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DEPARTMENT OF HISTORY

GRADUATE PROGRAMME IN HISTORY

Historical Research:

Theory, Skill, MethodSTUDENT HANDBOOK

2009-2010

Course Director: Anne Gerritsen

now and keep it to refer

This handbook is also available online

DEPARTMENT OF HISTORY



Theory, Skill, MethodSTUDENT HANDBOOK

Course Director: Anne Gerritsen


Theory, Skill, Method

2

Table of Contents

Introduction

1. Orientation

Aims and Objectives 3

Learning Outcomes 4

Teaching Arrangements 4

Assessment Guidelines 5

Assessment Deadlines 5

Course Module Reviews 5

TSM and your Dissertation 5

Submission 6

Plagiarism 6

Part-time Students 7

Complementary Modules to Follow alongside TSM 7

2. Timetable 8

3. TSM: The Three Strands

Basic Skills 8

Quantitative Research Skills 8

Methods and Approaches to History 14

4. Methods and Approaches Seminar Readings 16

5. The Style Guide for Graduate Students 41

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HISTORY DEPARTMENT


‘Historical Research: Theory, Skill, Method’ (TSM)

(2009-2010)

This is a compulsory module, designed to help postgraduate students of history acquire the variety of

research skills needed to identify, initiate and complete a substantial piece of research in social,

economic or cultural history. It is designed for

All Taught Masters students

MA (by Research) students

MPhil/PhD students who have not already completed an approved training course

MPhil/PhD students who may have an MA, but whose previous training has not been inhistory.

AIMS & OBJECTIVES

The first two aims of this module are

to support the work you do (in terms of reading, learning, research and writing) for your own MAor PhD programme

to help you acquire the skills needed to undertake an extended piece of historical research andwriting.

Graduate students of history undertaking their first independent research need knowledge of a wide

range of sources and the means to access and survey them. They need to understand the theoretical

frameworks, many of them drawn from the social and human sciences, and from literary studies, that

inform existing work on their chosen topic, and to recognise the gaps and spaces that their own work

may attempt to fill. They need to know how to frame historical questions with which to interrogate

primary and secondary sources - and they need to know how to set about answering those questions.

They also face the challenge of presenting their work in written and in spoken form, in essays and

dissertation, and in seminar papers.

Believing that history is at once a highly practical and highly theoretical activity, we have planned TSM

with these needs in mind. It will introduce you to library, archival, database and microform resources

here at Warwick, and in the wider world. It will help you use information technology resources for the

purposes of research and for the presentation of your own work. It pays a good deal of attention to

your own writing of history, particularly the writing of your dissertation, from the very early stages of

research design when you map out an area for investigation, right through to its formal presentation

(in perfectly word-processed, immaculately proof-read, beautifully written prose). We believe that an

understanding of the ideas and theories that underlie historical work is just one among all the skills the

historian must possess, and so a major objective of the module is to help you understand the

conceptual frameworks used by the historians whose work you study. In this way TSM should keep

you up-to-date with the constantly developing field in which you have chosen to work.

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LEARNING OUTCOMES

Following TSM should enable you to:

outline a topic for research and make a survey of existing work in the field

draw on key concepts from one or more of the social, human and literary sciences

appreciate the advanced literature in one or more of the following: economic, social, cultural,

religious, political or literary history

discuss the theoretical underpinnings of this work, and suggest how your own research may

contribute to it

locate and survey sources (archival, library, database, internet, microform, picture, film, literary,

etc) relevant to the work you are undertaking for essays and dissertation

present your work in the form of a seminar talk to fellow students and staff in the History

Department

understand appropriate numerical, statistical, and computing techniques relevant to any data

collection and analysis you undertake

present your research findings, where appropriate, in tabulated and spreadsheet form

write lively, articulate, fully referenced and annotated and perfectly proof-read prose, in essays

and in your dissertation

have a wide and informed knowledge of recent developments in historical thinking

contribute to historical knowledge by means of your dissertation

TEACHING ARRANGEMENTS

Theory, Skill, Method is organised around three strands: ‘Basic Skills’, ‘Quantitative Research Skills’ and

‘Methods and Approaches to History’.

‘Basic Skills’ is taught mostly on Mondays from 11.00-12.00pm. In the Autumn Term these will be in

MS.B3.03, and in the Spring Term MS.05. Some of these sessions are compulsory and some form part

of the ‘menu’. You must attend all the compulsory sessions and at least six of the sessions from the

menu. These sessions do not generally entail any pre-reading or preparation. At the end of Term 1

and 2 you will be asked to submit information confirming which ‘menu’ sessions you attended, as

part of your online course module review, via the web page linked to:

http://www2.warwick.ac.uk/fac/arts/history/postgraduate/ma_studies

‘Quantitative Research Skills’ is taught on Mondays by several tutors and students who recently

completed the course in the Autumn Term (12-1pm) MS.04. (There will also be a small number of

drop-in sessions for ‘problem shooting’ in the first weeks of the spring term.) The sessions consist of a

combination of lecture, discussion and practical work. To prepare, you should complete the assigned

reading and any exercises in advance of each session.

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‘Methods and Approaches to History’ is taught on Mondays from 2.00pm-3.00pm in Library 1. It

consists of a one-hour lecture followed immediately by two one-hour seminars co-led by the seminar

tutor and the historian who delivered that week’s lecture. Students will be allocated to Group 1 (3-

4pm) or Group 2 (4-5pm) during the first week of term. Depending on the final numbers on the MA

programme, there will be an additional Group 3 one-hour seminar on Tuesdays 1-2pm in H402. To

prepare for these sessions you should read the assigned texts and consider the questions posed

alongside each week’s readings. The focus in these seminars will be on the primary sources that can

be used in conjunction with the approach discussed that week. We strongly urge you to attend these

seminars; they are an invaluable opportunity to learn and to exchange ideas with your fellow students

and staff.

ASSESSMENT GUIDELINES

TSM is an assessed component of your MA course. Overall you will write 5,000 words for assessment,

in two parts: a ‘Quantitative Research Skills’ essay of 2,500 words and a ‘Methods and Approaches to

History’ essay of 2,500 words.

ASSESSMENT DEADLINES

Quantitative Research Skills Essay: Term 2, Week 3 (Friday 29 January 2010)

Methods & Approaches to History Essay: Term 2, Week 10 (Friday 12 March 2010)

Essays are to be handed into the History Graduate Programme Office (H343) by noon of the day in

question.

These dates are deadlines. Only in very exceptional circumstances can extensions be given. You

should discuss extensions with the Course Director of your MA in the first instance; the Graduate

Programme Director must authorise any extensions. For extension procedures please contact the

Postgraduate Co-ordinator (H343).

COURSE MODULE REVIEWS

At the end of the autumn term and when TSM finishes in the early summer term, you will be asked

to complete a course module review for each element of TSM. This can be done online at


Your response to the content and teaching of the various courses you have taken is extremely

valuable, especially in planning for the future. Please note your attendance on the number of

seminars relevant to your programme of study will also be monitored. The TSM Module Convenor

makes a report on the attendance and reviews they have read to the Postgraduate Committee.

They report back to students on the results of the questionnaire, and the Staff-Student Liaison

Committee also considers these reports.

TSM AND YOUR DISSERTATION

You should be considering possible dissertation topics from your very first weeks on the

Programme, and you will be expected to have found a supervisor by the end of January. The MA

code of practice should help you to do this. The timing of the assessment in TSM is geared to

enable you, if you wish, to use both assignments (the ‘Quantitative Research Skills’ essay and the

‘Methods and Approaches to History’ essay) as part of your preparation for your dissertation work.

Should you wish to do this, you should talk to your dissertation supervisor about the selection of

relevant topics for both assignment.

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SUBMISSION

You must submit your assessed work online via the e-submission page linked to


You must request a receipt as proof of submission. Please submit your receipt with two hard

copies of each item of assessed work to the Postgraduate Co-ordinator and Research Secretary.

When you submit the hard copies you will also need to complete two cover sheets (which must

include the essay’s word count). Copies of the cover sheet are available in the History Graduate

Office. In addition, you should always keep electronic copies of your essays for yourself.

Note that hard copies of work will not be accepted without the receipt showing that you have

already submitted the essay electronically.

PLAGIARISM

When writing essays, always identify your sources for specific information and, where appropriate,

the ideas which you use. It is bad academic practice for a student to fail to do so, just as it would

be for an author writing a book or scholarly article. Copying without acknowledgement from a

printed source is as unacceptable as plagiarising another student's essay.

It is equally wrong to reproduce and present as your own work a passage from another person's

writing to which only minor changes have been made, e.g., minor alteration of words or phrases,

omission or rearrangement of occasional sentences or phrases within the passage. This remains

plagiarism even if the source is acknowledged in footnotes because it would appear to the reader

that the basic structure and phrasing is your own, whereas in reality you would be reproducing

someone else’s structure and phrasing.

Unacknowledged quotation, disguised borrowing, or near-copying will be treated as plagiarism

and penalised according to its extent and gravity.

Your attention is drawn to the University's Regulation B, Essays, Dissertations, Reports and Other

Assessed Work, not Undertaken under Examination Conditions as Laid Down in the University

Regulations for the Invigilation of Examinations (University of Warwick Calendar, Section 2; online

at http://www2.warwick.ac.uk/services/gov/calendar/section2/regulations/cheating/ and to the

fact that, in extreme cases, the penalty for plagiarism is a grade of zero in the whole module. The

History Department may use plagiarism software or other appropriate means to identify plagiarism

in students’ assessed and non-assessed work. In the last few years the University disciplinary

machinery has imposed penalties in several cases on students who have been convicted of

plagiarism in assessed work. If you are uncertain about what constitutes plagiarism, please talk it

over with your module tutor, personal tutor, or the Director of Graduate Studies.

Finally, it cannot be repeated enough that all assessed work should conform to the guidelines in

the Graduate Programme ‘Style Guide’ (page 41). Bad writing, inadequate proof-reading, and

incoherent footnoting will lower your grades. Final dissertations may be referred for

resubmission for the same reasons.

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PART-TIME STUDENTS

Part-time students may follow TSM over two years. You are very strongly encouraged to take the

‘Methods and Approaches to History’ strand in your first year. You may take ‘Basic Skills’ and

‘Quantitative Research Skills’ in either the first or second year of study. Keep a record of the Basic

Skills sessions you attend. You should let the Postgraduate Secretary know which sessions you have

attended by completing the online course module review, via the web page linked to:

http://www2.warwick.ac.uk/fac/arts/history/postgraduate/ma_studies, at the end of the first year

(even though at that point you will not yet have completed the course), and again at the end of your

second year.

Part-time students should discuss their pathway through the module with their MA Course Director

and with the MA Director, Anne Gerritsen. There should be an agreed account of how the student is

to take the course on file in the Graduate Programme Office (H343) by the beginning of November

2010.

If you have any questions regarding the pacing of your MA, please consult the MA Director, Anne

Gerritsen, email: [email protected].

COMPLEMENTARY MODULES TO FOLLOW ALONGSIDE TSM

HISTORIOGRAPHY

Students interested in recent thinking in historiography are warmly invited to follow the History

Department’s third year undergraduate lecture course on ‘Historiography’. The lectures take place on

Tuesdays at 10.00 in the Physics Lecture Theatre. The syllabus and lecture schedule for

‘Historiography’ are available on the Department website.

SKILLS IN SOCIAL RESEARCH (ESRC-FUNDED STUDENTS TAKE NOTE!)

By reciprocal arrangement with the Sociology Department, History graduate students may audit

the courses noted on the web page:

http://www2.warwick.ac.uk/fac/arts/history/postgraduate/tsm/skills_in_socresearch

These modules are mandatory for ESRC-funded Master’s students intending to go on to doctoral

study.

FROM MANUSCRIPT TO PRINT

Historians with an interest in developing their research and palaeographical skills in Renaissanceand Early Modern Europe are encouraged to participate in a series of classes and workshopsorganised by the Centre for the Study of the Renaissance. Students may choose to follow the skillsprogramme throughout the year, or to focus on one particular term. Only occasional attendance,especially in the case of Term 2, is not advisable. Historians may find of special use the materialcovered in Term 2, which emphasizes palaeography and textual editing. To register and/orfurther information contact the Renaissance Centre secretary, Ms Jayne Brown,on [email protected] (office: H448b, near the Graduate Space).

Further information can also be found on the webpage: http://www2.warwick.ac.uk/fac/arts/ren/postgradstudy/manuscripttoprint/

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Theory, Skill and Method Course Timetable

Please see web below for details on which modules are compulsory or optional and up to date

changes.

http://www2.warwick.ac.uk/fac/arts/history/postgraduate/tsm/timetable/

TSM: The Three Strands

TSM consists of three strands: 'Basic Skills', 'Quantitative Research Skills' and 'Methods and

Approaches to History'.

Basic Skills

The purpose of this strand is twofold: to equip you with a toolkit of useful analytical and

methodological techniques, and to provide training in writing logical, persuasive and elegant

history. Some of the sessions thus concern the designing and structuring of a piece of extended

historical writing. Others provide practical training in using local archives, or in employing

newspaper sources. As noted above, some of these sessions are compulsory and some form part

of a ‘menu’. The timetable indicates which are mandatory and which are not. You must, however,

attend at least SIX of the sessions from the menu. At the end of Term 1 and 2 you must submit

information confirming which ‘menu’ sessions you attended as part of your online course module

review, via the web page linked to:

http://www2.warwick.ac.uk/fac/arts/history/postgraduate/ma_studies. Completing this form

constitutes the assessment for this strand of the module. It is therefore vital that you complete it.

Quantitative Research Skills

The purpose of this strand of TSM is likewise two-fold: to provide training in basic quantitative skills

and to initiate the process of conducting original research. The strand consists of a series of

lectures and training in both IT and historical skills useful for quantitative analysis.

The first thing to say about this strand is that it does not assume any specialist mathematical skills.

If you can count then you will be able to complete this strand without any difficulties. We do,

however, expect that you either possess or acquire basic competence in the use of common word

processing and spreadsheet programmes. At the start of the year you will take an ‘IT evaluation’ to

determine whether you would benefit from additional training in these skills. The University’s IT

Services Training programme provides extensive training in the use of Microsoft Word, Excel and

other packages and you are encouraged to take advantage of these sessions. We also organise a

number of mandatory training sessions in the first weeks of term to make sure you have the skills

needed to complete this strand of TSM. Finally, the Department website contains useful

information and a self-training programme called ‘Computing for Historians’, which you can find at

http://www2.warwick.ac.uk/fac/arts/history/undergraduate/modules/hi153/c4h. If you have any

concerns about your quantitative skills, you may like to start here, and please don’t hesitate the

MA director, Anne Gerritsen, if you have any questions.

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In addition to reading the assigned texts and attending all session you may wish to consult one of

the following:

J. Elliott, Using Narrative in Social Research: Qualitative and Quantitative Approaches (London,

2005)

Charles Harvey and Jon Press, Databases in Historical Research (Basingstoke, 1996)

Pat Hudson, History by Numbers: An Introduction to Quantitative Approaches (London, 2000)

John H. Kranzler (ed.), Statistics for the Terrified (3rd edn, 2002)

Sonja Cameron and Sarah Richardson, Using Computers in History (Basingstoke, 2005)

‘Research Tools and Methods’, http://www.sosig.ac.uk/research_tools/

‘Enabling Digital Resources for the Arts and Humanities’, http://www.ahds.ac.uk

Assessment

This strand of TSM is assessed via an essay of 2500 words, based fundamentally upon the

quantitative analysis of material drawn from appropriate historical sources. The purpose of this

essay is for students to demonstrate skill in the use of quantitative analysis to support their

historical research. The training necessary for undertaking the essay is provided by the bespoke

module on quantitative research skills which includes examples from the research of both staff and

students in the Department. Additional support in the use of IT packages such as Excel is available

from IT services and from the ‘Computing for Historians’ online package.

Research for this essay is likely to involve the creation of some sort of analytical database, but this

is not a requirement. Your database, should you be using one, might consist of an Excel

spreadsheet containing data derived from a primary source such as a census. It might instead

constitute a ‘text database’. (A text database is a ‘collection of related documents assembled into

a single searchable unit’, such as a book.) In past years successful essays have analysed topics

ranging from the composition of the population runaway slaves in the American south to the

frequency of biblical references in early modern English literary works to mortality and health

records from the Boer War. The central requirement for the successful completion of this essay is

that you engage intelligently with your source material and that you demonstrate competence in

the manipulation of quantitative data for the purposes of historical research. The essay does not

require sophisticated mathematical skills or the construction of a vast electronic database.

In many cases this will be your first experience of conducting primary research. Choosing a topic

therefore constitutes part of the challenge of writing this essay. You might wish to use the essay to

explore themes that you will explore more fully in your dissertation, or you might instead base the

essay on material and/or historiographic questions emerging from one of your modules. In all

cases you should focus fundamentally on the research questions explored in the essay, on the

virtues and defects of your chosen source(s), and on the historiographic and/or methodological

context in which you situate your own research.

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Depending on the nature of the research question explored in the project, marking will reflect,

variously, the effort and originality of the collection of data under analysis, the historical and

historiographical significance of the conclusions reached, the complexity and accessibility of the

source material, and the clarity of the exposition. Specifically, you will be expected to

demonstrate:

a) skill in the use of quantitative analytical methods such as counting, or the construction ofpercentages, averages and frequencies to analyse and interpret historical sources.

b) consciousness of the significance of the conclusions reached for the historical understandingof the problem under consideration. This might include analysis of the relevance of theproject to an existing historical or historiographical debate.

c) sensitivity to the strengths and weakness of the source(s) used for this project. This mightentail discussions of:

i. the process of transferring information from the source(s) to a database for the purpose ofanalysis (this process is often called data modelling)

ii. treatment of your source(s) in other historical works.iii. specific issues raised by particular types of data (for example your treatment of foreign or

archaic currencies, or the decisions you have taken in classifying the occupations listed in acensus).

d) competence in the creation and manipulation of spreadsheets and/or databases and/or textdatabases, including, where appropriate, the use of software packages such as Access or Excel.

e) presentational skills. The essay should contain:i. a succinct report on the methodology used to analyse the sources. This methodology might

consist of a relational database or spreadsheet. It might instead comprise a moreunstructured analytical form such as a Word document.

ii. a clear statement of the conclusions reached.iii. clear and informative visual presentation of material (where appropriate).

Databases and spreadsheets are not themselves required as part of the essay (although where

appropriate, they might usefully be included as an appendix). Please note that all essays should

have numbered pages and you should consider the most appropriate method of integrating any

graphics into the text of your essay. Charts and tables should not be included in the word count.

Above all, the project should demonstrate the use of quantitative skills in the service of historical

analysis rather than as an end in themselves and it will be assessed on that basis.

Programme

Term 1

Bespoke IT training sessions will take place in the first term. Information about these sessions andabout how to sign up for them will be given in the Week 1 ‘Meeting for all New PostgraduateStudents’, Monday 5 October at 10am.

(please see http://www2.warwick.ac.uk/fac/arts/history/postgraduate for the Induction Weekplan).

Session times will also be posted on the TSM timetable:

http://www2.warwick.ac.uk/fac/arts/history/postgraduate/tsm/timetable

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Week 1 Diagnostic Test of Basic IT skills for all MA students

Group evaluations will be held on Wednesday 7th October. Please contact the

Postgraduate Co-ordinator for further information ([email protected])

Week 2 Why Quantify: An Introduction to Quantification in Historical Research (Anne

Gerritsen/Sarah Richardson)

Monday 12 October, 12 to 1, MS.04

In this session we will discuss the following:

the assessment procedures for the quantitative research skillssection of TSM

why quantification matters to historians source assessment and data-modelling by historians (for some

guidelines see Sonja Cameron and Sarah Richardson, UsingComputers in History, pp. 76-87)

Week 3 An Introduction to Sampling (Sarah Richardson)


All historians sample their data in some way. This session will consider different

approaches to sampling with their strengths and weaknesses.

Reading:

P. Hudson, History By Numbers (2000), ch. 7

R. Schofield, ‘Sampling in Historical Research’, in E. A. Wrigley (ed.), Nineteenth

Century Society, pp. 146-90.

Week 4 Using Quantitative Material: Evidence from Recent Research (Steve Hindle)


Some relevant readings may be posted on the website prior to this session.

Please check there.

Week 5 Basic statistics for Historians (Sarah Richardson)

Monday 2 November, 12 to 1, MS.04

This session will cover some basic but essential statistical methods for historians

including using time-series, indices and descriptive statistics. It will also cover the

presentation of statistical material

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Reading:

P. Hudson, History By Numbers (2000), chs. 3-5

M. Botticini, 'A loveless economy? Intergenerational altruism and the marriage

market in a Tuscan town', Journal of Economic History, 59 (1999)

Steve Hindle, 'Power, poor relief, and social relations in Holland Fen, c. 1600-

1800', Historical Journal, 41 (1998)

Martha Olney, 'When your word is not enough: race, collateral and household

credit', Journal of Economic History, 58 (1998)

Robert E. Dowse; John A. Hughes, 'Girls, Boys and Politics', The British Journal of

Sociology, 22 (1971)

Week 7 Using Quantitative Material in Research (Tim Lockley)


Some relevant readings may be posted on the website prior to this session.

Please check there.

Week 8 Student Presentations (Jenny Elliot and Harriet Palfreyman)


These student sessions are intended to give recent examples of the techniques,

sources and methods past students on the module have used. The offer current

students the opportunity to learn from their experiences, and to hear first-hand

about the benefits it has brought them for their research

Week 9 Student Presentations (Celia Hughes and Mark Hailwood)


Week 10 Student Presentations (Tim Davies and David Doddington)

Monday 7 December, 12 to 1, MS.04

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Term 2

Week 1 Drop in session/Troubleshooting (Anne Gerritsen)

Monday January 11, 12 to 1, Graduate Space

This session will discuss the assessment. Students are encouraged to bring their

projects to the session.

Week 2 Drop in session/Troubleshooting (Sarah Richardson)




Week 3 Drop in session/Troubleshooting (Anne Gerritsen/Sarah Richardson)




Week 3 (Friday 29 January 2010) Assessment due

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Methods and Approaches to History

This strand of TSM underpins the aims of the entire module, in that it alerts graduate students of

history to the many theoretical frameworks, often derived from related and contiguous disciplines,

that inform historical writing. The lecture/seminar structure should allow you to explore these

concepts and theories in some depth, and to interrogate the writing of historians who use them. It

should also help you to build up an informed knowledge of recent developments in historical

thinking as well as a history of the discipline - a history of History - itself.

Lectures take place weekly. Each is followed by two one-hour seminars, to allow the themes of the

preceding lecture to be discussed. Seminars are led jointly by the seminar tutor and that week’s

lecturer. The ‘required readings’ constitute mandatory minimal preparation for the seminar. These

have been selected by the lecture team because they are, variously, good examples of ways in

which historians have approached the ‘theory’ or concept in question, or because of their

fundamental importance to historical theory and practice, or because they introduce seminal

approaches and methodologies. The questions attached to each seminar are for guidance as you

read. A set of seminar readings follows on page 16.

If you would like to do some preliminary reading we recommend:

Anna Green and Kathleen Troup, The Houses of History. A Critical Reader in Twentieth-century

History and Theory, Manchester University Press, 1999.

Ludmilla Jordanova, History and Practice, Longman, 2000.

Keith Jenkins (ed.), The Post Modern History Reader, Routledge, 1997.

Mary Fulbrook, Historical Theory, Routledge, 2002.

PROGRAMME

TERM 1

Theme Week Lecturer Topic

The Material

Dimension

2 David Arnold Introduction to the Module

3 Chris Read The Materialism of Marx

4 Giorgio Riello Consumption

5 Giorgio Riello Material Culture

Reading Week 6

Power 7 Dan Branch Violence and Power

8 David Arnold The Realm of the Political (Gramsci)

9 Mark Knights Politics and Language

Identities 10 David Hardiman Subaltern

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TERM 2

Theme Week Lecturer Topic

Identities 1 Carolyn Steedman Class

2 Roberta Bivins Race

3 Maria Luddy Gender

4 Steve Hindle The Local

Communities 5 Beat Kumin Religion

Reading Week 6

7 Chris Hess The Nation

8 Christoph Mick Memory

9 Mia Lee The Avant Garde

10 Anne Gerritsen The Global

Assessment

This strand of TSM is assessed via a 2500 word essay. You may relate this essay to your proposed

dissertation topic, or to the content of one of your MA modules, or you may choose to explore

theory as theory, by analysing a set of ideas or approaches (‘microhistory’ ‘power’, etc) studied in

this strand. You may either use any of the questions listed in the individual seminars as the basis

for an essay title, or you may devise your own title. In any case, your ‘Methods and Approaches to

History’ seminar tutor should be consulted over the choice of topic and theme. The longer

Additional Reading lists will be useful in preparing the ‘Methods and Approaches’ essay

The Material Dimension

Introduction

Term 1, Week 2

Please note there are no readings for this lecture.

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The Materialism of Marx

Term 1, Week 3

Questions

1. Is Marxism essentially a form of ‘productive forces determinism’?

2. Did Marx insist that all societies were destined to proceed through set ‘stages’ determined by changing ‘modes of production’?

3. Do the dominant modes of production ‘determine’ a society’s class relations, forms of state or ideology/culture?

4. Does Marxism provide a ‘theory of history’?

5. To what extent does Marxism remain a source of valuable concepts and questions for historians?

Required Reading

Additional Reading

Required Readings - Please read one of the following:

Karl Marx, The Communist Manifesto

Karl Marx, The German Ideology

Karl Marx, The 18th

Brumaire of Louis Napoleon

Karl Marx, A Contribution to the Critique of Political Ideology, preface

R. Brenner, ‘Agrarian Class Structure and Economic Development in Pre-Industrial Europe’, Past & Present (1976)

G. Cohen, ‘Forces and Relations of Production’, in B. Matthews, ed., Marx: 100 Years On (1983)

G. Cohen, Karl Marx’s Theory of History (1978)

E. Hobsbawm, ‘Marx and History’, in E. Hobsbawm, On History (1997)

E. Hobsbawm, ‘K. Marx’s Contribution to History’, in R. Blackburn, ed., Ideology in Social Science (1972)

E. Hobsbawm, ‘Class Consciousness in History’, in I. Meszaros, ed., Aspects of History and Class Consciousness (1971)

R. Gottlieb, ‘Feudalism and Historical Materialism’, Science and Society (1984)

D. Kellner, ‘The Obsolescence of Marxism?’, in B. Magnus, ed., Whither Marxism? (1995)

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G. Mclellan, Marxism after Marx (1998)

R. Mishra, ‘Technology and Social Structure in Marx’s Theory’, Science and Society (1979)

S. Rigby, Marxism and History (1987)

N. Rosenberg, ‘Marx as a Studetn of Technology’, in L. Levidov, ed., Science, Technology and the Labour Process (1981)

W. Shaw, ‘The Handmill Gives us the Feudal Lord . . . : Marx’s Technological Determinism’, History and Theory (1979)

R. Williams, ‘Base and Structure in Marx’s Cultural Theory’, New Left Review (1973)

E.M. Wood, In Defence of History: Marxism and the Postmodern Agenda (1997)

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Consumption

Term 1, Week 4

Questions

1. How do different disciplines conceptualise the consumer/producer and how is this useful for the study of history?

2. What is the historical relationship between consumers, producers and households?

3. What is a market and why is consumption a ‘political act’? What is the role of social and cultural institutions in shaping the market?

Required Reading

Additional Reading

Jan de Vries, The Industrious Revolution: Consumer Behavior and the Household Economy, 1650 to the Present (2008), pp. 1-39 ORJan de Vries, ‘The Industrial Revolution and the Industrious Revolution’, Journal of Economic History 54 (1994), pp. 249-270. (Seealso the longer version of this article in Brewer and Porter, Consumption and the World of Goods.)

Marina Bianchi, The active consumer: novelty and surprise in consumer choice (New York: Blackwell, 1998), introduction (pp. 1-16)

OR John Brewer, ‘The Error of our Ways: Historians and the Birth of Consumer Society’, June 2004, available online

Ben Fine, ‘From political economy to consumption’, in Daniel Miller, ed., Acknowledging Consumption: A Review of New Studies(London and New York: Routledge, 1995), pp. 127-163. Please look especially at pp. 127-133.

Matthew Hilton and Martin Daunton, ‘Material politics: an introduction’, in Martin Daunton and Matthew Hilton, eds., The Politics of

Consumption: Material Culture and Citizenship in Europe and America (2001), pp. 1-32. Please look especially at pages 1-14.

Maxine Berg, Luxury and Pleasure in Eighteenth-Century Britain (2005), chs. 1 and 2.

Mary Douglas and Baron Isherwood, The World of Goods: Towards an Anthropology of Consumption (1978), chs. 3 and 4.

R. Floud and P. Johnson, The Cambridge Economic History of Modern Britain. Vol. 1. Industrialisation 1700-1860 (2004): Maxine Berg,‘Consumption in eighteenth and early nineteenth-century Britain’ (ch.13); Jane Humphries, ‘Household Economy’ (ch. 9).

Matthew Hilton, Consumerism in Twentieth-Century Britain: The Search for a Historical Movement (2003).

Daniel Miller, 'Anthropology, Modernity and Consumption', in Worlds Apart: Modernity through the Prism of the Local (1995), pp. 1-22.

Avner Offer, The Challenge of Affluence

Frank Trentmann and John Brewer, ‘Introduction: Space, Time, and Value in Consuming Cultures’, in Frank Trentmann and John

19

Brewer, eds., Consuming Cultures, Global Perspectives: Historical Trajectories, Transnational Exchanges (2006), pp. 1-17.

Keith Wrightson, Earthly Necessities: Economic Lives in Early Modern Britain (2000)

20


Material Culture

Term 1, Week 5

Questions

1. Why is material culture so popular?

2. What do you practically do if you wish to engage with artifacts in your research?

3. In what ways does material culture help historians?

Required Reading

Additional Reading

Leora Auslander, ‘Beyond Words’, American Historical Review, 110/4 (2006), pp. 1015-1044.

Richard Grassby, ‘Material Culture and Cultural History’, Journal of Interdisciplinary History, 35/4 (2005), pp. 591-603.

Karen Harvey, ‘Introduction: History and Material Culture’, in Karen Harvey (ed.), History and Material Culture (London:Routledge, 2009), pp. 24-47.

Jules D. Prown, ‘Material/Culture. Can the Farmer and the Cowman Still be Friends?’, in W. David Kingery (ed.), Learning from Things:

Method and Theory of Material Culture Studies (Washington and London: Smithsonian Institution Press, 1996), pp. 19-27.

John Styles, ‘Product Innovation in Early Modern London’ Past & Present, 168 (2000), pp. 124-169.

Arjun Appadurai, The Social life of Things: Commodities in Cultural Perspective (Cambridge, 1986), see in particular the editor’s

introduction.

Maxine Berg, ‘In Pursuit of Luxury: Global History and British Consumer Goods in the Eighteenth Century’ Past & Present, 182 (2004),

pp. 85-142.

Victor Buchli, ed., The Material Culture Reader (Oxford: Berg, 2002).

Adrian Forty, Objects of Desire: Design and Society Since 1750 (London: Thames and Hudson, 1986).

Steven Lubar, ‘Learning from Technological Things’, in W. David Kingery (ed.), Learning from Things: Method and Theory of Material

Culture Studies (Washington and London: Smithsonian Institution Press, 1996), pp. 31-34.

Giorgio Riello, 'Things that Shape History: Material Culture and Historical Narratives', in Karen Harvey (ed.), History and Material

Culture (London: Routledge, 2009), pp. 24

Lorna Weatherill, Consumer Behaviour and Material Culture in Britain, 1660-1760 (Oxford: Routledge, 2nd

ed. 1996).

21

Power

Violence and Power

Term 1, Week 7

Questions

1. What is Power?

2. Was Mao correct to assert that power grows out of the barrel of a gun?

3. What are the implications for historians of Scott’s work?

Required Reading

Required Reading :

(1) Michel Foucault, trans. Alan Sheridan, Discipline and Punish: The Birth of the Modern Prison (London, 1991), ‘Panopticism’

chapter.

(2) Jean-Paul Sartre, preface to Frantz Fanon, trans. Constance Farrington, The Wretched of the Earth (London, 1965).

(3) James Scott, ‘Protest and Profanation: Agrarian Revolt and the Little Tradition’, parts 1 &2, Theory and Society, 4, 1 (1977) & 4, 2

(1977) – both available through JSTOR

22

Power

The Realm of the Political (Gramsci)

Term 1, Week 8

Questions

1. How radical a revision of Marxist theory was Gramsci's concept of the state [or civil society]?

2. How useful is the concept of hegemony to the historical investigation of social conflict and control?

3. What forms might a Gramscian politics in resistance take - how effective might it be?

Required Reading

Additional Reading

1. Antonio Gramsci, ‘State and Civil Society’ in Antonio Gramsci, Selections from Prison Notebooks, London, 1971, pp. 206-76

Either:

John Savage, ‘“Black Magic” and White Terror: Slave Poisoning and Colonial Society in early 19th

Century Martinique’, Journal of

Social History, 40: 3, 2007, pp. 635-62

Or:

Clarence V. H. Maxwell, ‘“The Horrid Villainy”: Sarah Bassett and the Poisoning Conspiracies in Bermuda, 1727-30’, Slavery and

Abolition, 21: 3, 2000, pp. 48-74

[Both articles are available as an electronic resource at Warwick]

Gramsci, ‘The Modern Prince’, in Selections from Prison Notebooks, pp. 123-205; ‘Notes on Italian History’, ibid., pp. 52-120

Anne Showstack Sassoon, Gramsci’s Politics, London, 1980 (2nd

edition, 1987)

Eric J. Hobsbawm, ‘Gramsci and Marxist Political Theory’ and Christine Buci-Glucksmann, ‘Hegemony and Consent’, in AnneShowstack Sassoon (ed.), Approaches to Gramsci, London, 1982, pp. 20-36 and 116-26 respectively

E. P. Thompson, Whigs and Hunters: The Origin of the Black Act, London, 1975, Conclusion.

David Arnold, ‘Gramsci and Peasant Subalternity in India’, in Vinayak Chaturvedi (ed.), Mapping Subaltern Studies and thePostcolonial, London, 2000, pp. 24-49

Ranajit Guha, ‘Colonialism in South Asia: A Dominance without Hegemony and its Historiography’, in Ranajit Guha, Dominancewithout Hegemony: History and Power in Colonial India, Cambridge, Mass., 1997, pp. 1-99

[All of these are available in the Library, some in multiple copies]

23

Power

Politics and Language

Term 1, Week 9

Context

The session will explore the ‘linguistic turn’ that has affected many aspects of historical studies. In particular it will examine the shift

from the history of ideas/history of political thought, which used to be based on canonical and rather un-contextualised readings, to

a history of political discourse, which relates language to context, examines the changing use of key words and concepts, and seeks

to chart the variety of different ‘languages’ that could be invoked and what they meant to readers as well as authors.

Required Reading

Additional Reading

John Pocock, excerpt from introduction to Virtue, Commerce and History (The State of the Art).

Quentin Skinner, ‘Meaning and Understanding in the History of Ideas’, History and Theory 8 (1968), 3-53 [republished in a revised

version in his recent collection of essays, Visions of Politics (2000), Volume 1].

Annabel Brett, ‘What is Intellectual History now?’ in David Cannadine (ed.) What is History now? (Basingstoke, 2002)

Melvin Richter, introductory chapter on the history of concepts

Raymond Williams, Keywords: A Vocabulary of Culture and Society—pick a keyword that is relevant to your own studies.

Annabel Brett and James Tully with Holly Hamilton-Bleakley (eds.), Rethinking the foundations of modern political thought (2006)

James Tully, Meaning and Context: Quentin Skinner and his critics (1988)

A. Pagden (ed.) The Languages of Political Theory in Early Modern Europe (1987)

Terence Ball, James Farr, Russell Hanson et al, Political Innovation and Conceptual Change (1989)

Iain Hampsher-Monk, The History of Concepts: Comparative Perspectives (1999)

Pasi Ihalainen, The discourse on political pluralism in early eighteenth-century England : a conceptual study with special referenceto terminology of religious origin (1999)

Melvin Richter, ‘Begriffsgeschicte and the History of Ideas’, Journal of the History of Ideas vol. 48 no. 2 (1987), 247-63

For an introduction by Richter to Koselleck’s history of concepts’ seehttp://muse.jhu.edu/journals/journal_of_the_history_of_ideas/v067/67.2richter.html

Reinhart Koselleck, The practice of conceptual history: timing history, spacing concepts (2002)

24

Patrick Joyce, Democratic Subjects: the self and society in C19th England (1994)

Gareth Stedman-Jones, Languages of Class (1983)

Arthur Lovejoy’s The Great Chain of Being (1936)

John Searle, Speech Acts and John Austin, How to Do Things with Words (1975)

25

Identities

Subaltern

Term 1, Week 10

Questions

1. To what extent is Subaltern Studies merely a new form of ‘history from below’?

2. Examine the strategies that historians might adopt in writing a subaltern or postcolonial history.

Required Reading

Additional Reading

Angela Bourke, ‘Reading a Woman’s Death: Colonial Text and Oral Tradition in Nineteenth-Century Ireland,’ Feminist Studies, 21,

1995, pp.553-86. (Also in Gregory Castle (ed.), Postcolonial Discourses: An Anthology, Blackwell, Oxford 2001.)

Dipesh Chakrabarty, ‘A Small History of Subaltern Studies,’ in D. Chakrabarty, Habitations of Modernity: Essays in the Wake of

Subaltern Studies, Chicago 2002. (Also in Henry Schwartz and Sangeeta Ray, A Companion to Postcolonial Studies (2000).)

Dipesh Chakrabarty, ‘Postcoloniality and the Artifice of History: Who Speaks for “Indian” Pasts?’ Representations, No. 37, Winter

1992, pp.1-26

Dipesh Chakrabarty, Provincializing Europe: Postcolonial Thought and Historical Difference (2000)

Partha Chatterjee, The Nation and its Fragments: Colonial and Postcolonial Histories, (1993)

Vinayak Chaturvedi (ed.), Mapping Subaltern Studies and the Postcolonial, (1999)

Vinayak Chatuvedi, Peasant Pasts: History and Memory in Western India (2007)

Ranajit Guha and Gayatri Chakravorty Spivak (eds.), Selected Subaltern Studies, (1988)

Ranajit Guha, Dominance without Hegemony: History and Power in Colonial India, (1997)

Ranajit Guha (ed.), A Subaltern Studies Reader, 1986-1995, (1997)

David Hardiman, ‘Introduction,’ Histories for the Subordinated (2006).

David Ludden (ed.), Reading Subaltern Studies: Critical History, Contested Meaning and the Globalization of South Asia (2004)

Subaltern Studies, Vols 1 to 11 (in the library in the Social Science Periodicals section)

26

Identities

Class

Term 2, Week 1

Questions

1. ‘Class is a useful concept for historians only to the extent that it throws light on relationships between subjective identity and

social structure.’ Discuss.

Required Reading

Additional Reading

E.P. Thompson, The Making of the English Working Class (1968 ed.), Preface.

Pierre Bourdieu, Distinction. A Social Critique of the Judgment of Taste (1979), Routledge, London, 1984.

Pierre Bourdieu, ‘The Forms of Capital’, in A. H. Halsey et al (eds), Education: Culture, Economy, and Society, Oxford University

Press, Oxford, 1997, pp. 46-58.

M. Bush (ed.), Social Order and Social Classes in Europe since 1500 (1992)

David Cannadine, Class in Britain (1998), pp.1-23; pp.164-89

Fiona Devine, Mike Savage, John Scott and Rosemary Crompton (eds), Rethinking Class. Culture, Identities and Lifestyles, Palgrave,

2004.

Patrick Curry, ‘Towards a Post-Marxist History’ in Adrian Wilson (ed.), Rethinking Social History. English Society, 1570-1820 (1993).

Geoff Eley and Keith Neild, The Future of Class in History. What's Left of the Social? (2007).

G. Eley & K. Neild, ‘Farewell to the Working Class’, International Labor and Working-Class History (2000).

Patrick Joyce (ed.), Class. A Reader (1999).

J. Lawrence, ‘The British Sense of Class’, Journal of Contemporary History, Vol. 35, No. 2 (2000), pp. 307-318.

Terry Lovell, ‘Bourdieu, Class and Gender: “The return of the living dead”?’, Sociological Review, vol. 52: Supplement 2 (2005), pp.

35-56.

J. Pakulski & M. Waters (eds), The Death of Class (1996).

Sheila Rowbotham and Huw Beynon, ‘Handing on Histories’, Sheila Rowbotham and Huw Benyon (eds), Looking at Class: Film,

Television and the Working Class in Britain, Rivers Oram Press, London, 2001, pp .2-24.

Mike Savage, Class Analysis and Social Transformation (2000).

27

Mike Savage, ‘Space, Networks and Class Formation’, in Neville Kirk (ed.), Social Class and Marxism. Defences and Challenges

(1996), Chapter 3.

Beverley Skeggs, Class, Self and Culture, Routledge, London, 2004.

Beverley Skeggs, Formations of Class and Gender: Becoming Respectable, Sage, London, 1997.

Andy Wood, The Politics of Social Conflict. The Derbyshire Peak Country 1520-1770 (1999), ‘Introduction’.

E. Meiskins Wood (ed.), In Defence of History. Marxism and the Post-modern Agenda (1997).

Erik Olin Wright (ed.), Approaches to Class Analysis, Cambridge University Press, Cambridge, 2005, pp. 180-192.

28

Identities

Race

Term 2, Week 2

Questions

1. How do early modern and modern understandings of race differ, and how are they similar?

2. How do the techniques used to interpret human difference reflect the societies and periods from which they have emerged?

3. How has the historiography of race changed in the last three decades and why?

Note that all of these readings are available online via the University of Warwick databases. If not otherwise indicated, you canlocate them with Research Pro.

You MUST read at least three of the readings marked with an asterix, to include at least one reading each from groups A and B.

A – Medieval and Early Modern ‘race’

B – Modern ‘race’ - -see next page - 29

*Robert Bartlett, ‘Medieval and Modern Concepts of Race and Ethnicity’, Journal of Medieval and Early Modern Studies v. 31. no.1 (2001): p. 39 - 56

*William Jordan, ‘Why Race?’, Journal of Medieval and Early Modern Studies v. 31. no. 1 (2001) p. 165 - 173.

*Jennifer L. Morgan, ‘"Some Could Suckle over Their Shoulder": Male Travelers, Female Bodies, and the Gendering of RacialIdeology, 1500-1770’, The William and Mary Quarterly, Third Series, Vol. 54, No. 1 (Jan., 1997), pp. 167-192.

Emily Carroll Bartels, ‘Too Many Blackamoors: Deportation, Discrimination, and Elizabeth I’, Studies in English Literature Vol. 46, No.2, (2006): pp.305-322.

Thomas Hahn, ‘The Difference the Middle Ages Makes: Color and Race before the Modern World’ Journal of Medieval and EarlyModern Studies 31.1 (2001) 1-37

Kim F. Hall, ‘Beauty and the Beast of Whiteness: Teaching Race and Gender’, Shakespeare Quarterly, Vol. 47, No. 4 (Winter, 1996),pp. 461-475

Sujata Iyengar, Shades of Difference: Mythologies of Skin Color in Early Modern England (Pennsylvania, 2005),

A Loomba, ‘Periodization, Race, and Global Contact’, The journal of medieval and early modern studies 37: 3 (2007): 595 - 620

Michael McGiffert, ‘Constructing Race: Differentiating Peoples in the Early Modern World’, Shakespeare quarterly v. 48. no. 3 (1997):363

D. Ruggles, ‘Mothers of a Hybrid Dynasty: Race, Genealogy, and Acculturation in al-Andalus ‘, Journal of Medieval and Early ModernStudies. v. 34. no. 1. (2004) 65 – 94[Project Muse]

Alden T. Vaughan and Virginia Mason Vaughan, ‘Before Othello: Elizabethan Representations of Sub-Saharan Africans ‘, The Williamand Mary Quarterly, Third Series, Vol. 54, No. 1 (Jan., 1997), pp. 19-44

29

*Warwick Anderson, 'Ambiguities of Race: Science on the Reproductive Frontier of Australia and the Pacific Between the Wars',Australian Historical Studies, 40: 2, 143 — 160 [Taylor Francis Journals]

*Lundy Braun, ‘Spirometry, Measurement, and Race in the Nineteenth Century’, Journal of the History of Medicine and AlliedSciences 60 (2005): 135-169. JSTOR

*Nicholas Hudson, ‘From “Nation” to “Race”: The Origin of Racial Classification in Eighteenth-Century Thought’, in Eighteenth-Century Studies, Vol. 29, No. 3 (Spring, 1996), 247-264.

*Brad Hume, ‘Quantifying Characters: Polygenist Anthropologists and the Hardening of Heredity’, Journal of the History ofBiology Vol. 41 Issue: Number 1 (March 2008): 119-158.

*Nancy Leys Stepan ‘Race and Gender: The Role of Analogy in Science’, Isis, Vol. 77, No. 2 (Jun., 1986), pp. 261-277

*Keith Wailoo, ‘Genetic marker of segregation: sickle cell anemia, thalassemia and racial ideology in American medical writing1920- 1950’, History and Philosophy of the Life Sciences 18 (1996): pp. 305-20. Project MUSE

Mark Aldrich, ‘Progressive Economists and Scientific Racism: Walter Willcox and Black Americans, 1895- 1910’,Phylon 40 (1st Qtr.,1979), pp. 1-14. JSTOR

Eugene M. Avrutin, ‘Racial Categories and the Politics of (Jewish) Difference in Late Imperial Russia’, Kritika: Explorations in Russianand Eurasian History, Vol 8, No 1, Winter 2007, pp. 13-40 Project MUSE

Lundy Braun, ‘Spirometry, Measurement, and Race in the Nineteenth Century’, Journal of the History of Medicine and AlliedSciences 60 (2005): 135-169. JSTOR

Garland L. Brinkley, ‘The Economic Impact of Disease in the American South, 1860- 1940’, The Journal of Economic History 55 (Jun.,1995), pp. 371-373. JSTOR

W.E. Castle, ‘Biological and Social Consequences of Race-Crossing’, American Journal of Physical Anthropology, 9 (1926), 145-156

David Brion Davis, ‘Constructing Race: A Reflection’, The William and Mary Quarterly, Third Series, Vol. 54, No. 1 (Jan., 1997), pp. 7-

18. JSTOR

Carolyn Thomas de la Pena, ‘"Bleaching the Ethiopians": Desegregating Race and Technology through Early X-ray Experiments’,

Technology and Culture, Volume 47, Number 1, January 2006, pp. 27-55 Project MUSE

Matthew Pratt Guterl, ‘The New Race Consciousness: Race, Nation, and Empire in American Culture, 1910- 1925’, Journal of World

History, Vol. 10, No. 2, Fall 1999, pp. 307-352 Project MUSE

Judith T. Kenny, ‘Climate, Race, and Imperial Authority: The Symbolic Landscape of the British Hill Station in India’, Annals of theAssociation of American Geographers, Vol. 85, No. 4 (Dec., 1995), pp. 694-714 JSTOR

Michael G. Kenny, ‘A Question of Blood, Race, and Politics’, Journal of the History of Medicine and Allied Sciences, Vol. 61, No. 4,October 2006, pp. 456-491 Project MUSE

Lynn Marie Pohl, Long Waits, Small Spaces, and Compassionate Care: Memories of Race and Medicine in a Mid-Twentieth-CenturySouthern Community’, Bulletin of the History of Medicine, Vol. 74, No. 1, Spring 2000, pp. 107-137 Project MUSE

Ann Laura Stoller, "Making Empire Respectable: Race and Sexual Morality in Twentieth-Century Colonial Cultures," AmericanEthnologist 16 (1989): 26-51

Heather Winlow, ‘Mapping the Contours of Race: Griffith Taylor’s Zones and Strata Theory’, Geographical Research, 47:4 (December2009):390–407.

Heather Winlow, ‘Mapping the Contours of Race: Griffith Taylor’s Zones and Strata Theory’, Geographical Research, 47:4 (December2009):390–407.

Melbourne Tapper, ‘An “anthropathology” of the “American Negro”: anthropology, genetics and the new racial science, 1940- 1952’,Social History of Medicine 10 (1997): pp. 263-89. Project MUSE

30

Monographs

Warwick Anderson, The Cultivation of Whiteness: Science, Health and Racial Destiny in Australia (Durham NC: Duke University Press,2006). Also as E-Book

Laura Briggs, Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico (Berkeley: University of California Press,2002). Available online as E-Book

Donna Haraway, Primate Visions: Gender, Race and Nature in the World of Modern Science (London: Routledge, 1989)

James Jones, Bad Blood: The Tuskegee Syphilis Experiment, new edition (New York: Free Press, 1993)

Ania Loomba and Jonathan Burton (eds) Race in Early Modern England: A Documentary Companion.. (London: Palgrave Macmillan,2007). See in particular ‘Introduction’ .

Nancy Ordover American Eugenics: Race, Queer Anatomy, and the Science of Nationalism. (Minneapolis, University of Minnesota Press,2003)

Robert Proctor, Racial Hygiene: Medicine Under the Nazis (Cambridge: Harvard University Press, 1988).

Susan M. Reverby (ed.), Tuskegee’s truths: rethinking the Tuskegee syphilis study (Chapel Hill, NC: University of North Carolina Press,2000).

Nancy Leys Stepan, The Idea of Race in Science, Great Britain, 1800-1960 (Hampden, CT: Archon Books, 1982)

Alexandra Minna Stern, Eugenic Nation: Faults and Frontiers of Better Breeding in Modern America (Berkeley: University of CaliforniaPress, 2005). E-Book

Keith Wailoo, Dying in the City of the Blues; Sickle Cell Anemia and the Politics of Race and Health (Chapel Hill, NC: University of NorthCarolina Press, 2001).

31

Identities

Gender

Term 2, Week 3

Questions

1. How can gender be a 'category of historical analysis'?

2. What is the relationship between women's, feminist and gender history?

Required Reading

Additional Reading

Harry Cocks, 'Modernity and the Self in the History of Sexuality', Historical Journal, 49, 4 (2006), 1211-27

Joan Scott, ‘Gender: A Useful Category of Historical Analysis’, American Historical Review, vol. 91:5 (1986)

Mrinalini Sinha, 'Gender and Nation in Bonnie Smith' (ed.) Women's History in Global Perspective, (Urbana 2004)

Gisela Bock, 'Women's history and gender history: aspects of an international debate' Gender and History, 1,1 (Spring 1989), 7-30

Judith M. Bennett, Feminism and history', Gender and History, 1,3 (Autumn 1989), 251-272

Jane Rendall, 'Women and the public sphere', Gender and History, 11, 3 (1999), 475

Amanda Vickery, ‘Golden Age to Separate Spheres? A Review of the Categories and Chronology of English Women’s History’,

Historical Journal 32:2 (1993), pp. 383

Simone de Beauvoir, The Second Sex

Johanna Alberti, Gender and the Historian (London, 2002)

Joan Cadden, The Meaning of Sex Differences in the Middle Ages: Medicine, Natural Philosophy and Culture (Cambridge,1993).

Bernard Capp, ‘The Double Standard Revisited. Plebeian Women and Male Sexual Reputation in Early Modern England’, Past and

Present 162 (1999), pp. 70-100.

Leonore Davidoff, Keith McClelland and Eleni Varikas, Gender and History: Retrospect and Prospect (Oxford, 2000)

Betty Friedan, The Feminine Mystique (1962)

Carla Hesse, The Other Enlightenment: How French Women Became Modern (2001).

Linda Kerber et al., eds., US History as Women’s History: New Feminist Essays (1995)

Laura Lee Downs, Writing Gender History (2004).

32

Joan Landes, Women and the Public Sphere in the Age of the French Revolution (1986).

Thomas Laqueur, Making Sex: Body and Gender from the Greeks to Freud (1990), chap. 5 (pp. 149-192).

E. Muir and G. Ruggiero (eds), Sex and Gender in a Historical Perspective (1988).

Denise Riley, ‘Am I That Name’? Feminism and the Category of ‘Women’ in History (1988).

Lyndal Roper, Oedipus and the Devil. Witchcraft, Sexuality and Religion in Early Modern Europe (1994).

Mrinalini Sinha, 'Giving Masculinity a History: Some Contributions from the Historiography of Colonial India', Gender & History, 11

(1999), 445-460.

Londa Schiebinger, The Mind has No Sex? Women in the Origins of Modern Science (Cambridge, Mass., 1989).

Bonnie Smith, The Gender of History (1998).

Ann Stoler, Race and the Education of Desire: Foucault’s ‘History of Sexuality’ and the Colonial Order of Things (1995).

Judith M. Bennett, History Matters; Patriarchy and the Challenge of Feminism (Manchester, 2006).

33

Identities

The Local

Term 2, Week 4

Questions

1. What, if anything, differentiates local history from antiquarianism?

2. 'Local History is total history'. Discuss

3. What is the difference between 'studying villages' and 'studying in villages'?

Required Reading

Additional Reading

John Beckett, Writing Local History (Manchester, 2007), esp. pp.123-46 (‘New Approaches: The Region and the Community’), 147-66(‘New Approaches: Family History, Towns, Landscape and Other Specialisms’).

C. Geertz, Local Knowledge: Further Essays in Interpretative Anthropology (London, 1993).

M. Gray, ‘Micro-history as Universal History’, Central European History 34:3 (2001), 419-31.

B.S. Gregory, ‘Is Small Beautiful? Micro-history and the History of Everyday Life’, History and Theory 38:1 (February 1999), 100-110.

N.L. Jones & D. Woolf (eds), Local Identities in Late Medieval and Early Modern England (Basingstoke, 2007).

G. Levi, ‘On Microhistory’, in P. Burke (ed.), New Perspectives on Historical Writing (Cambridge, 1991), pp.93-113

J.D. Marshall, ‘Communities, Societies, Regions and Local History: Perceptions of Locality in High and Low Furness’, The LocalHistorian 26 (1996), 36-47.

E. Muir & G. Ruggiero (eds), Microhistory and the Lost Peoples of Europe: Selections from Quaderni Storici (Baltimore, 1991).

M. Peltonen, ‘Clues, Margins and Monads: The Micro-Macro Link in Historical Research’, History and Theory 40 (October 2001),347-59 [ONLINE]

C. Phythian-Adams, ‘Local History and National History: The Quest for the Peoples of England’, Rural History 2:1 (1991), 1-23.

C. Phythian-Adams, ‘Introduction: An Agenda for English Local History’, in C. Phythian-Adams (ed.), Societies, Cultures and Kinship,1580-1850: Cultural Provinces and English Local History (Leicester, 1993), pp.1-23.

B. Reay, Microhistories: Demography, Society and Culture in Rural England, 1800-1930 (Cambridge, 1996).

M. Rubin, ‘Small Groups: Identity and Solidarity in the Late Middle Ages’, in J. Kermode (ed.), Enterprise and Individuals inFifteenth-Century England (1991), pp. 132-50.

D. W. Sabean, Power in the Blood: Popular Culture and Village Discourse in Early Modern Germany (1984)

R.M. Smith, ‘”Modernisation” and the Corporate Medieval Village Community in England: Some Sceptical Reflections’, in A. Baker& D. Gregory (eds), Explorations in Historical Geography (Cambridge, 1984), pp.140-79.

34

K. Wrightson, ‘Postscript: Terling Revisited’, in K. Wrightson & D. Levine, Poverty and Piety in an English Village: Terling, 1525-1700(2nd ed., Oxford, 1995), pp.186-220.

K. Wrightson, ‘The Politics of the Parish in Early Modern England’, in P. Griffiths, A. Fox & S. Hindle (eds), The Experience ofAuthority in Early Modern England (London, 1996), pp.10-46.

35

Communities

Religion

Term 2, Week 5

Questions

1. How important was religion for the constitution of pre-modern communities?

2. Does religion shape society or is it the other way round?

3. Should European history be understood as a process of ‘secularisation’?

4. What is the difference between religion and magic?

Required Reading

Additional Reading

Duffy, Eamon. The Stripping of the Altars: Traditional Religion in England c. 1400-c. 1580 (2nd ed., New Haven, 2005), esp. ch.

‘Corporate Christians’. (scanned)

Halvorson, Michael J. & Spierling, Karen E.. ‘Introduction: Definitions of Community in Early Modern Europe’, in idem (eds),

Defining Community in Early Modern Europe (Aldershot, 2008), pp. 1-23. (scanned)

Berger, Peter. The Social Reality of Religion (London, 1969)

Blickle, Peter. From the Communal Reformation to the Revolution of the Common Man (trans. B. Kümin, Leiden, 1998), esp. ch.

‘Communalism’

Bossy, John. ‘Some Elementary Forms of Durkheim’, Past & Present 95 (1982), pp. 3-18.

Burke, Peter. Languages and Communities in Early Modern Europe (Cambridge, 2004).

Collinson, Patrick. ‘Religion, Society and the Historian’, Journal of Religious History 23 (1999), pp. 149-67.

Durkheim, Emile. Selected Writings (ed. A. Giddens, Cambridge, 1972), esp. chs. ‘Introduction’ and ‘Religion and Ritual’.

Gierke, Otto von. Community in Historical Perspective: A Translation of Selections from Das deutsche Genossenschaftsrecht [The

German law of fellowship] (ed. A. Black, CUP, 1990).

Hacke, Daniela. ‘Church, space and conflict: Religious co-existence and political communication in seventeenth-century

Switzerland’, German History 25 (2007), pp. 285-312

Kaplan, Benjamin. Divided by Faith: Religious Conflict and the Practice of Toleration in Early Modern Europe (New Haven, 2007)

36

Larner, Christina. Witchcraft and Religion: The Politics of Popular Belief (Oxford, 1984).

Marx, Karl & Engels, Friedrich. On Religion (New York, 1964)

Mayes, David. Communal Christianity: The Life & Loss of a Peasant Vision in Early Modern Germany (Leiden, 2004).

Muir, Edward. ‘The idea of community in Renaissance Italy’, Renaissance Quarterly 55 (2002), pp. 1-18.

Scribner, R.W. ‘Communities and the nature of power’, in his (ed.), Germany: A New Social and Economic History (vol. 1, London,

1996), pp. 291-326.

Shepard, Alexandra; Withington, Phil (eds). Communities in Early Modern England: Networks, Place, Rhetoric (Manchester, 2000).

Spufford, Margaret. ‘Puritanism and Social Control?’, in Anthony Fletcher & John Stevenson (eds), Order and Disorder in Early

Modern England (Cambridge, 1985), pp. 41-58.

Tawney, Richard H. Religion and the Rise of Capitalism (London, 1926).

Tönnies, Ferdinand. Community and Society (trans. C. P. Loomis, Mineola, 2002).

Weber, Max. The Protestant Ethic and the Spirit of Capitalism (ed. A. Giddens, London, 1992).

Wrightson, Keith & Levine, David. Poverty & Piety in an English Village: Terling, 1525

37

Communities

The Nation

Term 2, Week 7

Questions

1. What are some of the core issues in the way that historians have approached the study of nations and nationalism?

2. What are some theoretical strategies/ methodological approaches for moving beyond nations as categories of historical analysis?

Required Reading

Additional Reading

Required Readings for Lecture

Rogers Brubaker, “Myths and misconceptions in the study of nationalism” in John A. Hall, ed. The State of the Nation (Cambridge

1998) (p.272-306).

Craig Calhoun, Chapter 1 “The Modernity and Diversity of Nationalisms”(p.9-28) and Chapter 3 “Nationalist Claims to History” (51-

65) in Nationalism (Open University Press, 1997).

Required Readings for Seminar: Strategies for moving beyond nation-based history

John Fitzgerald “The Nationless State: The Search for a Nation in Modern Chinese Nationalism” in The Australian Journal of Chinese

Affairs, No. 33. (Jan., 1995), pp. 75-104.

Prasenjit Duara, “Deconstructing the Chinese Nation” in The Australian Journal of Chinese Affairs, No. 30. (Jul., 1993), pp. 1-26.

Prasenjit Duara, “Transnationalism and the Predicament of Sovereignty: China, 1900-1945” in The American Historical Review, Vol.

102, No. 4. (Oct., 1997), pp. 1030-1051.

General Texts on Nations and Nationalism

Craig Calhoun, Nationalism (Open University Press, 1997).

John A. Hall, ed., The State of the Nation: Ernest Gellner and the Theory of Nationalism (Cambridge 1998).

Ernest Gellner, Nations and Nationalism (Blackwell, 1983).

Benedict Anderson, Imagined communities: reflections on the origin and spread of nationalism (Verso, 1991).

Geoffrey Hosking and Geogre Schopflin, ed., Myths and nationhood (Hurst and Co., 1997).

China/East Asia

Jonathan Unger ed. Chinese Nationalism (M.E. Sharpe 1996).

Prasenjit Duara, Rescuing History From the Nation: Questioning Narratives of Modern China (Chicago 1995).

Prasenjit Duara, Sovereignty and Authenticity: Manchukuo and the East Asian Modern (Rowman & Littlefield 2003).

38

Communities

Memory

Term 2, Week 8

Questions

1. Is Pierre Nora right? Was the emergence of 'lieux de memoire' in the 19th century an expression of a crisis of memory?

2. How important is commemoration for nations?

3. How do nations deal with traumatic events?

4. How do you explain the 'memory boom' in contemporary historical literature?

Recommended Reading

Additional Reading

Theory and Discussion

Nora, Pierre, ‘Between Memory and History: Les Lieux de Memoire’, Representations, 26 (1989), Special Issue: Memory and

Counter-Memory, pp. 7-24.

Edkins, Jenny, Trauma and the Memory of Politics (Cambridge, 2003), Chapter 1: ‘Introduction: Trauma, Violence and Political

Community’, pp. 1-20.

Winter, Jay, and Sivan, Emmanuel, ‘Setting the Framework’, in Winter, Jay, and Sivan, Emmanuel, War and Remembrance in the

Twentieth Century (Cambridge, 1999), pp. 1-39.

Case Studies

Dabrowski, Patrice M., Commemorations and the Shaping of Modern Poland (Bloomington, 2004), Chapter 6: ‘Teutons versus

Slavs? Commemorating the Battle of Grunwald’, pp. 159-183

Edkins, Trauma and the Memory of Politics, pp. 111-174, Chapter 4: ‘Concentration Camp Memorials and Museums: Dachau and

the US Holocaust Memorial Museum’.

Theory and Case Studies

Halbwachs, Maurice, On Collective Memory (Chicago, 1992)

Nora, Pierre (ed.), Realms of Memory. The Construction of the French past. 3 vols (New York, 1996)

Winter, Jay, Sites of Memory, Sites of Mourning. The Great War in European Cultural History (Cambridge, 1996)

39

Discussion

Assmann, Jan, ‘Collective Memory and Cultural Identity’, New German Critique, 65 (1995), pp. 125-133

Confino, Alon, ‘Collective Memory and Cultural History: Problems of Method’, American Historical Review, 102 (1997), pp. 1386-

1403.

Gedi, Noa, and Elam, Yigal, ‘Collective Memory – what is it?’, History and Memory, 8 (1996), pp. 30-50.

Hue Tam Ho Tai, ‘Remembered Realms: Pierre Nora and French National Memory’, The American Historical Review, 106 (2001), pp.

906-922

Klein, Kerwin Lee, ‘On the Emergence of Memory in Historical Discourse’, Representations, 69 (2000), pp. 127-150.

Winter, Jay, ‘The Generation of Memory: Reflections on the ‘Memory Boom’ in Contemporary Historical Studies’, German

Historical Institute Bulletin [London], 27 (2000)

40

Communities

The Avant Garde (TBC)

Term 2, Week 9

PLEASE SEE WEB PAGE :

HTTP://WWW2.WARWICK.AC.UK/FAC/ARTS/HISTORY/POSTGRADUATE/TSM/TIMETABLE/TERM_2/AVANT-GARDE

Communities

The Global

Term 2, Week 10

Questions

1. How new is 'global history'?

2. What are the advantages and disadvantages of extending the scope of historical enquire to 'the global'?

3. Are there ways in which we can connect the study of the global to the study of the local, or are the two entirely unrelated?

Required Reading

Additional Reading

Vanhaute, Eric, ‘Who is Afraid of Global History’ in Ősterreichische Zeitschrift für Geschichtswissenschaften 20.2 (2009): 22-39.

‘Global History’, collection of articles by Eric Vanhaute, Jurgen Ősterhammel, John Darwin, Jack Goldstone, David Christian, Floris Cohen and Peer Vries. Ősterreichische Zeitschrift für Geschichtswissenschaften 20.2 (2009).

Fernandez-Armesto, Felipe, Pathfinders: A Global History of Exploration (Oxford University Press, 2006)

Goldstone, Jack A., ‘Efflorescences and Economic Growth in World History: Rethinking the "Rise of the West" and the IndustrialRevolution’ Journal of World History 13.2 (2002) (Project Muse)

Goldstone, Jack, ‘Rethinking Revolutions: Integrating Origins, Processes, and Outcomes’ Comparative Studies of South Asia, Africaand the Middle East 29.1 (2009) (Project Muse)

Marks, Robert, The Origins of the Modern World: A Global and Ecological Narrative (Rowman and Littlefield, 2002)

Vries, P.P.H., ‘Are Coal and Colonies Really Crucial? Kenneth Pomeranz and the Great Divergence’ Journal of World History 12.2(2001) (Project Muse)

Wasserstrom, Jeffrey, Global Shanghai, 1850-2010 (Routledge, 2009)

See also the studies available in Journal of World History & Journal of Global History

41

THE STYLE GUIDE FOR GRADUATE STUDENTS

Presentation is vitally important. This is not because there is any virtue in following rules for their own

sake, but because the rules make sense - an essay or dissertation that is well written and properly laid

out will gain your readers' confidence and convey your message to them as efficiently as possible.

Getting the presentation right is an essential part of the historian's craft.

The rules in this guide should be followed in all class essays and assessed work, as well as in the

dissertation or thesis. The standard authority on all matters of presentation and format is Judith

Butcher, Copy-editing for Editors, Authors, Publishers, 3rd edn, (Cambridge, 1992), and the MHRA Style

Guide (2002), of which there is a copy in the Graduate Programme Office. The MHRA Style Guide can

also be accessed at http://www.mhra.org.uk/Publications/Books/StyleGuide/.

A FORMAT

a) The thesis should be typed (or printed), on A4 paper, on one side only.

b) There should be a 4cm (1½-inch) margin at the left-hand side of the page, and an adequatemargin on the other three edges.

c) Spacing: The text of your essay should be double-spaced. The footnotes (or endnotes)should however be single-spaced.

d) Indentation: Except for the very first paragraph under a new heading, the first line of everyparagraph should be indented. You do not need to add extra spacing between paragraphs:the indentation alone tells the reader that you have begun a new paragraph.

e) Pagination: Number each page of your essay.

B STYLE AND USAGE

Quotations

a) Ordinary quotations: Use single (not double) quotation marks for ordinary quotations. Note

that the final quotation mark is normally placed inside punctuation (comma, full stop, etc).

However, when the quotation forms a complete sentence, the quotation mark comes after

the full stop. If the material you cite itself contains a quotation from source, you will indicate

this quote-within-a quote by using double quotation marks.

Examples:

Evans argues convincingly that ‘the industrial revolution was a protracted process, not a

single catastrophic event’. According to Evans, ‘Recent research suggests that the industrial

revolution was a protracted process, not a single catastrophic event.’ Chatterjee’s claim that

‘a group of propertied observers shouted “Hang all the convicted felons by the toes” as the

procession passed by’ suggests the intensity of middle-class support for public executions.

42

b) Inset or block quotations: When you quote four or more lines of text (or quote lines ofpoetry), use an inset quotation - that is, type the quotation as a separate block of double-spaced text consistently indented from the left margin (the right-hand margin of an insetquotation is not indented). Do not use quotation marks in inset quotations except toindicate a quote within the inset material: use single quotation marks to indicate this quote-within-the quote. Avoid over-using inset quotations, especially in short essays. Be judiciousabout what you cite - short quotes that are pithy and to the point are more convincing thanextended blocks of other writers’ text. Your own voice - not those of the authors you cite -should dominate your writing.

c) Ellipses: Always use ellipses - that is, three dots - to indicate that you have omitted materialwithin your quotation. Do not use these at the beginning or end of quotations – only in themiddle.

Example: Evans argues that ‘the industrial revolution was … not a single catastrophic event’.

(Do not put: Evans argues that ‘… the industrial revolution was … not a single catastrophic

event …’.)

Numbers

Numbers up to one hundred, when they occur in normal prose and are not statistical, should be

written in words rather than numerals. When there are many figures, however, it is better to use

words only for numbers up to nine. Avoid beginning a sentence with a numeral. Spell out ‘per cent’

(always two words) rather than using the % sign in the text.

Examples:

There were eight applicants.

By 1900, thirty-nine unions were providing benefits to 15,604 pensioners.

The jackpot was £5 million.

He spent thirty years in Broadmoor.

The seventh sister became a nun.

The interest rate was 6 per cent.

Dates

These should normally be given as 2 September 1939; commas should not be used. Spell out

centuries rather than using numerals: write ‘the eighteenth century’ not ‘the 18th century’. Use

hyphenation to indicate adjectival usage of centuries: ‘In the eighteenth century, barbers commonly

performed surgery, but unfortunately for patients not all eighteenth-century barbers were adept with

knife and needle.’

Money

Simple sums of money should be given in words: ‘A pint of beer cost two shillings.’ Sums of money

which are more complex may be written in figures: ‘A shortage of grain raised the price of beer

shockingly, to 2s. 6 1/2d.’ British currency was decimalised in February 1971. There is however no

need to convert old currency into decimal equivalents.

43

Footnotes and Endnotes

The secret of good footnoting is good note-taking. Always keep a complete record of the full source

(author, title, place and date of publication, specific page numbers) as you take notes. Whenever you

copy any passage - even a short phrase - verbatim into your notes, be sure to use inverted commas in

your notes to indicate that you have done so. This will help you to avoid accidental plagiarism.

Every footnote must refer to a source which you have actually examined. It is never correct to cite a

source that you have not personally examined without indicating this fact in your note. Thus, if you

are citing a letter from F.D. Roosevelt quoted by the author William Leuchtenberg, your footnote

might read: ‘F.D. Roosevelt to Cordell Hull, 28 August 1940, cited in William Leuchtenburg, Franklin

Roosevelt and the New Deal, p. 305.’

There are two kinds of footnotes. Explanatory notes, clarifying points made in the text, should be few

and brief. They should not be used as a dumping ground for material you cannot bear to leave out but

which is not directly relevant to your argument. Nor should they include anything which is of real

importance: if it is important, it belongs in the text, not in the notes. Most of your footnotes will be

reference notes, identifying the books and other sources from which you have drawn quotations,

evidence and other material used in the text. They should give readers all the information needed to

trace your sources, but not more than is necessary; they should be clear, consistent and user-friendly.

You do not need to reference general information widely available in the historical literature: for

example, you do not need to provide a footnote to substantiate your claim that the French Revolution

began in 1789. However, if you note that peasants in the south of France burned 112 chateaux,

destroyed over 567 metric tons of seigneurial documentation and drank 892 bottles of their former

seigneurs’ wine in 1789, you need to indicate in a note the source of your statistics.

Footnotes should be placed at the bottom of the appropriate page; endnotes at the end of the

chapter, or at the end of the essay/dissertation/thesis. If in doubt, use footnotes. A footnote or

endnote number in your text should always follow quoted or cited material. Numbers should come at

the end of a sentence or at least at the end of a clause. They should never be placed after authors’

names or other references preceding the cited matter.

You will know from your reading that there are many correct ways to format and present the

references contained in a footnote/endnote. The most important point is to be consistent. Once

you have selected a particular reference style, stick to it.

Referencing secondary literature

As a basic aide mémoire, on first citation you need the following information in the following order:

author (A), book (B), city of publication (C), date of publication (D).

a) Author’s names in notes appear in the normal order, e.g. John Smith (not Smith, John, which

is reserved for the Bibliography).

b) Titles appear in italics: these are used for book titles and names of journals. (Only use the

alternative form of underlining if you do not have access to a word processor.) BUT,

contributions within edited works or articles in journals require ‘single inverted commas’.

Remember, only if the title appears on the cover of the publication, does it go in italics; if it is

contained within, contain it inside inverted commas.

44

c) Place of publication: always a city and never a country. If two cities are indicated, e.g. New

York and Oxford, say so; if three or more, just list the first. For American cities, you have the

option of adding an abbreviation of the state too, but if in doubt, omit. You can also add the

publisher’s name after a colon, but always after the place of publication, e.g. London:

Jonathan Cape (never Jonathan Cape: London).

d) Date of publication: use the date of the actual edition you are using (not the first date of

publication), since the pagination will vary between different editions. If using a subsequent

edition, note this as below.

Abbreviated citations: upon any subsequent citation, you need only surname, short title, page

reference, e.g. Hitler, Mein Kampf, p. 672. The short title can be any memorable phrase from the full

title; one or two words will do. Writing out the full version every time is wrong.

If you are using a string of footnotes from the same source, use the handy shorthand form Ibid. (Latin

meaning ‘In the same’), followed by page number, e.g.

21. Richard Overy, Interrogations. The Nazi Elite in Allied Hands (London, 2001), p. 72.

22. Ibid., pp. 77-8.

23. Hitler, Mein Kampf, p. 80.

24. Overy, Interrogations, p. 321.

Note that the abbreviation for page is a lower-case ‘p.’ (not pg.) and for pages ‘pp.’. Do not worry

about terms such as ‘Op. cit.’ – even publishers do not encourage them anymore.

As a tip when writing up, always use the abbreviated citation, and then fill in the full details as the very

last thing you do when going through your notes looking for first instances.

In general, we are using the Oxford University Press system, so if in doubt, consult an OUP publication

as a template.

Examples:

Models for footnotes and endnotes drawn from various types of sources are given below. Makecareful note of the kind and placement of punctuation, the use of italics, etc:

a) Articles in scholarly journals:

First citation: Use: Author’s full name, ‘Full Title of Article’, Journal Name, volume number (date), page

number(s).

1

Peter Bailey, ‘Parasexuality and Glamour. The Victorian Barmaid as Cultural Prototype’, Gender and

History, 2 (1990), pp. 150-53.

Second and subsequent citations: Use: Author’s surname, ‘Short Title’, page number(s).

45

2

Bailey, ‘Parasexuality and Glamour’, p. 164.

b) Books

First citation: Use: Author’s full name, Full Title of Book (Place of publication, date of publication),

page number(s).

1

Eric Hobsbawm, Age of Extremes. The Short Twentieth Century, 1914-1991 (London, 1994), p. 67.

Second and subsequent citations: Use: Surname, Short Title, page number(s).

2

Hobsbawm, Age of Extremes, pp. 352-54.

d) Edited books

First citation: Use: Author’s full name (ed.), Full Title of Book (number of volumes if work has more

than one volume, Place of publication, date of publication), volume cited, page(s) cited.

1

W.H.B. Court (ed.), Studies in the Coal Industry (2 vols, Birmingham, 1947), I, pp. 144-46.

Second and subsequent citations: Use: Surname, Short Title, volume number, page number(s).

2

Court (ed.), Studies, II, p. 76.

d) Chapters in edited books

First citation: Use: Author’s Full Name, ‘Full Title of Chapter’, in Full Names of Editors, Full Title of

Book (Place of publication, date of publication), page number(s).

1

Sarah Gaunt, ‘Visual Propaganda in the Later Middle Ages’, in Bertrand Taithe and Tim Thornton

(eds), Propaganda. Political Rhetoric and Identity, 1300-2000 (Stroud, 1999), pp. 27-40.

Second and subsequent citations: Use surname, ‘Short title’, page number(s).

2

Gaunt, ‘Visual Propaganda’, p. 39.

Note two points from the above examples: ed. (because the full word does not end with d), but eds

(because the full word does end in s).

46

The first number of a treble figure need not be repeated, but double figures should be repeated (239-

61, 11-19, 33-39).

e) Reference to a book available in several editions

The same details are included in the first reference to such a book as in the example in b) above but

with two very important differences. You need to specify (i) the particular edition which you

consulted and (ii) the date of that edition.

For instance:

G.T. Stoker, Ireland and the Anglo-Norman Church (3rd edn, London, 1892), p. 5.

Note:

The inclusion of the details regarding the edition immediately precedes the place of publication within

the parenthesis.

Note the punctuation of the reference to the edition. If your computer package automatically

converts to 3rd, change the rd (superscript) to regular font size (rd).

It is essential to cite the edition and the date of the work which you consulted since page numbers and

content often change from edition to edition.

f) Reference to reprints and newly edited secondary work

As in the case of details regarding various editions of books consulted, all details regarding reprints,introduction, prefaces, and so on should be included if relevant.

Example:

J.T. Gilbert, A History of the City of Dublin (reprint, with intro. by F.E. Dixon, Shannon, 1972, of orig.

edn, 3 vols, Dublin, 1854-9), i, p. 17.

Note:

All details regarding reprint, introduction and so on predate the place and date of publication withinparenthesis. Details of the original edition and its date are provided.

Manuscript Sources

REFERENCES TO MANUSCRIPT MATERIAL SHOULD BE IN PLAIN FONT ONLY (NO ITALICS). A FULL REFERENCE TOA DOCUMENT SHOULD INCLUDE THE FOLLOWING INFORMATION:

The repository in which it is stored (A)

The collection to which it belongs (B)

Its title or description (C)

Its date (D)

The volume of the collection and the page or folio in the volume where it may belocated and/or any other relevant details of its location (E).

47

Examples:

First citation: Birmingham University Library, Court Papers, ‘Court Manuscript

(A) (B) (C)

on Coal’, W.H.B. Court to Sir Keith Hancock, 24 July 1916.

(D)

Second and subsequent citations: Court Papers, Memoranda on Wage,

(B) (C)

Differentials, 1943-45. Memorandum No. 2, 1944, p. 432.

(D) (E)

Note:

All of these details are necessary for a very practical reason. A manuscript, by definition, is a uniquedocument. Only one of its kind exists in the world. It is therefore essential that your reference oughtto be sufficiently clear as to enable a scholar from any part of the world to locate the particularmanuscript. Within a chapter, you can start to use a short reference system to one collection ofpapers, as in the second example above.

Birmingham Central Library, Charles Parker Archive, MSS 24/7b, Charles Parker to Arnold Wesker, 2

March 1964.

Public Record Office, HO 317/52. Letter from G. Weller to J. Armitage, 24 September 1916.

Nottinghamshire Record Office, GC98/1-3, Notebooks of Sir Gervase Clifton JP, 1795-1803.

Warwickshire County Record Office, D/234, Parish of Astley, Overseers’ Accounts, 1732-1741.

All of these references to material in national and local record offices will come under the heading of

‘Manuscript Sources’ in your Bibliography.

If you are citing a primary source which you have only seen reproduced in a secondary work (forexample quotations from a newspaper in a local history book), you should construct your footnote asfollows:

Kildare Observer, 18 June 1877, quoted in Con Costello, Kildare: Saints, Soldiers and Horses (Naas,1991), p. 42.

By constructing your footnote in this way you avoid the pretence that you yourself consulted theprimary source. This reference also shows that you are reliant upon Costello’s accurate transcriptionand reproduction of the quotation.

48

Printed primary material

In the case of primary sources which have been edited and printed the following is the format forconstructing a footnote/endnote reference.

Example:Extent of Irish Monastic Possessions, 1540-1541, from Manuscripts in the Public Record Office, London,ed. N.B. White (Dublin, 1943), p. 45.

Note: The title (the primary source) is listed first, rather than the name of the editor. This is the casesince the volume has not been written by the editor and it is the printed version of the source which isof paramount importance rather than the identity of the editor.

Other References

W.H.B. Court, ‘Coal and Communism’, The Times, 24 June 1979, p. 5.

This is the form to use for reference to a newspaper or a weekly magazine. No volume number is

needed. It is a peculiarity of The Times newspaper that it registered its name with the definite article.

It is always written The Times. Other newspapers and weeklies are referred to without the article:

Guardian¸1 May, 2001; Poor Man’s Guardian, 24 July 1803; Lancet, 27 January 1863.

Hansard’s Parliamentary Debates, 3rd series, vol. 184, cols 1797-1813.

British Parliamentary Papers, 1866 L1, Part 2, Further Papers Relating to the Distubances inJamaica.

British Parliamentary Papers, 1866 [3683] and [3683-I] XXXI, Report of the Jamaica RoyalCommission (1866), Part I, Report, and Part II, Minutes of Evidence and Appendix.

‘Petition for Extension of the Electoral Franchise to All Householders, Without Distinction ofSex … (7 June 1866, No. 8501)’, Reports of the Select Committee of the House of Commons onPublic Petitions, Session 1866, Appendix.

This complex form of numbering will be crystal clear once you hold a volume of Parliamentary Papers

in your hand; these numbers and references are clearly marked on each volume, and absolutely

necessary information for anyone attempting to use your reference to locate the source. Which after

all, is what a reference is for.

Duncan Hall, ‘“A Pleasant Change from Politics”. Music in the Labour Movement betweenthe Wars’ (PhD thesis, University of Warwick, 2001), pp. 85-89.

R.J. Fusillo, ‘The Staging of Battle Scenes on the Shakespearian Stage’, (PhD thesis, Universityof Birmingham, 1966), p. 74.

(Note here that PhD theses are not published, so their titles are not italicised or underlined.)

Appendix 5

49

Websites

There are special conventions for citing materials from electronic media, such as online journals,

databases, electronic bibliographies, WorldWideWeb sites, internet discussion groups, and e-mail

communications. The essential principles are the same as with printed works or manuscripts: sources

should be acknowledged, and readers should be given the information that would allow them to check

them for themselves if they wish. Formats for citation vary according to the type of medium and

source material being used. The following guides may be useful:

Maurice Crouse, Citing Electronic Information in History Papers, available online at

http://history.memphis.edu/mcrouse/elcite.html (26 March 1998);

Andrew Harnack and Eugene Kleppinger, Online! A Reference Guide to Using Internet Sources (New

York: Bedford Books/St. Martin’s, 1998), extracts available online at

http://www.bedfordstmartins.com/online/citex.html

Melvin E. Page, A Brief Citation Guide for Internet Resources in History and the Humanities (1996),

available at http://www.h-net.msu.edu/about/citation/.

In general follow the use format:

First citation: Use: Author’s full name, ‘Title of Page’, Title of complete work if page is part of a group

of documents, date page was created. URL (date you saw page).

1

Debbie Abilock, ‘Research on a Complex Topic’, Nueva Library Help, 8 August 1996.

<http://www.neuva.pvt.k.12.ca.us/-debbie/library/research.html> (1 October 2001).

Second and subsequent citations: Use: Author’s surname, ‘Short title’.

2

Abilock, ‘Research on a Complex Topic’.

Note: These precise formats may not suit all circumstances. Works published as printed books or

articles, but which you have consulted on a Website, should be cited in the usual way for printed

material, but with a note -[consulted at http://www… (date)] - added in brackets. This rule also

applies to manuscript or printed documents that have been made available on the Web.

Photographs, illustrations, etc:

If you copy a photo, illustration, chart, etc. from another source into your essay, use a credit line to

indicate your source. The credit line should be placed immediately below the illustration and should

include a descriptive title for the illustration plus full bibliographical information on the source from

which it derives. The bibliographical information will adhere to the same style as a footnote - except

that it will not begin with a footnote number.

Examples:

Illustration 1: Photograph of a man-eating tiger in Bihar, 1872. From Harold Jameson, The Tiger in

Modern History (London, 1989), 322.

Illustration 2: Oil painting of a man eating a tiger in Bengal, 1754. From Jane Lewis, ‘Eating Tigers in

Historical Perspective’, History Today, 11, 3 (June 1999), 67.

50

PRESENTATION OF STATISTICAL DATA: A BRIEF NOTE

Regarding statistical presentations, the following guidelines should be observed:

Tables:

Tables should be made directly relevant to the contents of the text. If necessary, they maybe incorporated as part of the main body of the text. Alternatively, they may beincorporated as appendices to the rear of your work.

All tables should have a table number and a title, including dates where applicable.

The source of the data used should be cited beneath the table, i.e. not in a footnote.

Column headings should be clearly legible.

Ideally, columns and rows should be of equal size.

Total numbers (for example the total population of an area) should be cited at the end of therows or columns as appropriate.

In the event of your using a table taken from another scholar’s publication or thesis, youshould acknowledge that scholar’s work as the source cited beneath the table.

Diagrams:

Diagrams should be shown to be relevant to the content of the text and may be includedwithin the main body of the text if necessary. Otherwise, they may be presented asappendices at the end of your text.

All diagrams must have a Fig. Number and a full title, including dates where applicable.

The source(s) for the data used should be cited beneath the diagram.

Each axis in a diagram must be clearly labelled.

A key to all colour coding or shading used should be provided.

Colour coding or shading should be clearly distinguishable.

Again, in the event of your incorporating a diagram taken from another scholar’s publicationor thesis, you should acknowledge that scholar’s work as the source cited beneath thediagram.

BIBLIOGRAPHY

A Bibliography collects together in one place and lists all material to which reference has been made in

the body of the work. If you have not quoted from, cited, or referred to a work or a body of material

in your dissertation (if, for example, you have just read a book and found it helpful but not

mentioned it), then it should not be in your Bibliography.

You will probably not need to use all of the following subheadings in your Bibliography. However, this

is the usual sequence for presenting alphabetised references:

MANUSCRIPT SOURCES

(List national before local archives)

GOVERNMENT PUBLICATIONS

NEWSPAPERS AND PERIODICALS

51

CONTEMPORARY ARTICLES, BOOKS, PAMPHLETS AND SPEECHES

PUBLISHED SECONDARY SOURCES

UNPUBLISHED PAPERS AND THESES

WORLD WIDE WEB SOURCES

Using one of the formatting models shown above, a fragment of a Bibliography would look like this:

PUBLISHED SECONDARY SOURCES

Gaunt, Sally, ‘Visual Propaganda in the Later Middle Ages’, in Taithe and Thornton, Propaganda, pp.

27-40.

Porter, Roy, Patients and Practitioners (Cambridge: Cambridge University Press, 1985).

Swartz, Sally, ‘Colonising the Insane. Causes of Insanity in the Cape, 1891-1920’, History of Human

Sciences, 8:4 (1995), 39-57.

Taithe, Bertrand, and Tim Thornton (eds), Propaganda. Political Rhetoric and Identity, 1300-2000

(Stroud: Sutton, 1999).

Thompson, E.P., Whigs and Hunters. The Origin of the Black Act (London: Allen Lane, 1975).

Note that material in your Bibliography is organised alphabetically by the author’s surname. When

referencing articles or chapters in edited volumes in your Bibliography, cite the page numbers of the

article or chapter as a whole - not just the particular pages you have cited in your footnotes.

British versus American Usage: The style illustrated above is standard British usage. A number of the

books and articles you read will be published in the US and thus will employ standard American style,

which departs in various respects from British usage. (For example, American usage calls for use of

double, rather than single, quotation marks in ordinary quotes and around journal titles, and places

punctuation marks outside, rather than inside, terminal punctuation). For your written work at

Warwick, always consistently employ standard British usage as detailed above - even when referring

to material published in the US which uses American conventions.

LAYOUT

The sequence of section of a Taught Master’s dissertation should be as shown on the specimen pageand title page. There should be a summary of the thesis, not exceeding 300 words, bound in at thebeginning of the thesis. The summary should not extend beyond a single A4 side.Students presenting dissertations for a degree by research should consult the University of WarwickGraduate School’s booklet ‘Guide to Examinations for Higher Degrees by Research’ which theGraduate School will post to you in the final year of registration, and which can also be consulted athttp://www2.warwick.ac.uk/services/academicoffice/ourservices/gsp/studentadmin/guide_to_examinations_for_higher_degrees_by_research_amended_mar09.pdf

52

SUBMITTING

All candidates must submit theses (two copies) for examination in a soft binding, which is normally

carried out by Warwick Print (via the on campus Post Office). PhD and MA (by Research) theses should

be taken to the Graduate School Office in University House and a fee for hard binding paid directly to

them. Taught MA Theses must be handed in to eh History Graduate Programme Office by the

required submission date.

53

THE WOMEN POTTERY WORKERS

AND TRADE UNIONISM, 1890-1905

University ID Number: 0485884

Submitted in part fulfilment for the

degree of MA in History at the

University of Warwick September 1979

This dissertation may be photocopied

54

CONTENTS

Acknowledgements i

Summary or Abstract ii

List of maps iii

List of tables iv

Introduction 1

1 Coventry: the economic and social background 9

Industries 10

Occupations 14

Class structure 20

2 The Conservative Party 34

Organisation 35

Activists 40

Voters 47

3 The Labour Party 56

Organisation 58

The role of the unions 67

Bases of support 73

55

4 The 1951 election 80

Issues 82

Course of the campaign 88

Results 93

Conclusion 103

Appendices

1 Local election results 1945-51 110

2 Oral respondents 111

Abbreviations 120

Notes 121

Bibliography 140

56

GUIDE TO EXAMINATIONS FOR HIGHER DEGREES BY RESEARCH

MA (by Research) and MPhil/PhD students must consult the ‘Graduate School's Guide to

Examinations for Higher Degrees by Research’, which can be found at

http://www2.warwick.ac.uk/services/academicoffice/ourservices/gsp/studentadmin/guide_to_exami

nations_for_higher_degrees_by_research_amended_mar09.pdf.

Part I: ‘Guidance to Students on Submission and Examination of the Thesis’, No. 4 ‘Presentation of The

Thesis’ (pp. 7-10) contains further vital information about the presentation of your dissertation.

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