MA History

A one-term module which investigates the ways historians have conceptualised and contested historical practice in the modern and early modern periods.

The aim of this compulsory module is to give you some practical familiarity in the range and use of source material and to enhance your understanding of the uses of various types of sources as well as of appropriate research methods.

A variety of different types of source materials, from oral testimony to visual images, will be reviewed, as well as the various ways in which such material can be critically addressed. Consideration will also be given to the archival arrangements related to documentary and other sources - this will include a group visit to an archive, but you will also be expected to visit archives individually.

A further, and important, objective of this course is to prepare you for the research you will need to undertake to complete your dissertation.

Content

The module explores the violent relationship between the nation and the state, focusing on attempts and failures during the 20th century to protect ethnic minorities against the majority populations. Efforts to achieve post-conflict justice and reconciliation will also be analysed.

The module looks at Europe as a whole, but concentrates on its peripheries: the Balkans and the Near East, and East-Central Europe -- areas often ignored by scholars of modern European history. Key events studied will include: population movements during and in the aftermath of the two World Wars, including the Armenian genocide, the Greek-Turkish population exchange of the early 1920s, and the expulsion of ethnic Germans from East-Central Europe in the second half of the 1940s, and the Balkan and Yugoslav wars.

Changing meaning(s) and political (mis)use of concepts such as ‘genocide’, 'holocaust', ‘population transfers’ and ‘ethnic cleansing’ will be discussed throughout the module, as will questions concerning overcoming the past in post-conflict societies. There is no foreign language requirement for this module.

Learning Outcomes

You willl:

• Explore history of the events studied and gain an understanding of key developments in the 20th century European history, some of which still shape the way we think about our recent past and present.
• Gain knowledge and comprehension of theoretical issues and debates in modern European history.
• Enhance the ability to frame an argument in a sustained manner. Arguments should be structured, coherent, relevant, concise, and should take into account all aspects of a given problem.
• The module should also enable students to increase their understanding of historical argument and develop an ability to maintain critical distance from sources.
• Enable students to develop a number of skills such as: self-direction and self-discipline; b) independence of mind and initiative; c) the ability to work with others and to have respect for the reasoned views of others; d) the ability to identify, gather, deploy and organise evidence, data and information, as well as familiarity with appropriate means of achieving this; e) analytical ability and the capacity to consider and solve problems, including complex ones; f) structure, clarity and fluency of expression, both written and oral; g) intellectual maturity, integrity, empathy and imaginative insight; h) ability to organise time, work and personal resources to optimal effect.

Introductory Reading

• Norman Naimark, Fires of Hatred: Ethnic Cleansing in Twentieth-Century Europe (Harvard UP, 2002) [recommended text book for the module]
• Mark Mazower, Dark Continent: Europe's Twentieth Century (London, 1998)
• Michael Mann, The Dark Side of Democracy: Explaining Ethnic Cleansing (Cambridge UP, 2005)
• Eric Hobsbawm, The Age of Extremes: The Short Twentieth Century, 1914-1991 (London, 1995)
• Hannah Arendt, Eichmann in Jerusalem: A Report on the Banality of Evil (New York, 1963)
• Slavenka Drakulic, They Would Never Hurt a Fly: War Criminals on Trial in The Hague, (London, 2004)

Module convenor

Dr Dejan Djokic (Autumn Term)

Content

This module will look at indigenous Italian terrorism of both the extreme left and extreme right, focusing on the period between 1968 and the early 1980s, in the context of broader social and political developments in the history of Italy. Some reference will also be made to the Italian anarchist terrorism of the late 19th and early 20th centuries as an historical precedent and to the Italian Resistance of  1943-45, whose activities groups like the Red Brigades frequently evoked in their attempts to justify their own violent actions. Some attention will also be paid to the social and political movements of the late 1960s and early 1970s. During this period a small minority of those involved in such movements gravitated towards leftwing terrorism, whilst rightwing terrorism was in  many ways a reaction against such movements, even if it had its own ideological roots in the Fascist Regime. Some brief comparison between the Red Brigades and the German leftwing terrorism of the Red Army Faction (Baader-Meinhof Gang) will be made, primarily to demonstrate that Italian terrorism had a wider social base than its German counterpart. The module will examine the work of historians, political scientists and sociologists, as well as autobiographical material from former terrorists, Italian films (subtitled) and television documentaries. No foreign language requirement.

Learning Outcomes

• To introduce you to the historiographical, sociological and political debates about Italian terrorism in the 20th century.
• To enable you to place Italian terrorism within the broader context of 20th century Italian politics, society and culture.
• To allow you to make some comparisons between Italian terrorism and terrorism elsewhere in 20th century Europe, particularly Western European terrorist groups that emerged in the aftermath of the events of 1968.
• To enable you to write creative and critical historical analysis and narrative.
• To accustomise you to the use of a wide variety of source material including films and documentaries as well as autobiographical texts.

Introductory Reading

• Raimondo Catanzaro  (ed), The Red Brigades and Left wing Terrorism in Italy (London, 1991)
• Robert C Meade, Jr, Red Brigades: The Story of Italian Terrorism (London, 1990)
• Richard Drake, The Revolutionary Mystique and Terrorism in Contemporary Italy (Indiana, 1989)
• David Moss, The Politics of Left-wing Violence in Italy, 1969-85 (Basingstoke, 1989)

Module convenor

Dr Toby Abse (Autumn Term)

Content

This module examines the development of Islam and Christianity on the African continent. It focuses on how Africans received and transformed Islamic and Christian rituals and ideologies; the impact of colonial rule on African belief systems; the relationship between religious change and modernity in post-colonial Africa; and the history of conflict and coexistence between Islam and Christianity in African communities. We will explore Africans' experience of religion through examining issues of identity and social organisation, with a particular emphasis on the role of gender and race in these processes. We will examine missionary attempts to re-organise African households, women's participation in Christian mother's groups and burial societies, the experience of conversion, the recent explosion of Pentecostal Christianity, the effect of HIV/AIDS on cultures of death and dying, and the impact of international events on the spread of Islam in Africa. This module combines scholarship in history, religious studies and anthropology, and will use a variety of textual, visual and oral primary sources, including: missionary journals, photographs, youtube vidos and interview transcripts. There is no foreign language requirement for this module.

Learning Outcomes

You will be able to:

• understand the history of the development of Islam and Christianity in modern Africa
• identify key ways in which Africans themselves constructed and adapted belief systems
• consider ways in which the experience of colonialism affected African ritual and organisational life
• understand key themes in the history of the relationship between Islam and Christianity on the African context
• consider ways in which gender and race mediated Africans’ spiritual beliefs and practices
• evaluate competing historical interpretations of religion in Africa
• apply an historical understanding to analysis of present-day religious conflict in Africa
• evaluate a range of primary sources on the history of religion in Africa

 Introductory reading

• A. Hastings, The Church in Africa 1450-1950 (Oxford, 1995)
• N. Levtzion and R.L. Pouwels (eds), The History of Islam in Africa (Ohio, 2000)
• J. Blakeley et al (eds), Religion in Africa (Portsmouth, 1994)
• J. Iliffe, Africans: The History of a Continent (Cambridge, 1995)

Content

The history of emotions is a burgeoning field within the historical discipline—so much so, that some are invoking an ‘emotional turn’ or ‘affective turn’. The University of London’s own Centre for the History of Emotions at Queen Mary is one of the many signs of the institutionalisation of the field. This module takes stock of what has been done so far and sketches where the history of emotions might head in the future. We will grapple with some of the complex questions that have defined the field—are emotions socially constructed or reducible to a universal biological substrate? Is there a set of ‘basic’ human emotions, such as anger, disgust, fear, happiness, sadness, and surprise?

What sources are available for the study of emotions in the past? How can historians factor in emotion as a cause motivating human action? In coming to terms with these questions, we will look to the existing history of emotions, including that of the French Annales school, Norbert Elias, Peter Stearns, William Reddy, and Barbara Rosenwein.

And we will venture outside history proper and probe how other disciplines—especially cultural anthropology and life science, including the latest affective neuroscience—have dealt with these (and other) questions. We will also examine the links between the history of emotions field and the fields of gender history, transnational/postcolonial history, the history of science, media and visual studies, economic history, legal history, and more.

Seminar attendance is compulsory and students will be expected to read and prepare the material listed in the programme in advance of classes. Each student will be called upon to give a presentation to the class at least once during the term.

Learning Outcomes

• Students will demonstrate understanding of an important dimension of Modern history and culture.
• In addition, students will acquire knowledge of the relevant historiographical literature and be able to evaluate critically select primary written and visual sources of the period.
• Students will also be given the opportunity both through coursework and a dissertation to form and present their own critical arguments. Guidance will be given to enable students to express their ideas in a clear and accessible prose style.
• Students will acquire advanced knowledge and understanding of the various subjects to be investigated.
• In addition, students will acquire a detailed knowledge of the relevant historiographical literature.
• Moreover, students will develop their capacity for independent thought and ability to express ideas in a clear and accessible prose style, both in seminar presentations and essays.

Introductory Reading

• Tim Dalgleish, Barnaby D. Dunn, Dean Mobbs, ‘Affective Neuroscience: Past, Present, and Future’, Emotion Review 1 (2009: 355-368)
• Thomas Dixon, From Passions to Emotions: The Creation of a Secular Psychological Category, (CUP, 2003)
• Otniel Dror, ‘The Affect of Experiment: The Turn to Emotions in Anglo-American Physiology, 1900-1940’, Isis 90 (1999: 205-237)
• Ute Frevert, Emotions in History—Lost and Found, (Central European UP, 2011)
• Catherine Lutz, Geoffrey M. White, ‘The Anthropology of Emotions’, Annual Review of Anthropology 15 (1986: 405-436)
• Margot L. Lyon, ‘Missing Emotion: The Limitations of Cultural Constructionism in the Study of Emotion’, Cultural Anthropology 10 (1995: 244-263)
• Jan Plamper, ‘The History of Emotions: An Interview with William Reddy, Barbara Rosenwein, and Peter Stearns’, History and Theory 49(2010: 237-265)
• William Reddy, The Navigation of Feeling: A Framework for the History of Emotions, (CUP, 2001)
• Barbara Rosenwein, ‘Worrying about Emotions in History’, The American Historical Review 107 (2002: 821-845)
• Barbara Rosenwein, Emotional Communities in the Early Middle Ages, (Cornell UP, 2006)

Module convenor

To be confirmed (Autumn Term)

Content

This module investigates the connections between empire building and visual culture in Venice from the Renaissance to the eighteenth century. It examines both the ways in which trade and colonisation influenced Venetian artistic and cultural production and how images, texts and objects made empire visible at home ant motivated new imperial projects abroad. Through an interdisciplinary approach that combines cultural history, visual studies and postcolonial criticism, the module covers the following themes: representations of the Venetian 'State of the sea'; art and print culture in the Venetian-Ottoman wars; imperial ceremonies and rituals; colonial cartography; antiquarian collections; the Byzantine heritage; cross-cultural contacts with the Islamic world; early modern Orientalism. In discussing these themes, the module places metropolitan visual media and communication in the context of Venetian empire formation and treats the production and consumption of images as an integral part of Venice's commercial and political presence in the Mediterranean. There is no foreign language requirement for this module.

Learning Outcomes

• Advanced knowledge and understanding of the reciprocal relationships between metropolitan Venice and its overseas empire.
• Increased awareness of the relevance of empire in the study of Venetian visual culture.
• Comprehensive understanding of the role of images and visual artefacts in particular historical, geographical, cultural and socio-political contexts.
• Heightened awareness of key methodologies and theoretical debates in the field of visual culture studies.
• Ability to analyse and interpret visual documents in a creative and imaginative manner

Introductory Reading

• Stefano Carboni (ed.), Venice and Islamic World, 828-1797, exhibition catalogue, New York, Metropolitan Museum of Art, (New Haven, Yale University Press, 2007)
• Maria Georgopoulou, Venice's Mediterranean Colonies: Architecture and Urbanism, (Cambridge UP, 2001)
• Frederic C. Lane, Venice: A Maritime Republic, (Baltimore & London, Johns Hopkins UP, 1973)
• David Rosand, Myths of Venice. The Figuration of a State, (Chapel Hill, University of North Carolina Press, 2001)

Module convenor

Dr Antonio Cartolano (Spring Term)

Content

This module examines some of the central debates that pre-occupied early modern politicians, theologians, revolutionaries, scientists and philosophers alike.  Subjects to be investigated within this culture of disputation and investigation include: issues of sovereignty and the divine right of Kings; republicanism; natural rights; the nature of virtue; the authority of the Bible; religious doctrines; predestination; the role of the Church and the Pope; the nature of the body and the soul. Students will be introduced to a number of important primary sources ranging from political treatises and religious tracts to philosophical meditations.

Introductory reading

Secondary sources:

• J.H.Burns and Mark Goldie (eds.) The Cambridge History of Political Thought 1450-1700 (Cambridge, 1991)
• A.Pagden, The Language of Political Theory (Cambridge, 1987)
• Quentin Skinner, The Foundations of Modern Political Thought (2 vols., Cambridge, 1978)
• George Williams, The Radical Reformation (3rd edn., Ann Arbor, MI: Truman State University Press, 2000)

Primary sources:

• Niccolò Machiavelli, The Prince (1513)
• Thomas More, Utopia (1516)

Module convenor

Dr Ariel Hessayon

Content

Memories of the First World War remain strong, nearly a century after the war’s start, through the influence of popular culture. Images of slaughter, mud and poor leadership dominate a public view which thinks of the lucky few who came back, even though fatality rates were around 12% of those who served. This module is focused on the day-to-day experiences of soldiers in the British army, using battalion war diaries as the core sources.

These diaries record the detailed movements of battalions once they had finished training. They provide both much detail and often, vivid descriptions, with the main focus being on four Irish battalions (2nd and 9th Royal Irish Rifles, 6th Connaughts and 7th Leinsters) which are central to the module convenor’s book Belfast Boys. These diaries will be used as one way of judging the accuracy of popular memory of 1914-18, which is so deeply rooted in popular culture. In so doing, the module will also use poetry, film and individual diaries. A visit to the National Archive at Kew will be arranged to support primary research.

Learning Outcomes 

• In-depth understanding of day-to-day conditions for the military and key events in the First World War
• In-depth understanding of key academic debates affecting the experiences of the British army during the First World War
• In-depth knowledge and understanding of the structure of British military in the First World War, and key terms (including slang)
• Understanding of how to use battalion war diaries as an historical source

Introductory Reading

• Corrigan, Gordon, Mud, Blood and Poppycock (London: Cassell, 2003)
• Fussell, Paul, The Great War and Modern Memory (Oxford: Oxford University Press, 1975)
• Gardner, Brian, ed., Up the Line to Death: The War Poets, 1914-1918 (London: Methuen, 1964)
• Grayson, Richard S., Belfast Boys: How Unionists and Nationalists Fought and Died Together in the First World War (London: Continuum, 2009). Paperback published in 2010.
• Stevenson, David, 1914-1918: The History of the First World War (London: Penguin, 2012 edition)
• Todman, Dan, The Great War: Myth and Memory (London: Continuum, 2005)
• van Emden, Richard, ed., Sapper Martin: The Secret Great War Diary of Jack Martin (London: Bloomsbury, 2010)

Module convenor

Professor Richard Grayson

While history of medicine is usually taught focusing primarily on either ‘western’ or ‘eastern’ traditions, this course will focus on transmissions of knowledge along the Silk Roads. More than just routes on which missionaries, travellers and merchants moved between east and west Asia, the Silk Roads has become a metaphor of east-west connections. This module will analyse the term “Silk Road”; look at how knowledge moved along the Silk Roads; discuss some narratives of medical history; look at what led to the archaeological expeditions of the Silk Roads; and deal with a few case studies of interactions between “east” and “west”: during the Mongol era, in the court of the Russian Tsar and current day uses of mindfulness.

The module will include a visit to the British Library to see some of the Dunhuang manuscripts and meet with some of the International Dunhuang Project staff.

Content

This module examines some of the central debates that pre-occupied early modern politicians, theologians, revolutionaries, scientists and philosophers alike.  Subjects to be investigated within this culture of disputation and investigation include: issues of sovereignty and the divine right of Kings; republicanism; natural rights; the nature of virtue; the authority of the Bible; religious doctrines; predestination; the role of the Church and the Pope; the nature of the body and the soul. Students will be introduced to a number of important primary sources ranging from political treatises and religious tracts to philosophical meditations.

Introductory reading

Secondary sources:

• J.H.Burns and Mark Goldie (eds.) The Cambridge History of Political Thought 1450-1700 (Cambridge, 1991)
• A.Pagden, The Language of Political Theory (Cambridge, 1987)
• Quentin Skinner, The Foundations of Modern Political Thought (2 vols., Cambridge, 1978)
• George Williams, The Radical Reformation (3rd edn., Ann Arbor, MI: Truman State University Press, 2000)

Primary sources:

• Niccolò Machiavelli, The Prince (1513)
• Thomas More, Utopia (1516)

Module convenor

Dr Ariel Hessayon