more enduring and much broader inscope than the career and campaigns of a single politician. This module explores the causes, courseand effects of McCarthyism writ large, from the end of the Second World War through to the late1950s. 50
Indicative List of Seminar Topics Introduction Biography: McCarthy the man Espionage and the CPUSA McCarthyism and the US Congress McCarthyism and the executive branch Anticommunism in its local contexts The domestic Cold War The Invasion of the Body Snatchers Antecedents of McCarthyism: American conservatism, the Populist tradition and the Paranoid Style What sort of Americans supported McCarthyism and why?Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2,000 words) Examination (1 hour)Sample Source‘The reason why we find ourselves in a position of impotency is not because our only powerfulpotential enemy has sent men to invade our shores, but rather because of the traitorous actions ofthose who have been treated so well by this Nation. It has not been the less fortunate or membersof minority groups who have been selling this Nation out, but rather those who have had all thebenefits that the wealthiest nation on earth has had to offer - the finest homes, the finest collegeeducation, and the finest jobs in Government we can give.’ Senator Joseph McCarthy, ‘The Enemy Within’ speech, 9 February, 1950The fear that American security had been compromised by a network of communist spies andsympathizers long preceded Senator Joseph McCarthy’s rise to national prominence. But McCarthy’spopulist rhetoric, evident in his infamous Wheeling speech, added a powerful new ingredient to thecontroversy: a populist hostility fuelled by social resentment as well as national security concerns.Liberal elites who had previously assumed themselves to be working for the interests of ordinaryAmericans were now converted, to their perplexity, into the objects of widespread grassrootsantipathy and suspicion. The social and cultural style as well as the political programme of post-warliberals became identified as ‘un-American’. 51
Year 1 Semester 2 - Cases and Contexts Module (15 credits) HIST 1020 – The French Revolution (Dr Joan Tumblety)Module OverviewIt can be difficult to reconcile the two most famous achievements of the French Revolution - thedeclaration of the rights of man and citizen of 1789 and the use of the guillotine to crush dissent in1793-4. This module offers you an introduction to the complexities of this subject. First, we seek tograsp the eighteenth-century world in which the revolution took place; then we consider theprincipal features of the Revolution up to 1794 and identify the challenges that led to itsradicalisation. The rest of the module invites you to think about three questions: 1) how committedwere the revolutionaries to the idea of equality; 2) what explains the slide into Terror and executionin 1793; and 3) how deeply did the Revolution shape the daily life of French people?Indicative List of Seminar Topics the nature of the ancien régime and its final collapse in spring 1789 the passage from constitutional monarchy to republic and the public figures involved in that process the inevitability of the Terror of 1793 changing notions of citizenship and the question of its inclusivity or exclusivity the place of ideas and culture in the 'new regime' religion and the Church war and foreign policy counter-revolution and the civil war in the VendéeHistoriographically, you will be invited to consider the relative merits of ‘orthodox’ and ‘revisionist’positions on the causes and nature of the Revolution, and thus to discuss the primary motors ofrevolutionary change in eighteenth-century France. 52
Assessment % Contribution to Final Mark Assessment Method 40 20 2,000-word essay based on primary sources 40 1000-word commentary exercise Exam (1 hour)Source8 The proof necessary to condemn the enemies of the people can be any evidence whether material,moral, verbal or written which can persuade a just and reasonable man. …9 Every citizen has the right to arrest and bring conspirators and counter-revolutionaries before themagistrates. He is obliged to denounce them as soon as recognized. …16 The law provides, for the defence of calumniated patriots, patriotic juries for conspirators,none. … Excerpt from the law of 22 Prairial (10 June 1794)Why This Source MattersThe source demonstrates how far an individual’s ‘inalienable rights’ had been eroded since theDeclaration of the Rights of Man and Citizen of 1789: no longer entitled to a defence, ‘moral’ proof(rumour) sufficed to condemn the accused to death as enemies of the people. This law bothreflected and facilitated an escalation and radicalisation of the state-orchestrated Terror of 1793-4.It was an attempt by the leading Jacobins on the Committee of Public Safety to wrest control ofjudicial mechanisms away from parliament in the wake of attacks on their centralising powers madeby their own supporters. 53
Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST 1058 – Russia in Revolution (Dr Claire Le Foll)Module OverviewThe module will investigate in depth one of the most formative events in twentieth-century worldhistory then examine the interplay between political, economic, social, military and ideologicalaspects of revolution in Russia between 1905 and 1917. To conclude we will engage with debatesbetween historians on both the causes and outcomes of the revolution.Course Content 1905 revolution Constitutional Russia Russia on the eve of World War One Whether Russia's experience in the First World War was the cause or catalyst for 1917 Revolutionary Petrograd The Bolshevik seizure of power Political debates What the Russian revolution meant for the twentieth century 54
Assessment % Contribution to Final Mark 20 Assessment Method 40 2 x 500-word document commentaries 40 1 x 2,000-word essay A one-hour examinationSample SourceThis political cartoon of the tsar dancing to Rasputin’s tune from 1916 raises many interestingquestions about the Russian monarchy and reception of it, crucially only one year prior to therevolutions of 1917. The reaction of the public to the tsar and criticism of him from educated societystemmed partially from a perception that the tsar was increasingly subject to the whims of deviousadvisors, among which was the ‘mad monk’ Rasputin. Powerless to resist the overtures of this crazedmystic, the tsar and his inner circle were inept and naïve in the face of the vast social, political andeconomic challenges occurring in the country during the First World War, and their inaction aidedthe swift demise of the 300-year-old empire. The direction late tsarism was heading in is a keyfeature of this module and something we shall consider in more depth. 55
Year 1 Semester 2 - Cases and Contexts Module (15 credits)HIST1062 - Rebellions and Uprisings in the Age of the Tudors (Professor Mark Stoyle)Module OverviewThe aims of this module are to introduce you to the turbulent sequence of rebellions which tookplace during the Tudor period, to encourage you to ponder on the causes and consequences ofthose uprisings, and to help you to understand why previous historians have written about them inthe way that they have.Indicative List of Seminar Topics Rebellion and taxation. Rebellion and religious conflict. Rebellion and ethnic conflict. Rebellion and class conflict. Women rebels. ‘Royal rebels’. Noble rebels. Echoes of rebellion. 56
Assessment % Contribution to Final Mark Assessment Method 20 40 1 written essay (1,000 words) 40 1 written essay (2,000 words) Examination (1 hour)Sample Source‘By this time there was a scaffold made over against the White Tower, for the … lady Jane [Grey] todie upon. The said lady, being nothing at all abashed, neither with fear of her own death, which thenapproached, nor with the sight of the dead carcase of her husband … came forth … her countenancenothing abashed, neither her eyes moistening with any tears … with a book in her hand, whereonshe prayed all the way, till she came to the said scaffold’. J.G. Nichols (ed.), The Chronicle of Queen Jane and Queen Mary, pp. 55-56.This eye-witness account of the execution of Lady Jane Grey at the Tower of London in 1554illustrates the desperate stakes for which all Tudor ‘rebels’ played. Having briefly seized the crown in1553, Jane had already been forgiven once by Mary Tudor, the woman who had replaced her on theEnglish throne. When Sir Thomas Wyatt led a new rebellion against Mary during the following year,however – a rebellion which was swiftly quashed – the queen decided that she could no longertolerate the risk which the continued existence of her teenage rival posed, and Jane and herhusband were executed on a charge of treason shortly afterwards. 57
Year 1 Semester 2 - Cases and Contexts Module (15 credits) HIST1076 - God’s Own Land: Exploring Pakistan’s Origins and History (Professor Ian Talbot)Module OverviewAfter 9/11, Pakistan emerged as a western ally in the ‘war on terror'. It was also seen as a trainingground for attacks on the West following the London bombings known as 7/7. The discovery thatOsama bin Laden had been hiding for years in a building adjacent to Pakistan's main militaryacademy caused an international furore. Many of the developments in Pakistan, such as thepresence of militant Islamic groups which raise doubts about the country's stability, can only beunderstood in terms of the historical legacies from the colonial era. Yet Pakistan's origins andinheritances are shrouded in historical controversy. This module examines Pakistan's evolution andits search for domestic and regional stability. 58
Indicative List of Seminar Topics the conflicting understandings of the foundation vision of its creator Muhammad Ali Jinnah an examination of the failure to achieve a consolidated democracy in the post-independence period the role of Islam in Pakistan’s politics will be assessed the rise of Islamic militancy will be explored the extent to which Pakistan is a ‘failed’ or ‘terrorist’ state will be debated. the conflicting understandings of the genesis of the Kashmir dispute will be assessed along with its role in the troubled Indo-Pakistan relationship since 1947Assessment % Contribution to Final Mark Assessment Method 20 40 1 Commentary Exercise 40 2,000 word essay Exam (1 hour)Sample SourceIt is extremely difficult to appreciate why our Hindu friends fail to understand the real nature ofIslam and Hinduism. They are not religions in the strict sense of the word, but are in fact differentand distinct social orders and it is a dream that Hindus and Muslims can ever evolve a commonnationality. Mohammad Ali Jinnah, Presidential Address to the All-India Muslim League, Lahore 22 March 1940In this speech, Jinnah articulated the two nation theory which underpinned the demand for aseparate Muslim homeland in India. The following day the Lahore Resolution was passed whichcommitted the Muslim League to the Pakistan demand. In just over seven years, the goal of Pakistanwas realized, transforming the history of the Indian subcontinent. 59
Year 1 Semester 2 - Cases and Contexts Module (15 credits) HIST1087 - Pope Innocent III (1198-1216): Power, Politics and Pastoral Care (Professor Peter Clarke)Module OverviewWe are all aware of the power of the EU in modern Britain and the rest of Europe, but the idea of aninternational body making laws, decisions and interventions in national politics is nothing new. Inthe later middle ages, the Church and, above all, the papacy claimed and tried to exercise power inworldly affairs on spiritual grounds: Pope Innocent III was one of the most interventionist medievalpopes and did more than any other to develop ideas to justify such interventions. The module willexplore not only his political ideas and actions, but also his reputation as a pastoral pope,comparable in some ways to the charismatic Pope Francis in seeking to reconnect the CatholicChurch with the people.Indicative List of Seminar Topics Introduction: Background and contexts Innocent III's Ideas of Church and ‘State' Innocent III, Politics and Power: - Papacy and Empire - Italy: the Papal State; the Communes; the Kingdom of Sicily - Kingdoms: England and France Innocent III and Religious Authority: - The Crusades - Heresy and the Inquisition - Pastoral Care and the Friars Papal Law and Justice Conclusion: the Legacy of Innocent III 60
Assessment Assessment Method % Contribution to Final Mark 201 Commentary Exercise 40 402,000 word essayExam (1 hour)Sample Source‘. . . To me is said in the person of the prophet, \"I have set thee over nations and over kingdoms, toroot up and pull down, and to waste and to destroy, and to build and to plant\" (Jeremiah 1:10). Tome is also said in the person of the apostle, \"I will give to thee the keys of the kingdom of heaven.And whatsoever thou shalt bind upon earth it shall be bound in heaven\" (Matthew 16:19) . . . thusthe others were called to a part of the care but Peter alone assumed the plenitude of power. You seethen who is this servant set over the household, truly the vicar of Jesus Christ, successor of Peter …set between God and man, lower than God but higher than man, who judges all and is judged by noone . . .’ Innocent III’s Sermon on his Consecration as Pope (22 February 1198)The rise of UKIP is a reaction to the European Union’s increasing involvement in our national affairs.The idea that Britain has long been separate from Europe dies hard, but in the Middle Ages anotherinternational institution influenced life across Western Europe in more ways than the EU: theWestern Church and the papacy at its head. Pope Innocent III was one of the most important popesin this period and his interventions in national politics were unprecedented: he sought to decidewho ruled Germany; he became overlord of King John’s England; and clashed with various localrulers. His laws as pope also affected daily life, notably on marriage. His sermon above preachedwhen he became pope shows that he had a clear vision of papal power from the outset: the popewas God’s representative on earth, the ‘vicar’ (deputy) of Christ, and all inhabitants of westernChristendom were accountable to him but he was accountable only to God. 61
Year 1 Semester 2 - Cases and Contexts Module (15 credits) HIST1093 – The Reign of Phillip II, King of Spain and Portugal, 1556 – 1598 (Dr François Soyer)Module OverviewThis course explores the history of the reign of Philip II (1580-1598), King of Spain and – from 1580 –Portugal. Philip II was the most important monarch in the history of Spain, the ruler of an empire thatspanned the globe and, arguably, the most powerful sovereign in sixteenth-century Europe.The main focus of his module will be on the relations of Philip II and Spain with its neighbours both inEurope (England, France, the Holy Roman Empire and the principalities of Italy) and the Mediterranean(especially the Ottoman Empire) as well as the important political, social and economic developmentthat took place within Spain itself.Indicative List of Seminar Topics The part played by Philip II in the struggle of Catholic Europe against the Protestant Reformation Spain's role in the struggle between Christendom and Islam in the Mediterranean. The growth of religious intolerance within Spain itself and the persecution of religious unorthodoxy by the Spanish Inquisition during the reign of Philip II The structure of Spain's government under Philip II and the emergence of the “bureaucratic state” in Early Modern EuropeStudents will also consider the controversial historiography that surrounds the reign of Philip II andhis legacy. Indeed, although King Philip is considered by many historians to have been the greatestmonarch in Spanish history, many modern historians have now started to question whether some ofhis policies can in fact be perceived to have sown the seeds of Spain's eventual decline as a Europeanpower in the seventeenth century. 62
Assessment Assessment Method % Contribution to Final Mark 201 Commentary Exercise 40 402,000 word essayExam (1 hour)Sample Source‘As it is apparent to all that a prince is constituted by God to be ruler of a people, to defend themfrom oppression and violence as the shepherd his sheep; and whereas God did not create the peopleslaves to their prince, to obey his commands, whether right or wrong, but rather the prince for thesake of the subjects (without which he could be no prince), to govern them according to equity, tolove and support them as a father his children or a shepherd his flock, and even at the hazard of lifeto defend and preserve them. And when he does not behave thus, but, on the contrary, oppressesthem, seeking opportunities to infringe their ancient customs and privileges, exacting from themslavish compliance, then he is no longer a prince, but a tyrant, and the subjects are to consider himin no other view.’ The Dutch Act of Abjuration, 1581When his father Charles V abdicated in 1556, King Philip II of Spain inherited the position of count ofFlanders (the modern-day Netherlands and Belgium), one of the most economically prosperous partsof Europe. His reign, however, witnessed the rise of Protestantism and political discontent inFlanders, the outbreak of revolts against Spanish rule and, eventually, his deposition as ruler in 1581.In a document that has come to be seen (alongside Magna Carta for example) as one of the foundingtexts of western democracy, the Dutch explicitly rejected autocratic rule and denounced their'tyrannical' ruler. This and other similar (Protestant) texts have helped to create a negative 'blacklegend' about Philip II. This module seeks to separate historical fact from propaganda and evaluatethe legacy of one of the most important and controversial figures in early modern European andGlobal history. 63
Year 1 Semester 2 – Cases and Contexts Module (15 credits) HIST 1094 – Henry VIII: Reputation and Reality (Professor Maria Hayward)Module OverviewThis module will provide you with an overview of the key events in the reign of Henry VIII includingthe Field of the Cloth of Gold, the dissolution of the monasteries and war with France in 1513 and1544. You will have the opportunity to think about what he was like as a king by comparing him withhis contemporaries Francis I of France and Charles V of Spain and how he interacted with the leadingfigures at court such as Cardinal Wolsey, Thomas Cromwell and Charles Brandon, duke of Suffolk.This will be set in context through an evaluation of how Henry VIII has been viewed since his death.You will consider Shakespeare's play Henry VIII or All is True as well as a range of representations ofthe king in art and film in the 19th to 21st centuries.Indicative List of Seminar Content Henry VIII: Court and culture The king’s chief ministers: Wolsey and Cromwell War and foreign policy Competing with Francis I and the Field of the Cloth of Gold The break with Rome The dissolution of the monasteries Political unrest: The Pilgrimage of Grace and beyond Henry VIII: His final years and his legacy Shakespeare's Henry VIII or All is True Henry VIII's posthumous image: Paintings, literature and film 64
Assessment % Contribution to Final Mark 40 Assessment Method 20 1 x 2,000-word essay based on primary sources 40 2 x 500-word document commentaries 1 x one-hour examinationSample Source‘The joy shown by the people every day, not only at the ruin of the concubine but at the hope ofprincess Mary’s restoration is inconceivable, but as yet the king shows no great disposition towardsthe latter; indeed he has twice shown himself obstinate when spoken to on the subject by hiscouncil…I think the concubine’s little bastard Elizabeth will be excluded from the succession, andthat the king will get himself requested by parliament to marry. To cover the affection he has for thesaid Seymour he has lodged her seven miles away in the house of a grand esquire, and says publiclythat he has no desire in the world to marry again, unless he is constrained by his subjects to do so.Several have already told me and sent to say that, if it cost them their lives, when parliament meetsthey will urge the cause of the princess to the utmost. The very evening the concubine was broughtto the Tower of London, when the duke of Richmond went to say goodnight to his father, and ask hisblessing after the English custom, the king began to weep, saying that he and his sister, meaning theprincess, were greatly bound to God for having escaped the hands of that accursed whore, who haddetermined to poison them; from which it is clear that the king knew something about it.’ The Execution Of Anne Boleyn, 1536This account of Anne Boleyn’s fall from royal favor was written by the Spanish ambassador EustaceChapuys, in a letter to Emperor Charles V. Chapuys despised Anne; she returned the feeling. He wasthe chief adviser and confidante of Henry VIII’s first wife, Katharine of Aragon. He did not recognizethe king’s marriage to Anne and referred to her as ‘the concubine’ and ‘the whore’ in his officialdispatches. Like many, Chapuys blamed Anne for the king’s poor treatment of Katharine and theirdaughter, Princess Mary. Chapuys had confidently predicted Anne’s fall for several years. When itactually happened, he was quite surprised. He had not recognized the depth of Henry’s feelings forthe woman who would become his third wife, Jane Seymour. Despite Chapuys’s dislike of Anne, hisaccount gives little credit to the king. 65
Year 1 Semester 2 - Cases and Contexts Module (15 credits) HIST1106 - Emperor Constantine the Great: From Just Church to State Church (Dr Dan Levene)Module OverviewThe emperor Constantine is recognized as the most important emperor of Late Antiquity. Thiscommanding character laid the foundations of post-classical European civilization during an eventfuland colourful reign. His crucial victory at Milvian Bridge proved one of the most decisive moments inworld history, while his legalization and support of Christianity together with his foundation of a'New Rome' at Byzantium can be seen as amongst the most momentous decisions made by aEuropean ruler. Ten Byzantine emperors who succeeded him bore his name, testimony to hissignificance and the esteem in which he was held.Indicative List of Seminar Topics The first ecumenical Christian Council at Nicea (325 C.E.). Early Christian communities’ relationships with the historic Jewish community The nature of the separation of the Christians from the Jews The church’s journey of self-definition as a unique faith based community. Contrasts between the church in the West with the development of the early church in the East within the Persian Sassanian Empire in the east The character and context of martyrdom The nature and substance of the church’s mission The church’s impact on society in Late Antiquity 66
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.67
Year 1 Semester 2 - 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. 68
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. 69
Year 1 Semester 2 - 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 70
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. 71
Year 1 Semester 2 - 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 72
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. 73
Year 1 Semester 2 - 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. 74
Indicative List of Seminar Topics % Contribution to Final Mark 20 Introduction: context and sources 40 The Roman Republic: the aristocratic element 40 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 Assessment Method Commentary Exercise (1,000 words) 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.75
Year 1 Semester 2 - 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 76
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.77
Year 1 Semester 2 - 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 78
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. 79
Year 1 Semester 2 - 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. 80
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.81
Year 1 Semester 2 - 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 82
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. 83
Year 1 Semester 2 - 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' 84
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. 85
Year 1 Semester 2 - 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. 86
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 Assessment Method % Contribution to Final Mark 20Assignment 1 – Commentary on ancient sources (1,000 words) 40 40Assignment 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! 87
Year 1 Semester 2 - 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 ?? non-citizen auxiliary units. From the end of thefirst century AD, conquest ceased, and a frontier was established in the north of England, at first aninformal 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 88
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. 89
Index by Historical PeriodCore ModulesHIST1151 - World Histories (compulsory for all students reading history and joint degrees EXCEPTancient history and joints)………………………………………………………………………………………………....……………..6HIST1155 - Introduction to the Ancient World (compulsory for ancient history and joint students)....8HIST1150 - World Ideologies (compulsory for all single degree history students)…………………………….40HIST1154 - Ancient History: Sources and Controversies (compulsory for ancient history and jointstudents)………………………………………………………………………………………………………………………………………….42ARCH1XXX/HIST1130 - Wonderful things (compulsory for ancient history and joint students)………..44AncientHIST1126 - Consuls, Dictators and Emperors: Roman Politics in the First Century BC………………..26/74HIST1106 - Emperor Constantine the Great: From Just Church to State Church …………………...………..66HIST1153 - Alexander the Great and his Legacy……………………………………………………………………………….86HIST1XXX - The Roman Army in Britain: Life on the Northern Frontier…………………………………………….88MedievalHIST1019 - The First Crusade……………………………………………………………………………………………………………12HIST1074 - The Battle of Agincourt………………………………………………………………………………………………….16HIST1102 - The End of the World: Apocalyptic Visions of History…………………………………...……………….20HIST1134 - The Murder of Edward II………………………………………………………………………………………………..30HIST1148 - Castles: Military Technology and Social Change from the Middle Ages to the Modern…..34HIST1087 - Pope Innocent III: (1198-1216): Power, Politics and Pastoral Care.…………………………………60HIST1093 - The Reign of Philip II, King of Spain and Portugal, 1556 – 1598………………..……….……………62HIST1136 - Siena to Southampton: Medieval Towns and Cities.……………………………………………………….76HIST1146 - Joan of Arc……………………………………………………………………………………………………………………..82Early ModernHIST1029 - New World Slavery…………………………………………………………………………...…………………………..14HIST1008 - A Tudor Revolution in Government?..................................................................................46HIST1020 - The French Revolution……………………………………………………………………………………………………52HIST1062 - Rebellions and Uprisings in the Age of the Tudors………………………………………………………….56 90
HIST1094 - Henry VIII: Reputation and Reality…………………………………………………………………………………64HIST1137 - Revolutionary America…………………………………………………………………………………………………..78Modern/ContemporaryHIST1011 - The First World War……………………………………………………………….………………………………………10HIST1085 - German Jews in Great Britain after 1933……………………………………………………………………….18HIST1109 - Terrorists, Tyrants and Technology: America’s “War on Terror”…………………………….………22HIST1113 - The Crimean War…………………………………………………………………………………………………………..24HIST1133 - Passages in a Middle Eastern Tragedy: Israel, Palestine, Islam and Ourselves……....……….28HIST1145 - From Shah to Ayatollah: The Establishment of the Clerical Power in Iran (1979 toToday).............................................................................................................................................32/80HIST1160 - Fascism and the Italian People…………………………………………………………………………………..…36HIST1158 - Liberté, Egalité, Beyoncé: Woman’s History in Modern Britain……...………………………………38HIST1012 - Who is Anne Frank?............................................................................................................48HIST1015 – McCarthyism…………………………………………………………………………………………………………………50HIST1058 - Russia in Revolution……………………………………………………………………………………………………….54HIST1076 - God’s Own Land: Exploring Pakistan’s Origins and History.……………………………..…………….58HIST1111 - Gandhi and Gandhism……………………………………………………………………………………………………68HIST1119 - The Long Summer? Edwardian Britain 1901 - 1914...........................................................70HIST1124 - Heroes and Villains: Culture and the British Empire, 1870-1914.…………………...………………72HIST1147 - The Real Downton Abbey……………………………………………………………………………………………….84 91
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