Download provisional seminars - University of Bristol

HIST14002: Special Topic (20 Credit Points)
THE SKY FALLS IN: HOW NORTH AMERICA COPED WITH THE GREAT DEPRESSION (192940)
Tutor:
Dr Brian Miller
Structure:
10 x 2 hour seminars, 1 x 3000 word essay, 1 x 2 hour exam
Teaching block:
2 - linked to Special topic project = 4000 words
The Great Depression presents us with the drastically unfamiliar picture of an American society
that was brought to its knees. It was - in the eyes of many – devastatingly destructive of the
American Dream, with up to one in four unemployed and often on the verge of starvation. But more
than the USA was deeply mired in domestic catastrophe: two countries sharing North America
(where the Depression and accompanying dust bowls were especially severe) were equally
affected, in similar and in dissimilar ways. This involved two separate if related responses to the
challenge of recovery: that of the American and of the Canadian (in a Canada that only achieved
its full self-governance in 1931). How did the USA and Canada cope with this challenge from within
their respective societies and political cultures?
1.
Introduction: a review of society and economy in the USA and Canada prior to the
Great Crash of 1929
2.
The Great Crash and the state of play in American and Canadian politics at the time.
Liberal defeat and Conservative victory in Canada 1930
3.
Conservatives and Republicans in power 1930-33 and the international crisis. The
banks fail
4.
FDR’s victory in 1933 and “the hundred days”
5.
Personalities and politics of the Depression: Eleanor Roosevelt, RB Bennett, Dr
Townsend, Hughie P. Long, Bible Bill Aberhardt, Harold Ickes, Harry Hopkins, Raymond
Moley, Rexford Tugwell and the “Brains Trust”. And a British witness: JM Keynes,
champion of deficit spending
6.
Depression culture: saving the arts in the United States
7.
Resurgent labour, the Left, and the crisis of conservatism 1935-36. Defeat of Bennett
1935 and landslide re-election of Roosevelt, 1936
8.
The Right strikes back: FDR, the downfall of NRA and the Supreme Court 1936-37;
the New Deal assessed, and our perceptions of it today
9.
Renewed Depression 1937-38; the caution of Mackenzie King in Canada and the
winding up of the New Deal
10.
The approach of war: Appeasement, Munich, “Fortress America” and rearmament.
The beginning of the end of Depression in the USA and Canada
INTRODUCTORY READING:
D. Adams, Franklin Roosevelt and the New Deal (1979)
A.J. Badger, The New Deal. The Depression Years 1933-40 (1989)
P. Berton, The Great Depression 1929-39 [in Canada] (2001)
P. Boyer et. al., The Enduring Vision Ch. 24 (2003)
H. Brogan, Penguin History of the United States Ch 21-22 (1990)
R.E. de Bedts, Recent American History: 1933 Through World War II (vol. 1) Ch. 1-5 (1973)
J.K. Galbraith, The Great Crash 1929 (1980)
D. Kennedy, Freedom from Fear Part 1 (1999)
G. Tindall & D Shi, America. A Narrative History Ch. 27-28 (1996)
HIST14005: Special Topic (20 Credit Points)
ENLIGHTENMENT EUROPE
Tutor:
Dr Richard Sheldon
Structure:
10 x 2 hour seminars, 1 x 3000 word essay, 1 x 2 hour exam
Teaching block:
2 - linked to Special topic project = 4000 words
This unit introduces the phenomenon of enlightenment in Europe. A broad movement that sought
to understand man and society, enlightenment defines the intellectual history of the eighteenth
century and leaves a profound mark upon today’s ideas. Answering the question ‘what is
enlightenment?’ The philosopher Kant answered that it was a movement towards ‘man’s release
from his self-incurred immaturity’ and urged his readers adopt the motto ‘dare to know’.
Enlightenment thinkers attempted to leave behind the traditional sources of authority and
knowledge - the church, divine right monarchs and their followers and to forge new, rational ways
of understanding and organizing society. So profound has been the legacy of enlightenment that it
is today credited or blamed for the blueprints for everything between modern liberal democracy
and the totalitarian states of the twentieth Century.
PROVISIONAL SEMINARS
1.
‘What is enlightenment?’
2.
Commerce and coffee houses. Social bases of Enlightenment
3.
Toleration and Enlightenment
4.
Enlightenment, Otherness and Difference
5.
Enlightenment thought on Sex and Gender
6.
Poverty and Riches. The economics of Enlightenment
7.
The Idea of Progress
8.
Bristol in the Age of Enlightenment. Field Trip
9.
Enlightenment and revolution
10.
What was enlightenment?
INTRODUCTORY READING:
R. Darnton, The forbidden bestsellers of pre-revolutionary France (1996)
J. Melton, The rise of the public in Enlightenment Europe (2001)
D. Outram, The Enlightenment (2004)
R. Porter, Enlightenment (2001)
Voltaire, Candide (1758)
HIST14007: Special Topic (20 Credit Points)
EXPECTATIONS OF THE END IN THE MIDDLE AGES
Tutor:
Dr Anke Holdenried
Structure:
10 x 2 hour seminars, 1 x 3000 word essay, 1 x 2 hour exam
Teaching block:
2 - linked to Special topic project = 4000 words
The belief in a Last Judgement and the expectation of Antichrist’s final onslaught on mankind were
central to a medieval person’s world view. These beliefs were founded upon the veiled prophecies
of a cataclysmic End in the biblical ‘Book of Revelation’ (or Apocalypse). Revelation’s powerful
images, such as the Beast and the Whore of Babylon, have resonated down the ages, from the
days of the first Christians to the filmmakers of Hollywood.
In the Middle Ages such apocalyptic imagery soon entered the language of politics and
propaganda where it was applied to actual emperors and popes by men and women who
interpreted crises in contemporary society as signs of the imminent End of the World. Furthermore,
the belief in the Last Judgement predicted in Revelation led to urgent questions about the fate of
the individual. How and where, for example, would one pay for one’s sins? The answer to such
questions profoundly influenced forms of behaviour and worship and left a deep imprint on art and
architecture of the Middle Ages.
This means that medieval beliefs about the End of the World (mainly in the period c.1050-1350)
can be explored by drawing on sources from a range of fields: history, theology, literature, and art.
We will use such sources to explore the origins of Christian ideas about the End and their differing
medieval contexts, singling out two themes in particular. First, we will investigate the political
deployment of apocalyptic ideas centred around the hope for a Messianic Ruler. We will then
consider the devotional context for the Apocalypse, that is, medieval responses to the notion of a
Last Judgement and personal concerns about death and the afterlife.
Students will gain experience in using different written and visual sources: medieval chronicles,
visions and prophetic texts, patristic and medieval commentaries, papal and imperial letters,
artwork (manuscript illuminations, architecture [chantries], carved Last Judgement scenes and wall
paintings). This Special therefore offers students an interdisciplinary way into the study of medieval
culture and society and in so doing seeks to enable them to reflect more broadly on what is
distinctive about History as an academic discipline. In line with recent historiography it will lead
students to an appreciation that medieval apocalypticism was not merely a disguised political or
social movement but could be a form of purely religious expression.
PROVISIONAL SEMINARS
1.
Introduction to Last Things
2.
Biblical sources – and what to make of them
3.
Apocalypse and the language of politics: the evolution of the
Last-Emperor motif
4.
Upheaval in the German Empire c. 1050-1200: the Apocalypse
applied?
5.
Abbot Joachim of Fiore c. 1135-1202: his historical context
6.
‘New Spiritual Men’: Joachim’s thought and impact
7.
Visions of the afterlife
8.
The living and the dead: Last Things as a communal issue
9.
Picturing the Apocalypse
10.
Concluding seminar
HIST14010: Special Topic (20 Credit Points)
THE CREATION OF MODERN AFRICA
Tutor:
Dr Rob Skinner
Structure:
10 x 2 hour seminars, 1 x 3,000 word essay, 1 x 2-hour exam
Teaching block:
2- linked to 4,000 word project
This course introduces some of the major themes in modern African history south of the Sahara.
Conceptual and methodological questions have been vigorously debated by historians of Africa,
challenging whether thematic, regional or chronological approaches are most appropriate to the
history of the continent. The unit will tackle such issues in order to establish a broader
understanding of the range and complexity of African history. It is structured around a number of
themes that at the same time reflect the chronology of modern Africa: colonisation and resistance;
the contours and structural effects of colonial experience; the challenge of anti-colonial
nationalism; decolonisation and conflict in post-colonial societies.
We will examine a number of topics that historians have taken to be central to our understanding of
modern Africa. The unit follows a broadly chronological outline: starting with the dramatic impact of
late-nineteenth century imperial expansion, we will then examine the contours of colonial power, its
influence on African economic and social life, on gender roles and “ethnic” identities, and the move
towards decolonisation and independence in the years following WWII.
SEMINAR THEMES:
1. The 'Scramble' for Africa
2. African Responses to Partition: 'Resistance' and ‘Collaboration’
3. The Contours of Colonial Authority: Direct and Indirect Rule
4. Social and Cultural Transformations: urbanisation and 'modernisation'
5. Gender and colonialism
6. Ethnicity and the 'invention of tradition'
7. Anti-colonial nationalism
8. Decolonisation
9. Independence or Dependency?
10. Conflict in post-colonial Africa
INTRODUCTORY READING:
John Iliffe, The Africans (1995)
Bill Freund, The Making of Contemporary Africa (1998)
P. Curtin, et al., African History (1995)
R.O. Collins (ed), Historical Problems of Imperial Africa (1994)
Chinua Achebe, Things Fall Apart (1958)
HIST14013: Special Topic (20 credit points)
CHIVALRY IN THE LATER MIDDLE AGES, 1250-1450
Tutor:
Dr Rachel Gibbons
Structure:
10 x 2- hour seminars, 1 x 3,000-word essay, 1 x 2-hour exam
Teaching Block:
2 - linked to 4,000 word project
A knight on horseback must be the most potent symbol of the Middle Ages for the general public.
Shining armour, fluttering pennons, gloomy Gothic castles, and feats of gallantry and derring-do
performed just for honour or the love of a beautiful lady have inspired the imagination of countless
writers, artists and filmmakers, in a cultural stereotype that has remained relatively constant from
Thomas Malory in the fifteenth century to Brian Helgeland’s A Knight’s Tale in the twenty-first.
This unit aims to uncover the truth behind these tantalising representations, focusing on a period
that has been described both as a ‘golden age’ of chivalry, a heady time of luxury and colour, but
also ‘an epoch of fading and decay’, a time of decline, cynicism and bathos. We will look at the
knight in his military role, exploring developments in his weaponry, armour and battlefield practice,
along with the contemporary theory and practice of chivalry and its ethics. Additionally, we will
analyse the uses of heraldry, pageantry and courtly culture in this period to emphasise aristocratic
status and ties between crown and nobility, and key themes in the lives and activities of the
chivalric class.
Within this Special Topic, students will become familiar with a variety of written and visual sources,
such as contemporary handbooks of chivalry, chronicles, poems, legal and personal
documentation, artefacts and artwork.
PROVISIONAL SEMINARS
1. Introduction to key issues and knightly stereotyping over time
2. Medieval Models of Chivalry
3. Chivalry and Warfare – theory and practice
4. The Knightly classes in battle
5. The Christian Knight
6. The Second Estate
7. Nobility and Gentry – identity, affiliation and exclusivity
8. Heraldry and Display
9. Tournaments and Knightly pursuits
10. Chivalry and the State
INTRODUCTORY READING
Barber, Richard, The Knight and Chivalry (new edn., 2000)
Coss, Peter, The Knight in Medieval England, 1000-1400 (1993)
Keen, Maurice, Chivalry (new edn., 2005)
Laing, Lloyd & Jennifer Laing, Medieval Britain: the age of chivalry (1996)
Nigel Saul (ed.), The Age of chivalry: art and society in late medieval England (1992)
Vale, Malcolm G.A., War and chivalry: warfare and aristocratic culture in England, France and
Burgundy at the end of the Middle Ages (1981)
HIST14014: Special Topic (20 Credit Points)
GENDER AND SEXUALITY IN VICTORIAN BRITAIN
Tutor:
Dr Jim MacPherson
Structure:
10 x 2 hour seminars, 1 x 3,000 word essay, 1 x 2 hour exam
Teaching block:
2 - Linked to Special Topic Project = 4,000 words
Contemporary popular culture often portrays the Victorians as a prudish society, in which men and
women were neatly categorised into ‘separate spheres’ of activity in public and private life. This
special topic examines the complexities of gender and sexuality in Victorian Britain and will analyse
how society, politics and the economy were shaped by ideas and practices of gender. Beginning
with an outline of how Victorian gender ideologies emerged and developed this course will address
how gender is central to our understanding of Victorian cultures of work and politics, as well as the
family and sexuality. An important part of this unit will be a comparative assessment of the
experiences of both women and men in Victorian Britain. We will analyse men’s experience of
gender ideologies during the nineteenth century and examine how concepts and definitions of
masculinity changed over time. The study of gender and sexuality has been a vibrant area in the
discipline of history in recent years and this unit will engage with a wide range of innovative
scholarship. We will engage with the idea that gender may be defined as the social and cultural
construction of sexual difference and analyse how notions of femininity and masculinity changed
over the course of the nineteenth century. A wide range of primary sources will be used to explore
these themes, from parliamentary reports, social investigations, and political pamphlets to
magazines, novels and autobiography.
PROVISIONAL SEMINARS
1. Gender ideologies during the nineteenth-century
2. Marriage and Family
3. Work
4. Prostitution
5. Feminism
6. The ‘New Woman’
7. Masculinity
8. Homosexuality
9. Gender and the ‘public sphere’
10. Women, gender and politics
INTRODCUTORY READING
S. Brady, Masculinity and male homosexuality in Britain, 1861-1913 (2005)
A. Clark, The struggle for the breeches: gender and the making of the British working-classes
(1995)
H.G. Cocks & M. Houlbrook (eds), Palgrave advances in the modern history of sexuality (2006)
K. Gleadle, British women in the nineteenth century (2001)
E. Gordon and G. Nair, Public lives: women, family and society in Victorian Britain (2003)
L. Nead, Myths of sexuality: representations of women in Victorian society (1988)
E. Roberts, Women’s work, 1840-1940 (1995)
J. Purvis, Women’s history: Britain 1850-1945 (1995)
J. Tosh, Manliness and masculinities in nineteenth-century Britain (2005)
J.R. Walkowitz, City of dreadful delight: narratives of sexual danger in late-Victorian London (1992)
HIST14016: Special Topic (20 credit points)
WITCHCRAFT IN ENGLISH LITERATURE
Tutor:
Miss Madeleine Harwood
Structure:
10 x 2- hour seminars, 1 x 3,000-word essay, 1 x 2-hour exam
Teaching Block:
2 - linked to 4,000 word project
We are all familiar with the stereotypical representation of the witch and, with the advent of the
Harry Potter phenomenon, we continue to be fascinated by these figures. Pointed hats,
broomsticks, black cats and cauldrons are part of an image that young and old still both love and
fear – to this day influencing such diverse outputs as the child-friendly ‘Worst Witch’ to the terrifying
‘Blair Witch’. But where have our contemporary perceptions come from?
This unit intends to discover and analyse historical representations of witchcraft through the wealth
of literature that has been written on the subject in England since the Early Modern period.
Through close engagement with a diverse range of sources, the unit aims to develop an
understanding of, amongst others, the changing legal and social positioning of witchcraft as
demonstrated in the contemporary literary world. Additionally, it will attempt to address how far
English witchcraft writing was influenced by Continental factors, and also to establish how far life
influenced art, and vice versa.
This Special Topic will make use of a wide range of literary sources, including treatises, pamphlets,
drama and news articles.
PROVISIONAL SEMINARS
1. Witchcraft Statutes – then and now
2. Believers and Sceptics – the Early Modern roots of witchcraft writing
3. Early Modern religious treatises on witches
4. Life vs. Art – trial pamphlets and Early Modern drama
5. Case Study – Early Modern recording of the Pendle witch trials
6. Transition in the 18th Century
7. 19th Century interpretations of the witch-hunts
8. Witchcraft at Rugeley – a Victorian media craze
9. Case Study – Victorian and modern perspectives on the Pendle witch trials
10. Witchcraft writing since the Wars
INTRODUCTORY READING
Davies, Owen, Witchcraft, Magic and Culture, 1736-1951 (1999)
Gibson, Marion, Reading Witchcraft: Stories of Early English Witches (1999)
Gibson, Marion, Early Modern Witches: Witchcraft Cases in Contemporary Writing (2000)
Purkiss, Diane, The Witch in History: Early Modern and Twentieth-Century Representations (1996)
Rosen, Barbara, Witchcraft in England 1558-1618 (1992)
Sharpe, James, Instruments of Darkness: Witchcraft in Early Modern England (1997)
HIST14017: Special Topic (20 credit points)
THE MEDIEVAL MIND
Tutor:
Mr Mark Kauntze
Structure:
10 x 2 hour seminars, 1 x 3000 word essay, 1 x 2 hour exam
Teaching block:
2 – Linked to Special Topic Project = 4000 words
The term 'medieval' conjures up a world of dark superstition, oppression and cruelty. In 2001
George W. Bush used the term to describe the Taliban, thus implying that religious fundamentalism
and political oppression were characteristic features of medieval society. This unit will engage with
an alternative account of the Middle Ages by focusing on the cultural and intellectual achievements
of the period. It will explore the wide range of medieval thought about human nature, society and
the cosmic order, as revealed by the sources (in scripture, philosophy and legend) through which
men and women articulated their understanding of the world. The complexity of this thinking belies
any simple caricature of the medieval mind. In medieval thinking, rigorous academic analysis of the
cosmic and social orders coexisted with fantastic accounts of mythological beasts, distant magical
lands, and demonic visitations. Christian ideals of the renunciation of the world thrived within an
increasingly commercialised society, which valued beautiful art and architecture and fostered
cultural ideals of courtly love. Through the study of historical, literary and artistic sources, this
course will provide an introduction to the distinctive medieval contribution to some of the perennial
concerns of Western thought about the nature of man and his universe.
PROVISIONAL SEMINARS
1. The World of Medieval Ideas
2. The Cosmos
3. Mankind
4. The Supernatural
5. Animals
6. Good and Evil
7. Work
8. Time
9. Beauty
10. Love
INTRODUCTORY READING:
Chenu, M.-D., Nature, Man and Society in the Twelfth Century (1968)
Duby, G., The Three Orders: Feudal Society Imagined (1980)
Ginzburg, C., The Cheese and the Worms (1980)
Huizinga, J., The Waning of the Middle Ages (1924)
Le Goff, J., The Medieval Imagination (1988)
Lewis, C.S., The Discarded Image (1964)
Lindberg, D.C., The Beginnings of Western Science (1992)
Murray, A., Reason and Society in the Middle Ages (1978)
Southern, R.W., Western Society and the Church in the Middle Ages (1970)
HIST14018: Special Topic (20 credit points)
BRITAIN’S COLD WAR
Tutor:
Dr Hugh Pemberton
Structure:
10 x 2- hour seminars, 1 x 3,000-word essay, 1 x 2-hour exam
Teaching Block:
2 - linked to 4,000 word project
For four decades Britain faced the prospect of nuclear war with the Soviet Union. In 1953, UK
defence planning assumed such an exchange would result in 1.4 million deaths and three-quarters
of a million casualties. Within a year, the Soviet development of the hydrogen bomb vastly
increased these figures. Planners estimated a death toll of 12 million in 10 selected cities and
assumed that British society would ‘break down’ as a result. Almost as soon as it was over,
however, the Cold War seems to have evaporated from popular memory. Using a wide range of
primary sources, many recently released, this special topic sets out to explore this increasingly
forgotten episode in British history. Focusing on the first half of the Cold War, it provides an
introduction to its military and political dimensions whilst also considering its social and cultural
impact on the lives of contemporary Britons.
Provisional Seminar Programme
1.
2.
3.
4.
An introduction to the Cold War
‘We must have this thing over here’: ‘Tube Alloys’ to the ‘A-bomb’
Developing the H-bomb
Mutually assured destruction’, the ‘special relationship’, and Britain’s ‘independent
nuclear deterrent’
5. Civil defence: planning for apocalypse
6. The ‘War Game’ and censorship of the media
7. Cold War writing
8. The Cold War in film
9. The architecture of the Cold War
10. The peace movement
Introductory Reading
Arnold, L. Britain and the H-Bomb
Black, J. (2000) The politics of James Bond
Clarke, B. (2005) Four minute warning
Cocroft, W and Thomas, R. (2005) Cold War: building for nuclear confrontation
Gaddis, J. L. (2006) Cold War
Greenwood, S. (2000) Britain and the Cold War, 1945-91
Hennessy, P. (2003) The secret state
Hennessy, P. (2007) Cabinets and the Bomb
Hopkins, M. F. et al (2006) Cold War Britain 1945-1964
McMahon, R. J. (2003) The Cold War: a very short introduction
Nuttall, J. (1968) Bomb culture
Saunders, F. S. (1999) Who paid the piper? The CIA and the cultural Cold War
Shaw, T. (2001) British cinema and the Cold War
Various (2005) special issue on Britain and the cultural cold war, Contemporary British History, vol.
19, no. 2,
HIST14019: Special Topic (20 credit points)
THE AGE OF CHARLEMAGNE
Tutor:
Dr Damien Kempf
Structure:
10 x 2- hour seminars, 1 x 3,000-word essay, 1 x 2-hour exam
Teaching Block:
2 - linked to 4,000 word project
Often hailed as the "father of Europe", Charlemagne stands as a major ruler in the history of
western civilization. A great warrior, he founded the first empire in Western Europe after the fall of
Rome, and established his capital at Aachen. Through the revival of classical learning and the
reorganization of the political and religious structures of his kingdom, Charlemagne implemented
major reforms that would have lasting consequences.
The course will explore how Charlemagne expanded his realm (originally a region smaller than
France) by uniting a group of territories previously belonging to various Germanic tribes, and
transforming them into a vast European empire. We will address these issues by examining a wide
range of written and visual sources, such as historical narratives, hagiographical texts, letters,
poems, legal documents, and artworks.
PROVISIONAL SEMINARS
1. Barbarian lands: Europe before Charlemagne
2. The rise of a dynasty
3. A New political map of Europe
4. Imperial coronation
5. A Carolingian Renaissance? 1. Culture and Learning
6. A Carolingian Renaissance? 2. Reforming the Church
7. The court and Aachen
8. Administrating the Empire
9. Writing the present, Creating the past
10. Epilogue: after Charlemagne
RECOMMENDED READING
Barbero, Alessandro, Charlemagne: the Father of a Continent (2004)
Bullough, Donald, The Age of Charlemagne (1965)
Collins, Roger, Charlemagne (1998)
McKitterick, Rosamond, ed., The new Cambridge medieval history. Vol. 2, c. 700 - c. 900 (1995)
McKitterick, Rosamond, ed., Carolingian culture: emulation and innovation (1994)
McKitterick, Rosamond, The Carolingians and the written word (1989)
Wallace-Hadrill, John Michael, The Frankish Church (1983)
HIST14020: Special Topic (20 Credit Points)
THE GERMAN QUESTION 1943-1990
Tutor:
Dr Nick Lewkowicz
Structure:
10 x 2 hour seminars, 1 x 3,000 word essay, 1 x 2 hour exam
Teaching block:
2 - Linked to Special Topic Project = 4,000 words
From 1943 the Allies began to consider how Germany’s legitimate claims in the international
political system might be reconciled with their own grand designs for the postwar scenario, giving
rise to the so-called ‘German Question’. The German Question would be partly settled through the
construction of a democratic state in West Germany and its ‘bandwagoning’ into the Western
economic and security structures as well as the integration of the East German state into the
Soviet bloc.
This unit examines the evolution of the German Question between 1943 and 1990 and its
implications for the Cold War international order. We will focus on Western-Soviet policy towards
Germany since 1943 and analyse how the United States, the Soviet Union and the main European
powers managed the evolution of the German Question from the turn of the tide against Nazi
Germany in World War Two until the reunification of the country in 1990.
PROVISIONAL SEMINARS
1. What is the German Question?
2. The German Question-Historical Background (1871-1943)
3. The German Question during World War Two
4. The German Question: occupation, diplomacy and policy-making (1945-8)
5. The establishment of the Federal Republic of Germany (1948-1955)
6. The East German perspective (1948-90)
7. The Battle for Berlin (1950-63)
8. Ostpolitik and Détente (1963-1978)
9. The End of Détente and the demise of bipolarity (1978-1989)
10. The Reunification of Germany (1989-90)
INTRODCUTORY READING
Alter, P., The German Question and Europe (2000)
Bookbinder P., Weimar Germany (1996)
Kershaw, I., The Nazi Dictatorship (1985), esp. chs. 1-2 & 7-8.
Beschloss, M., The Conquerors (2002)
Smyser, W R, From Yalta to Berlin: the Cold War Struggle over Germany (1999)
Eisenberg, C. W., Drawing the line : the American decision to divide Germany, 1944-1949 (1996)
Fulbrook, M., Anatomy of a Dictatorship: Inside the GDR 1949-1989 (1995)
Maier, C., Dissolution: The Crisis of Communism and the End of East Germany (1997)
Shumaker, D., Gorbachev and the German Question (1996)
Gedmin, J., The Hidden Hand: Gorbachev and the Collapse of East Germany (1992)
Rice, C. and Zelikow, P., Germany Unified and Europe Transformed (1995)
Schoenbaum D. and Pond E., The German Question (1996)
Glaessner, G. J. (ed.), The German Revolution of 1989: Causes and Consequences (1992)
Neckermann, P., The Unification of Germany, or, The Anatomy of a Peaceful Revolution (1991)
Hancock, M. D. (ed.), German Unification: Process and Outcomes (1994).