Year 3 module booklet 2016_17_PDF_1

Encounter the Past from Ancient Egypt to the War on TerrorUniversity of Southampton History Department Year 3 Module Choices 2016-17



This booklet has been designed with the help of colleagues from across the department to provideyou with the essential information to help inform your choices for the year ahead. I encourage youread through it and to carefully consider which topics you believe will best stimulate, entertain, andchallenge you in the coming academic year.Be bold in your choices. Here at Southampton you are part of an incredibly dynamic community ofscholars, whose broad expertise and varied interests are reflected in the original and thought-provoking modules on offer. Take the time to explore what is on offer by reading the overviews,considering the lists of content and enjoying the sample sources and commentaries provided. Do notbe put off by things which you may not yet have heard of, or have not studied before. Getting themost out of your time at university means seizing the opportunity to broaden your horizons andchallenge yourself intellectually, and that is exactly what this varied curriculum offers you. Just asthe staff in this department are pushing the boundaries of historical knowledge and understanding,so should you be on both an academic and a personal level.I wish you all the best for the upcoming year, and hope this booklet helps you make the most of themany opportunities on offer to you. Dr Christopher J. Fuller Lecturer in Modern History

ContentsHow to Select Your Modules………………………………………………………………………………………………………………3Staff Contact Details………………………………………………………………………………………………………………………….5Special Subjects (Part 1 and 2 spread over both semesters, classes capped at 15)HIST3036/8 - France under the Nazis, 1940-1944………………………………………………………………………………7HIST3054/5 - The Third Reich…………………………………………………………………………………………………………..11HIST3060/1 - The Holocaust: Policy, Responses and Aftermath……………………………………………………….15HIST3069/70 - The Vietnam War in American History and Memory…………………………………………………19HIST3072/3 - The Late Russian Empire…………………………………………………………………………………………….23HIST3075/6 - Crime and Punishment in England c. 1688-1840…………………………………………………………27HIST3104/5 - Refugees in the Twentieth Century…………………………………………………………………………….31HIST3113/4 - Modern Israel 1948-2007……………………………………………………………………………………………35HIST3126/7 - Fashioning the Tudor Court………………………………………………………………………………………..39HIST3157/8 - Hidden and Forbidden: Religious Lives East of Rome………………………………………………….43HIST3173/4 - The Wars of the Roses………………………………………………………………………………………………..47HIST3176/7 - Forging the Raj……………………………………………………………………………………………………………51HIST3178/9 - When the Lights Went Out: Britain in the 1970s…………………………………………………………55HIST3180/1 - The Rise and Fall of the British Empire in Africa………………………………………………………….59HIST3184/5 - All Manner of Men, Working and Wandering: Daily Life in the Middle Ages……………….63HIST3195/6 - The Rise of Islam………………………………………………………………………………………………………..67HIST3199/00 - Being Roman: Society and the Individual in Rome and Italy……………………………………..71HIST3205/6 World War II: The Home Front……………………………………………………………………………………..75HIST3207/8 World War II: The Global Perspective…………………………………………………………………………..79HIST3212/3 – Love and Sexuality in Twentieth Century Europe……………………………………………………….83HIST3218/9 - Nuclear War and Peace……………………………………………………………………………………………...87HIST3216/7 - Racism in the United States………………………………………………………………………………..………91 1

HIST3214/5 - Iran Between Revolutions (1907-1979)……………………………………………………………………….95Alternative HistoriesHIST3116 - Alternative Histories: Between Private Memory and Public History……………………………….99HIST3118 - Alternative Histories: Food and Cooking………………………………………………………………………101HIST3119 - Alternative Histories: Music and History………………………………………………………………………103HIST3121 - Alternative Sexualities………………………………………………………………………………………………….105HIST3132 - Conflict, Transformation and Resurgence in Asia: 1800 to the present………………………..107HIST3148 - Alternative Histories: Cultures of Migration…………………………………………………………………109HIST3150 - Alternative Histories: Travellers' Tales………………………………………………………………………….111HIST3186 - Alternative Conquests: Comparisons and Contrasts…………………………………………………….113HIST3187 - The Bible and History……………………………………………………………………………………………………115HIST3220 - Alternative Histories: Homes and Houses…………………………………………………………..………..117Semester 1 15 Credit ModulesARCH3017 - Presenting the Past………………………………………………………..………………………………….……….119ARCH3028 - Living with the Romans: Urbanism in the Roman Empire……………………………………………121ARCH3034 - The Archaeology of Seafaring……………………………………………………………………………….…….123Semester 2 15 Credit ModulesARCH3011 - Iron Age Societies……………………………………………………………………………………………………….125ARCH3XXX* - Later Anglo-Saxon England……………………………………………………………………………………….127Index by historical period………………………………………………………………………………………………………….……131*module code not allocated at time of print 2

How to Select Your ModulesIn order to qualify for your degree, you need to take 120 credits during the academic year, that is, 60credits in each semester. Other arrangements apply for part-time students, and sometimes forstudents whose studies have been affected by other circumstances in some way. The requirement totake 120 credits is very important and you should make sure that you choose 120 credits; the creditsattached to each module are stated in each description below.All the modules described in this brochure are historical in terms of content and method. Some ofthem have codes which are not history ones but this is not meaningful; some history modules wereplanned in association with other subjects, or involve staff from more than one department, and soare classified in a slightly different way. Differences in module codes do not indicate anythingimportant about the module in question; if the modules are in this brochure, they are essentiallyhistorical in nature. For Single-Honours History StudentsFor single-honours history students, a dissertation is compulsory. You have much freedom of choiceover the topic of your dissertation, though, and can work on any subject where someone withinhistory has the expertise to supervise it. Many students choose to work on a topic linked to theirspecial subjects, but there is no requirement to do so. The dissertation is worth 30 credits and muchof the work for it is done in semester 2.Most single-honours history students take a special subject, which are very detailed and specialisedsource-based modules. These come in two parts, one in semester 1 and one in semester 2, and eachis worth 30 credits. It is possible to take only part 1 and then choose other modules, but the part 2modules cannot stand alone; the matching part 1 is a prerequisite for taking part 2.Most single-honours history students also take an alternative histories module. These are offered insemester 1 only, and consist of broad, thematic studies of particular topics. They are all worth 30credits.As a variation on these modules, you can also choose to take some of the 15-credit modules onoffer. These could be combined with a second-year 15-credit module—you can backtrack if youwish—or combined with a module from another discipline to substitute for an alternative history ora part 2 special subject module.You need to be sure that you take 60 credits in each semester. 3

For Joint-Honours Student Studying Degrees Involving HistoryYour degree is designed so that half should be in history and half should be in your other subject.Thus, of the 120 credits you need to take in your second year, 30 credits in each semester should bein history. For semester 1, you can choose any modules amounting to 30 credits. In semester 2, it iscompulsory for all joint-honours students—except those combining modern languages withhistory—to take a dissertation, and you can choose between the two disciplines for this.There are various combinations that work here. You could take a history special subject for parts 1and 2 and so fulfil the history requirement of your degree; you could take an alternative history anda dissertation; you could take a special subject part 1 and a dissertation; or there are othercombinations that work. The essence is to remember that you need 30 credits of history in eachsemester and that for most joint degrees you must do a dissertation somewhere.Your other 30 credits in each semester should follow the requirements of your other subject. The Online Module BallotYou can select your modules through the online ballot. Instructions on where to find this will be sentto you separately from this brochure. You will be offered all the modules described here, and someothers selected for relevance to history students (language modules, some from other humanitiesdisciplines, and some university-wide modules open to anyone); thus your list of options will be verylarge.The size of seminar groups is one of the most important matters that affects your experience ofindividual modules. To ensure the quality of your experience, seminars for all year 2 modules arecapped at 15 students. For most modules, there will only be a couple of seminar groups offered.Thus, some very popular modules might fill quickly, and therefore will not be available later in theballot process. These restrictions, though, are meant to help you. They mean that classes will neverbe too large; that library resources will not be overwhelmed by very large numbers on somemodules; and that staff members will be able to return feedback and marks more quickly becausethe amount of marking they have is not excessive. Some students may be disappointed thatparticular modules fill before they choose, but these restrictions are meant to ensure that allstudents receive a good standard of teaching and support. 4

Staff Contact DetailsLecturer Modules Office Office Hours EmailDr Remy AmbuhlProf. George Bernard HIST2069 - Now on leave – back in [email protected] Annelies Cazemier HIST2036 2049 September [email protected]. Steve Chisnall HIST2003 Tuesday 12-2Prof. Peter ClarkeDr Eve Colpus HIST2045 2047 Tuesday 10.30-12.30 [email protected] HIST2XXX 37/4057 Tuesday 10-12 [email protected]. Mark Cornwall HIST2093 2079 [email protected] David Cox HIST2049Dr Niamh CullenDr Hormoz HIST3178/79 1053 Tuesday 3-4; Thursdays [email protected] HIST2071 12-1Dr Chris FullerDr Julie Gammon HIST3121 2071 Tuesday 10-11; [email protected] George Gilbert HIST2035 Thursday 11-12 HIST2072 2051 [email protected] Shirli Gilbert 1053 Friday 11-1 [email protected] HIST3216/17 3035 Monday 11-12; [email protected] Alison Gascoigne 1051 Wednesday 11-12 [email protected] HIST3212/13 Friday 12-2Prof. Neil Gregor HIST3214/15 Thursday 10-12Prof. Maria Hayward HIST3150Dr Rachel Herrmann HIST2087Dr Jonathan Hunt HIST2096Dr Nicholas Karn HIST3075/76 2069 Tuesday 12-2 [email protected] HIST2102 1051 [email protected] HIST3207/08 Friday [email protected] HIST3132 2051 9-11 [email protected] HIST2XXX HIST3060/61 Now on HIST2073 leave – back in September HUMA2008 65a/3029 Thursday 2-3 HUMA2XXX ARCH3034 2057 Now on leave – back in [email protected] ARCH3XXX 2059 September Late 2057 ARCH3011 2063 Now on leave – back in [email protected] HIST3054/55 2065 September [email protected] HIST3119 Monday 12-1; Tuesday [email protected] HIST2074 1-2 HIST3126/27 Fridays 1-3 HIST2059 Monday 1-3 [email protected] HIST 2084 HIST3218/9 HIST2XXX HUMA2008Nicholas Kingwell HIST3173/74 2063 Wednesday 12-1 [email protected] 5

Prof. Tony Kushner HIST3104/05 2053 Monday 3-4; Tuesday [email protected] HIST3148 2104 2-3 [email protected] Claire Le Foll HIST2004 HIST3072/73 Monday 2-2.45;Dr Dan Levene HIST2031 Thursday 2-3Dr Mark Levene HIST3157/58 1001 Wednesday 3-5 [email protected] John McAleer HIST3150Dr Pritipuspa Mishra HIST2103 Now on leave – back in [email protected]. Kendrick Oliver HIST2054 September [email protected] Thursday 10-12Dr Christer Petley HIST3176/77 2043Dr Chris Prior HIST2090 2104 Tuesday 1-3 [email protected] HIST2108Dr Eleanor Quince HIST3069/70 2061 Tuesday 12-1; Friday [email protected] Louise Revell HIST3148 11-12 HIST2064Dr CharlotteRiley HIST3148 2081 Tuesday 12-2 [email protected] Alan Ross HIST2051 1047 [email protected]. Joachim Schlör HIST3180/81 Monday 1-2; Tuesday HIST2082 1-2Dr François SoyerDr Helen Spurling HIST3XXX 65A/3017 - Wednesday 9-11 [email protected]. Mark Stoyle HIST2086 Archaeology Friday 1-2 [email protected]. Ian Talbot HIST2100 building [email protected] Joan Tumblety 65A/3027 - [email protected] HIST3199/20 ArchaeologyProf. Chris Woolgar HIST3220 building HIST2055 1047 HIST3205/06 2051 Monday 2-4 HIST3186 HIST2XXX HIST3113/14 1023 Monday 12-2 [email protected] HIST3148 2063 [email protected] HIST2091 HIST2053 HIST3195/96 2047 Now on leave – back in [email protected] HIST3187 September 2077 Tuesday 9-10 [email protected] HIST2003 2075 Wednesday 1-2 [email protected] HIST2039 HIST3036/38 2067 Monday 3-4; Thursday [email protected] HIST2097 4-5 HIST3184/85 2055 Now on leave – back in [email protected] HIST3118 September HIST2094 6

Year 3 Special Subject (30 credits) HIST3036 - 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 7

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 (3000 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. 8

Year 3 Special Subject (30 credits) HIST3038 - 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 9

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. 10

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 11

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. 12

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 13

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? 14

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. 15

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 16

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. 17

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 18

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 19

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. 20

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. 21

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? 22

Year 3 Special Subject (30 credits) HIST 3072 – Late Imperial Russia, Part I (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 23

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. 24

Year 3 Special Subject (30 credits) HIST 3073 – Late Imperial Russia, Part II (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 25

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. 26

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. 27

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. 28

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. 29

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. 30

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. 31

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. 32

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. 33

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. 34

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 35

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. 36

Year 3 Special Subject (30 credits) HIST3114 –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 37

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 SourceIt 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. 38

Year 3 Special Subject (30 credits) HIST3126 - Fashioning the Tudor Court, Part 1 (Prof Maria Hayward)Module OverviewThe Tudors are still incredibly popular and with good cause. During this module you will explore themagnificent and murky world of Tudor court culture between 1485 and 1553. You will focus on thereign of Henry VIII but as appropriate, you will compare and contrast his court with those of HenryVII and Edward VI. You will consider five core themes linked to the court: artistic patronage and thecreation of the royal image, architectural patronage, court entertainments and literary patronage,royal collecting including the development and dispersal of collections and court ceremonialincluding coronations, the order of the Garter and observance of the liturgical year. These culturalaspects of the Tudor king’s lives are inseparable from embedded the complex religious and politicalenvironment that they inhabited. 39

Indicative List of Seminar Topics  Introductions and definitions  Context: the court of Henry VII  Tudor art and the Reformation: the significance of the careers of Hans Holbein and the Horenbout  Royal magnificence: fashion, finance and foreign politics  Henry VIII’s military image: from the tilt yard to battle field  The role of the courtier: favourites and rivals  Court ceremonial: from dynastic ceremonial to celebrating the liturgical year  The influence of the cardinal: Thomas Wolsey, the ‘alter rex’?  Women at court: Henry VIII’s wives and daughters  The end of Henry VIII’s reign: Death, burial and the 1547 inventory  In his father’s image: Edward VIAssessment Assessment Method % Contribution to Final Mark4,000-word source based essay 50Take-home gobbet exam 50Sample Source‘Why come ye nat to court?Why come ye nat to court?To whyche court?To the kynges courte?Or to Hampton Court?Nay to the kynges courte!The kynges courteShulde have the excellence;But Hampton CourtHath the preemynence!J. Skelton,This satirical poem by John Skelton stresses the importance of the royal court, while also assertingthat Cardinal Wolsey’s ‘court’ rivals, or even exceeds, the magnificence of Henry VIII’s court. If true,this would suggest a major challenge to royal power and would have supported contemporaryclaims that the Cardinal sought to usurp the king’s authority. The use of poetry as a medium to mockWolsey is telling – it would have given Skelton a means of distancing himself from the criticism hewas making while also ensuring a wider circulation at court, in the city of London and beyond. 40

Year 3 Special Subject (30 credits) HIST3127 Fashioning the Tudor Court, Part 2 (Prof Maria Hayward)Module OverviewBuilding on the work you did in semester 1, this module will consider late Tudor court culture. Youwill focus on the court of Elizabeth I which you will contextualise by drawing comparisons with MaryI and Mary, queen of Scots. Queenship, the nature of female rule, and how it differed from kingshipwill be a key theme running through the module and as the module progresses you will be able tocompare and contrast the courts of the male and female Tudor monarchs. Drawing on the maincultural, religious and political events of Elizabeth’s reign you will reflect on the five core themeslinked to the court that you considered in semester 1: artistic patronage and the creation of theroyal image, architectural patronage, court entertainments and literary patronage, royal collectingincluding the development and dispersal of collections and court ceremonial including coronations,the order of the Garter and observance of the liturgical year. 41

Indicative List of Seminar Topics  The monstrous regiment?: Being queen in the second half of the sixteenth century - Elizabeth I, Mary I and Mary queen of Scots  From princess to virgin queen: Nicholas Hilliard and Marcus Gheeraerts II  Dressing the part and the role of court ceremonial: from the accession day tilts to touching for the queen’s evil  Royal acquisition and patronage  The role of the male courtier: Leicester and Essex  The place of women at court and in the country: case studies on the ladies of the bedchamber and Bess of Hardwick  From Hampton Court to Hardwick Hall: the decline of royal building projects and the rise of the courtiers’ country house  The Elizabethan home  Shopping for the Elizabethan wardrobe: markets, chapmen and the rise of Gresham’s exchange  1603: The end of an era and the beginning of the Stuart monarchyAssessment % Contribution to Final Mark Assessment Method 50 50 4,000-word essay 3 hour examinationSample Source‘To promote a woman to bear rule, superiority, dominion, or empire above any realm, nation, orcity, is repugnant to nature; contumely [an insult] to God, a thing most contrary to his revealed willand approved ordinance; and finally, it is the subversion of good order, of all equity and justice….. .For the causes are so manifest, that they cannot be hid. For who can deny but it is repugnant tonature, that the blind shall be appointed to lead and conduct such as do see? That the weak, thesick, and impotent persons shall nourish and keep the whole and strong? And finally, that thefoolish, mad, and frenetic shall govern the discreet, and give counsel to such as be sober of mind?And such be all women, compared unto man in bearing of authority. For their sight in civil regimentis but blindness; their strength, weakness; their counsel, foolishness; and judgment, frenzy, if it berightly considered.’ The First Blast of the Trumpet Against the Monstrous Regiment of Women - John KnoxIn this source John Know laid out the reasons why women were not fit to rule. As such it was a directchallenge to the queens regnant of the time and also to queens dowager who acted as regents in theplace of their children until they came of age. It reveals a lot about contemporary ideas ofpatriarchy, and about the weaknesses that women were believed to have. In terms of itsdissemination in print, it demonstrates how political, and religious, debates were promoted in the16th century. Not surprisingly it was a contentious document, provoking a mixed response fromcontemporaries, including Elizabeth I. 42

Year 3 Special Subject (30 credits)HIST3157 - Hidden and Forbidden: Religious Lives East of Rome, Part 1 (Dr Dan Levene) Image: from the synagogue at Dura Europos, 3rd centuryModule OverviewThis course explores the fluid and volatile history of religion in the region between Rome in the Westand the Persian Empire in the East during late antiquity (4th -7th centuries CE). In the fifth centurythe Church East of Rome proclaimed its independence from the West. By the sixth century thisEastern form of Christianity known as Nestorian was declared illegal in the West and its adherentspersecuted. The fact remains that in this East, in this period, the numbers of Christian believerssurpassed those in the West. Situated alongside the Silk Road, stretching from Europe to Asia, thesereligious communities were able to extend their reach as far as India and China.In this course we will study the history of Eastern Christianity the West rendered heretical. We willbecome acquainted with the world in which the foundations of modern Judaism evolved. We willdiscover a world beyond that was rich in faiths, sects and cults, some of them pagan, some with theirroots in Judaism and Christianity, some which had devolved from ancient Zoroastrianism. We willlearn about the birth and offshoots of Manichaeism - the Persian faith which may have influencedChristian notions of good and evil, spirit and flesh, heaven and hell. We will focus on that very regionwhich was the springboard for the third great modern monotheistic faith - Islam.In this module we will concentrate on gaining an understanding of each of the main faithcommunities that populated this region, and the relationships between them. In particular, we willbecome acquainted with the various types of primary sources which make their study possible, andallow us to reconstitute a history which was previously ‘hidden and forbidden'. 43

Indicative List of Topics  Development of Christianity, Judaism and Islam in late antiquity  Relationship between western Roman Empire/Byzantium and eastern Iranian Sassanian Empire  Nature and development of religious and political institutions in late antiquityAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay Take-home gobbets examSample Source‘A daughter is a vain treasure to her father: through anxiety on her account, he cannot sleep at night.As a minor, lest she be seduced; in her majority, lest she play the harlot; as an adult, lest she be notmarried; if she marries, lest she bear no children; if she grows old, lest she engage in witchcraft!’ Babylonian Talmud, Tractate Sanhedrin, p. 100b.Attitudes to women in the first centuries reveal much about men! 44

Year 3 Special Subject (30 credits)HIST3158 - Hidden and Forbidden: Religious Lives East of Rome, Part 2 (Dr Dan Levene) The 6th century Empress Theodora, from a mosaic in RavennaModule OverviewIn this module we will build on what we have learnt in the first semester about the geo-politicalrealities of the region, the histories and natures of the various religious communities of the lateantique Near East as well as the types of primary sources available for their study.There has been and still is a tendency to study these religious communities separately. Our focus inthis module will be geared towards studying how these different communities interacted with,influenced and portrayed each other. We will adopt a comparative approach and learn to probeparallel accounts produced by different communities that have survived in a variety of types ofsources, in which they describe shared events such as famine, plague and war. After all, thismultitude of communities lived side by side and shared more than just the land. For instance we willexplore both Christian and Jewish texts from this period in which these communities give accountsof their Persian overlords, who at times supported them while at other oppressed them. We willexamine what differentiated communities that were often distinguished from one another in oneway, for instance religion, but shared in other ways, such as ethnic background. So we will, forexample, compare the rich evidence we have about the different scholarly institutions - themonasteries and schools of the Christians and the Jewish Academies. We will look also at what wasmutual to these communities, what they adopted from each other in terms of daily life as well asfolklore and religious practices such as shared medical and magical practices. 45

Indicative List of Topics  The varied religious and ethnic communities that preceded the rise of Islam  The geo-political and social makeup of late antique Mesopotamia  How the Islam was so successful in establishing itself in this regionAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 3 hour examinationSample source‘In what I have written on the Roman wars up to the present point, the story was arranged inchronological order and as completely as the times then permitted. What I shall write now follows adifferent plan, supplementing the previous formal chronicle with a disclosure of what reallyhappened throughout the Roman Empire. You see, it was not possible, during the life of certainpersons, to write the truth of what they did, as a historian should. If I had, their hordes of spieswould have found out about it, and they would have put me to a most horrible death. I could noteven trust my nearest relatives. That is why I was compelled to hide the real explanation of manymatters glossed over in my previous books.’ Procopius, The Secret HistoriesThe official historian of the 6th century emperor Justinian wrote a volume that was only publishedafter his death. One of the greatest historians of late antiquity dishes the dirt in this, the smallest ofhis volumes. 46

Year 3 Special Subject (30 credits) HIST3173 - The Wars of the Roses, c.1437-87, Part 1 (Nicholas Kingwell) Queen Margaret of Anjou (From Talbot Shrewsbury Book (Rouen, c.1445))Module OverviewWhy was England plunged into a period of civil war during the latter part of the fifteenth centuryand what form did these struggles take? This is a period best known through the work of romanticfiction by authors such as Philippa Gregory and Conn Iggulden but what is the reality behind theseportrayals? The first part of the course focuses on the disastrous reign of Henry VI and the secondpart examines the reigns of the Yorkist kings, Edward IV and Richard III (‘the body in the car park’).Did the Wars end with the accession of the Tudor dynasty in 1485 and how destructive did theyreally prove to be? These and other questions will be examined during this course through a carefulreading of the primary sources produced at the time. 47