BA|Undergraduate
History
Academic Year 2023/24
ABB
3 years (Full Time)
V140
History is the best way of understanding the world around us. What is gender, race, class, religion, the state, empire, capitalism? What is the USA, China, the United Kingdom, Ireland? What is NATO and the EU? Our historians explain the modern world by reaching back to the Roman empire, the Middle Ages, the Renaissance, the Reformation and the great modern revolutions across all of Europe, North America, Africa, and Asia. From their first year, we trust our students to make choices and range widely across all these histories to understand where we have come from. And from the beginning of your degree you will be taught in small groups by expert historians. Our range in time and space, our trust in you to explore and make good choices, and our small group teaching from the first year of the degree, mark us out among our peer universities.
History Degree highlights
History at Queen’s has been placed in the QS World University Rankings top 200 History departments in the world for 2019.
Global Opportunities
- The History programme offers students opportunities to travel and study at universities in Europe and North America. Short-term (two weeks) and longer-term (up to one academic year) exchanges are on offer.
Possible examples include:
• George Washington University (Washington DC, USA)
��� Aarhus Universitet (Denmark)
• College of Charleston (South Carolina, USA)
• Institut d’Etudes Politques de Bordeaux (France)
• University of Oslo (Norway)
• Universiteit Utrecht (Netherlands)
• Vanderbilt University (Nashville, Tennessee, USA)
Field trips may also be offered in particular years or as part of certain modules.
Industry Links
- Several modules include links with local collaborative partners, which provide students with opportunities to network with experts in the field or to gain experience of particular industries prior to graduation.
Internships have also been developed to allow students the opportunity to carry out work experience in history-related fields.
Career Development
- The 2014 Research Excellence Framework (REF) confirmed that History at Queen’s is producing world-leading or internationally excellent research, placing Queen’s 21st out of 83 among the top UK history departments overall. The School hosts many research seminars, conferences and lectures, including the annual highlight of the Wiles lecture series.
World Class Facilities
- Top Ranking: History at Queen’s has been placed in the QS World University Rankings top 200 History departments in the world for 2019.
The School also boasts the following:
• The Centre for Public History
• The Senator George J Mitchell Institute for Global Peace, Security and Justice
• Institute of Cognition and Culture
• Institute of Irish Studies
• Two International Summer Schools (the Irish Studies Summer School; and the Conflict Transformation and Social Justice Summer
School)
Student Experience
- History is the best way of understanding our world.
At Queen’s we have a wide-ranging curriculum, that attends to problems like racism traditionally neglected by British and Irish universities.
From year 1, you will be taught in small groups by real historians. You will not be one of 300 students in a lecture theatre, coming face-to-face only with PhD students.
Studying at Queen’s also means you play an active role in making your own curriculum; we trust you to move through our curriculum and make your own choices. - Queen's teaches History from the Ancient World to the present day, and across four continents. This depth and breadth is an unusual strength, and we trust our students to find their own way through this very wide range of histories.
The National Student Survey demonstrates that our students find both the History programme and university experience excellent. In 2019, History had an overall student satisfaction score of 91% in the 2019 National Student Survey. - Year after year, our history students tell the National Student Survey that they are more than 90% satisfied by their teaching.
“At Queen’s History I learned to think critically, to inquire and to positively question subject matter. It opened my mind to future study outside the academic world, as I joined PriceWaterhouseCoopers (PwC). I subsequently went on to become a Finance Director with a US multinational corporation, having lived in England, USA, France and now Switzerland.”
David J. Elliott
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Course content
Course Structure
Stage 1 | Core Modules • History and Historians • Exploring History 1 • History and Society • Exploring History 2 |
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Stage 2 | Modules at Level 2 are generally survey modules seeking to convey a sense of the principal events, trends and developments in a particular country or region over a fairly long time span: Examples include: · Alexander the Great · Europe Between the Wars · Nineteenth-Century Ireland · The American South, 1619-1865 · Cabinets of Curiosity: Museums of Past and Present |
Stage 3 | Dissertation (compulsory) Plus a choice of four modules. Plus a choice of four modules. These modules are closely related to the research interests of the historians teaching them, and place greater emphasis on primary source analysis than previously. • The Ancient City • The Rise of Christianity • Kings, Courts, and Cultures in Carolingian Europe • The Peasants’ Revolt, 1381 • Evangelical Protestantism in Ulster • The American Civil War and Reconstruction • Working-Class Communities in the United Kingdom • The Irish Revolution • Thatcher’s Britain Note: that this is not an exclusive list and these options are subject to staff availability. |
People teaching you
Dr Ian Campbell, School of History, Anthropology, Philosophy
Email: happ@qub.ac.uk
School Office: +44(0)28 9097 5028
Contact Teaching Times
Personal Study | 10 (hours maximum) Typically 10 hours per module (30 hours per week), revising in your own time |
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Small Group Teaching/Personal Tutorial | 6 (hours maximum) In a typical week, you will have 3-6 hours of tutorials (or later, project supervision). |
Medium Group Teaching | 9 (hours maximum) In a typical week, you may have up to 9 hours of practical classes, workshops or seminars, depending on the level of study. |
Large Group Teaching | 6 (hours maximum) In a typical week you may have up to 6 hours of lectures, depending on the level of study. |
Learning and Teaching
Examples of the opportunities provided for learning on this course are:
- E-Learning technologies
Staff regularly incorporate e-learning technologies into their teaching to aid student learning.
Examples include:
- Online class discussion forums
- Interactive in-class electronic surveys (Personal Response System)
- PeerWise and other technologies to facilitate peer learning - Group Projects
Group projects across all levels can be formative or summative. - Lectures
Lectures are usually delivered face-to-face, although occasionally lectures will be provided online. Lecture aids might include handouts, audio/visual clips, and slideshows. Film screenings are also a feature of some modules. - Self-directed study
The History programme requires self-directed study, through reading secondary sources and identifying, locating and analysing primary sources. Self-directed study is important across all levels and guidance is provided by staff. - Seminars/tutorials
The seminar/tutorial has an important place in the History programme. These small-group classes are generally student-focused, with emphasis on discussion of historical problems through analysis of primary and secondary sources, peer engagement, and active participation.
Assessment
Details of assessments associated with this course are outlined below:
- A variety of assessment methods is used, including written examination, coursework essays submitted during or at the end of the semester, group projects, oral presentations by individual students or collaborative groups, video-logs, discussion forums, tutorial activities, and dissertations.
Feedback
Examples of feedback provided on this course are outlined below:
- Written feedback is provided on all coursework normally within two weeks of submission. Feedback is made available electronically. Members of staff will also arrange to meet with students individually to discuss their academic progress.
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Overview
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Modules
Modules
The information below is intended as an example only, featuring module details for the current year of study (2022/23). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
- Year 1
Core Modules
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
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
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
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
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
60%
Examination
0%
Practical
40%
Stage/Level
1
Credits
20
Module Code
HIS1004
Teaching Period
Spring
Duration
12 weeks
- Year 2
Core Modules
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 moduleSkills
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
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, referencingCoursework
80%
Examination
0%
Practical
20%
Stage/Level
2
Credits
20
Module Code
HIS2063
Teaching Period
Spring
Duration
12 weeks
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
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
90%
Examination
0%
Practical
10%
Stage/Level
2
Credits
20
Module Code
HIS2020
Teaching Period
Spring
Duration
12 weeks
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
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 audienceCoursework
90%
Examination
0%
Practical
10%
Stage/Level
2
Credits
20
Module Code
HAP2001
Teaching Period
Autumn
Duration
12 weeks
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 audienceSkills
- Analytical skills
- Research skills
- Object appreciation skills
- Written, oral and visual communication skills
- Debating skills
- Computer/multimedia skills
- Group work skillsCoursework
90%
Examination
0%
Practical
10%
Stage/Level
2
Credits
20
Module Code
HIS2067
Teaching Period
Spring
Duration
12 weeks
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
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
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
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
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
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 sourcesSkills
• 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 fieldCoursework
90%
Examination
0%
Practical
10%
Stage/Level
2
Credits
20
Module Code
HIS2049
Teaching Period
Autumn
Duration
12 weeks
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
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
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
- Year 3
Core Modules
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
Optional Modules
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 GermanyLearning 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 formCoursework
100%
Examination
0%
Practical
0%
Stage/Level
3
Credits
20
Module Code
HIS3023
Teaching Period
Spring
Duration
12 weeks
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
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
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
Diaspora: Irish 19th-century migration (20 credits)Diaspora: Irish 19th-century migration
Overview
This module investigates the making of the Irish diaspora; explores factors that led unprecedented numbers of Irish migrants to permanently leave the country of their birth in the course of the 19th century and comparatively assesses the often challenging experiences of Irish migrants in the leading host societies of Britain, the United States and Australia. It also assesses the Irish migrant outflow against the backdrop of European migration to ascertain the distinctive features of Irish 19th-century migration. Course contents: Week 1 Introduction to migration history Week 2 The Scattering: the Irish case study Week 3 The key features of a diaspora Week 4 Pre-famine migratory patterns Week 5 Famine migration Week 6 Post-famine migration Week 7 Women and Irish migration Week 8 Host society analysis I: Britain Week 9 Host society analysis II: The United States Week 10 Host society analysis III: Australia - convict migration Week 11 Host society analysis IV: Australia - free settler migration
Learning Outcomes
On successful completion of this module, students will:
In Understand the social and economic conditions in Ireland, and in recipient countries over the course of a century; Comprehend why people leave their country of birth; the difficulties and prejudices they often face in their new homelands; and the impact of migration on the place of birth and to the place of destination; Develop a wider and deeper understanding of the experience of Irish migration and the historical debates that surround the Irish diaspora; Understand the occupational and residential distribution of Irish migrants, paying particular attention to regional diversity and gender difference; An Be aware of the comparative aspect of migration studies; AN Be able to investigate migration in a rigorous academic manner Co Communicate historical arguments effectively both orally and in writing Have knowledge of Irish immigrants’ political, cultural and religious affiliation and the complex and problematic questions of ethnic identity, ethnic fade and attitudes to migrant populations which are issues of considerable contemporary resonance.Skills
Managing and Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments Critical and Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field professional and career development skills Communication Skills: ability to communicate clearly with others, both orally and in writing Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Practical and technical skills: demonstrate the knowledge and ability to use contemporary and relevant ICT/historical databases/online archival resources. Organisational skills: Efficient and effective work practice: demonstrate ability to work efficiently to deadlines 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 Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show ability for the effective use of information in a direct and appropriate way Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments by the use of historical evidence
Coursework
90%
Examination
0%
Practical
10%
Stage/Level
3
Credits
20
Module Code
HIS3137
Teaching Period
Spring
Duration
12 weeks
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 otherSkills
• 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
90%
Examination
0%
Practical
10%
Stage/Level
3
Credits
20
Module Code
HIS3142
Teaching Period
Autumn
Duration
12 weeks
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
90%
Examination
0%
Practical
10%
Stage/Level
3
Credits
20
Module Code
HIS3140
Teaching Period
Autumn
Duration
12 weeks
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
90%
Examination
0%
Practical
10%
Stage/Level
3
Credits
20
Module Code
HIS3139
Teaching Period
Spring
Duration
12 weeks
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
90%
Examination
0%
Practical
10%
Stage/Level
3
Credits
20
Module Code
HIS3128
Teaching Period
Autumn
Duration
12 weeks
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
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
30%
Examination
0%
Practical
70%
Stage/Level
3
Credits
20
Module Code
HIS3073
Teaching Period
Autumn
Duration
12 weeks
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
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
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
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
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
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
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
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Entry Requirements
Entrance requirements
A level requirements ABB A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to grade A at A-Level and a Distinction being equated to a grade B at A-level. |
Irish leaving certificate requirements H3H3H3H3H3H3/H2H3H3H3H3 |
Access Course Successful completion of Access Course with an average of 70%. |
International Baccalaureate Diploma 33 points overall, including 6,5,5 at Higher Level |
BTEC Level 3 Extended/National Extended Diploma QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades D*DD RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades D*DD |
Graduate A minimum of a 2:2 Honours Degree |
All applicants There are no specific subject requirements to study History. |
Selection Criteria
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For entry last year, applicants for this degree offering A-Level/ BTEC Level 3 qualifications or equivalent must have had, or been able to achieve, a minimum of 5 GCSE passes at grade C/4 or better (to include English Language). The Selector will check that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate is taken into account. Applicants must have a minimum of 5 IJC grades C/ Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits. For those offering a Higher National Diploma, some flexibility may be allowed in terms of GCSE profile but, to be eligible for an offer, the grades obtained in the first year of the HND must allow the overall offer to be achievable. The current entrance requirements are successful completion of the HND with 2 Distinctions, 10 Merits and 4 Passes overall. Any consideration would be for Stage 1 entry only.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
- Academic English: an intensive English language and study skills course for successful university study at degree level
- Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
- Foundation
The INTO progression course suited to this programme is
http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-foundation-in-business-humanities-and-social-sciences.
INTO - English Language Course(QSIS ELEMENT IS EMPTY)
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Careers
Career Prospects
Introduction
Studying for a History degree at Queen‘s will assist students in developing the core skills and employment-related experiences that are valued by graduate employers. Our modules are designed to enhance skills such as research, workload planning and management, presentational expertise, fluent literacy, close analysis, and the synthesis of competing arguments or evidence.
Graduates in History from QUB pursue careers in areas such as:
• Marketing
• Journalism
• Broadcasting
• Research
• Heritage
• museum sector
• education
• the Civil Service
• banking
• accountancy
• public relations
• local government itself.
Professional Opportunities
A survey of graduates six months after graduation reveals that Queen’s graduates from History have recently gone into a range of careers, including: Recruitment Consultant; Trainee Accountant; Army Officer Cadet; Insurance Advisor; Management Trainee; Political Researcher; Fraud Officer; Business Development Officer; Business Associate; Auditor; Technology Consulting Associate; Arts Development Manager; Legal Assistant; Trainee Teacher; Rugby Coach; and Project Support Analyst.
Additional Awards Gained(QSIS ELEMENT IS EMPTY)
Prizes and Awards(QSIS ELEMENT IS EMPTY)
Degree plus award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus. It's what makes studying at Queen's University Belfast special.
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Entry requirements
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Fees and Funding
Tuition Fees
Northern Ireland (NI) 1 | £4,710 |
Republic of Ireland (ROI) 2 | £4,710 |
England, Scotland or Wales (GB) 1 | £9,250 |
EU Other 3 | £18,800 |
International | £18,800 |
1 EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study and will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library.
If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. A programme may have up to 6 modules per year, each with a recommended text.
Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a final year includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
History costs
In Year 2 students can apply for a number of optional history exchanges with institutions in the USA. The cost will vary depending on the institution and length of exchange and can range from £500 - £6,000.
Students are responsible for funding travel, accommodation and subsistence costs.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Information on funding options and financial assistance for undergraduate students is available at www.qub.ac.uk/Study/Undergraduate/Fees-and-scholarships/.
Scholarships
Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available.
International Scholarships
Information on scholarships for international students, is available at www.qub.ac.uk/Study/international-students/international-scholarships/.
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Apply
How and when to Apply
How to Apply
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2023 from 1 September 2022.
Advisory closing date: 25 January 2023 (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2023) subject to the availability of places.
Applications from International and EU (Other) students are normally considered by Queen’s for entry to this course until 30 June 2023. If you apply for 2023 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/
Terms and Conditions
The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study. Queen's University Belfast Terms and Conditions.
Additional Information for International (non-EU) Students
- Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2023. - Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more. - Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
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Fees and Funding