100 years after the end of the First World War, one might be tempted to ask if there is anything left to say about this conflict. Yet, the contemporary relevance of an historical topic is unusually clear in the case of First World War studies. The conflict continues to intrude on the public sphere of former belligerent societies, and in many instances, historians have been called upon to engage in controversies that have produced more heat than light. Indeed, it seems that World War I has gained in importance since the 1990s. The growing interest in commemoration and the increased ‘social demand’ addressed to professional historians account, to a certain extent, for the dynamism of First World War studies. Indeed, as we conclude the centennial commemorations of the war, the history of what George F. Kennan called “the great seminal catastrophe of the twentieth century” remains a vibrant field of investigation. 

Sometimes friendly, sometimes hostile, always complicated, the relationship between Britain and Germany has been of central importance to the United Kingdom’s relations with continental Europe since the end of the nineteenth century. No other modern European state has inspired such a variety of responses – fear, admiration, envy, and revulsion – or been regarded by turns as such a valued partner or deadly enemy. Nor has any other relationship had such an enduring fascination for historians.

This 30 CATS undergraduate final year module will explore the development of Anglo-German relations between 1871 (the unification of Germany) and 1945 (the end of the Second World War) with the aim of showing why the relationship between Britain and Germany was so important to the histories of both nations. Students will use a wide range of primary sources to survey a variety of Anglo-German encounters and interactions in the political, social and cultural spheres and examine the ways in which personal contact and relationships shaped wider public attitudes and official policy. This will include an examination of travel and tourism, family ties, professional associations and cultural exchange. We will also look at the creation and perpetuation of stereotypes and the role that these played in defining national identities. In this way students will examine the complexity and ambiguity of the Anglo-German relationship as it developed over a period of dramatic political, economic and social change and be encouraged to consider the ways in which it continues to inform British attitudes towards Germany and Europe.

Sometimes friendly, sometimes hostile, always complicated, the relationship between Britain and Germany has been of central importance to the United Kingdom’s relations with continental Europe since the end of the nineteenth century. No other modern European state has inspired such a variety of responses – fear, admiration, envy, and revulsion – or been regarded by turns as such a valued partner or deadly enemy. Nor has any other relationship had such an enduring fascination for historians.

This 30 CATS undergraduate final year module will explore the development of Anglo-German relations between 1871 (the unification of Germany) and 1945 (the end of the Second World War) with the aim of showing why the relationship between Britain and Germany was so important to the histories of both nations. Students will use a wide range of primary sources to survey a variety of Anglo-German encounters and interactions in the political, social and cultural spheres and examine the ways in which personal contact and relationships shaped wider public attitudes and official policy. This will include an examination of travel and tourism, family ties, professional associations and cultural exchange. We will also look at the creation and perpetuation of stereotypes and the role that these played in defining national identities. In this way students will examine the complexity and ambiguity of the Anglo-German relationship as it developed over a period of dramatic political, economic and social change and be encouraged to consider the ways in which it continues to inform British attitudes towards Germany and Europe.

PLEASE FOLLOW THIS MODULE VIA THE DEPARTMENTAL WEBPAGE HERE: https://warwick.ac.uk/fac/arts/history/students/modules/hi3h7

This module explores mass migration, ideas of belonging and emerging cultures of health and welfare in the era of border control and formal citizenship -- that is, from the late nineteenth through to the twentieth-first century. It will examine the patterns, pathways and outcomes of the continuous large-scale movements of population across the globe so characteristic of the modern period. Through case studies of international, imperial and diasporic migrations, it will assess migrants’ significant and reciprocal impacts on the systems and institutions of the state, including those associated with health and welfare. Finally, we will examine the relationships and intersections between ethnicity, race and migration, and the ways in which close scrutiny of migration can generate new perspectives on gender, sexuality, dis/ability and class. This module will actively engage with present-day issues involving migration, ethnicity and health, such as responses of governments and health care providers to migration ‘crises’; and the (perceived and actual) cultural, social and epidemiological impacts of migrants on host communities and cultures, in light of historical perspective. How do we write and speak about the history of migration during a migration crisis?

In the 2020-2021 academic year, our case studies will include responses to migration in the USA, from Ellis Island to the Borderlands; emigration and immigration in the British Empire; and the experiences of African migrants in Europe and North America.

Content Note

Please be advised that, while many historical subjects involve distressing themes, this module—focusing on the history of racial slavery—will frequently engage with material that is especially painful and violent in nature. Violence, in its many forms, is central to the history we will study.

We will approach this material with care, respect, and sensitivity toward the lives of the individuals and communities we examine. Please also be aware that some primary sources may contain profane or offensive language, and older historical writing may use outdated or harmful terminology. These terms will not be spoken aloud in our discussions.

Module Overview

Through the study of contemporary documents and nuanced scholarship, this module traces the development of racial slavery from the colonial U.S. through to the Civil War. Students will examine the social, cultural, religious, and economic strategies African Americans used to survive under slavery.

This is an intensive, source-based course that engages deeply with a focused set of historical problems. Students will gain hands-on experience working with a wide range of primary sources, developing key skills in historical analysis.

We will also situate U.S. slavery in a broader hemispheric context, considering connections such as the illicit slave trade with Latin America. The course explores slavery as a system deeply embedded in industrial capitalism, and examines both violent and non-violent forms of resistance.

Students will engage with diverse perspectives, including those of White enslavers and non-slaveholding poor Whites. Finally, we will follow the path by which debates between abolitionists and proslavery advocates ultimately fractured the nation and led to war.

This is a core module for the Early Modern History MA degree. It addresses key themes and historiographies, drawing on the expertise of a wide range of the early modernists at Warwick. Each session will be led by a different expert, ensuring that students are exposed to as many different viewpoints and approaches as possible. You will find a listing of early modern staff in the department here and some of their publications are included in the illustrative bibliography below. The module will cover the period c.1450-c.1800, and although much of it will focus on Britain and European countries it will also seek to place them in their wider global and colonial context.The module will help to prepare students for term 2 modules, which take a more thematic approach.

The aim of this module is to introduce students to the discpline of Hispanic Studies and to foster a critical engagement with written and visual texts via the study of three key themes that each in different ways pose questions about studying other languages and cultures. Students will reflect on the nature and range of Hispanic Studies, and then engage with travel writing, images and stereotypes of the Hispanic world, and representations and interpretations of the Spanish Civil War. In each case, emphasis is placed on close textual analysis to foment (i) linguistic ability acquired in language modules; (ii) critical reading skills; (iii) management and understanding of source materials where relevant. 

This is the WBS version of the Statistics IM and MSc dissertation module. Please follow the guidelines for the Statistics dissertation which you can find here: https://warwick.ac.uk/fac/sci/statistics/currentstudents/modules/dissertation/ Submission of documents is through Tabula. Please click on "All component submissions" on the above webpage.

The Science of Music module (IL016) aims to introduce students (in all subject areas and with any level of musical, mathematical or scientific expertise) to the relationships between science, music and mathematics. The module will explore multiple facets of Music by combining tools from a variety of disciplines, from Physics and Maths to Psychology and History, with contributions from a range of professional musicians.Link opens in a new window

Teaching for the module will be based around 9 2-hour workshops and a field trip (on a Saturday mid-February) to Royal Birmingham Conservatoire.

What links shortening World War II by two years, landing a man on the moon and knowing if it will rain tomorrow? Computer modelling played a key role in cracking the Enigma code, preparing for the Apollo landings and providing the first accurate weather forecasts.

As computing permeates everyday life at an increasingly rapid pace, it is becoming critical for students of ALL disciplines to appreciate the capabilities and consequences of describing real-world phenomena on a computer. STEM students should take this module to expose themselves to challenges arising in seemingly unrelated fields of enquiry and how mathematics and computing can help tackle those challenges. Non STEM students (e.g. those located in the Arts and Humanities or Social Sciences) should take this module to expose themselves to the possibilities afforded by describing and analysing real-world phenomena (e.g. food security, population growth, conflict) in a technical computing language. Employers are increasingly demanding graduates who can collaborate and work across the disciplines to tackle the big problems and upcoming challenges for society.

"It doesn't matter how beautiful your theory is, it doesn't matter how smart you are. If it doesn't agree with experiment, it's wrong” - Richard Feynman

"We have no idea about the 'real' nature of things … The function of modelling is to arrive at descriptions which are useful.” - Richard Bandler and John Grinder, 1979

This module is an interdisciplinary module teaching problem solving on a computer in a variety of disciplines, including not only the natural and mathematical sciences but in particular also social sciences, humanities and the arts. The module will focus specifically on problem solving as opposed to the fine details of computer programming. This module will provide training in practical computing skills using the state-of-the-art high-level scripting language Julia and general transferrable skills training. In addition, the module will provide a stepping-stone towards further study of scientific computing.

The aim of this module is to develop an understanding of the ways in which contemporary Britain has been and is actively being shaped by its Empire, focussing on South Asia. To do so this, the module

• focuses upon the way in which historically Britain's relationship with South Asia has shaped its contemporary economic, social and political life.
• uses inter-disciplinary perspectives from the fields of History, Sociology, Gender studies, law and literature to highlight the various ways in which the Britain’s Empire continues to shape its contemporary socio-political and cultural landscape.  
• will bring to together South-Asia focussed teaching expertise within the University of Warwick to highlight multiple themes around 'South Asia in Britain'- mobilities and migrant flows, cultural and material lives of migrants, encounters with the legal system, gender and race regimes, workers’ rights, resistance movements and so on. 
• engage students with innovative and active learning to not only broaden their understanding of the British Empire, but also to historcise and problematise taken for granted assumptions about it. 
• embed a variety of innovative pedagogic practices and engage with a variety of academic and non-academic material to enhance their learning experience

The aim of this module is to develop an understanding of the ways in which contemporary Britain has been and is actively being shaped by its Empire, focussing on South Asia. To do so this, the module 

• focuses upon the way in which historically Britain's relationship with South Asia has shaped its contemporary economic, social and political life. 
• uses inter-disciplinary perspectives from the fields of History, Sociology, Gender studies, law and literature to highlight the various ways in which the Britain’s Empire continues to shape its contemporary socio-political and cultural landscape.   
• will bring to together South-Asia focussed teaching expertise within the University of Warwick tohighlight multiple themes around 'South Asia in Britain'- mobilities and migrant flows, cultural and material lives of migrants, encounters with the legal system, gender and race regimes, workers’ rights, resistance movements and so on.  
• engage students with innovative and active learning to not only broaden their understanding of the British Empire, but also to historcise and problematise taken for granted assumptions about it.  
• embed a variety of innovative pedagogic practices and engage with a variety of academic and non-academic material to enhance their learning experience

Change

Critical Understandings, Agency and Action

Course Contacts:  Naomi de la Tour & Sean Michael Morris

Ramphal R0.12, 5-7pm Tuesdays. 

**We will be meeting for the first session in week 1: Tuesday 1st October**

Change seeks to engage with theories and experiences of change and to enact change within our classroom together. For that reason, our online presence is primarily based on OneNote where we can all co-create the space together. This will also allow Sean to join in more actively from the USA. We will share a link to the OneNote here shortly. Please check back.

IATL student handbook
Please check the IATL student handbook for details of how to submit assessments etc.

Module Outline

Computer networks, devices, and infrastructures structure and facilitate much of our social, political and cultural life. This core module introduces students to an array of approaches to studying digital media and culture.

For further information please contact cim@warwick.ac.uk or visit https://warwick.ac.uk/fac/cross_fac/cim/apply-to-study/cross-disciplinary-postgraduate-modules/im902-approaches-to-the-digital/

This module introduces an interdisciplinary group of students to some of the main quantitative and computational approaches for modeling complex social systems. You will be introduced to a range of methodological approaches from across a range of disciplines. 

For further information please contact cim@warwick.ac.uk