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BA History and Social Anthropology

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 and Social Anthropology

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

Bachelor of Arts

Programme Code

MHY-BA-JS

UCAS Code

VL16

JACS Code

L600 (DESCR) 50

Criteria for Admissions

BBB

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Full Time

Type of Programme

Joint Honours Single

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

Anthropology (2015)

Accreditations (PSRB)

External Examiner Name:

External Examiner Institution/Organisation

Professor J Wolfe

The Open University

Professor J Whittle

University of Exeter

Professor J Stock

University College Cork

Dr D Urquhart

University of Liverpool

Professor T Lockley

Warwick University

Prof T Parkin

Manchester University

Dr M Fumanti

St Andrews University

REGULATION INFORMATION

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

Programme Specific Regulations

On completing Level I a Single Honours student in either History or Social Anthropology who has completed 40 CATS at Level I in the other subject and has achieved an average mark across the 40 CATS of 60 or above may be admitted to this Joint Honours programme subject having obtained the approval of the advisor of studies of the subject in which they only have 40CATS.

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

The admission requirement of BBB is waived provided students have achieved an average mark across the 40 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 programme is designed to provide students with training in History and Anthropology, two disciplines which, while discrete, are complementary and mutually enriching. The programme allows students to delve into each discipline’s unique body of knowledge, subject matters, and research skills. Social Anthropology is concerned with key debates regarding culture and society, examined by comparative methods and ethnography, which entails engagement and participation in the field. This promotes an understanding of diversity across a range of cross-cultural fields, including kinship, economy, ecology, religion, gender, art, music and morality. History is concerned with contested interpretations of the past and the limited nature of historical knowledge across diverse time periods and geographical regions. This encourages an engagement with the general methodological and theoretical approaches of historians from social, cultural, political, economic, and gender perspectives.

The strength and uniqueness of the joint programme lies in the promotion of mutually-enforcing skills, which transcend discipline-specific paradigms. Both History and Anthropology enable students to think critically outside the confines of their own culture, to cultivate the capacity to reflect upon social change and the interaction of cultures across time and space, and to situate localised experiences within wider global processes and international contexts. Through the two disciplines, students acquire knowledge and develop skills that enable them to evaluate a wide range of sources, including oral, visual, and written. Moreover, they develop the ability to research, gather, sift and deploy relevant information and concepts, while being able to understand, discriminate between, and evaluate critically conflicting theoretical and interpretative positions. The programme is also designed to equip students with a range of skills which promote self-motivated, independent learning. In addition to written outputs, emphasis is placed on creative tasks including digital and print media, and research projects in collaboration with academic and non-academic collectives and institutions. The diverse and attractive skills developed aid students in the pursuit of employment in a vast array of sectors within and outside the humanities.

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:

demonstrate knowledge and critical understanding of the potential applications of anthropological and historical knowledge in a variety of contexts

Teaching/Learning Methods and Strategies

All students take modules that focus on the presentation of anthropology and history in public spaces such as heritage centres, musical concerts, museums, television, film and online.

Methods of Assessment

Group presentations on public history projects.

An awareness of the diversity of specialisms within the discipline of Anthropology and 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 society, present and the past.

Methods of Assessment

In the criteria for assessment of written and oral work particular attention is paid to the student’s awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, 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.

In Anthropology students are also expected to provide evidence of field research

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

Teaching/Learning Methods and Strategies

In lectures and tutorials students are encouraged 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 awareness of cultural assumptions (including their own) and the ways in which these impact on an interpretation of others, 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.

In Anthropology students are also expected to provide evidence of field research

Experience of critically evaluating texts in a variety of forms including manuscript, printed, musical and visual

Teaching/Learning Methods and Strategies

Analysis of sources and different types of texts is incorporated into the curriculum at all levels

In lectures and tutorials students are encouraged to reflect on human cultural diversity and to compare different perspectives and methodological debates

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

show an appreciation and understanding of the relationship between local social and cultural forms in relation to global processes and broader historical developments

Teaching/Learning Methods and Strategies

he programme incorporates a wide range of modules that focus on different periods of time, anthropological themes and geographical regions
At level one, students take a jointly taught module on global history and society

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

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

Teaching/Learning Methods and Strategies

he programme incorporates a wide range of modules that focus on different periods of time, anthropological themes and geographical regions
At level one, students take a jointly taught module on global history and society


he programme incorporates a wide range of modules that focus on different periods of time, anthropological themes and geographical regions
At level one, students take a jointly taught module on global history and society

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

an understanding of the nature and extent of human diversity and commonality and account for this using a variety of analytical perspectives

Teaching/Learning Methods and Strategies

he programme incorporates a wide range of modules that focus on different periods of time, anthropological themes and geographical regions
At level one, students take a jointly taught module on global history and society

Methods of Assessment

Essays, seminar/tutorial contributions and dissertations

Learning Outcomes: Subject Specific

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

An ability to apply anthropological knowledge to a variety of practical situations, personal and professional plans

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

This is informally assessed through discussions with a Personal Tutor on the student’s career development

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

A recognition that not all statements are of equal validity

Teaching/Learning Methods and Strategies

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of academic debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

an engagement with cultures, populations and groups different from their own, without forgoing a sense of personal judgment

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

Teaching/Learning Methods and Strategies

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of academic debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

an engagement with cultures, populations and groups different from their own, without forgoing a sense of personal judgment

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 curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of academic debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

an engagement with cultures, populations and groups different from their own, without forgoing a sense of personal judgment

analyse and recognise the politics of language, indirect forms of communication and theoretical statements, forms of power and claims of authority

Teaching/Learning Methods and Strategies

The curriculum provides students with a wide choice of modules which reflect the different specialisms of members of staff.

Lectures, seminars and tutorials aim to advance students’ appreciation of the complexity of academic debate and to encourage consideration of the contrasting ways of interpreting evidence.

Methods of Assessment

an engagement with cultures, populations and groups different from their own, without forgoing a sense of personal judgment

an ability to critically read and interpret texts (print, oral, film, multimedia) within their historical, social and theoretical contexts

Teaching/Learning Methods and Strategies

Work on sources and texts is incorporated into the curriculum at every level

Methods of Assessment

an engagement with cultures, populations and groups different from their own, without forgoing a sense of personal judgment

understand how human beings are shaped by, and interact with, their social, cultural, historical and physical environments, and an appreciation of their social, cultural and biological diversity;

Teaching/Learning Methods and Strategies

Discussions in seminars and tutorials encourage students to reflect on the anthropological and 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 and a knowledge of human social and cultural differences and how they emerge and are reproduced

an engagement with cultures, populations and groups different from their own, without forgoing a sense of personal judgment

Teaching/Learning Methods and Strategies

Lectures, seminars and tutorials aim to make students aware of the different contexts and values of societies in the present and the past and make them able to critically analyse cultural difference

Methods of Assessment

In written and oral work, students are expected to demonstrate an awareness of the different context of the past and a knowledge of human social and cultural differences and how they emerge and are reproduced

Learning Outcomes: Transferable Skills

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

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.

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)

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

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.

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%

Performance, Power and Passion

ESA2002

2

20

YES

12 weeks

N

YES

90%

10%

0%

The Politics of Performance: From Negotiation to Display

ESA3002

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

24 weeks

Y

YES

100%

0%

0%

Exploring History 1

HIS1003

1

20

YES

12 weeks

N

YES

90%

10%

0%

Expressive Cultures

ESA1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Exploring History 2

HIS1002

1

20

YES

12 weeks

N

YES

30%

10%

60%

Being Human: Evolution Culture and Society

ANT1001

1

20

YES

12 weeks

N

YES

90%

10%

0%

Love, Hate and Beyond. Emotions, Culture, Practice

ANT3035

3

20

YES

12 weeks

N

YES

90%

10%

0%

Love, Hate and Beyond: Emotions, Culture, Practice

ANT2010

2

20

YES

12 weeks

N

YES

90%

10%

0%

Key Debates in Anthropology

ANT2022

2

20

YES

12 weeks

Y

YES

90%

10%

0%

A World on the Move:Historical and Anthropological Approaches to Globalization

ANT1003

1

20

YES

12 weeks

N

YES

90%

10%

0%

Power, Ritual and Symbol: the View from Anthropology

ANT1004

1

20

YES

12 weeks

N

YES

90%

10%

0%

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%

Dissertation in Social Anthropology Preparation

ANT2030

2

20

YES

12 weeks

Y

YES

90%

10%

0%

Dissertation in Social Anthropology: Writing-Up

ANT3030

3

20

YES

12 weeks

Y

YES

100%

0%

0%

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

HIS3099

3

20

YES

12 weeks

N

YES

60%

10%

30%

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%

Conflict and Peace in Comparative Perspective

ANT2032

2

20

YES

12 weeks

N

YES

90%

10%

0%

Conflict and Peace in Comparative Perspective

ANT3145

3

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%

Music and Identity in the Mediterranean

ESA2005

2

20

YES

12 weeks

N

YES

30%

10%

60%

Music and Identity in the Mediterranean

ESA3012

3

20

YES

12 weeks

N

YES

30%

10%

60%

Cognition and Culture

ANT2034

2

20

YES

12 weeks

N

YES

90%

10%

0%

Cognition and Culture

ANT3147

3

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%

Apocalypse! The history and anthropology of the end of the world

ANT3149

3

20

YES

12 weeks

N

YES

90%

10%

0%

Ecomomic Anthropology

ANT2036

2

20

YES

12 weeks

Y

YES

30%

10%

60%

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%

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%

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

90%

10%

0%

In Gods We Trust: The New Science of Religion

ANT3150

3

20

YES

12 weeks

N

YES

90%

10%

0%

History and Society

HIS1005

1

20

YES

12 weeks

N

YES

90%

10%

0%

Notes

Students must take 3 HIS modules plus ANT3150 plus 2 ANT/ETH/ESA Level 3 module. The History dissertation module counts as 2 modules. Students cannot take a dissertation module in both subjects. If students wish to choose ANT3030 (Social Anthropology Dissertation Write-up) at Level 3 they MUST have already taken ANT2030 (Social Anthropology Dissertation Preparation) at Level 2.

Students must take 3 HIS plus ANT2022 plus another 2 Level 2 modules ANT/ETH/ESA modules. HIS2065 can count as either a History or an Anthropology module. If students wish to choose ANT3030 (Social Anthropology Dissertation Write-up) at Level 3 they MUST choose ANT2030 (Social Anthropology Dissertation Preparation) at Level 2..

Students must take the following TWO compulsory modules HIS1003 and HIS1002 plus ONE optional module from HIS1001 and HIS1005 PLUS THREE of the four compulsory Level 1 ANT modules.