English For History

What is History? Dr Mark J Crowley E-MAIL: MJC83@LIVE.CO.UK Objectives ‡ Study the different interpretations of history ‡ Understand different research methods ‡ Examine debates in historiography (Marc Bloch and E H Carr) ‡ Understand the role of interdisciplinary history Edward Gibbon (1700s) ‡ History is, indeed, a little more than the register of the crimes, follies and misfortunes of mankind Napoleon ‡ History is a myth we all agree to believe Henry Ford ‡ History is more or less bunk Winston Churchill ‡ History is written by the victors ‡ History will be kind to me, for I intend to write it Marc Bloch, The Historian s Craft ‡ The good historian is like the giant of the fairy tale. He knows that wherever he catches the scent of human flesh, there his quarry lies. (1943) Interrogate the sources ‡ From the moment when we are no longer resigned to purely and simply recording the words of our witnesses, from the moment we decide to force them to speak, even against their will, cross-examination becomes more necessary than ever. Indeed it is the prime necessity of well-conducted historical research . Karl Popper ‡ there can be no history of the past as it actually did happen; there can only be historical interpretations, and none of them final, and every generation has to frame its own E H CARR ‡ "The belief in a hard core of historical facts existing objectively and independently of the interpretation of the historian is a preposterous fallacy, but one which it is very hard to eradicate". Distinctions of history ‡ "facts of the past (historical information that historians deem unimportant) ‡ "historical facts", information that the historians have decided is important ‡ Reject concepts like good and evil when making judgements about events and people Understand the context ‡ Study the historian before you begin to study the facts .. When you read a work of history, always listen out for the buzzing. If you can detect none, either you are tone deaf or your historian is a dull dog . By and large, the historian will get the kind of facts he wants. History means interpretation. Foundations of history ‡ "Social history is the bedrock. To study the bedrock alone is not enough; and becomes tedious; perhaps this is what happened to Annales. But you can't dispense with it". Becoming interdisciplinary ‡ "History is preoccupied with fundamental processes of change. If you are allergic to these processes, you abandon history and take cover in the social sciences. Today anthropology, sociology, etc, flourish. History is sick. But then our society too is sick". Criticisms of Carr ‡ ...an extraordinarily arrogant attitude both to the past and to the place of the historian studying it : Geoffrey Elton, (1967) ‡ No interest in examining causation Hugh Trevor-Roper ‡ anything that has been condemned by Carr, Thompson and Hobsbawm must have something to recommend it Andrew Roberts Conclusion ‡ ‡ ‡ ‡ ‡ History has now become interdisciplinary Studying the facts alone is not enough Sources need to be interrogated Interpretation is vital Perspectives are conditioned by experiences and outlook. 

Page 1 of 37 Wuhan University History Department English for History Course Leader: Dr Mark J Crowley Room 511 Department of History Wuhan University E-mail: mark.crowley@whu.edu.cn Please contact Dr Crowley by e-mail if you have any questions about any aspects of the course. For issues about enrolment, sickness and other matters, please contact Dr Crowley AND the postgraduate secretary, Ms Liu Yiying by e-mail, liuyiying08@yahoo.com.cn Page 2 of 37 Contents Welcome to English for History! Teaching Timetable & Course Etiquette Teaching Plan Aims and Objectives Rules and Regulations for Examinations and Assessment Assessment methods & Examination Format Topic List Essay Questions Essay Writing Guide A note about plagiarism A Guide to Referencing Writing a Bibliography Sample Bibliography Suggested reading 3 4 5 6 7 8 11 13 14 19 20 24 27 28 Page 3 of 37 Welcome to English for History! Hello students! Welcome to our course! It is my pleasure to be teaching you this term, and I really hope that you will enjoy studying on this course as much as I enjoy teaching it. Teaching is one of the most rewarding and enjoyable parts of my job, and I really hope that through studying this course, you will learn a lot and that you will be better-informed as students and future historians as you continue with your studies. I have been teaching in various universities since 2005. I graduated from Cardiff University in Wales, where I was a major in Modern History and Politics. I then studied at Oxford University for my Master degree, and then completed my PhD at the University of London. I have had the pleasure of meeting students from all over the world in my work and also at the various conferences in the United Kingdom, Europe, Canada and the United States of America where I have presented my research, at I feel privileged to be doing this job. Also, I have learned a lot from my students over the years, and this helps me to feel fulfilled in my work. I came to China in 2009 for my summer holiday. I loved this country so much I decided that after completing my PhD, I would come to work here. I left Britain in February 2010 originally to start a one-year appointment teaching English at a university in Wuhan. The move to China has changed my life. I liked China so much, I decided to stay, and from February 2011 I was appointed as Lecturer in History at Wuhan University, and ever since then, I have had the pleasure of working in the History Department. I will also get married in China in October, and my life here is extremely happy. You may feel that this course is different in its approach and method to other courses that you are following as part of your studies. Don’t be afraid – it will all make sense! The purpose of this course is to study the way historians write, and the influences on their thoughts and styles. In doing so, you will be able to deeply analyse the value of historians’ writings, the usefulness of sources, and gain a deeper appreciation of the discipline of history. Moreover, you will be able to see how and why history as an academic subject is important and still relevant in the 21st century. If you have any questions at any time, please let me know, and I will be happy to help you. I am very happy to have you on my course, and I hope you will have an enjoyable time. Best wishes! Mark Page 4 of 37 Teaching Timetable & Course Etiquette  This course begins on 13 February, 2012.  Lectures are on Mondays, 9.50am-11.30am in Room 103, Li Xue Yuan(理学院)  There are 18 weeks of teaching.  The last lecture for this course will be on 11 June, 2012.  In April, some classes will be rescheduled because I am attending conferences. You will be informed in the lecture and by e-mail about the rescheduled times.  Please check your e-mail inbox regularly for information about this course.  The PPT presentations, after each topic has been completed, will be posted in the ‘English for History’ section of this website: http://whu-cn.academia.edu/MarkCrowley/Teaching  If you have problems downloading the PPT presentations, please let me know and I will send them to the e-mail list.  Downloading the PPT presentations is NOT a substitute for attending lectures. If you just download the PPT presentations you will not understand the course material fully.  If I notice that lecture attendance is declining after the PPT presentations are uploaded to the internet, I shall NOT continue to offer this facility for the course, and no further electronic copies of any teaching materials will be provided.  Please communicate with me if you have any questions.  If you want to schedule a meeting with me, please send me an e-mail with information about your available time, and we can arrange a mutually convenient time to meet in my office. Page 5 of 37 Teaching Plan Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Teaching Content and Schedule Introduction to the course Historiography 1: What is History? Historiography 2: The use and misuse of sources Historiography Interpreting Europe Approaches to History 1: Marxism Approaches to History 2: Comparative History Approaches to History 4: Political Philosophy Writing History 1: Political History Writing History 2: Social History Writing History 3: Economic History Writing History 4: Women and Gender History Class Test Sources 1: How to analyse sources Sources 2: Britain in the interwar years Sources 3: World War Two Sources 4: 'Never Had it so good' Summary and Revision Exam Teaching Method PPT PPT with source extracts PPT with source extracts PPT PPT with source extracts PPT with source extracts PPT PPT with reading PPT with source extracts PPT with readings PPT with readings -----PPT with source extracts PPT with discussion PPT with discussion PPT PPT -----Number of Teaching Units 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 Aims and Objectives Page 6 of 37 Objectives of the Course • • • • • prepare students for PhD research train students in using English sources instruct students in research design teach students the skills and analysis required for modern historical study to study some of the most significant topics of the period from European nation building to modern British politics. to promote interdisciplinary study between History, Politics, English and popular culture through focusing on modern and contemporary history and culture; • Learning outcomes At the end of the course, students will: • • • • • demonstrate an understanding of broad themes in modern history. know the skills required to pursue specialised study. have the ability to use primary sources, and be able to critique their usefulness. understand the various methodological approaches to historical study. develop core skills in use of library, critical reading in primary and secondary sources, and essay-writing. Rules and Regulations for Examinations and Assessment Page 7 of 37 The examinations and assessments procedure for this course will be conducted in accordance with the Rules and Regulations laid down in the relevant statutes of Wuhan University. For further guidance on the complete rules and regulations of examinations and assessment procedures, please check the relevant rule books available from the secretaries in the History department. All examinations and assessments must be monitored and conducted in accordance with the University’s statutes. This means that any breach of these statutes is regarded as a serious academic offence. Any violation will lead to disciplinary action being taken against you in accordance with the University’s disciplinary procedure. Each case of academic breach will be referred to a panel of Professors who will apply the relevant sanctions in accordance with Wuhan University’s statutes of academic standards. Each case will be decided on its evidence and merits. However, it is important to emphasise that in 2011, the decision of the disciplinary panel regarding the case of the student who plagiarised his essay on this course was to remove him from Wuhan University, meaning that he did not graduate. If you have any queries about the rules and regulations of assessment and examinations, please refer your query to Dr Crowley. Assessment methods & Examination Format There are three methods of assessment for this course: Page 8 of 37 Written assignment (30%) Class Test (10%) Final Examination (60%) Written Assignment An essay of no more than 3,000 words (but no less than 2,000 words)– this is very important, and counts for 30% of your final grade in this subject. Please submit this assignment in class by 4 June, 2012. On your essay, you should clearly put your name (in Chinese pinyin) and your student number on the front page. If you submit this essay late without a written request to me in advance, you will be given 0% Please submit one paper copy to me in class, and one copy of your essay to me by e-mail (mark.crowley@whu.edu.cn). Class Test This is a test where students are required to give short answers to questions based on the materials presented in the lectures. The result of this test will form 10% of your final grade in this course. This test will be given towards the end of the course – I have provisionally placed this on week 12 of the teaching timetable, but this could be subject to change depending on how quickly we cover the course material. The confirmed date of the test will be given in the lectures and by e-mail in due course. If you fail to attend the class test you will be given 0% for this assessment. In the event of illness or other problems, please contact me and the postgraduate secretary in advance by e-mail for alternative arrangements to be made. Examination There will be an examination at the end of term. This counts for 60% of your mark in this subject. The exam will be held after the full 18 week teaching period. As a guide, the exam schedule for this semester is between 17-30 June 2012. As soon as the University have given me confirmation of the date that this exam can be held, all students will be informed in the lectures and by e-mail. If you fail to attend the exam you will be given 0% for this assessment. In the event of illness or other problems, please contact me and the postgraduate secretary in advance by e-mail for alternative arrangements to be made. Page 9 of 37 Format of the Final Examination Examination Rules In this exam, you will be supervised by Dr Crowley and other members of the History department. It is important that you adhere to all the rules of conduct when participating in exams. Cheating in exams is a serious academic offence. Do not do it. If you are caught or are suspected of cheating, you will fail the exam immediately. As soon as the exam begins, here are the rules that will be in place: • • • • • NO TALKING NO BOOKS NO COPYING FROM THE PEOPLE NEAR YOU NO CELL PHONES NO CLASS NOTES The exam will be 1.5 hours in duration The exam will be held in our usual classroom in June (date to be confirmed) The paper will be in two sections SECTION A: ESSAY (about 45 minutes) Students will be required to write an essay. The essay topics will come from Part 1, Part 2 and Part 3 of the course (see topic list below for further details) Page 10 of 37 Students can write about the same topic as the one they wrote about for their assessed essay, since the focus of the examination questions will be different. SECTION B: SOURCES (about 45 minutes) Students will be required to analyse and answer questions about original historical sources Source material will be included with the examination paper Students will need to answer the list of questions provided Students will need to comment about the sources, especially on the following aspects: • • • • • The purpose of the source How useful is it? What are the problems with the source? What are the difficulties for historians when using sources? How much does the source contribute to our knowledge of the period it is writing about? Topic List This course is divided into 4 parts: Page 11 of 37 1. historiography 2. approaches to history 3. writing history 4. sources The topics we will study is as follows: Part 1: Historiography • • • What is history? The use and misuse of sources Interpreting Modern European History Part 2: Approaches to History • • • • Marxism Comparative History Counterfactual History Intellectual History (the history of ideas) Part 3: Writing History • • • • Political History Social history Economic History Women and Gender History Page 12 of 37 Part 4: Sources • • • • The First World War Britain in the Interwar Years World War Two 'Never Had it so good' Britain in Austerity and Growth Essay Questions Essays should be submitted in the class by 4 June, 2012 (or earlier if you wish) Please type your essays on the computer. Page 13 of 37 Please use font size 12 with double line spacing Please print your essays on one side of A4 paper Choose ONE of these topics, and write an essay of no more than 2,000 words. 1. Karl Popper once said “There can be no history of the past as it actually did happen; there can only be historical interpretations, and none of them final, and every generation has to frame its own”. Do you agree with him, and what are the debates in the west about how history is written? 2. What are the different approaches historians can use when analyzing sources, and what are the dangers caused by misusing sources? 3. What are the main elements of Marxist historiography, and do you think they are useful today for the study of history? 4. What are the advantages and disadvantages of comparative history? Do you think this is a useful mode of historical analysis? 5. What is counterfactual history, and is it a useful mode of historical analysis? 6. How important is using political theory (the history of ideas) to the study of history as a discipline? 7. What are the advantages and disadvantages of political history, and why do you think that its popularity has reduced in the western world? 8. What are the advantages of studying social history, and why do you think this has become an increasingly popular area of study for modern historians? Page 14 of 37 Essay Writing Guide I appreciate that the style of writing an essay in western universities is probably different to that in China, so I have put some advice below to help you to write an essay. Style I appreciate that English is not your native language, and therefore I understand that this is a difficult task. However, please make sure that the essay is written in good English, although I will not penalise students for linguistic mistakes. The main purpose of this course is to introduce students into the new analytical methods in the study of history, and I want to see that you display these clearly in the assignment. Reading Doing some additional reading for this course is important. However, the PPT presentations can provide a good framework for your responses. You can combine this information, together with your additional reading to write your essay. The most important thing to ensure is that when you do this, you clearly state your opinion. Don’t just repeat back to me what I said in the class – tell me what you think about the topic, and show how you use your analytical and reasoning skills to make your judgements! Structure of the essay The structure of a historical essay normally comes in 3 parts: Page 15 of 37 1. Introduction 2. Main Body 3. Conclusion Introduction (about 300-400 words) At this part of the essay, you need to do the following: • • Set out your interpretation of the question. Identify the debates on the topic: who are the major historians, and what have they said? • Why do people disagree about the topic? background/historical approach. Identify the influence of their • • Give a brief suggestion of what you believe to be the answer Do you agree or disagree with the current interpretations (remember, you don’t have to agree, as long as you can demonstrate good analysis to challenge the current writings!) • Say how you are going to answer the question (identify your structure) Main Body Page 16 of 37 The main body of the essay is where the main analytical work is done. This is where you have to analyse the question deeply and clearly state your opinion and proving that your thoughts are based on strong analysis and evidence. The most important thing to remember here is that all essays at this level should have a deep and strong analysis. That is why it is important to focus on a small number of points and analyse them deeply and closely, rather than trying to look at many issues and doing very little analysis. An essay at postgraduate level is trying to test your ability to analyse, criticise and offer your interpretation of the main historical events and historical methods in the discipline of history. To best achieve this, I always advise students to choose 3 main points, and to spend one paragraph on each main point, analysing the question and offering their own interpretations. Below is an example on how you should structure a paragraph in the main body of the essay. Main Point (about 400-450 words) I advise the following structure: • • • Outline your main point. Clearly state your opinion. Prove your point by referring to a historian and his/her work. Challenge or support the point through the use of evidence that you deem appropriate. Offer your interpretation on why people debate the issue. • • Page 17 of 37 • Provide a brief summary of your main point at the end of the paragraph and say how this relates to the question. Main Point 2 (400-450 words) and Main Point 3 (400-450 words) should also follow the same structure. Conclusion (about 300 words) The purpose of the conclusion is to summarise your main points and to explain what your final opinion on the question actually is. could be as follows: You should say why you have reached this conclusion, and how this fits with, or challenges the current interpretations. The structure • • • • • A sentence on each of your main points as a summary What is your final opinion on the question? Why do you have this opinion? Does this challenge or fit with the current interpretations? Overall, how useful are your findings and the current interpretations to the study of history? The importance of analysis: How to be more analytical Page 18 of 37 I cannot stress enough how important good analysis is for writing an essay at this level. Here is some advice to help your analytical skills when you are writing the essay: What is the question is actually asking you to write about? Make sure that you take time to read the question carefully and actually write about what it is asking you to answer. For example, one question could ask you: “How useful is social history as a method of historical analysis?”” The key words in the question are “How useful”. Therefore, you should not write everything you know about Social History because this is not what the question is asking. It is asking you to make a judgement about the validity and usefulness of a method of historical analysis. In your answer, you need to focus on the issue of usefulness (because this is what the key words “how useful” are asking you) and you could approach it in many ways, as shown below: 1. Argue that Social History is not important at all as a method of historical analysis. 2. Argue that it is the most useful method of historical analysis. 3. Argue that it is useful, but there are also other important historical methods. 4. Argue that other historical methods are more useful, but that social history is also useful. 5. Any other interpretation that you believe to be valid, as long as the focus that you have in the essay is on the key words, which are “how useful”? The most important point to remember here is to decide your approach, with the focus being on making a judgement, referring to the key words “how useful”. You need to show that you can balance and measure a range of facts, and then come to a final conclusion on how useful social history is as a method of historical analysis. Do not write down everything you know Page 19 of 37  Writing everything you know about a topic does not answer the question. You need to keep a focus on what the question is asking you to do.  You need to relate your information to the question in an appropriate way, choosing what is relevant and omitting what is irrelevant.  You need to prove that what you say actually answers the question  You need to appropriately evaluate and criticise the material that you have used Avoid purely describing something  Description is important, but it does not explain why something happened.  You need to demonstrate, through your use of books, sources and analytical skills why you think a certain event or problem existed.  You need to explain whether your findings challenge or support the work that has been written about this.  Avoid writing lists  You need to evaluate and discuss Plan your work • Plan your research: identify the books and articles you want to read and then make a research plan. • What question are you trying to answer? State clearly in the essay your interpretation of the question and say how you are going to answer it • What contribution does your work make? Highlight this by showing why your work is important. • Does it tell us anything new? If it does, you need to emphasise this and say how and why this is important. Page 20 of 37 A note about plagiarism Simply put, plagiarism is copying other people’s work and claiming it is your own. DO NOT DO IT! This is actually considered as academic theft. There are many ways in which I can find out that you have copied. Unfortunately, every year, I have caught at least one student who commits plagiarism. Despite clear warnings, there always appears to be at least one student who feels that they can try to cheat in an assignment. This is very foolish, since all assignments are graded by the course tutor, but are also passed to other teachers in the department before a final mark is decided for your examination grade. Therefore, since many people will see your work, successfully identifying any malpractice is almost inevitable. The punishment for plagiarism or any form of cheating is severe. First, you will get 0% for the essay, and you will be told to leave the course. Therefore, you will fail this course. You may also be forced to leave Wuhan University, but this is ultimately the decision of the disciplinary panel that will be set up to decide this case. Last year, a student who was due to graduate was forced to leave Wuhan University because he was found guilty of plagiarising his essay in this course. His essay was an exact copy of a Wikipedia article. Not only was this completely stupid and irresponsible, it also Page 21 of 37 meant that he had spent 3 years studying for his Master degree at Wuhan University and failed to graduate. Wuhan University has high academic standards and always seeks to maintain them – people who cheat through plagiarism or any malpractice will be subject to the most severe sanctions as stated in the University’s regulations. Plagiarism is a serious academic breach. It is not worth putting the rest of your academic future at risk. You are all intelligent people – you don’t need to copy other people’s work, because your own work is good enough! A Guide to Referencing Please use the footnote system for writing your essay, where you insert a number at the end of a sentence to reference your point. The full reference will then go at the bottom of the page. Here is an example from my own work: Before 1914, occupational regulations in the labour market had designated specific and different jobs for men and women.1 The reference then goes to the bottom of the page. At the bottom of the page, you then need to give details about the source that you have used. You can do it in the following way. Books In the footnote, books need to have: • • the name of the author, the title of the book (in italics), the place of publication • 1 Joanna Bourke, Working Class Cultures in Britain, 1890-1960 (London, 1994), p. 101. Page 22 of 37 • • the year of publication the page number (s) followed by a full stop (.) Example: Joanna Bourke, Working Class Cultures in Britain, 1890-1960 (London, 1994), p. 101. If you reference a book more than once in your essay, every subsequent time it is used it can be abbreviated, just like this: Bourke, Working Class, p. 123 Chapters in edited books These need to be referenced in the following format: • • • author of the chapter, title of the chapter (in single inverted commas, like this ‘ ‘), title of the book (in italics), place of publication, year of publication page numbers used. If it is an edited book, you put (ed.) at the end of the book author’s name, or if there is more than one editor, it is (eds.). • • • • Example: J. M. Winter, ‘The Demographic Consequences of the War’ in Harold L Smith (ed.) War and Social Change British Society in the Second World War (Manchester: Manchester University Press, 1986), pp. 151-178. Carol Pursell, ‘Am I a Lady or an Engineer?’ in Annie Canel, Ruth Oldensiel, and Karin Sachmann (eds.) Crossing Boundaries, Building Bridges: Comparing the History of Women Engineers, 1870s-1990s (Amsterdam, 2000), p. 52. *** Page 23 of 37 ***Notice here, it is (eds) since there is more than one editor for the book. If you reference a book chapter more than once in your essay, every subsequent time it is used it can be abbreviated, just like this: Pursell ‘Am I a Lady’, in Canel, Oldensiel and Sachmann (eds.) p. 55. Journal Articles These need to be referenced in the following format: • • • the name of the author, the title of the article in single inverted commas (‘ title of article’), the title of the journal (in Italics), the Volume and Issue Number of the journal the pages used. • • Example: Page 24 of 37 Kevin Jefferys, ‘British Politics and Social Policy during the Second World War,’ The Historical Journal, Vol. 30, No. 1 (March 1987), p. 123. If you reference an article more than once in your essay, every subsequent time it is used it can be abbreviated, just like this: Jefferys, ‘British Politics and Social Policy’, p. 123 Websites These need to be referenced in the following format • • • • • name of the author, the name of the article, the name of the website, the link to the article (URL) the date that you accessed the information. Example: Ben Dolven, ‘The First Signs of Recovery’, Far Eastern Economic Review, http://www.feer.com/articles/2003/0312_25/free/p050.html, accessed 8 May, 2011 If you reference a website more than once in your essay, every subsequent time it is used it can be abbreviated, just like this: Page 25 of 37 Dolven, ‘The First Signs of Recovery’, Page 26 of 37 Writing a Bibliography The bibliography should come at the end of the essay, which is a list of all the works you have read when you were writing the essay. You don’t have to reference every item from your bibliography in your essay to include it in this list. Any work you have read to help you write your essay should be included in the bibliography. It should be an alphabetical list according to the family name of the author going first . The bibliography should be divided into 4 sections: • • • • books, book chapters, journal articles, websites The family name of the author should go first, then their given name. The information should also include the details of the publisher’s name of the book or article. The style and format of a bibliography Page 27 of 37 Books This should be written in the bibliography as follows: • • • • • • Family name of the author First name of the author Name of the book Place of publication Name of publisher Year of publication Example: Addison, Paul, The Road to 1945: British Politics and the Second World War (London: Cape, 1975). Book chapters This should be written in the bibliography as follows: • • • Family name of the author First name of the author Name of the chapter (in single inverted commas, like this ‘article name’) Full name of the author of the edited book (Given name then family name) followed by (ed.) • • Name of the book (in italics) Page 28 of 37 • • • Place of publication Name of publisher Year of publication Example: Harris, Jose: ‘Political ideas and the debate on State Welfare, 1900-45’ in Harold L Smith (ed.), War and Social Change: British Society in the Second World War, (Manchester: Manchester University Press, 1986), pp. 233-63. Journal Articles This should be written in the bibliography as follows: • the family name of the author, the given name of the author the title of the article in single inverted commas (‘ title of article’), the title of the journal (in Italics), the Volume and Issue Number of the journal the pages used. • • • • • Example Scott, Joan, ‘Gender: A Useful Category of Historical Analysis’, American Historical Review, 91 (1986), pp. 1053-1075. Smith, Harold, ‘The Womanpower Problem in Britain during the Second World War’, The Historical Journal, Vol. 27, No. 4 (1984), pp. 925-945. Page 29 of 37 Websites This should be written in the bibliography as follows: • • • • • • family name of the author, given name of the author, the name of the article, the name of the website, the link to the article (URL) the date that you accessed the information. Example: Dolven, Ben, ‘The First Signs of Recovery’, Far Eastern Economic Review, http://www.feer.com/articles/2003/0312_25/free/p050.html, accessed 8 May, 2011 Page 30 of 37 Sample Bibliography Books Alexander, Sally, Becoming a Woman (London: Virago, 1994). Baldwin, Peter, The Politics of Social Solidarity: Class Bases and the European Welfare State 1875-1975 (Cambridge: Cambridge University Press, 1990). Banks, O, Faces of Feminism: A study of Feminism as a Social Movement (Oxford: Martin Robertson, 1981). Book Chapters Jefferys, Kevin: ‘The Attlee Years, 1935-55’ in Brian Brivati and Richard Heffernan (ed) The Labour Party: A Centenary History (Basingstoke, 2000), pp. 87-112. Law, Christopher M., ‘Employment and Industrial Structure’ in James Obelkevich and Peter Catterall (ed.) Understanding Post-War British Society, pp. 85-98. Pedersen, Susan: ‘Engendering the British Welfare State’ in Family, Dependents and the Origins of the Welfare State (Cambridge: Cambridge University Press, 1993), pp. 289-356. Journal Articles Booth, Alan: ‘The “Keynesian Revolution” in Economic Policy-Making’, The Economic History Review, 36 (1983), pp. 103-123. Campbell, D’Ann, ‘Women in Combat: The World War II Experience in the United States, Great Britain, Germany and the Soviet Union’, The Journal of Military History, 57 (1993), pp. 301-323. Williamson, Philip, ‘Safety First: Baldwin, the Conservative Party and the 1929 General Election’ Historical Journal, 25, (1982), pp. 385-409. Page 31 of 37 Websites Dolven, Ben, ‘The First Signs of Recovery’, Far Eastern Economic Review, http://www.feer.com/articles/2003/0312_25/free/p050.html, accessed 8 May, 2011 Suggested reading This is a short reading list of some materials that can be used as further reading on the lecture topics, and are also useful for the essay assignment. However, please note that this is not an exhaustive reading list. For some sections, the published works are too numerous to mention. This list should only be used as a guide. If, in your research you find relevant material that is not included as part of this list, please feel free to include them in your work. Also, if you find books or articles written in Chinese that are useful for this course, please use them and reference them appropriately, but you must ensure that you have expressed the historians’ findings and referenced them accurately through interpreting their meaning into English from the original Chinese. Part 1: Historiography F. R. Ankersmit, ‘Historiography and Postmodernism’, History and Theory, Vol. 28, No. 2 (May, 1989), pp. 137-153 (available on JSTOR) Hannah Arendt, The Human Condition (2nd Edition - Chicago: University of Chicago Press, 1998) Bernard Bailyn, ‘The Challenge of Modern Historiography’, The American Historical Review, Vol. 87, No. 1 (Feb. 1982), pp. 1-24 Marc Bloch, The Historian’s Craft, (translated from the French by Peter Putnam; with a preface by Peter Burke), (Manchester: Manchester University Press, 1992). Page 32 of 37 E H Carr, What is History? with a new introduction by Richard J. Evans (Basingstoke: Palgrave, 2001) Karl Popper, The Two Fundamental Problems of the Theory of Knowledge (Abingdon: Routledge, 2009) Robert E. Shalhope, ‘Republicanism and Early American Historiography’, The William and Mary Quarterly Third Series, Vol. 39, No. 2 (Apr., 1982), pp. 334-356 (available on JSTOR) Gerald Strauss, ‘The Dilemma of Popular History’, Past & Present, No. 132 (Aug., 1991), pp. 130-149 (available on JSTOR) Gavin Williams, ‘In Defence of History’, History Workshop No. 7 (Spring, 1979), pp. 116124 (available on JSTOR) Part 2: Approaches to History Marxism Albert Bergesen, ‘The Rise of Semiotic Marxism’, Vol. 36, No. 1 (Spring, 1993), pp. 1-22 (available on JSTOR) Sociological Perspectives Atilio A. Boron, ‘Embattled Legacy: "Post-Marxism" and the Social and Political Theory of Karl Marx’, Latin American Perspectives, Vol. 27, No. 4, Politics, Culture, and Postmodernism (Jul., 2000), pp. 49-79, (available on JSTOR) Dipesh Chakrabarty, ‘Marx after Marxism: A Subaltern Historian's Perspective’, Economic and Political Weekly, Vol. 28, No. 22 (May 29, 1993), pp. 1094-1096. (available on JSTOR) Christopher Hill, ‘Historians on the Rise of British Capitalism’, Science & Society Vol. 14, No. 4 (Fall, 1950), pp. 307-321 (available on JSTOR) E. J. Hobsbawm, ‘The Revival of Narrative: Some Comments’, Past & Present, No. 86 (Feb., 1980), pp. 3-8 (available on JSTOR) Catharine A. MacKinnon, ‘Feminism, Marxism, Method, and the State: An Agenda for Theory’, Signs, Vol. 7, No. 3, Feminist Theory (Spring, 1982), pp. 515-544 (available on JSTOR) David Renton ‘Studying Their Own Nation without Insularity? The British Marxist Historians Reconsidered’, Science & Society, Vol. 69, No. 4 (Oct., 2005), pp. 559-579 (available on JSTOR) E P Thompson, The Making of the English Working Class (London: Gollancz, 1963) Page 33 of 37 Comparative History Stefan Berger and Greg Patmore, ‘Comparative Labour History in Britain and Australia’, Labour History No. 88 (May, 2005), pp. 9-24 (available on JSTOR) A. A. van den Braembussche, ‘Historical Explanation and Comparative Method: Towards a Theory of the History of Society’ History and Theory, Vol. 28, No. 1 (Feb., 1989), pp. 1-24 (available on JSTOR) George M. Fredrickson, ‘From Exceptionalism to Variability: Recent Developments in Cross-National Comparative History’ The Journal of American History, Vol. 82, No. 2 (Sep., 1995), pp. 587-604 (available on JSTOR) Arend Lijphart, ‘Comparative Politics and the Comparative Method’, The American Political Science Review, Vol. 65, No. 3 (Sep., 1971), pp. 682-693 (available on JSTOR) Jörn Rüsen, ‘Some Theoretical Approaches to Intercultural Comparative Historiography’, History and Theory Vol. 35, No. 4, Theme Issue 35: Chinese Historiography in Comparative Perspective (Dec., 1996), pp. 5-22 William H. Sewell, Jr., ‘Marc Bloch and the Logic of Comparative History’ History and Theory, Vol. 6, No. 2 (1967), pp. 208-218 (available on JSTOR) Counterfactual History Martin Bunzl, ‘Counterfactual History: A User's Guide’, The American Historical Review Vol. 109, No. 3 (June 2004), pp. 845-858 (available on JSTOR) Randall Collins, ‘Turning Points, Bottlenecks, and the Fallacies of Counterfactual History’, Sociological Forum, Vol. 22, No. 3 (Sep., 2007), pp. 247-269 (available on JSTOR) Sean Glynn and Alan Booth, ‘Building Counterfactual Pyramids’, The Economic History Review New Series, Vol. 38, No. 1 (Feb., 1985), pp. 89-94 (available on JSTOR) Richard Ned Lebow, ‘Counterfactual Thought Experiments: A Necessary Teaching Tool’ The History Teacher, Vol. 40, No. 2 (Feb., 2007), pp. 153-176 (available on JSTOR) George G. S. Murphy, ‘On Counterfactual Propositions’ History and Theory, Vol. 9, Beiheft 9: Studies in Quantitative History and the Logic of the Social Sciences (1969), pp. 14-38, (available on JSTOR) John M. Murrin, ‘No Awakening, No Revolution? More Counterfactual Speculations’, Reviews in American History Vol. 11, No. 2 (Jun., 1983), pp. 161-171 (available on JSTOR) Andrus Pork, ‘Assessing Relative Causal Importance in History’, History and Theory, Vol. 24, No. 1 (Feb., 1985), pp. 62-69 (available on JSTOR) Page 34 of 37 Intellectual History Felix Gilbert, ‘Intellectual History: Its Aims and Methods’, Daedalus Vol. 100, No. 1, Historical Studies Today (Winter, 1971), pp. 80-97 (available on JSTOR) David Harlan, ‘Intellectual History and the Return of Literature’, The American Historical Review, Vol. 94, No. 3 (Jun., 1989), pp. 581-609 (available on JSTOR) David Harvey, The Condition of Postmodernity: An Enquiry into the Origins of Cultural Change (Oxford, 1989) Linda L Kerber, Toward an intellectual history of women: essays (UNC Press Books, 1997) Dominick Lacapra, ‘Rethinking Intellectual History and Reading Texts’ History and Theory Vol. 19, No. 3 (Oct., 1980), pp. 245-276 (available on JSTOR) Quentin Skinner, Liberty Before Liberalism (Cambridge, 1998) John E. Toews, ‘Review Essay: Intellectual History after the Linguistic Turn: The Autonomy of Meaning and the Irreducibility of Experience’, The American Historical Review, Vol. 92, No. 4 (Oct., 1987), pp. 879-907 (available on JSTOR) James Tully (ed.) Meaning and Context: Quentin Skinner and his Critics (Cambridge, 1998) Part 3: Writing History Political History Michael Bentley, High and Low Politics in Modern Britain: Ten Studies (Oxford, 1983) Stefan Berger, ‘Former GDR Historians in the Reunified Germany: An Alternative Historical Culture and Its Attempts to Come to Terms with the GDR Past’, Journal of Contemporary History, Vol. 38, No. 1, Redesigning the Past (Jan., 2003), pp. 63-83 (available on JSTOR) David J. Elkins and Richard E. B. Simeon, ‘A Cause in Search of Its Effect, or What Does Political Culture Explain?’ Comparative Politics, Vol. 11, No. 2 (Jan., 1979), pp. 127-145 (available on JSTOR) Steven Fielding,: ‘What did ‘The People’ want?: The meaning of the 1945 General Election’, The Historical Journal, 35 (1992), pp. 623-639. (available on JSTOR) Ronald P. Formisano, ‘The Concept of Political Culture’, Journal of Interdisciplinary History, Winter 2001, Vol. 31, No. 3, pp. 393-426. Brian Harrison, ‘Women in a Men's House the Women M.P.s, 1919-1945’, The Historical Journal, Vol. 29, No. 3. (Sep., 1986), pp. 623-654 (available on JSTOR) Page 35 of 37 Ronald Inglehart , ‘The Renaissance of Political Culture’, The American Political Science Review, Vol. 82, No. 4 (Dec., 1988), pp. 1203-1230 (available on JSTOR) Kevin Jefferys, ‘British Politics and Social Policy during the Second World War,’ The Historical Journal, 30, (1987), pp. 123-144. (available on JSTOR) Gareth Steadman Jones, Languages of Class (Cambridge, 1983) Tony Judt, ‘A Clown in Regal Purple: Social History and the Historians’, History Workshop Journal 43 (1997), pp.155-76. (available on JSTOR) Susan Pedersen, ‘What is Political History Now?’ in David Cannadine (ed.) What is History Now? (Basingstoke, 2002) pp. 36-56. Lucian W. Pye, ‘Political Culture Revisited’, Vol. 12, No. 3 (Sep., 1991), pp. 487-508 (available on JSTOR) Political Psychology Miles Taylor, ‘The Beginnings of Modern British Social History?’ History Workshop Journal No. 43 (Spring, 1997), pp. 155-176 (available on JSTOR) All articles in Volume 43 Number 3, (July 2002) of the Journal of British Studies (special issue on ‘New Directions in Political History’) Social History Stefan Berger, ‘Former GDR Historians in the Reunified Germany: An Alternative Historical Culture and Its Attempts to Come to Terms with the GDR Past’, Journal of Contemporary History, Vol. 38, No. 1, Redesigning the Past (Jan., 2003), pp. 63-83 (available on JSTOR) Geoff Eley and Keith Nield, ‘Why Does Social History Ignore Politics?’, Social History Vol. 5, No. 2 (May, 1980), pp. 249-271. (available on JSTOR) Steven Fielding,: ‘What did ‘The People’ want?: The meaning of the 1945 General Election’, The Historical Journal, 35 (1992), pp. 623-639. (available on JSTOR) Roderick Floud, ‘Quantitative History and People's History: Two Methods in Conflict?’ Social Science History, Vol. 8, No. 2, Quantitative History in International Perspective (Spring, 1984), pp. 151-168 (available on JSTOR) Kevin Jefferys, ‘British Politics and Social Policy during the Second World War,’ The Historical Journal, 30, (1987), pp. 123-144. (available on JSTOR) Tony Judt, ‘A Clown in Regal Purple: Social History and the Historians’, History Workshop Journal 43 (1997), pp.155-76. (available on JSTOR) Page 36 of 37 Bryan D. Palmer, ‘Reasoning Rebellion: E.P. Thompson, British Marxist Historians, and the Making of Dissident Political Mobilization’ Labour / Le Travail, Vol. 50, (Fall, 2002), pp. 187-216 (available on JSTOR) Miles Taylor, ‘The Beginnings of Modern British Social History?’ History Workshop Journal No. 43 (Spring, 1997), pp. 155-176 (available on JSTOR) Economic History Alan Booth, ‘The “Keynesian Revolution” in Economic Policy-Making’, The Economic History Review, 36 (1983), pp. 103-123. (available on JSTOR) Avner Greif, ‘Cliometrics After 40 Years’ The American Economic Review, Vol. 87, No. 2, Papers and Proceedings of the Hundred and Fourth Annual Meeting of the American Economic Association (May, 1997), pp. 400-403 (available on JSTOR) Sean Glynn & Alan Booth, ‘Unemployment in Interwar Britain: A Case for Re-Learning the Lessons of the 1930s?’, The Economic History Review, 36, (1983), 329-348 (available on JSTOR). Pat Hudson, History By Numbers (London, 2000) Chapter 8 Joseph A. Schumpeter, ‘The Creative Response in Economic History’, The Journal of Economic History, Vol. 7, No. 2 (Nov., 1947), pp. 149-159 (available on JSTOR) Robert M. Solow, ‘Economic History and Economics’, The American Economic Review Vol. 75, No. 2, Papers and Proceedings of the Ninety-Seventh Annual Meeting of the American Economic Association (May, 1985), pp. 328-331 (available on JSTOR) Women and Gender History Kathleen M. Brown, ‘Brave New Worlds: Women's and Gender History’ The William and Mary Quarterly Third Series, Vol. 50, No. 2, Early American History: Its Past and Future (Apr., 1993), pp. 311-328 (available on JSTOR) Mark J Crowley, Women Workers in the General Post Office, 1939-1945: Gender Conflict or Political Emancipation? (London PhD Thesis, 2010 – this should be in the History Department Library) Mark J Crowley, ‘Women Post Office Workers in Britain: The Long Struggle for Gender Equality and the Positive Impact of World War II’, Essays in Economic and Business History XXX, 2012 pp. 83-97 (available from me) Susan Kingsley Kent, ‘The Politics of Sexual Difference: World War One and the Demise of British Feminism’, Journal of British Studies, July 1998, pp. 232-253. (available on JSTOR) Linda Nicholson (ed.) Feminism and History (Oxford, 1996) Page 37 of 37 Carol Pursell,, ‘Am I a Lady or an Engineer? The Origins of the Women’s Engineering Society in Britain, 1918-1940’, Technology and Culture, Vol. 34 No.1 (January 1993), pp. 78-97 (available on JSTOR) Joan W Scott, ‘Gender: A Useful Category of Historical Analysis’, American Historical Review, 91 (1986), pp. 1053-1075. (available on JSTOR) Joan W. Scott (ed.) Feminism and History (Oxford, 1996) Harold Smith, ‘The Problem of “Equal Pay for Equal Work” in Great Britain during World War Two’, Journal of Modern History, 53, (1981), pp. 652-672 (available on JSTOR). Harold Smith, ‘The Womanpower Problem in Britain during the Second World War’, The Historical Journal, Vol. 27, No. 4 (1984), pp. 925-945 (available on JSTOR). Sally Sokoloff,, ‘How Are They At Home? Community, State and Servicemen’s Wives in England, 1939-45’, Women’s History Review 8, 1 (1999), pp. 27-52 (available on JSTOR). Pat Thane, ‘Women and the Poor Law in Victorian and Edwardian England’, History Workshop, No. 6 (Autumn, 1978), pp. 31-51 (available on JSTOR)