The course concentrates on the minuscule script from the 9th-15th centuries. It aims to bring students up to a level where they would be able to transcribe texts from facsimiles of Greek manuscripts, and distinguish different styles. The material is adapted each time to the level of the class. In general the course covers simpler minuscule literary hands, nomina sacra, ligatures, abbreviations and symbols. The course involves 40-60 hours of teaching and coursework, mainly transcribing texts from facsimiles of manuscripts and commenting on the layout of the text and on the script, either in class or individually. This course may be taken by students who are starting to learn Greek.

The aim of the course is to acquaint students with the main forms taken by Greek books and Greek handwriting from the Hellenistic period to the fifteenth century AD, and to give them the ability to read new samples from any point within this timespan with confidence. The first five weeks of the first term are devoted to developments between the third century BC and the eighth century AD, including the transition from roll to codex form; the rest of the first term and the second term consider developments from the emergence of minuscule as a book-hand to the production of the first fonts for printed Greek. The course develops a practical skill valuable both in itself, as training in scholarly habits of precise observation and accurate description, and as a tool for the production of critical editions of Greek texts. At the same time, it increases students' knowledge of an important aspect of the transmission of classical literature, and of the cultural history both of classical antiquity and of the Byzantine era.

The dissertation on an approved topic, should be of usually not more than 12,000 words. Students will be expected to give an indication of their chosen topic at the beginning of the second term and to give a short presentation about their topic at the MA Dissertation Workshop in June (ICS).

The course examines Greek minuscule hands of the Palaeologan period (13th -15th century). It is addressed mainly to students attending the federal MA programmes in Late Antique and Byzantine Studies and MA Classics, as well as to research students and scholars who need specialised training in studying texts and manuscripts of the Palaeologan period, in the wider context of their research in Byzantine history, education and culture. One of the important aspects of this course is that it deals also with classical Greek texts and their transmission through Byzantium to the West during the Renaissance. The course examines various literary, documentary and scholarly hands. It also covers abbreviations, nomina sacra, ligatures and symbols, as well as cryptography, shorthand, and finally early printing.

By the early fourteenth century London was the largest, most populous and wealthiest of English urban communities, and its institutions were developing in a manner that would consolidate its distinctive character. Most of the significant literary figures of medieval England were either born in London (Geoffrey Chaucer, Thomas Usk) or spent significant periods of time in the city (William Langland, John Gower, Thomas Hoccleve, John Lydgate, Thomas Malory). The aim of the course is to study the lives and writings of these men within the context of the city: its government, administration, struggles with the Crown and its economy. In many ways these writers were formed by the mores and mentalités of the Londoners and it will be appropriate to study the religious concerns and priorities of the citizens, their education and access to books and learning. Students will work from a variety of literary and historical texts for each session, and will make class presentations two or three times a term. A detailed reading list will be provided. Most books are available in the Royal Holloway library (Egham campus) and in London at the Senate House Library, the Institute of Historical Research and the Guildhall Library.

This is a piece of original work of no less than 12,500 words and a maximum of 15,000 words (including footnotes, but excluding bibliography and appendices) usually researched and written in the months after the end of the taught courses.

The crusading rose at a time of significant change for women. During the High Middle Ages there was an increase in economic productivity and intellectual stimulation, accompanied by wide-reaching religious reform. The boundaries of Christendom were expanding through sustained crusade expeditions and women were involved in settling the new frontiers. As an introduction to the course, the effects of the Papal Reform Movement and contemporary societal change on women’s traditional roles will be established. The association of crusading with pilgrimage meant that women often travelled to the Holy Land with crusade expeditions, although their presence was often criticised. This course will demonstrate how most medieval historians used gendered language and moral tales to express their disapproval of women who took the cross. Women of all social levels went on crusade, however. Some were noble wives of knights and lords, others worked as prostitutes and washerwomen. They supported crusader armies during battles, and were often the casualties of warfare. After the First Crusade, a Latin society was established in the East that lasted for nearly 200 years. In such frontier settlements warfare was endemic; many women lost fathers, husbands and sons. This led to a shortage of suitable male warriors to govern, and noble women often held a crucial role providing political stability through regency and marriage. A range of translated primary materials will be used to illustrate relevant historiographical arguments, including a series of case studies based on influential women such as Eleanor of Aquitaine and Queen Melisende of Jerusalem. A final postscript to the course will consider the effects of crusading on women who remained in the West.

This course aims to study women not only from the aristocratic and gentry classes but also those who lived in towns and on rural manors. In so far as the sources allow, both the domestic and 'public' lives of women are studied and literary texts (e.g. Anglo-Saxon poetry) are used to extend the range of understanding. There are no language requirements, but students must be willing to tackle unfamiliar source material, ranging from Anglo-Saxon law codes to the autobiography of Margery Kempe.

This course will examine the archaeological contribution to the study of medieval London. Rescue excavations in the modern City of London, especially since 1973, have uncovered much spectacular and important evidence for churches, waterfronts, defences, houses, public buildings and industrial premises; and for their development through time from the twelfth to the sixteenth century. The course will include guest lectures by other Museum specialists, possibly some handling of finds, and visits to excavations. The syllabus will cover: archaeological methods, the city's topography, the cathedral and monastic establishments, parish churches, houses and their component parts, evidence of trade, commerce and industry, the environment, and the physical characteristics of medieval Londoners as shown by their skeletons.

This is a mandatory course taken by all students pursuing the Medieval MA. It has four main aims.

• This course makes students aware of issues and topics associated with the study of the Middle Ages on a wide and interdisciplinary basis. It especially seeks to counteract the traditional distinctions between literary and historical approaches. Staff members from all the departments and institutions involved in the Medieval MA will lead discussions based on their research so as to demonstrate the range of approaches and issues currently under investigation in the field of Medieval Studies.
• This course trains students in the skills needed to undertake research in the field of Medieval Studies. These skills will vary from year to year (depending, for example, on the availability of staff members), but they will normally include the following types of activity: referencing techniques (footnotes and bibliography), reviewing, finding and dealing with primary sources, editing, and reading non-textual sources. There will also be a session on preparing a dissertation.
• This course provides opportunities for students to engage in and practise academic discourse. Students will have the opportunity to present their ideas to their peers with the advantage of instruction and example, in an atmosphere of mutual support. A significant proportion of the meetings will be devoted to student presentations, with students in charge of leading and managing discussion ('chairing'). Students are also expected to respond to each other's presentations.
• This course provides a venue in which the MA cohort as a whole may form an intellectual community. Students who might otherwise never meet will have an opportunity to interact with each other and hear the ideas and opinions of those studying Programmes, Options, and Skills which they themselves have not elected to follow.

This course traces the response of the rulers of the Byzantine Empire to the First Crusade and the establishment of the Latin East in the years 1095 to 1143. Early classes will focus on the background of Byzantine relations with the West and on events before and after the battle of Manzikert in 1071. We shall then examine a range of Byzantine and Western source materials in translation in an attempt to determine how the Byzantines viewed the crusaders, what they considered their aims to be, what policies they adopted towards them, and-perhaps most important of all-what mistakes they made in dealing with this unprecedented phenomenon.

This course traces the sequence of events that culminated in the sack of Constantinople by the army of the Fourth Crusade in April 1204, placing them in the context of relations between the Byzantines and previous crusades. Translations of accounts left by contemporaries and eyewitnesses (both Byzantine and Western) will be studied in detail as we try to discover why an expedition that set out with the intention of recovering Jerusalem from Islam ended up capturing and pillaging the greatest city in the Christian world.

The main aim of the course is to examine comparatively the development of princely courts in late medieval Europe, with particular reference to the social and governmental functions of the court, the role and composition of the courtiers, the imagery and propaganda of the court, and the popular responses to it. The course will look at court history from a comparative perspective, examining developments in England alongside those on the continent. Particular attention will be given to the following topics: the social and governmental functions of the court, the role and composition of the courtiers, the imagery and propaganda of the court, and the popular responses to it. The principal courts to be studied will be those of England and France, although evidence from Burgundy and the German Empire will be considered too.

The aim of the course is to enable students to learn enough Latin to be able to use it for research purposes if they are going on to doctoral work following the MA. Students will be strongly recommended to take a summer follow-up course in Latin (e.g. the ten day course run by UCL/KCL) to confirm what they have learnt. MA students may be required to follow the undergraduate course HS1111 as a co-requisite.By the end of the course students will be able to:

• Read simple texts in classical Latin at a level approaching that of GCSE
• Parse all five declensions and indicative verbs
• Read and understand documents in basic medieval Latin such as wills, deeds and accounts

This course will be as much concerned with the origins as with the course and the consequences of the Reformation. It will ask how far the Reformation is to be understood in terms of its medieval inheritance and how far it broke free of it. After first meeting the religious changes of the 1530s and 1540s, we set those turbulent events against the social and political conditions of the fifteenth century. We give attention both to the religious institutions of the pre-Reformation era - principally the role of the monasteries and colleges and of the parish - and to individuals, both orthodox and heretical, who shaped or reflected religious characteristics of the age. In the Reformation itself we explore such events as the monastic and collegiate dissolutions, the Pilgrimage of Grace, and the mid-Tudor rebellions. Those episodes will be studied in their social contexts and will lead us to examine the relationship between religious and other developments of the sixteenth century.

From its own time to the present day, the Puritan Revolution has been the most controversial episode in English history. The period, uniquely in the nation's history, saw the institutions of church and state overthrown and a republic established, and a rapid proliferation of unorthodox beliefs and ideas. Over the last sixty years the revolution has commanded intensive debate. The course, which is spread evenly over the two decades of the revolution, approaches the subject through a mixture of the thematic and the chronological. It draws on the wealth of recent publication but also uses primary sources through the study of which students may reach their own conclusions.

The history of political thought is generally studied either separately from, or as a distinct branch of, the study of history. But in the seventeenth century works of political theory were not written to gain entry into syllabuses in the history of political thought. They were composed, as historians have increasingly come to recognise, to influence events. The course relates well-known texts of political theory to the contexts from which they emerged and which they addressed. We concentrate on the political arguments that arose from the civil wars of 1640-60; from the exclusion crisis of 1679-81; and from the hostility to the Whig ascendancy and to standing armies after the Revolution of 1688. The writers we principally study are Henry Parker, Thomas Hobbes, the Levellers, James Harrington, Henry Neville, Algernon Sidney, John Locke, Walter Moyle, Robert Molesworth and John Toland

An important part of the MA is to give students the opportunity to undertake a research project, either as an end in itself or as preparation for work on a PhD. The dissertation is a piece of original work of 12,000 - 14,000 words.

This course explores ideas and practices concerning the body between the fifteenth and the late seventeenth century. It considers differences and overlaps in the medical, theological and political discourses, and compares learned and “popular” views of the body as found in the accounts of patients and lay people and in the vernacular literature. It examines how specific ideas about the functioning of the body influenced diet, patterns of personal cleanliness and domestic hygiene, ideals of beauty, appearance and ornament, as well as practices such as the cult of relics, dissection, torture and public executions. Special attention will be paid to the blurred boundaries between body and mind, the outside and the inside of the body, religious and magical bodily practices, and the male and female sex. The course draws on both English and Continental material (especially Italy, France, Germany, Spain). Students will be encouraged to engage with primary material such as recipe books, treatises on physiognomy and beauty, health advice books and visual representations of the body.

An important part of the MA is to give students the opportunity to undertake a research project, either as an end in itself or as preparation for work on a PhD. The dissertation is a piece of original work of 12,000 - 14,000 words.

This course focuses on three main areas of conflict in the Middle East, Palestine-Israel, Lebanon, Israel and Syria, and the Persian Gulf. It seeks to analyse the origins of these conflicts particularly in the light of the prevailing discourse in contemporary politics and the press, which tend to see these conflicts in religious and cultural terms. Thus the underlying theme of the course is the questions as to whether these are more concerned with religion, or with resources. In the first nine sessions the origins and perceptions of the conflicts are examined in debate. The first of the two final sections looks more closely at the role of Islam and of western, especially American perceptions of Islam. The final section discusses the increasingly wide influence and links of regional conflicts and considers briefly the links between the Middle East and Afghanistan.

This is the core methodology course for the MA in History, and is taken alongside the complementary skills half unit, (HS5455). The purpose of History past and present is to explore the development of History as an important discipline within the Humanities and Social Sciences. It looks at how 'history' (discursive writing about the past) has been conceived and composed differently at different times, but how it always relates in some way to questions of power and politics, broadly construed. The course introduces students to the range of definitions, concepts and approaches current within the discipline. After an opening class which outlines some pivotal questions, the course delivery is roughly chronological, although within a thematic structure. Each class is based on selected readings which all students will be expected to prepare in advance. Readings for the first class will be made available to students in advance via email or in hard copy.
Class schedule (NB: the following is indicative, it does not constitute a syllabus)

• Introduction (2 weeks)
• History-Memory-Historiography
• 'straight historians' v. 'postmodern lunatics': some recent debates
• Histories before History: three readings in pre-modern history (Islamic history, Hindu myth and Medieval History) and an exploration of their compositional logic
• History and the making of the modern State (i) colonialism, modernity and grand narratives of progress
• History and the making of the modern State (ii) the 'Archive', 'Great Men', and the professionalisation of history
• History and the making of the modern State (iii) nationalism and the discovery of culture
• Contemplating modernity (i) history, sociology and the seductions of structuralism
• Contemplating modernity (ii) history as liberation (marxism and beyond)
• Contemplating modernity (iii) cultural pessimism, aesthetics and the escape from modernity
• Beyond modernity (i) the demise of grand narratives/new subjectivities
• Beyond modernity (ii) history, memory and literature

This course introduces students to the range of skills and resources that they need to understand and deploy as historians. Some classes are entirely skills-based and some combine a reflection on conceptual issues with practical workshops and skills practice. The methodology and skills courses have been conceived as a whole and there are thematic links - explicit or implicit - that bind the two half units together across their 11-week duration. A number of the classes include visiting speakers who are specialists and practitioners.
Class schedule (NB: the following is an indicative schedule, it does not constitute a syllabus)

• Introduction to course Workshop session: writing & presenting work for the MA (i) structuring an evidence-based essay/dissertation presentation (ii) The skills project: defining/planning/writing/presentation
• Oral presentation: structure and presentational techniques Workshop session: designing and giving a short oral presentation
• Interrogating the text (i) diplomatic archival sources
• Interrogating the text (ii) social and cultural history
• History and its resources: from archives to web
• Data bases for historians
• Oral history: theory, ethics and practice
• Historians and photographic sources
• Film in theory and practice for historians
• The Representation of Public History (i): mass media (TV and radio)
• The Representation of Public History (ii) Museums and Galleries

The course will aim to provide students both with sessions giving introduction to specific historical topics and visits to archives and museums which have exhibitions and expertise in these topics. In this way it will integrate the skills of the historian with those of the archivist and museum keeper. The topics to be studied include Tudor monarchy; domestic interiors and their representations; the Holocaust; the British war and Palestine; post-colonial perceptions of empire; trans-Atlantic slavery. It will involve collaboration with English Heritage, The Royal Archives, The Surrey History Centre; The National Archive; the Imperial War Museum; the Geffrye Museum; the Victoria and Albert Museum; the National Portrait Gallery. Each topic and visit will be followed by a session evaluating what has been learnt about historical and museum skills and the relevance of those skills to the public understanding of and engagement with the past, along with its current issues and controversies. The course themes of memory, identity, heritage, citizenship, policy, various publics will be contextualised in these discussions.

The course will aim to provide students with a practical skills set which with enable them to plan, record and produce a variety of aural, written and visual projects. It will ally this skills acquisition with a methodological awareness of the processes of communication and knowledge transfer from the identification of a proposal to the completion of a final edit. Students will work in small teams (2-3) and keep a collaborative project diary to record their progress.

The course aims to introduce students to the theory and practice of oral history in the wider context of public history. It will aim to provide students with the skills necessary to conduct and record an audio oral history interview to current broadcast and archive standards.

Public History Project Dissertation

The origins and history of the crusades in the twelfth century; Capetian France; the pontificate of Innocent III; the Fifth Crusade, the crusade of Emperor Frederick II; the origins of the Seventh Crusade; the preaching of the expedition; the financing of the crusade; the journey to the East; the progress and outcome of the campaign; Louis IX in the East, 1250-54; Summary.

Who were the Mongols?; The Mongols and first contacts with western Europe; The Mongols and the Crusade of Louis IX; The appearance of the Mongols in Persia; Early Mendicant missions to the East; the journey of John of Plano Carpini; the journey of William of Rubruck; the Mongol attitude towards the West and to Christianity; the Mongols and the Mamluks - the Battle of Ain Jalut. Summary.

This course focuses on the English court in one of its most rapidly-changing periods of development. It deals with the impact on the court of such processes as the rise of a more centralised state: the emergence of a new style of Renaissance courtier, significantly different from the medieval prototype; and the art of the court, particularly portraiture. It studies the role of great patrons who were both politicians and courtiers, such as Cardinal Wolsey, and the Cecils, father and son. The course pays substantial attention to a range of primary sources that can be utilised to draw a nuanced and wide-ranging account of the evolution of the court. It also assesses the impact of the Reformation from the 1520s onward, and discusses the impact of religious change on such central court issues as the marriage of the monarch, the foreign policy of the monarch, the diplomatic role of courtiers, and the importance of both dynastic and religious issues on the settlement of the succession.

This course provides an extensive and comprehensive understanding of the history of Muslims in Britain. Students study the development of the various Muslim communities in Britain, from the 1800s through to the 21st century. Contemporary issues relating to the British Muslim communities are explored, including issues such as identity, divided loyalties, gender relations, perceptions held by the majority, non-Muslim community and conflict, continuity and adjustment including the 'war on terror'.

The course offers a basic overview of the principal currents in Victorian politics, including a review of legislation and economic history; the focus is on conservatism, the church; liberalism; plebeian radicalism; the socialist tradition; and feminism.

The course provides a basic introduction to some of the leading debates in Victorian social and intellectual history over the past half century.

This half unit offers an introduction to the historical study of the Victorian period in Britain (1837-1901). The course will investigate the interrelations between the political, social, and cultural features of the period, combining a broad, thematic, interdisciplinary approach with an in-depth case-study of key 'moments'. Students will be introduced to the main historiographical controversies relating to the Victorian period, but will also be encouraged to work with a variety of written and visual primary sources.

As this course intends to address thematic continuities and changes over the course of the twentieth century, a chronological sequence has been adopted:

• Week 1: The Victorian Legacy: Britain's Zenith?
• Week 2: An Edwardian Summer?
• Week 3: Britain and World War One: Tradition and Modernity
• Week 4: After the Deluge: The Search for Stability in the Post-War Years
• Week 5: Dawn of Affluence or the Devils Decade? Britain in the 1930s
• Week 6: World War Two and the Growth of the State.
• Week 7: Austerity and the Rise of the Affluent Society: Britain 1945-59.
• Week 8: The 1960s: The Permissive Society?
• Week 9: Post-War Decline: Myth or Reality?
• Week 10: Thatcherism.

The course provides a thorough grounding in the history of the Holocaust, taught mainly through secondary sources. The course covers the history of the Jews from the emancipation period onwards, especially the Jews of Germany; the emergence of political antisemitism in Germany and Austria; the rise to power of Nazism; the Euthanasia Programme and its relationship with the persecution of the Jews; and Nazi policy vis-a-vis the Jews and other victims (Afro-Germans, homosexuals, Soviet POWs etc.) in its various stages. It deals with the Holocaust from the point of view of Nazi persecution and the responses of its victims

The course provides a thorough grounding in the historiography of and theoretical approaches to the Holocaust. The course is taught using secondary historical sources, sociological and anthropological texts, testimony and memoir, film, art, photography, comics, museums and monuments. The course examines first different 'grand narrative' explanations for the Holocaust (such as 'modernity' and 'genocide'), then looks at different sources, such as testimony and photography, and finally looks the politics of Holocaust memory, through an examination of Holocaust monuments and museums, and contemporary discussions about memorialisation.

The course will begin with an examination and analysis of the nature of Jewish society and culture in Western Europe in the period of acculturation and assimilation in the mid- to late-19C. It will then explore the emergence of conservative Jewish movements opposed to assimilation and the response to anti-Jewish movements and ideologies from the late 1870s onwards, including the Dreyfus Affair. The course will assess the impact of internal migration in the Russian and Austro-Hungarian Empires and the mass migration of East European Jews to Germany, France and Britain from the 1880s to the 1910s. In particular it will scrutinise the impact of anti-Jewish riots and legislation in the Tsarist Empire and the Jewish response in the form of new secular ideologies and movements including Jewish socialism, Diaspora nationalism (minority rights) and Zionism. The course will conclude by examining the transformative effect of the First World War, especially the origins and impact of the Balfour Declaration and the impact of the Russian Revolution.

This course begins by examining the issue of gender in the early formative years of Islam and the emerging relationship between gender, the state and society, with the purpose of enabling students to establish how, what has generally been regarded as, the ‘normative role’ for Muslim women and men evolved before 1800. It then addresses the impact of movements of both religious reform and of secular modernisation in the C19th and C20th on the lives and experiences of women and men living in a variety of Muslim societies. This involves both studying developments in individual states or regions, and highlighting particular issues [such as the wearing of the veil] that have aroused significant debate among Muslims and non-Muslims alike. It pays particular attention to the rise of Islamist movements in order to understand the implications of this politico-religious trend from a gender perspective. In addition, the course highlights the changing way in which gender issues in general, and those connected with Muslim women in particular, have been viewed by outsiders – comparing and contrasting for example the writings of C19th European travellers with more contemporary analyses provided by late C20th western anthropologists and journalists. The course also takes advantage of the rich literature that has been produced by both Muslim women and men over the last two centuries. The object of this is to provide an appreciation of the way in which different Muslims – female and male – in a diversity of settings have viewed their own positions in a fast-changing world.

The course is based on detailed discussion and debate, organised around weekly assignments setting topics for advance preparation. The central thematic focus of the course is the social, political, and economic origins and functions of violence in the American South between the Civil War and the civil rights movement. Topics covered include the Ku Klux Klan during Reconstruction, lynching, race riots, feuds, and labor-related violence. Since violence was an important element of many of the critical contests in the American South during this period, it offers a good window into the broader transformations the region went through, providing a wide range of topics for students to explore through classroom discussion and essays.

The course is based on detailed discussion and debate, organised around weekly assignments setting topics for advance preparation. The central thematic focus of the course is the historiographical controversies and debates related to Martin Luther King, Jr. and the civil rights movement, and in particular their relationship to the existing literature on the subject as well as wider public audience Topics covered include King's relationship with religion, academia and non-violence, as well as more public history-oriented issues such as commemorations of King and the movement. By taking a strong central theme (historiographical controversies and debates related to Martin Luther King, Jr. and the civil rights movement) students are guided clearly through a complex area of historical enquiry that has had a significant impact both in academia and on a wider public stage which students can explore further in class presentations and essays.

The course will be organised thematically and drawn upon the latest historiography of the subject. It covers:

• History, Personality and Ideology
• China and the United States
• China and the Soviet Union
• China and its Asian Neighbours
• China and Europe
• China and the Third World
• China's Use of Military Force
• China's Search for a Developmental Model
• China and National Sovereignty
• China and the Superpowers in the Strategic Triangle
• Cold War Legacies and Contemporary Issues

This course will explore several important encounters between the West and China from the sixteenth century to the twentieth century. This course aims to explore the significance of these encounters, investigation how Chinese society, from rulers to ordinary people, experienced the impact of these contacts, and later internalized the knowledge acquired, assimilating it as a part of their own culture. The course will demonstrate the importance of knowledge transfer and transformation from the West to China in the form both of material culture and intellectual history. It will also induct students in the specific use of museums and archives for essay work related to the course syllabus. Please note that this MA option is aimed at students who have already taken a course in modern China at undergraduate level. We therefore advise students without such preparation that they may find it too difficult unless they have some background knowledge gained either academically or culturally.

Introduction:

• Explaining Economic Change in East Asia during the Twentieth Century: Some Clues from Theory, and History in the Long-Run.
• Historical Background: The Meiji Restoration and Economic Development in Japan from 1868; and From the Opium Wars to the Boxer Rebellion - China, 1839-1901.
• Japan: The Rise of a Major Industrial Power: Industrial Development in Japan Through to the Second World War.
• War and Occupation, 1937-1952.
• The Japanese Economy after World War Two:
• The Role of Government in Japanese Economic Growth During the Twentieth Century.
• China: Economic Development in an Age of Upheaval.
• Rebellion, Revolution and Invasion, 1901-1937.
• War and Civil War, 1937-49.
• The People's Republic under Mao, 1949-1976.
• From the Gang of Four to 'Special Economic Zones': Communist China in the Modern Era.
• Review:'Miraculous Economic Growth' and Trade: Changes in Commercial Policy after 1945 in East Asia.

Course comprises: Introduction; Recasting bourgeois Europe (revolution & counterrevolution; the psychological & cultural legacy of the Great War; the militarisation of politics; mass mobilisation) Modernity & its Discontents (seeking order through purification: race, eugenics and sexuality; gender & social change; generations in conflict)

Course schedule comprises: Part 1. Violence and state building (the 'great breakthrough' in Soviet Russia; the fascist revolution; building 'national communities' in Italy, Germany and Spain; the excluded) and Part 2. From civil war to world war and beyond (Hitler's Europe; occupation, collaboration and resistance; the politics of retribution; the ethnic recasting of Europe 1944-48; the reinvention of democracy; occupation, collaboration and resistance in popular memory)