
History and Sociology BA
Department of History
Department of Sociological Studies
Explore this course:
You are viewing this course for 2023-24 entry. 2024-25 entry is also available.
Key details
- A Levels AAB
Other entry requirements - UCAS code VL13
- 3 years / Full-time
- September start
- Find out the course fee
- Dual honours
- Optional placement year
- Study abroad
Course description

By studying both history and sociology, you'll develop an understanding of past societies and patterns of social change.
History modules cover past societies from the late Roman through to the modern period, addressing political, social and cultural themes in history. You'll learn to exercise independent judgement, to be critical of accepted opinion and to present your arguments effectively.
Sociology modules cover the fundamentals of sociological analysis. Subjects include crime and deviance, religion and belief, migration, surveillance, race and racism and new genetics. You will also learn research and information retrieval techniques.
Modules
A selection of modules are available each year - some examples are below. There may be changes before you start your course. From May of the year of entry, formal programme regulations will be available in our Programme Regulations Finder.
Choose a year to see modules for a level of study:
UCAS code: VL13
Years: 2022, 2023
For history, the first year programme is designed to help you to make the transition from studying History at school or college to studying it at degree level. Building your confidence and broadening your knowledge.
It introduces you to core academic skills and provides a solid grounding in historical study and research, giving you the foundations you'll need to deepen your understanding of historical events and processes throughout your degree and setting you off on the path to becoming an independent historian.
Our first year history option modules introduce you to our main areas of teaching and research and give you insight into what you can study in the coming years, so that you can better shape your degree to your individual interests.
You will take one core module and have 40 credits available to use on option modules.
For sociology, core and optional modules are listed below.
History core module:
- History Workshop
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What does it take to be a historian? In this module, you will study the process of historical research, learning discipline-specific methods and essential study and writing skills through close engagement with a historical text (usually a work of narrative non-fiction) linked to your tutor's research interests. You will develop skills in critical reading, historiography, essay writing, bibliographic techniques, and reflection.
20 credits
The assessment for this module is aimed at giving you a strong foundation in the skills you will need throughout your degree and beyond: critical reading and writing, bibliographic techniques, and the ability to reflect on and articulate your skills as a historian.
History option module examples:
- Empire: From the Ancient World to the Middle Ages
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Covering the period from the 4th century BC to the 15th century AD, this module invites students to explore the ancient and medieval worlds through the lens of 'empire'. It provides an introduction to ancient and medieval types of empire, their contacts with and legacies to each other, and the connectedness between East and West in this period. Using a wealth of primary evidence and drawing on corresponding historiographical debates, students explore what it meant to live in ancient and medieval empires, what kind of social, cultural and religious encounters they engendered, and whether there was any space for resistance.
20 credits - Land of Liberty? Rights in the USA, 1776-2016
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In 1776, the Declaration of Independence proclaimed that men were created with 'certain unalienable rights'. Yet the new United States denied those rights to large swathes of its people. Examining themes which resonate powerfully today, this module explores American history as a struggle over how rights have been defined and debated, expanded and contracted, and secured and denied. Linking the history of ideas to the efforts of ordinary people, we will look at debates over liberty and slavery, democracy and disenfranchisement, capital and labour, integration and
20 credits
segregation, gender and sexuality, nationalism and internationalism, and conservatism and liberalism. - Paths from Antiquity to Modernity
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The aim of this module is to introduce you to the broad structures of Western history from the end of the Roman Empire to the present day. It provides students intending to take History Single or Dual Honours degree modules with a common framework for the more detailed modules that you will be studying at Levels Two and Three. At the same time, it provides non-historians with a fundamental appraisal of the shape of the past, to which courses in other departments will readily relate. Our aim is to equip you with an understanding of the periodisation of western history and of the major transitions in the process of modernisation. In the process, you will become more critically aware of the essential conceptual tools that modern historians readily use to analyse the past. The module aims to provide the essential training in the skills and methods needed for University level historical study.
20 credits - The 'Disenchantment' of Early Modern Europe, c. 1570-1770
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This module explores the fundamental shifts in mental attitudes and public behaviour that occurred in Europe between the age of the Reformation and the age of the Enlightenment. The central focus of the course will be the examination of the supernatural - religious beliefs, but also witchcraft and magic. You will explore the changing ways in which beliefs impinged on people's lives at various social levels. You will also have an opportunity to study the impact on people's world views of such changes as rising literacy, urbanisation, state formation and new discoveries about the natural world. All these will be investigated in the institutional contexts of state and church and the ways in which they sought to channel and mould beliefs and behaviour. This module enables you to understand how the early modern period is distinctive from and links medieval and later modern historical studies.
20 credits - The Making of the Twentieth Century
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This module considers the twentieth century as a time that transformed the social and political order in the world, calling into question the role of the European powers in global contexts, and dramatically reorienting the relationship between states and societies. You will engage with case studies representing key themes in twentieth-century global history: imperialism and the processes of decolonisation; the challenges of building the postcolonial nation; revolutions and the emergence of new states; war, genocide and conflict; and the institutions of international order.
20 credits
In addressing these themes, The Making of the Twentieth Century has a particular aim of counteracting prevailing tendencies towards Eurocentrism. You will gain a considerable body of knowledge on the histories of Asia, Africa and Latin America especially. At the same time, emphasis is placed on the empirical and theoretical grounds upon which competing interpretations rest in order to encourage you to develop critical awareness of the character of historical analysis. More generally, this module aims to develop analytical, conceptual and literary skills through class discussion and written assignments. Communication skills will also be emphasised in weekly seminars that will allow specific issues to be discussed in more depth, often with reference to primary source material. Above all, the module seeks to stimulate an interest in history and an appreciation of cultural diversity. - The Transformation of the United Kingdom, 1800 to the Present
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This module explores the central political, social, economic, cultural and diplomatic developments that have transformed Britain since 1800. Unlike most of its European neighbours, Britain did not experience dramatic moments of revolution, constitution-building, invasion or military defeat; indeed the belief that the nation was set on a course of gradual evolutionary progress was central to many versions of British identity. This course examines how, when and why change occurred in Britain. Key themes include the transition to mass democracy; the impact of industrialisation; shifts in social relationships based on class, gender and ethnicity; and the rise and fall of Britain as an imperial power.
20 credits
Sociology core modules:
- Classical Sociological Theory
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The aim of this module is to introduce foundational theories in sociology. The lectures will describe the ideas of leading theorists Durkheim, Marx, Du Bois and Weber with reference to the social context in which they lived and wrote. Lectures will analyze the primary texts of sociological throught with reference to the social contexts in which they emerged. This will include a look at the concerns of the first generation of sociological thinkers, their understanding of changes in European societies at the time, and the way in which their ideas inform an understanding of issues and problems in the contemporary world.
10 credits - Exploring Classical Social Thought Seminars
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The purpose of this seminar module is to provide a medium for students to discuss, evaluate, assess, and engage foundational theories in sociology. The seminar topics will seek to relate major sociological theories to (historical) events of concern to the theorists themselves, and events of interest to contemporary students of social affairs. The discussions will emphasise ideas and concepts in key sociological writings and their contribution to shaping sociological enquiry.
10 credits - Introduction to Social Research
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Students will be introduced to theoretical, methodological and practical issues in conducting empirical social research and become equipped with some of the basic skills necessary to undertake qualitative and quantitative projects, from project planning through to writing up research findings. Students will also be given the opportunity to explore different areas of social research in small groups through class presentations and debates
10 credits - The Sociological Imagination Seminar
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Drawing upon the lectures in the accompanying module (SCS100), students will use the seminars to explore a range of everyday life situations - such as mobile phone use, shopping, and travel - from a sociological perspective. Emphasis will be placed on students reflexively exploring their own experience, on the one hand, and gathering exemplary material from print and digital media. Students will be required to do exercises on specific topics.
10 credits - The Sociology of Everyday Life
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This module aims to introduce students to basic sociological concepts, such as 'the sociological imagination', 'social interaction', 'social identity', 'deviance' and 'globalisation' and illustrate how these can be applied to everyday life. Drawing on the work of key thinkers in sociology, a range of everyday life situations, such as mobile phone use, shopping and travel will be used as exemplary cases
10 credits
Sociology option module examples:
- Gender, Sexuality and Society
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This unit intends to address the following questions regarding gender and sexuality and their interaction with society: What do we mean by gender and sexuality? How do we do gender and sexuality? How do we see gender and sexuality? How do we control gender and sexuality?
10 credits - Globalisation and World Cultures
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This unit will take a social anthropological approach towards understanding the concept of culture and the ways in which it informs the organisation and practices of societies around the world - specifically in terms of their values and belief systems and traditional practices. From this basis, it will go on to not only examine the impact of social change and globalisation on different cultures, but also highlight the ways in which cultural ways of living continue to persist despite globalisation or have become more fundamental to societies as a result of globalisation.
10 credits - Introducing Criminology
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Crime is a major social problem in virtually all societies. In this module, sociological understandings of crime are discussed, often with reference to their implications for policy. The module will introduce you to major research about crime in contemporary Britain and help you to understand the contribution of sociology to its analysis. This module will be of value to anyone thinking about a career in the criminal justice services, journalism, public service, the voluntary sector and anyone interested in understanding the significance of crime in contemporary British society
10 credits - Introduction to Media and Communication in Society
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This module examines the relationship between media and society. It examines the nature of influence and persuasion, representation, ownership, and identity in contemporary media environments.
10 credits - Living with Science and Technology
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To fully understand contemporary society, we have to consider the roles of science and technology. They are a pervasive presence and influence across all aspects of social, political and cultural life. They saturate issues like shifting definitions of gender, racialised border control, the ordering of public space, gig economies and changing work practices, anti-vaccination movements, and the climate crisis, with implications for social inequalities, human rights and even the definition of truth itself. This module introduces a range of concepts and ideas to explore the relationship between science, technology and society.
10 credits - Social Divisions Seminar
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The aim of this unit is to explore a key concern of sociology to explain how and why material and symbolic rewards are distributed unequally. The unit will focus on how social constraints and opportunities arise from social divisions and will explore how various social divisions interact to produce unequal outcomes. It will evaluate critically sociological research that provides evidence of structured inequality in society. A key aim of the unit is to provide students with a sociological framework to assess critically how social divisions operate in their own lives through the constraints and opportunities they encounter.
10 credits - Understanding Inequality
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The aim of this unit is to explore a key concern of sociology to explain how and why material and symbolic rewards are distributed unequally. It will consider the unequal distribution of wealth, privilege and power and, in doing so, will question common-sense understandings of various inequalities in society. It will focus on various social divisions including the 'big three' of social class, gender and race, as well as sexuality, age, religion and disability. Major themes will be explored with a predominantly British- and policy-related focus, although global divisions and inequalities will also be included for consideration.
10 credits - Welfare Politics and the State
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This unit introduces students to some of the material and theoretical concerns of social policy by focusing on the politics of 'welfare'. It is organised around unpacking common contemporary 'welfare myths' - e.g. 'the benefit scrounger', 'welfare tourism' and the need for austerity - by taking a long view of their articulation through history, exploring their ideological roots, examining policy responses and assessing the empirical evidence to support them. In doing so the unit also focuses on the policy making process, examining in particular issues of power in contemporary UK and the role of the media in perpetrating 'welfare myths'.
10 credits
For history, the second year programme builds on what you’ve learnt so far and introduces you to new and exciting topics. It’s designed to help you hone your research skills and start to look outwards beyond your degree.
You'll choose from two core modules designed to enhance your independent research skills with a focus on ‘theory and practice’, reflecting on the intellectual development of our discipline and its place in the world today. You’ll learn to challenge assumptions and appreciate the bigger picture. If you choose to take the Uses of History, you'll also diversify your employability skills through group work and creating a pitch for a historical artefact such as a TV documentary, a podcast, or a journal article.
These modules will lay the groundwork for the in-depth research involved in our final year special subject and dissertation modules.
Our wide range of option modules mean you can explore key periods, themes and events in history and develop your knowledge and interests ahead of choosing a specialist topic in your final year.
You'll normally take one core module and two option modules.
For sociology, core and optional modules are listed below.
Major/Minor option
You can choose to take 60 credits in each subject or you can choose to specialise by dividing your degree so that one third (40 credits) is the minor subject and two thirds (80 credits) are the major subject. This option is available through the level 2 module choice processes, you do not need to apply in advance.
History core modules:
20 credits each. Dual students will choose one of two core modules.
- Historians and History
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This course will introduce students to the most influential 'schools' of historical practice in operation in the second half of the twentieth century and which remain influential today. These include Marxism, the Annales school, quantitative history, history from below, feminist and gender history, and postmodernism, as well as English empiricism. Lectures will provide an overview of each approach, and discuss the historical context in which it emerged. In seminars, students will be taught to assess critically the opportunities and limitations of each approach.
20 credits - The Uses of History
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This module explores the theory and practice of public history by providing students with the opportunity to communicate their scholarly work to an audience beyond the boundaries of our discipline. Students will articulate an aspect of their own historical interests to a non-academic audience and evaluate the use of history outside academic settings. The course will engage in debate about important questions facing historians in the present, and consider ideas about the role and purposes of History as an academic subject.
20 credits
History option module examples:
Option modules are 20 credits each. Dual honours students will normally take between one and three modules from across our options and document options, depending on if you choose to major or minor in history.
- A Protestant Nation? Religion, Politics and Culture in England 1560-1640
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On the accession of Elizabeth I, England became an officially Protestant country but the Church, State and laypeople did not necessarily agree about the nature of changes needed to accommodate the new religion. On the level of national government policy, we shall explore what governments expected from their subjects and how they attempted to secure religious conformity during the reigns of Elizabeth I, James I and Charles I. How far did anti-Catholicism define English identity in this period? Did authorities at the national and local levels disagree about how severely religious minorities should be treated?
20 credits - Asian Britain: Travel, Migration, Diaspora
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It has been estimated that, by the early twenty-first century, more than 25 million peoples of Indian, Pakistani and Bangladeshi descent were living in Europe, North America, Africa and Southeast Asia. This module aims to historicise this diaspora by examining how and why South Asians have criss-crossed the globe in increasing numbers from the nineteenth century: for pilgrimage, trade, service, indenture, learning, diplomacy, politics, performance, mission and employment. The focus will be on different experiences of travel, migration and settlement in Britain in the high and late colonial period (1858-1947) that anticipated mass migration in the post-war era.
20 credits - Becoming America, 1690-1763
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This module investigates the proposition that modern America took shape in the period 1690-1763, prior to and, as we will consider, in many ways productive of the transformation often associated with the era of the American Revolution. The module will consider primary sources and associated secondary debates relating to five key themes: ethnic diversity and religious pluralism, geographic dispersal, the growth of domestic and international market economies, the emergence of popular, partisan politics, and the reconfiguration of notions of power, authority, and control. The module considers longstanding and emerging historiographical debates, including but not limited to the prevalence and manifestations of monarchical versus liberal political culture, anglicisation and colonial consumption, and geography/regionalism and periodization in colonial American history.
20 credits - Culture in Early Modern Europe
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Culture is the key to understanding how societies thought and behaved in the past. Early modern Europe - a period of immense cultural change and conflict - is no different. This wide ranging module introduces students to ideas about culture and examines how cultural history has revolutionised what we know about the lives of men, women and children in Europe between 1500 and 1800. Building on a rich historiography and through a series of intriguing case studies, the module draws on wide range of sources - such as diaries, letters, and legal records, to printed works, art and archaeology - to enter into the many cultures of early modern Europe. The module explores issues like material culture, youth culture, cultures of protest, intellectual culture, and religious culture. It asks whether we can talk about different cultures of men and women and how cultures were affected by social and economic inequalities. It thinks about forces of cultural integration and pressures of cultural conflict. And it explores ideas of cultural change, and how these changes helped create the modern world.
20 credits - Decolonisation: The End of Empire & the Future of the World
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The world was transformed in the twentieth century. A world of empires and colonies became a world of independent states. In this module we analyse this global transformation. Why did it happen - and how? How much really changed? For people around the globe - from imperial rulers in Europe to anti-colonial nationalists in the 'third world' - the crumbling of European empires was an opportunity to shape the future of their own communities and of the world. Sometimes negotiated, often violent, these hard-fought struggles over the future created the world we live in today.
20 credits - Empire, Sexuality and the Family in Modern Europe
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The last two centuries have witnessed the dramatic transformation of family life and sexuality across Europe. The experience of empire, both at home and in overseas colonies, played an essential role in that transformation. This module considers how empire shaped European debates about and experiences with sexuality and the family, including questions about race, religion, gender, marriage, childhood and family structures. We will examine developments on the ground both in the metropole and in colonies. Not least, we shall explore the shadow of empire in twentieth-century policies on and debates about sexuality and family life, from National Socialist eugenics laws to international human rights debates about protecting families and children of refugees. In doing so, we will connect a rich body of historical writing about the family, sexuality, gender, law and empire.
20 credits - From the Pharaohs to Alexander the Great: The Battle for the Ancient World
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This module examines the ongoing battle for dominance in the ancient Near East between the Egyptians, Assyrians, Babylonians, Persians, and Greeks. From the outset of the Iron Age (around 1000 BCE) until Alexander the Great swept in from Macedonia to conquer the whole of the known world in 330 BCE, four empires rose and fell in the area now known as the Middle East. In the midst of all these powers lived ancient Israel—the small yet strategically located society that produced the texts known as the Old Testament. The module explores the key political, military, religious, economic, and social events that shaped these empires, shifted the balance of power between them, shaped their sacred texts, and made parts of these societies iconic symbols of the ancient world.
20 credits - From World War to Cold War: Europe 1945-1968
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This module examines the social and cultural character of Europe after the personal and political traumas of the 1930s and 1940s, focusing on developments in France, Italy and West Germany. Its purpose is to provide a stimulating and wide-ranging introduction to a key aspect of post-1945 European history, encouraging students to consider the history of post-war Western Europe as a unity, and highlighting the similarities between states. Similarly, it deliberately transgresses the boundaries between political, economic, social and cultural history. Topics will include the end of World War II, consumption and affluence, debates about Americanisation, and the changing nature of politics and society during the 1960s.
20 credits - Gender and Sexuality in Modern Britain, 1850 to the Present
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Through lectures and seminars, this course offers an overview of the history of gender and sexuality in Modern Britain. We will examine political, social, cultural and economic change from the perspective of gender relations and constructions of gender, as well as shifting understandings of sex and sexual politics from the Victorian period of alleged sexual repression to moments of liberation resulting from two (or more) so-called 'sexual revolutions' in the 20th century. We are interested, in equal measure, how women and men experienced, negotiated, and reacted to these changes in gender norms and sexual mores.
20 credits - Gender, Culture and Society in Britain 1650-1850
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This course will give students the chance to consider one of the most important, exciting and original areas of recent historical research gender. The course aims to encourage students to consider broad questions and theories about gender history through one specific context: Britain between the years 1650-1850. It was during this period that Britain was transformed from an early-modern to a modern nation. Students will explore the comparative experiences of men and women during a series of momentous developments, including the Englightenment, the industrial revolution, the emergence of a class society, the emergence of popular participation as a significant feature in political life, and the rise of 'separate spheres'. The course will thus enable students to assess the part played by gender in the emergence of 'modern' British society. Students will be encouraged to explore how a focus on gender encourages new interpretations of the key economic, political, social and cultural developments of this period.
20 credits - Gender and the Georgians: Sex and Society in Britain 1714-1837
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Eighteenth-century Britain witnessed great change: historians have argued for a 'revolution' in industry, the 'birth of a consumer society' and the emergence of a 'public sphere' of political debate; global trade expanded, towns grew, and new Enlightenment ideas flourished. In this context, gender identities and roles were redefined, understandings of the body debated, and notions of masculinity and femininity contested. This module explores these ideas about gender, and how they informed people's experiences, from polite fashions to the criminal underworld, bluestocking sobriety to drunkenness in gentlemen's clubs, and from 'subcultures' of homosexuality to the first 'feminists'
20 credits - Gender, Race and Class in Nazi Germany 1933-1945
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This module analyses German society from 1933 to 1945 from the perspective of gender, race and class. We will examine the dynamics of inclusion and exclusion under the Nazi dictatorship through the lens of the agency of ‘Aryan’ women and men, the persecution of ‘racially’ defined minorities and by probing into the connections between social class and both consent and popular dissent. While racial categories were pivotal for Nazi policy, their application and their outcomes intersected with issues of gender and class, whether in the forced sterilization of (mostly) women, or in labour market policies that limited gainful employment of women. Through the focus on gender, race and class as dimensions of policy, collective agency and experiences in Germany from 1933 to 1945, the module will offer an introduction into key aspects of the Nazi dictatorship and its dynamics.
20 credits - Holy Russia, Soviet Empire: Nation, Religion, and Identity in the 20th Century
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This module explores the twentieth-century history of Russia, the Soviet Union, and its successor states. Rather than approaching this turbulent period in history by focusing on the rise and fall of different political leaders (as is often the case in survey courses), we instead approach this subject through the prism of nation, religion and identity. The course probes the following questions: What did the 'Russian revolution mean for the multi-national empire created by the Romanovs? How far did the communist party manage to create a 'Soviet' identity, and on what was this based? Did the Bolsheviks attempt to create an atheist society succeed? And what happened to 'Soviet' identity when communist leaders began to lose their grip on power in the final decades of the twentieth century?
20 credits - Imperial Germany, 1871-1918
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The aim of this module is to introduce students to the study of Imperial Germany and its position in the controversial interpretations of the 'peculiarities' of Modern German History, ie the structural continuities leading the the rise of National Socialism and its seizure of power in 1933. The module will cover topis crucial for an understanding of these debates, such as the party system and electoral culture, the structure and sociability of the middle class, the forms and impact of social militarization, and the emergence of radical nationalism. Particular attention will be paid to the confessional conflicts and identities and to the First World War
20 credits - Life Worth Living
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What does it mean for a life to go well? How does one live life well? What is a flourishing life? These questions have shaped intellectual endeavour for millennia. Life Worth Living explores approaches to these questions through engagement with diverse traditions/thinkers including classical Greek philosophy, Buddhism, Judaism, Christianity, Islam, Confucianism, Existentialism, Marx, and Nietzsche. The module includes historical analysis of these traditions, visits from individuals whose lives are shaped by them, fieldwork to discuss the ideas beyond the classroom, and assessments to help students develop their own vision of a life worth living.
20 credits - Revolution, Reform and Crusade in 11th-c. Europe
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This module explores one of the most dramatic and debated centuries in European history. Beginning with the apocalyptic resonances of the year 1000, the module then examines the evolving political framework of the period, with special attention to the role of bishops and queens. It next explores the transformation in Europe's economy, before comparing and analysing the two major historiographical approaches to this puzzling period: church reform and feudal revolution. The course then considers the place of Judaism and Islam in eleventh-century Europe, and concludes with Europe's growing involvement with the wider world, putting the First Crusade into full context.
20 credits - Shell-Shock to Prozac: Mental Health in Britain
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This course charts the history of psychiatry and mental health in Britain. We start at the First World War, with the large-scale management of psychiatric casualties (shell-shock). We will look at the uptake of psychoanalysis in interwar Britain, contrasted with 'extreme' asylum treatments such as lobotomy and insulin coma therapy. We shall then gauge the impact of the National Health Service from 1948, the closure of the asylums, and the impact of new drug therapies (including the iconic Prozac). Finally we shall analyse the rise of patient activism, and the emergence of new 'epidemic' illnesses such as depression and self-harm.
20 credits - Social Crisis and Political Change in England, 1550-1640
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England experienced rapid social and economic change in the two generations before 1640 and these changes had a considerable impact on the development of the state. This course examines political and administrative responses to increasing poverty, migration and urbanisation, as well as responses to death and epidemic disease. It will also consider government attempts to foster growth in both the domestic and international economy. These initiatives were also shaped by changing visions of government and good order, and the course will consider the role of these ideas in defining social problems and appropriate responses to them.
20 credits - The Battle for China's Future, 1839-1949
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This module explores a century in which nationalists and imperialists fought over China. We will begin by looking at how the Qing empire, having expanded China's frontiers, confronted the 'semi-colonialism' of foreign powers and bloody domestic rebellions. After covering the Qing's fall in the 1911 Revolution, we will examine different designs for national integration on the part of warlords, reformers, and radicals, and consider the civil wars that followed. China's history in this period is sometimes told as a straightforward story of Eastern response to Western impact. But in introducing you to China before Communist rule, we will consider a more complex story of innovation, exchange, accommodation, and resistance, as the Middle Kingdom's dynastic rulers and their republican successors tried to meet foreign and domestic challenges, balance conservatism and modernization, and redraw their country's social, political, and geographic boundaries.
20 credits - The Export of England: Seventeenth Century Trade and Empire
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This module considers the commercial and territorial expansion of seventeenth-century England. It examines how England's commerce was transformed from the largely bilateral cloth trade with Europe conducted by mercantile corporations, to a multilateral commerce conducted under several conditions (the 'navigation system, 'free trade', joint-stock companies). These changes coincided with the foundation of North American and West Indian colonies, building on earlier experiences in Ireland, and the course will consider their developing relations with the metropolis. Throughout, the focus will be on whether these changes were a consequence of deliberate 'mercantilist' state policies, or of the initiative of thousands of individuals.
20 credits - The Fall of the Roman Empire in the West
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This course will explore one of the classic problems of world history, conventially seen in terms of 'decline and fall', but recently reinterpreted in a more positive light with a new emphasis on 'transition', 'transformation', and the cultural diversity of a period now generally known as Late Antiquity. These themes will be explored through a wide range of informative and entertaining primary sources and a lively historiographical debate. Students will acquire a good general awareness of the last century of the western Roman empire (no prior knowledge of this period is required), but will also explore a number of important comparative themes in history such as authority, community and identity, why empires exist, and how they end.
20 credits - The History of American Foreign Relations
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George Washington famously warned against 'the insidious wiles of foreign influence' in his farewell address in 1796. But history has challenged any idea of the United States as a self-contained, bounded nation. Rather, the U.S. has played an active role in world affairs and has been profoundly shaped by events and people outside its borders. This course surveys the history of the U.S. in global context, beginning with America's first forays into overseas expansion in the late nineteenth century. We will cover both the major foreign policy moments and trends in U.S. history ;wars, government initiatives and interventions abroad, interstate diplomacy 'as well as the less formal encounters, migrations, and transnational exchanges that constitute American foreign relations. Primary and secondary source readings, lectures, and discussions will pay particular attention to the intersections between changes at home and developments abroad.
20 credits - The Making of Modern India, 1780-1965
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Modern South Asian history has been an exceptionally fertile field of scholarly exploration, with many new insights and theoretical developments emerging from this field. This module will study the recent historiographical trends while looking closely at several historical developments during the period of British rule and the immediate post-colonial period. The module will be divided into four parts: the early colonial period, the late colonial period, the period of anti-colonial resistance or the national movement, and the post-colonial/Nehruvian era. The themes to be studied include: land/agrarian settlements, British expansionist policies, the revolt of 1857, the formation of caste identities, British famine policies, socio-religious reforms, Gandhian mass-mobilization, Islamic assertions, the national movement, Nehruvian socialism, partition of the subcontinent, and post-colonial legacies.
20 credits - The Northern Ireland 'Troubles' and Peace Process
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This module introduces students to one of Europe's most recent - and deadly - intra-state conflicts. The 'Troubles' in Northern Ireland, c.1968-98, were marked by the persistence and seeming intractability of a conflict that contained national, ethnic and religious dimensions. With the paramilitary ceasefires in the 1990s, a new era opened; but difficulties remain in moving from an absence of violence to a genuine peace. Students will consider the conflict as a low-level civil war within the United Kingdom, as well as a dispute over sovereignty. The module covers the competing political and paramilitary groupings and various initiatives to enhance peace.
20 credits - The Welfare State in Britain, 1900-2015.
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Although 1948 is remembered as the birth of the British welfare state, the involvement of the government in the wellbeing of its citizens has a far longer history. In this unit, we will explore the gradual evolution of British welfare practice and policy from 1900 until the present day. We will analyze the shifting relationship between citizens and the state in modern Britain, drawing both on historiographical and primary sources. We will examine how debates about class, gender, race and immigration informed the nature and extent of welfare provision over the past hundred years. In doing so, we will set the birth, growth and decline of the British welfare state alongside debates about the nature of citizenship in modern Britain.
20 credits - Trumpism: An American Biography
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Donald Trump's election, commentators claim, was unprecedented as well as unexpected: a break with more than two centuries of custom. Yet closer scrutiny of American history suggests Trump is no aberration. The module will interrogate the U.S. past to better understand the present, looking at the likes of populism as a political language, whiteness as a psychological wage, masculinity as a path to high office, protectionism as an economic policy, and deindustrialization as a political spur. By asking historical questions about the roots of Trump's rise, we will situate the American present in a complex and often painful past.
20 credits - Two Germanys, 'One People'? Central Europe, 1945-1990
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In 1989-90, German 'reunification' brought together populations changed by 40 years of different lived experiences, within borders that had not bounded any previous German state. This course examines the social, political, and cultural history of East and West Germany in comparative perspective, focusing on how they related to one another as well as to pre-1945 German history. Special emphasis will be placed on relationships with European neighbours, allied superpowers, and migrant populations in order to show how contemporary Germany has been shaped by transnational processes and how non-Germans have likewise helped define what it now means to be 'German'.
20 credits
History document option module examples:
Document option modules are 20 credits each. Dual honours students have the option to take one document option module.
History document modules have a narrower focus than our standard option modules and usually cover a specific event, a movement, or a moment in time. They help you develop your skills in the use and analysis of primary sources which will be invaluable as you progress through your degree. Dual honours students have the option to take one document option module.
- Appeasement, the Munich Crisis and the British People
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The conduct of foreign policy in Britain in the late 1930s and the policy of appeasement in particular have been matters of sustained historiographical debate since 1945. This unit introduces students to some of the key sources pertinent to the discussion through a series of linked lecture workshops and seminars. These highlight the shifting debates between the 'Guilty Men' and the anti-appeasers, and the diplomatic perspective, but we also consider how the Press, the British public, men and women, and various political parties responded to the Crisis and understood their position as the Second World War loomed.
20 credits - Jane Groom's 'Extraordinary Scheme': Disability and the body in the Transatlantic World c. 1800-1900
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This document option takes as a starting point Jane Groom's emigration scheme to send white, working-class, deaf people from London to Canada and establish a deaf colony in North America. The scheme is used as a springboard to think about issues of disability and the body in the nineteenth-century Transatlantic world. Topics covered include: institutionalisation, immigration restrictions, deaf separatist demands for a `Deaf State' in the USA, eugenics, and medical and social attitudes towards disability and the body. The course draws on a range of primary sources including: newspapers, memoirs, propaganda pamphlets, immigration legislation and medical and scientific treatises.
20 credits - Murder in the cathedral: the Becket Affair
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On 29 December 1170, Thomas Becket, Archbishop of Canterbury, was brutally murdered in his cathedral by four knights of his King and one-time friend, Henry II. In the space of ten years, a close friendship had been ruined, and Thomas' stubbornness, flight to France, and untimely death created additional tensions for the English king. This document option investigates events surrounding Thomas' death and the emergence of his cult. It asks how a minor squabble became a continent-wide cause célèbre, forcing Henry into an act of ritual humiliation to clear his name while ensuring that Thomas' memory lived on.
20 credits - Tenochtitlan, City of Blood and Flowers: Aztec society in the early sixteenth century
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This course will introduce students to the most influential 'schools' of historical practice in operation in the second half of the twentieth century and which remain influential today. These include Marxism, the Annales school, quantitative history, history from below, feminist and gender history, and postmodernism, as well as English empiricism. Lectures will provide an overview of each approach, and discuss the historical context in which it emerged. In seminars, students will be taught to assess critically the opportunities and limitations of each approach.
20 credits - The Easter Rising: Living, Fighting and Dying in 1916
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The rebellion in Dublin at Easter 1916 was a moment of profound crisis. For a week, rebels occupied key buildings in central Dublin, having proclaimed an Irish republic. After their surrender, sixteen leaders of the rebellion were executed, inaugurating a new martyrology and prompting a wave of public sympathy. This document option will explore the broad range of perspectives on the Rising, including those of civilians, rebels, and those tasked with its suppression. Drawing on plentiful digital resources (memoirs, diaries, official inquiries, and witness statements), this document option will uncover what it was like to live through that landmark event.
20 credits - The Gunpowder Plot
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The Gunpowder Plot provoked endless debate at the time and in following centuries over the precise nature of the plot, its objectives and the degree of government complicity. The answers to these questions lie in a rich but ambiguous body of primary sources written by the government and its apologists, by Catholics, and by other observers. This course will enable students to analyse all these types of source, and to address systematically the problems of source analysis and interpretation that they present, while building up a detailed understanding of the problematic position of Catholics in late Elizabethan and Jacobean England.
20 credits - The Irish Republican Brotherhood, 1858-85
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Britain's 'Irish problem' has long roots. This document module examines one of the most important violent Irish organisations that challenged British sovereignty in Ireland. Founded in 1858, the Irish Republican Brotherhood (IRB) (or the Fenian movement, as it was also known) was a transatlantic movement dedicated to the overthrow of the British state in Ireland. Fuelled by hatred for the British after the dreadful Famine in Ireland of the 1840s, the Fenians constructed a sophisticated organisation that was part secret society, terrorist cell structure and propaganda machine. It was the early forerunner of the Irish Republican Army. This document option investigates aspects of Fenianism from a range of angles. Using sources written and produced by contemporaries, we will consider the dynamics of the IRB and its place within nineteenth-century Ireland.
20 credits - The Medieval Inquisition
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The Inquisition - an extraordinary court instituted by bishops from the 13th century to judge heretics and encourage their return to the Roman Church - marks an important development in medieval history and has played an essential role in modern perceptions of the Middle Ages. By focusing on some of the best known sources of the Inquisition, which have been important in recent historiography as well as contemporary fiction (The Name of the Rose), this document option will help students reflect on how a better understanding of the Middle Ages and a critical questioning of modern prejudices can benefit from each other.
20 credits - The Putney Debates, October 1647
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Following the first English civil war there was political stalemate over the post-war settlement. By late 1647 there were calls for revolutionary political change, not least at the famous Putney debates. They came at a crucial moment in the development of the revolution, and successive editors between 1891 and 2007 presented the records of the debates in varying contexts in order to reveal the fundamental significance of the revolution. This module explores the background to the debates at Putney, what was said, and also considers how different editions of the debates reflect the shifting significance attached to the English revolution
20 credits
Sociology core module:
- Sociological Theory and Analysis
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The aim of this module is to build on and develop students' understanding of Sociological theory, exploring its relevance to key themes and issues in contemporary society. The course will begin with an exploration of the work of modern social theorists such as Talcott Parsons and will conclude with a focus on contemporary theorists such as Donna Haraway. In order to foster student understanding of social theory, its aims and purposes, each theorists work will be applied to substantive issues in modern and contemporary society such as family formation, urbanisation, politics, and globalization. Overall, the module aims to provide students with a critical understanding of the importance and use of modern and contemporary social theory.
20 credits
Sociology option module examples:
- Crime, Justice and Social Policy
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This unit examines the variety of responses to crime that encompass the use of both crime policy and social policy. Crime policy responses encompass the use of the role of the police, courts and prisons. Alongside this is the social policy approach which includes health, housing, education, employment, youth and family as a means of crime reduction. The module seeks to demonstrate the criticism of 'traditional' crime policy-based responses to crime and the way in which social policy has emerged as an alternative way to tackle the so-called 'crime problem'. The module includes a consideration of theories of crimes which make competing arguments for the use of crime or social policy as a response; the role of criminologists in policy making; and the criminalisation of social policy as an unintended outcome.
20 credits - Digital Media and Social Change
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This module examines two key aspects of the relationship between digital media and social change. Firstly, it analyzes the large-scale social, economic, and political changes created by the Internet: including the new forms of participation that have been created as audiences become producers, as well as the new forms of surveillance and inequalities that are entangled with these developments. The second strand of Digital Media and Social Change examines purposeful activist uses of digital media to create social change, examining how new possibilities for participatory communication have been exploited by activists to contest inequalities: from influential social movements such as #BlackLivesMatter to environmental influencers on Youtube and Instagram. Students will be introduced to a range of core theoretical frameworks in order to understand, analyze, and evaluate the complex relationships between digital media and social change. In the process, they will have the opportuntity to develop critical skills in discussing and unpacking contemporary scholarship: offering vital scaffolding for final year dissertations.
20 credits - Dynamics of Social Change and Policy
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This unit adopts a 'sociological perspective on social policy' to provide a macro perspective on contemporary social and economic transformations in the UK and globally, with a particular emphasis on the challenges posed for social policy theory and practice, as well as the potential to imagine alternative social policy scenarios. Issues considered include: globalisation, neoliberalism, falling fertility and ageing societies, precarious labour markets and migration and mobility. The unit adopts a comparative and international / global perspective, variously emphasising not only the perspectives of International Organisations, but also the challenges faced by other types of welfare regimes.
20 credits - Sociology of Family: Continuity and Change
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Using a sociological and anthropological perspective this unit seeks to problematise the concept of 'family' as a natural and universal phenomenon. Rather, it underscores the need to explore the notion of the family as a social and historical construction and will achieve that by examining the diversity of family life in countries around the world. While acknowledging the impact of social change on different family constructions, it will also seek to show how some family structures remain the same, creating a situation where one society can have multiple family structures. In particular, it will focus on the role of the state in constructing the family and highlight the impact these different constructions of family life (and the changes they have undergone) have on particular individuals such as women, children and the elderly.
20 credits - Men, Feminism and Gender relations
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This unit provides a critical examination of the growing body of sociological and other literature concerned with men and masculinities. It will locate this growth of interest within the context of the feminist movement and subsequent writings/critiques of men and patriarchy. Significantly, the unit will connect to wider scholarship on gender relations, with topics and case studies including: men in sport, men and media, men and health/ well-being, men and feminism, as well as men and sexualities. Methodological and epistemological issues involved in the study of men and masculinities will also form part of this module.
20 credits - Social Problems: Policy and Practice
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This team taught unit adopts a 'sociological approach to social policy'. Drawing on current examples and comparative references, it explores social and ideological constructions of social problems and the role of the state and other agencies in responses to them. It explores key concepts and themes in social policy and practice such as inequality, justice and fairness; individual versus collective responsibility; and welfare versus social control. It focuses on major contemporary issues, including welfare and work; housing and homelessness; and community participation. The unit aims to equip students with the necessary critical perspective and skills to understand and explore social problems.
20 credits - Sociology of Media and Consumer Culture
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This module examines the relationship between media and consumer culture. It explores debates of audience research, influence, marketing, and advertising. Students will develop an understanding of media, consumer culture, and their wider impacts on society.
20 credits - Sociology of Work
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The module explores the different approaches to understanding work and labour in sociology. The course will cover the classical approaches of Marx, Weber and Durkheim to more contemporary theories (including debates around Taylorism, Fordism, flexibility, skills, control in the workplace, trade unionism and labour process theory). The influence of class, race, age and gender in the world of work will be dealt with along with emerging issues relating to globalisation and new technology.
20 credits - The Sociology of Crime
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Crime, and processes of criminalisation, are major features of all societies. Since the 19th Century, sociologists have developed a range of criminological theories to explain ‘criminality’. This module will review the historical development of a range of theoretical approaches to the study of crime; consider how sociologists have studied the primary institutions of social control such as the police and prisons; and examine the contribution of the sociology of crime to issues of contemporary significance
20 credits - Understanding 'Race' and Migration
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The module explores the meaning of race in various social and political contexts. It examines how ideas about race help to shape and determine social and political relations and includes considering the part played by ideas about race in forming notions of self and other at the micro and macro levels. It also explores the role of race as a major source of social divisions and aims to show the significance of racism to the reproduction of structural inequalities. Themes explored include theories of racism, multiculturalism, Muslims, racialised identities, immigration, education and criminal justice.
20 credits
For history, the final year is designed to support you to become an expert in your chosen area and hone how you present your findings.
All students have the opportunity to take a Special Subject and a dissertation, as we think that they are important staples of a history degree. These modules are where you can focus on one of the areas of history that you're most passionate about and have the opportunity to become an expert in your chosen topic. You’ll use the academic skills and historical knowledge you’ve gained in years one and two to undertake focussed primary source research supported by one of our internationally renowned tutors.
Our thematic modules give you the opportunity to enhance your ability to look at history from different perspectives: you'll engage with the study of change over time and consider the comparative dimensions of a topic across time and space.
While our presentation module offers you the chance to further develop your employability skills by creating a digital artefact, such as a video presentation, podcast, virtual exhibition or dynamic poster, designed to communicate your research to a non-specialist audience.
You will normally take 60 credits in history.
For sociology, core and optional modules are listed below.
Major/Minor option
You can choose to take 60 credits in each subject or you can choose to specialise by dividing your degree so that one third (40 credits) is the minor subject and two thirds (80 credits) are the major subject. This option is available through the level 3 module choice processes, you do not need to apply in advance.
History option module examples:
There are two dissertation options available. All students can choose to take the 20 credit short dissertation. Students who wish to major in History can choose to take the 40 credit dissertation; in this case the dissertation must be taken in combination with a Special Subject.
- Dissertation
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The Dissertation in History is an exercise of 9-11,000 words in which students explore an individually chosen topic involving problems and issues derived from a module taken at level two or level three. It is expected to consist of research at a high level where interpretation and analysis will be of importance. The balance between primary and secondary materials will depend on the topic and the availability of sources. In each case students work independently under the guidance of a supervisor.
40 credits - Short Dissertation
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The dissertation in History is an exercise of 7,500-8,500 words in which students explore an individually chosen topic involving problems and issues derived from a module taken at level two or level three. It is expected to consist of research at a high level where interpretation and analysis will be of importance. The balance between primary and secondary materials will depend on the topic and an availability of sources. In each case students work independently under the guidance of a supervisor.
20 credits - Making History Public
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This core module is designed to allow students the opportunity to produce a piece of public history. It will equip students with the skills required to effectively communicate their scholarly research to a non-academic audience, and develop transferable skills beyond the traditional academic skills of a History degree. Drawing on any aspect of their experience as History undergraduates, students will design and produce an accessible digital artefact presenting a topic or theme of their choosing. Students will be supported by workshops and seminars to identify suitable topics and develop communication and digital skills central to public history, and will also be encouraged to bring their extra-curricular skills and interests to this module. A virtual exhibition will showcase student work to the whole History community. In addition, students will submit an interpretative written exercise, situating and explaining the artefact they have created and analysing their experience over the course of the module.
20 credits
History thematic module examples:
Thematic modules are 20 credits each. Dual honours students have the option to take one thematic module.
- A Comparative History of Revolution
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This module takes a comparative approach to the study of Revolution as a way to gain a better understanding of significant transformation of the social, economic and political landscapes of entire societies, to question underlying assumptions regarding values and legitimacy, as well as to understand and assess the vocabulary of revolution which has come to permeate political language. By comparing different case studies, students will have an opportunity to engage with the rich and stimulating historiography in this area and to formulate their own interpretations of a subject that touches on significant questions about change and power.
20 credits - Cities
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This module explores key historiographical and theoretical approaches to the study of cities and the ways that historians can apply these ideas in practice. It adopts a comparative analysis that requires students to consider a range of cities from antiquity to the post-modern era. Students will have the opportunity to engage with the rich and stimulating interdisciplinary scholarship in this field, to pursue their own lines of research, and to formulate their own interpretations of a subject that is central to the nature of `civilization'.
20 credits - Decolonising History: Empires, Colonialism and Power
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This module examines the rise and fall of empires as processes that shape our contemporary world. It considers the growth and governance of empires, decolonisation struggles, and the telling of imperial history from the perspective of colonised and coloniser. In approaching this history from multiple vantage points, this module asks: who held power, particularly over knowledge production, both during empire and after empire's end? Drawing upon diverse historiographical traditions, and examining a wide range of time periods and places, we will question the centrality of empires in the telling of global history. In doing so, we will bring the past to bear on contemporary debates about race, globalisation, migration, and decolonisation. This module is, above all, about what it means to decolonise history, society and the academy.
20 credits - Money, Power and Society
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This module takes a comparative approach to the history of debt in societies across time. Students will have the opportunity to engage with and formulate their own interpretations of a subject that raises significant questions of historical and contemporary relevance: the nature of money; the ethics of lending and borrowing; markets, trust and institutions; the role of the state; globalization and finance capital. The module adopts an interdisciplinary approach, in which historical examples are related to theoretical perspectives from sociology, economics, anthropology and literary theory.
20 credits - The Family
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The family is one of the most important forms of social relation across historical periods and places. But this seemingly 'natural' form of social organisation has a diverse history, as households and familial relationships were shaped by their cultural, economic, and political contexts. This module examines historical family structures and familial relations, from affection and care to authority and exclusion. We pay particular attention to gender and race, considering how intersecting identities shaped the family as we know it today. Drawing on anthropology, feminist history, and queer history, we also consider non-biological kinship: from 'chosen families' to surrogacy.
20 credits
History Special Subject examples:
Special subjects are 40 credits each. Dual honours students have the option to take one special subject.
- Anarchy in the UK? Radicals, Democrats and Revolutionaries 1830-1886
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This module examines the history of radical political culture in the United Kingdom from the Reform Act of 1832 to the Home Rule crisis of 1886. The re-imagining of the British state within radical political cultures is the chief focus, with particular emphasis on the democratic ideals projected from a variety of perspectives, liberal, socialist, republican, and Irish nationalist. There were many radical proposals to transform the British polity; from a desire to extend the franchise to republican activism, the many layers of radicalism in the United Kingdom will be assessed within wider political, cultural and intellectual contexts.
20 credits - Breaking up (in) the Carolingian Empire
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In 858, an event took place that scandalised Europe. At a public assembly, a Frankish king, Lothar II, accused his wife Theutberga of the most outrageous crimes, in order to secure a divorce so he could marry his mistress Waldrada. Yet despite his best efforts, and to everyone's surprise, Lothar failed to get his way - and so his kingdom spiralled into crisis, exacerbated by Viking attacks, interfering popes and predatory uncles. This Special Subject concentrates on this crisis, and the rich documentation it produced, to investigate the politics, society and culture of early medieval Europe under the Carolingian kings.
20 credits - Britain's Social Revolution: Welfare, State and Society, c. 1870-1914
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This module introduces students to the powerful debates about and important reforms targeted at a variety of `social questions' which haunted Britain from the late nineteenth century until the First World War. It demonstrates how new forms of knowledge, ideas about social solidarity and political and social movements shaped how Britons addressed issues such as poverty, unemployment and public hygiene. By analysing a wide variety of primary sources, including visual sources, this module will examine competing visions about the future of the nation and, in particular, what role the state should play in determining that future.
20 credits - Cannibals and Christians: Mexico and Spain, c.1492-1600
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This module examines the extraordinary clash of cultures which occurred following the `discovery¿ of America, and the reciprocal relationship which developed between Europe and the `New World¿ in the sixteenth century. Focusing on the sixteenth-century discovery, conquest and settlement of Central and South America, especially Mexico, the module will address such themes as the nature of the encounter, the intellectual and cultural impact, trade and exchange, migration, evangelisation and empire. The module addresses the encounter from a wide range of perspectives, evaluating the encounter from the viewpoint of sailors, conquistadors, priests, historians, explorers, missionaries, administrators and the indigenous people themselves.
20 credits - Capitalism and Identity in 19th-century Britain (1)
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How did people see themselves and the world in nineteenth-century Britain? The module emphasises the way local transformations and struggles were linked to global processes: emergence of class identities, shifting ideas about gender roles, and discourses of racial, religious and scientific superiority in a globalising world. We will study a broad range of primary sources, including textual, material and visual culture: from rival models of change and their popular reception; to the way identity was bound up with new consumer goods and fashions; to visual representations of empire and the impact of humanity upon the environment.
20 credits - Contested Visions: Imagining an Empire in mid-nineteenth century Britain
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British expansion did not result from a single, coherent imperial strategy, or a fit of `absence of mind¿; it developed from specific cross-cultural encounters and competing colonial visions. Some saw the Empire as a place of adventure, others an opportunity for Christianisation, still others as a `New World¿ in which to build a Greater Britain. These visions were always contested and challenged both overseas and in Britain. This module explores these contested visions and the impact of empire at home. It is structured around different `visions of empire¿ including those of humanitarians; missionaries; settlers; travellers; scientists and the British public.
20 credits - Emotions and identity in Britain: from 'stiff upper lips' to 'snowflakes'
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This module introduces students to an exciting area of social and cultural history: the emotions. In the early twentieth century, Britain confronted the emotional disorders of warfare, the repressed and sexualised emotions of Freudian theory, and the prevailing culture of 'stiff upper lip'. Today our emotions are everywhere, poured out on social media: we are endlessly exhorted to talk about and investigate our emotional states, wants, drives and needs. This shift has been spectacular and far-reaching, involving psychology, welfare, education and empire. This course helps students to understand how this has happened - and how our emotions are now an integral part of gender, racial and sexual identities in Britain.
40 credits - Empire of Faith: The Making of Global Catholicism, 1500-1700
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Modern Catholicism is a global religion: one billion Catholics now live in Latin America, Africa, and the Caribbean. Yet global Catholicism was forged five hundred years ago, as Catholic missionaries travelled to nearly every corner of the world between 1500 and 1700. In this course, we consider how Catholic belief was shaped in encounters and exchanges with people across the early modern world: from the dreaming lodges of the Huron people in Canada, to Confucian scholars' courts in China. We will explore the ways in which a global religion was created in an exchange between centre and periphery.
20 credits - Ending the Cold War
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Based upon a wealthy variety of primary sources recently released and for its most part digitalized and/or published, this course will explore why and how the apparently secure world collapse in 1989. Topics will include: Germany, Ostpolitk and CSCE; Superpower détente; The Fall of Détente: Afghanistan and Euromissiles; Reagan, SDI and Third World Interventionism; The Polish Crisis, 1980-1981; the Second Cold War and intra-German rapprochement; the Soviet Union's systemic crisis and imperial overstretch; Gorbachev Political Thought and Reform; Gorbachev, Reagan and Nuclear Weapons; Gorbachev's Eastern European policies; The Road to Maastricht and EU.
20 credits - Fascism and Anti-Fascism in Britain, 1923-1945 I
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This module examines three inter-related issues in order to assess the impact of fascism in Britain between the wars. Making full use of one of the best archives for this purpose in the country held here in the Special Collection of the University Library, first we examine the political organization, the ideas and the culture of 'native' British fascism from its inception in 1923 to the Second World War. Second, we move on to explore active and ideological resistance to British fascist and racist organisations by a loose coalition of Communists, Socialists, Liberals and even Conservatives, as well as the resistance mounted by those religious and ethnic groups most affected by fascist racial provocation and violence. Third, we will consider how contemporary interpretations of fascism, and formal and more informal relations with the European dictatorships, contributed to the National Government's policy of appeasement on the one hand, and, on the other hand, to the greater definition of what was quintessentially 'British' about Britain's war aims with the outbreak of World War Two. We will approach these topics by analysing primary source material, including political pamphlets and propaganda, newspapers, public records, memoirs, oral testimonies, visual material, film and recordings, and novels.
20 credits - Forced into Being: How Involuntary Migration Created Ancient Israel
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Religious conflict and migration shape the Middle East now, just as they have for nearly 3000 years. Case in point: ancient Israel and its sacred texts-known widely as the Old Testament-are the product of a rather small satellite nation whose primary experiences included subjugation by larger military powers, resistance against the potential influence of foreign religious practices, and forced migration from its land that resulted in life among unfamiliar peoples. Indeed, the Old Testament is a collection of texts written by involuntary migrants to involuntary migrants, often about involuntary migration. This special subject examines how the migratory experiences of this relatively small society shaped some of the most important religious texts in history, which are sacred to Judaism, Christianity, and Islam and remain influential factors in the international conflicts of the 21st century Middle East.
20 credits - France in Africa, Africa in France: experiencing colonialism, anticolonialism, and postcolonialism
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This module examines the rise and fall of French imperial rule in Africa, and its legacies and afterlives, from the end of the 19th century to the contemporary post-colonial era. By 1918, French imperial power in Africa had reached its zenith. Yet the next fifty years were characterised by contradiction, decline, and conflict, as the certainties of the ‘age of empire’ were challenged. It will explore the ideas that underpinned French imperialism; the effects of imperialism on colonised societies; challenges to imperial rule; the complex relationship between French republican ideals and imperialism; movements of people and ideas from Africa to metropolitan France; and the persistent and important legacies of empire in the post-colonial era. Through these topics students will engage with questions of how race, gender, and class were navigated in the Francophone world, drawing on source material which allows for a ‘bottom-up’ approach to draw out the voices of the people under study. Our range of primary sources represent the widest range of perspectives including African and French voices, women and men, the metropole and colony. Secondary literature will be used to contextualise the these sources and allow students to engage with the latest historiographical debates and scholarship being generated by this rapidly expanding field of enquiry. All texts will be provided in English.
40 credits - Humanitarianism, Internationalism and the British Empire, 1900-2000.
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What is humanitarianism? How has it shaped, and been shaped by, beliefs about Britain's role in the world? Why, in the eyes of politicians and the public, did British interests, and the interests of `humanity' so often coincide?The unit analyses British humanitarianismfrom 1900 to 2000. We situate British humanitarianism within the history of the Empire, globalization, U.S. ascendancy, and Cold War tensions. We consider traditionally disenfranchised groups - women, children and imperial subjects - as objects and agents of humanitarian interventions, and ask whether humanitarianism can be considered as `political' both in the past and in the present.
20 credits - Humour and Laughter in Eighteenth-Century Britain
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Laughter is fundamental to human experience. Yet, the things we see fit to laugh at and how that laughter is thought about, tolerated, suppressed or celebrated, have all varied with time, place and culture with compelling possibilities for historians. Eighteenth-century Britain was a golden age of humour, brimming with bawdy jestbooks and a surfeit of satirical texts and images. It even witnessed the invention of caricature as we know it. The module explores this comic material-and ideas about it-to investigate fundamental shifts in manners, morality and political participation in the period, and the historiographical debates surrounding them.
20 credits - Makers of a New World: Merchants, Scholars and Commoners in Late Medieval Europe I
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This module explores the changes which helped to create a 'new world' in Europe in the period c. 1350 - 1450, tracing the economic, social, political, intellectual, cultural, and religious developments which would support the 'discovery' of a wider world, and its colonisation from the 16th century onwards. Students will assess the contributions made by merchants who established a capitalist market economy, but also shaped the social life of their cities as patrons, with particular focus on the Italian and German city-states; by scholars who colonised the past by 'rediscovering' the Classics; and by commoners, who became increasingly involved in politics.
20 credits - Mao and the Making of Twentieth-Century China
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In 2015, citizens in Henan Province erected a 120-foot gold statue of Mao Zedong, which was swiftly torn down on government orders. Why does Mao still provoke such strong feelings? To some he is a monster: history's greatest mass murderer. But recently historians have painted a richer picture of Mao's China, trying to understand its social character, political culture, and role in Cold War rivalries. Focusing on the origins, character, and legacy of Maoist rule, and devoting most of our attention to the period between the declaration of the People's Republic in 1949 and Mao's death in 1976, we will use translated primary sources, a rich visual culture, and a burgeoning scholarly literature to explore Maoist thought and its critics; major upheavals like the Great Leap Forward and Cultural Revolution; and everyday life under `Communism with Chinese characteristics'.
20 credits - Merchants, Mariners and Migrants: The English Overseas, 1570-1624
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The period c.1570-1624 saw a reorientation of England's global position, as increasing numbers of English people began to venture into unfamiliar regions. This course charts the nature and significance of their travels. We will encounter merchants in Europe, the Ottoman Empire and the far east, settlers and conquerors in Ireland and America, explorers in the frozen seas of the far north, and pirates in Spanish America. The latter part of the course focuses on the foundation of England's first `successful' American colony, Jamestown. Throughout, we consider the motives driving these ventures, and the complex nature of the encounters that ensued.
20 credits - Nomadland: The Peoples of the Steppe, 600-1000
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Nomads are the dark matter of history. Choosing neither to produce written sources, nor found cities which are the usual target of archaeology, they defy the typical means of investigation of the historian. Yet their political impact – from the Huns of Attila to the Mongols of Ghengis Khan – was vast. Fear of the nomad other, framed in terms of barbarism, is one of the defining literary themes of the settled civilisations who were their neighbours. This fear had a huge impact on settled society: the Great Wall of China was built to keep nomads out.This course asks how we can look beyond the fearsome, caricatured image produced by sedentary authors to reconstruct the politics, mentalities, and lifestyles of these crucial agents of pre-modern history. To do so, we will focus on the varied experiences of the nomadic peoples who emerged in the aftermath of the disintegrations of the great Turkic Khaganate in the seventh century. The Khaganate stretched over the vast, flat, grasslands of the Steppe, from China to Hungary and its successors settled regions across modern day Kazakhstan, Uzbekistan, Russia, Ukraine and the Balkans. These new peoples and their cultural and political choices fundamentally transformed the region, and had a profound impact on the great empires around them, namely Byzantines, Sassanian Iranians, and the Islamic caliphate.Throughout, we will use material culture and sources written originally in Greek, Arabic, Armenian and Slavonic (all available in modern English translation), to ask: how do we write a history of a people who chose not to write?
40 credits - Permissive Britain? Social and Cultural Change 1956-74 I
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This module explores British society and culture as the nation moved from an era of austerity to one of unprecedented affluence. Key topics include the impact of affluence on class and gender relationships, the emergence of a national youth culture, changes and continuities in sexual behaviour, and debates about immigration and race. The unit encourages students to assess the significance of reforming legislation that relaxed the censorship regime, decriminalised homosexuality, enabled easier access to abortion, liberalised the divorce system and abolished capital punishment, examining the arguments of those who resisted, as well as those who championed the `permissive society'.
20 credits - Popes, Caliphs, Emperors, 1095-1229 (1)
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The Crusades are known as religious wars, in search of the earthly and heavenly Jerusalem. Yet they were only part of the complex interactions between peoples of different politics, religions, and cultures in the medieval Mediterranean basin. Using sources including histories, letters, buildings, art and mosaics, this module will examine how religion intertwined with medieval politics, culture and society. From Iberia to Jerusalem, and from Italy to Africa, we will investigate religion’s role in expressing political power and in the everyday life of the people who lived there. How was religious authority received, understood, and contested by contemporaries?
20 credits - Reconstructing America, 1863-1877
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Reconstruction -- the years in which the defeated South was occupied by Union troops -- has generated intense historical debate on topics ranging from slavery, economic production and race relations to the conquest of the West, social conflict and the reformation of cities and their people. This module will critically explore old and new approaches to the period while examining an array of primary sources. Through analysing satirical cartoons, congressional investigations into the Ku Klux Klan, and the testimonies of people formerly enslaved, we will consider why America's experiment with biracial democracy and activist government gave way so quickly to segregation and political retrenchment.
40 credits - Renaissance and Popular Culture in Early Modern England
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Renaissance is often often associated with `high culture', `popular culture' with `the masses' or `the people': different cultural worlds which grew further apart over the course of the sixteenth and seventeenth centuries. This module challenges this categorisation and model of cultural change. It introduces students to a much more encompassing idea of Renaissance as an educational and cultural movement which not only looked to revive the learning and wisdom of the `ancients', but also translate that knowledge into English and communicate it to as wide an audience as possible. The first half of the module explores the writers and statesmen committed to this agenda, the ideology which drove them, and the tools at their disposal: for example education, theatre, language, popular print. The second half of the module then considers different aspects of early modern life affected by this Renaissance: not least notions of state, society, and family; gender identities and relations; astrology, witchcraft and medicine; citizenship, governance, and warfare; colonialism and global commerce; drinking habits and telling jokes; and attitudes towards the self.
20 credits - Resistance & Liberation in South Africa: Gandhi to Mandela
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This module analyses resistance to segregation, apartheid, and white supremacy in South Africa. Drawing upon memoirs, oral histories, novels, films, speeches, news reporting, online databases, and document collections, we begin with the non-violent campaigns led by Mohandas Gandhi in the 1900s against the segregation of Indians in South Africa, and end with Nelson Mandela's election as president in the country's first non-racial democratic elections in 1994. We will explore the inspirations, nature, and effects of a wide range of forms of political, social, and cultural resistance by opponents of white supremacy - from ordinary people to elite politicians - both inside South Africa and around the world.
20 credits - Slavery in the American South, 1789-1861
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By 1861, some four million African Americans were enslaved in the American south. This module explores the lives of these enslaved people. We examine the roles, relationships, and experiences of enslaved men, women, and children, through themes such as social and cultural life, work, the family, community and conflict, truancy, escape, and violence. Drawing on a wide range of primary sources - from the perspectives of enslaved and formerly enslaved people, as well as their enslavers - we focus in particular upon the varied ways in which African Americans resisted both their enslavers and their enslavement.
20 credits - Stalinism and De-Stalinisation, 1929-1961 I
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This module explores Russian history from 1929 - when Stalin's fiftieth birthday was celebrated across the Soviet Union and he was heralded as Lenin's great successor - to 1961 when his body was removed from the Red Square Mausoleum under cover of darkness. It examines the rise, reign and - posthumous - fall of the Soviet leader and the nature of the new world he sought to create. The module will explore not only the ideological and political dilemmas of the ruling elite, but also the diverse experience of ordinary citizens who faced both new opportunities and new ordeals during a period of radical transformation.
20 credits - The American War in Vietnam, 1945-1975
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The American War in Vietnam tarnished the United States' international reputation, bitterly divided the country, and continues to haunt US foreign policy. Yet, the war was much more than simply an episode in American history. Rather, it was a global event. New scholarship reveals the role of Vietnamese, French, Chinese, and Soviet actors, among others, while the political and cultural impact of the war extended beyond the U.S. and Vietnam. This module employs new scholarship and an array of primary sources, from government documents to fiction and film, to explore the American, Vietnamese, and international dimensions of the conflict.
20 credits - The English People and the English Revolution, 1640-1651 (A)
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This module examines the social and cultural impact of the civil wars and revolution in mid-seventeenth century England. The war, which grew out of irreconcilable political conflicts, was the most destructive ever fought on British soil. Responses to the war in turn created new political and social conflicts, leading to a revolution and Britain's only experience of republican rule. Drawing on the evidence of official publications, pamphlets and diaries, the module explores how the English people responded to the war and helped to make the revolution.
20 credits - The Holocaust: The Destruction of European Jewry I
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The aim of this course is to introduce students to the various debates on the origins and execution of the 'final solution' in Nazi occupied Europe during the Second World War.
20 credits - The United States and the Cold War, 1945-1975
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The Cold War shaped American foreign policy as well as domestic politics and culture for much of the second half of the 20th century. But how all-encompassing was the Cold War? How did non-state actors react to and influence the course of its development? And how 'cold' was the Cold War? This module will examine the Cold War with fresh perspective. We will revisit the traditional historiography, which focuses on high policy actors and U.S. relations with the Soviet Union. But we will also gain new insight from an emerging literature that challenges such a deterministic and elite framing of what was a global conflict that involved multiple actors at all levels of society, many of whom brought with them complex motivations that existed prior to, or outside of, the rigid Cold War binary. In addition to these secondary sources, we will explore a wide range of primary source material, from declassified State Department documents to Third World assertions of sovereignty to popular films and novels.
20 credits - The Weimar Republic - Laboratory of Modernity I
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The history of Weimar Germany has often been portrayed as an almost permanent crisis and the ultimate demise of parliamentary democracy. But the Weimar Republic was more than just a polity and economy in crisis. It was also a laboratory of modernity, a site of permanent experimentation in politics, the arts and mass media, in gender relations and in attempts to built new communities. The module will examine key topics in the political participation and symbolic representation of this classical modernity. It will explore these issues in a broadly conceived perspective, drawing upon a broad range of contemporary source material, both textual and visual.
20 credits - The West & the East in each other's eyes 1850-2000
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The idea that the 'East' and the 'West' are fundamentally different in their thinking and values and are locked in a mutually antipathetic 'clash of civilizations' is an age-old one. It has been argued by European and Asian politicians and writers alike, by imperialists and anti-imperialists, 'orientalists' and their critics, and has been manifested in a range of approaches and ideologies, including 'Orientalism', 'Occidentalism', pan-Asianism, pan-Islam, and Samuel Huntington's notorious 'clash of civilizations' thesis. It has fed into both colonialist and anti-colonialist thought. This course is intended as a case study in the history of ideas. We will investigate how ideas of a division between 'West' and 'East' have been expressed and developed in the late 19th and 20th centuries and how they have been deployed by politicians in a range of different countries and contexts. We will also examine some of the more subtle, alternative formulations of East/West cultural difference, assimilation and appropriation that have been articulated in the same period. The course will encourage you to rethink how cultures relate to each other, and about what is distinctively 'Western' or 'Eastern' about political and economic organization, human rights, democracy and secularism. Can we really talk about 'East' and 'West' as meaningful categories, and if not, when and how did people start using these terms and why, and what does that tell us about how we should understand the world and write about it? In semester 1, after an initial introduction of the themes and questions of the course, the next 4 weeks ('the West looks at the East') will analyse Western accounts of the East. The second half of the first semester ('the East looks at the West') then undertakes a chronological and thematic analysis of the different ways in which Asian governments and writers have understood, analysed and critiqued the West and its values. The second semester ('the East looks at the East') concentrates on how Asian governments and thinkers have understood the East, and their views of how far it can be said to enshrine coherent non-Western values. As well as studying transnational movements (pan-Asianism, pan-Islam and the Non-aligned Movement), we will also study selected Asian writing on democracy, human rights, nationalism, and secularism up to the present day.
40 credits
During the course we will be using a wide range of documents in translation - from constitutional debates, political tracts, government declarations, policy documents and educational literature, to travel accounts, speeches, letters, poetry and images.
The course is intended to help you to rethink how you understand Western and non-Western cultures and to provide you with a more informed sense of the roots and nature of current global geo-political and cultural tensions. - The World of Intoxicants in Early Modern England (1)
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Intoxicants were a key feature of early modern societies. This is as true for ‘old’ world alcohols like wine, beer, ale, and other fermented drinks as it is for ‘new’ intoxicants like opiates, tobacco, sugar, caffeines, chocolate, and distilled liquors that began to enter European diets after 1600 from the Levant, the Americas, and Asia. Focusing on intoxicants in England, this module considers a) the ongoing importance and, indeed, increasing significance of alcohols to culture, society, and economy over the course of the seventeenth century and b) the introduction and popularisation of new intoxicants over the same period.
20 credits
Introductory reading:
David Courtwright, Forces of habit. Drugs and the making of the modern world (2002)
Jordan Goodman and Andrew Sherratt, eds., Consuming habits. Drugs in history and anthropology (1995)
Phil Withington and Angela McShane, eds., Cultures of intoxication (1995)
- Tools of Empire? Medicine, Science and Colonialism, 1800-1950
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Western science and biomedicine have, for long, been seen as symbols and agents of progress. Research in the last two decades has, however, revealed their close ties with the history of colonial conquest and rule - so much so that scientific discoveries such as guns, steamboats, and quinine have been seen as `tools of empire`. This module will, however, go beyond this fact and discuss much larger questions of equal relevance. It will, for instance, deal with the question of the `consumption` of science in the colonies, the role of the colonies in constituting western science, the role of medicine in furthering colonial hegemony, the `reinvention` of traditional sciences such as Unani and Ayurveda under colonial influence, the relationship between scientific centres and peripheries, and post-colonial developments with respect to medical and scientific administration. In exploring these themes, the module will not limit itself to any particular region, but will draw upon readings from South Asia, Africa, and the Americas.
20 credits
Sociology option module examples:
- Digital Health
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This module looks at the social implications of digital technologies in health, considering what these mean for our experiences of health and illness as patients and as citizens, for the work of health care professionals, and for the provision of health care. The module will consider a range of contemporary areas such as self-tracking and gamifying health, telemedicine and care at a distance, health information on the net, electronic patient records, illness death and dying on the web, and health activism and online patient groups. Drawing across these, the module will consider questions about changing representations and cultures of health and illness, whether we can all be medical experts now, who has responsibility for health, how we relate to health care professionals, the commodification of health data and the relative benefits for state and industry.
20 credits - Digital Identities
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This module explores how gender, age, race, class and other identities are being reimagined in what various commentators have called a 'social media age. It provides students with an understanding of social media platforms roles in peoples identity negotiations, examining users social media identities in different global contexts, and paying close attention to the intersections between different identities. It reviews debates about identity formations from the earliest digital media moments and considers contemporary concerns, such as: anonymity and agency; selfies and sexting; censorship, resistance and collective identities; social media fandoms; masculinity and gaming.
20 credits - Extended Essay in Sociology
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The extended essay module gives students the opportunity to undertake an independent in-depth, library-based study, on a topic of their own choosing, with support from a supervisor, plenary teaching and resources on MOLE. This will enable students to draw upon and develop both their knowledge and their thinking, to demonstrate their understanding of and ability to integrate the conceptual and substantive foundations laid in the earlier part of the programme, and to undertake a critical analysis of a topic relevant to sociology.
20 credits - Extended Essay in Sociology
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The extended essay module gives students the opportunity to undertake an independent in-depth, library-based study, on a topic of their own choosing, with support from a supervisor, plenary teaching and resources on MOLE. This will enable students to draw upon and develop both their knowledge and their thinking, to demonstrate their understanding of and ability to integrate the conceptual and substantive foundations laid in the earlier part of the programme, and to undertake a critical analysis of a topic relevant to sociology.
20 credits - Intimacy and Personal Relationships
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The module explores approaches to theorising and studying intimacy and personal relationships. Beginning with the Individualisation thesis and its critics, the module will go on to explore recent moves towards conceptualising personal relationships in terms of embeddedness, relationality, intimacy and linked lives. Students will also explore a range of substantive topics within the field including memory, genealogy, material culture and home, marriage and sexuality, responsibility and care, and friendship.
20 credits - Organised Crime & Illicit Markets
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The unit is an introduction to students to the growing field of organised crime studies. By focusing on an exploration of the primary literature concerning historical and contemporary developments in organised crime, students will be equipped to engage with sociological debates surrounding the development of this type of criminality, particularly its (alleged) increasingly transnational nature over the past two decades. In particular the unit will explore how governments and law enforcement agencies have tried to respond to this type of crime and will present a range of case studies specific to illicit marketplaces. The unit will also explore the role of the media and the influence of popular culture on the way organised crime is defined and understood.
20 credits - Perspectives on inequalities
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This module is co-taught with local agency, community and family members. It asks students to think about the everyday experiences of inequality. It explores some of the core theoretical frameworks for interrogating inequality, and then explores everyday reality to apply the theories and concepts. The involvement of practitioners, community members and families means that the module is interactive and requires full attendance, in order to ensure a respectful experience for external contributors.
20 credits - Protest, Movements and Social Change
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The unit is an introduction to the study of the ways in which protest and social movements drive social change. The unit will take an historical overview, tracing the development of theoretical and empirical approaches to the study of social movements, matched with historical and contemporary case studies of movements from around the world. By focusing on what function movements play in society, as well as how they have been studied, students will be equipped with the tools to both analyse movements, and engage with sociological debates surrounding larger questions of inequality, identity, democracy and social justice.
20 credits - Queer Theory and the Media
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This module introduces queer theory and discusses the role of different media for how gender and sexuality are constructed, represented and expressed. We will trace activist and academic origins of the word 'queer' and explore queer (self-)representations in mainstream and alternative media such as newspapers, films, zines, blogs, social media and dating apps. We will also look into how those representations promote or challenge the binaries of male versus female, masculine versus feminine, and heterosexual versus homosexual as well as how they travel around the world and promote particular understandings of gender and sexuality transnationally.
20 credits - Social Media, Data and Society
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This unit examines the social consequences of widespread use of social media, a key characteristic of digital society. It explores what happens as a result of the digitised and networked sharing of personal information and life experiences of all kinds, in times of datafication (that is, the transformation into data, numbers and statistics of aspects of social life which formerly did not exist in such forms). The unit reviews theoretical literature on social media, data and society and addresses specific debates and issues, including: social media data mining; social media surveillance; the economic value of social media data; data tracking, privacy, rights and data subjects; governing social media data mining; data activism and open data; data visualisation; new forms of data work; data and everyday life.
20 credits - Sociology of Evil
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Despite the increasing secularisation and rationalisation of society, evil is still an all too familiar term. For some it invokes images of devils, demons and witches, for others criminals, terrorists and murderers, whilst debates on the 'social evils' of poverty, prostitution and alcohol are continually recycled for each generation. This module aims to introduce students to a sociological approach to evil by asking them to develop their own innovative case-studies of evil in combination with published research. They will be asked to: explore the ontology of evil; examine how evil is explained and accounted for; investigate the consequences of evil; develop an understanding concerning the representation of evil and assess the aetiological precedents for that representation; and, ultimately, critically determine the role evil has within society.
20 credits - Sociology of Health, Illness and Medicine
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This module explores sociological aspects of health, illness and medicine. It will focus on issues of health inequality exploring the ways in which patterns of health and disease vary according to class, gender and race. It also provides a critical examination of biomedicine, highlighting the contemporary challenges faced by medicine as a profession. Furthermore, it will focus on new dynamic developments in science and medicine linking health with the Internet and exploring the rise of the new genetics. The aim of this course is to provide students with a critical understanding of the role of health, illness and medicine within contemporary society.
20 credits - The Sociology of Surveillance
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The course aims to introduce students to the emerging field of surveillance studies. By focusing on an exploration of the primary literature concerning recent development in surveillance theory students will be equipped to engage with sociological debates surrounding the spread of new surveillance technologies. In particular the course will explore how `surveillant solutions' have become a dominant form of governance in the 21st century by focusing on case studies of surveillance in particular contexts such as policing and criminal justice, health and welfare, the work place, and consumer behaviour.
20 credits - The Value of Sociology
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This module builds on the subject-specific knowledge and skills that students have acquired at levels 1 and 2. Students will have the opportunity to reflect on both the value of Sociology as a discipline and the value of their degree programme overall. A critical assessment of the state of the discipline will be explored through a series of lectures delivered by a range of lecturers, leading to a series of workshop-type seminars in which students will reflect on the usefulness of what they have learned during their degree and how to communicate this to an external audience. Students will develop enterprise skills within the context of the discipline they are studying and enhance their understanding of the inter-connection between Sociology, the skills they have developed and their application in the wider world.
20 credits - What it means to be human
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New technologies and new scientific knowledge make powerful claims about `human nature’ that are reconstructing how we understand ourselves. At the same time, they also give us new potential to reshape our bodies and brains. This module aims to critically engage with these developments using concepts from a number of sociological traditions. Can biology tell us anything meaningful about social interaction or racial and gendered differences, or about ability and disability? What are the criteria by which we determine ‘the human’ and who decides what these shall be? Does our psychology have an evolutionary basis? How are the boundaries between humans and machines changing? What is the human impact on the environment? Should we use new technologies to enhance ourselves? The module will provide students with the opportunities and tools to grapple with these and other important questions.
20 credits - Whiteness, Power and Privilege
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This unit explores the importance of studying whiteness in order to understand racism as a system of power relationships. It explains why the construction of whiteness has become a key focus in debates about race and ethnicity and examines critically some of the key themes to emerge in this field of study. This includes exploring the historical origins of 'white studies' and assessing representations of whiteness in literary and visual culture. It also includes exploring the racialised, classed and gendered boundaries of whiteness by examining, for example, the socially and politically constructed categories of 'white trash' and the 'chav'.
20 credits
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption. We are no longer offering unrestricted module choice. If your course included unrestricted modules, your department will provide a list of modules from their own and other subject areas that you can choose from.
Learning and assessment
Learning
You'll learn through a mix of interactive lectures and lively discussion-based seminars. Research is central to the student experience here in Sheffield and all our teaching is informed by the latest findings. In your final year, you'll have the opportunity to take our Special Subject module, which allows you to spend a year specialising in a topic that really interests you.
Our internationally renowned tutors offer modules spanning four thousand years and criss-crossing continents - allowing you to explore great events, extraordinary documents, remarkable people, and long-lasting transformations, from the ancient period to the modern day and across the globe.
Programme specification
This tells you the aims and learning outcomes of this course and how these will be achieved and assessed.
Entry requirements
With Access Sheffield, you could qualify for additional consideration or an alternative offer - find out if you're eligible.
The A Level entry requirements for this course are:
AAB
typically including History or Classical Civilisation
A Levels + additional qualifications ABB, typically including History or Classical Civilisation + B in a relevant EPQ
International Baccalaureate 34, typically with 5 in Higher Level History
BTEC Extended Diploma DDM + B at A Level typically in History or Classical Civilisation
BTEC Diploma DD + A at A Level typically in History or Classical Civilisation
Scottish Highers + 1 Advanced Higher AAABB + B typically in History
Welsh Baccalaureate + 2 A Levels B + AA, typically including History or Classical Civilisation
Access to HE Diploma Award of Access to HE Diploma in a relevant subject, with 45 credits at Level 3, including 36 at Distinction (to include History units), and 9 at Merit
The A Level entry requirements for this course are:
ABB
typically including History or Classical Civilisation
A Levels + additional qualifications ABB, typically including History or Classical Civilisation + B in a relevant EPQ
International Baccalaureate 33, typically with 5 in Higher Level History
BTEC Extended Diploma DDM + B at A Level typically in History or Classical Civilisation
BTEC Diploma DD + B at A Level typically in History or Classical Civilisation
Scottish Highers + 1 Advanced Higher AABBB + B typically in History
Welsh Baccalaureate + 2 A Levels B + AB, typically including History or Classical Civilisation
Access to HE Diploma Award of Access to HE Diploma in a relevant subject, with 45 credits at Level 3, including 30 at Distinction (to include History units), and 15 at Merit
You must demonstrate that your English is good enough for you to successfully complete your course. For this course we require: GCSE English Language at grade 4/C; IELTS grade of 7.0 with a minimum of 6.5 in each component; or an alternative acceptable English language qualification
Equivalent English language qualifications
Visa and immigration requirements
Other qualifications | UK and EU/international
If you have any questions about entry requirements, please contact the department.
Department of History
As a history student at Sheffield, you'll develop your understanding of the past in a friendly and supportive environment.
Our internationally-renowned tutors offer modules spanning four thousand years and criss-crossing continents - allowing you to explore great events, extraordinary documents, remarkable people, and long-lasting transformations, from the ancient period to the modern day and across the globe.
You can tailor your course to suit you, discovering the areas of history that most inspire you most while preparing for the future you want with opportunities like studying abroad, work placements and volunteering.
Department of History students are based in the Jessop West building at the heart of the university campus, close to the Diamond and the Information Commons. We share the Jessop West Building with the School of English and the School of Languages and Cultures.
Department of HistoryDepartment of Sociological Studies
Five reasons to study at the Department of Sociological Studies
- Tackle contemporary challenges - our course is designed to engage with and discuss society’s big challenges and our staff will bring their research expertise to your learning
- Develop your own expertise - our wide range of optional modules means you can develop your own research interests, crafting your degree to match your interests
- Comprehensive support - feel supported throughout your whole University journey and beyond, with a wide range of support available, including academic tutors and dedicated support services
- Diverse and interactive teaching - our mix of teaching formats means you’ll be engaged in a variety of ways throughout your course, helping you to learn in new and innovative ways
- Be career confident - our diverse assessments ensure that you develop the key skills you will need for the world of work. You’ll also have opportunities to build your work experience with placements and other employability opportunities
Our interdisciplinary approach brings sociologists, criminologists, social policy analysts, digital media scholars and social workers together under one roof.
Our staff are experts in their field and work with organisations in the UK and worldwide to address society’s major challenges, and in doing so they bring fresh perspectives to your studies. They'll give you the advice and support you need to excel in your subject.
Department staff also play key roles in the Faculty of Social Science's Digital Society Network (DSN), an active group of researchers working on all aspects of digital-society relations. The DSN hosts events and activities to stimulate and support research in this area.
Our courses develop students who are socially aware, with strong analytical skills and a flair for approaching problems in new ways. You'll become skilled at research and bring your own insights to key issues that affect our lives. In your third year, specialist modules allow you to investigate current thinking on a wide range of topics. You'll learn about the latest research from subject experts and explore your ideas in workshop-style sessions.
Department of Sociological Studies students are based in the world-class Faculty of Social Sciences building. It features state of the art collaborative lecture theatres, study spaces and seminar rooms. Teaching may also be timetabled to take place within other departments or central teaching space.
All the University buildings are close together, so it’s easy to get around. The University Sports Centre is just over the road and accommodation, the Information Commons library and the award-winning Students’ Union are all within easy walking distance.
Department of Sociological StudiesWhy choose Sheffield?
The University of Sheffield
A top 100 university
QS World University Rankings 2023
92 per cent of our research is rated as world-leading or internationally excellent
Research Excellence Framework 2021
Top 50 in the most international universities rankings
Times Higher Education World University Rankings 2022
No 1 Students' Union in the UK
Whatuni Student Choice Awards 2022, 2020, 2019, 2018, 2017
A top 10 university targeted by employers
The Graduate Market in 2022, High Fliers report
Department of History
The Times and the Sunday Times Good University Guide 2021
Graduate careers
Department of History
Our history graduates are highly skilled in research, critical reasoning and communication. You'll be able to think and write coherently, to put specific matters in a broader context, and to summarise complex ideas in a discerning and creative way.
Our graduates have gone on to become successful lawyers, marketing executives, civil servants, accountants, management consultants, university lecturers, archivists, librarians and workers in museums, tourism and the heritage industry.
So, however you choose to use your degree, the combination of academic excellence and personal skills developed and demonstrated on your course will make you stand out in an increasingly competitive graduate world.
Companies that have employed our graduates include Accenture, Ernst and Young, PricewaterhouseCoopers and DLA Piper. You'll also find our graduates in organisations ranging from the Foreign and Commonwealth Office, to the Imperial War Museum and the National Archives, to BBC online and The Guardian.
Department of Sociological Studies
Our graduates work in a range of sectors including broadcasting, the police service, teaching and social work. They are also employed in local government, the civil service, charity and campaign organisations and market research.
Some have carried out graduate training with national and international companies, and are employed around the world. Many go on to masters courses in sociology and social policy and other areas such as human resources.
You could pursue a career in marketing, communications and PR, or work in museums, theatres or charitable organisations.
Placements and study abroad
Placements
There are lots of opportunities to get work experience, with hands-on projects integrated into several of our academic modules.
Alternatively, you can undertake a placement with a heritage or culture organisation, or join our student-led volunteering organisations History in the City and take part in activities that bring history to new audiences within the local community. All of these experiences will help you build a compelling CV.
Study abroad
Fees and funding
Fees
Additional costs
The annual fee for your course includes a number of items in addition to your tuition. If an item or activity is classed as a compulsory element for your course, it will normally be included in your tuition fee. There are also other costs which you may need to consider.
Funding your study
Depending on your circumstances, you may qualify for a bursary, scholarship or loan to help fund your study and enhance your learning experience.
Use our Student Funding Calculator to work out what you’re eligible for.
Visit us
University open days
We host five open days each year, usually in June, July, September, October and November. You can talk to staff and students, tour the campus and see inside the accommodation.
Subject tasters
If you’re considering your post-16 options, our interactive subject tasters are for you. There are a wide range of subjects to choose from and you can attend sessions online or on campus.
Offer holder days
If you've received an offer to study with us, we'll invite you to one of our offer holder days, which take place between February and April. These open days have a strong department focus and give you the chance to really explore student life here, even if you've visited us before.
Campus tours
Our weekly guided tours show you what Sheffield has to offer - both on campus and beyond. You can extend your visit with tours of our city, accommodation or sport facilities.
Apply for this course
Make sure you've done everything you need to do before you apply.
How to apply When you're ready to apply, see the UCAS website:
www.ucas.com
Not ready to apply yet? You can also register your interest in this course.
Contact us
Telephone: +44 114 222 2552
Email: history.admissions@sheffield.ac.uk
The awarding body for this course is the University of Sheffield.
Recognition of professional qualifications: from 1 January 2021, in order to have any UK professional qualifications recognised for work in an EU country across a number of regulated and other professions you need to apply to the host country for recognition. Read information from the UK government and the EU Regulated Professions Database.
Any supervisors and research areas listed are indicative and may change before the start of the course.