Module booklet_Open Days e book

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

Year 2 (30 credits)HIST2053 – Habsburg Spain, 1471-1700: The Rise and Decline of the First European Superpower (Dr François Soyer)Module OverviewThis module aims to introduce students to the history of Spain during its \"Golden Age\" under theHapsburg Dynasty. During this period, Spain rose to become not only the most powerful kingdom inChristian Europe but also the first European state in modern history to establish a global empire overwhich \"the sun never set\". You will study the abrupt rise to supremacy and subsequent slow declineof Spain as a major actor on both the European and World stages in the early modern period. Youwill work with translated primary sources and examine the many problems that confront historianswhen examining Imperial Spain, including the impact of Spain's foreign policy in Europe, itseconomic and fiscal woes as well as its persecution of religious minorities. 148

Indicative List of Seminar Topics  An examination of the history and culture of Early Modern Spain, in a broadly chronological framework.  An analysis the causes of Spain’s rise to prominence in sixteenth-century Europe and of its subsequent decline in the seventeenth century.  A detailed investigation of the social and economic developments that took place inside Spain during this period.  Study of the status of minority groups in Hapsburg Spain and their treatment by the authorities.  Students will also consider the controversial historiography that surrounds the history and legacy of Habsburg Spain and its overseas empire.Assessment Assessment Method % Contribution to Final Mark4,000-word essay 502-hour written paper 50Sample Source‘His religion and faith were so great that he made perpetual war on the heretics in England, Flandersand France, and upon the idolaters and pagans in the Indies, and upon the barbarians and infidels inTurkey, and upon all the enemies of the Holy Catholic Faith everywhere in the world. He spentexcessive amounts supporting the Catholic [cause], using up his patrimony with such generosity that,like another Josiah, he had to ask his vassals for contributions and to be perpetually in debt, despitebeing the most powerful of all the world’s kings.’ Baltasar Porreño: A Portrait of King Philip II (1628).As this excerpt from the encomiastic posthumous biography of Philip II by the Jesuit BaltasarPorreño reveals, the history of the Habsburg dynasty in Spain is one marked by war, crisis and debt.Ruling over an empire that expanded overseas into the Americas and Asia, the sixteenth andseventeenth century rulers of Spain strove desperately to defend their European dominions andCatholicism from the advances of Protestantism in Northern Europe and the Islamic Ottoman Empirein the Mediterranean as well as from their jealous Catholic rivals in France. The rise and decline ofSpanish hegemony in Europe profoundly affected early modern Spanish society and also played amajor role in the creation of modern political and religious boundaries in Western Europe. 149

Year 2 (30 credits) HIST2059 – Plague, Fire and Popish Plots: The Worlds of Charles II (Professor Maria Hayward)Module OverviewDuring his lifetime Charles II was described as charming, indolent and a womaniser, while his courtwas seen as far more informal and accessible than that of his father, Charles I. This module will seekto assess the validity of this view and will examine how successful Charles II was as a monarch. Whilethe primary focus is upon Charles II in this module, we will place him in a wider context byconsidering the relationship of the king and his capital, the changing role of the city of London anddraw comparisons with Paris and Versailles. We will also look at how Charles II responded topractical challenges such as plague and fire in London, as well as political and religious threats suchas the Popish plot. 150

Indicative List of Seminar Topics  Execution, exile and restoration - the changing nature of kingship and monarchy in England in the second half of the seventeenth century  Creating the king's image: portraiture, dress  Wives and mistresses: the place of women at the Caroline court  Documenting the period: The writings of Pepys, Evelyn and Defoe  1665: Plague in London  1666: The immediate effect of the Great fire of London and its long term impact on the architecture and layout of the city  Comparisons with and influences from the court of Louis XIV at Versailles  Court and urban culture  Religious tensions and the impact of the 'Popish' plot  1685-89: Monarchy in crisis? The succession crisis and the Glorious RevolutionAssessment % Contribution to Final Mark Assessment Method 25 each 50 2 X Essay (2,000 words) Exam (2 hours) 151

Year 2 (30 credits) HIST2064 – The Space Age (Professor Kendrick Oliver)Module OverviewIn this module, we will be exploring the causes, course and meaning of ‘the space age’ – whenvoyages beyond the earth’s atmosphere and onwards to other worlds first became plausible andthen an accomplished fact. We will consider the following questions: When, and in whatcircumstances, did space exploration develop as a goal? How did spaceflight come to be adopted asan instrument and expression of state policy in the Soviet Union and the United States? Why did theUnited States win the race to land a man on the moon, and why was there no subsequent landingmission to Mars? What have we learnt about the solar system and the wider cosmos as a result of‘the space age’? How did ‘the space age’ affect the way life was lived back on earth? Do we still livein a ‘space age’, or have the grand ambitions of the first rocket pioneers for the conquest of spacebeen surrendered to terrestrial priorities?Indicative List of Seminar Topics  Early rocket theory and experimentation from Tsiolkovsky to the V-2  The evolution of post-war missile programmes in the US and USSR  Spaceflight in popular culture before and after Sputnik  Sputnik and its policy consequences  First ventures in manned spaceflight: Gagarin, Shepard and Glenn  John F. Kennedy and the race to the moon  The birth of satellite communications  Space and the promise of technocracy  Unmanned lunar and planetary exploration in the 1960s and 1970s  How America won the moon race  The militarization of space?  What next? The politics of spaceflight in the late 1960s and early 1970s  Spaceflight and ‘earth consciousness’  Utopian and dystopian visions of spaceflight  Religion and the space age  Spaceflight since the 1970s  Space exploration and modern cosmology 152

Assessment % Contribution to Final Mark Assessment Method 25 25 2,000-word essay - summative Ten-minute presentation with PowerPoint slides 50 (tutor mark: 20%; peer-assessment: 5%) - summative Two-hour exam - summativeSample Source‘To see the earth as it truly is, small and blue and beautiful in that eternal silence where it floats, isto see ourselves as riders on the earth together, brothers on that bright loveliness in the eternalcold—brothers who know now they are truly brothers.’ Archibald MacLeish, The New York Times, December 25, 1968.The space age seemed to promise a maturation of the technologies that would eventually allowmankind to voyage to and inhabit other worlds. But what then would be the status of the Earth?According to the optimistic ‘astrofuturist’ vision, Earth was just mankind’s cradle, destined to be leftbehind as the species developed the means to travel beyond. But the space age also offered analternative perspective, in the form of the Archibald MacLeish’s prose poem marking the flight ofApollo 8 and the famous ‘Earthrise’ photograph taken during that mission: of other worlds as greyand barren, space as ‘eternal cold’ and of the ‘beautiful’ Earth itself as the only possible, properhome for mankind.153

Year 2 (30 credits) HIST2084 – Accommodation, Violence and Networks in Colonial America (Dr Rachel Hermann)Module OverviewColonial America could be a devastatingly violent place, but so too could it provide venues forcolonists, Native Americans, and enslaved Africans to come together in a myriad of peaceful ways. Itwas also a mishmash of places in transition—from colonial outposts, to burgeoning towns, togrowing plantations, and to expanding urban cities (and sometimes back again). In an age ofFacebook, Twitter, and constant interconnectivity, it is easy to forget that networks are not new. Incolonial America people forged different networks as they moved from place to place and creatednew identities. In this module we will pursue several thematic ideas about colonial American historyas we move temporally and geographically through Africa, the Americas, and Great Britain. 154

Indicative List of Seminar Topics  Contact  The African, Iberian, Dutch, Portuguese, and British Atlantics  Peacemaking and Warfare  Witchcraft and Religious Revivals  Scientific Exchange Networks  Sugar and Slavery in the Caribbean  Slavery and Rebellion in the Mainland Colonies  Pan-Indian Movements  Revolution  The Elusive Republic  The Loyalist diasporaAssessment % Contribution to Final Mark Assessment Method 25 each 50 2 x Assessed Essay (2,000 words) Examination (2 Hours)Sample Source‘There was a youth whose name was Thomas Granger…He was this year detected of buggery, andindicted for the same, with a mare, a cow, two goats, five sheep, two calves and a turkey. Horrible itis to mention, but the truth of the history requires it. He was first discovered by one thataccidentally saw his lewd practice towards the mare. (I forbear particulars.) Being upon it examinedand committed, in the end he not only confessed the fact with that beast at that time, but sundrytimes before and at several times with all the rest of the forenamed in his indictment...Andaccordingly he was cast by the jury and condemned, and after executed about the 8th of September,1642. A very sad spectacle it was. For first the mare and then the cow and the rest of the lessercattle were killed before his face, according to the law, Leviticus xx.15; and then he himself wasexecuted. The cattle were all cast into a great and large pit that was digged of purpose for them, andno use made of any part of them.’From William Bradford’s Of Plymouth Plantation, written between 1630 and 1651. It describes thesettlement in 1620 of Plymouth, Massachusetts by the Pilgrims—who left from Southampton on theMayflower and the Speedwell. The curious case of Thomas Granger allows students to considerBradford’s sense of the colony’s decline after the initial years of settlement. It also connects to laterweeks spent discussing sexuality in Virginia and Connecticut. 155

Year 2 (30 credits) HIST2086 – Building London 1666 - 2012 (Dr Eleanor Quince)Module OverviewLondon is one of the most well-known cities in the world. It has a fascinating history, growing from arelatively small development along the river Thames into the sprawling metropolis we know today.In this module we will explore the history of the city through an examination of some of its mosticonic buildings. We will start in 1666, after the Great Fire of London, and journey through thedeveloping city to the present day, ending with the opening of the Olympic Park in 2012. Each weekwe will focus on a particular building or geographic site, considering its physical location within thecapital, the context of its design and construction – why it was built, how it was built, who and/orwhat it was built for – and then use the building to explore culture and society of the time of itsdevelopment. We will use maps of London to enable us to situate the buildings, both geographicallyand historically; examine contemporary reactions to the buildings to gauge the meanings invested inthem by specific individuals and groups; and consider visual materials, including prints, paintings,plans and photographs, as a means of interrogating the changing cityscape and the attitudes ofcontemporaries towards it.Indicative List of Seminar Topics  The rebuilding of London after the Great Fire: St Paul’s Cathedral (1666-1720)  The country in the town: parks, Garden Squares and villas (1740 – 1825)  Monumental spaces: Regent’s Street, Hyde Park Corner and Trafalgar Square (1800-1840)  The past in the present: the British Museum (1823 – 1847)  Seat of power: the problem of re-building the Houses of Parliament (1836 - 1867)  The aftermath of the Great Exhibition: Albertropolis (1851-1900)  Going underground: the Tube (1863 – 1922)  Culture returns to the South Bank: the legacy of The Festival of Britain (1951-1990):  Achieving new heights: from highrise to skyscraper (1948 – 1998)  London revived? the Tate Modern, the Millennium Dome, Stratford and the Olympic Park (1999 – 2012) 156

Assessment % Contribution to Final Mark Assessment Method 0 25 Give a seminar presentation on a key text - formative 25 2,000-word essay - summative 50 2,000-word essay - summative Examination - 2 hours - summativeSample Source Sir Christopher Wren’s Plan for Rebuilding the City of London after the dreadfull Conflagration in 1666 [sic], ‘Sunray Plan’, submitted 10th September 1666On the 2nd September 1666 a fire broke out in the King’s baker’s house in Pudding Lane and spreadrapidly across the walled City of London. The fire devastated 80% of the City, destroying some13,200 timber-framed homes. A young architect, Christopher Wren, who had been working on earlyplans for the restoration of the City’s Old St Paul’s Cathedral – a building in need of much repair evenbefore it was ravaged by fire – saw the devastation as an opportunity. On the morning of 10thSeptember 1666, just eight days after the fire and while the ground was still smouldering, hesubmitted his plan for a grand new City to the King. Now known as the ‘Sunray Plan’ (above), Wren’sNew City of London featured a formal grid formation punctuated with ‘sunspots’ – key buildingslocated at the centre of broad intersecting roadways. It was the first real plan for London, a Citywhich had grown organically with tiny houses erected haphazardly across a maze of narrow streetsand alleyways. There was no money to pay for Wren’s grand scheme, and while the King andParliament struggled to decide how the New City of London should look, homeowners beganrebuilding their houses on the original sites. Wren’s opportunity – the chance to create amagnificent formal city – passed by, setting the tone for four centuries of piecemeal urban planningwithin our capital. 157

Year 2 (30 credits) HIST2087 – Islamism: From the 1980s to the Present (Dr Hormoz Ebrahimnejad)Module OverviewAs a political ideology, Islamism is a phenomenon of the twentieth century with different strandsand rooted in different countries and representing different social strata. This module, examinesIslamism in the first place as an intellectual movement, a reaction to modernity and modernisationprojects that gained currency from the beginning of the twentieth century in the Near and MiddleEastern countries. Islamism extends from pure intellectual and cultural movements of the emergingmiddle class to terrorist organisations such as al Qaeda and ISIS with nihilist inclination thatconstitutes the core of their ideology.The module also examines the Western impact on the development of Islamism. Paradoxically, therise of Islamism that is best known for its anti (or at least non)-Western characteristics, has beeneither tolerated or supported by the Western World and the United States in particular both as adiscourse borne of Orientalism and as a political convenience during the last stages of the Cold War.In fact, Islamist states in the region, such as in Afghanistan, Iran and later on in Turkey wereconsidered by the West to constitute a new “security” belt that was to protect the Western interestsagainst the Soviet Union and its successor, the Russian Federation. Unpredictable developments inAfghanistan, Iran and Iraq, however, caused costly wars but in exchange provided moreopportunities for the USA to consolidate its military presence in the Middle East and Central Asia. 158

Indicative List of Seminar Topics  Religion and politics in Islam  From Pan-Islamism to Islamism  Islam and Modernity  Political Islam and its different persuasions in Afghanistan, Chechnya, Iran, Saudi Arabia, Turkey, and North Africa  Islamist guerrillas and proxy war (Al-Qaeda, Salafite and Taliban, as political and military arms of the regional powers)Assessment % Contribution to Final Mark Assessment Method 25 each 50 2 x essays (2,000 words) 1 x exam (2 hour)Sample Source‘Islam is a religion of those who struggle for truth and justice, of those who clamor for liberty andindependence. It is the school of those who fight against colonialism. Our one and only remedy is tobring down these corrupt and corrupting systems of government, and to overthrow the traitorous,repressive, and despotic gangs in charge. This is the duty of Muslims in all Islamic countries; this isthe way to victory for all Islamic revolutions.Muslims have no alternative, if they wish to correct the political balance of society, and force thosein power to conform to the laws and principles of Islam, to an armed Jihad against profanegovernments.’ Ayatollah Khomeini, Little Green Book: Selected Fatwahs and Sayings of Ayatollah Khomeini, Translated into English by Harold Salemson — with a special introduction by Clive Irving Bantam Books, 1985 / ISBN: 0553140329 PDF Edition by Kultural Freedom, 2011, p. 1.Ayatollah Khomeini was a political cleric (1902-1989), who revolutionised the relationship betweenreligion and politics in Iran. In the above source, he justifies political Islam by the duty of the clericsto fight against colonialism and imperialism. However, after gaining power in Iran he went furtherand claimed that the society should be governed according to the principles of shari’a (Islamic law). 159

Year 2 (30 credits) HIST2090 - The Second British Empire (Dr John McAleer) Francis Hayman, Robert Clive and Mir Jafar after the Battle of Plassey, 1757 c. 1760, National Portrait Gallery)Module OverviewBy the middle of the eighteenth century, in the words of one contemporary, Britain had acquired a‘vast empire on which the sun never sets, and whose bounds nature has not yet ascertained’. Thecentury or so that followed played a key role in shaping today’s transnational and globalised world.It also represents a crucial phase in British history, as the country emerged as a major power on theworld stage. In this module, we will explore the origins, expansion and consolidation of the BritishEmpire in this period across continents and oceans. By the end of the module, we will have studiedkey events in the foundation of Britain’s empire from a variety of perspectives, ranging across theglobe, and using an array of sources. Our close scrutiny of written primary sources – such as letters,journals and travelogues – as well as images and objects will help us to understand how thishistorical period changed the world and Britain’s place in it. 160

Indicative List of Seminar Topics  The Atlantic: North America and the Caribbean  Enlightenment, exploration and emigration: the Pacific and Australia  Trade and empire in Asia: The East India Company  New horizons: Africa  Art in the service of empire  Collections, museums and empireAssessment % Contribution to Final Mark Assessment Method 50 50 1 x essay (4,000 word) 1 x exam (2 hour)Sample Source‘In this vast empire, on which the sun never sets, and whose bounds nature has not ascertained, onegreat superintending and controlling dominion must exist somewhere; and where can that dominionreside with so much dignity, propriety, and safety, as in the British legislature?’ Sir George Macartney, 1773Macartney was writing in the immediate after of the Seven Years War, a watershed in thedevelopment of the British Empire. His remarks point to the changing nature of the empire at thistime, and the increasingly important role that it would play in British politics, society and culture. Inthe space of barely a century, events such as the acquisition of Canada, the loss of thirteen Americancolonies, the rise of the East India Company in Asia, the exploration of the Pacific, and an emerginginterest in Africa irrevocably changed the nature of Britain’s relationship with the rest of the world. 161

Year 2 (30 credits) HIST2096 - Evolution of US Counterterrorism (Dr Chris Fuller)Module OverviewThrough examination of the aims and methods of a range of anti-American terrorist groups, such asthe Libyan-sponsored campaigns of the 1980s, the Iranian-backed Hezbollah, Palestinian liberationmovements, non-state Islamic terrorism, insurgent guerrilla forces such as the Taliban and morerecently the Islamic State and the rising phenomenon of “lone wolf” terrorism, this module engageswith the scholarly debates relating to what motivates such terrorist groups, and the best methods tocounter the threat they pose. By developing a solid understanding of what motivates terroristgroups, you will be well placed to engage in a critical analysis of the evolving methods ofcounterterrorism adopted by the United States, from the formation of Delta Force under the Carteradministration, to the Reagan administration’s use of the CIA to ‘neutralize’ anti-American terroristgroups, through Clinton’s use of rendition, to the more controversial practices of the “War onTerror” years, including mass surveillance, “Enhanced Interrogation”, and targeted killings.Indicative List of Seminar Topics  The conceptual debates surrounding terrorism  The founding of the CIA’s Counterterrorism Center and the Eagle Programme  State sponsorship of terrorism  US counterterrorism tools from 1979 to the present day  Terrorism and the media  The future of terrorism and counterterrorism 162

Assessment Assessment Method % Contribution to Final Mark1 x 500-word commentary (from a choice of four speeches on 15counterterrorism policy)1 x 500-word speech exercise (students compose presidentialaddress in response to a terrorist event or counterterrorist action(choice of four scenarios)1 x 3,000-word essay (to be chosen from nine available questions, 35or students will have the opportunity to formulate their ownquestion drawn from a lecture or seminar theme)2 hour examination (two essays to be chosen from nine 50questions)Sample Source Burnt corpse of US Delta Force operator in the Iranian Desert, 25 April, 1980Operation Eagle Claw was launched by President Jimmy Carter in April 1980 with the objective offreeing American hostages held by the new Iranian government following the 1979 coup. Themission, undertaken by America’s newly formed Delta Force counterterrorism unit, was a disaster,with a lack of experience resulting in the deaths of eight service personnel, killed in a fire caused byan aircraft collision. The flames were so intense the remaining soldiers had to withdraw without thebodies of their comrades, leaving the Iranians to discover the corpses and broadcast the images in amajor propaganda victory. The humiliation destroyed Carter’s credibility, and triggered thetransformation of America’s counterterrorism capabilities. 163

Year 2 (30 credits) HIST 2107 – The Fall of Imperial Russia (Dr. George Gilbert)Module OverviewAt the outset of the nineteenth century the Russian Empire appeared to be at the zenith of itspower. 100 years later, the autocracy had collapsed, overthrown by the Bolsheviks in the 1917revolutions. The emergence of new ideas and movements in Russia during the nineteenth and earlytwentieth centuries, from both the left and the right, posed new challenges to the tsarist state. Thismodule will trace the internal extremism that led to the collapse of the tsarist autocracy, and whythe tsarist state proved unable to respond effectively to the pace of change occurring within Russia.The module will consider the development of the state and how it responded to challenges ofconsolidating power during the nineteenth and early twentieth centuries. Among the new forcesemerging in this period were anarchism, Marxism, socialism and terrorism. The module will considerthe rise of radicalism from the right and the problems that this too posed for the longevity oftsarism. Considering a variety of different sources, including novels and memoirs as well as policereports and other official documents, the module will make a thorough assessment of the problemof violence in tsarist society. By the end of this module you should have a firm understanding of theprocesses that shaped the development of the Russian state in the nineteenth and early twentiethcenturies, and, particularly, the events that would lead to the fall of the autocracy in 1917. 164

Selected List of Seminar Topics  The development of the tsarist governance from 1812-1917: how Russia was ruled  Nation building and nationalism in nineteenth-century Russia  The impact of left-wing and right-wing radical movements on Russian society  The public role of violence in the late imperial period, including assassinations of leading figures of the old regime  The development of the public sphere and how this facilitated the spread of both pro- and anti-state ideas  Major social, political and economic problems for the tsarist state on the eve of the First World War  The role the First World War played in the fall of tsarism to 1917Assessment Assessment Method % Contribution to Final MarkA research proposal for the 3,000-word source-based essay, with 10annotated bibliography1 x essay of 3,000 words. Students will have a choice of questions 40or can formulate their own1 x 2-hour exam 50Sample Source'After the January disaster events followed with ominous rapidity, and, by September, 1905, when Ireturned from my peace mission in America, the revolution was in full swing. A great deal of harmwas done by the press…Although not with the same ultimate ends in view, all preached revolution inone way or another and adopted the same slogans: \"Down with this base, inefficient government\".\"Down with the bureaucracy!\" \"Down with the present regime!\" The St. Petersburg papers, whichhad set the pace for the whole Russian papers and still do…emancipated themselves completelyfrom the censorship and went so far as to form an alliance based upon a tacit agreement todisregard the tsar's orders'. Sergei Witte, Russia's first Prime Minister, writes about the first days of the 1905 revolution in his memoirs (1921)This source, from one of the most significant figures from the period, raises many questions aboutthe 1905 revolution and its impact on society. The scale of disaffection with the government is mostapparent – Witte mentions the level of disillusionment with the tsar amongst the press, bothconservative and liberal. The level of public disaffection with the autocracy was bound to generatemuch consternation amongst Russia's rulers; this source can prompt us to consider the vast scale ofthe revolution, and why so many different sectors of Russian society were disenchanted with thegovernment. We might also ask questions about the type of opposition to Nicholas II and his regime,the reasons behind the revolution of 1905, and why Russia was plunged into such a period of crisisduring 1905. 165

Year 3 Special Subject (30 credits) HIS3036 - France under the Nazis, 1940-1944, Part 1 (Dr Joan Tumblety)Module OverviewIn 1940 France experienced the worst military defeat in its history. On this module you will explorethe causes and consequences of a defeat that caused the collapse of French democratic rule anddirect military occupation by the Germans until 1944. You will learn about how the Frenchexperienced and came to understand the defeat, and the bruising compromises with the Germanoccupiers that followed. We focus especially on the functioning and ideological underpinning of theauthoritarian Vichy regime (1940-1944), which enjoyed semi-autonomous status over the period;the collaboration with the Nazis of both political elites and ordinary men and women; and thecomplicity of the Vichy regime in the deportation of 80 000 Jews to Auschwitz. You will encounterthe military, diplomatic, political, social and cultural dimensions of this complex subject. Through anengagement with primary sources in translation, we consider how the defeat was understood bycontemporaries, how the Vichy regime sought to retain its sovereignty in the face of crushingGerman Occupation, and the daily life of civilians.Indicative List of Seminar Topics  The emergence of radical politics (fascism and communism) in the 1920s and 1930s  The fall of France in 1940 as a military and historiographical problem  The ‘National Revolution’ of the Vichy regime: religion, family, youth  The cult of Marshall Pétain  French Nazis and the ultra-collaborationists in Paris  Daily life and popular opinion  Propaganda, Anglophobia and allied bombing  Vichy, anti-Semitism and the Holocaust 166

Assessment Assessment Method % Contribution to Final Mark 504,000-word essay based on primary sources (summative) 50Take-home gobbets exam – 500 word commentaries written on 6sources chosen out of 12 (3,000 word total) (summative)Sample Source Propaganda poster by the Anti-Bolshevik Action Committee, 1942After the German invasion of the USSR in mid-1941, anti-communism quickly emerged as the centralpropaganda theme in France, a country occupied by the Wehrmacht since military defeat in 1940. Bydepicting communists as a threat to the nation, the poster was designed to recruit French men intothe German army to fight on the eastern front. But the domestic metaphor (the woman is France:she wears a tricolour cockade in her hair) also alludes to the growing struggle within France itselfbetween the official powers (both the semi-autonomous Vichy state and the German-funded ultra-collaborationists in Paris) and their dissenters, including communists, who wanted an end tooccupation and repression. 167

Year 3 Special Subject (30 credits) HIS3038 - France under the Nazis, 1940-1944, Part 2 (Dr Joan Tumblety)Module OverviewThe second half of the special subject invites you to consider not only how the French resistedOccupation and achieved Liberation from German military forces in 1944, but how they havesubsequently memorialised the war and Occupation experience as a whole. The module begins withan exploration of popular resistance to German Occupation and Vichy rule. A culture of dissentemerged, especially after 1942, encompassing guerrilla warfare, underground publishing anddemonstrations for food. We study the military, political and social dimensions of the Liberation of1944, from D-Day onwards, and the competing visions for liberated France outlined by differentpolitical factions, especially Gaullists and communists; as well as the trials of collaborators thatfollowed Liberation (1945-51). Finally, we explore post-war representations and interrogations ofthe experience of Occupation, from documentary films and fiction to trials for crimes againsthumanity, public apologies and compensation claims made by deportees, in order to gain a sense ofhow public memory of the ‘dark years' has been articulated and contested since 1944.Indicative List of Seminar Topics  The emergence of popular resistance  The politics of resistance and Charles de Gaulle  The liberation of 1944: struggle, violence and atrocity  The treason trials, 1944-1951  Commemorating resistance and liberation: contested narratives  The myth of the ‘Vichy shield’  The changing reputation of Charles de Gaulle: 1958 and 1968  Revising the myth of resistance  The emergence of Jewish memory: trials for crimes against humanity 168

Assessment % Contribution to Final Mark Assessment Method 50 4,000-word essay based on primary sources 50 Formal 3 hour examSample Source English edition of a booklet on ‘The Liberation of Paris’ by the Paris Tourism CommitteeIn August 1944, the Vichy state crumbled and the Wehrmacht was in retreat. While Allied armiesadvanced on the capital, segments of the public, spurred on by communist resistance groups, tookmatters into their own hands, building barricades and attacking German soldiers. When Frenchpolice occupied the prefecture, the truce with the Germans sought by Gaullist representatives inParis became a dead letter. Yet in 1945 the Gaullist provisional government published this touristbrochure, packed with celebratory photographs of a popular insurrection that it had resisted till thelast moment. The text communicates the struggle for political control that characterised not only thebattle for liberation but also the frameworks of commemoration that emerged in its immediateaftermath. 169

Year 3 Special Subject (30 credits) HIST 3054 – The Third Reich, Part 1 (Professor Neil Gregor)Module OverviewIn this module, you will cover, the rise of national socialism in Germany, the nature of the Naziregime, and the relationship between these regimes and German society. This module will give you achance to engage with the historiographical debates surrounding the origins of National Socialism,the causes of the failure of the Weimar Republic and the reasons why the National Socialistmovement came to power. We will also look at debates concerning the internal development of theNazi regime, the nature of Hitler's power and the implications of these for how policy became moreradical. By the end of the module, you will have a clear understanding of the relationship betweenthe National Socialist regime and German society and the ways in which the Nazi regime maintainedits hold over German society.Indicative List of Seminar Topics  The emergence of the populist radical right  The rise to power of the National Socialist Movement  Nazi social policy  The links between the development of the Nazi polity and its pursuit of radical policies  Nazi economic policy  The impact of the Nazi regime on German society after 1933 170

Assessment Assessment Method % Contribution to Final Mark 501 x 4,000-word essay 501 x takeaway gobbet exam (3,000 words)Sample Source‘The results of the elections… cannot be explained solely by economics [….] It would not beintelligent to explain them thus to the outside world, nor would it be a true account of the factswere one to present things in such a one-sided manner. The German people are not naturally givento radicalism, and, if the current wave of radicalisation which has momentarily resurfaced weremerely a consequence of economic depression, this would explain an increase in support forCommunism, but not the massive growth of support for a party which appears to join the nationalidea with the social in the most militant and aggressively strident way. It is wrong to represent thepolitical purely as a product of the social. Rather, in order to understand such an incrediblepsychological state as that with which our people is currently astonishing the world, it is necessary todraw in political passions, or, put better, political sufferings; if it would not be clever or dignified tobe proud of the results of 14 September or to shout their merits abroad, one can still quietly leavethem to take their effect in the outside world as a storm warning, as a reminder that a country whichhas as much right to self-esteem as any other cannot be expected in the long run to endure thatwhich the German people has indeed had to endure, without its psychological state developing intoa danger to the world.[…]’ Thomas Mann, ‘An Appeal to Reason’ (September, 1930)This passage from novelist Thomas Mann’s famous ‘Appeal to Reason’ represents one of manyattempts by German commentators to make sense of the rise of National Socialism. The speechwas given in the immediate wake of the Reichstag elections of September 1930, in which the NSDAPmade its electoral breakthrough. Mann, a liberal conservative who, unlike most of his backgroundand socialization, supported the Weimar Republic, recognizes that the rise of the Nazis is in part tobe explained by the impact of the Depression, but also argues that other things are in operation,most notably an inflamed nationalist sentiment that has its origins in defeat and the Treaty ofVersailles. Who, therefore, is he calling to reason? Firstly the German people, whose embrace ofirrational politics he sees as rejecting the values of the Enlightenment and C19th bourgeoisliberalism; secondly, the victorious powers of WWI, who Mann – like the Nazis - believes ought toreverse the offending stipulations of the Treaty of Versailles. The text is at once critical andambivalent, perceptive and blinkered – and thus encapsulates the challenges Germans faced inmaking sense of Hitler’s emergence. 171

Year 3 Special Subject (30 credits) HIST 3055 – The Third Reich, Part 2 (Professor Neil Gregor) GI Surveying the Relics of the Nuremberg Party Rally Grounds, 1945.Module OverviewIn this module, you will cover, the rise of national socialism in Germany, the nature of the Naziregime, and the relationship between these regimes and German society. This module will give you achance to engage with the historiographical debates surrounding the origins of National Socialism,the causes of the failure of the Weimar Republic and the reasons why the National Socialistmovement came to power. We will also look at debates concerning the internal development of theNazi regime, the nature of Hitler's power and the implications of these for how policy became moreradical. By the end of the module, you will have a clear understanding of the relationship betweenthe National Socialist regime and German society and the ways in which the Nazi regime maintainedits hold over German society.Indicative List of Seminar Topics  The emergence of the populist radical right  The rise to power of the National Socialist Movement  Nazi social policy  The links between the development of the Nazi polity and its pursuit of radical policies  Nazi economic policy  The impact of the Nazi regime on German society after 1933 172

Assessment Assessment Method % Contribution to Final Mark1 x 4,000-word essay 501 x takeaway gobbet exam (3,000 words) 50Sample Source‘On 5 October 1942, when I visited the building office at Dubno, my foreman Hubert Moennikes of21 Aussenmühlenweg, Hamburg-Harburg, told me that in the vicinity of the site, Jews from Dubnohad been shot in three large pits, each about 30 meters long and 3 meters deep. About 1,500persons had been killed daily. All of the 5,000 Jews who had still been living in Dubno before thepogrom were to be liquidated. As the shootings had taken place in his presence he was still verymuch upset. Thereupon I drove to the site, accompanied by Moennikes, and saw near it great mounds ofearth, about 30 meters long and 2 meters high. Several trucks stood in front of the mounds. ArmedUkrainian militia drove the people off in the trucks under the supervision of an SS man. The militiamen acted as guards on the trucks and drove them to and from the pit. All these people had theregulation yellow patches on the front and back of their clothes, and thus could be recognised asJews.’ Affidavit of Hermann Graebe, International Military Tribunal, Nuremberg, 1946This early eye-witness account of the mass shootings of Jews in eastern Europe is, on the face of it, asimple narrative of a typical killing action carried out as part of the genocide of Europe’s Jews duringthe Second World War. Yet it enables us to ask several questions of wider import to ourunderstanding of the Third Reich. Firstly, it opens up the question of participation – who were thekillers? In this instance, the SS are supervising Ukranian militia, raising the subject of collaboration.This, in turn, raises the issue of motivation – if other national subjects were as willing to participate,this may have something to tell us about the extent to which the genocide was rooted in Germanhistorical peculiarities. Second, it raises the question of witnessing and therefore of social knowledgeof the genocide in Germany during the war. Graebe and his colleague Moennikes, after all, arecivilian contractors, not uniformed Germans. What are they doing deep in the occupied east, whatdo they see, and what are they therefore in position to tell others when they return to Germany?Finally, there is the issue of testimony-gathering and knowledge formation in the immediate post-war years – as Graebe’s own story shows, the supposed ‘silences’ of the post-war era contained notignorance of what had happened, but knowledge – what was it like to live in a post-war society inwhich the fact of the genocide was a shared open secret? 173

Year 3 Special Subject (30 credits) HIST3060 – The Holocaust: Policy, Responses and Aftermath, Part 1 (Dr Shirli Gilbert)Module OverviewThe Holocaust is probably the most horrific and challenging phenomenon of the Twentieth Century.Yet it has taken some decades for the world to appreciate quite how much the Holocaust haschallenged inherited assumptions about progress and modernity. In the last decade or so, ourunderstanding has been aided, too, by the discovery of important new sources behind the formeriron curtain. Against the background of this new historiography, the present course will explore theorigins and implementation of the Holocaust, together with the legacies and memories of the event.This unit will focus on the development of the Nazi’s policies against Jews and against other groups,like Gypsies, in Germany. We will also deal with the German occupation of Poland and with theinitial phase of the war against the Soviet Union. Throughout, the emphasis will be on the regime’santi-Jewish policies. 174

Indicative List of Seminar TopicsThis Special Subject course has three main sections. The first section is the historical context: theGerman historical background, the background of Jewish life in Europe, the history of antisemitism,the rise of Nazism, and Nazi Germany before the outbreak of war.The second section focuses on how the genocide of European Jewry developed. This section is thecore of the course. It is broken down into categories of perpetrators, victims, and bystanders, whichwas the formulation used by the historian Raul Hilberg. These categories are problematic because ofblurred boundaries among them, and we will discuss the ways in which we might most fruitfullyexpand and modify them. This second section will begin in the first semester and continue into thesecond semester.The third section of the course explores the aftermath of the Holocaust. In this section we willexamine issues of Holocaust memory, the fate of survivors, and how study of the Holocaust can beapplied to other cases of genocide.Assessment Assessment Method % Contribution to Final Mark3,000-word Historiographical essay 403,000-word source-based essay 40Take-home gobbets exam 20 175

Year 3 Special Subject (30 credits) HIST3061 – The Holocaust: Policy, Responses and Aftermath, Part 2 (Dr Shirli Gilbert)Module OverviewThe premeditated mass murder of nearly 6 million Jews during the Second World War stands as acentral event in our time. Yet despite the passage of more than seven decades since the end of thatwar, the Holocaust has not yet passed into what the historian Saul Friedländer has referred to as“mere history.” Past is still present with regard to the destruction of European Jewry.Some survivors and other observers argue that the Holocaust in fact should not pass into “merehistory,” that it is an event beyond or outside of history. One author has referred to Auschwitz,standing in as shorthand for the Holocaust, as “another planet,” one that cannot be described tothose who did not experience it directly and cannot be made comprehensible through the ordinarytools of historians. According to this line of reasoning, the Holocaust was a fundamentally irrationalphenomenon and therefore cannot be explained by a rational examination of cause and effect. 176

Others argue that ordinary language cannot be used to describe the Holocaust, and therefore thatlanguage alone cannot approach the truth of what happened. Diarists who wrote during theHolocaust also expressed this sentiment: Abraham Lewin, for example, a teacher writing in theWarsaw ghetto, wrote: “perhaps because the disaster is so great, there is nothing to be gained byexpressing in words everything that we feel … Words are beyond us now.” For some, then, theapproaches of literature, poetry, philosophy, theology and psychology are more appropriate for thestudy of the Holocaust than is the approach of the historical method. And these other disciplinesperhaps do provide insights into the experiences of the Holocaust that the historical method cannot.This course, while drawing on interdisciplinary approaches, nevertheless assumes that the Holocaust– like any other event in the past – can be understood as far as possible through use of the historicalmethod. We will examine primary sources in order to establish a chain of causality, avoidinghindsight as far as possible, and we will critically analyse key historical studies.The very term “holocaust” indicates an ahistorical approach to the events of this period. The termcomes from the Greek term “holokaustos” and refers to a burnt offering, something sacrificed whichis wholly consumed by fire. The word originates with the Greek translation of the Hebrew Bible, theSeptuagint, which is dated to the third century BCE. This terminology itself attributes the causes ofthe Holocaust to metahistorical factors that cannot be understood and explained by reason alone.The term was first used by scholars particularly in the late 1950s and was popularized by theHolocaust survivor Elie Wiesel in the 1960s, so that by the 1970s it became standard usage inEnglish. Before this term came into widespread usage, the genocide of European Jewry was referredto variously as the destruction, the disaster, the annihilation. In Yiddish, the everyday language ofEast European Jewry, it was (and is) referred to as the khurbn, the destruction. In modern Hebrewthe term used to refer to the genocide is Shoah, meaning disaster. Other languages use differentterminology. In this course we will be using the term Holocaust for reasons of simplification.Historical writing about the Holocaust has developed alongside, and sometimes as a challenge to,public memory of the events. Public memory of the Holocaust, in turn, has been shaped bycontemporary political issues and by developments in national identities in Europe after the SecondWorld War, so that historical works about the Holocaust have at times been the subject of intensepublic debate. This collision between history and memory, in which, citing Saul Friedländer again,“past and present remain interwoven,” can be an obstacle to studying and writing the history of theHolocaust, but studying the confrontation between history and memory can be an interestingendeavour in itself. One of our goals in this course is to understand how this intertwining of past andpresent affects historical debates about the Holocaust. Toward the end of the semester we willdevote several sessions to questions of Holocaust memory and the efforts of various countries tocome to terms with the past.Assessment Assessment Method % Contribution to Final Mark4,000-word essay 50Three hour examination 50 177

Year 3 Special Subject (30 credits)HIST 3069 – The Vietnam War in American History and Memory Part 1 (Professor Kendrick Oliver)Module OverviewThis module explores the origins and course of the American intervention in Vietnam from theVietnamese revolution of 1945 through both the French and US military campaigns to the fall ofSaigon in 1975. The module will examine American involvement ‘in the round’, incorporatingVietnamese, French, Chinese and Soviet sources and perspectives as well as those of Americanparticipants. It will focus in particular upon the continuing historical debates about the war and itsoutcome: was US intervention justified in the context of the Cold War? Why did the war last so long?Was defeat inevitable or avoidable? The module will conclude by examining the war’s impact on thewider course of US foreign policy.Indicative List of Seminar Topics  The Vietnamese revolution  American intervention and French failure  Ngi Dinh Diem and the Republic of Vietnam  The Kennedy Administration and Vietnam  The Johnson Administration and Vietnam  The Nixon Administration and Vietnam 178

Assessment % Contribution to Final Mark Assessment Method 40 1 x 3,000 word essay 40 1 x 3,000 word source-based essay 20 Takeaway gobbets examSample Source‘1. US aims:70% --To avoid a humiliating US defeat (to our reputation as a guarantor).20%--To keep SVN (and then adjacent) territory from Chinese hands.10%--To permit the people of SVN to enjoy a better, freer way of life.ALSO--To emerge from crisis without unacceptable taint from methods used.NOT--To \"help a friend,\" although it would be hard to stay in if asked out.2. The situation: The situation in general is bad and deteriorating.’Excerpt from John T. McNaughton, ‘Annex – Plan of Action in South Vietnam’ (draft), 24 March 1965.At the time that they made the major decisions to commit ground troops to the defence of SouthVietnam (SVN), many American policy-makers understood the risks involved. They neverthelessproceeded, many of them believing, as the McNaughton memorandum suggests, that their credibilityas an ally and as a ‘guarantor’ of the freedom of small nations was at stake. Yet they were also awarethat a number of America’s other allies were actually warning against the commitment, declaring thatthe US should preserve its resources for more important arenas and that once it had waded into theconflict, it would – like the soldier in the photograph above – find it a struggle to get out. 179

Year 3 Special Subject (30 credits)HIST 3070 – The Vietnam War in American History and Memory, Part 2 (Professor Kendrick Oliver)Module OverviewThis module explores the origins and course of the American intervention in Vietnam from theVietnamese revolution of 1945 through both the French and US military campaigns to the fall ofSaigon in 1975. The module will examine American involvement ‘in the round’, incorporatingVietnamese, French, Chinese and Soviet sources and perspectives as well as those of Americanparticipants. It will focus in particular upon the continuing historical debates about the war and itsoutcome: was US intervention justified in the context of the Cold War? Why did the war last so long?Was defeat inevitable or avoidable? The module will conclude by examining the war’s impact on thewider course of US foreign policy. 180

Indicative List of Seminar Topics  Hawks and doves: the anti-war movement, public opinion and the ‘silent majority’  The media and the war  The US military and the war  Vietnam veterans and the war  The war in American film  The war in public/popular memoryAssessment Assessment Method % Contribution to Final Mark1 x 3,000 word essay 401 x 3,000 word source-based essay 40Takeaway gobbets exam 20Sample Source‘We wish that a merciful God could wipe away our own memories of [our] service as easily as thisadministration has wiped away their memories of us. But all that they have done and all that theycan do by this denial is to make more clear than ever our own determination to undertake one lastmission - to search out and destroy the last vestige of this barbaric war, to pacify our own hearts, toconquer the hate and fear that have driven this country these last ten years and more. And more.And so when thirty years from now our brothers go down the street without a leg, without an arm,or a face, and small boys ask why, we will be able to say \"Vietnam\" and not mean a desert, not afilthy obscene memory, but mean instead where America finally turned and where soldiers like ushelped it in the turning.’ Excerpt from John F. Kerry of the Vietnam Veterans Against the War before the U.S. Senate Committee on Foreign Relations, 23 April 1971How did Americans at home regard the war in Vietnam? Why did their attitudes change over time?Historians now question whether media reporting or anti-war protests made much of a difference tobroader popular attitudes to the war. Instead, they suggest that rising American casualties and theemergence of public divisions amongst elites had the greatest effect; moreover, even into the late1960s, many Americans favoured a dramatic escalation of the war. What hope, then, for the‘turning’ imagined by John F. Kerry? Did Americans look on the faces of the American dead inVietnam and see young men sacrificed by an amoral political leadership to the cause of anunwinnable and barbaric war? Or did they remember them, in Ronald Reagan’s words, as the ‘gentleheroes’ of a ‘noble cause’ that was pursued too timidly and prematurely abandoned? 181

Year 3 Special Subject (30 credits) HIST 3072 – Late Imperial Russia, Part 1 (Dr. Claire Le Foll)Module OverviewStraddling Europe and Asia, since the eighteenth century Russia has made its presence felt in bothcontinents, yet has never been fully a part of either. This course explores the complex society that isRussia by investigating the tsarist Empire in its ‘late’ period, focusing on its multi-ethnic society andconvoluted politics. The last 35 years of the Empire were marked by political upheaval, officialreaction, popular discontent, rapid economic growth, and growing nationalism. This module(Semester 1) examines the years from the accession of Alexander III in 1881 to the first Russianrevolution of 1905. We will look deeply into such important historical topics as the structure ofRussian society (including groups such as the peasantry and the nobility), industrialisation andurbanisation, the women’s movement, the multi-ethnic nature of the Russian Empire, the role ofreligion, and the opposition movement.Selected List of Seminar Topics  Introduction/Alexander II  Reaction and counter-reform under Alexander III  The structure of late imperial society  Economic and demographic shifts  The growth of opposition  Women and gender  Religion  Multi-ethnic empire  Opposition to the eve of the revolution 182

Assessment % Contribution to Final Mark 40 Assessment Method 40 One historiographical essay (3,000 words) 20 One source-based essay (3,000 words) One ‘gobbets’ examination (1,500 words)Sample SourceTerror for its own sake was never the aim of the party. It was a weapon of protection, of self-defence, regarded as a powerful instrument of agitation, and employed only for the purpose ofattaining the ends for which the organisation was working. The assassination of the Tsar came underthis head as one detail. In the autumn of 1879, it was a necessity, a question of the day, whichcaused some to accept this assassination and terroristic activity in general as the most essentialpoint of our entire programme. The desire to check the further development of reaction whichhampered our organising activity, and the wish to assume our work as soon as possible, were theonly reasons which induced the Executive Committee immediately upon its formation as the centreof The Will of the People, to plan for an attempt on the life of Alexander ll to be madesimultaneously in four different places. And yet the members of the Committee at the same timecarried on active propaganda work both among the intelligentsia and the workingmen. Vera Figner, Memoirs of a Revolutionist (1929)This extract from the memoirs of one of the most famous revolutionaries in the late imperial periodcan prompt us to ask questions about the use of terror as an instrument of political opposition inlate imperial Russia, and the means and ends to which this would be put. It also raises questionsabout the applicability of terror even amongst 'extreme' revolutionary groups, and whether suchmethods were acceptable to use even given the repression and coercion deployed by the tsaristautocracy. More broadly we might think about how the autocracy dealt with a rapidly changingsociety and the mobilization of increasing levels of political discontent in the period. 183

Year 3 Special Subject (30 credits) HIST 3073 – Late Imperial Russia, Part 2 (Dr. Claire Le Foll)Module OverviewThis module investigates the attempts at reform, reaction and revolution in the Russian Empire fromthe revolution of 1905 until the collapse of Tsarism in February/March 1917 followed by the seizureof power by the Bolsheviks and Left Socialist Revolutionaries (SRs) in October/November 1917. Wewill explore a society that seemed on the one hand to be developing dynamically and yet on theother to be collapsing from within.Selected List of Seminar Topics  Nicholas II  The 1905 Revolution  Stolypin and civil unrest  World War One to the eve of the revolution  The end of tsarism  The 1917 revolutions  The Russian Revolution in retrospect 184

Assessment Assessment Method % Contribution to Final Mark1 x essay of 4,000 words: title to be negotiated with the module 50co-ordinator1 x 3-hour exam. You need to answer three questions 50Sample Source'At the beginning of the war I was unavoidably prevented from following the inclination of my soulto put myself at the head of the army. That was why I entrusted you with the Commandership-in-Chief of all the land and sea forces…My duty to my country, which has been entrusted to me by God,impels me to-day, when the enemy has penetrated into the interior of the Empire, to take thesupreme command of the active forces and to share with my army the fatigues of war, and tosafeguard with it Russian soil from the attempts of the enemy…The ways of Providence areinscrutable, but my duty and my desire determine me in my resolution for the good of the State'. Tsar Nicholas II to Grand Duke Nikolai 5 September 1915Nicholas II makes himself Commander-in-Chief during World War One, thus tying himself to thevarious military, strategic and political failures of the Russian Empire during World War One. Thesource can show us much about the nature of power in late imperial Russia, and in particular howthis power was most closely associated with the person of the autocrat – Nicholas II. The tsar'sown definition shows how he ties his own fate to that of the state, and his unique conception of'duty' in the face of enemy attack during the war. 185

Year 3 Special Subject (30 credits) HIST3075 Crime and Punishment in England c.1688-1840, Part 1 (Dr Julie Gammon)Module OverviewThis course will span the period c.1688-c.1840, beginning with the reforms of the criminal codeintroduced following the Glorious Revolution, known as the ‘Bloody Code’, and concluding in themid-nineteenth century with the introduction of the police force under Peel and the first actsremoving capital punishment from felonies. You will be asked to consider both the nature andincidence of crime and whether historians’ research confirms contemporary perceptions of thelawlessness of society. You will be asked to address whether a poor man’s [and woman’s] system ofjustice operated in the eighteenth century or whether the criminal law solely acted as the ‘ideology’of the ruling classes. You will be introduced to a wide range of sources for examining the history ofcrime and punishment, both qualitative and quantitative. A variety of legal material will be drawnupon; indictment and deposition records from Quarter Sessions, Assize Circuits, the Kings Bench andthe very rich Old Bailey Sessions Papers and Newgate Calendar. Alongside this the writings ofcontemporaries such as Defoe, Fielding, Smollett will be considered. Criminal biographies, judges’notebooks, newspapers, canting dictionaries and satirical images also provide interesting andinformative sources. 186

Indicative List of Seminar Topics  The Social History of Crime  Patronage, Deference and Authority  Henry Fielding: Eighteenth-century Magistrate  Changing Legal Procedures  The Growth of Forensic Medicine  Criminal Biographies  Infamous Criminals  Literary Criminals  A Criminal Underworld  Violent Offences, Property Crimes and Social Crimes  Gender and Crime  Class and CrimeAssessmentAssessment Method % Contribution to Final Mark3,000-word historiographical essay 403,000-word source based essay 40Take-home gobbet exam 20Sample SourceBut when such a reader of our laws is told, that offences against those laws are daily committed –that they are multiplied now beyond the example of former ages – that no country is so infestedwith the depredations of robbers of all kinds; - he would be at an utter loss to account for this, till hewas told, that the dispensers of these laws very rarely put them in execution; and therefore, thatthey were little more than a scarecrow, set in a field to frighten the birds from the corn, which atfirst might be terrible in apprehension, but in a little time became familiar, and approached withoutany danger, by even the most timorous of the feathered race. M. Madan, Thoughts on Executive Justice (1785) pp 18-19The development of the Bloody Code in England over the eighteenth century meant that England, onthe face of it, had a very harsh criminal law with over 200 offences carrying the death penalty andthe possibility of being executed for stealing something with a value of one shilling (12 pence).Martin Madan was one of a growing number of voices concerned that crime levels were continuingto increase and he attributed this to the failure of judges to consistently implement the deathpenalty. In this extract he uses the interesting analogy of a ‘scarecrow’ to describe the legal system.It is useful to compare Madan with his contemporaries in considering the different explanationsgiven for why crime was increasing and the suggestions as to what should be done about it. 187

Year 3 Special Subject (30 credits) HIS3076 - Crime and Punishment in England c.1688-1840, Part 2 (Dr Julie Gammon)Module OverviewThis course will span the period c.1688-c.1840, beginning with the reforms of the criminal codeintroduced following the Glorious Revolution, known as the ‘Bloody Code’, and concluding in themid-nineteenth century with the introduction of the police force under Peel and the first actsremoving capital punishment from felonies. You will be asked to consider why the legal systemmoved away from capital punishment towards firstly the transportation and ultimately theimprisonment of felons and what led to the establishment of the police force. You will be introducedto a wide range of sources for examining the history of crime and punishment, both qualitative andquantitative. In looking at punishment, the ideas of Beccaria, Howard and Bentham will be examinedin addition to prison and Home Office records. The material of Colquhoun and Peel form the basis ofa consideration of early policing. Narratives of criminals transported to Australia and those housed inthe notorious prison hulks will also be examined. You will assess the influence of humanitarianwriters who adopted the cause of felons: particularly women and children, in the early nineteenthcentury. 188

Indicative List of Seminar Topics  The Early Modern Prison  John Howard and Prison Reform  Jeremy Bentham and the Panopticon  Elizabeth Fry and Female Prisoners  Eighteenth Century Policing  Peel and the 1829 Metropolitan Police  Reactions to the New Police  The Floating Brothel  Transportation America and Australia  Experiences of Transportation  Witnessing a Hanging  The Reform of ExecutionsAssessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay 3-hour unseen exam WHEN / THIS YOU / SEE / REMEMBER / ME WHEN / I AM FAR / FROM the[e] /Sample Source THOMAS / LOCK / AGED 22 / TRANSPed / 10 YearsSome 160,000 convicts were sent to the Australian colonies from 1788 to 1868. One of thoseconvicts was Thomas Lock. He was convicted of highway robbery and sentenced to 10 years'transportation to New South Wales. Before Lock left England, as he waited in prison for his sentenceto be carried out, he used a penny to make a token of remembrance to leave behind. Lock gave thismemento to a loved one when he sailed for Australia. He arrived in Sydney in September 1845. It isnot known if he ever returned to England. The transportation of convicts as a sentence dividedopinion: some saw it as too much of a reward for ‘undesirables’ rather than punishment, others asbarbaric and negligent. This source betrays some of the human cost of transportation despite thevoices of the convicts sent to Australia rarely surviving, as young male and female criminals foundthemselves sent to the other side of the world. 189

Year 3 Special Subject (30 credits) HIST3104 – Refugees in the Twentieth Century, Part I (Professor Tony Kushner)Module OverviewThis module will explore both the experiences of refugees and responses to them globally, nationallyand locally from the state, political parties, the media and from the public as a whole. So-calledasylum seekers are perceived as one of the most pressing problems facing the western world as weenter the twenty first century. This module examines how the term ‘refugee’ has been transformedfrom a positive one from the seventeenth century through to the start of the twentieth century toone of abuse at the start of the twenty first century. It builds on a theoretical foundation exploringthe history and legal definitions of refugee movements as a whole through to three specific casestudies. The first module deals with east European Jews at the turn of the twentieth century andresponses to them, especially in Britain. The module will utilise a range of primary materials,including those generated by national and international governments, organisations working onbehalf of, with and against refugees, the press, and the papers and memoirs of refugees themselves.Students taking the module will be encouraged to have contact with local and national organisationsin Britain working with refugees. 190

Indicative List of Seminar Topics  Legal and other definitions of refugees and asylum seekers  The early history of refugees from the Huguenots to the political exiles of the nineteenth century  Concepts of asylum in Britain within an international context throughout the twentieth century  Responses to and the experiences of East European Jewish refugees at the turn of the twentieth century  Responses to and the experiences of refugees from Nazism  Responses to and the experiences of asylum seekers at the end of the twentieth centuryAssessment % Contribution to Final Mark Assessment Method 40 40 3,000-word historiographical essay 20 3,000-word source-based essay Gobbets exerciseSource‘I believe that future historians will call the twentieth century not only the century of the great wars,but also the century of the refugee. Almost nobody at the end of the century is where they were atthe beginning of it. It has been an extraordinary period of movement and upheavals. There are somany scars that need mending and healing it seems to me that it is imperative that we proclaim thatasylum issues are an index of our spiritual and moral civilisation. How you are with the one whomyou owe nothing, that is a grave test and not only as an index of our tragic past.’ Rabbi Hugo Gryn, 1996Hugo Gryn was a survivor of Auschwitz and this was part of his impassioned last speech which wasgiven to the Refugee Council. Gryn believed there was a clear link between ‘then’ and ‘now’, and hemade his moral plea to the world, ‘on how you are to people to whom you owe nothing’, before therefugee crisis grew to the level it has now reached, ones not surpassed since the Second World War.But can we connect those who tried to flee Nazism with those who are attempting to reach Europetoday? Does ‘charity begin at home’? This special subject charts change and continuity in theexperience of and responses to refugees from the turn of the twentieth century through to today. 191

Year 3 Special Subject (30 credits) HIST3105 – Refugees in the Twentieth Century, Part 2 (Professor Tony Kushner)Module OverviewThis module will explore both the experiences of refugees and responses to them globally, nationallyand locally from the state, political parties, the media and from the public as a whole. So-calledasylum seekers are perceived as one of the most pressing problems facing the western world as weenter the twenty first century. This module examines how the term ‘refugee’ has been transformedfrom a positive one from the seventeenth century through to the start of the twentieth century toone of abuse at the start of the twenty first century. It builds on a theoretical foundation exploringthe history and legal definitions of refugee movements as a whole through to three specific casestudies. The second module deals with refugees from Nazism during the 1930s and the final casestudy concerns world asylum seekers today. The module will utilise a range of primary materials,including those generated by national and international governments, organisations working onbehalf of, with and against refugees, the media, papers and memoirs of refugees themselves andartistic and cultural responses to the refugee crisis. Students taking the module will be encouraged tohave contact with local and national organisations in Britain working with refugees. 192

Indicative List of Seminar Topics  State and public debates about refugees from Nazism in Britain and beyond during the Nazi era  The experience of refugees from Nazism in Britain and beyond during the Nazi era  Case studies of the history and memory of the Kindertransport and the St Louis  UNHCR, European Union and British responses to asylum seekers at the end of the twentieth century  A case study of parliamentary, press and popular responses to asylum seekers in Britain at the end of the twentieth century/beginning of the twenty first century.Assessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay 3-hour unseen examinationSource‘I believe that future historians will call the twentieth century not only the century of the great wars,but also the century of the refugee. Almost nobody at the end of the century is where they were atthe beginning of it. It has been an extraordinary period of movement and upheavals. There are somany scars that need mending and healing it seems to me that it is imperative that we proclaim thatasylum issues are an index of our spiritual and moral civilisation. How you are with the one whomyou owe nothing, that is a grave test and not only as an index of our tragic past.’ Rabbi Hugo Gryn, 1996Hugo Gryn was a survivor of Auschwitz and this was part of his impassioned last speech which wasgiven to the Refugee Council. Gryn believed there was a clear link between ‘then’ and ‘now’, and hemade his moral plea to the world, ‘on how you are to people to whom you owe nothing’, before therefugee crisis grew to the level it has now reached, ones not surpassed since the Second World War.But can we connect those who tried to flee Nazism with those who are attempting to reach Europetoday? Does ‘charity begin at home’? This special subject charts change and continuity in theexperience of and responses to refugees from the turn of the twentieth century through to today. 193

Year 3 Special Subject (30 credits) HIST3113 –Modern Israel 1948-2007, Part 1 (Dr Joachim Schlöer)Module OverviewContemporary images of Israel are often informed by general political attitudes, and the many -different - realities of life in Israel tend to disappear behind these images. The history of the pre-state Jewish community in Palestine and of the State of Israel has to be seen in a variety of widercontexts: European colonial interests in the Middle East; Jewish life in Europe and the rise ofZionism; the emergence of a Palestinian Arab political consciousness; the British Mandate and theLeague of Nations; World War I and its impact on the region; World War II and the Holocaust. Thesecontexts will be treated, but the focus of the course is Modern Israel itself - its history, its politicalsituation, inner-Israeli divisions and the role of historical consciousness. Part 2 of the course will takea closer look at Israel's cultural history.Indicative List of Seminar Topics  Introduction to the main (historical) debates about contemporary Israeli identities  Examine the geo-political situation of the State of Israel between \"Europe\" and the \"Orient\"  Analyse the main political developments since 1948 and their reflection in historical writing  Current debates and frictions inside of the Israeli society (along the lines of Jewish/Arab, secular/religious, European/Oriental divisions)  The role of architecture and planning in Israel  Evaluate media coverage of Israel and the conflict in the Middle East from new perspectives  Describe the mosaic of identities in Israel beyond one-dimensional views  Make use of maps and other forms geographical data for an understanding of political developments 194

Assessment % Contribution to Final Mark Assessment Method 40 40 3,000-word historiographical essay 20 3,000-word source-based essay Take-home gobbets examSample Source‘It is not easy to take a look at ourselves this year. There was a war, and Israel flexed its massivemilitary muscle, but also exposed Israel's fragility. We discovered that our military might ultimatelycannot be the only guarantee of our existence. Primarily, we have found that the crisis Israel isexperiencing is far deeper than we had feared, in almost every way.I am speaking here tonight as a person whose love for the land is overwhelming and complex, andyet it is unequivocal, and as one whose continuous covenant with the land has turned his personalcalamity into a covenant of blood.’‘I am totally secular, and yet in my eyes the establishment and the very existence of the State ofIsrael is a miracle of sorts that happened to us as a nation - a political, national, human miracle.I do not forget this for a single moment. Even when many things in the reality of our lives enrage anddepress me, even when the miracle is broken down to routine and wretchedness, to corruption andcynicism, even when reality seems like nothing but a poor parody of this miracle, I alwaysremember. And with these feelings, I address you tonight. ‘ Translated from the Hebrew by Haim Watzman; published in the New York Review of Books, January 11, 2007The Israeli writer David Grossman gave this speech at the Rabin memorial ceremony, Tel Aviv,November 4, 2006. Israel’s Prime Minister Yitzhak Rabin had been assassinated by a young right-wing radical Israeli, on November 4, 1995, at the end of a peace rally where he had joined a largecrowd singing ‘Shir ha-shalom’, a song of peace. In summer 2006, Prime Minister Ehud Olmert ledthe country into the second Lebanon War – and again the Israeli society was deeply divided aboutthe justification for this war, and for its costs. David Grossman (born 1954 in Jerusalem) is one of theleading intellectual voices in Israel. He opposed the Lebanon war for political reasons, but here healso speaks as a father who lost his son, Uri, on the last day of this war. Standing next to Olmert,Grossman in his speech gives us an insight into the ‘miracle’ that the foundation of the State of Israelrepresented for him, and not just for him, and at the same time into the fears and doubts about itsfuture existence. 195

Year 3 Special Subject (30 credits) HIST3113 –Modern Israel 1948-2007, Part 2 (Dr Joachim Schlöer)Module OverviewBuilding up on the introductory reading about the foundation of the State of Israel in 1948 and thehistorical developments - marked by wars and conflicts, 1956, 1967, 1973, 1982 - the second part ofthis course will take a closer look at the culture(s) and everyday-life in Israel, making use of a broadvariety of contexts and fields of research, including cultural geography, sociology, literature, musicand the arts.Indicative List of Seminar Topics  Go beyond the media coverage of the Israeli-Palestinian conflict and explore the Israeli society from \"the inside\", with an emphasis on the role of culture(s) in Israel  Introduce you to a variety of political and cultural aspects of everyday-life in Israel and the role of historical consciousness  The idea of \"Mediterraneanism\" as an option for Israeli identities  The impact of immigration and \"multi-culturalism\" on Israeli identities  Current debates and frictions inside of the Israeli society (along the lines of Jewish/Arab, secular/religious, European/Oriental divisions) and their reflection in the arts  The contributions of literature and the arts to Israeli self-images 196