Course Name course Submission Due Date Reset Date

Course Name course Submission Due Date Reset Date

Art and Power 34 Coursework essay 4 may Aug 3

Historical Perspective 31 Summative essay exam 16 jan 10 may 3 aug 9aug

Reading Writing 30 Portfolio essay 17 jan 19 jan3 aug 3 augControversies 29 essay 2 may 17 augGlobal Connections 28 essay 1 essay 2 book article book review 26 jan 29 march 27 feb All 3 aug

1- Art and Power 34: (one essay august 2nd)

Summative assignment:

Essay: 3,000 words due 4thMay 2023at 1PM.

Essay Questions

1) How can the study of art and visual culture benefit the study of early modern politics?

2)Compare and contrast two imperial models of artistic patronage in the early modern period.

3) How did the Ottoman state use arts and festivals to legitimise its rule?

4) How did the ruling elites of Genoa and Venice used art to project images of maritime supremacy?

5)How important was the role of the arts in creating and propagating the image of early modern rulers?

6)How were paintings, sculptures and buildings used to promote political consensus in Venice?

7) In what ways did royal and viceregal art patronage contribute to the splendour of Naples?

8) How did Mamluk patronage of the arts combine piety and power?

9) What elements constituted the Spanish model of the Catholic monarch and how did this translate into artistic patronage?

10)How central was the Mediterranean in royal imagery during the reign of Louis XIV?

11)Students can devise their own essay question subject to confirmation by the module convenor.

2- Reading Writing 30: ( one essay and one portfolio of evidence both on 2nd of august)

Assessment Instructions

Essay Questions

Select ONE of the following four questions for your final essay:

To what extent was 19th century work gendered?

What were the most significant social and economic changes that led to the gendering

of paid work in the nineteenth century?

Were women paid less in the nineteenth century because their jobs required less skill?

The position of women in the nineteenth century was defined not simply by gender

but by gender-defined work. Edward Higgs (1987). Discuss.

Portfolio of Evidence

You must complete all FOUR tasks as formative work for which you will get an indicative grade and feedback which you can then use to improve the tasks before submitting them in your summative portfolio.

Portfolio Task 1: Annotated Bibliography

Word limit: 500 words

Select the essay question you would like to answer.

Find and quickly read through FOUR items of scholarship on the Reading List. You are

skim reading to get the gist of the item to assess its suitability for your chosen essay

question. An item is an article or a book.

When assessing books, you need to look at the Contents page, skim read the

Introduction, and then look through the chapters to assess which would be the most

useful.

Articles sometimes have abstracts that can help you assess the usefulness of the piece.

Complete the Annotated Bibliography Grid document (download from RWH VLE) for

the four items, writing approx. 125 words on each item.

Portfolio Task 2: Article Review

Word limit: 500 words

Select ONE of the articles we focussed on in week four (by Berg, Alexander, Field, or Pennington & Westover). Read it carefully and slowly, then answer the following questions:

What is/are the main argument(s) being made in the article?

What historical question(s) could it help answer?

What types of sources are being used to make the arguments?

In your view, are facts and opinions in this article well supported by the evidence?

Is it clearly contributing to a historical debate? If so, what debate?

Are there any gaps in knowledge or in the argument, in your opinion? Any

weaknesses?

Is there evidence of bias? Explain why you think this.

Are you convinced by the argument being made? Explain why.

Could you use this as a source when writing your essay? If so, how and why?

Would you recommend this article to a student/historian? Explain why.

Portfolio Task 3: Gobbet Analysis

Word limit: 500 words

Analyse ONE of the four sources below. Make sure you follow the guidance.

Gobbet Guidance

A gobbet analysis is a concise and focussed analytical commentary on a piece of historical evidence.

Read or examine the gobbet carefully, and give yourself the time to identify its date, origin, and essential importance.

Make sure you understand the extract. Highlight key words or phrases and think carefully about the issues to which they refer. Look up any words you dont understand.

Read some relevant scholarship to help you understand the context and content.

An exemplary way of organising your answer would be to tackle it in three parts as follows:

Context (situating the source):

You must place the source in its historical context.

What type of document or evidence is it?

Who is the author?

Why was it written and for whom?

When was it written?

What is the tone of the text?

What specific situation/issue was the speaker/writer concerned with? Why was this

important? What were the results?

Is the extract important to a particular historical debate?

Analysis:

Here you need to really scrutinise the source for meaning.

Explain the significance of examples of the content. Why have these words or phrases

been used? What can you see in the image?

Is it typical of documents/images produced at the same time?

Note that it can sometimes be significant to highlight what is not being said as the

speaker/writer may be dodging a particular issue.

Avoid simply repeating what is already in the gobbet in different words or language. It

is vital that you interpret, amplify, and criticise the evidence to highlight its significance.

Evaluation:

Here you need to assess how the gobbet fits into the wider debates of the time and with the themes and ideas studied in the particular module.

What is the historical significance of the extract and the document it is taken from?

How does it relate to the general themes of the module?

How useful is the source to the historian?

Are there any problems with it of which we should be aware?

Think about possible historical arguments that it might reinforce or undermine. Could it, for example, be used by both sides in an historical debate for different purposes?

Gobbet Source 1

By now I had begun to bitterly hate service, and a fatherly old man who used the public house where I had been, told of a place in Luton where they wanted a girl to learn the straw work and help in housework. Although this was another public house, I thought it was a chance to learn a trade, so I went there... and the place was very well and they were very good to me, but they did not keep to their promise. They would not pay me more than 2s. a week but said that they would teach me the straw work... I sometimes did housework, sometimes served in the bar, and other times did the finishing of straw hats. They never attempted to teach me the making of them, but I was determined to learn, and would get a piece of straw and sit up half the night trying to do it.

Lucy Luck, born 1848, in Useful Toil. Autobiographies of Working People from the 1820s to the 1920s, ed. by John Burnett (Penguin, 1974)

Gobbet Source 2

I went to Chiswick to work for a dentist and his wife. They were very respectable people and much better off than my last employers. I was to live in and the wages were 5s. a week; it sounded good when the mistress told me.

I was the only servant. I had to be up at six in the morning, and there were so many jobs lined up for me that I worked until eleven oclock at night. The mistress explained that she was very particular; the house had to be spotless always. After all, they were professional people and used to very high standards. I had to clean the house, starting from the top and working down, sweeping and scrubbing right through. Hearthstoning the steps from the front door to the pavement took me an hour alone. I was most conscientious.

Lilian Westall, born 1893, in Useful Toil. Autobiographies of Working People from the 1820s to the 1920s, ed. by John Burnett (Penguin, 1974)

Gobbet Source 3

A tobacco factory near Saffron Hill is a good specimen of the highest class of factories. The girls begin there with 3s. a week, and are allowed 6d. per hundred cigars directly they can use their fingers. They are apprenticed for four years, after which time they receive 9d., 1s., 1s. 6d., and 2s. per hundred cigars, according to the quality of their work. They can make from one to three hundred cigars in the day, and their wages vary from 8s. to 23s. per week. The girls who are especially skilful make more than this. The manager says that the work is not suitable for women, because the strong smell of tobacco affects their health; and the work requires so much practice. Ive had three or four girls in a dead faint all at once, he said. And Ive got to keep a bottle of sal volatile on the place. Then, directly theyve got their hand well in, they go and get married. Weve men here that have been from fifteen to forty years on the place. Girls are so easily upset.

Margaret Harkness, Toilers in London; or, Inquiries Concerning Female Labour in the Metropolis. First published April-December 1888 in the British Weekly: A Journal of Social and Christian Progress

Gobbet Source 4 (image)

Assembling Matchboxes at Home, 1901-1907 (Museum of London)

Portfolio Task 4: Essay Plan

Word limit: 500 words

Plan the essay you have chosen to submit for this module.

You should read scholarship and take notes before you complete this plan. The more complete and considered you can make the plan, the more use it will be to you when writing your essay.

Use the essay plan template (download from the RWH VLE) to construct your essay plan.

3- Historical Perspective 31:

(one essay 2nd august and one essay exam 3rd august)

(please note exams will be opened for 2 days so I will send it on the same day of the exam)

Summative essay, 1,500 - 2,000 words (footnotes included but not bibliography): (pick one question)

What intellectual developments shaped the writing of history during the Renaissance and early modern period (c.1450-1660)?

What are the focal points of Marxist methodology and is this methodology relevant to twenty-first-century historians?

How did the Annales' approach change over time?

What impact does gender have on the study of history? What

impact does history have on the study of gender? (You can pick

one or both)

Why and how should historians incorporate the history of sexuality

in the wider field of historical study (explain with reference to

one example)?

In what did post-colonial historical interpretations limit modern

historiography?

How does post-modern interpretation affect responsible historical

work?

Can we consider History of Medicine as completely distinct, or does

it have commonalities with other historical approaches? What are the challenges of global history?

What aspects of history of emotions are novel to modern

historiographic interpretation?

Why and how should historians incorporate histories of race and/or

ethnicity into national histories, like British history?

4- Historical Controversies 29: (one essay 2nd august)

TASK1

Task: answer ONE of the following questions (word limit = 2,500 words)

1. 'In the 1930s, the British government pursued the only policy towards the European dictators which was practical.' Discuss.

2. Forty years on, is the New Cross Fire of 1981 and its aftermath still controversial and why?

3. Who, if anyone, was most to blame for the outbreak of the First World War - and why?

4. Was there an English Revolution during the mid-17th century and, if so, how important was radicalism during this revolution?

5. How and why is there such disagreement about the formation of nationalism and national identity?

6. A century on, has 'gay seduction theory' been laid to rest? Why/why not?

5-: Global Connections 28: ( 2 essays and one book/article review 2nd august)

2 ESSAYS AND ONE ARTICLE REVIEW

Essay 1

1.

2. How did historical migrations shape the modern Balkans? 3.

4. What does it (or what can it) mean to decolonise history and public memory?

5. What is the relationship between the Enlightenment and Western understandings of

progress, civilisation and modernity? You can draw from examples from the 18th century

to the recent past to support your answer.

6. What role has the Enlightenment played in the development of Western racial

hierarchies, colonialism, and practices of neocolonialism?

Summative Essay 2

1. Can we talk about a global middle ages? Please answer with examples from at least

TWO different topics on block 3.

2. Why did people travel in the medieval world? Please answer with examples from at

least TWO different topics on block 3.

3. What was the impact of cultural exchange in the medieval period? Please answer with

examples from at least TWO different topics on block 3.

4. To what extent do you agree with the argument that the Herero-Nama wars saw the

German state breaking an "ultimate taboo" that made the Holocaust "conceivable and

therefore possible" (Jrgen Zimmerer)?

5. Is the German occupation of Eastern Europe during the First World War best described

in terms of rupture or continuity with German colonial policies in Africa?

6. To what extent, if at all, does the notion of a "special German path to modernity"

[Sonderweg] help explain how and why the Holocaust happened?

ASSESMENT 3: Book / Article Review: Reading Critique Guidelines

Identify the key characteristics of global history and give THREE examples of how

approach expands our knowledge of the past.

How do we define the Balkans global diasporas (15th-19th c.) and what were their main

historical effects?

The Critique MUST be on a reading chosen from the Recommended or Further readings list (found on the VLE). You can choose any of the topics in Block 4.

Essentially, this is an exercise in understanding and analyzing the historiography of a given topic. A good critique should therefore discuss the given book, chapter, or article in the BROADER context of the state of the historiography.

Your critique should then discuss the reading (the main argument of the historian, what you see as its strengths and weaknesses, along with anything from the piece which you found particularly striking) in the broader context of what OTHER historians have said on the topic.

This is also an exercise in brevity work on honing down the arguments to their most essential or important components in your analysis- remember- the assignment can be no

more than 500 words.

BLOCK 4 READING LIST: CHOOSE ONE TO REVIEW

IMPORTANT INFORMATION:

1-All submitted work in the Department of History must use citations which follow either the MHRA or Chicago format.

2- https://gold.rl.talis.com/search.html?q=history here you can find reading list and all resources you need if you need more contact me or look up in the university library here

Assessment Submission Guidance

1. APPROVED FORMATS FOR COURSEWORK SUBMISSION

You must submit coursework in an approved format. The only approved formats are Microsoft Word (.doc; .docx) and Rich Text Format (.rtf). Submissions using any other format will constitute non-submission for that assignment and, potentially, a fail for the entire module..

2- WORD COUNT

Please note that it is acceptable to be over/under the word limit by 5% only. Word count includes footnotes but NOT the bibliography.

3- The Format and Style: Your abstract should be two- to three-pages (double-spaced) in length. You should type the number and category headings below and then after them, provide the information requested. The questions I ask should be considered starting points. Feel free to move beyond the scope of the questions I have written below. At the same time, economy of language is vital in a successful abstract. That is why we call them abstracts, after all. In sum, please follow a short paragraph answer format.

Note: Be sure to cite all direct quotations or paraphrasing by noting the appropriate page number(s) in parentheses after your quotation or paraphrasing.