'Top Books to Read' - Study History at University - Immerse Education by immerseeducation

TOP BOOKS TO READ IF YOU WANT TO STUDY

HISTORY

AT UNIVERSITY www.immerse.education

Even if you are interested in studying History at university, the image of library shelves filled with thick, dusty, unwielding tomes might fill the hardiest of historians with fear.

With so much literature to choose from, which reading should a prospective student prioritise? Immerse Education is here to help. We spoke with our mentor team who are currently studying History at top universities to ask them which books they think a young historian should read before applying.

Table of Content What is History? by E.H. Carr �� 4 The Hedgehog and the Fox by Isaiah Berlin �� 5 Fascinating Footnotes from History �� 6 by Giles Milton

Orientalism by Edward Said �� 7 The Oxford History of the French Revolution �� 8 by William Doyle

The Making of the English Working Class �� 9 by E. P. Thompson

Postmodernism in History by Beverley Southgate �� 10 Britons by Linda Colley �� 11 Africa since 1940 by Frederick Cooper �� 12 In Defence of History by Richard Evans �� 13 The Practice of History by GR Elton �� 14 The Sleepwalkers: How Europe went to war in 1914 �� 15 by Christopher Clark

Tess of the d’Urbervilles by Thomas Hardy �� 16 We Ain’t What We Ought To Be by Stephen Tuck �� 17 Bloodlands: Europe between Hitler and Stalin �� 18 by Timothy Snyder

Archaeology: Theories, Methods and Practise �� 19 by Renfrew and Bahn

History Today �� 20

What is History? by E.H. CARR

When one first thinks of history, they think of past events, the actions of past individuals and how they unfolded into a recorded narrative.

he quote above is the fundamental principle of history, but a historian distinguishes themselves by their ability to understand historiography: the very nature of the study of history itself. It is a core facet of many history degrees, and indeed a necessary skill for any historian, to understand the nature of historical study and the methods historians use when developing history as an academic discipline. The concept of historiography is wide-ranging, dependent upon the topic and period studied which dictate how historians utilise particular sources and theoretical approaches. The book itself is one of the most rigorous and fundamental studies of history, its topics of discussion including the nature of historical facts, the bias of historians, and moral judgements in history. It forms a comprehensive guide to history as an academic discipline, introducing readers to what it means to study history as an academic profession beyond the realm of narrative and facts. Although this book is now quite old, it still provides a brilliant outline of historiographical debates that take place across subject areas and time periods. It raises the debate between individuals and structures as causes of historical change; determination and individual agency, and more. While there is much that it does not necessarily address, it is a book that is thought-provoking for potential undergraduates.

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The Hedgehog and the Fox by ISAIAH BERLIN

A short essay concerning ways in which scholars, past and present, have attempted to understand history with particular reference to Tolstoy.

erlin argues that various thinkers can be divided into two camps: 1) ‘hedgehogs’ who attempt to reduce history to one overarching factor or influence; and 2) ‘foxes’ who perceive the world as more complex in which a greater number of factors need to be taken into account. This division creates a useful framework for those new to the study of history to understand the thinkers they encounter and to think about the pros and cons of each methodology in the writing of history. It is, therefore, a good springboard for discussion. Some questions that might arise are: is there any benefit in focusing on one specific factor (e.g. class, gender or race) when researching and writing history?; and if we accept that history is more complex, is it even possible to fully research all the possible factors especially given the vast amount of evidence available to the historian?

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Fascinating Footnotes from History by GILES MILTON

Milton is a historian renowned for his narrative flair and being able to relate past events using captivating prose.

n this book, Milton offers up a wealth of short, somewhat quirky, historical tales discovered from decades of research in the archives. The stories compiled are fascinating by nature, including a Japanese soldier fighting the Second World War in 1974 and the time Stalin robbed a bank. The value of this book lies in how it can kindle a very intense interest in history by revealing the events that, whilst appearing too whimsical to be true, are in fact totally accurate. It is easy to forget when studying history in the mainstream manner of focusing on higher politics and famous individuals that there was much else occurring in the world at the time, a lot of it bizarre but ultimately very human. The peopleâ&#x20AC;&#x2122;s experience of history has garnered much academic focus recently, leading to many studies that uncover the wealth of history often overlooked by grand narratives through a focus on the experience of the passengers of history, as opposed to the main players. Miltonâ&#x20AC;&#x2122;s book induces awareness of such history by reminding readers that history can be much more than simply a study of royal bloodlines or political events, it is a vastly rich subject characterised by varying experiences, many of which may have little significance in and of themselves but remain highly intriguing. Reminding us of the fact that the people of the past were as human as we are now, a fact so easily forgotten by academic historians as they seek grander themes and narratives.

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Orientalism by EDWARD SAID

Said’s book is fundamental for anyone wishing to study history, even if they have never or never intend to study the history of the ‘Orient’.

aid’s questioning of the inherent beliefs of any historian is key for any student to begin to understand the complexity of history beyond assembling dates and events into a timeline. The debate into how objective a historian can be, and indeed whether a historian should be objective, is one that divides the subject to this day. Forming opinions on history is most likely a new idea to many students and one that should be explored.

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The Oxford History of the French Revolution by WILLIAM DOYLE

Doyle’s book is a more ‘traditional’ history book and is a riveting introduction to one of the most important formative events of the modern world.

ot only is the French Revolution a fascinating historical event to study in itself, Doyle weaves together a number of interpretations, that of Whig historians and Marxist historians to name a few, to present a nuanced account of the period 1774-1882. History students should understand that diversity of opinion exists even in the most noted of events, and that these debates between interpretations will form the very foundations of a history degree. Moreover, the European context offered by Doyle will widen the knowledge of even the most well-read student.

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The Making of the English Working Class by E. P. THOMPSON

This book is such a supremely good work of history, based on extensive archival research and a deep and thoughtful analysis of the sources.

hompson’s most central point is that class is not a static structural entity which can be stopped in time and analysed, but must be explored ‘in motion’, and in its expression through people’s actions and behaviour. His key aim is to focus on those whose voices have been marginalised in the historical record, to recover and reconstruct some of their experiences and sensibilities. Thompson’s writing is so full of vivacity and punch that the complex themes he explores, working class consciousness, the psycho-sociology of Methodism, ‘millenarian’ anxieties, are both comprehensible and compelling. The book itself is also a historical artefact, a manifestation of the methodological shift to ‘history from below’ in the 1960s. So even if someone is not especially interested in 18th century British history, the book can and should be analysed from a historiographical angle, and has much to tell us about the New Left historians of that time. It argues that in the years between 1790 and 1832 most English working people came to feel an identity of interest as between themselves, and as against their rulers and employers: hence developing what is described as ‘class consciousness’. It has been heavily criticised on this central thesis, most importantly because it represents an historian imprinting his own views on the period he studied and failing to study the period for its own worth and on its own terms. Developing these abstract thoughts is critical for prospective candidates.

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Postmodernism in History by BEVERLEY SOUTHGATE

This book is really useful in giving students a fuller understanding of one of the most important historiographical trends and challenges of our time.

History course at university often places a large emphasis on getting to grips with historiography, because it is so essential in order to have a deeper understanding of history writing and the subject in general.

Postmodernism is, in the context of history writing, a movement interested in applying discourse analysis to historical texts, de-centring historical metanarratives, and problematising empiricism. This book eloquently and clearly explains the postmodernist â&#x20AC;&#x2DC;challengeâ&#x20AC;&#x2122; to history and history writing. It explores why so many historians and other academics have deep anxieties about postmodernism, while also contextualising the movement and demonstrating how it has much to offer the practice of history in the future. This book encourages students to think really critically about how we use sources and construct historical narratives, and introduces the ideas of some of the most important thinkers of the 20th century.

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Britons by LINDA COLLEY

This text, focusing on the formation of a British national identity in the eighteenth century, is seminal for its thesis of the British identity forming in opposition the â&#x20AC;&#x2DC;otherâ&#x20AC;&#x2122;.

olley argues a British national identity formed during this century in opposition to a French, Catholic identity, and it is disdain for French Catholicism that provides the main cohesive factor between the English, Welsh and Scots. The book is split into accessible chapters so would be suitable for a student of university application age who sought to challenge themselves. This is a book that can be critically read and engaged with. It is a book which helps develop confidence as a historian and encourages the reader to engage with debates and think about their own opinion more, which is something most students do not get a chance to do at school.

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Africa since 1940 by FREDERICK COOPER

‘Africa since 1940’ encourages students to explore outside of the ‘safe confines’ of American and European history.

red Cooper is a leading voice in African history and deservedly so - ‘Africa since 1940’ is highly readable and clear, and offers true insight into the postcolonial state despite its ambitious historical and geographical reach.

Particularly interesting is his theory of the ‘gatekeeper state’ - the idea that power in Africa comes from the control of resources. The person ‘controlling the gate’, who mediates the import, export and transfer of resources holds exclusive access to power. The theory is used to investigate why many African states can successfully assert their power on the world stage (in export markets) but cannot keep control of internal politics. The book provides insight into a range of African countries and is the ideal starting point for the study of the continent in the latter part of the twentieth century.

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In Defence of History by RICHARD EVANS

Thoroughly important and interesting in equal measure, the book concerns responses to recent trends in historiography around postmodernism.

ompared to secondary school, essays at university must be embedded in a knowledge of historiography. More than this, historiography is very interesting and can spark off new questions and debates around the subject which may be useful at interview.

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The Practice of History by G.R. ELTON

Elton writes very well and is entertaining to read.

his bookâ&#x20AC;&#x2122;s perspective formed a hegemony on understanding about the historical method at the time in which it was written, though has since been discredited. If the student can read and disagree with it in a unique way, this will help them stand out in their application to study History at university. In addition to this Elton writes very well and is entertaining to read.

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The Sleepwalkers: How Europe went to war in 1914 by CHRISTOPHER CLARK

An extraordinary history book on the origins of the First World War, written by Cambridgeâ&#x20AC;&#x2122;s Regius Professor of history.

his is a book which provokes really vibrant discussion and helps students gain a solid understanding of topics studied at school.

Moreover, it is a fantastic book and one of the most admired in its field. It is well written, with biting analysis, yet still poses many questions that can be easily be identified for further discussion.

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Tess of the d’Urbervilles by THOMAS HARDY

It is often common for potential students to be asked to discuss their interests outside of history.

eing able to verify an interest in a different intellectual field outside of history but an interest that still has relevance in terms of both skill and genre is very advantageous. Moreover, classic literature is notorious for its ability to improve the coherence and diction of any essay, providing transferable skills that are widely recognised by all humanities faculties. Tess of the d’Urbervilles fits this criteria perfectly, being very well written with a compelling narrative. Set in Hardy’s Wessex, ‘Tess of the d’Urbervilles’ is a moving novel of hypocrisy and double standards. Its challenging sub-title, A Pure Woman, infuriated critics when the book was first published in 1891, and it was condemned as immoral and pessimistic. It tells of Tess Durbeyfield, the daughter of a poor villager, who learns that she may be descended from the ancient family of d’Urberville. In her search for respectability her fortunes fluctuate wildly, and the story assumes the proportions of a Greek tragedy. It explores Tess’s relationships with two very different men, her struggle against the social mores of the rural Victorian world which she inhabits and the hypocrisy of the age. In addressing the double standards of the time, Hardy’s masterly evocation of a world which we have lost, provides one of the most compelling stories in the canon of English literature, whose appeal today defies the judgement of Hardy’s contemporary critics.

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We Ain’t What We Ought To Be by STEPHEN TUCK

‘We Ain’t What We Ought To Be’ is a truly transformative book.

uck draws upon the ever-growing importance of personal histories when detailing the experiences of black people from Jim Crow to Obama. This book highlights the gaping holes that exist within the historiography of African-Americans. For prospective students, American history papers are often the most popular paper examined at undergraduate level due to the breadth and detail they allow. This book would provide a comprehensive overview of historical events that are still topical today.

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Bloodlands: Europe between Hitler and Stalin by TIMOTHY SNYDER

‘Bloodlands’ constitutes a fresh historiographical perspective of the totalitarian regimes of both Hitler and Stalin in the twentieth-century.

ynder focuses on the physical impact of territory and borders without suggesting a territorial determinism or fatal geopolitics of the Balkan region. Unlike most scholars, Snyder suggests that overriding exceptionalism (writing about one country’s national history) has allowed for a nuanced comparison between Nazi Germany and the Soviet Union. The most gripping part of the book is Snyder’s comment on how we remember atrocities such as the Holocaust. Snyder concurs in stating that the association between Holocaust and Auschwitz has dominated historiography and popular memory. Arguably, Auschwitz as a synonym for the Holocaust, persecution of Jews and ethnic cleansing creates the popular view that Germans were unaware of the Holocaust. Therefore, it becomes easier to create a strong claim for the ignorance and naivety of Germans. In comparison, although the Holocaust began on territory occupied by the Soviets, when the Holocaust becomes a synonym for Auschwitz this allows for Soviet history to subscribe responsibility to the Germans. Furthermore, such sanctity has allowed for Holocaust to be deeply enmeshed in history. Insofar, that it distances barbaric historical actors from us. For a prospective student, this would encourage in-depth thought about history as a historical event, memory and a historiographical framework.

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Archaeology: Theories, Methods and Practise by RENFREW AND BAHN

The book addresses the major developments that have been made in archaeological science, theory, technology.

enfrew and Bahnâ&#x20AC;&#x2122;s book is invaluable to a prospective history student with an interest in archaeology or a prospective archaeology applicant as it educates the reader about the fundamentals of modern archaeological practise (both in the field and in the lab). The book addresses the major developments that have been made in archaeological science, theory, technology and method, thus bringing the applicant up to date with contemporary discussions. Additionally it also introduces candidates to case studies which they can further investigate and further their passion for the subject.

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History Today It is important to not just read about the theory of history, but an area of history that interests the candidate specifically.

he most important thing a prospective candidate for history needs to do is to show an interest in history beyond what is introduced to them in the classroom. It is therefore important to not just read about the theory of history, but an area of history that interests the candidate specifically. Subscribing to â&#x20AC;&#x2DC;History Todayâ&#x20AC;&#x2122; magazine is a good way in to discovering a preferred area of study as the articles are very accessible.

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