A fairly recent paper in the History syllabus at Oxford is 'Disciplines of History'. The traditional methodological paper had three essays required to be written in three hours. In new-fangled 'Disciplines', it is two essays in three hours. So deep thought is required!
Usually, for the 'Comparative History' half of the Disciplines Paper, the topic of 'Revolutions' comes up. 'Revolution', of course, lends itself to transnational comparison. Following Perry Anderson's cogent reasoning, but to be honest also with some mind to manageability, I normally recommend to the students that they define 'revolution' as 'punctual': i.e. radical, but limited in time and space, even if the effect is quite diffuse. (Acute revolutions, natch, can succeed or fail to lesser or greater degrees; I'd be a poor Irishperson who refused a nod to the Memory of the Dead). But overall the definition of 'revolution' is up to my extraordinarily fab students. It can be quite non-political and drawn-out. Here's an invaluable guide, for example, to the 'Scientific Revolution'
https://vimeo.com/36015837
If students want to look at a long-drawn out process of revolution, 'Industrial', 'Scientific' or whatever, I say, 'go for it, emergent intelligentsia!'. I shall, however, have to pass you over to experts for guidance.
Here's Emma Dougherty, animator extraordinaire, and co-author of video above:
http://www.emmadougherty.com/contact.html
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