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BA History

Academic Year 2017/18

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

BA History

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Bachelor of Arts

Programme Code

MHY-BA-S

UCAS Code

V140

JACS Code

V140 (DESCR) 100

Criteria for Admissions

ABB at A Level

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Single Honours

Length of Programme

3 Academic Year(s)

Total Credits for Programme

360

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

History, Anthropology, Philosophy and Politics

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 6

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

History (2014)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Dr D Urquhart

University of Liverpool

Professor T Parkin

Manchester University

Professor T Lockley

Warwick University

Professor J Wolfe

The Open University

Professor J Whittle

University of Exeter

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

Programme Specific Regulations

At Level II a student may substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed below.

At Level III a student may substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed below.

A student who has transferred onto this Single Honours programme having only completed 60 CATS at Level I in the Single Honours subject may at Level II or Level III substitute up to 20 CATS of optional modules with the equivalent number of CATS from a list of approved modules beyond those listed below.

On completing Level I a Joint Honours student who has passed 60 CATS at Level I in History modules may be admitted to this Single Honours programme having obtained the approval of the advisor of studies for the programme.

A Joint Honours student wishing to be admitted to the Single Honours programme must have passed the following modules: HIS1003; HIS1002.

The admission requirement of ABB is waived provided students have achieved an average mark across the 60 CATS of 60 or above.

Students with protected characteristics

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No

EDUCATIONAL AIMS OF PROGRAMME

The BA programme in History at Queen’s provides students with a wide choice of modules in African, American, European (including British and Irish) and Asian history. There are modules on economic, gender, intellectual, political, religious and social history. The modules cover a long chronological span from Ancient History through to Contemporary History. Students can opt to specialise in particular fields or select a more varied programme.

The programme is designed:

To provide students with a rigorous and in-depth intellectual training in the discipline of History combining chronological and geographical breadth with specialisation.

To show how the study and interpretation of the past are not only intrinsically worthwhile as aspects of human inquiry, but are also central for making the present intelligible.

To enable students to develop skills for the critical evaluation of primary and secondary sources.

To develop historical skills by enabling students to prepare an extended piece of independent writing.

To develop an appreciation of the range of problems involved in the interpretation of complex, ambiguous, conflicting and often incomplete material; a feeling for the limitations of knowledge and the dangers of simplistic explanations.

To develop more general critical skills as a researcher and analyst

To develop intellectual independence

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

exercise sound, reasoned judgment;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

think independently and imaginatively

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

appreciate a range of historical and cultural perspectives on academic enquiry;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

engage with and interpret layers of meaning within primary sources;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

assess and appraise differing views on significant areas of academic debate;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

discriminate between what is central and what is peripheral to the issue in question;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

evaluate sources critically in their context;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

gather, organise and deploy evidence, data and information; and be familiar with appropriate means of identifying, finding, retrieving, sorting and exchanging information.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

synthesise relevant information and exercise critical judgement, primarily through essay writing;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

demonstrate an analytical ability, and have the capacity to consider and solve problems, including complex problems to which there is no single solution

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

demonstrate clarity and fluency of written expression

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

reflect on their own learning and seek and make use of constructive feedback

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

recognise the importance of explicit referencing and the ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

produce intellectually coherent academic analysis under time-managed conditions and within word limits;

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

structure, manage and adapt strategies for self-directed independent research.

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

demonstrate intellectual integrity and maturity

Teaching/Learning Methods and Strategies

Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information.

Through class discussions, sometimes assigned to pairs or sub-groups, students develop a comparative understanding of different approaches to material and the ability to formulate their own arguments and responses.

Through supervision of dissertations and research essays students are encouraged to identify a research topic; collate relevant data and write an independent analysis of it

Student-centred learning situations encourage the ability to present and summarise knowledge to peers in a coherent, structured form, and to further enhance organisational and inter-personal skills.

Writing skills tutorials and dissertation workshops develop a student’s ability to structure and write a coherent and lucid essay and dissertation. Research skills in online bibliographical searches and the use of archives and libraries are developed through preparatory workshops for the dissertation. Students also have the opportunity to attend classes in database management.

Group projects are used to encourage students to collaborate with peers, negotiate the demands of teamwork and develop their understanding of a topic.

Methods of Assessment

Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument.

Written exams help students gain a knowledge of a topic that can be readily and directly applied to a set problem or question, and also test their ability to select relevant information and to write clearly and concisely within a set time.

Essays test their ability to collect, order and shape information, and to recognise ways in which to present and prioritise material.

Dissertations test students’ ability to conceive of an independent research project; collate relevant data and synthesise it in a coherent and lucid analysis.

Coursework is required to be submitted in a specified form and to fixed deadlines, thus teaching students to learn to prioritise assignments and objectives and to hone their organisational and time-management skills.

Feedback is provided for each type and instance of assessment and students may seek dedicated feedback sessions with course tutors. The Personal Tutor system facilitates student reflection upon academic performance and assists in developing strategies for improvement.

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

An awareness of continuity and change over an extended period of time

Teaching/Learning Methods and Strategies

The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions

Methods of Assessment

Assessment of individual modules

An understanding of the history of a number of different countries and societies

Teaching/Learning Methods and Strategies

The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions

Methods of Assessment

Assessment of individual modules

An ability to reflect critically on the nature of History as an academic discipline and an awareness of historiographical and methodological debates

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to reflect on the historiography of particular topics and to compare different perspectives and methodological debates

Methods of Assessment

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with the historiography of a topic as well as their awareness of different methodological approaches and debates.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

An awareness of the diversity of specialisms within the discipline of History

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged to identify different specialisms and the contribution that they make to our understanding of the past.

The History curriculum provides students with a wide range of modules to choose from which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians.

Methods of Assessment

In the criteria for assessment of written and oral work particular attention is paid to the student’s familiarity with the historiography of a topic as well as their awareness of different methodological approaches and debates.

In the assessment of dissertations, students are expected to demonstrate an awareness of the secondary literature on their research topic and to engage with it in an imaginative as well as critical fashion.

An appreciation of the role of History in society and the varied ways in which it can be presented to a non-academic audience

Teaching/Learning Methods and Strategies

In levels one and two, all students take modules which focus on public history and the presentation of history in public spaces such as heritage centres, museums, television, film and online.

Methods of Assessment

Group presentations on public history projects.

Have written an extended piece of work based on contemporary sources or an in-depth historiographical enquiry.

Teaching/Learning Methods and Strategies

At level 3 emphasis is placed on students working on primary sources and writing extended research essays as well as a dissertation.

Methods of Assessment

Research essays (4-5.000 words) and dissertations (14,000 words)

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

A respect for historical context and evidence and a greater awareness of the historical processes unfolding in our own time

Teaching/Learning Methods and Strategies

Discussions in seminars and tutorials encourage students to reflect on the historical context of current developments and public discourse

Methods of Assessment

In written and oral work, students are expected to demonstrate an awareness of the different context of the past.

An ability to understand how people have existed, acted and thought in the always different context of the past

Teaching/Learning Methods and Strategies

Lectures, seminars and tutorials aim to make students aware of the different context of the past

Methods of Assessment

In written and oral work, students are expected to demonstrate an awareness of the different context of the past.

An ability to read and analyse primary sources, both critically and empathetically.

Teaching/Learning Methods and Strategies

Work on primary sources is incorporated into the curriculum at every level

Methods of Assessment

Essays, dissertations, oral presentations

An appreciation of the complexity and diversity of situations, events and past mentalities

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, dissertations, oral presentations

An awareness of a range of viewpoints and an appreciation of the problems involved in interpretation of complex, ambiguous, conflicting and often incomplete material

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, dissertations, oral presentations

An awareness of the rules of evidence utilised by historians to test the validity of documentary evidence

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, dissertations, oral presentations

A recognition that not all statements are of equal validity

Teaching/Learning Methods and Strategies

The History curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff. These include economic, gender, intellectual, political, religious and social historians as well as historians of different geographical regions and varying historiographical backgrounds.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of historical debate and to encourage consideration of the contrasting ways of interpreting evidence. Students are also encouraged to evaluate critically different types of evidence and recognise the inherent ambiguities and incompleteness of historical interpretation.

From level 1 through to level 3 students are trained in the methods of professional historians

Methods of Assessment

Essays, dissertations, oral presentations

Intellectual independence and the initiative to set tasks and solve problems

Teaching/Learning Methods and Strategies

In seminars and tutorials students are encouraged to present their own ideas and views on particular topics.
In dissertations, students are expected to formulate their own research topic and engage in independent research on it.

Methods of Assessment

Essays and dissertations

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms;

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

collate and process information from an array of sources, including electronic media

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

present high-quality analysis cogently and succinctly;

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

evaluate and judge evidence and the quality of information

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

Manage time efficiently, work under pressure and to deadlines

Teaching/Learning Methods and Strategies

Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class.

Methods of Assessment

Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument.
Written exams test students’ ability to select relevant information and to write clearly and concisely within a set time. With coursework essays, students are required to adhere to strict deadlines.

use IT skills (word processing, use of internet resources);

Teaching/Learning Methods and Strategies

Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials

Methods of Assessment

Research for essays and presentations

use libraries and online resources

Teaching/Learning Methods and Strategies

Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials

Methods of Assessment

Essays, dissertations and presentations are assessed for presentation skills, appropriate bibliography as well as analysis

reflect on intellectual and professional priorities;

Teaching/Learning Methods and Strategies

Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the School works closely with the Careers Liaison Officer to present students with information on possible careers

Methods of Assessment

Each student is allocated a Personal Tutor in level 1 and meets with him/her throughout the duration of the degree programme

respond constructively to criticism;

Teaching/Learning Methods and Strategies

students may seek dedicated feedback sessions with course tutors

Methods of Assessment

Online and Oral Feedback is provided for each type and instance of assessment

understand the role and use of feedback in assessing and improving performance;

Teaching/Learning Methods and Strategies

students may seek dedicated feedback sessions with course tutors

Methods of Assessment

Online and Oral Feedback is provided for each type and instance of assessment

work effectively and creatively both independently and in a team setting;

Teaching/Learning Methods and Strategies

Group work on projects, particularly at levels 1 and 2

Methods of Assessment

Individual modules include group work assessment

present ideas and arguments orally in both formal and informal contexts; and the capacity to sustain a reasoned line of argument in the face of others, to listen, engage in sustained debate, and amend views as necessary in the light of evidence of argument

Teaching/Learning Methods and Strategies

Individual and group presentations

Methods of Assessment

Individual and group presentations

take notes and summarise accurately and effectively;

Teaching/Learning Methods and Strategies

Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials

Methods of Assessment

Coursework assignments (researching and writing)

demonstrate self-reliance, initiative, adaptability and intercultural awareness

Teaching/Learning Methods and Strategies

Erasmus programme and Exchange programmes with international universities

Methods of Assessment

For most international exchanges, students enrol on the host institution’s undergraduate programme.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Politics and Society in 19th Century Ireland

HIS2011

2

20

YES

12 weeks

N

YES

90%

10%

0%

The American South 1619-1865

HIS2028

2

20

YES

12 weeks

N

YES

90%

10%

0%

That Vast Catastrophe

HIS3033

3

20

YES

12 weeks

N

YES

90%

10%

0%

The American Civil War and Reconstruction, 1860-1877

HIS3035

3

20

YES

12 weeks

N

YES

90%

10%

0%

Politics and Society in 20th Century Ireland

HIS2012

2

20

YES

12 weeks

N

YES

30%

10%

60%

The American South, 1865-1980

HIS2029

2

20

YES

12 weeks

N

YES

30%

10%

60%

The Origins of Protestantism

HIS3022

3

20

YES

12 weeks

N

YES

90%

10%

0%

Presbyterians in Ulster, 1690-1840

HIS3065

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Second World War in Europe

HIS3010

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Irish Revolution, 1917-1921

HIS3073

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Roman Origins of the East and West; From Augustus to Charlemagne

HIS2049

2

20

YES

12 weeks

N

YES

90%

10%

0%

Europe between the Wars, 1919-1939

HIS2050

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Peasants' Revolt 1381

HIS3011

3

20

YES

12 weeks

N

YES

90%

10%

0%

Working Class Communities in the UK 1900-1970

HIS3012

3

20

YES

12 weeks

N

YES

90%

10%

0%

Dissertation

HIS3077

3

40

YES

12 weeks

Y

YES

100%

0%

0%

The making of contemporary Britain: 1914 to the present

HIS2018

2

20

YES

12 weeks

N

YES

30%

10%

60%

Exploring History 1

HIS1003

1

20

YES

12 weeks

N

YES

90%

10%

0%

Exploring History 2

HIS1002

1

20

YES

12 weeks

N

YES

30%

10%

60%

Kings, courts and culture in Carolingian Europe

HIS3079

3

20

YES

12 weeks

N

YES

90%

10%

0%

History and Historians: Contested Pasts

HIS1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Modernity in Missions: Overseas Christian Expansion, 1858-1980s

HIS3099

3

20

YES

12 weeks

N

YES

90%

10%

0%

Revolutionary Europe, 1500-1789

HIS2057

2

20

YES

12 weeks

N

YES

90%

10%

0%

Age of anxiety: Irish culture and society in interwar European context

HIS3109

3

20

YES

12 weeks

N

YES

90%

10%

0%

Nationalism and Liberation in 20th Century Africa

HIS2061

2

20

YES

12 weeks

N

YES

90%

10%

0%

Recording History

HIS2063

2

20

YES

12 weeks

Y

YES

90%

10%

0%

Uniting Kingdoms

HIS2064

2

20

YES

12 weeks

N

YES

90%

10%

0%

Alexander The Great and the Creation of the Hellenistic World

HIS2020

2

20

YES

12 weeks

N

YES

90%

10%

0%

Apocalypse! End of the World.

HIS2065

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Rise of Christianity 2: The Conversion of the Roman Empire

HIS3071

3

20

YES

12 weeks

N

YES

90%

10%

0%

The British republic: Culture, religion and war 1649-1660

HIS3120

3

20

YES

12 weeks

N

YES

90%

10%

0%

The War of Ideas in Seventeenth-Century Ireland

HIS3121

3

20

YES

12 weeks

N

YES

90%

10%

0%

Visualising China's encounter with the West

HIS2066

2

20

YES

12 weeks

N

YES

90%

10%

0%

Interpreting the Voices of the Past: the oral history of Northern Ireland since 1945

HIS3124

3

20

YES

12 weeks

N

YES

90%

10%

0%

Interpreting the Irish Country House

HIS3123

3

20

YES

12 weeks

N

YES

90%

10%

0%

Cabinets of Curiosity: Museums Past and Present

HIS2067

2

20

YES

12 weeks

N

YES

90%

10%

0%

Thatcher's Britain

HIS3127

3

20

YES

12 weeks

N

YES

90%

10%

0%

Sin Cities? Everyday Life in the Modern Metropolis

HIS3128

3

20

YES

12 weeks

N

YES

90%

10%

0%

The Ancient City

HIS3129

3

20

YES

12 weeks

N

YES

30%

10%

60%

History and Society

HIS1005

1

20

YES

12 weeks

N

YES

90%

10%

0%

Notes

Students must take the following FOUR Compulsory Modules (HIS1003, HIS1002, HIS1001 and HIS1005). Plus Students must take TWO modules from the Optional modules offered by Faculty (ONE module in Semester 1 and ONE module in Semester 2).

Students take SIX modules one of which must be HIS2063, HIS2066 or HIS2067

Students take the Dissertation module (HIS3077) plus FOUR optional modules.