BA (Hons) History & Journalism

This core module introduces you to theories of history, methodologies and conceptual problems of advanced historical work from the ancient to the contemporary world. The module will help you acquire some of the fundamental skills involved in historical study – including writing at university level – as well as help you with online research, footnoting and compiling a bibliography. It consists of one lecture and seminar per week.

In this module you will study the historical development of the British media, and their role in the development of modern Britain. You will focus on the way in which power is concentrated and organised around media ownership and production.

A practical introduction for journalism students to the British political system and key aspects of the private sector, during this course you will learn how Government and corporations operate in the public realm, how public relations and press offices work and where journalists can find information. 

The course will introduce you to the practical aspects of researching, reporting, writing and editing for online platforms using a multi-media approach. There are no lectures. Students will learn by doing, and by the end of the course will have produced three pieces of journalism.

This module explores the historical and contemporary role of religion in promoting peace and conflict through a series of case studies drawn from a global context. The approach is interdisciplinary drawing on the fields of history, religious studies, and philosophy in an attempt to address the question of whether religion has been in the past - and remains today - primarily a cause of peace or conflict in society. The regions and periods chosen for study may vary from year to year but will normally include examples drawn from the West, the Middle East, and Asia.

The module is divided into four blocks of five weeks. The first comprises an introduction to the nature of religious belief and its role as a catalyst in promoting peace and conflict, and also explores ethical teachings on pacifism and 'just war' theory. The remaining three blocks are devoted to case studies. Students taking the module should gain an introductory, but insightful, comprehension of religious belief and its role in promoting peace and conflict. They will also be exposed to methodological questions of the kind involved in interdisciplinary and cross-cultural studies and be equipped to take more advanced and specialised modules relating to religion in specific historical and contemporary contexts.

The module introduces students to the role played by religions in promoting peace and conflict in the past and their ongoing influence in this respect in the present. It contributes to the department's focus on cultural history in exposing students to the diversity of beliefs in different cultures and the way the interplay of religion and politics has shaped the evolution of societies in Asia and the West. It also makes a contribution to the department's work in the area of intellectual history and the history of ideas. Finally, it provides an initial trajectory for more advanced work on religious and philosophical themes in years two and three.

This module has two broad aims: a) to introduce students to the discipline of political history, by analysing, in a comparative perspective, key modern political ideologies, developments and political leaders; and b) to provide, in addition to a theoretical foundation, a basic understanding of how the modern world has been shaped by dictators (e.g. Hitler, Stalin, Mussolini), wars (e.g. First and Second World War) and revolutions (e.g. French, Russian). The module will be divided into four thematic blocks of five weeks each exploring the following main themes:

• Modern political ideologies
• Wars
• Revolutions
• Dictators

The order of the blocks and the particular lecture topics may vary from year to year, but the four-part structure will ensure that students are exposed to a wide array of methodological and empirical issues critical for the study of political history.

Self, Citizen and Nation introduces students to the importance of intellectual and cultural history as a way of understanding themselves and the world around them. It contributes to the department’s core strengths in the history of ideas, philosophy, ethics, culture and sexuality. The course contributes to the department’s core strengths in intellectual and cultural history and provides an introduction to a number of topics that are explored in second/third-year options.

The course consists of two thematic blocks, each focusing on the relationship between human beings and their surroundings. These blocks may alter on a year-to-year basis but will generally include two of the following topics:

• Humans and the natural world (the human body, human mind, animals and birds, the rural and urban environments)
• Sex and sexualities (socio-economic, political and legal, religious and cultural, individual, and global dimensions)
• Early modern identities (emotions and the soul, the self, religion and identity, ethnicity and nationality, gender and sexuality)

Emotions and bonds (love, anger, fear and wonder). Throughout students will engage with a wide variety of primary source material, including images, philosophical and literary texts, letters and works of self-reflection.

This module will provide the pedagogic bridge between the MC52019A Feature Writing module taken in the Autumn term of level 5 and the Interdisciplinary Final Project module to be taken in the final year. All three are compulsory modules.

In Feature Writing, students learn the basic skills, conventions and requirements of feature writing for journalistic purposes. In this module, students will learn how to use and enhance those skills for more in-depth research and long-form writing with a historical focus. They will learn how to use a blend of historical sources such as public and private archives and online historical databases as well as more contemporary sources to investigate and analyse subjects, themes and ideas from both the past and present for journalistic purposes. This might include researching recently released PRO files for ideas for journalistic work, which could then be explained, analysed and amplified using both alternative historical as well as contemporary sources. Students would be encouraged to use images and other digital material as primary sources as well as for illustration and added value. The module will be delivered through a series of weekly presentations and workshops that will demonstrate different sources of information and their use in a variety of different journalistic work with a historical theme and published in different formats. Special personal skills for extended research work such as in-depth interviewing of sources and recording and the organisation of research material will also be addressed.

Students will be set assignments to test their knowledge of historical themes, subjects and sources and their ability to use that information to create journalistic work. Feedback will be given in class, in writing and in person. Students will be encouraged to examine and critique each other’s work. Individual tutorial support will be given as required. Assessment will be by a portfolio of work aimed at journalistic platforms, which will include one substantial piece of writing. The techniques, skills and methods that students acquire during this module will prepare them for the Interdisciplinary Final Project, which will focus on a major piece of research and the creation of a journalistic product with a historical theme.

The module investigates the nature of media law and ethical regulation for media practitioners primarily in the UK, but with some comparison with the situation in the USA and references to the experiences of media communicators in other countries. The students are directed towards an analysis of media law, as it exists, the ethical debates concerning what the law ought to be, and the historical development of legal and regulatory controls of communication. The theoretical underpinning involves a module of learning the subject of media jurisprudence- the study of the philosophy of media law, media ethicology (the study of the knowledge of ethics/morality in media communication), and media ethicism (the belief systems in the political context that influence journalistic conduct and content). The module evaluates media law and regulation in terms of its social and cultural context. It is taught in one and a half hour lectures and one-hour seminars that involve the discussion of multi-media examples of media communication considered legally and/or morally problematical. Media Law and Ethics is a dynamic subject with dramatic and significant changes and developments occurring from year to year addressing acute issues in journalism, current affairs and politics. As a result, the module content is substantially revised year after year in response to these developments.

You will learn how to produce longer pieces of in-depth journalism – known as features – on this module. Skills taught include interviewing, colour writing and how to structure longer pieces.

In this module we will explore the history of modern revolutions. Examples will include the American, French, Russian, and Chinese Revolutions, but also mid-20^th century anti-colonial revolutions and history still in the making—the ‘Arab Spring’. We will scrutinise various definitions of revolutions, compare their course and causes, examine revolutionary symbols and rituals, identify winners and losers, analyse the ideas underpinning revolutions and try to grapple with the disturbing phenomenon of extreme violence in the name of extremely good causes. 

This module explores the tragic history of East-Central Europe’s minorities from the late nineteenth century to the immediate aftermath of the Second World War. It examines how the multi-ethnic empires and national or nationalising successor states which covered the area between Berlin, Kiev, Bucharest and the Baltic not only sought to rule but also reshape their highly diverse populations.

The module considers how the concept of ‘minority peoples’ developed: who was categorised as a ‘minority’, what criteria were used and why was the existence of minorities considered to be such a ‘problem’? It studies the diverse and increasingly radical solutions that states pursued; Habsburg Austria’s attempts to arbitrate between peoples, German, Hungarian and Russian efforts to assimilate minorities and, in the aftermath of the First World War, widespread programmes of exclusion, expulsion or even ultimately annihilation.

The module focuses not only on state plans but also on minorities’ actions, aspirations and relations with their neighbours of different language, culture, religion or ethnicity. It explores, for example, Czech activists’ plans for autonomy and independence, Polish nationalists’ rival schemes for a resurrected Poland and the spread of a Ukrainian national-identity. It examines how, as state borders shifted, majorities like Germans or Hungarians might suddenly find themselves as minorities, and how they and the nation-states from which they were separated reacted. It considers how Jews responded to the intensifying anti-Semitism characterising the period. Finally, it investigates how individuals marked as members of minorities experienced state action, from discrimination to deportation and extermination. 

Eastern Europe has been at the centre of some of the main developments in modern history, yet the region is still largely unknown and remains Western Europe’s ‘other’. This is essentially a political history module, with elements of cultural and social history, and non-history disciplines such as sociology and politics.

Students will be introduced to some main debates about the origins of nations and nationalism in the 19th century (in respect of Eastern Europe). They will discuss the meanings and definitions of Eastern Europe and other, related, geographic-symbolic concepts, such as Central Europe and the Balkans.

They will then study the main developments in the 20th century:

• the First World War and the postwar settlements
• the emergence of ‘New Europe’ in the 1920s
• the failure of democracy and rise of dictatorships in the interwar period
• occupation, resistance and collaboration in the Second World War
• the Holocaust
• Communist takeovers in the aftermath of the war
• the Tito-Soviet split of 1948
• the Hungarian revolution of 1956
• the Soviet invasion of Czechoslovakia in 1968
• the rise of the Solidarity movement in Poland in the 1970 and 1980s
• the Perestroika and Glasnost of the 1980s
• the revolutions of 1989 and the fall of communist regimes
• disintegration and war in Yugoslavia
• political, economic and social transition of the region
• EU enlargement

This module surveys the history of journalism from the mid 19th century to the end of the 20th century through three interlocking themes: the political and commercial power of the press; the centrality of journalism in mass culture; and its role during moments of major historical upheaval such as war and revolution.

While focusing on Britain and the United States, the module will examine how journalism became a force throughout the world and a key mode of expression for nationalists, anti-colonialists and champions of human rights.

Each week we will use pieces of journalism to explore the lecture topics which include: Press Tycoons, Spain in the 1930s, the Vietnam War, the Irish Revolution, Civil Rights in the United States, the Sandinista Revolution, Apartheid in South Africa.

This course offers a general overview to the history of the Middle East from the decline of Ottoman rule in the area in the late 19th century until the present. The course focuses on political, social, and cultural trends that shaped the history of the region vis-à-vis the intervention of foreign colonial powers, the rise of nationalistic and Islamic movements and the place of the region as a geo-economic strategic place in the 20th century.

The module is divided in two parts. During the first ten weeks, we will look at the history of the Middle East from an overarching perspective, discussing key elements and concepts that will helps us convey a holistic picture of the region. The second part will be dedicated to the study of specific case-studies that will inform a more nuanced understanding of the different areas. The goal of the course is to go beyond stereotypes that overburden our understanding of the region and its peoples.

This half unit will be based on work experience, to take place in a cultural institution. You will spend one day per week (day to be negotiated with the individual institution) over one term working with the chosen institution on a relevant project, which might involve archiving, conservation, building an exhibition, responding to public enquiries, developing a public engagement project, etc.

You will conduct individual research in support of this project and keep a regular online journal of your activities and reflections during this period.

You will be jointly supervised during the module of the placement by a member of departmental staff at Goldsmiths, who will help you to develop the research element of the project in a meaningful way, and by a member of staff at the partner institution. While taking this module you will have regular meetings with your Goldsmiths supervising tutor.

Public protest can take many different forms and be a manifestation of a wide and diverse range of ideologies; from a lone individual scaling a building to protest about family access rights to a march of millions voicing their opposition to their country’s involvement in an overseas war. Furthermore, public protest has a profound impact on the physical space in which it takes place and raises questions about who controls public spaces and the right to voice opinions or take action. It also raises debates about the legitimacy of direct action or violence in the pursuit or defence of ideologies versus personal or national security and the preservation of public order. Who protests, what motivates them to do so, why do they choose the methods that they do and what are the ideologies that fundamentally underpin their actions? What have been the major currents of popular public protest in Britain in the last two-hundred years? Are protesters criminals or freedom fighters, reformists or revolutionaries, ringleaders or pawns, thugs or victims? When does a protest become a riot and what are the pressures or motivations that lead to violence or escalation? All of these stimulating debates, and more, will be explored in depth during this stimulating and provocative investigation of the topic.

This module will take both a theoretical and case-study based approach to engaging with the subjects of social movements and public protest. The period covered will range from the April 1834 demonstration in support of the Tolpuddle Martyrs at Copenhagen Fields near Kings Cross, right up to the 2003 anti-war march to Hyde Park, often described as the largest public protest event in British history. As the perceived seat of power and, historically, the most densely populated and socially and culturally diverse city in Britain, London has, since the mid-eighteenth-century, been the central focus of modern social movements and the theatre within which many of the most significant protest actions of the modern period have taken place. Consequently, while the theoretical elements of the module will be generic, the case-studies will all relate to London-based movements or actions, including; Chartism, the women’s suffrage campaigns, anti-fascism/racism movements and protests against war or in support of peace.

The module is broadly structured into two sections but with considerable interplay between the two. The first part is an outline and overview of the theoretical approaches to the study of social movements, public protest, spacial geopolitics and violent disorder. The second part adopts a thematic approach and examines case-studies of some key social, cultural and political social movements and their public protest activities in and around London. This will allow you to not only understand the political or ideological basis of such movements but also to discover how that translated into direct action in the capital.

This module will provide a broad overview of the history of medicine, introducing you to the history of Eurasian medical traditions: from ancient Babylonian medicine to modern neuroscience.

This module looks at the ways in which experiences, identities and social issues have been represented on the screen in Britain, in order to explore the social and cultural history of Britain in the 20th century and the ways in which social 'problems' are identified and responded to by different groups in society.

This module examines the significance of empires in history through a comparative survey of the vast land empires of Asia and ‘modern’ European maritime empires. The module begins with an examination of the varying understandings of empire, imperialism and colonialism. It questions how empires develop, thrive and fall. The first term highlights the different component parts of empire – including bureaucracy, ideology, military strength, and culture through a study of land empires in ancient and early modern India and Eurasia. The second half of the course shifts to explore ‘modern’, European imperialism, beginning with the Portuguese and Dutch maritime empires and the rise of the English East India Company. We then focus on different themes within ‘modern’ European imperialism, including ideology, race, religion, and nature. The module concludes with the question of the enduring legacies of empire today and asks how we might begin to redress some of these issues.

TThe course presents a history of early modern Europe through consideration of the individual and collective beliefs and mentalities that constituted the way people understood their world and the way they wanted to change it.

This crucial period of history from the Reformation to the Enlightenment was a time of political, social, economic and religious upheaval, and the ideas that circulated were closely bound up with this upheaval. Many of the ideas that we consider on the course are ordinarily considered to be outside the parameters of the doctrines of the established Church from 1450 to 1750; they include heretical ideas, beliefs based on concepts of magic and the occult, and radical apocalyptic and prophetic thinking.

This module examines the visual and material culture of Europe between 1450 and 1700. It investigates the role of images and artifacts in art and in daily life, focusing on the complex ways in which they acquired various meanings from their producers and consumers. Considering paintings and architecture along with tapestries, prints, everyday furnishings, clothing and food, the module explores visual and material objects in the context in which they were created and looks at the social relationships between their makers, sponsors and users.

The module offers an introduction to the theories and methods of visual and material culture and addresses a wide range of issues including: the marketplace and the birth of consumer culture; religion, politics and visual culture; the development of print and the rise of the printed image; global connections, colonialism and exotic goods; scientific imagery; fashion, gender and representations of the body.

Throughout the module, students will be encouraged to think about the centrality of images and artifacts to the making of history and develop critical approaches to past and present visual and material worlds.

This module explores changing regimes of sexuality and experiences of intimacy in various historical periods and geographical regions. It puts specific emphasis on historicising sexual categories and identities and asks, when, how and why the binary conception of gender and the homo-hetero-distinction came to dominate modern understandings of sex in the West.

With these questions in mind, the module explores themes including:

• colonial histories of sexuality
• the enforcement of sex morals
• trajectories of prostitution and sex work
• the history of pornography
• gay, lesbian and other sexual emancipation movements
• techniques and policies governing reproduction
• the role of sex as path to joy and happiness in many contemporary settings

By comparing different situations and experiences the module enables students to comprehend the problematic ways in which binaries like male/female, homo/hetero or active/passive shape contemporary understandings of sexuality.

It also allows them to critically assess how every sexual regime is informed by and dependent on historically specific political, economic and cultural conditions.

This module considers how ideas of Africa (its people, environment, history) were expressed through the writings of both prominent and lesser-known figures in Africa and the Diaspora.

Through the examination of texts – ranging from slave narratives to autobiographies, speeches, essays, plays and novels – we explore how those ideas took shape within their particular historical and regional contexts.

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