BA History and Philosophy
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance processes. All degrees are awarded by Queen's University Belfast.
Programme Title |
BA History and Philosophy |
Final Award |
Bachelor of Arts |
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Programme Code |
MHY-BA-JS |
UCAS Code |
VV1M |
HECoS Code |
100302 |
ATAS Clearance Required |
No |
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Mode of Study |
Full Time |
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Type of Programme |
Joint Honours Single |
Length of Programme |
3 Academic Year(s) |
Total Credits for Programme |
360 |
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Exit Awards available |
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INSTITUTE INFORMATION
Teaching Institution |
Queen's University Belfast |
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School/Department |
History, Anthropology, Philosophy and Politics |
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Framework for Higher Education Qualification Level |
Level 6 |
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QAA Benchmark Group |
History (2014) |
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Accreditations (PSRB) |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations
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Programme Specific Regulations
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Students with protected characteristics
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Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
The programme is designed to provide students with an intellectual training in the disciplines of History and Philosophy which, while discrete subjects, are also complementary and mutually enriching. Its key premise is that understanding the present (and anticipating the future) requires the ability to study and interpret the past and to appreciate how the tools of historical inquiry and the insights of philosophical theory combine to illuminate human societies, including those of the contemporary world. The programme is also designed to equip students with a range of skills which together foster the ability to practise self-motivated learning and increase the capacity to undertake independent learning in a progressive way. Whilst certain skills are subject specific to each discipline, certain of them are mutually reinforcing, including the ability to evaluate critically primary and secondary sources, whilst others are designed to be transferable and thereby enhance the employability of students.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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exercise sound, reasoned judgment; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
think independently and imaginatively |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
appreciate a range of historical and cultural perspectives on academic enquiry; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
engage with and interpret layers of meaning within primary sources; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
assess and appraise differing views on significant areas of academic debate; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
discriminate between what is central and what is peripheral to the issue in question; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
evaluate sources critically in their context; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
make judgments on the basis of varied and problematic evidence and according to the persuasiveness of the arguments or the reliability of the evidence used. |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
gather, organise and deploy evidence, data and information; and be familiar with appropriate means of identifying, finding, retrieving, sorting and exchanging information. |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
synthesise relevant information and exercise critical judgement, primarily through essay writing; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
demonstrate an analytical ability, and have the capacity to consider and solve problems, including complex problems to which there is no single solution |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
demonstrate clarity and fluency of written expression |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
reflect on their own learning and seek and make use of constructive feedback |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
recognise the importance of explicit referencing and the ethical requirements of study, which requires critical and reflective use of information and information technology in the learning process; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
produce intellectually coherent academic analysis under time-managed conditions and within word limits; |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
structure, manage and adapt strategies for self-directed independent research. |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
demonstrate intellectual integrity and maturity |
Teaching/Learning Methods and Strategies Seminars and tutorials offer a variety of tutor-led and student-led learning opportunities as well as a more sustained opportunity to debate and evaluate a breadth of knowledge gained independently from directed reading and from the sharing of resources and information. Methods of Assessment Examinations and essays require that students demonstrate coverage of material, appropriate methods of analysis, the ability to discriminate between arguments, and the ability to form an independent argument. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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An appreciation of the role of History in society and the varied ways in which it can be presented to a non-academic audience |
Teaching/Learning Methods and Strategies In levels one and two, all students take modules which focus on public history and the presentation of history in public spaces such as heritage centres, museums, television, film and online. Methods of Assessment Group presentations on public history projects. |
An awareness of the diversity of specialisms within the disciplines of History and Philosophy (including metaphysics, epistemology, philosophy of religion, philosophy of language, and philosophy of mind). |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Essays, seminar/tutorial contributions and dissertations |
acquired knowledge and understanding of the application of philosophy to practical issues, for example in the area of applied ethics. |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Essays, seminar/tutorial contributions and dissertations |
acquired knowledge and understanding of some of the central problems and issues in contemporary philosophy. |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Essays, seminar/tutorial contributions and dissertations |
developed an understanding of the key concepts and tools that are used in philosophical reasoning |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Essays, seminar/tutorial contributions and dissertations |
An ability to reflect critically on the nature of History and Philosophy as academic disciplines and an awareness of methodological debates |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Essays, seminar/tutorial contributions and dissertations |
Experience of critically evaluating documentary sources in a detailed fashion |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Essays, seminar/tutorial contributions and dissertations |
An understanding of the history of a number of different countries and societies |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Assessment of individual modules |
An awareness of continuity and change over an extended period of time |
Teaching/Learning Methods and Strategies The History programme incorporates a wide range of modules that focus on different periods of time and geographical regions Methods of Assessment Assessment of individual modules |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Intellectual independence and the initiative to set tasks and solve problems |
Teaching/Learning Methods and Strategies In seminars and tutorials students are encouraged to present their own ideas and views on particular topics. Methods of Assessment Essays and dissertations |
A recognition that not all statements are of equal validity |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
An awareness of the rules of evidence utilised by historians to test the validity of documentary evidence |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
An awareness of a range of viewpoints and an appreciation of the problems involved in interpretation of complex, ambiguous, conflicting and often incomplete material |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
expertise in engaging with influential primary and secondary sources in philosophy, according to contemporary canons of academic debate and critical analysis; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
a capacity for formulating clear and logical thought concerning fundamental philosophical issues and for expressing this in cogent, well-structured and intellectually rigorous essays; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
an awareness of key debates arising out of philosophical inquiry, conducted in its various domains; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
a familiarity with the forms, function, and development of philosophical discourse and methodology, together with an ability to analyse and utilise these; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
An appreciation of the complexity and diversity of situations, events and past mentalities |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
An ability to read and analyse primary and secondary texts in both disciplines , both critically and empathetically |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
an ability to conduct constructive critical debate with rigour and objectivity, drawing on, and engaging with, differing critical perspectives when analysing texts; |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
An ability to understand how people have existed, acted and thought in the always different context of the past |
Teaching/Learning Methods and Strategies Lectures, seminars and tutorials aim to make students aware of the different context of the past Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
A respect for historical context and evidence and a greater awareness of the historical processes unfolding in our own time |
Teaching/Learning Methods and Strategies Discussions in seminars and tutorials encourage students to reflect on the historical context of current developments and public discourse Methods of Assessment In written and oral work, students are expected to demonstrate an awareness of the different context of the past. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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demonstrate self-reliance, initiative, adaptability and intercultural awareness |
Teaching/Learning Methods and Strategies Erasmus programme and Exchange programmes with international universities Methods of Assessment For most international exchanges, students enrol on the host institution’s undergraduate programme. |
take notes and summarise accurately and effectively; |
Teaching/Learning Methods and Strategies Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials Methods of Assessment Coursework assignments (researching and writing) |
use IT skills (word processing, use of internet resources); |
Teaching/Learning Methods and Strategies Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials Methods of Assessment Research for essays and presentations |
use libraries and online resources |
Teaching/Learning Methods and Strategies Students are guided on the use of appropriate online resources and effective presentation of their written and oral work using word processing and presentation slides. At level 1, note taking is discussed in tutorials Methods of Assessment Essays, dissertations and presentations are assessed for presentation skills, appropriate bibliography as well as analysis |
reflect on intellectual and professional priorities; |
Teaching/Learning Methods and Strategies Engagement with Personal Tutors promotes student reflection upon academic performance. Personal Tutors also discuss career options with students; and the School works closely with the Careers Liaison Officer to present students with information on possible careers Methods of Assessment Each student is allocated a Personal Tutor in level 1 and meets with him/her throughout the duration of the degree programme |
respond constructively to criticism; |
Teaching/Learning Methods and Strategies students may seek dedicated feedback sessions with course tutors Methods of Assessment Online and Oral Feedback is provided for each type and instance of assessment |
understand the role and use of feedback in assessing and improving performance; |
Teaching/Learning Methods and Strategies students may seek dedicated feedback sessions with course tutors Methods of Assessment Online and Oral Feedback is provided for each type and instance of assessment |
work effectively and creatively both independently and in a team setting; |
Teaching/Learning Methods and Strategies Group work on projects, particularly at levels 1 and 2 Methods of Assessment Individual modules include group work assessment |
present ideas and arguments orally in both formal and informal contexts; and the capacity to sustain a reasoned line of argument in the face of others, to listen, engage in sustained debate, and amend views as necessary in the light of evidence of argument |
Teaching/Learning Methods and Strategies Individual and group presentations Methods of Assessment Individual and group presentations |
use their knowledge in cogent, communicable ways to present arguments and clarify complex issues in both oral and written forms; |
Teaching/Learning Methods and Strategies Individual and group presentations Methods of Assessment Individual and group presentations |
collate and process information from an array of sources, including electronic media; |
Teaching/Learning Methods and Strategies Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class. Methods of Assessment Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument. |
present high-quality analysis cogently and succinctly; |
Teaching/Learning Methods and Strategies Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class. Methods of Assessment Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument. |
evaluate and judge evidence and the quality of information |
Teaching/Learning Methods and Strategies Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class. Methods of Assessment Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument. |
Manage time efficiently, work under pressure and to deadlines |
Teaching/Learning Methods and Strategies Student preparation for seminars/tutorials requires them to read a variety of material and discuss this with their peers and the tutor. They may make individual or group presentations analysing the material in class. Methods of Assessment Examinations, essays and dissertations require that students demonstrate appropriate methods of analysis, the ability to discriminate between arguments and evaluate information, and the ability to form a cogent, independent argument. |
MODULE INFORMATION
Stages and Modules
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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S1 | S2 | Core | Option | Coursework % | Practical % | Examination % | ||||||
Philosophy and Human Nature | PHL1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Exploring History 1 | HIS1003 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Perspectives on Politics | PAI1007 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Exploring History 2 | HIS1002 | 1 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
Philosophy and The Good Life | PHL1004 | 1 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
A World on the Move:Historical and Anthropological Approaches to Globalization | ANT1003 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
History and Historians: Contested Pasts | HIS1001 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Introductory Logic | PHL1003 | 1 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
History and Society | HIS1005 | 1 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Knowledge and Reality | PHL2001 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Politics and Society in 19th Century Ireland | HIS2011 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The American South 1619-1865 | HIS2028 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Politics and Society in 20th Century Ireland | HIS2012 | 2 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
The American South, 1865-1980 | HIS2029 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Modern Political Thought | PAI2005 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Roman Origins of the East and West; From Augustus to Charlemagne | HIS2049 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Mind and Language | PHL2026 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Expansion of Medieval Europe, 1000-1300 | HIS2047 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Europe between the Wars, 1919-1939 | HIS2050 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Moral Theories | PHL2000 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The making of contemporary Britain: 1914 to the present | HIS2018 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Life, Love and Death in England and Ireland, c.1350-1650 | HIS2052 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
History of Philosophy | PHL2016 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Revolutionary Europe, 1500-1789 | HIS2057 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Nationalism and Liberation in 20th Century Africa | HIS2061 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Recording History | HIS2063 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Uniting Kingdoms | HIS2064 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Alexander The Great and the Creation of the Hellenistic World | HIS2020 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Apocalypse! End of the World. | HIS2065 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Visualising China's encounter with the West | HIS2066 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Cabinets of Curiosity: Museums Past and Present | HIS2067 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Introduction to the Philosophy of Science | PHL2027 | 2 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
That Vast Catastrophe | HIS3033 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Kings and Saints in Early Ireland | HIS3060 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Origins of Protestantism | HIS3022 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Soviet Union 1921-1991 | HIS3039 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Presbyterians in Ulster, 1690-1840 | HIS3065 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Contemporary Political Philosophy | PAI3025 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Philosophical Theology | PHL3034 | 3 | 20 | YES | 12 weeks | N | YES | 30% | 10% | 60% | ||
The Second World War in Europe | HIS3010 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Irish Revolution, 1917-1921 | HIS3073 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Peasants' Revolt 1381 | HIS3011 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Working Class Communities in the UK 1900-1970 | HIS3012 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Popular Culture in England 1500-1700 | HIS3018 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Issues in the Philosophy of Science | PHL3001 | 3 | 20 | YES | 12 weeks | N | YES | 100% | 0% | 0% | ||
Dissertation | HIS3077 | 3 | 40 | YES | 12 weeks | Y | YES | 100% | 0% | 0% | ||
Dissertation | PHL3099 | 3 | 40 | YES | YES | 24 weeks | N | YES | 100% | 0% | 0% | |
Applied Ethics | PHL3064 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Religion and Empire: Christian Missions ro Africa, Asia and Middle East | HIS3099 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Age of anxiety: Irish culture and society in interwar European context | HIS3109 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Topics in Epistemology | PHL3013 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Rise of Christianity 2: The Conversion of the Roman Empire | HIS3071 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
'There Ain’t No Black in the Union Jack’? Race and Immigration in post-war Britain | HIS3119 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The British republic: Culture, religion and war 1649-1660 | HIS3120 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Philosophy for Children | PHL3068 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Thatcher's Britain | HIS3127 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Sin Cities? Everyday Life in the Modern Metropolis | HIS3128 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
The Ancient City | HIS3129 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Pop Culture and Protest in U.S. History | HIS3130 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
From Slavery to "Say Her Name": Black Women in America | HIS3131 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Twentieth-Century China | HIS3132 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Paths to Independence and Decolonisation in India and East Africa | HIS3133 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% | ||
Practical Philosophy | PHL3069 | 3 | 20 | YES | 12 weeks | N | YES | 90% | 10% | 0% |
Notes
Level 1 Students must take THREE modules from History and THREE modules from Philosophy. In History, students are required to take TWO History modules HIS1003 and HIS1002, AND ONE OF HIS1001, HIS1005, ANT1003. From Philosophy, students are required to take THREE from FOUR Philosophy modules: PHL1001, PHL1003, PHL1004, PAI1007 “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“ Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: o Studying for one semester exchange at one of our partner universities in Europe through the ERASMUS student exchange programme • Studying for one semester at one of our partner universities in the United States through our American student exchange programme. For further information about semester abroad opportunities, contact Advisor of Studies or happeducation@qub.ac.uk
Students are required to THREE modules from History and THREE modules from Philosophy. Students must choose either : a) HIS3077 – Dissertation (double weighted – Semester 2) and a further ONE module from History, PLUS THREE modules in Philosophy; OR b) PHL3099 Dissertation (double weighted – both semesters) and a further ONE module in Philosophy, PLUS THREE modules from History; OR c) THREE modules from History and THREE modules from Philosophy. Students are NOT permitted to take a Dissertation in both subject areas. Students are NOT permitted to take TWO double-weighted modules. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“
Students are required to take THREE modules from History and THREE modules from Philosophy. “Students will be notified each academic year of the optional modules being offered in the following academic year. Students are advised that not all optional modules will necessarily be offered in each academic year. Also, the delivery of a module may be subject to a minimum number of enrolments as well as unforeseen circumstances (e.g. illness of a member of staff). The range and content of optional modules will change over time as degree programmes develop and students’ choice of optional modules may also be limited due to timetabling constraints.“ Students are encouraged to consider enhancing their undergraduate experience by taking one of the International study options. These are: o Studying for one semester exchange at one of our partner universities in Europe through the ERASMUS student exchange programme • Studying for one semester at one of our partner universities in the United States through our American student exchange programme. For further information about semester abroad opportunities, contact Advisor of Studies or happeducation@qub.ac.uk