Year 2 module booklet 2016_17_ebook

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

Year 2 Semester 2 (15 credits) HIST2073 – Jews in Germany before the Holocaust (Dr Shirli Gilbert)Module OverviewThis module explores the life and culture of Jews in Germany from the late C18th until the eve of theNazi takeover in 1933. Using a core set of primary sources as our foundation, we will trace Jewish lifefrom the struggle for emancipation through to the cultural, social, and political transformations ofthe 19th and early 20th centuries. The history of Jews in Germany is a crucial background tounderstanding the Holocaust, from the perspective of both its origins and the responses of itsvictims.Indicative List of Seminar Topics  Did Jews consider themselves primarily Jewish or German?  How were Jews perceived by others?  What was their relationship with non-Jewish Germans, as individuals and communities? 51

Assessment Assessment Method % Contribution to Final Mark2,000-word essay based on primary sources 502 hour exam - 1 question being a gobbet style question and the 50other, an essay, also based on the sourcesSample Source‘What bound me to Jewry was (I am ashamed to admit) neither faith nor national pride, for I havealways been an unbeliever and was brought up without any religion though not without a respectfor what are called the “ethical” standards of human civilization. […] But plenty of other thingsremained to make the attraction of Jewry and Jews irresistible […]. There was a perception that itwas to my Jewish nature alone that I owed two characteristics that had become indispensable to mein the difficult course of my life. Because I was a Jew I found myself free from many prejudices whichrestricted others in the use of their intellect; and as a Jew I was prepared to join the Opposition andto do without agreement with the “compact majority”.’ Sigmund Freud, Address to the Society of Bnai Brith, 6 May 1926The legal emancipation of the Jews, which advanced unevenly across Europe during the nineteenthcentury, brought with it new challenges of self-identity. Was Jewishness a religious, social, or culturalidentity? In this extract, Sigmund Freud – renowned German-Jewish intellectual and the founder ofpsychoanalysis – expresses a powerful and yet emphatically secular Jewish identity. His addressreveals the complex and multi-layered nature of German-Jewish identity in the early twentiethcentury, and raises many questions about the position of German Jews on the eve of the Holocaust. 52

Year 2 Semester 2 (15 credits) HIST2074 – Visual Culture and Politics: Art in German Society, 1850-1957 (Professor Neil Gregor) Otto Freundlich, Der Aufstieg (Ascension) (1926)Module OverviewThis module examines German art history between the mid-C19th and mid-C20th, and asks how thehistorian can use the techniques of art history to explore wider historical problems of the era. Itexplores both the main artistic movements and their aesthetic, social and political agendas themselves,and the ways in which German society responded to them, using the evolving art criticism of the eraas a means to explore wider problems of modernity, national identity, gender and race. At its centreis an examination of how debates surrounding successive manifestations of modernism echoed wideranxieties about the coming of the modern age.Indicative List of Seminar Topics  French art and its influences  Realism  Expressionism  Dadaism  Fascist modernism  Abstract expressionism and memory politics. 53

Assessment Assessment Method % Contribution to Final Mark1 x 2,000-word essay based on primary sources 502 hour examination (one question being a gobbet style question 50and the other, an essay, also based on the sources)Sample Source The Degenerate Art Exhibition, 1937The source shown here is an image from the so-called ‘Degenerate Art’ (Entartete Kunst) Exhibitionstaged in Germany in 1937. The exhibition carried hundreds of works of modern art by distinguishedpainters and sculptors such as Paul Klee, Ernst-Ludwig Kirchner and Otto Freundlich; the artistsconcerned were either driven into exile, banned from exhibiting or, in some cases, murdered. As theimage shows, the exhibition aimed to lampoon and mock the art through slogans on the wall, and bymounting the images in disorderly fashion – the implicit contrast was with the ‘healthy’ German artthat carried national values in a comprehensible idiom. This course asks what it was about such artthat made it so politically offensive, and places the ‘Degenerate Art’ exhibition at the centre of widerdebates over the relationship between art and society between the nineteenth and twentiethcenturies. 54

Year 2 Semester 2 (15 credits) HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries (Dr Joachim Schlör)Module Overview‘On 13 December 1838, on a cold and rainy night, a man of athletic build, dressed in a shabby jacket,crossed the Pont au Change and penetrated into the Cité […]. That night the wind was blowingviolently through the alleyways of this dismal neighbourhood.” The opening scene of Eugène Sue’s1842/43 novel ‘Les Mystères de Paris’ gives an urban topographic image to the idea that beyond andbelow the modern and illuminated city there is a ‘dark side’, an ‘underworld’: full of danger andtemptation, and in need of being penetrated by the forces of order and light. Taking this text as astarting point you will explore the various facets of the 19th century urban underworld. Usingdocumentary sources produced by journalists, scientists, missionaries, and policemen you willinvestigate and analyse a secret world of mysteries, populated by gangsters and prostitutes,drunkards and runaways, and maybe by ghosts.’ 55

Indicative List of Seminar Topics  Edgar Allen Poe, Eugène Sue, and the discovery of urban mysteries  The development of artificial illumination  ‘La déambulance nocturne’: Pleasures of the nightwalk  ‘Les classes dangereuses’: Who inhabits the urban night?  Homelessness: ‘People of the Abyss’  A moral challenge: Prostitution  Going underground: detectives and missionaries  Working underground: a history of tubes and sewers  ‘Le ventre de Paris’: Les Halles and nightly consumption  Urban legends about nightlife  Hiding places: nightlife as escape  Images of the early morningAssessment % Contribution to Final Mark Assessment Method 50 50 1 Essay (2,000 words) Exam (2 hours)Sample Source‘As the night deepened, so deepened to me the interest of the scene; for not only did the generalcharacter of the crowd materially alter (its gentler features retiring in the gradual withdrawal of themore orderly portion of the people, and its harsher ones coming out into bolder relief, as the latehour brought forth every species of infamy from its den,) but the rays of the gas-lamps, feeble atfirst in their struggle with the dying day, had now at length gained ascendancy, and threw over everything a fitful and garish lustre.’Edgar Allen Poe’s The Man of the Crowd (1840) is a key text in the history of the discovery and theexploration of ‘underworlds’: Journalists, novelists, urban researchers, and leisurely walkers enter aworld of darkness – occasionally lit by new forms of artificial illumination – and report about poverty,homelessness, and prostitution. Reading such texts, and interpreting images such as Brassai’s Paris denuit, gives us an insight into the cultural practices of urban nightlife. 56

Year 2 Semester 2 (15 credits) HIST2093 - Strategy and War (Professor Steve Chisnall)Module OverviewThe development of Strategy and its implementation, for good or ill, have had enormous impact onshaping the world. It has a fascinating history, traceable from the Hebrew Bible and ancient Greeceto the widespread overuse of the word today to cover actions and events that would not have beenrecognisable years ago. In this module we will explore Strategy in the context of how it hasinfluenced conflict, both in terms of the application of violence and its avoidance. We will start withSun Tzu and Machiavelli, moving quickly to the 18th century when the term ‘strategy’ started to gainwidespread use and embrace both the military and political dimensions. Each week we will focus onparticular theorists and practitioners, considering the development of military and political thinkingand its relationship to major conflicts, ranging primarily from the Napoleonic wars to the mostrecent conflicts in Iraq and Afghanistan.Indicative List of Seminar Topics  The origins of Strategy (Sun Tzu and Machiavelli)  The importance of the 18th century in the development of Strategy (the French Revolution)  Jomini, Clausewitz and Napoleon (1780s-1840s)  Bismarck, von Moltke and the Franco-Prussian War (1870)  WW1 – the Schlieffen Plan and Total War  The Rise and Fall of Nuclear Strategy (Schelling, Khan)  Counterinsurgency – the wars of Vietnam  Technology and the First Gulf War  Asymmetry and the terrorist threat  Iraq and Afghanistan – failures of strategy? 57

Assessment Assessment Method % Contribution to Final MarkAs formative assessment a seminar presentation on a key issue 0%or text 502,000-word essay 50Examination – 2 hoursSample Source9/11 was primarily a strategic attack on the United States. For the first time in history NATO alsoinvoked Article 5 (\" an attack on one Ally shall be considered an attack on all Allies.\"), thusdramatically increasing the scale of strategic engagement from allied nations. The immediatestrategic response was the invasion of Afghanistan to remove the Taliban and to search for BinLaden. President Bush declared a war on terror and, in 2003, the US, UK and allies invaded Iraq.From the very beginning of the western response there were questions over the strategic decisionsbeing taken. In the US, decisions were driven by a group of 'neo-cons', now largely discredited. TheUK was influenced by the 'dodgy dossier' and the politicisation of intelligence. The wars inAfghanistan and Iraq have proved disastrous and President Obama has generally declared a policy ofnon-intervention of combat ground troops. It is striking how many poor strategic decisions weretaken and how little decision makers appeared to have learned from previous conflicts. The failuresseem to fall on both the civilian and military leaderships. The destructive impact of war, as ever, hasfallen on many innocent civilians and loyal soldiers. 58

Year 2 Semester 2 (15 credits)HIST2100- Retail Therapy: A Journey Through the Cultural History of Shopping (Dr Eleanor Quince)Module OverviewWe are all, in one way or another, participants in the consumer society. Whether we buy fornecessity - life essentials such as food - or view it as an enjoyable leisure activity, our purchase ofgoods is part of a wider cultural movement pushing us to ‘shop’. But how did we get to thispoint? Historically, what is it that has made us want to buy? This module explores how shopping, aswe understand it today, evolved. Considering shopping at different points in Britain's history - themarket places and specialist shops of the eighteenth century, the High Streets and warehouses ofthe nineteenth century, the department stores and malls of the twentieth century - we will examinethe birth of the modern consumer society and within it, the roles played by manufacturer, seller,advertiser and shopper. 59

Indicative List of Seminar Topics  Exotic imports: new goods and desirability in eighteenth century London  The birth of advertising: Josiah Wedgewood and the Portland Vase  Specialist sellers: the evolution of the High Street  Buy 'em low, sell 'em high: warehouse shopping in the nineteenth century  A different world: Charles Digby Harrod and the creation of the Department Store  Mass manufacture: Henry and his Model T-Ford  Chain Stores and the middle classes: Marks & Spencer, Debenhams and John Lewis  Out of town: moving to shopping centres and malls  Markedly different: Liberty, Habitat and brand creation  ‘I bought it on eBay’: the internet shopping revolutionAssessment % Contribution to Final Mark Assessment Method 50 50 2000-word essay based on primary sources 2 hour exam - 2 essay questions chosen from list of 9Sample SourceSee images above:Left, The Portland Vase, from Rome, Italy, cameo-glass vessel, c. AD 5 – 25, British MuseumRight, The Portland Vase, Staffordshire, ‘first edition’ Jasperware, c. 1790, V&A MuseumThe original Portland Vase was bought from the Cardinal del Monte by the Barberini family withwhom it remained for 150 years. In 1778, it was purchased by Sir William Hamilton, BritishAmbassador at the Court of Naples. He brought it to England and sold it to Margaret, dowagerDuchess of Portland, in 1784. In 1786 her son, the third Duke of Portland, lent it to JosiahWedgwood. Wedgewood was an entrepreneurial Staffordshire potter who spied a businessopportunity: to create a perfect copy of the vase which could be mass-produced and sold with thevenerable name of ‘Portland’ attached. Wedgewood’s copy of the Portland Vase was created inJasperware, a technical innovation developed especially for the production. It is a fine-grainedstoneware which could be stained a range of colours as a background for applied white reliefs.Wedgewood’s Portland Vase represents the birth of modern linked advertising: the enticement toown something also owned a famous individual. It blurs the lines between the ‘fake’ and the ‘real’,with first edition Jasperware vases being displayed ‘for viewing’ in 1790 as if they were the realthing.60

Year 2 Semester 2 (15 credits) HIST2102 - Discipline and Punish: Prisons and Prisoners in England 1775-1898 (Dr Julie Gammon)Module Overview‘Prisons don’t work’ exclaimed author Will Self to the BBC in 2011 reflecting significant publicconcerns regarding issues such as cost, reoffending and overcrowding through to the perception of‘gilded lifestyles’ led by inmates. In this module we will explore the period of English history in whichthe modern prison system emerged and consider the reasons behind this development. Set against abackground of social tensions, rising crime rates and dissatisfaction with the alternative punishmentssuch as execution and transportation we will begin our study in the late eighteenth century whenthe concept of the prison as a form of punishment was a new one in England. We will look at thework of contemporaries who identified the need to develop the role of the prison as a site of bothdiscipline and reformation for criminals and how their influence led to the penitentiary emergingthrough the nineteenth century as the primary mode of punishment. We will question themotivations behind the emergence of the prison: was this driven by humanitarianism and anemphasis on the ability to reform or was the incarceration of criminals a form of social control? Thespate of prison building and rebuilding across the nineteenth century saw the establishment of over90 new establishments and we will be researching the planning and organisation of these structureswith case studies such as Millbank and Pentonville (London), Bristol and Reading. From surveys ofindividual institutions we can uncover the regimes that were in place and how the makeup of prisonpopulations related to social problems. We will explore the tensions that existed between prisoners,prison authorities and the government across the nineteenth century and how these ultimately ledto the Prisons Act in 1898 taking all prisons out of private ownership and into central government’scontrol. You will have the opportunity to research one prison of your choice in detail as the basis foryour essay and to consider how it evolved in light of the wider debates and reforms across ourperiod.Alongside the wider context of prison reforms we will undertake a close examination of thetreatment of particular groups of criminals and the experiences of individual criminals. In particulardebates surrounding the establishment of specific institutions to house these ‘minority’ groups (e.g.,Holloway, Parkhurst and Broadmoor) will be considered. We will then move to consider theexperiences of the prisoners themselves through their surviving memoirs, letters and biographiesand by the use of literature (e.g., Charles Dickens, Great Expectations (1860)).The module asks you to reflect critically on debates surrounding the intentions of modern forms ofpunishment by examining their historical roots. We will demonstrate how current debatessurrounding the ‘effectiveness’ or ‘success’ of imprisonment are necessarily coloured by the motivesof reformers across the long nineteenth century in England. 61

Indicative List of Seminar Topics  The cruel and corrupt early modern prison?  A need for reform: John Howard and the State of the Prisons (1775)  From Prisons to Penitentiaries  Labour and Surveillance: Bentham’s Panopticon  Experiments in Architecture and planning: Millbank and Pentonville  The ‘separate system’ of discipline  Illness and insanity in prisons  Punishing the ‘fairer sex’: Women prisoners and prisons  The problem of juvenile offenders: delinquency and the Parkhurst experiment  The experience of the prisoner: memoirs  Prisons in literature  The Victorian legacy and the modern institutionAssessment Assessment Method % Contribution to Final MarkOne 2,000-word case study of the reform of a prison using primary 50sources2 hour exam - 1 question being a gobbet style question and the 50other, an essay, also based on the sourcesSample Source J. Bentham, The Panopticon (1791)In the late eighteenth century, Jeremy Bentham, the utilitarian philosopher, devised a model for aradical new style penitentiary based upon the principle of surveillance. His prison design meant thatinmates believed their behaviour was being observed at all times and that in turn, this fear of beingwatched would result in them conforming and being orderly. Although his model prison was neverbuilt, Bentham’s ideas were adapted by later architects as debates raged regarding the changingfunction of the prison from a place of confinement, to one of punishment and potentially of reform,to meet the needs of a newly industrialising British society. Bentham’s visual and written plansilluminate for us the changing attitudes towards punishment of criminals at this time but alsohighlight the diversity of opinions that existed. 62

Year 2 Semester 2 (15 credits) HIST2108 - The Making of Modern India (Dr Pritipuspa Mishra)Module OverviewIndia as we know it today did not exist before decolonization in 1947. During British imperial rule,India was a collection of British colonial territories and loosely colonized Princely states. And, foralmost three thousand years before colonial rule, the territory we know as India was in fact manydifferent states. How did India become one nation with many official languages and the biggestfunctioning democracy in the world?This module will address this question by tracing how stories about ‘one India’ have been told in thelast 150 years by important commentators of the time. We will read James Mills’ 1818 History ofIndia alongside Jawaharlal Nehru’s Discovery of India which was written in 1946. Through thesereadings we will think about how a modern nation state comes to be. What are the processesthrough which new unity is imagined? Effectively, this module will introduce you to debates in thehistory of nationalism through a case study of Indian nationalism. 63

Indicative List of Topics  Introduction to nationalist historiography  English, French and German ideas about history and nation  Histories of India written between 1800 and 1947  Literary representations of India between 1800 and 1947Assessment % Contribution to Final Mark Assessment Method 50 50 1 x 2,000 word essay 2 hour examinationSample Source‘The discovery of India — what have I discovered? It was presumptuous of me to imagine that Icould unveil her and find out what she is today and what she was in the long past. Today she is fourhundred million separate individual men and women, each differing from the other, each living in aprivate universe of thought and feeling. If this is so in the present, how much more so to grasp thatmultitudinous past of innumerable successions of human beings. Yet something has bound themtogether and binds them still. India is a geographical and economic entity, a cultural unity amidstdiversity, a bundle of contradictions held together by strong but invisible threads. Overwhelmedagain and again her spirit was never conquered, and today when she appears to be a plaything of aproud conqueror, she remains unsubdued and unconquered. About her there is the elusive qualityof a legend of long ago; some enchantment seems to have held her mind. She is a myth and an idea,a dream and a vision, and yet very real and present and pervasive.’ -Jawaharlal Nehru, Discovery of India, 1946This passage illustrates the challenges posed by the need to define the Indian nation. Writing in thetwilight of British rule in India, Nehru was reluctant to gloss over the diversity of the Indian peopleand the experience of colonial exploitation to produce an inspiring vision of the new nation.Furthermore, the essential linguistic, religious and cultural diversity of the Indian population made itimpossible to provide a simple description of what it was to be Indian. To resolve this problem,Nehru suggested that Indians were held together with ‘strong but invisible threads’. They were heldtogether by the myth, idea, dream and vision of India, which was not simply a chimera but a ‘real’and ‘pervasive’ thing. 64

Year 2 Semester 2 (15 credits) HIST2XXX - Ancient Greeks at War (Dr Annelies Cazemier)Module OverviewFrom the legendary tales of the Trojan War up to the conquest of Persia by Alexander the Great,warfare played a central role in ancient Greek history and society. This module allows students toexamine ancient Greek warfare from a range of different sources and angles (military, political,social, economic, cultural, and religious), to work with written and material evidence from theClassical Greek period in particular, and to assess the preliminaries, events, and conclusions of majorwars, as well as studying the wider impact of warfare on ancient Greek society.The history of the Classical fifth century BC was dominated by two wars: the Persian Wars and thePeloponnesian War. Culminating in the battles of Marathon, Thermopylae, and Salamis, the PersianWars and their commemoration loomed large in Greek history and culture for many centuries. Theycontributed to the self-definition of Greeks vs. others; led to the rise of the Athenian Empire; andAlexander the Great would later set out on his conquest as a Greek war of revenge against thePersians. The Peloponnesian War, on the other hand, centred on the conflict between two Greekcity-states, Athens and Sparta. Their lengthy period of strife reshaped the balance of power in theancient Greek world, and led to the downfall of the Athenian empire.The two wars are the main focus of the works written by Herodotus and Thucydides – the formerknown as the ‘father of history’; the latter praised for his strict historical standards and consideredone of the founding fathers of political realism. Both authors exerted a significant influence on thewriting of history more broadly, and a study of their works not only offers an opportunity to learnabout Greek history, warfare, and society in the fifth century BC, but also provides a directencounter with two of the earliest known historians. The module combines their historical accountswith documentary sources for Greek warfare and society as well as material evidence (includingartistic representations of warfare and the study of archaeological sites). In the final part of thecourse, attention will be paid to the reception of ancient Greek warfare until the modern day. 65

Indicative List of Topics % Contribution to Final Mark 50  Writing about War: Herodotus and Thucydides 50  The Persian Wars & The Peloponnesian War  Deciding on War: Political Processes  Managing War: Logistics and Leadership  Fighting War: Soldiers and Armour  Concluding War: Battles and Diplomacy  Commemorating War: Monuments and Festivals  Modern Reception of Ancient Greek WarfareAssessment Assessment Method 1 x 2,000-word primary source-based essay 2 hour examinationSample Source‘In the same winter, following their traditional institution, the Athenians held a state funeral forthose who had been the first to die in this war. The ceremony is as follows. They erect a tent inwhich, two days before the funeral, the bones of the departed are laid out, and people can bringofferings to their own dead. On the day of the funeral procession coffins of cypress wood are carriedout on wagons, one coffin for each tribe, with each man’s bones in his own tribe’s coffin. Onedressed but empty bier is carried for the missing whose bodies could not be found and recovered. Allwho wish can join the procession, foreigners as well as citizens, and the women of the bereavedfamilies come to keen at the grave. Their burial is in the public cemetery, situated in the mostbeautiful suburb of the city, where the war dead are always buried, except those who died atMarathon, whose exceptional valour was judged worthy of a tomb where they fell.’ Thucydides 2.34 (trans. M. Hammond. Oxford: OUP, 2009, pp. 89-90)This passage from Thucydides’ History refers to events in the winter of 431/430 BC, the first year ofthe Peloponnesian War. It describes how those who have fallen in the war are given a public funeral,which included the famous Funeral Oration spoken by the Athenian statesman Pericles. The passageunderlines how the commemoration of war is very much a community affair. The ‘public cemetery’was in the area of the well-excavated site known as the Kerameikos – where inscribed casualty listshave been found. The Battle of Marathon (490 BC), on the other hand, formed part of the so-calledPersian Wars, and was commemorated through a burial mound at the site of the battle itself. Thesource extract offers excellent opportunities for combining written and material evidence, and itprovides a very evocative insight into the lasting impact which warfare had on ancient Greek society.66

Year 2 Semester 2 (15 credits) HIST2XXX – The Global Cold War (Dr Jonathan Hunt)Module overviewThis is a module on the relationship between the “West” and the “Rest” from the end of the SecondWorld War to Soviet Union’s collapse. Rather than focus on the nuclear confrontation between thesuperpower blocs, this module will reconnoiter their rivalry in the “Third World.” We will examine ahost of historical episodes and then delve into them using novels, films, data, primary sources andhistorical literature, illuminating along the way the American and European encounter with Africa,Asia, Latin America and the Middle East since 1945. The course will engage debates over the naturesof, and overlaps between, imperialism, decolonization, neo-colonialism and global governance. Theoverarching question is whether, from the Atlantic charter to the 1991 Gulf War, the world movedtoward equity, justice and homogeneity, or if instead the fault lines dividing humanity merely shiftedlocations. Odd Arne Westad has argued that the cold war sowed the seeds for political instabilityand social inequality throughout the poorer regions of the Earth, the bitter fruits of which theinternational community continues to reap. Others note that the percentage of the world’spopulation living in poverty plummeted from 72 per cent in 1950 to 51 per cent in 1992, to just 10per cent in 2015, with 680 million people escaping poverty since 1981 in China alone. Students willlearn about the historical actors and tectonic forces that altered the shape of human events duringthe Cold War and develop in the process opinions about the origins of the contemporary world.Indicative list of seminar topics  Theories of imperialism and neo-colonialism  Self-determination and national sovereignty  Global governance, human rights and humanitarianism  Decolonization and postcolonialism in Africa, the Middle East and Asia  Cold war proxy wars in Asia, Africa, Latin America and the Middle East  Modernization, social democracy and development 67

 Financial and economic globalization % Contribution to Final Mark  The rise of China 50Assessment 50 Assessment Method 1 x 4,000-word essay (to be chosen from nine available questions, or students will have the opportunity to formulate their own question drawn from a lecture or seminar theme) 2 hour examination (two essays to be chosen from nine questions provided beforehand)Sample source‘All men are created equal. They are endowed by their Creator with certain inalienable rights; amongthese are Life, Liberty, and the pursuit of Happiness. ... All the peoples on the earth are equal frombirth, all the peoples have a right to live and be happy and free. ... Today we are determined tooppose the wicked schemes of the French imperialists, and we call upon the victorious Allies torecognize our freedom and independence.’Ho Chi Minh (1945), quoted in Fredrik Logevall, Embers of War: The Fall of an Empire and the Making of America’s VietnamAlthough Ho Chi Minh and his followers would wage an almost decade-long struggle against theUnited States, at first they turned to the United States as a model for how to liberate and build anation-state. In this speech, Ho invokes Thomas Jefferson’s Declaration of Independence almostverbatim for two reasons. First, he seems to be more interested in liberal arguments againstcolonialism than in those of Marx; in fact, he had travelled to Paris in 1919 in hopes of meetingWoodrow Wilson, whose advocacy on behalf of popular sovereignty and self-determination helpedredraw the world map after the First World War. These two events indicate that Ho was first andforemost a Vietnamese nationalist and only secondarily, perhaps pragmatically, a communist.Second, his speech in Hanoi had more than a domestic audience. Although he was speaking to fellowVietnamese, who fought and expelled the Japanese after metropolitan France and its colonialgovernment in Indochina capitulated, he and his lieutenant, Vo Nguyen Giap, appealed to the UnitedStates and China (not yet communist) to back them in their nationalist struggle against the French.Sadly, for both Vietnam and the United States, this opportunity was not seized. Ho’s speechillustrates nonetheless the widespread appeal of American anticolonialism and liberalism after theSecond World War.68

Year 2 Semester 2 (15 credits) HUMA2008 - The Life and Afterlife of Vikings (Dr Alison Gascoigne)Module OverviewBlood, violence, terror, raids, pirates, rape and pillage are just some of the words associated with theVikings in both the medieval and modern imagination. Their fearsome reputation is underlined bynicknames such as ‘Blood Axe’ and ‘Skull-splitter’, but violence is only one part of Viking history. TheVikings also formed extensive trade networks across Europe and into Central Asia, founded newcountries, developed new technologies, created beautiful and useful objects and left behind aliterary tradition that influenced European culture for many centuries, and indeed continues to doso. In this module, by studying historical, archaeological and literary sources, you will examine boththe reality of Viking society and how Viking identity was perceived over the course of the middleages.Indicative List of Seminar Topics The historicity of the saga tradition The nature of Viking-era society Viking warrior culture Viking ships and seafaring Viking migration and settlement, trade and exchange Religious belief and Christianisation The reception of the Vikings in medieval and modern timesAssessment Assessment Method % Contribution to Final Mark3 x 700-word source commentaries (from a choice of historical, 50literary and material sources)2 hour examination (two essays to be chosen from eight 50questions) 69

Sample SourceThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical: ‘That folk [the Swedes] has a very famous temple called Uppsala, situated not far from thecity of Sigtuna and Björkö. In this temple, entirely decked out in gold, the people worship the statuesof three gods in such wise that the mightiest of them, Thor, occupies a throne in the middle of thechamber; Wotan and Frikko have places on either side. […] It is customary also to solemnize inUppsala, at nine-year intervals, a general feast of all the provinces of Sweden. […] The sacrifice is ofthis nature: of every living thing that is male, they offer nine heads, with the blood of which it iscustomary to placate gods of this sort. The bodies they hang in the sacred grove that adjoins thetemple.’ Abam of Bremen, History of the Archbishops of Hamburg-Bremen (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 65-66)Literary: ‘There he [Thorolf Mostrarskegg] had a temple built. It was a large structure with a door onone of the side walls close to the end of the building. Inside, in front of the door, stood the high-seatpillars, studded with nails called god’s nails. Beyond the pillars the whole interior was a sanctuaryand at the inner end there was an area resembling what we call a choir in churches nowadays. In themiddle of the floor stood an altar-like structure, and on it lay a ring weighing twenty ounces, whichhad been formed without a joint. All oaths were sworn on it, and the temple priest had to wear it onhis arm at every public meeting. A bowl for sacrificial blood always stood on the altar, and in thebowl lay a twig for sprinkling hlaut, which is the blood of living creatures sacrificed to the gods. Thegods were arranged around the altar in the innermost, or choir-like, part of the temple.’ Saga of the People of Eyri (Eyrbyggja saga) (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 67)Archaeological: Plan of an Iron-age to Viking-era temple at the site of Uppåkra, Sweden, at which ritual depositis of gold-foil figures, ‘sacrified’ weapons and bones and other distinctive objects were excavated (L.Larsson, ‘The Iron Age ritual building at Uppåkra, southern Sweden’, Antiquity 81, 11-25, fig. 3)Taken together, these extracts provide complementary evidence about the form of Viking-age ritualstructures, and the nature of activities that took place there. Some activities (e.g. the sprinkling ofblood as recounted in the saga text) leave no archaeological trace. Excavations do, however, bring tolight important aspects of ritual not reported in texts, such as the ‘killing’ of weaponry, and thelandscape setting of such structures. These diverse sources present different perspectives on Vikingcult, including those of foreign observers, Scandinavians, and saga-tellers from later, Christian, times,integrating these accounts with modern data from techniques of historical and scientificarchaeology. 70

Year 2 Semester 1 (15 credits)HUMA2XXX - Arabian Nights and Days: The World of the 1001 Nights (Dr Alison Gascoigne) 9th-century house, Samarra, IraqModule OverviewThe disparate body of literature collected together under the title 1001 Nights, more popularlyknown as the Arabian Nights, is set primarily in the cities of the medieval Middle East, includingBaghdad and Basra in Iraq, Cairo in Egypt and Damascus in Syria. The narratives include charactersfrom all levels of society, from caliphs, princes, princesses and viziers, to poor men and women, aswell as magical beings of various sorts. They recount great adventures and supernatural happenings;but among the more marvellous events appear many details of daily life, social activity and urbanlandscape. This module uses the 1001 Nights as a starting point for a thematic investigation ofmedieval Arab (largely urban) society.Indicative List of Seminar TopicsThe module is organised thematically. Each week, we will consider a narrative or story taken fromthe 1001 Nights, within which a particular theme will be identified. This topic will be introducedduring the lecture, with specific sources relating to the subject to be discussed in detail during thesubsequent seminars. Themes may include: court/palace culture; social stratification and mobility;urban landscape and setting; trade and economic activity; gender; hospitality, social life, food/drinkand dining; professions and professional activities; recent reception, Orientalism and culturalpolitics; and more.Assessment Assessment Method % Contribution to Final Mark1 x source commentaries 501 x essay (2,500 words) 50 71

Sample SourcesThis module is specifically interdisciplinary, so students will encounter diverse sources such as thefollowing:Historical/geographical: ‘Tinnīs [in Egypt], situated between the Romaean Sea and the Nile, is a smallisland in a lake, the whole of which has been built as a city—and what a city! It is Baghdād inminiature! A mountain of gold! The emporium of the Orient and of the West! Markets are elegant,fish cheap. It is the goal of travelers, prosperity is evident, the shore delightful, the mosqueexquisite, the palaces lofty. It is a town with resources, and well-populated, yet as it is situated on anarrow island, the water encircles it like a ring. It is, too, a boring, filthy place, where the water, keptin cisterns, is locked up. Most of its inhabitants are Copts. The refuse is thrown into the streets. Hereare made coloured cloths and garments. Beside it is a place in which are piled up the dead of theunbelievers, one upon another, while the cemeteries of the Muslims are in the centre of the town.’ Al-Maqdisi, The Best Divisions in the Knowledge of the Regions (tr. B. Collins, 1994, p. 185)Literary: ‘The people who most deserve to be slapped are those who come to eat without beinginvited, and the people who most deserve to be slapped twice are those who, when the host of theparty says, “Sit here,” reply, “No! I’m going to sit over there!” And the people who most deserve tobe slapped three times are those who, when invited to eat, say to the owner of the house, “Call yourwife in here to eat with us!”’ Al-Khatib al-Baghdadi’s The Art of Party-Crashing in Medieval Iraq (tr. E. Selove 2012, p. 25)Archaeological/architectural: Plan of a medieval house excavated in Fustat (Cairo), Egypt (A. Bahgat and A. Gabriel, Fouilles d’al- Foustat 1921, fig. 20)There are many moments in the 1001 Nights where characters enjoy domestic social occasions, bothlicit and illicit. The sources above provide diverse information on the urban settings of houses, ontheir forms and the areas within them where such parties might have taken place, and on theexpected behaviour of hosts and guests. Considered together, these strands of evidence allow us toanalyse the ideal vs the reality of domestic entertainment in the medieval Middle East in light of itsportrayal in the stories of the Nights. 72

Year 2 Semester 2 (30 credits) HIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660 (Professor George Bernard / Professor Mark Stoyle)Module OverviewThis course offers you the opportunity to study the history of England during the turbulent sixteenthand early seventeenth centuries. Students taking ‘Power, Patronage and Politics’ will explore a rangeof topics, including: the court and faction under Henry VIII; the fall of Anne Boleyn; the reign of ‘BloodyMary’; popular rebellions during the Tudor period; the complicated relationship of Elizabeth I with hercourtiers and counsellors; ethnicity and sexuality at the court of James I; the impact of the Civil Waron English society; the lives of women in a time of conflict; the uses and abuses of propaganda; andthe fear and prosecution of witchcraft. 73

Indicative List of Topics % Contribution to Final Mark 50  Court Politics under Henry VIII 50  Tudor Rebellions  The Mid-Tudor ‘crisis'  Court Politics under James VI and Charles I  The English Civil War  WitchcraftAssessment Assessment Method 1 x 4,000-word essay 2 hour examination (two essays to be chosen from nine questions)Sample Source‘[They captured] another Witch, who was thereupon apprehended, and searched by women, andfound to have three teats about her, which honest women have not, so upon command from theJustice, they were to keep her from sleep two or three nights, expecting to see her familiars [i.e.attendant spirits, or miniature demons], which the fourth night she called in by their several names,and told them what shapes [to assume] a quarter of an hour before they came in, there being ten ofus in the room, and the first she called was Holt, who came in like a white kitten.’ M. Hopkins, The Discovery of Witches (1647), p. 2.This extract from The Discovery of Witches - a pamphlet which was written by the so-called ‘Witch-finder General’, Matthew Hopkins, in early 1647 and published in London soon afterwards - gives usa chilling insight into the treatment which was handed out to suspected witches during the closingstages of the English Civil War. The figure seated in the chair on the right is intended to representone of the first women whom Hopkins and his associates interrogated, while the bizarre figureswhich surround her are intended to represent the evil spirits in the shape of animals which she wassaid to be able to conjure up. Together, image and extract do something to convey the atmosphereof suffocating fear in which so many seventeenth-century Englishmen and women lived.74

Year 2 Semester 2 (30 credits) HIST2004 – The Making of Englishness: Race, Ethnicity and Immigration in British Society, 1841 to the Present (Prof Tony Kushner)Module overviewMigration and questions of difference are the most pressing issues in today’s world. But how havethey been shaped and experienced in British history? How do we define Britishness (or more often,'Englishness')? How have identities changed over the past one hundred and fifty years? This modulecovers these broad questions with specific regard to questions of ‘race’, ethnicity and immigration.Although the importance of these issues in contemporary debates is very clear, this module adopts ahistorical approach and charts how they have developed from the mid-Victorian period onwards. Itasks whether Britain is a peculiarly tolerant country in an international context. How welcominghave state and society been to newcomers? Have issues of race played a major part in Britishpolitics? Turning to the minorities themselves, the module examines their identities and internaldynamics in British society. The approach adopted is comparative, and a wide range of groups andresponses to them are examined including Jews, Irish, Afro-Caribbeans, Germans, Asians and manyothers. It asks if ‘race’ is the most significant factor in the treatment of minorities and their owninternal solidarity or whether other issues such as gender, class, age, locality and culture are ofgreater importance. 75

Indicative List of Seminar Topics  Theories of race and racism  The creation and development of minority stereotypes  The Irish in Victorian Britain  Jews in Mid-Victorian Culture and Politics  The Aliens Debate 1886-1905  The Impact of East European Jewish Immigration, 1870-1914  Intolerance and the First World War  Defining Englishness in Inter-War Britain  Minorities in inter-war Britain  Britain and the European Jewish Crisis in the Nazi Era  Mosley and the British Union of Fascists  Post-1945 immigration control and treatment of refugees  Black identities in post-war Britain  The rise (and fall) of the National Front and Enoch Powell  Race and the inner city disturbances of the 1980s  The Rushdie Affair  Multi-Culturalism and Racism in Contemporary Britain  The Contemporary Refugee CrisisAssessment % Contribution to Final Mark Assessment Method 50 50 1 x 4,000-word essay 2 hour examination (two essays from nine questions)Sample Source Here is an image that could and has been used to show British tolerance and integration of migrants. At its top is a sundial from 1748, part of the original Huguenot chapel in the East End of London where the French refugees that settled in London worshipped. In the late nineteenth century it became a synagogue for very religious Jews from Eastern Europe and more recently the Jamme Masjid Mosque catering mainly for those of Bengali and Somali origin. Brick Lane itself, in the heart of (now) trendy Spitalfields reflects the influence of many migrant presences, all of whom have left traces. But Brick Lane has also been the site of violent contestation of territory, and especially attacks on groups ranging from Jews to Asians. This image, is thus capable of multiple readings and The Making of Englishness as a whole will explore the fascinating (if often disturbing) issues it raises, including through a walking tour of the East End itself. 76

HIST2008 - The Group Project (30 credits) (NOTE - Compulsory for all single honours history students)Module OverviewThe Group Project provides an opportunity for you to carry out a piece of historical research as partof a group, reflecting on the issues involved in completing the task and presenting the research to abroader audience. The academic core of the project asks you to engage in a topic from conception tocompletion under the supervision of your group Academic Guidance Tutor who will assist you in thelocation and exploitation of relevant local and national source materials. This opportunity to developyour research skills will provide a good grounding for the longer and more advanced piece ofindividual research required by the Year 3 dissertation.The Group Project will also enable you to develop various key skills relevant to the type ofemployment that you may encounter after graduation - management, media, teaching, etc - and todemonstrate such skills - team-working, interpersonal skills, self-confidence, presentation, problem-solving, etc - in a tangible way.Finally, you will be encouraged to interact with a broader public through the process ofcommunicating your research topic in a 'public outcome' and thereby to consider the nature andmeaning of such a thing as 'public history'.Assessment  Project Proposal (10%)  Historical Essay (30%)  Public Outcome (20%)  Individual Reflective Essay (20%) 77

Examples of Past Public Outcomes Henry VIII Exhibition at Staines Local History library Witchcraft presentation at Godolfin School 78

Year 2 Semester 2 (30 credits) HIST2036 – The Hundred Years War: Britain and Europe, 1259-1453 (Dr Rémy Ambühl)Full-page miniature of Edward III, wearing a blue Garter mantle, with his arms quartered with those of France, from Pictorial book of arms of the Order of the Garter ('William Bruges's Garter Book'). British Library, Mss Stowe, 594, fol. 7vo. (c. 1430 – c. 1440)Module OverviewThis module looks at the origins and developments of the Hundred Years War, and the ways itplayed out in Britain, France and the rest of Europe. The political, military and socio-culturaldimensions of this century-long conflict are closely examined. How did contemporaries think andjustify war? What were the roots of this conflict? Why did it last so long? To what extent did amilitary revolution take place during the Hundred Years War? What principles governed the conductof war? How did war impact on society? How did this conflict contribute to the rise of nationalidentity and the birth of modern state? You will take both a chronological and a thematic approachto these questions. 79

Indicative list of seminar topics The origins of the Hundred Years War: a feudal or a dynastic issue? War heroes and the fabric of history: the Black Prince (1330-1376) Re-enacting the peace negotiations of Troyes (1420): a role play Battle analysis: Crécy (1346), Poitiers (1356) and Agincourt (1415) Military technologies and the concept of military revolution Chivalry and the laws of war Sovereign interests and personal ambitions: the great companies Raids on England and the ‘home front’ The rise of the ‘nation’ and ‘national identities’Assessment Assessment Method % Contribution to Final Mark2 x 2,000-word essays 25 each2-hour written paper 50Sample source‘…And whereas we have held out to the lord Philip many loving and reasonable offers of peace, towhich he would not respond nor make any reasonable reply, nay rather, levying unjust war againstus, he has striven with all his might for the complete subversion of our estate, we have necessarilybeen compelled to resort to arms, for our defence and recovery of our rights, not seeking theoverthrow or depression of the good and the poor but rather striving heartily for their safety andconvenience; wherefore we benignly wish that all and each of the natives of the kingdom who willsubject themselves willingly to us, as the true King of France according to wise counsel, before nextEaster, offering due fidelity to us…’This is an extract from a manifesto issued by the English king, Edward III, at Ghent, in Flanders, on 8February 1340, by which he officially assumed, for the first time, the title of king of France. Thepolitical manoeuvre had a huge impact on the course of the Hundred Years War. In challenging thelegitimacy of the French King Philip VI, Edward transformed a quarrel which opposed the two kingsover sovereignty rights in the French province of Aquitaine into an outright dynastic conflict. EdwardIII, who, until 1340, was perceived as a rebellious vassal of the French king, elevated himself as arival claimant to the French throne, allowing the Flemish and many other French lords to embracehis cause and fight on his side. Political and military opportunism (working within the confines of lawand chivalry) proved to be at the heart of the century-long conflict. 80

Year 2 Semester 2 (30 credits) HIST2049 - Sin and Society, 1100-1520 (Professor Peter Clarke)Module OverviewIn present-day Europe most of us consider religion a matter of personal choice and privateconscience to the point that many are hardly religious at all and our society is increasingly secular.This module will explore how the opposite was largely true in the medieval West: orthodox religionwas compulsory and affected all aspects of public and private life. The module will focus on sin,wrongdoing that violated religious norms, and how it was defined and disciplined. The module iswide-ranging and will cover such topics as sexual behaviour, violence (including warfare and murder)and heresy (religious dissent), and explore both the Church’s teachings on such issues and how theseshaped social attitudes and behaviour. The module will draw on a rich variety of sources, includingDante’s Inferno and religious art. 81

Indicative List of Seminar Topics  Sin and Society, c. 1100  Communication and Enforcement of Church teaching on sin  Sexual Morality  War and Violence  Heresy I: Cathars, Waldensians and Franciscan Spirituals  Heresy II: The Trial of the Templars and Lollardy  Anti-Semitism and Usury  Medieval Art and Literature  Pilgrimage, Indulgences and LutherAssessment % Contribution to Final Mark Assessment Method 25 each 50 2 x 2,000-word essay 2 hour written examSample Source‘If anyone by the persuasion of the Devil should incur the charge of this sacrilegious vice that theylaid violent hands on a cleric or monk, let them be bound by anathema [i.e. excommunication] andlet no bishop presume to absolve them, unless they are on the point of death, until they appear inthe pope’s presence and receive his mandate.’This ruling was issued by Pope Innocent II in 1139 and rapidly became part of the Church’s law (orcanon law) enforced across Western Europe. It was meant to provide clergy with protection fromviolence by threatening anyone who assaulted a cleric or monk with automatic excommunication. Intheory this cut off these assailants from the Christian Church and society endangering their salvationso that if they died under excommunication, their soul was damned to hell. Bishops could release or‘absolve’ them from excommunication usually, but this ruling required that anyone excommunicatedfor assaulting clergy had to go to Rome to ask the pope in person to absolve them, unless they weretoo close to death to make the journey. The ruling was designed to set the clergy apart from the restof society as a privileged elite deserving special respect, and reinforce the papacy’s central authorityover the Western Church, especially as defender of the clergy’s privileged status. 82

Year 2 Semester 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. 83

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. 84

Year 2 Semester 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. 85

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. 86

Year 2 Semester 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. 87

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. 88

IndexCompulsory*HIST2008 Group Project – *compulsory for all single honours history students……………………………….76AncientHIST2045 - Cleopatra’s Egypt……………………………………………………………………………………………………………32HIST2055 - The Eternal City: The City of Rome…………………………………………………………………………………48HIST2103 - Self-inflicted Extreme Violence………………………………………………………………………………………18HIST2093 - Strategy and War……………………………………………………………………………………………………………56HIST2XXX* - Ancient Greeks at War……………………………………………………………………………………..…..…..…64HIST2XXX*- Roman Emperors and Imperial Lives…………….………………………………………………………………20ARCH2003 – The Power of Rome: Europe’s First Empire………………………………………………………………….22MedievalHIST2049 - Sin and Society: 1100-1520…………………………………………………………………………………………….80HIST2069 - Knights and Chivalry…………………………………………………………………………………………………………6HUMA2008 – The Life and Afterlife of Vikings………………………………………………………………………………….68HIST2036 - The Hundred Years’ War: Britain and Europe, 1259-1453………………………………………………78HUMA2XXX* - Arabian Nights and Days: The World of the 1001 Nights…………………………………….…….70Early ModernHIST2003 - Power, Patronage and Politics in Early Modern England 1509-1660………………………………72HIST2051 - The British Atlantic World………………………………………………………………………………………………34HIST2053 - Habsburg Spain: 1471-1700: The Rise and Decline of the First European Superpower.....82HIST2059 - Plague, Fire and Popish Plots: The Worlds of Charles II………………………………………………….36HIST2072 - Treason and Plot: A History of Modern Treason in Europe……………………………………….……10HIST2084 - Accommodation, Violence and Networks in Colonial America……………………………………….84HIST2086 - Building London 1666 – 2012…………………………………………………………………………………………40 89

HIST2090 - The Second British Empire……………………………………………………………………………………………..44HIST2094 - Wellington and the War against Napoleon…………………………………………………………………….14HIST2097 - Napoleon and his Legend...................................................................................................16HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping……………………………..58HIST2102 - Discipline and Punish: Prisons and Prisoners in England 1775-1898……………………………….60Modern/ContemporaryHIST2004 - The Making of Englishness: Race, Ethnicity and Immigration in British Society, 1841 to thePresent…………………………………………………………………………………………………………………………………………….74HIST2006 - Looking Beyond the Holocaust: Impact of Genocide on Contemporary History……………..24HIST2031 - Stalin and Stalinism………………………………………………………………………………………………………..26HIST2035 - The Struggle of the Czechs: From Serfdom to Stalinism………………………………………………….28HIST2039 - Imperialism and Nationalism in British India………………………………………………………………….30HIST2064 - The Space Age………………………………………………………………………………………………………………..38HIST2071 - Celebrity, Media and Mass Culture: Britain 1888-1952…………………………………………………….8HIST2072 - Treason and Plot: A History of Modern Treason in Europe……………………………………….……10HIST2073 - Jews in Germany before the Holocaust………………………………………………………………………….50HIST2074 - Visual Culture and Politics: Art in German Society, 1850-1957……………………………………….52HIST2082 - Nelson Mandela: A South African Life…………………………………………………………………………….12HIST2086 - Building London 1666 – 2012…………………………………………………………………………………………40HIST2087 – Islamism: From the 1980s to the Present………………………………………………………………………42HIST2091 – Underworlds: A Cultural History of Urban Nightlife in the 19th and 20th Centuries…………54HIST2093 - Strategy and War……………………………………………………………………………………………………………56HIST2096 - Evolution of US Counterterrorism………………………………………………………………………………….46HIST2100 - Retail Therapy: A Journey Through the Cultural History of Shopping……………………………..58HIST2108 - The Making of Modern India………………………………………………………………………………………….62HIST2XXX*- The Global Cold War…..…………………………………………………………………………………………………66HIST2XXX - Terror and the Fall of Imperial Russia…………………………………………………………………………….86 90

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