Modules

• Year 1

  Core Modules

  Exploring History 1 (20 credits)

  ×

  Exploring History 1

  Overview

  This module allows students to study a closely-defined area of history. They will choose from a range of courses offered by History staff and will study one topic in detail. Each course is designed as a significant area of study in its own right, and as a means of developing in depth some of the issues of historiography and method that students will encounter over their course of studies in History at Queen's. Particular emphasis is placed on essay writing at university level.

  Learning Outcomes

  On completion of this module, students should be aware of the range of approaches that have been used to study the past. They should be able to demonstrate knowledge of a particular historical case study and how it has been debated amongst historians. They should also be aware of the links between historical research and methodological/theoretical frameworks.

  Skills

  Ability to think critically, reason logically, and evaluate evidence; develop communication skills, both written and oral; an ability to work independently; the ability to use and interpret a range of sources.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  1

  Credits

  20

  Module Code

  HIS1003

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Introduction To World Archaeology (20 credits)

  ×

  Introduction To World Archaeology

  Overview

  Archaeology seeks to understand past human culture through the systematic study of material remains. This module serves as an introduction to the incredible scope of the global discipline of archaeology. Two seminars introduce contentious issues in archaeology and demonstrate differences of interpretation and approach by different scholars. Four practicals provide an introduction to key skills including archaeological site recording and the analysis of past material culture.
  The module is divided into two parts. In Part 1 students will gain an introduction to different techniques and practical approaches used by archaeologists to learn more about the past. Lectures will explain how sites are located and excavated, how the discoveries are scientifically dated and what happens to the remains – environmental samples, human and animal remains and material culture – that are discovered. In Part 2 a collection of case studies have been selected from around the world – Borneo, China, Egypt, Italy, Russia, the Americas, amongst others – and will demonstrate how key archaeological discoveries have played a contribution in the understanding of key issues of the past.

  Learning Outcomes

  • To develop an understanding of the application of key archaeological concepts and methods
  • To foster awareness of the scope of archaeological enquiry
  • To build awareness of current issues and debates in global archaeology
  • To instil an appreciation of the range of sources examined in archaeology
  • To develop the ability of critically assessing competing hypotheses in archaeology
  • To equip students with core study skills for archaeology

  Skills

  • Critical thinking and oral expression
  • Critical thinking and written expression
  • Time management and self-directed learning
  • Structured academic writing
  • Ability to properly cite references and to create bibliographies
  • Ability to systematically undertake library research
  • Ability to synthesise complex information
  • Ability to undertake practical tasks
  • Experience of working within a small group
  • Observational skills

  Coursework

  75%

  Examination

  25%

  Practical

  0%

  Stage/Level

  1

  Credits

  20

  Module Code

  ARP1013

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Exploring History 2 (20 credits)

  ×

  Exploring History 2

  Overview

  This module allows students the chance to enrich their understanding of historical methods, theories and themes via a closely defined case study. Students will choose from a range of course offered by History staff and will study one topic in detail. Each course is designed as a significant area of study in its own right, and as a means of developing in depth some of the issues of historiography and method that students will encounter over their course of studies in History at Queen's.

  Learning Outcomes

  On completion of this module, students should be aware of the range of approaches that have been used to study the past. They should be able to demonstrate knowledge of a particular historical case study and how it has been debated amongst historians. They should also be aware of the links between historical research and methodological/theoretical frameworks.

  Skills

  Ability to think critically, reason logically, and evaluate evidence; develop communication skills, both written and oral; an ability to work independently; the ability to use and interpret a range of sources.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  1

  Credits

  20

  Module Code

  HIS1002

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Optional Modules

  Revolutions (20 credits)

  ×

  Revolutions

  Overview

  The aim of the module is to introduce level 1 students to the concept and the scholarly debates that surround the term revolution. It does so by examining four examples of revolutions, which may include the Consumer Revolution, the Industrial Revolution, the French Revolution, and the Revolution of the 1960s. By doing so, it will raise broader questions about what causes historical change, the interplay between long-term trends and short-term turning points, and the role of individuals. The module will also introduce students to the importance of small group teaching at university and the importance of individual contribution to tutorials. This will be done through an individual presentation, a structured response to presentations from other students, and a short student reflection on the theory and practice of small-group teaching.

  Learning Outcomes

  An understanding of the concept and the scholarly debates that surround the term revolution; An ability to engage with the most important historiographical debates relating to the subject-matter of the module; Effective presentation and oral communication skills; The ability to contribute effectively and courteously to class debates and discussions; An ability to write an informed analysis of historical problems discussed in the module; Enhanced ability to think critically, reason logically, and evaluate evidence; An ability to reflect on learning experience.

  Skills

  None.

  Coursework

  0%

  Examination

  0%

  Practical

  100%

  Stage/Level

  1

  Credits

  20

  Module Code

  HIS1004

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Archaeological Excavation (20 credits)

  ×

  Archaeological Excavation

  Overview

  Excavation of an archaeological site; recording of stratigraphy and features; understanding the reasons for excavation. Daily attendance on an excavation approved by the department for a prescribed period (up to four weeks, normally in June) is required.

  Learning Outcomes

  Introduces students to one of the basic methods of acquiring archaeological data and studying the techniques involved.

  Skills

  Understanding the reasons for the methodology used on the excavation and experience in use of that methodology. Understanding and experience in recording the stratigraphic sequence uncovered.

  Coursework

  75%

  Examination

  25%

  Practical

  0%

  Stage/Level

  1

  Credits

  20

  Module Code

  ARP1014

  Teaching Period

  Spring

  Duration

  16 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Long Road to Black Lives Matter (20 credits)

  ×

  The Long Road to Black Lives Matter

  Overview

  A systematic introduction to ways in which history is used outside the university campus, including in museums and exhibitions, film, memorials and political discussion. The course will involve visits to local museums and students will get a chance to work together to pitch a new public history project. Previous projects have included public exhibitions, new museums or digital apps. The module focuses on the history of race, ethnicity, slavery, colonialism and anti-colonialism and their representations in pubic history.

  Learning Outcomes

  Students who successfully complete the module should • Be able to demonstrate an understanding of the role of academic history within society; • Be able to present historical information systematically and in accordance with normal
  
  academic practice; • Be able to demonstrate an understanding of the requirements of effective group work • Have identified a dissertation topic and be able to demonstrate an ability to place it in its broad historiographical context.

  Skills

  Working in groups; oral communication skills, public history theory.

  Coursework

  60%

  Examination

  0%

  Practical

  40%

  Stage/Level

  1

  Credits

  20

  Module Code

  HIS1005

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Environmental Change: past, present and future (20 credits)

  ×

  Environmental Change: past, present and future

  Overview

  This module provides an introduction to the principles and techniques used to reconstruct past environments and detect environmental change mostly during the last 2.6 million years, the Quaternary. It looks at the history of palaeoecology and the underlying theory and ecological principles that enable the interpretation of information from ancient deposits. The primary palaeoecological techniques and their limitations are described. Case studies show how some techniques have been applied to provide a range of palaeoenvironmental information.

  Learning Outcomes

  Students will acquire a knowledge and understanding of the principles of palaeoecology and will be able to understand the main methods used to reconstruct past environments.

  Skills

  Synthesis of information; Presentation of academic argument. Written self expression. Data interpretation and presentation. Library use. Website investigation. Time management.

  Coursework

  50%

  Examination

  20%

  Practical

  30%

  Stage/Level

  1

  Credits

  20

  Module Code

  ARP1007

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Themes in Historical Archaeology (20 credits)

  ×

  Themes in Historical Archaeology

  Overview

  The course examines major themes in historical archaeology in a global context. It examines the ways in which material evidence is used to understand societies of the historic period, from the birth of Christ to the present day. It will examine the use of historical sources in the study of the past, archaeological approaches to myth, religion, the growth and collapse of Empires, archaeologies of conflict, warfare and propaganda. Students will gain understandings of how to challenge historical paradigms through the use of material evidence, and examine current debates in historical archaeology worldwide.

  Learning Outcomes

  To introduce students to the study of the physical remains of historical periods globally within context.
  To challenge their preconceptions of the historic period and the application of archaeology.
  The course provides a background to understanding the major developments and debates in historical archaeology in recent decades.

  Skills

  Introducing students to assessing the evidence of the material remains of the past against the documents.
  Evaluating the power and truth of the images popularly associated with historical periods globally.

  Coursework

  30%

  Examination

  40%

  Practical

  30%

  Stage/Level

  1

  Credits

  20

  Module Code

  ARP1010

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  A World on the Move:Historical and Anthropological Approaches to Globalization (20 credits)

  ×

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

  Overview

  This modules provides an anthropological introduction to the study of globalisation, using comparative case studies from the contemporary and the historical record, and outlining links with perspectives in the field of history. Among the issues discussed are: global and local linkages in a world of economic, cultural and political connectivity; cultural convergence and the expression of cultural difference; migration, refugees, trafficked people, tourism; diasporas, the idea of home and national borders; transnational family networks in the contemporary world; global and local regimes of power and resistance.

  Learning Outcomes

  On completion of this module, student should be aware of the complex ways in which globalising forces have influenced people's everyday experiences in different socio-cultural settings and changing historical contexts.

  Skills

  Students should develop skills in literacy; oral communication; the organisation of logical arguments; effective presentation of written work; and teamwork.

  Coursework

  80%

  Examination

  20%

  Practical

  0%

  Stage/Level

  1

  Credits

  20

  Module Code

  ANT1003

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  History and Historians: Contested Pasts (20 credits)

  ×

  History and Historians: Contested Pasts

  Overview

  This module will examine a number of controversial historical themes. The controversy arises not only from the historical incidents themselves, but also through the variety of historical interpretations that have been placed on these subjects. The module examines a number of contemporary debates about what constitutes historical truth. It does so via close examination of a number of important case studies: the crusades; the holocaust and slavery. Each provides a fascinating opportunity to discuss questions about the nature of historical truth and the comtemporary importance of history. It will challenge preconceptions about the nature of history, stimulate awareness of the diverse ways in which the past can be studied, and introduce students to parts of the historical enterprise that few are likely to have encountered. Emphasis is placed on developing key skills and this is done by three short pieces of writing. One critically reviews an historical article, a second is a blog/journal, and the third is an essay.

  Learning Outcomes

  On completion of this module, students should be aware of a range of theoretical and methodological approaches that have been used to study the past. They should be able to demonstrate knowledge of case studies in a number of historical areas and, in doing so, be aware of the important links between empirical historical research and methodological/theoretical frameworks. They will be aware that different theoretical, methodological or ideological approaches can and do produce competing conclusions. They will be familiar with historical writing in a range of forms that take them beyond the textbook (articles, monographs, edited collection and - where appropriate - approved websites).

  Skills

  Students should develop skills in literacy; oral communication; the organisation of logical arguments; basic bibliographic research; effective presentation of written work; and working in a group to construct a presentation. A particular focus is placed on basic research and writing skills. These will be assessed by three assessed pieces of writing.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  1

  Credits

  20

  Module Code

  HIS1001

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Europe in Prehistory (20 credits)

  ×

  Europe in Prehistory

  Overview

  This module examines the later prehistory of Europe, from the beginnings of settled farming society in the Near East (c. 10,000 years ago) to the European Iron Age and the dawn of historic times (c. 50 BC). Geographically, the scope of the module spans across Europe and the Mediterranean, from Russia and the Levant to Ireland and Spain. The material and ideas presented provide an important base for subsequent modules on the history and prehistory of Europe, Britain, and Ireland, setting a chronological scene against which to understand the emergence of complex human society.
  
  Two themes run through the course: human adaptation to change (climate, environment, food, technology, social structure) and the emergence of different cultural responses through time and space (such as settlement, economic strategies, material culture, art, burial, status, trade and ethnicity). Prehistoric archaeology is interested in recording how humans deal with change over time and in understanding how to measure time in the remote past through a variety of chronological methods (14C and dendro-dating, other scientific and material culture-based dating techniques). Later prehistoric archaeology also examines the origins of new technologies and social structures, such as domestication of plants and animals, metals, writing and urban life, and seeks to understand the many factors that trigger change and development.
  
  The aim of the course is to provide students with an introduction to the major themes of study and the principal issues of European prehistory. It includes many of the classic sites and cultures that typify the early history of the continent, and some of the theories and models that have resulted from their study.

  Learning Outcomes

  - A broad understanding of the development of human societies in Europe from c. 10,000 years ago to the 1st century BC.
  - An understanding of the nature and range of the archaeological record.
  - An awareness of the complexities and limitations of archaeological interpretation.
  - An awareness of present debates and controversies in prehistoric archaeology.
  - An understanding of the multi-disciplinary nature of archaeology, the wide variety of sources, and evidence on which modern archaeology draws, e.g. environmental, historical and ethnographical.

  Skills

  - Critical thinking and oral expression.
  - Time management and self directed learning.
  - The ability to write structured academic style essays, presenting clear unbiased arguments.
  - Ability to cite references and create bibliographies.
  - The ability to undertake library-based research, making full use of bibliographic sources.
  - Critical analysis of competing hypotheses of text and other media.
  - Critical synthesis of diverse information.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  1

  Credits

  20

  Module Code

  ARP1008

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Ancient Humans and Landscapes (20 credits)

  ×

  Ancient Humans and Landscapes

  Overview

  This module introduces students to the evolution of hominins in changing global environments, from primate origins to the beginning of settled societies. Lectures and practicals introduce the timeframes of changing environments in which people evolved, patterns of evolution, the appearance of our own species, dispersal throughout the world and the ancient beginnings of human impact on the planet.
  
  Knowledge gained in the lecture course will be assessed by multiple choice tests and two written assessments. The practical programme will introduce skills in bibliographic and literature search, graphical display, and the analysis of research data relating to the investigation of early humans. Skills relating to the analysis and documentation of artefacts and stratigraphy and sedimentology will be introduced.

  Learning Outcomes

  On successful completion of this course, students will be able to
  • Show an understanding of the environmental, chronological and cultural context for human evolution [assessed mainly by essay, but also CT and portfolio]
  • Show an understanding of records of ancient humans and landscapes [assessed mainly by essay, but also CT]
  • Demonstrate a knowledge of the key evidence and terminology relating to environmental and human evolutionary changes throughout the Quaternary [assessed mainly by CT]
  • Show an ability to handle and present data, and to undertake basic statistical analysis [assessed by portfolio]

  Skills

  Skills
  
  Subject-specific skills
  
  You will be able to search, extract and use data from a range of academic literature. You will be able to use the MS Excel program to display, describe and carry out simple analysis of archaeological data, including basic statistics.
  You will be able to analyse artefacts and document them photographically and by drawing.
  
  
  Cognitive skills
  
  You will be able to explain (i) the patterns and process of hominid evolution and (ii) the background pattern of global climate change.
  
  Further details, including a full breakdown of Transferable skills and Module Guide example, can be found at the following link:
  https://archaeology-palaeoecology-qub.com/gap1001-ancient-humans-landscapes/

  Coursework

  80%

  Examination

  20%

  Practical

  0%

  Stage/Level

  1

  Credits

  20

  Module Code

  ARP1006

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

• Year 2

  Core Modules

  Thinking through Things Theorizing Global Archaeology (20 credits)

  ×

  Thinking through Things Theorizing Global Archaeology

  Overview

  This module introduces students to the range of archaeological thought. Many of the theoretical issues currently being debated have a long history, and their placement in a broader social and political context is a necessary adjunct to a fuller understanding of where the discipline is now. In addition, the module will focus in more detail on a selected number of key topics for further exploration, such as the nature of archaeological assemblages, the concept of culture, the processual-postprocessual debate, gender, and the so-called 'interpretative' approaches. The module will also introduce students to methodological concepts and the techniques of research design, in preparation for their thesis.

  Learning Outcomes

  By the end of the course, students will be expected to have acquired:
  - A broad knowledge and understanding of archaeological interpretation, and its social and political context
  - An appreciation of the relationship between archaeological theory and practice
  - An understanding of current issues and debates in archaeological theory, and of the major terms used in such debates
  - An understanding of how to appraise archaeological research;
  - An understanding of how to prepare a substantial research project or thesis

  Skills

  Ability to undertake guided library and web-based research
  - Ability to present a succinct summary of arguments in written format
  - Ability to critically assess complex and competing hypotheses
  - Ability to summarise and discuss key points from selected readings and to communicate these to a seminar group
  - Ability to assess and design a research project

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2043

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Optional Modules

  Uniting Kingdoms (20 credits)

  ×

  Uniting Kingdoms

  Overview

  The aim of this module is to examine the interrelationships between the kingdoms of England, Scotland, and Ireland from 1603 to 1815 and the factors contributing to the formation of the United Kingdom of Great Britain and Ireland in 1801. It will provide an overview of the principal events and developments following the union of the Crowns in 1603, including the attempts by the Stuart monarchy to promote uniformity, the wars of religion of the mid seventeenth century, Cromwellian rule, the Williamite revolutions in each of the three kingdoms, the Anglo-Scottish Union, church-state relations, Jacobite rebellions, the age of revolutions, and the British-Irish Union.

  Learning Outcomes

  An understanding of the various relationships between England, Ireland, and Scotland and the forces that encouraged the creation of the United Kingdom
  An ability to engage with the most important historiographical debates relating to the subject-matter of the module

  Skills

  Enhanced ability to think critically, reason logically, and evaluate evidence
  Further develop communication skills, both written and oral
  Critical appraisal of, engagement with, and effective use of a variety of sources.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2064

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Palaeoenvironmental Techniques (20 credits)

  ×

  Palaeoenvironmental Techniques

  Overview

  Through a series of lectures and practicals, this module will provide students with a flavour of some of the leading techniques and proxies used to reconstruct past environments. Lectures will present an overview of the methodological principles and applications, showcasing relevant scientific studies to illustrate the potential of the techniques. A field trip and practicals will provide students with hands-on experience, including coring, stratigraphic recording, proxy identification and analysis, and sample preparation. Relevant statistical and graphical techniques to interpret fossil proxy time series and put them onto secure time-scales will also be introduced. The practicals are intended to give students a taster for a range of palaeoenvironmental techniques that could be employed for their Level 3 dissertations.

  Learning Outcomes

  By completing this module, students will:
  -obtain a greater understanding of past events of abrupt climate and environmental change, -obtain a greater understanding of how these events have been reconstructed from a range of fossil evidence, -be aware of the potential and limitations of fossil proxy evidence in informing us about environmental change, and -be able to put current climate change into a longer-term context.

  Skills

  Subject-specific skills
  Hands-on experience with the most important proxies, produce and interpret fossil proxy diagrams, work with relevant software Cognitive skills Students will be able to assess, interpret and evaluate evidence from fossil proxy deposits for past events of abrupt climate change.
  Transferable skills
  Students will be able to use different pieces of software, and write succinct summaries of research.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2051

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Recording History (20 credits)

  ×

  Recording History

  Overview

  Students should develop knowledge of twentieth-century social history through a case-study of Belfast. By conducting their own interview, and analysing those conducted by the other members of the group, students should develop a working knowledge of the strengths and weaknesses of oral history as a research method and thus enhance their understanding of the broader methodological issues posed by research in modern social history. They should develop team-working skills (through collaborative research on their chosen topic), as well as their capacity for independent learning (through the conduct of one-to-one interviews and the transcription and analysis of those interviews). Oral presentational skills will be developed through reporting on work-in-progress in seminars. The module will, therefore, significantly enhance many of the skills related to the types of employment to which history graduates aspire, i.e. team-working, interpersonal skills, the ability to synthesize large bodies of information, and the compilation of written reports.

  Learning Outcomes

  On completion of this module, students should have acquired the following skills:
  
  Team-working (through collaborative research on your chosen topic)
  A capacity for independent learning (through the conduct of one-to-one interviews and the transcription and analysis of those interviews).
  Oral presentational and interpersonal skills will be developed through reporting on work-in-progress in seminars and by carrying interviewing.
  The ability to synthesize large bodies of information
  The ability to compile professionally prepared written reports.

  Skills

  Taking Recording History should enable students to:
  
  develop skills in the collection and analysis of primary sources
  gain experience of project management
  develop research skills
  gain experience of pitching project ideas in a non-academic context
  develop experience of the professional compilation and presentation of research results, including footnoting, referencing

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2063

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Alexander The Great and the Creation of the Hellenistic World (20 credits)

  ×

  Alexander The Great and the Creation of the Hellenistic World

  Overview

  An analytical survey of ancient Mediterranean and Near Eastern history from the conquest of the whole of Balkan Greece by Philip II of Macedon, father of Alexander the Great, to the emergence of successor kingdoms within Alexander’s conquered territories after his death in 323 BC. After an introduction on sources and methodology, the course proceeds chronologically. Topics receiving special emphasis include: the rise, and the ultimate triumph, of Macedon over the Greek city-states; Alexander’s war against Persia and subsequent conquests; the fragmentation of Alexander’s empire after his death; and events in Sicily and the West (including the expansion of Rome in Italy).

  Learning Outcomes

  To apply objective historical methodology to a period of alleged decline in Greek history.

  Skills

  Skills of analysis and evaluation, in particular the organization and interpretation of widely scattered and fragmentary source material.

  Coursework

  60%

  Examination

  0%

  Practical

  40%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2020

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Nationalism and Liberation in 20th Century Africa (20 credits)

  ×

  Nationalism and Liberation in 20th Century Africa

  Overview

  Nationalism has been a key factor in African history since the late 19th Century. How has it emerged, under what forms, how has it evolved, when and how did it become a mass ideology, and what happened to it after the independence of African states in the second half of the 20th Century? This module offers a critical look at these themes, focusing on ideas, cultures and the politics of nationalism and liberation. The module considers different theories and articulate their discussion to a consideration of diverse case studies, e.g. Ghana, Congo, Angola, Mozambique, and South Africa.

  Learning Outcomes

  Students who successfully complete the module should
  • Be able to demonstrate an understanding of the history of Africa in the late 19th and 20th centuries;
  • Be able to develop critical arguments about nationalism, liberation and the non-Western world;
  • Be able to demonstrate an understanding of the requirements of essay writing, archival work, and oral presentation.

  Skills

  Critical writing; archival research; oral presentation.
  Archival research will be kept to a minimum, in an archive in Belfast or online. The oral presentation will be a presentation of archival material to be used for the second essay.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2061

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Apocalypse! End of the World. (20 credits)

  ×

  Apocalypse! End of the World.

  Overview

  The aim of the course is to introduce students to historical and anthropological reflection on millennial / millenarian beliefs and movements across space and time. Taking a long view of historical events and using case studies of present-day groups that attend to ideas about the end of the world, taking advantage of the interdisciplinary character of the School, and using a wide range of primary sources, including novels, film, websites, and ethnographic case studies and film, this course will invite students to consider the ancient roots of millennial theory; its foundational texts, exponents / prophets and movements; examples of well-known failed and successful millennial claims and movements, including the Crusades, radical puritans, Mormons, Jewish Zionists, American evangelicals, new religious movements, including UFO and suicide cults, and radical Islamists; the use of millennial theory as presentist critique; the development of millennial majorities, and the social, cultural and political implications of their dominance; millennialism’s place in utopian theory; and a final consideration of theoretical rejoinders, in which the course leaders encourage students to consider whether millennial claims might be right – for example, in terms of global warming – and whether that might change the way in which historians and anthropologists should approach the subject.

  Learning Outcomes

  An understanding of the broad history and anthropology of millennial movements across space and time; An ability to discuss millennial ideas and movements using heuristic tools from history and anthropology; An ability to use electronic resources and to develop key research skills; Effective communication skills; An ability to write an informed analysis of historical problems discussed in the module; An ability to work independently.

  Skills

  Enhanced ability to think critically, reason logically, and evaluate evidence; Further develop communication skills, both written and oral; Critical appraisal of, engagement with, and effective use of a variety of historical and anthropological sources.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HAP2065

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Northern Ireland Conflict and paths to peace (20 credits)

  ×

  The Northern Ireland Conflict and paths to peace

  Overview

  What caused the Northern Irish conflict? What factors sustained it? What role did world leaders, paramilitaries, clergy and local politicians play in progressing the peace process? And what role does civil society, arts, culture and heritage play in building social cohesion?
  This interdisciplinary, team-taught module will draw on expertise from across the School of History, Anthropology, Philosophy and Politics to explore some of the key themes of the Global Bachelor’s Program. Using Northern Ireland as a case study, it will ask questions about the means through which societies can move from conflict to peace, about the roles that various actors can play in conflict resolution, and about the roles that public representations and explorations of the past can play both in entrenching divisions and in furthering peace and mutual understanding.

  Learning Outcomes

  By the end of this module the successful student should be able to demonstrate in assessed essays, coursework and seminar contributions:
  - A familiarity with the major issues and debates around the development of the Northern Ireland conflict, the peace process, and the role of civil society in peace-building. - A sense of the interrelatedness of political, economic, cultural and social forces in shaping the past
  - An appreciation of the internal and external forces that contributed to the conflict AND helped build peace
  - A heightened sense of the complexity of identity, politics and place in Northern Ireland
  - Demonstrable awareness of the role that arts, culture, heritage and public engagement with the past can play in building social integration.

  Skills

  On completion of this module the student should be able to:
  - Understand and process complex information
  - Engage in sustained and self-directed reading
  - Engage in intellectual discussion based on reading and class content
  - Communicate complex information effectively and with precision in oral presentation and in writing to an academic audience

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HAP2001

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Archaeology of Islands (Residential Fieldtrip Module) (20 credits)

  ×

  The Archaeology of Islands (Residential Fieldtrip Module)

  Overview

  This module will introduce students to the archaeology of islands. Opening weeks will provide an overview of the conceptual issues surrounding the study of islands including the physical geography of islands, theories of island colonisation, concepts of insularity, material adaption and evolution in insular environments, and social resilience and decline on islands. This section of the course will be assessed through an essay. Following this, students will explore concepts through specific island case studies presented by staff and through directed leaning and seminars. This will be assessed via short projects/ posters. The module will have a substantial residential field work component; so the penultimate weeks will focus on preparation, exploring in depth issues specific to the fieldwork destination (currently Malta). Students will also receive training in basic recording methods prior to the fieldtrip and presentations to the class on sites (with an accompanying prepared fact sheet).

  Learning Outcomes

  - An understanding of themes central to island archaeology including colonisation, insularity, adaptation and material evolution, climate resilience and collapse of island cultures;
  
  - Critical interpretation of monuments, architecture, building materials and artefacts, within an island context;
  
  - An awareness of current debates in island archaeologies;
  
  - Critical understanding of how heritage Is presented as part of contemporary island identities;
  
  - An understanding of the relevance of studying islands to current society.

  Skills

  · Observation and interpretation of material culture in the field and landscape
  
  · Discussion skills
  
  · Research skills
  
  · Preparation of site reports and effective writing
  
  · Presentation skills
  
  · Critical understanding of popular archaeological media
  
  · Teamwork and organisation

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2058

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Cabinets of Curiosity: Museums Past and Present (20 credits)

  ×

  Cabinets of Curiosity: Museums Past and Present

  Overview

  This module will focus on museums from the Renaissance to the modern day, charting the transition from private collecting to public display. It will consider the shifting roles of museums across time and will provide students with an understanding of how and why museums’ aims, purposes and functions continue to change. Students will engage with debates about object collection, preservation, repatriation and display, and will explore some of the current issues facing museums. They will also consider diverse museum audiences, including the elite and wealthy audiences of the eighteenth century and international audiences served by twenty-first-century online museums. Through their reading, research and museum visits, students will also begin to appreciate the different roles of museum staff and through their object engagement project, will gain vital skills that could be useful for their own future employment.

  Learning Outcomes

  On completion of this module, the successful student should be able to
  - Discuss the history of museums
  - Understand debates about the purpose, aims and roles of museums in society
  - Explain how and why the function of museums and their target audiences have changed over time
  - Identify current issues facing museums, particularly in Northern Ireland
  - produce object labels or object biographies for a wide audience

  Skills

  - Analytical skills
  - Research skills
  - Object appreciation skills
  - Written, oral and visual communication skills
  - Debating skills
  - Computer/multimedia skills
  - Group work skills

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2067

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Archaeology in Practice (20 credits)

  ×

  Archaeology in Practice

  Overview

  This module focuses on the acquisition of fundamental skills needed in Archaeological Practice. Students will develop core practical, computing and digital data skills used in archaeological assessments, survey, excavation and reporting. While these are essential for those going on to practice as archaeologists, many of the skills acquired will be useful in careers outside the archaeological and heritage sectors and for dissertations. Learning will be through weekly lectures, practicals, directed and independent weekly reading and digital-portfolio tasks. Students will be introduced to the legislative framework for U.K. commercial archaeology, the basic principles of site and soil formation and sampling, landscape survey, artefact analysis and curation, illustration, photography and data management. They will undertake weekly practical sessions to develop skills in a wide array of techniques from flotation to the use of differential GPS equipment and fieldwalking. The overarching aim is for students to achieve a basic understanding and competence in core techniques which will provide them with a solid basis for professional accreditation with e.g. The Institute of Archaeologists of Ireland (IAI) or the Institute of Field or Archaeologists (IfA), and the ability to plan their continued professional development independently.

  Learning Outcomes

  Having completed this unit the student is expected to have developed and demonstrated:
  • Familiarity with legal, policy, and ethical archaeological frameworks in the UK
  • Familiarity with the principles of the archaeological process in professional practice including: desk-based assessment, survey and excavation and the appropriate use of techniques.
  • The ability to find and interrogate relevant digital datasets
  • A basic appreciation of what causes variation in different evidence classes (e.g. taphonomy; recovery procedures) and the effect of these on interpretations.
  • An appreciation of the importance primary data recovery and new information through practical/field experience
  • An understanding of the fragile and non-renewable nature of the archaeological resource and the need for sustainable approaches to its use and conservation
  • Familiarity with the diverse sources of evidence used by archaeologists
  • An understanding of where to find jobs in the archaeology and heritage sectors and sound knowledge of the skills and experience required for professional accreditation.

  Skills

  On the completion of this module students should:
  • Understand the key components of a desk based assessment
  • Be able to practise, under supervision, core archaeological and landscape survey fieldwork techniques
  • Be able to practise, under supervision, core post-excavation/post-survey techniques including: basic stratigraphic interpretation, phasing, data archiving, processing and sorting of environmental samples.
  • Have developed basic skills graphics software, GIS and web-design
  • Have a basic understanding of landscape, stratigraphic and soil formation processes and sampling strategies.
  • Be able to discover and recognise the archaeological significance of material remains and landscapes.
  • Have developed basic skills in the analysis of spatial data to determine where archaeological traces survive in present day landscapes.
  • Be aware of the interactions of biological, environmental and socio-cultural
  influences in human ecology
  
  Transferable Skills
  Generic and employability skills include:
  • Effective time management
  • Collaborating effectively in a team via experience of working in a group, through fieldwork, laboratory and/or project work
  • Demonstrating a positive and “can do” approach to practical problems
  • Preparing effective written communications for different readerships
  • Making effective and appropriate graphic visual outputs
  • Making effective and appropriate use of information technology including web page design
  • Making critical and effective use of information retrieval skills using paper based and electronic resources
  • applying numeracy in practical contexts
  • Technical expertise and transfer of learning between performance situations
  • Analysis, critical thinking and interpretation skills - especially of spatial data

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2057

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Revolutionary Europe, 1500-1789 (20 credits)

  ×

  Revolutionary Europe, 1500-1789

  Overview

  The module will examine the revolutionary developments in Europe from the age of the high Renaissance around 1500 to the outbreak of the French Revolution in 1789 and its aftermath. Although the course content will be structured and delivered chronologically, the main focus of the module will be on those specific events and developments that historians have labelled ‘revolutionary’. Included in the analysis will be the cultural innovations brought on by the Renaissance, the upheavals in the religious world effected by the Reformation, the social and political changes associated with the rise of the state, and the revolution in forms of thought (from the scientific to the political) that emerged during the Age of Enlightenment. The module will end with a close study of the French Revolution, which was in many ways the culmination of the events and developments that make up the content of the module.

  Learning Outcomes

  Students should acquire knowledge of the main historical developments of early modern European history and the extent to which the various revolutionary aspects of the age (from the religious and the cultural to the social and political) led to a fundamental reshaping of society and provided the foundations for the making of the modern age. The student should acquire knowledge and understanding of these historical developments in historical context, by which is meant they should acquire an understanding of the cause, consequences, and basic histories of developments such as the Renaissance, Reformation, state formation, and the rise of political revolution. They should also be able to place the specific developments within the broader dynamic of early modern history, thus acquiring a knowledge of how the various revolutions during this period influenced each other.

  Skills

  The module should enable the student to develop the following skills:
  
  Analytical Thinking: the ability to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
  Critical & Independent Thinking: the ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field;
  Communication Skills: ability to communicate clearly with others, both orally and in writing;
  Efficient and Effective Work Practice: demonstrate the ability to work efficiently to deadlines for both written work and tutorial presentations;
  Clear Organisation of Information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2057

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  From St Patrick to the Plantation: The Archaeology of Historic Ireland (20 credits)

  ×

  From St Patrick to the Plantation: The Archaeology of Historic Ireland

  Overview

  The study of Ireland from the 5th to 17th centuries through the physical remains of the past rather than documentary history. Early Christian crafts and settlements; the impact of the Vikings; the lordships of the Anglo-Normans and the problems of the later Middle Ages.

  Learning Outcomes

  1)An understanding of the key areas of archaeological evidence of the period; 2)appreciation of the relationship between archaeological and documentary evidence; 3)appreciation of the role of excavation in the study of the period; 4)an understanding of Ireland's position in medieval Europe.

  Skills

  1)Identifying evidence cited by authors holding different views on issues within the period; 2)An introduction to assessing the results published in primary sources, especially excavation reports.

  Coursework

  60%

  Examination

  40%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2045

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Roman Origins of the East and West; From Augustus to Charlemagne (20 credits)

  ×

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

  Overview

  This course focuses on one of the most exciting periods in the formation of the East and West, namely, the transition between the ancient and medieval worlds. Invasions of ‘barbarian’ hordes across the Rhine and Danube frontiers in the fifth and sixth centuries ended a stable system; in the seventh and eighth centuries, the invasions came from the south, as the forces of Islam exploded from Arabia and changed the Mediterranean Sea from a Roman lake to a contested frontier. In response to these political changes, individuals such as Augustine, Jerome, Basil of Caesarea, Gregory Nazianzos, Basil of Nyssa and John Chrysostom sought to incorporate the Classical heritage into the Christian life. Beginning with the Emperor Augustus, this course charts the development of the Roman empire and surveys its major institutions and culture, from the mechanics of autocracy to the character of polytheism. The success of Christianity within this empire is examined, particularly in relation to persecution and the ways in which the triumphant Christian church shaped ‘late antiquity’ are explored. This world, however, became subject to forces of change that transformed it dramatically. The course proceeds to highlight the significance of Theoderic, King of the Ostrogoths, who strove to unify Roman and barbarian cultures. It also examines Justinian the Great, the Byzantine emperor, whose attempt to reunite the Roman world ultimately failed. This course looks at Rome’s successor states in the East and West, namely medieval Byzantium, Frankish Gaul, Ostrogothic Italy and Visigothic Spain. The emphasis is on the theme of continuity and change. We look at how the Franks, having conquered Gaul, drew on Roman imperial and Christian ideology to legitimise their authority; how the Visigoths, having established their authority in Spain, produced a remarkably rich Roman-based culture; how the Romans of Byzantium, under hammer blows of Gothic, Hunnic and Muslim invasions, forged an enduring Byzantine culture combining Roman polity, Greek civilisation and Christian religion.

  Learning Outcomes

  • Help students think critically, reason logically and evaluate evidence.
  • Develop students’ written and communication skills.
  • Encourage critical appraisal of historical sources.
  • Enable students make effective use of electronic sources

  Skills

  • Demonstrate knowledge and understanding of Late Roman and early medieval history.
  • Make conceptual links between different historical periods and places.
  • Trace concepts and ideas over time.
  • Critically evaluate historical issues and problems in this field.
  • Write essays and develop arguments, making extensive use of both primary and secondary literature in the field

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2049

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The American South, 1865-1980 (20 credits)

  ×

  The American South, 1865-1980

  Overview

  The outcome of the Civil War sealed the destruction of slavery and raised hopes among African Americans and others of a new,more egalitarian social order in the American South. After a promising start in the immediate aftermath of the War,those hopes were crushed beneath the weight of racial reaction and the demands of the region's new industrial order,leaving ordinary southerners of both races languishing amidst intense poverty and racial violence. In this module we will attempt to understand both the remarkable resilience of racial divisions in the American South and the periodic attempts on the part of black and white southerners to challenge regional "tradition".

  Learning Outcomes

  To explore and understand the consequences of the ending of slavery in the American South.

  Skills

  An ability to analyse orally and on paper, the complex issues of race in the context of the American South.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2029

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Politics and Society in 20th Century Ireland (20 credits)

  ×

  Politics and Society in 20th Century Ireland

  Overview

  Home Rule or Union?; Social and economic change; Gaelic revival and parliamentary politics; separatism; the Home Rule/Ulster crisis, 1912-14; war, rebellion and revolution; partition, independence and devolution.

  Learning Outcomes

  To understand the course of Irish development during the remaining years of the Union; partition, independence and devolution in Northern Ireland.

  Skills

  The acquisition and analysis of information; prioritisation and interpretation; effective presentation of written and oral reports.

  Coursework

  30%

  Examination

  60%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2012

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The American South 1619-1865 (20 credits)

  ×

  The American South 1619-1865

  Overview

  In a nation which would later commit itself to upholding the ideals of freedom and democracy, the early American South developed a distinct social order based on the enslavement and subordination of Africans and their descendants. This course will explore the development of southern distinctiveness over two centuries, from the evolution of racial ideology in the early Chesapeake to the armed defence of the South's "peculiar institution" in the Civil War.

  Learning Outcomes

  To explore and understand the unique development and problems of the American South.

  Skills

  The ability to analyse and explain orally and on paper, the complex issues relating to the topic.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2028

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Expansion of Medieval Europe, 1000-1300 (20 credits)

  ×

  The Expansion of Medieval Europe, 1000-1300

  Overview

  A dramatic expansion of medieval Europe occurred between about 1000-1300. This module will explore the growth of kingship and state formation, but will cover not only political history, but also economic and social, religious and cultural change. The main historical themes that dominated and shaped the history of Europe in the central Middle Ages will be explored with a focus on those institutions that laid the foundations for the formation of modern Europe.

  Learning Outcomes

  Students should acquire knowledge of the history of medieval Europe and be able to recognize and evaluate historical debates relating to the content of the module; be able to engage with historical interpretations and to judge between them; be able to evaluate the strengths and limitations of the principal primary sources relating to the module; be able to write informed and critical analysis of the historical issues and problems explored in the module.

  Skills

  Development of skills in critically analysing, contextualising and evaluating different types of written evidence; development of a critical understanding and appraisal of different types of historical writing and of approaches and concepts used by historians;; development of writing skills through formative and assessed coursework and a timed examination; development of oral communicative skills through tutorial presentation.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2047

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Europe between the Wars, 1919-1939 (20 credits)

  ×

  Europe between the Wars, 1919-1939

  Overview

  The course will stress the major themes and distinctive modern conflicts of the interwar period, particularly those resulting from World War I and leading to World War II. Considerable attention will be given to the rise of fascism, Nazism and other forms of right-wing authoritarianism. The internationalisation of the Spanish Civil War will be used as a case study to explore political polarisation and the gradual collapse of the post-Versailles order. Throughout the course, students will become familiar with the cultural and social implications of the interwar clash of ideologies, including the impact on women, children and ethnic minorities.

  Learning Outcomes

  On completion of this module, students should be able to demonstrate: 1) an understanding of the main political developments that occurred in Europe between the end of the Great War and the outbreak of the Second World War 2) an understanding of the principal phases of the breakdown of the Versailles order 3) an understanding of the reasons for the rise to power of Lenin, Stalin, Mussolini and Hitler, and the social and political consequences of these dictatorships 4) an understanding of the impact of left and right-wing authoritarianism on ethnic minorities, women and children 5) an awareness of the historiography of the interwar period and an ability to engage in key debates on the subject

  Skills

  On completion of this module, students should have acquired the following skills: 1) the ability to engage critically with various kinds of historical evidence, including primary and secondary literature, official documents, documentary and fiction film, photography and the press 2) the ability to distil historical research into a cogent, well-written, well-organized and well-argued essay 3) the ability to engage with confidence and authority in critical discussions with classmates and the tutor on a wide variety of themes related to Interwar Europe 4) the ability to formulate original responses to questions on Europe between the war based on research, reading and tutorial discussion.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2050

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Ireland in Prehistory (20 credits)

  ×

  Ireland in Prehistory

  Overview

  This course surveys the archaeology of Ireland from c. 8000 BC to the coming of Christianity. The course begins with the background to human colonisation of this island. It traces the evidence for Ireland’s first colonists and their cultural development, seen in such sites as the hunting-fishing camp at Mount Sandel, up until the arrival of the earliest farming communities. The settlements, economies, megalithic tombs such as Newgrange and other ritual structures of Ireland’s first farmers are examined within the framework of both their environmental and social context. The course then takes up the earliest metal-using communities of the Bronze Age and follows the rise of bronze- and iron-using elites in Ireland. Special attention is given to sites such as Navan Fort, the problem of the origins of the Irish, to what extent earliest Irish traditional literature provides a ‘window on the Iron Age’, and consideration of the main debates in Irish prehistory.

  Learning Outcomes

  • An awareness of major issues in the study of prehistoric Ireland
  • Initiative in the acquisition and synthesis of evidence-based archaeological material, using a range of library and digital sources
  • Proficiency in oral and written communication skills, including academic referencing
  • A familiarity with the material cultural of prehistoric Ireland

  Skills

  Critical thinking; Oral and written communication skills; Digital presentation skills; Independent study; Group work; Use of library and digital resources

  Coursework

  40%

  Examination

  20%

  Practical

  40%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2041

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Archaeological Excavation (20 credits)

  ×

  Archaeological Excavation

  Overview

  Excavation of an archaeological site; recording of stratigraphy and features; understanding the reasons for excavation. Daily attendance on an excavation approved by the department for a prescribed period (up to four weeks, normally in June) is required. This module is compulsory for Single Honours students if Archaeological Excavation was not taken at Stage 1 (normally only available to students transferring in from other programmes or institutions).

  Learning Outcomes

  Introduces students to one of the basic methods of acquiring archaeological data and studying the techniques involved.

  Skills

  Understanding the reasons for the methodology used on the excavation and experience in use of that methodology. Understanding and experience in recording the stratigraphic sequence uncovered.

  Coursework

  75%

  Examination

  25%

  Practical

  0%

  Stage/Level

  2

  Credits

  20

  Module Code

  ARP2039

  Teaching Period

  Spring

  Duration

  16 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The making of contemporary Britain: 1914 to the present (20 credits)

  ×

  The making of contemporary Britain: 1914 to the present

  Overview

  The course examines key debates in British history between 1914 and the present and complements "The making of modern Britain". It charts political, economic and social change in twentieth century Britain, including decolonisation and the loss of empire.

  Learning Outcomes

  At the end of the module, students should have developed an increased ability to demonstrate knowledge and understanding of contemporary British history as well as an enhanced ability to critically evaluate historical issues and problems in this field. Increased ability to discuss key historiographical debates relating to contemporary Britain. Students should also have enhanced ability to prepare written analyses of a primary source that draws upon key secondary literature. Increased ability to gather and synthesise material.

  Skills

  Students should develop an enhanced ability to think critically, reason logically and evaluate evidence, as well as to have further developed written and communication skills. They should also have an increased critical appraisal of and engagement with historical sources. Enhanced ability to make effective use of a range of sources.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2018

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Politics and Society in 19th Century Ireland (20 credits)

  ×

  Politics and Society in 19th Century Ireland

  Overview

  The union and post-union government of Ireland; the development of nationalism and unionism in their different forms; the relationship between religion, politics and society; economic and social development, the famine and emigration; gender relations and the family; the land question and attempts to resolve it; Home Rule and resistance to it; Ireland’s relations with the British empire.

  Learning Outcomes

  Students should understand the key developments in Ireland’s political and social history over the course of the nineteenth century, in terms of continuities and changes.

  Skills

  The acquisition, weighing and assessment of historical information and interpretation. Analytical skills in interpreting and critiquing primary sources. Development of presentation skills involving the analysis and interpretation of material and articulation of evidence-based argument.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  2

  Credits

  20

  Module Code

  HIS2011

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

• Year 3

  Core Modules

  Archaeology/Palaeoecology Dissertation (40 credits)

  ×

  Archaeology/Palaeoecology Dissertation

  Overview

  A dissertation based on a personal project which may be fieldwork, laboratory-, museum- or library-based (or a combination), prepared over the summer vacation and written up for submission during the second semester of Level 3.

  Learning Outcomes

  To introduce students to independent research; to provide training and experience in the application of Archaeological and/or Palaeoecological techniques.

  Skills

  Field skills and experience, including self-reliance and decision-making. Observation, recording and analysis of data. Report writing.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  40

  Module Code

  ARP3056

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  Yes

  Core/Optional

  Core

  Dissertation (40 credits)

  ×

  Dissertation

  Overview

  Students will research and write a dissertation of 10,000-12,000 words on an appropriate subject negotiated with a member of staff.

  Learning Outcomes

  Students will have gained a detailed knowledge of the secondary literature and primary sources relating to a specific historical problem, and will have acquired first hand experience of the processes involved in producing a piece of historical writing based on primary sources.

  Skills

  Students will acquire skills in identifying, locating, and gathering information from a variety of sources, in analysing evidence and formulating reasoned conclusions, and in presenting the results of research and analysis in an appropriate format.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  40

  Module Code

  HIS3077

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Independent Project (20 credits)

  ×

  Independent Project

  Overview

  This module is not a standard option but is provided: (i) to accommodate visiting students at Stage 3 and (ii) to provide an alternative to the double-weighted Archaeology / Palaeoecology dissertation module under exceptional circumstances, as advised by supervisor; compulsory if a dissertation module is not taken; not otherwise available.
  
  The Individual Project allows the student to work on an area of archaeology or palaeoecology which interests him/her by critical analysis of a particular problem. The module will enable students to conduct a line of independent research in the field of archaeology or palaeoecology and thus contribute to knowledge in the chosen discipline. The project will often involve collecting and analyzing primary data. Normally, the material has either never been published or the student brings analytical techniques to bear on it which have not been used before. By undertaking the Independent Project, students will consolidate analytical and critical skills developed during the degree programme, whilst learning “how” research is done.
  
  The Independent Project is to be seen in terms of half of the standard undergraduate dissertation, taking up one module instead of two. As such, it can be used to demonstrate to future employers or third level institutions that a student has conducted an independent piece of research. Much of the information in this module guide is therefore common to both this module and the standard ArcPal Dissertation module.

  Learning Outcomes

  An in-depth understanding of a specific area within the disciplines of archaeology and/or palaeoecology; An understanding of the development of the growth of archaeological thought or palaeoecological debate; through reading past literature on a topic; The application of critical or organisational skills in an individual research context; An understanding of the context of a piece of research in relation to other information on the area or period

  Skills

  Designing, researching and completing a substantial piece of individual research; Understanding of the way data-gathering relates to the later analysis and conclusions; Bibliographic research; Time management of a project over an extended period

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  ARP3069

  Teaching Period

  Both

  Duration

  12 weeks

  Pre-requisite

  Yes

  Core/Optional

  Core

  Optional Modules

  Sin Cities? Everyday Life in the Modern Metropolis (20 credits)

  ×

  Sin Cities? Everyday Life in the Modern Metropolis

  Overview

  What, when and - perhaps most importantly - where was modernity? Were cities merely the inactive sites or containers of emerging economic, social and cultural processes, or was urbanity a fundamental part of what it meant to be living in a ‘modern age’? ‘Sin Cities’ explores these questions through the study of metropolitan centres in the Western world between c.1880-1939. You will be taken through urban life in places such as London, New York, Paris and Berlin – and the pleasures, anxieties and identities that they came to represent.
  
  The course begins with the late-nineteenth century growth of both academic and popular belief in the idea that cities were now somehow different to what had come before – new, shocking, and possibly the end (or maybe the beginning?) of Western society. Following lectures and tutorials range widely across a diverse field of analytical approaches and topics, including: sexuality sub-cultures; shopping and entertainment; miscegenation and ‘slumming’; prostitution and ‘sexual danger’; and the rise of urban sociology. We will end the module by debating the importance of the ‘urban variable’, and its value as a distinct category of historical analysis.

  Learning Outcomes

  i) Students will acquire knowledge and understanding of urban history as a specific discipline.
  ii) Students will be able to critique the concept of ‘modernity’ in a Western framework.
  ii) Students will hone their capability to understand different theoretical approaches (gender, class, sexuality) relevant to social history more broadly.
  iv) Students will be able to understand the history of different countries in a comparative framework.

  Skills

  i) Students will enhance their ability to critically analyse different primary sources in connection with secondary literature.
  ii) Students will increase their confidence and ability to orally present analysis and argument, working in groups.
  iii) Students will increase their ability to organise and synthesise secondary literature in a coherent argument.

  Coursework

  60%

  Examination

  0%

  Practical

  40%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3128

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Ancient City (20 credits)

  ×

  The Ancient City

  Overview

  This module considers the ancient Greco-Roman city as a dynamic form of settlement, from its origins in archaic Greece to its demise (or transformation) in the late antique West. Our readings will include ancient discussions of the political and economic roles of cities and of urban architecture and design, as well as depictions in prose and poetry of everyday life in imperial Rome and classical Athens. We will also examine the material remains of these two ancient “mega-cities” and of the smaller but well-preserved cities of Pompeii and Herculaneum. We will attempt to formulate our own definition(s) of the ancient city, and we will trace changes in the organization and uses of urban space, and in ancient writers’ conceptions of the political, social, economic, and religious roles of cities, over the course of classical antiquity.

  Learning Outcomes

  - An understanding of the historical and geographical diversity of ancient Mediterranean urbanism.
  - An ability to recognize and evaluate historical debates (both ancient and modern) relating to the development of the Greco-Roman city.
  - An ability to evaluate the wide range of textual and material-cultural evidence pertaining to the Greco-Roman city.

  Skills

  - The ability to engage with historical interpretations and to judge between them, both orally and in written form.
  - The ability to evaluate the strengths and limitations of diverse primary and secondary sources.
  - The ability to locate relevant sources and to construct a consistent written argument from them.
  - The confidence to discuss, present and articulate arguments to peers.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3129

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Twentieth-Century China (20 credits)

  ×

  Twentieth-Century China

  Overview

  This module examines the last century for the most populous country in the world. During that period China experienced far-reaching changes and after a long submission period to the Western powers reaffirmed its central role on the global stage. In terms of political structures, there was a move from empire to republic, and then from a right wing to a left wing mono party rule. In that regard, the century can be split into before and after World War Two, when the leadership of the country was first in the hands of the Chinese Nationalist Party led by Sun Yatsen and then Chiang Kaishek, and since 1949 by the Chinese Communist Party led by Mao Zedong, then Deng Xiaoping and his successors. The twentieth century for China also witnessed epochal changes regarding society and culture, including the New Cultural Movement, the May Four Movement, the emancipation of women, and opposition to Confucian values. The course also presents the intricate foreign policy, which passed from a tributary system, to Japanese occupation, to a central player of the Cold War in Asia, and to a central player in the globalized world of today.

  Learning Outcomes

  On successful completion of this module, students should be able to:
  • Demonstrate detailed knowledge and understanding of the political and social changes of twentieth-century Chinese history.
  • Confidently evaluate a range of relevant historiographical debates and approaches.
  • Analyse and evaluate in translation a variety of primary sources drawn from across the period.
  • Evaluate evidence for continuity and change across the period, and compare regional variations.

  Skills

  • Students will improve their ability to engage with and critique a variety of historical interpretations.
  • Students will develop their ability to identify and locate primary and secondary sources and to exploit them in constructing sustained and coherent arguments.
  • Students will enhance their self-confidence, team-working and oral and written communication skills by engaging in group discussions, making presentations, and submitting written work.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3132

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Paths to Independence and Decolonisation in India and East Africa (20 credits)

  ×

  Paths to Independence and Decolonisation in India and East Africa

  Overview

  This module explores different, yet interconnected, paths towards independence in India and East Africa. On the surface the Independence movements in India, Kenya and Tanzania have little in common. India became independent in 1947, Tanzania in 1961 and Kenya in 1963. Leaving aside the partition of British India into what is today India, Pakistan and Bangladesh, independence for the subcontinent was already being discussed since about the First World War, whereas Kenya saw the emergence of a strong majority national movement only after the Second World War. However, there existed cultural and political connections between the Indian Subcontinent and East Africa which played a significant role in the struggle for independence in these regions. This course aims at illuminating the circulation of political ideas and the way in which they acquired specific meaning in local contexts. Moreover, the course highlights the importance of South-South connections in the making of the modern nation-state in Asia and Africa. Students will be expected to engage with a range of interdisciplinary sources such as governmental reports, political tracts, film documentaries, oral testimony and fiction.

  Learning Outcomes

  On successful completion of this module, students should be able to:
  Acquired knowledge and informed understanding of nationalist movements in Asia and Africa, their specific characteristics, and the connections and links between the countries studied.
  Analyzed and discussed a wide range of source materials.
  Confidently evaluate a range of relevant historiographical debates and approaches.
  Analyse a multiplicity of primary sources.
  Evaluate evidence for continuity and change across the period, and compare regional variations.

  Skills

  Students will improve their ability to engage with and critique a variety of historical interpretations.
  Students will develop their ability to identify and locate primary and secondary sources and to exploit them in constructing sustained and coherent arguments.
  Students will enhance their self-confidence, team-working and oral and written communication skills by engaging in group discussions, making presentations, and submitting written work.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3133

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Long Sexual Revolution: Family Life in Western Europe, 1945-1970s (20 credits)

  ×

  The Long Sexual Revolution: Family Life in Western Europe, 1945-1970s

  Overview

  The Second World War caused enormous upheaval to families across Europe, separating parents and children as well as couples and resulting in an estimated 11 million children having lost one or more parents by 1945. The project of the reconstruction of post-war Western European society placed a huge emphasis on reuniting families, where possible, and reconstructing the so-called traditional family. As the Cold War took hold, the idea of the ‘traditional’ – nuclear, Christian – family also came to be seen as a bulwark against the threat of Communism. However the return to traditional family life after 1945 was in large part an illusion, since the impact of war was so deep that there could be no return to normal. The long separation of war put enormous strain on the couples and families who were reunited, while aerial bombardment meant that millions had lost their homes: separation, divorce and single mothers were common features of the late 1940s. The war also changed how psychologists thought about parents and children: witnessing the trauma of children in war sparked a new focus on children and childhood in psychoanalysis.
  
  By the 1950s, Western European society was also being transformed in new ways: migration was transforming European cities into modern, multicultural spaces, while villages and farmlands across Europe were being emptied of people. The scale of social change meant that political and religious authorities also felt the so-called traditional family to be under threat, prompting moral panics about women and youth. By the late 1960s, it was clear that the ‘traditional family’ of conservative, Christian rhetoric was deeply out of touch with reality. The ‘sexual revolution’ of the 1960s gave way to wide-scale youth revolt by the end of the decade. The 1968 protests which erupted across schools and universities in France, Italy, West Germany and beyond, were above all a generational rebellion. The second-wave feminist and gay liberation movements of the 1970s continued their radical critique of the family, suggesting new communal forms of living were the answer.
  
  This module will examine the political importance of the family in the post-war reconstruction and the Cold War, setting the rhetoric of political and religious leaders against the reality of changing family life, while exploring how new ideas of family life emerged in the 1960s and 1970s. We will draw on the history of the emotions to discuss changing family relationships. We will also examine how ideas about children, childhood and adolescence changed over the late twentieth century from the fears about feral ‘wolf children’ playing in the rubble of bombed cities to the emergence of the teenager in the 1960s. While the focus will be on Western Europe, with case studies drawn from France, Britain, Italy and West Germany, we will also examine the alternative ways of thinking about the family that emerged from communism. Tutorials will focus on source analysis and discussion: primary sources will be drawn from newspapers, political posters, novels, memoirs and films as well as manifestos and oral history interviews.
  
  Weekly topics may include:
  
  Displaced children after 1945
  Returning veterans and post-war families
  The family as Cold War propaganda
  Moral panics about 1950s youth
  Race, migration and multiculturalism in Britain and France
  Migration and the family in southern Europe
  Radical ideas about family in 1960s Italy and West Germany

  Learning Outcomes

  Aims
  
  • Explore a variety of approaches to the history of the family, as they apply to late twentieth-century Europe.
  • Examine the history of family life in late twentieth-century Europe as it intersects with cultural, social and political developments in history from the impact of World War II, the rise of consumer society, developments in medicine and technology to the rise of youth cultures, counter cultures and protest movements.
  • Prompt reflection and debate about how and why the private, intimate sphere of family life can become the subject of political and religious concern.
  
  Objectives
  
  Having successfully completed the module, you should be able to:
  
  • Understand the different methodological approaches to the modern history of the family.
  • Demonstrate familiarity with a variety of different types of primary sources including personal testimonies, manifestos, fiction and mass media sources such as film, magazines and documentaries.
  • Discuss how commercial, religious and political forces have shaped people’s attitudes to family life, emotions and relationships over the course of the late twentieth century.
  • Be able to draw connections and comparisons across time and space, using the case studies covered in the module.

  Skills

  In completing this module you will develop the following skills:
  
  • Analysing and discussing a range of primary sources in textual, visual and audio-visual forms
  • Working individually and as part of a group to analyse sources and readings, and to present historical arguments
  • Examining and evaluating the arguments of other historians
  • Presenting your arguments and analyses in written form

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3023

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Surviving the Victorian city: poverty, welfare and public health in nineteenth-century Belfast (20 credits)

  ×

  Surviving the Victorian city: poverty, welfare and public health in nineteenth-century Belfast

  Overview

  Using Belfast as a case study, this module will explore the dichotomy between industrial and economic growth and the poverty and disease that accompanied it with the emergence of the industrial city in nineteenth-century Ireland and Britain. We will examine the social conditions that accompanied industrialisation and urbanisation and the experiences of the poorest in society as they sought to survive the city. We will seek to understand the various factors that led families into destitution, the ways in which they sought to get by, and how they engaged with welfare authorities and the workhouse as a last resort. We will also examine societal attitudes towards poverty and disease and explore the attempts by welfare and civic authorities to tackle these. There will be an emphasis on the role of the poor law in health and welfare in the latter half of the century, and a focus on the experience of specific groups such as women, children, and the sick.

  Learning Outcomes

  Students will identify the main factors that drove Belfast’s urban and industrial growth during the nineteenth century and will be able to place this in the wider context of both Ireland and Britain. They will understand the social consequences of rapid urbanisation and the challenges around poverty and public health that this presented, and will engage with historiographical debates around poverty and welfare in the nineteenth-century city. They will develop a clear understanding of the poor law and how it operated in the nineteenth-century city.
  
  They will critically examine a range of primary sources, examining how these can be approached in order to uncover attitudes towards poverty and the poor and the ways in which society sought to address poverty, destitution and disease. In particular students will become familiar with the types of sources that can help uncover the lived experiences of the poorest in society.

  Skills

  Students will improve their critical skills and their ability to engage with historiographical debates. They will develop their ability to locate and use a range of primary sources and to apply these appropriately to independent historical research Students will develop their communication skills, understanding and articulating complex ideas in a variety of written forms, and engaging in discussion and debate over a range of issues.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3140

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Exceptional Origins of the American Republic (20 credits)

  ×

  The Exceptional Origins of the American Republic

  Overview

  The Italian Renaissance statesman, political philosopher and historian Niccolò Machiavelli is best known for his treatise The Prince. Machiavelli’s creation of the archetype of the autocratic ruler has been admired by countless statesmen, historians and political scientists ever since.
  
  It may therefore come as a surprise that the righteous “New World” Founders of the American Republic were almost without exception devoted followers of the “Old World” Machiavellian Prince. John Adams, for one, confessed that he was a keen “student” of Machiavelli, dubbing him “the restorer of true politics,” and a man who had brought about a “revival of reason in matters of government.” Needless to say, this poses some awkward questions around what Adams lovingly described as “Our pure, virtuous, public spirited federative Republick.”
  
  But Machiavelli was not the only political thinker the American Founders turned to for ideas about how to build a new Republic that would withstand the test of time. In fact, they read just about every author who had written on the rise and fall of states. This poses a range of intriguing historical, political and constitutional questions. For if the nation state that the Americans cobbled together from examples they had found in previous philosophers, political historians and other writers, then how did they come up with the idea for an America that was ‘exceptional’ and hence unique among modern nations?
  
  In this module we will be exploring America’s supposedly “exceptional” liberal tradition, destined by God himself to thrive for ever in a Republic beyond the reach of despotism, in which governments exists solely because they derive “their just powers from the consent of the governed.” And yet for many outside America, it is a nation that is socially, racially, economically, politically, ecologically, and morally broken. That said, America put humans on the moon (surely for some good reason) and relieved the world of many a dictator (though often not for legitimate reasons). And those who like to take aim at America’s social deprivation and capitalist greed, need to explain why socialism never even came close to getting a foothold in the country.
  
  In this module we will be looking at how the nation that arose from the American Revolution and subsequently put its undisputable mark on the course of history (for better or for worse), comes across to many non-Americans as a phenomenon that is self-contradictory, if not wholly irrational. For that reason, this module sits at the confluence of political idealism and historical experience. Methodologically, the topic is wedged between the history of ideas and what may be described the history of fact or event.

  Learning Outcomes

  On successful completion of this module, students will:
  
  
  • Be able to integrate the history and politics of the US within world historical, political and cultural developments, particularly within a transatlantic context
  • Be able to recognize recognize the key social and political events that marked the settlement of the Americas and the creation of the United States
  • have gained an understanding of the processes of colonization, nationhood, and identity formation in the context of the America
  • will be able to negotiate the different disciplinary aims and methodologies of the history of ideas and history proper
  • will have an understanding of the interdependent relation between a nation’s—notably America—ideas and ideologies on the one hand, and historical event and experience on the other

  Skills

  • are able to use primary sources in fashioning arguments
  • are able to analyze and interpret historiographical, literary, sociopolitical and philosophical sources as well as cultural artefacts
  • can make constructive contributions to class discussions and reproduce relevant material under exam conditions
  • have some grasp of how to situate their own interpretations of this period in a broader historiographical fabric have improved oral and writing skills
  • Students will learn to build these sources first into their essay, and then into their take-home exam essays.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3142

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Extermination: History and Memory of the Murdered Jews of Europe (20 credits)

  ×

  Extermination: History and Memory of the Murdered Jews of Europe

  Overview

  This is a final-year UG taught module devoted to the destruction of European Jewry during the Second World War. The module will treat separately the following components of the history and memory of an event often referred to as the Holocaust or Shoah, but here called “the Extermination”: 1. The origins of the Jewish peoples some 5,000 years ago and their eventual settlement in North Africa and Europe near the end of the Ancient period. 2. The flowering of Jewish culture in the Middle Ages and Early Modern periods. 3. The growth of antisemitism and anti-Jewish pogroms across Europe from the late 19th C., spawning successive waves of emigration. 4. The peculiar qualities of Nazified antisemitism in Germany from 1933, included the piecemeal and soon wholesale denial of civil rights for German Jews. 5. Wartime escalation of the persecution of Jews, both in Germany and across occupied Europe. 6. The transition to ghettoization, and then extermination, resulting in the murder of six million Jewish persons by spring 1945. 7. The implication in the Extermination of a wide array of collaborators beyond Nazi Germans, including bystanders, neighbors, neutral governments and the Allies. 8. Post-1945 memory wars, stalled attempts at reparations and restitutions, and the creation of public history research centers and memorials. 9. The struggles to represent the Extermination, on the stage, in the cinema, on the page and in other media. 10. The more recent biological imperative for historians to reinvent Holocaust Studies as the last wartime survivors and eyewitnesses die out.

  Learning Outcomes

  * an understanding of the destruction of the Jews of Europe between 1939 and 1945, in the context of previous and later historical developments * knowledge of a variety of historical sources from this period, including official documents and the press, memoirs, novels, films and images, as well as with secondary materials and historiographical debates appearing books and articles * knowledge of the wartime European political regimes and their ideologies that gave rise to exterminationist antisemitism * an understanding of the outlook and experiences of various sectors of Jewish society over the course of WWII, including women and children * an understanding of the post-war emergence of Holocaust studies and the various ways that the Extermination was remembered, memorialised, but also trivialised and falsified * an appreciation of the depths of the problems of representation, on the screen and on the page, as well as in other forms of representation * an understanding of the key role of survivor testimonies in creating narratives of the Extermination, and the current crises of transition to a post-survivor re-invention of Holocaust studies.

  Skills

  * to promote the development of key skills required to study history effectively * the ability to identify and select information relevant to the topic area from a variety of sources * the ability to analyse and evaluate evidence and argument * the ability to present your own arguments in essays, using appropriate evidence to support your views * the ability to work effectively within a group, making appropriate contributions to discussions, debates and tasks, as well as contributing and presenting a small group presentation * to hone public speaking skills and confidence, through discussions, debates and presentations

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3139

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Archaeology of Ancient Greece (Residential Fieldtrip Module) (20 credits)

  ×

  The Archaeology of Ancient Greece (Residential Fieldtrip Module)

  Overview

  This module will introduce students to the archaeology of ancient Greece. It will provide students with an experience of Greek landscape, monuments and material culture, facilitating a greater understanding of the societies with emerged in the region from the prehistoric through Byzantine periods. It consists of a 10-day study tour to Greece followed by related class sessions during Semester 1. The tour will be led by academics from the Irish Institute of Hellenic Studies at Athens (IIHSA) while class sessions will be in QUB, and will focus on building skills associated with field-based research including site recording techniques and approaches, and individual research projects on places visited during the fieldtrip.

  Learning Outcomes

  Upon completion of the module, students will be able to:
  
  • Understand the sites of ancient Greece in their landscape context;
  • Demonstrate a good understanding of key periods of Greek prehistory and history;
  • Analyse archaeological evidence in the field and record information on sites from first-hand observation;
  • Communicate effectively about archaeological sites and their contexts both orally and in writing;

  Skills

  • Prepare detailed reports based on field-based observations and scholarly research;
  • Record monuments in the field using a notebook, including characterisation and interpretation of archaeological and built structures;
  • Communicate research clearly and effectively in both written reports and oral presentation.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  ARP3009

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Kingship and Religion in the First Millennium AD (20 credits)

  ×

  Kingship and Religion in the First Millennium AD

  Overview

  The early medieval period represents a key period of transformation in European society, one in which new belief systems, strategies of rulership, social and economic structures laid the foundations for emerging national identities, state-level polities and the commercialisation that characterised late and post medieval society. This module examines key and emerging themes in the archaeology of early medieval Europe. Focusing on Ireland, Britain and Scandinavia in particular, it examines how societies both within and beyond the late Roman Empire transformed in the 4th to 11th centuries. The module debates aspects of migration and ethnicity, cosmology, the rise of new belief systems, the development of kingship, emergence of kingdoms, warfare and violence, economic and governmental structures, the Viking Age, emergence of aristocracy and urbanism, all of which cover key debates and trends in current research. Specific topics examined will include:
  
  The North European ‘Iron Age’
  Regionality and the Fall of Rome
  Migration and Ethnicity
  Art and Material Culture
  Archaeologies of Belief
  Cult and Kingship
  Death, Belief and Commemoration
  Conversion and Christianisation
  Christian Spaces and Royal Places
  Settlement and Landscape
  Trade and Exchange
  Kingdoms and Governance
  The Origins of the Viking Age
  Urbanism and Trade Systems
  Ethnicity and Rural Landscapes
  Religion and Society

  Learning Outcomes

  1. an knowledge of the sources used by early medieval archaeologists in Europe
  2. an understanding of the methods used by early medievalists for analysing data from a range of sources.
  3. an understanding of key themes relating to early medieval Europe

  Skills

  1. the ability to identify and use effectively specialist publications including fieldwork reports, surveys, and excavation reports.
  2. the ability to collect, collate and analyse data from a range of different sources relating to themes in the early medieval archaeology of Europe using relevant techniques.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  ARP3085

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Critical Thinking and the Past (20 credits)

  ×

  Critical Thinking and the Past

  Overview

  In this module, we will look at a range of often controversial arguments within and outside Archaeology and Palaeoecology, and focus on ways of reasoning and logical fallacies within those arguments. Topics discussed include ‘fringe’ science where a degree of archaeology is involved, such as the so-called ‘crystal skulls’ or the existence of giants or extremely long-lived humans as supposedly documented within religious texts, but also wider debates using Earth-(pseudo)science such as the age of the Earth, supposed evidence for a global flood, flat Earth, chemtrails and global warming denial.
  While discussing these topics, we will look at the nature of arguments made, and identify logical fallacies. We will also look at hypothesis testing. It is hoped that this module will equip the students with enhanced capabilities to apply critical thinking during and after their studies.

  Learning Outcomes

  On successful completion of this module, the student will:
  - have acquired knowledge on lines of reasoning
  - have applied critical thinking to a range of topics inside and outside archaeology
  - be able to identify logical fallacies in arguments

  Skills

  • Written and oral self-expression
  • Group work
  • Website investigation
  • Time management
  • Critical thinking

  Coursework

  50%

  Examination

  0%

  Practical

  50%

  Stage/Level

  3

  Credits

  20

  Module Code

  ARP3089

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Rise of Christianity 2: The Conversion of the Roman Empire (20 credits)

  ×

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

  Overview

  A study of the growth of the Christian community within the Roman world from the destruction of the Temple in Jerusalem (AD 70) to the death of Constantine the Great (AD 337). Students will assess the variety and character of early Christian teaching; the appearance and definition of heresies; the literary interaction between the upholders of Roman religio and Christians; the nature and extent of persecution within the Roman empire; the conversion of Constantine the Great (c. AD 312) and its significance for the Roman empire.

  Learning Outcomes

  To understand the methods used for the resconstruction of an historical topic and acquire advanced perspectives of early Christianity in its Roman context.

  Skills

  Advanced development of skills of analysis and evaluation, in particular the organization and interpretation of widely scattered and frequently fragmentary source material.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3071

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Popular Culture in England 1500-1700 (20 credits)

  ×

  Popular Culture in England 1500-1700

  Overview

  Exploration of the cultural world of ordinary people in early modern Europe; the forms of popular culture; the relationship between elite and popular culture; the methodology historians have developed in order to study popular culture.

  Learning Outcomes

  To generate interest in early modern popular culture in Europe; to encourage critical thought.

  Skills

  Absorbing and evaluating various forms of evidence; constructing arguments in written form.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3018

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Irish Revolution, 1917-1921 (20 credits)

  ×

  The Irish Revolution, 1917-1921

  Overview

  The module will explore revolutionary politics in Ireland between 1916 and 1921. Key themes will include the rise of Sinn Fein following the Easter Rising, the establishment of Dail Eireann, the Irish Volunteers' military campaign and the British government's response to these political and military challenges. The course will make use of a wide range of local and thematic studies to investigate controversial questions relating to the Irish revolution: what factors motivated republicans, how important was sectarianism in revolutionary violence, why did some areas of the country see little fighting and how important a factor was the north?

  Learning Outcomes

  An ability to identify the key issues and themes of this period. An understanding of the importance of the economic, social and cultural forces which contributed to the political events of this period. An ability to assess and evaluate a range of approaches to the key controversies relating to the Irish revolution. An understanding of the historiography of the Irish Revolution.

  Skills

  The ability to demonstrate an argument based on study of documents and secondary readings in a written essay and examination paper. Oral participation in tutorials through debate and presentations. Assessing and evaluating conflicting arguments in the secondary literature.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3073

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Soviet Union 1921-1991 (20 credits)

  ×

  The Soviet Union 1921-1991

  Overview

  The political, social, economic and international conditions leading to Bolshevik success after 1917; the nature of the Soviet state as evolving under Lenin ; the evolution of Stalin's personal rule and the Stalinist system; the nature and limits of de-stalinization under Kruschchev.

  Learning Outcomes

  To understand the Bolshevik takeover of Russia, the adaption of Marxism to Russian conditions and the adjustment of the peoples of Russia to such circumstances.

  Skills

  To discover, assess and select evidence mainly from secondary sources, to interpret and evaluate this material, to envisage the ways of thinking in a very different environment.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3039

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The Origins of Protestantism (20 credits)

  ×

  The Origins of Protestantism

  Overview

  The module will examine the rise of Protestantism in the early modern period (1517-1740), from the onset of the Reformation in Germany and Switzerland to the spread of the movement throughout Europe and America to the eve of the mainstream Enlightenment.

  Learning Outcomes

  To introduce students to history of confessional development in Europe; to encourage critical thought.

  Skills

  Analysis of textual evidence (primary and secondary) and the ability to formulate arguments in written and oral form.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3022

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Evangelical Protestantism in Ulster: From the United Irishmen to Ian Paisley (20 credits)

  ×

  Evangelical Protestantism in Ulster: From the United Irishmen to Ian Paisley

  Overview

  This course considers the religion and politics of protestants in Ulster from the eighteenth to the twentieth century. It examines the interplay of religious, social, and political developments by considering a number of themes. These include, the formation of the United Irishmen and the 1798 rebellion, the rise and significance of evangelicalism, the response of churches to urban growth and industrialisation, religious revivalism and missionary activity, the development of unionist politics, and church-state relations in Northern Ireland. Students will be encouraged to place Irish developments in a broader context. They will encounter a range of primary source material including pamphlets, newspapers, sermons, and official reports.

  Learning Outcomes

  An understanding of the relationships between the religion and politics of protestants in the north of Ireland.
  
  An ability to engage with the most important historiographical debates relating to the subject-matter of the module.
  
  An ability to evaluate critically, and place in their particular historical context, primary documentary sources relating to the subject-matter of the module.
  
  An ability to write an informed analysis of the historical problems discussed in the module.

  Skills

  Enhanced ability to think critically, reason logically, and work independently.
  
  Further develop communication skills, both written and oral.
  
  Critical appraisal of, engagement with, and effective use of a variety of historical sources.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3046

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Kings, courts and culture in Carolingian Europe (20 credits)

  ×

  Kings, courts and culture in Carolingian Europe

  Overview

  This module focuses on the pivotal role played by the Carolingians in the intellectual and cultural formation of Europe. To this period, historians traditionally ascribe the following developments: the growth in the production of manuscripts, proliferation of scriptoria and preservation of classical writings. Key topics will be the royal patronage of artistic and literary activity; the vigorous use of Roman and Christian ideology, ritual and imagery; the growing interest in logic in the Carolingian schools; and the appearance of important scholars, philosophers and poets, most famously John Scottus Eriugena.

  Learning Outcomes

  On completion of this module, students should be able to demonstrate knowledge and understanding of the following areas: Carolingian intellectual history, critical evaluation of historical issues and problems in this field, the historiographical debates relating to the Carolingian period, both primary and secondary literature in the field, how to gather and synthesise material relating to ninth-century Carolingian history

  Skills

  This module should help students develop their skills in the following areas: 1) Critical thinking and logical reasoning 2) Evaluation of evidence 3) Analysis of arguments 4)Construction of an argument 5)Oral communication 6)Written communication 7)Use of primary sources

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3079

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  The American Civil War and Reconstruction, 1860-1877 (20 credits)

  ×

  The American Civil War and Reconstruction, 1860-1877

  Overview

  Against the backdrop of increasing tensions over slavery, Abraham Lincoln posed the question in 1855 of whether the United States could “as a nation, continue together permanently—forever—half slave and half free.” The answer came in 1861, when war broke out between the federal government at Washington and the newly seceded Confederacy. The American Civil War and the period of Reconstruction that followed are sometimes referred to by historians as a “Second American Revolution”: together they constitute one of the most dramatic social upheavals of the nineteenth century world, and their outcome established the foundations upon which—for better or worse—the modern United States would be built.
  Making use of a range of primary sources and some of the best recent scholarship in the vibrant field of Civil War & Reconstruction historiography, we will approach the events through close examination of key historical problems: sectionalism and the causes of war; Lincoln, war and emancipation; slavery and grand strategy, North and South; and Reconstruction & the limits of black freedom.

  Learning Outcomes

  To explore and understand this critical period in the history of the United States.

  Skills

  The ability to analyse and explain both orally and on paper, the complex issues relating to this topic.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3035

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Society, Death and Disease (20 credits)

  ×

  Society, Death and Disease

  Overview

  The module will have three main themes - human osteoarchaeology and its contribution to our understanding of life in the past, the study of funerary monuments and disease and its impact on past societies. In the first theme, students will be introduced to the study of archaeological human remains and what the osteological and palaeopathological analysis of past people can contribute to the studies of societies. Four practical sessions will provide an opportunity to identify human bones
  and to determine the age, sex and stature of a human skeleton. Theme 2 will focus on the information that can be gained from the study of funerary monuments and, in particular, Post-Medieval grave memorials. Fieldtrips will be made to Friar's Bush and Balmoral cemetries and students will be required to undertake a project on an aspect of grave memorials. The final theme will investigate a number of diseases of considerable antiquity, including leprosy and tuberculosis, which have had a strong impact on past human societies.

  Learning Outcomes

  An appreciation of human osteoarchaeology and palaeopathology
  An understanding of some of the contentious themes in osteoarchaeology
  An appreciation of multidiscplinary research
  An ability to critically evaluate scientific reports/papers
  An understanding of Post-Medieval grave memorials
  Competence in communicating ideas and arguments clearly to others

  Skills

  Undertanding of the basic techniques of human osteoarchaeology
  Practical analysis of Post-Medieval grave memorials
  Written self-expression
  Critical analysis of reports/papers

  Coursework

  0%

  Examination

  30%

  Practical

  70%

  Stage/Level

  3

  Credits

  20

  Module Code

  ARP3053

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Religion and Empire: Christian Missions ro Africa, Asia and Middle East (20 credits)

  ×

  Religion and Empire: Christian Missions ro Africa, Asia and Middle East

  Overview

  Christian missions are often seen as old fashioned, but for long they were at the forefront of modernity. They carried modernity overseas and brought back fresh ideas which helped shape new societies. This course investigates when and how Christian overseas expansion happened; how missionaries related to empire and indigenous peoples; why and how Africans or Asians chose to convert; what they did with the Christianitywith which they were confronted; and how missionary activities contributed to the elaboration of new ideas of race, class and scientific knowledge at home.

  Learning Outcomes

  Students who successfully complete the module should
  • Be able to demonstrate an understanding of the history of Christian expansion in the 19th and 20th centuries;
  • Be able to develop critical arguments about religion and modernity in the West and in the rest of the world;
  • Be able to engage successfully with archival material;
  • Be able to demonstrate an understanding of the requirements of essay writing, bibliographic work, and oral presentation.

  Skills

  Critical writing; archival research; oral presentation.
  Archival research will be kept to a minimum, in an archive in Belfast or online. The oral presentation will be a presentation of archival material to be used for the second (major) essay.

  Coursework

  90%

  Examination

  0%

  Practical

  10%

  Stage/Level

  3

  Credits

  20

  Module Code

  HIS3099

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Volcanoes: environmental and societal impacts (20 credits)

  ×

  Volcanoes: environmental and societal impacts

  Overview

  Throughout the Earth’s history, volcanoes have helped shape the landscape, have altered the climate, and have devastated local environments and societies within their reach. They have also yielded rich soils and important mineral deposits, and are of considerable economic value in terms of geothermal energy and their lure for geotourism and adventure tourism. Not surprisingly, these immensely powerful forces of nature have for millennia been the dual source of fascination, myths and legends on the one hand, and destruction and terror on the other, and still humans chose to live in their shadows. This module will investigate the relationship between volcanoes, the environment and humans. Drawing on palaeoenvironmental, archaeological and historical data, we will examine the local and wider impacts of volcanic eruptions on the environment and climate, and the repercussions for human populations, cultures and societies, in the past and today. We will consider the role of palaeovolcanism in identifying volcanic hazards, informing risk assessments and developing mitigation strategies. Finally, we will contemplate modern perceptions of volcanoes and the threats they pose, including the growing popularity of volcano geotourism in the face of personal danger.

  Learning Outcomes

  On successful completion of this module, students should be able to:
  • Consider hypotheses of volcanically-driven environmental change in a global context
  • Evaluate the positive and negative impacts of volcanic activity on human cultures and societies
  • Describe the hazards associated with different forms of volcanic activity and illustrate their mitigation with appropriate case studies
  • Conduct independent and group research using library and digital resources
  • Evaluate, analyse and plot numerical data in a digital format

  Skills

  • Numerical analytical skills
  • Presentation skills
  • Written and oral self-expression
  • Independent research
  • Team-work
  • Time management, organisation and planning

  Coursework

  0%

  Examination

  40%

  Practical

  60%

  Stage/Level

  3

  Credits

  20

  Module Code

  ARP3080

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional