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Course overview

Are you fascinated by all periods of history? You will encounter an incredibly broad sweep of events and cultural and social change from ancient Greece and Rome to the present. Cover topics such as politics, empire, gender, slavery, warfare, religion, art and science. You will learn to connect approaches to these themes across the ancient, medieval and modern periods. 

Undertake detailed studies of primary source material, including written texts and material artefacts. Develop perspectives and skills in historical enquiry and critical analysis. You will discover the challenges and rewards of taking a broader view of the classical world, together with wider historical perspectives. The module combinations allow you to take your studies beyond Europe, to regions including North Africa and Asia. 

As a joint honours student, you will benefit from skills development and assessment methods from both subjects. Each subject is taught separately, but you may choose a uniting theme for your final year dissertation. Both departments are part of a single School of Humanities. 

More information

For more information on our teaching, research and what it's like to study with us, see:

Why choose this course?

  • Deepen your knowledge of your favourite historical topics and explore new ones
  • The diversity of our modules allows you to study periods, themes and events from the classical era to the present from countries and regions around the world
  • In History, the Special Subject allows you to dig deeper into an area of particular interest
  • Start to learn Latin or Greek, or build on your existing language skills
  • Study abroad opportunities 

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2021 entry.

UK entry requirements
A level offer AAB
Required subjects

Including history, preferably at grade A

IB score 34 (usually including 6 in history at Higher Level)

Extended Project Qualification 

If you have already achieved your EPQ at Grade A you will automatically be offered one grade lower in a non-mandatory A level subject.

If you are still studying for your EPQ you will receive the standard course offer, with a condition of one grade lower in a non-mandatory A level subject if you achieve an A grade in your EPQ.

Learning and assessment

How you will learn

Peer mentoring

All new undergraduate students are allocated a peer mentor, to help you settle into life at Nottingham.

Find out more about the support on offer.

Teaching methods

  • Lectures
  • Seminars
  • Tutorials
  • Workshops
  • Field trips

How you will be assessed

Your assessments will vary according to the topic studied. The majority of assessment is by essay and exam. However, other forms of assessment include:

  • individual or team presentations
  • work on the interpretation of document sources or images
  • poster presentations
  • reviews and reflections on the process of study

Assessment methods

  • Essay
  • Examinations
  • Poster presentation
  • Presentation
  • Reflective review
  • Portfolio (written/digital)
  • Group coursework

Contact time and study hours

You’ll have at least the following  hours of timetabled contact a week through lectures, seminars and workshops, tutorials and supervisions. 

  • Year one: minimum of 12 hours
  • Year two: minimum of 10 hours
  • Final year: minimum of 8 hours

Your tutors will also be available outside these times to discuss issues and develop your understanding.

Your tutors will all be qualified academics with PhDs. Some of our postgraduate research students also support teaching after suitable training. You will have a personal tutor from the Department of History and a Joint Honours adviser from the Department of Classics and Archaeology:

Our largest lecture, Learning History, is typically attended by up to 350 students, whereas the corresponding seminars are typically no bigger than 15. Other popular optional module lectures may be attended by up to 75 students, with up to 25 in each seminar group. The Special Subject groups are limited to a maximum of 18. 

As well as scheduled teaching you’ll carry out extensive self-study such as:

  • reading
  • locating and analysing primary sources
  • planning and writing essays and other assessed work
  • collaborating with fellow students

As a guide, 20 credits (a typical module) is approximately 200 hours of work (combined teaching and self-study). 

Study abroad

  • Explore the world, experience different cultures and gain valuable life skills by studying abroad
  • Options range from short summer schools, a single semester to a whole year abroad.
  • Language support is available through our Language Centre  
  • Students studying abroad for a semester pay reduced fees (Home/EU students - £6,480, International - 75% of the relevant international fee)
  • Boost your CV for prospective employers 

See our study abroad pages for full information

 

Placements

Work experience gives you the skills and experience that will allow you to stand out to potential employers and is a crucial part of becoming 'workplace-ready'.

You also have access to a wide range of work experience and volunteering schemes through the:

Impact of the Coronavirus on work placements, field trips and volunteering

We work with a range of organisations to provide work placements, field trips and volunteer opportunities. As you'll appreciate they are all disrupted by the Coronavirus pandemic.

We expect opportunities to run as usual from the academic year 2021/22 but this cannot be guaranteed. We will do our best to arrange suitable activities as previous students always tell us how much they appreciate these opportunities.

Why study more than one subject?

Watch our animation about studying a joint honours degree with us.

Modules

You will take 120 credits of modules split as follows:

  • Compulsory core modules (60 credits) - in Ancient History you will have an integrated introduction to the culture and history of Greece and Rome. In History, you will focus on history as a discipline and developing the skills required for researching, writing and debating
  • Ancient History and History optional modules (60 credits) - spanning the ancient to the contemporary world. 40 credits may be used to start or continue to learn Ancient Greek or Latin

You’ll have at least 12 hours of timetabled contact a week through lectures, seminars and tutorials.

You must pass year one but it does not count towards your final degree classification. 

Core modules

Studying the Greek World
This module provides a wide ranging interdisciplinary introduction to the history, literature and art of the Greek World from c.1600-31 BC; that is from the Bronze Age to becoming part of the Roman Empire. As well as examining all the major chapters of Greece's history from the Mycenaean Period and the Dark Ages, to the rise of the polis in the Archaic period, to the height of Greek civilisation in the Classical and Hellenistic periods, and finally its conquest and absorption into the Roman Empire, it also explores synchronous developments in Greek literary and artistic culture, and considers aspects of the reception of ancient Greece in modern western culture. This module will also examine the relationship of the Greek world to the Roman World, and will be complemented by the Spring semester module Studying the Roman World. No prior knowledge of the Greek world is assumed.
Studying the Roman World
This module provides a wide-ranging interdisciplinary introduction to the history, literature and art of the Roman world from the beginnings of the city of Rome to the fall of the Roman Empire in the West. As well as examining all the major chapters of Rome's history such as the Roman Republic, the rise of the empire, the establishment of the Principate, and the fall of Rome, it also explores synchronous developments in Roman literary and artistic culture, and considers aspects of the reception of ancient Rome in modern western culture. This module will also examine the relationship of the Roman world to the Greek world, and will complement the Autumn semester module Studying the Greek World by continuing training in a number of basic study skills. No prior knowledge of the Roman world is assumed. 
Learning History
This module will provide students with the learning skills necessary to make the most of their studies in History. It concentrates upon their conceptions of the subject and their strategies as learners, in order to enable them more effectively to monitor and develop their skills and understanding. Students will be introduced to different approaches to the study of History as well as to different understandings of what History is for. The module aims to encourage more effective learning in History, bridge the transition from school or college to university, prepare students for more advanced work in the discipline at year two, and enhance the skills listed.

History optional modules

The Contemporary World since 1945
The module surveys and analyses some of the main developments in world affairs since the end of the Second World War. This includes major international events, particularly the course and aftermath of the Cold War, as well as national and regional histories, especially in Europe, East Asia and the Middle East; the module also looks at key political and social movements. Attention is paid to political, economic and social forces.
The Contemporary World Since 1945 (Part 2)

This module addresses some of the major developments in international affairs since 1945, including international events – the origins, development and culmination of the Cold War, decolonisation and the end of empire, global movements for national, sexual or racial liberation – and national or regional histories, especially in Europe and North America, Africa, and East Asia.

Whilst interested in high politics, it also addresses social movements, ideological change, and cultural developments. In doing so, it considers the political, social and cultural forces which have shaped the post-1945 world and which continue to inform our own contemporary times.

Roads to Modernity: An Introduction to Modern History 1750-1945

This module provides a chronology of modern history from 1750 to 1945. It concentrates on:

  • key political developments in European and global history such as the French Revolution, the expansion of the European empires and the two world wars
  • economic, social and cultural issues, such as industrialisation, urbanisation, changing artistic forms and ideological transformations in order to consider the nature of modernity.
Roads to Modernity: An Introduction to Modern History 1750-1945 (Part 2)
The second semester will look more broadly at economic, social and cultural issues, such as industrialisation, urbanisation, changing artistic forms and ideological transformations in order to consider the nature of modernity. You will spend three hours in lectures and seminars each week.
Making of Modern Asia

We will take a somewhat zigzagging journey through 200 or so years of modern Asian history, sampling events across the region and telescoping onto particular moments to examine specific contexts. For example, when looking at the theme of imperialism we will cover the idea broadly and then take a more extended look at Japanese imperialism or British colonialism in Burma.

When looking at nationalism we'll consider the emergence of "official nationalism" in Thailand and Japan, and more popular nationalisms emerging from liberation struggles. On political economy we compare and contrast Taiwan and China to illustrate the different trajectories of market, plan and command rational economies (relatively speaking).

On the question of democracy we consider whether Asian culture warrants an authoritarian form of "Asian democracy" and whether or not democracy can be "built" and engineered as though it were simply a bridge over water.

Making the Middle Ages, 500-1500
This module provides an introduction to medieval European history in the period 500-1500. It offers a fresh and stimulating approach to the major forces instrumental in the shaping of politics, society and culture in Europe. Through a series of thematically linked lectures and seminars, students will be introduced to key factors determining changes in the European experience over time, as well as important continuities linking the period as a whole. Amongst the topics to be considered are: political structures and organization; social and economic life and cultural developments. You will spend three hours in lectures and seminars each week.
From Reformation to Revolution: An Introduction to Early Modern Europe c.1500-1800

This module introduces students to major issues in the social, political and cultural history of Europe in the early modern period by analysing demographic, religious, social and cultural changes that took place between c.1500 and 1800. Students will examine the tensions produced by warfare, religious conflict, the changing relationships between rulers, subjects and political elites, trends in socio-economic development and the discovery of the New World.

Ancient history optional modules

Interpreting Ancient History
This full-year module is devoted specifically to the history of the ancient world, and investigates some of its major themes and approaches through a series of historical case studies. The range of topics introduces students to important historical issues from the major periods of Greek and Roman history, with an emphasis on the methodological questions raised by the relevant ancient source material and on the modern debates about those issues. As a result, students should gain a more detailed knowledge of important topics in ancient history, a clearer understanding of the evidential basis on which ancient historians rely, and some appreciation of how contemporary preoccupations can influence the perspectives of modern practitioners of the discipline and generate vigorous debate between them.
Interpreting Ancient Art and Archaeology
This module explores Greek and Roman art in detail and it aims is to give students a broad overview of visual material from classical antiquity, whilst concentrating on a cross-section of the most famous and talked about objects and monuments of Greek and Roman culture. More specifically, it offers an introduction to sculpture in the public and private sphere, vase-painting, numismatics, architecture and urban structures from 8th century BC Greece to the 4th century AD Rome. The module covers the Greek world in Autumn and the Roman world in Spring. Rather than proceeding chronologically, the material is organised by themes and media, starting with topography, then sculpture, vase painting etc. This is meant to give students a grasp of formal and stylistic developments within each of these media through the centuries, along with the meanings attached to them.
Interpreting Ancient Literature
This module will introduce students to the interpretation of ancient literary texts (in translation) as sources for ancient culture, by focusing on a representative range of texts and themes. The module will address issues such as ancient performance-contexts and audiences, the workings of genres, analysis of rhetoric and literary style, representations of gender and sexuality, study of classical reception, and how to compare translations. The focus will be on Greek texts in autumn and Latin texts in spring.
Greek and Roman Mythology
This module will introduce students to the interpretation of ancient Greek and Roman myth by focusing on a representative range of texts and themes. The module will be team-taught exposing students to a wide range of material and approaches to the use of myth in the ancient world. The module will consider how mythology is used not only in ancient literature such as epic and drama, but also in historical texts, in religious contexts and in the material culture of the ancient world such as statuary, paintings and sarcophagi. It will also introduce students to the variety of methodologies that scholars have used over the years to help interpret and understand these myths and their usages.
Beginners Greek: 1
This module provides an introduction to the grammar and vocabulary of classical Greek; no previous knowledge is assumed. Emphasis is placed on acquiring the ability to read Greek; the basis of the course is the study and translation of passages adapted from classical Greek texts.
Beginners Greek: 2

This module continues the introduction to classical Greek begun in Beginners' Greek: 1. Study of the structure of the language continues, and reading skills are further developed until almost completely unadapted passages from classical Greek texts are read.

Beginners Latin: 1

This module provides an introduction to the grammar and vocabulary of Latin; no previous knowledge is assumed. Emphasis is placed on acquiring the ability to analyse and understand basic Latin sentences and short passages.

Beginners Latin: 2

This module continues the introduction to Latin begun in Beginners' Latin: 1. Study of the structure of the language continues, and reading skills are further developed until almost unadapted passages from Latin texts are read.

Greek Texts: 1
This module studies a Greek literary text and begins the systematic revision of grammar to be completed in Greek Texts: 2. The module reinforces students' knowledge of the Greek language and develops their ability to read Greek with fluency and understanding. 
Greek Texts: 2
This module examines, in the original Greek, a significant literary text, paying special attention to matters of language and style. It completes the systematic revision of Greek grammar begun in Greek Texts: 1, but also devotes attention to the text’s literary and broader contexts. The module reinforces students' knowledge of the Greek language and develops students' ability to read Greek with fluency and understanding.
Latin Texts: 1

This module examines, in the original Latin, a text representative of an author, genre, period or theme of Latin literature, paying special attention to matters of language and style. Literary appreciation and linguistic skills are developed through detailed analysis of the original Latin. The position of the text in the development of the genre will be explored, as well as its relationship with its social context. 

Latin Texts: 2
This module studies a Latin literary text and completes the systematic revision of grammar begun in Latin Texts: 1. The module reinforces students' knowledge of the Latin language and develops students' ability to read Latin with fluency and understanding.
The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules may change or be updated over the duration of the course due to a number of reasons such as curriculum developments or staffing changes. Please refer to the module catalogue for the latest information on available modules.

You will take 120 credits of modules split as follows: 

  • Ancient History optional modules (60 credits) - you will normally take the Extended Source Study module which prepares you for year three dissertation work. Most students also choose to take either the Studying Classical Scholarship or the Independent Second Year Project module. You may also choose to begin or continue learning Latin or ancient Greek
  • History optional modules (60 credits) - choices range from medieval, early modern, modern and contemporary history, dealing with particular countries or regions from around the world. There are no pre-requisites

You’ll have at least 10 hours of timetabled contact a week through lectures, seminars and tutorials.

You must pass year 2 which counts 33% towards your final degree classification. 

Ancient history optional modules

Choose 60 credits from a range which may include:

Communicating the Past

This module is your opportunity to expand your knowledge of an aspect of Classics or Archaeology which interests you, and to experiment with methods of communicating that knowledge which take you beyond the usual assessment practices of essays and exams. You might undertake research that leads to (for example) the creation of a museum exhibition, the reconstruction of an ancient artefact, or the design of a new public engagement strategy for a historic site. You might acquire experience of a communication method which could be of use to you in a future career, e.g. by constructing an education pack, writing in a journalistic style, or creating an archaeological site management plan. You might choose to experiment with a different medium of communication such as video, website or phone app. The topic and form of the project chosen must both be approved by the module convener. This module is ideal for any student who is interested in pursuing a career in heritage, museums or education, while developing skills in research, project design and communication are essential for a wide range of career choices as well as being excellent preparation for your third-year dissertation.

Classics and Comics

Awaiting final description of module content

Animals in the Ancient World

Awaiting final description of module content

The Peloponnesian War

The Peloponnesian war lasted for more than 25 years, and came to involve much of the Greek world, as diverse states and peoples felt compelled to become allies of either Sparta or Athens – the central protagonists. The scale of this struggle, and its repercussions, make this a highly significant period of Greek history. You will consider this conflict in detail - its causes and background, protagonists, character and consequences.

You will also consider the disproportionate role that one man, the Athenian historian Thucydides, plays in shaping our knowledge and understanding of this conflict. You will seek to look beyond this major (but imperfect) source using other ancient authors and other types of evidence.

Religion and the Romans

Religion was central to all aspects of Roman life; but did Romans really "believe"? This module explores the traditions and rituals that operated in Roman society from the earliest stages of archaic Rome through to the advent of Christianity. It helps the student to make sense of customs and practises that could baffle even the Romans themselves, and shows how the religious system permeated and controlled Roman social, political and military activities.

This course will be principally concerned with evidence drawn from the late Republic and early Principate, and will use literature and images from the Augustan period as a central hinge for studying the dynamics of religion in Rome. Topics to be covered will include:

  • the definition of "religion" and comparative studies
  • early Rome and the origins of religion
  • the calendar
  • temples and other religious buildings
  • priesthoods and politics
  • sacrifice
  • the deification of the emperor
  • foreign cults in Rome
  • the supposed "decline of religion"
  • early Christianity
Oedipus Through the Ages

You will explore the ancient evidence for the myth of Oedipus and selected representations of the myth in the post-Classical world. In terms of evidence, you will have the opportunity to explore ancient drama and other poetry as well as visual culture and mythographic writings. In terms of post-Classical representations, there will be a particular focus on performance and on modern popular culture, including (but not necessarily limited to)

  • film
  • popular mythology books,
  • material aimed at children,
  • on-line representations,
  • humour
The Silk Road: Cultural Interactions and Perceptions

This discipline-bridging cross-campus module will involve colleagues from across the School of Humanities. The Silk Road will be presented as a range of archaeological, historical and scientific themes. Broad cultural themes will be balanced with the presentation of specific case studies, such as the definitions of the Silk Roads, Byzantine, Islamic and later medieval Silk Roads, luxury production, trade and exchange from the Roman and later periods, and Ming Dynasty links with the west. Scientific techniques for the analysis of materials and their role in the interpretation of trade and exchange along the Silk Roads will also be considered, between for example China, central Asia, Scandinavia and the Middle East.

Britain in the Later Roman Empire (c. 250-450)

This module examines Britain in the later-Roman Empire, from the crisis that marked the middle years of the third century to the disappearance of Roman power in the early fifth and the rapid economic collapse and social transformation that followed. This is a fascinating period: an era of prosperity, integration, and sophistication, and yet marked also by rebellion, civil war, and the sundering of the links that had bound Britain to the continent so deeply for so long.

The module takes an interdisciplinary approach, combining archaeological and historical evidence – students will be expected to familiarise themselves with a wide range of types of evidence. We will examine the political framework of the later-Roman Empire, the textual and archaeological evidence for Britain’s society and economy, the barbarian peoples who threatened and interacted with it, and the question of how it ended up leaving the Roman Empire. It will encourage students to consider the integration of different types of source material and to think about Britain’s place in the wider world in a broader context.

The World of the Etruscans

When Rome was still a small town and before Athens became a city of international significance the Etruscan civilisation flourished in Italy and rapidly gained control of the Mediterranean. Who were the Etruscans?

The Greeks and the Romans regarded them as wealthy pirates renowned for their luxurious and extravagant lifestyle and for the freedom of their women. Archaeology, however, tells us much more, about their daily life and funerary customs, their religious beliefs, their economy, their language, and their technical abilities and artistic tastes.

In this module, you will examine visual and material culture, as well as epigraphic and literary sources, in order to lift the shroud of mystery that often surrounds the Etruscans. You will also place them in the context of the wider Mediterranean world in the 1st millennium BC, examining their exchanges with the Near Eastern kingdoms, their cultural interactions with Greece and the Greek colonial world, and their role in the early history of Rome.

By exploring Etruscan cities and cemeteries from the 9th to the 3rd centuries BC, with their complex infrastructures and technologies, lavish paintings, sculptures and metalwork, you will discover a most advanced civilisation that shared much with the classical cultures and yet was very different from them.

Writing History in Ancient Rome

This module will examine the writing of narrative histories in ancient Rome and their importance in the study of Roman history, particularly in the late Republic and Imperial periods. The works of ancient historical writers differ significantly from modern historians in their approach to evidence, narrative, and impartiality, and we need to be aware of these differences when using these texts as sources. This module will therefore consider the importance of the works of historians like Livy, Tacitus, and Ammianus not only as sources for the study of history, but as literary works in their own right, examining issues of historical accuracy and reliability alongside generic conventions, narrative structures, and issues of characterisation. 

Extended Source Study
This module is designed to develop your skills of research, analysis and written presentation as preparation for a third year dissertation in classical civilisation. You will write a 5,000 word essay chosen from a range of topics, each focusing on a single piece of ancient source material. You will be provided with a topic for investigation, starter bibliography and tips on how to approach the question. The questions will suggest a range of possible approaches, from evaluation of historical source material to exploration of literary effects, relationships with other material, discussion of context or reception. For this module you will have a mixture of lectures and four 2-hour seminars over a period of 10 weeks.
Studying Classical Scholarship

This module focuses on the history and development of the scholarship on ancient Greece and Rome and on specific theories, approaches and methods used by modern scholarship. The aim is to sharpen your engagement with and understanding of scholarship, and to give a deeper appreciation of the ways the ancient world has been appropriated. Studying the history of scholarship in its socio-political context will show you how the questions we ask depend on the situations we live in; it will also allow you to judge the merits and limitations of scholarly approaches and will develop your skills of research and analysis, as preparation for your third-year dissertation. As with the Extended Source Study, you will choose a work-sheet relating to an area of the ancient world which particularly interests you; the module is assessed by an oral presentation and a 4,500-5,000 word essay.

Beginners Greek for second and third years

Covering the same material as Beginners' Greek in year one this module allows you to take up the language at a later point in your degree.

You'll get an introduction to the grammar and vocabulary of classical Greek; no previous knowledge is assumed.

Emphasis is placed on acquiring the ability to read Greek; the basis of the course is the study and translation of passages adapted from classical Greek texts.

 

Beginners Latin for second and third years

Covering the same material as Beginners' Latin in year one this module allows you to take up the language at a later point in your degree.

You'll get an introduction to the grammar and vocabulary of Latin; no previous knowledge is assumed.

Emphasis is placed on acquiring the ability to analyse and understand basic Latin sentences and short passages.

Intermediate Greek: 1

In this module you will study classical Greek from the level reached in Beginners Greek 2. This will complete instruction in the basic aspects of the Greek language and enables students to undertake the detailed linguistic and literary study of an unadapted Greek text, such a Lysias 1. 

Intermediate Greek: 2

This module continues the study of classical Greek from the level reached in Intermediate Greek 1. It continues with the study of Greek grammar and focuses on the reading of one or more classical Greek texts. 

Intermediate Latin: 1

This module continues the study of Latin from the level reached in Beginners' Latin 2. It provides the opportunity to revise basic aspects of the Latin language and enables students to proceed to the reading of Latin texts. The assessment-pattern emphasises comprehension and analysis of grammatical structures over memorisation and translation.

Intermediate Latin: 2

This module is for students in their fourth semester of Latin. You will read a text such as Cicero Pro Archia or Virgil Aeneid 2 in some depth, and practise close reading of Latin literature, as well as continuing to revise and consolidate Latin grammar. 

Greek Texts: 3

This module examines, in the original Greek, a text representative of an author, genre, period or theme of Greek literature, paying special attention to matters of language and style. Literary appreciation and linguistic skills are developed through detailed analysis of the original Greek. The position of the text in the development of the genre will be explored, as well as its relationship with its social context. Students will also develop their understanding of the Greek language more generally.

Greek Texts: 4

This module examines, in the original Greek, a significant literary text, paying special attention to matters of language and style, but also to the text's literary and broader contexts. The module reinforces students' knowledge of the Greek language and develops students' ability to read Greek with fluency and understanding.

Latin Texts: 3

This module examines, in the original Latin, a text representative of an author, genre, period or theme of Latin literature, paying close attention to matters of language and style. In recent years, themes have included: Flavian personal poetry (Martial and Statius); Roman comedy (Plautus and Terence); the emperor Claudius (Suetonius and Tacitus). Literary appreciation and linguistic skills are developed through detailed analysis of original Latin. The module will not just be about literature: you will also explore the text's relationship with its social, political and cultural context. 

Latin Texts 4

This module examines, in the original Latin, a text (or selection of texts) representative of an author, genre, period or theme of Latin literature, paying special attention to matters of language and style. Literary appreciation and linguistic skills are developed through detailed analysis of the original Latin. The position of the text in the development of the genre will be explored, as well as its relationship with its social context.

History optional modules by region

Choose 60 credits from a range which may include:

International 

Environmental History: Nature and the Western World, 1800-2000
The module is an introduction to the environmental history of the Western World over the past two centuries. It examines the history of environmental ideas and our changing attitudes to animals and nature, alongside the history of human impacts on the environment using the USA, Australia, New Zealand and Great Britain as case studies. Topics include species history, the rise of popular movements concerned with the environment, the role of the state in environmental protection, the history of pollution and pesticide use; the National Park movement and the Nature Reserve and the rise of outdoor leisure and recreation. The role of wildlife television and natural history film-making will also be examined.

Great Britain

Cultural Histories of Urban Modernity, 1840-1900

The module introduces students to the cultural historiography on how urban modernity transformed everyday life in British and European cities (covering the period 1840-1900). In particular, it focuses on a range of new spaces, objects, images and discursive representations through which people tried to come to terms with rapid processes of social change. These provide a number of thematic approaches that will build into a composite picture of how experience was reshaped during this period. Topics may include:

  • ‘Haussmannisation’ processes across Europe and the contested terrain of the boulevard;
  • The development of mapping, surveying and statistics;
  • The bourgeois home as a site of identity, the meanings of interior design;
  • The department store and new contested sites of consumer culture;
  • Photography as a means of both identity-creation and detection;
  • The cultural meanings of pollution and waste;
  • Slum literature as a source of anxiety and control,
  • Museum culture, exhibitions, and the ordering of imperial knowledge.
British Foreign Policy and the Origins of the World Wars, 1895-1939
This module provides a study of British foreign policy, from the last years of the Victorian Era to the German invasion of Poland in 1939. It focuses in particular on the policy of British governments, giving an historical analysis of the main developments in their relationship with the wider world, such as the making of the ententes, entry into the two world wars, appeasement and relations with other great powers. It also discusses the wider background factors which influenced British policy and touches on such diverse factors as Imperial defence, financial limitations and the influence of public opinion.
Consumers & Citizens: Society & Culture in 18th Century England

This thematic module examines the social and cultural world of eighteenth century England in the period when it enters the modern world.

Areas for consideration include:

  • the structure of society
  • constructions of gender and culture
  • family life and marriage
  • the urban world
  • consumerism and culture
  • the press and the reading public
  • crime
  • social protest & the rise of radical politics
The Second World War and Social Change in Britain, 1939-1951: Went The Day Well?

This module surveys and analyses social change in Britain during and after the Second World War, up to the end of the Attlee’s Labour government in 1951. Key issues include:

  • changing gender roles and expectations
  • the experience and impact of rationing, bombing, conscription, voluntary service and direction by central government
  • historiographical debates about whether Britain was united against a common enemy
  • propaganda, mass communication and the management of information
  • planning for a post-war world, including the creation of the National Health Service and the reform of the education system
  • post-war reconstruction of cities
  • reactions to the Holocaust, atomic weaponry, returning service personnel, returning Prisoners of War
  • post-war austerity
  • representations of the period and the construction of memory
Sex, Lies and Gossip? Women of Medieval England
Later medieval England was a patriarchal society. Women were considered of great importance because of their roles as mothers. However, medieval women were also considered to be more passionate and sexual than men; they were considered wile and guileful and it was thought that they spent much of their time gossiping. Using a wide range of translated medieval sources this course will pose questions about how English women overcame and operated within these stereotypical preconceptions. It will examine women in terms of progression through their life cycle from daughters under the protection of their fathers, to the work available to single women, to married women and the law – mothers under the ‘protection’ of their husbands – and then to widows and the increased opportunities available to these women. In doing so, it will examine a number of aspects of medieval women’s lives from female piety to women and work, medieval attitudes to women and sex and the gendered medieval understanding of power and authority. The course will allow students to recover much of the essence of medieval life. Were later medieval English women merely disadvantaged or were they actively downtrodden within a patriarchal society? Further, it considers the extent to which the foundations of modern gender inequalities were established in the middle ages.
A Tale of Seven Kingdoms: Anglo-Saxon and Viking-Age England from Bede to Alfred the Great

The discovery of the Staffordshire Hoard, the largest collection of Anglo-Saxon gold ever found, has forced historians to re-evaluate the Anglo-Saxon period and ask new questions about this crucial formative stage of English history. 

The history of much of this period of conversions, conflicts and cultural renaissances is documented by Bede, a monk from Wearmouth-Jarrow in Northumbria (c. 673–735). In 793, the world described to us by Bede was thrown into chaos by a Viking raid on the island monastery of Lindisfarne, an event that some Anglo-Saxons interpreted in apocalyptic terms. The subsequent settlement of Vikings across Northern and Eastern England profoundly changed the social, cultural and economic structures of the Anglo-Saxon kingdoms.

This course covers the period from the beginning of the seventh century to the end of the ninth, ending with the reign of Alfred, the only English king to ever achieve the moniker 'the Great'. 

Kingship in Crisis: Politics, People and Power in Late-medieval England
Political and constitutional history forms the core of this module, which covers a period when kingship in England was a high-risk occupation. From the mid-thirteenth century until the late fifteenth century a series of political crises rocked the English monarchy, resulting in as many as seven depositions. The module investigates the nature of kingship and the circumstances when a king's authority was challenged.
The Victorians: Life, Thought and Culture

The module mixes intellectual, cultural and social history to produce an overview of cultural trends in Britain between c. 1830 and 1901. Key themes include:

  • The Victorians, An Overview
  • Religion: Sin and Redemption
  • Poverty
  • Cities
  • Sanitation
  • Sexuality
  • Consumerism and the Mass Market
  • Entertainment
  • Evolution
Poverty, Disease and Disability: Britain, 1795-1930

This module explores the role of the poverty, disease and disability in shaping lives between 1795 and 1930, and how these intersected with ideas of and attitudes to health and welfare. It also examines representations of poverty, disease and disability in museums and on TV.

Themes include:

  • understanding poverty, disease, disability in an age of progress and reform
  • the problem of the poor? Poverty, the poor law and workhouses
  • studying poverty, disease and disability: sources and representations
  • town versus country - the healthy countryside?
  • housing conditions: the slum
  • disease
  • working conditions
  • disability and the deaf
  • ‘madness’: mental illness in an age of reason
  • hygiene and health care
  • unrest and dissatisfaction: resistance, rebellion and riot

Europe

The Venetian Republic, 1450-1575

This module explores the nature of the Venetian Republic in the later fifteenth and sixteenth centuries. It examines the constitution, and administrative and judicial system, its imperial and military organisation, but will above all focus on the city and its inhabitants. The module will examine the enormous cultural dynamism of the city (especially the visual arts from the Bellini to Tintoretto and Veronese), changing urban fabric, the role of ritual and ceremony, the position of the Church, and class and gender.

  • Venice and international context
  • The Venetian economy
  • Constitution and administration
  • Venice at war and peace
  • Patricians, citizens and popular classes
  • Women in Venice: wives and workers, whores and nuns
  • Urban fabric
  • Patronage and the arts
  • Artisans and printers
  • Religion and the republic
  • Jews and foreigners
Central European History: From Revolution to War, 1848-1914

This module aims to encourage students to develop a detailed understanding of the major political, social and economic developments in Central Europe between 1848 and 1914. They should become aware of the main historiographical debates concerning the region and the Habsburg Monarchy in particular.

As a result of their historical studies and analytical thinking, students should enhance and develop a range of intellectual and transferable skills.

De-industrialisation: A Social and Cultural History, c.1970-1990

In the 1970s and 1980s, momentous economic changes swept through traditional industrial regions across the West, turning proud heartlands into rustbelts in less than a generation. As the lights went out in shipyards, steelworks, coal mines and manufacturing plants, a way of life was destroyed for millions of manual workers and their families, with profound repercussions on identities, communities and urban topographies. This module examines the social and cultural impact of de-industrialisation in the north of England, the German Ruhr basin, and the American Midwest, using a wealth of diverse primary sources, from government records to popular music, to tease out what it meant to live through a period of tumultuous socio-economic change. The module takes thematic approaches, exploring topics including:

  • Change and decline in traditional industries such as coal, steel and shipbuilding.
  • Political responses to industrial change, with a particular focus on industrial conflict over closures.
  • The impact of de-industrialisation on manual workers and their ways of life.
  • Changing ideas of social class.
  • Mass unemployment and its social and cultural consequences.
  • Gender and identity, with a particular emphasis on the crisis of ‘muscular masculinity’.
  • Urban decline and regeneration.
  • Youth and youth subcultures in post-industrial cities.
  • Cultural representations of de-industrialisation, with emphasis on popular music, fiction and feature films.
Heroes and Villains in the Middle Ages
The module compares and contrasts key historical, legendary and fictional figures to examine the development of western medieval values and ideologies such as monasticism, chivalry and kingship. It explores how individuals shaped ideal types and how they themselves strove to match medieval archetypes. The binary oppositions between ‘good’ and ‘bad’ are explored through study of the ‘bad king’, and the creation of villains such as the Jew. You will spend four hours per week in lectures and seminars.
The stranger next door: Jews and Christians in the Middle Ages
The module explores the diversity of ways in which Jews and Christians interacted in middle Ages, seeking to offer alternative views to these of Jews as mere victims in a religious struggle or of economic envy. We will study the complex economic interconnections between the two groups, considering the new approaches to the role of Jewish moneylending and international trade and its connections with structures of power in both communities. The module will also investigate crucial ideas on anti- Semitism and anti-Judaism and will look into case studies of intolerance and conflict between Jews and Christians. Themes to study here are the massacres of Jews in the Rhineland during the First Crusade, the persecution of Jews during the Black Death and the construction of Blood libel and ritual murder accusations. The module will also examine the internal life of the Jewish communities of Western Europe looking at communal organisation and leadership. We will consider differences amongst Jewish communities in different locations of the medieval European landscape in their understanding of Jewish Law and tradition, as well as in their own patterns of interaction with the Christian political and religious authorities in different locations. At the same time, we will explore the common cultural and religious characteristics and the creation of extensive national and supranational Jewish networks. Finally, we will evaluate the historiography on the subject and the changing of perspectives on the history of the Jews in Europe, analysing the debates arisen amongst scholars with their own ideologies, methods and approaches.
International History of the Middle East and North Africa 1918-1995

The module offers a knowledge of key developments in the Middle East and North Africa between the collapse of the Ottoman empire and the emergence of a politicised version of Islam. Students should familiarise themselves with the key historical debates surrounding, for example, the relative impact of regional and international factors and begin to work with some primary documentary material relating to political and diplomatic developments. They will also be encouraged to use primary source material from the region and to consider the role which historical events have played in framing current problems in the Middle East and North Africa.

Germany and Europe in the Short 20th Century, 1918-1990

The aim of the module is to provide knowledge about the history of Germany from the end of World War I to the reunification after the fall of the Berlin Wall. It will provide a perspective based on the role of Germany within the European (and broadly global) context from pariah to relevant actor of the European integration process. It will encompass the process of democratisation in the interwar period, the National Socialist dictatorship and the Holocaust and the post 1945 fragmentation until the reunification. It will also include a reflection on the two German dictatorships and the pre and post-unification politics of memory. 

Sexuality in Early Medieval Europe

This module deals with an important, but long neglected, aspect of life in the early medieval West - sexual behaviour and attitudes to human sexuality. Key issues include:

  • ancient, medieval and modern theories of sexuality
  • Christian beliefs about the family and marriage, and challenges to these
  • the regulation of sexual behaviour as expressed in law codes and books of penance,  including violent sexual activity
  • alternative sexualities
European Fascisms, 1900-1945
The module examines the rise of fascist movements in Italy and Germany in the wake of the First World War, setting this in the context of broader developments towards counter-revolutionary and authoritarian politics in the 1920s and 1930s (e.g. in Spain and Portugal). By comparing Fascism in Italy and National Socialism in Germany with ‘failed’ fascisms in Britain and France, it seeks to understand why certain movements were able to seize power and proved more popular than others. The module examines the social composition of fascist movements, the nature of fascist ideology and the relationship of fascism to the ‘inter-war crisis’, which had economic, political and social dimensions. The practice of the Fascist and National Socialist governments in power is also analysed and compared with particular reference to class repression and attempts to build ‘consent’, policies on ‘race’ and expansion through conquest; the module ends by considering the Axis and genocide during the Second World War.
'Slaves of the Devil' and Other Witches: A History of Witchcraft in Early Modern Europe
The module offers an overview of the history of witchcraft and covers a wide geographical area spreading from Scotland to the Italian peninsula and from Spain to Russia. Such breadth of reference is of vital importance because, in contrast to the uniform theology-based approach to witch persecution in Western and Central Europe, the world of Eastern Orthdox Christianity represented a very different system of beliefs that challenged western perceptions of witchcraft as a gendered crime and lacked their preoccupation with the diabolical aspect of sorcery. The module’s geographical breadth is complemented by thematic depth across a range of primary sources and case studies exploring the issues of religion, politics, and social structure.
Travel and Adventure in the Medieval World

The module looks at peoples and places in the period c.1150-c.1250 from the perspective of travel. It shifts the focus of Christian/Muslim/Jewish/Mongol interactions from the more traditional medieval narratives of conflict, crusade and conquest, to those of Trade, Pilgrimage, Exploration and Mission. The introductory classes look at medieval travel and what people in the world with the Mediterranean at its centre knew, and thought they knew, about the rest of the World, including far-flung places that only a few people had ever ‘seen’. The lecture and seminar topics include introduce Travel Writing, Monsters, Maps, Crusades, Merchants, Pilgrims, Explorers, Envoys, Missionaries, and Assassins. Examples are drawn from Jewish, Muslim and Christian experience.

Asia

From the Tsar to the Emperor: Russia in the Early Modern Period 1547–1725

This module studies the emergence of Muscovite Russia as a major player on the European arena by the early 18th century.

It examines:

  • the rapid territorial and racial expansion from the 16th century and its consequences
  • Muscovy’s first civil war
  • the struggle of the Russian crown to curtail the power of its aristocracy
  • the ground-breaking reforms of Peter I
  • the beginnings of Russia’s slow progress towards Westernisation. 
Soviet State and Society

This module examines political, social and economic transformations in the Soviet Union from the October Revolution of 1917 to Gorbachev’s attempted reforms and the collapse of the state in 1991. You will look at Russia both from the top down (state-building strategies; leadership and regime change; economic and social policy formulation and implementation) and from the bottom up (societal developments and the changing structures and practices of everyday life). You will usually spend three hours in lectures and seminars each week.

The Tokugawa World: 1600-1868
This module covers two-and-a-half centuries in Japan during the early modern era when the land was governed by a dynasty of Tokugawa shogun rulers. Often characterized as a period of relative stability, it was also a time of profound social, cultural and intellectual change. Lectures and seminars address some of the historical forces that would combine to transform society and lay the foundations for Japan’s subsequent encounters with modernity. Key themes include: the premises of Tokugawa rule, control mechanisms and relations with daimyo lords; the self-imposed policy of seclusion, trade and external relations; transport networks, class mobility and urbanization; the emergence of ‘the Floating World’ and the growth of popular culture; natural disasters, famine and economic crises; the responses of competing schools of thought drawing on Japanese, Chinese and European texts to address problems within Japanese society; the ‘Opening of Japan’ and the collapse of the Tokugawa World.
The Rise of Modern China

This module covers the history of China from the 1840s, through to the establishment of the People's Republic in 1949. It looks at social, cultural, political and economic developments in this period from a variety of angles and approaches.

The module focuses in particular on the ways in which Chinese society responded to the arrival of 'modernity' in the form of the Western powers and Japan throughout the period in question, but also how different groups in China tried to remould or redefine China as a 'modern' nation-state and society.

The British Empire

From East India Company to West India Failure: The First British Empire

This module highlights key debates and themes in the history of the ‘first’ British Empire 1600-1807.

Topics include:

  • trade to the East and colonisation to the West

  • how the British government protected their empire and enforced a trading monopoly within it

  • the loss of the American colonies

  • the impact of abolition upon the valuable slave trade.

The module explores the key themes of ideology and identity; the concept of formal and informal empires and the causes and consequences of historical change.

The British Empire from Emancipation to the Boer War
This module examines the history of the British Empire from the end of the slave trade in 1833-4 to the Second Anglo-Boer War in 1899-1902. The module is divided into three major geographic and chronological sections. In the first part of the course, we will discuss the British Caribbean, with a particular focus on the transition from slavery and the period of instability in the decades that followed. In the second part, we will focus on India and the changeover from East India Company rule to the direct administration by the British government in the wake of the Indian Mutiny (aka “the Sepoy Rebellion”). In the final section, we will discuss Britain’s participation in the “Scramble for Africa” and the rise of “popular imperialism” with the 2nd Anglo-Boer War. The final, pre-revision class meeting will also discuss the metropolitan aspects of empire, examining London’s status as “the Imperial Metropolis.
Liberating Africa: Decolonisation, Development and the Cold War, 1919-1994

The purpose of this module is to examine current debates in the historiography about the end of the European empires in African and the emergence of a new political system of independent states. Topics which will feature particularly strongly are

  • the emergence of a variety of different forms of African nationalism
  • the ongoing debate about the uneven economic development of Africa during the last years of empire and the first years of independence
  • the controversies surrounding the numerous colonial wars which were fought during the liberation struggle
  • the significance of race including the question of European settlements and migration
  • the impact of the Cold War on the politics of decolonisation. Countries which will be examined in particular detail will include Egypt, Algeria, Ghana, the Congo, Kenya, Angola, Zimbabwe and South Africa.
Imagining 'Britain': Decolonising Tolkien et al
Rule and resistance in colonial India, c.1757-1857

This module introduces the history of the British imperial expansion in India from the mid eighteenth century, through to the Rebellion in 1857. It covers:

  • the rise of trade relations with India
  • the growth of territorial rule through war and negotiation with Indian rulers
  • resistance to imperial rule through mutiny
  • the debate over sati (widow immolation)

 

The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules may change or be updated over the duration of the course due to a number of reasons such as curriculum developments or staffing changes. Please refer to the module catalogue for the latest information on available modules.

You will take 120 credits of modules split as follows:

Scenario 1

You can either take a 40-credit History Special Subject, and a History dissertation, with the remaining 40 credits in Ancient History.

or:

Scenario 2

You can take the 40-credit History Special Subject and a 20 credit history option, and 60 credits in Ancient History which can include a dissertation in Ancient History.

In either scenario, your dissertation can combine History and Ancient History. 

You’ll have at least 8 hours of timetabled contact a week through lectures, seminars and tutorials.

You must pass year 3 which counts 67% towards your final degree classification.

Core

Dissertation in History

This module involves the in-depth study of a historical subject from which you will create a 10,000 word dissertation. You will have regular meetings with your supervisor and a weekly one hour lecture to guide you through this task.

Or

Dissertation in Ancient History

In this module you’ll have the opportunity to engage in intensive study of a topic in Ancient History which you have chosen for yourself. This module, built on skills acquired and/or developed in your first and second years, notably, in the Extended Source Study and Studying Classical Scholarship, is primarily dependent on your personal research, supported by workshops and one-to-one supervision to guide you through the process and comment on draft chapters. 

History Special Subject areas

Culture, Society and Politics in 20th Century Russia

This module explores twentieth-century Russian history through the analysis of:

  • film
  • literature
  • visual art
  • architecture
  • first-person testimonies (diaries, letters, memoirs, etc.)
  • political texts
  • scholarly commentaries.

Themes include:

  • the role of culture in late imperial, Soviet and post-Soviet Russia
  • the meanings and forms of ‘culture’ in the past
  • the significance of ideas and ideology in political and social change
  • the nature of power, authority and legitimacy, and of dissidence, opposition and resistance
  • the construction of social identities
  • the political and social roles of history and collective memory
  • the social structures of space and place.

Module convener: Dr Nick Baron

Victorians in Italy: Travelling South in the Nineteenth Century

This module examines the history of travel to and within Italy in accounts written by British travellers in the period c.1780-c.1914, especially these key topics:

  • methodologies necessary for analysing travel writing as historical evidence
  • the nature of the 'Grand Tour', including the experiences of women travellers
  • collecting and the development of notions of taste
  • the changing nature of travel writing in the nineteenth century, including the Romanticisation of travel
  • the appearance of middle class travellers as 'tourists'
  • the 'guide book', a new genre of writing
The History of a Relation: Jews in Modern Europe
This special subject surveys and analyses the place of Jews in modern European history. Throughout the modern period, Jews lived in Europe as part of a minority. The module is concerned to analyse the enduring, productive and resilient relation between Jews and non-Jews. It is the contention of this module that the story of the relationship’s development and evolution can tell us a great deal of the history of Europe as a whole.
Samurai Revolution: Reinventing Japan, 1853–78

This module surveys the dramatic cultural encounter in the nineteenth century as the world of the samurai was confronted by Western expansion and the Age of Steam. It explores the forces at work in Japan’s rapid transformation from an ‘ancien régime’ under the rule of the Shogun into a ‘modern’ imperial power. Original documents examined in class draw on the growing range of Japanese primary sources available in English translation, together with the extensive works of Victorian diplomats, newspaper correspondents and other foreign residents in the treaty ports. You will have four hours of lectures and seminars each week for this module.

The Black Death

In 1348 the Black Death arrived in England. By 1350 the disease had killed half of the English population. The module concentrates upon the stories of the epidemics' survivors and what they did to adapt to a world turned upside down by plague. It examines the impact of this unprecedented human disaster upon the society and culture of England between 1348 and 1520. It examines four particular groups of survivors:

  • Peasants
  • Merchants
  • Gentry
  • Women

The module explores English society through translated medieval sources. Themes include:

  • Impact of the Black Death
  • Religious and scientific explanations of the plague
  • Changes in peasant society and how peasants lived after the plague  Merchants, their lives, businesses and shifting attitudes towards them
  • Gentry society and culture in the fifteenth century and the development of an entrepreneurial ‘middling sort’
  • Women’s lives and experiences in a post-plague patriarchal society The module poses a simple question: How central is the Black Death in explanations of long-term historical change and the evolution of the modern world?
Faith and Fire: Popular Religion in Late Medieval England

This module explores religious ‘faith’ in England from c. 1215 to the beginning of the Reformation in 1534.

The English church made great efforts in this period to consolidate Christianity amongst the masses through wide-reaching programmes of instruction, regulation and devotion. However, historians disagree as to how successful the church was in its efforts.

The module investigates the relationship between ‘official’ and ‘unofficial’ religion and examines how the church sought to maintain its authority in matters of faith. It asks how people responded and the degree to which they fashioned their own religious practices and beliefs. It also considers the violent repression by church and crown of those deemed ‘heretics’.

It looks at the condemned teachings of the Oxford academic John Wycliffe and the significance of those who followed his ideas, known as Lollards.

Module convener: Dr Rob Lutton

After the Golden Age: The West in the 1970s & 1980s

In the historiography, the 1970s and 1980s are often referred to as a ‘landslide’ (E. Hobsbawm) or a ‘time of troubles’ (A. Marwick) for the West, which, it is argued, followed upon the ‘Golden Age’ of material affluence and cultural liberalisation that characterised the post-war period. At the same time, historical scholarship is only just beginning to make inroads into a field that has been extensively documented by cultural critics, the media and the social sciences. The module will engage critically with the dominant conceptualisation of the 1970s and 1980s as crisis decades and ask about the contribution that Contemporary History can make to our understanding of the period. It focuses on the UK and W-Germany as case studies, but will also look at developments in the West more broadly, exploring economic, social and cultural change as well as continuity. It takes thematic approaches, analysing topics including:

  • Détente and the second Cold War;
  • the crisis of industrialism and structural economic change;
  • social change and continuity, with special emphasis on the class structure;
  • the disintegration of consensus politics and the rise of the New Right;
  • liberalisation, new social movements and cultural politics;
  • domestic terrorism, the public and the state; heritage, memory and nostalgia.
British Culture in the Age of Mass Production, 1920-1950

The module explores the cultural transformations in Britain brought on by the shift to a Fordist economy (roughly covering the period 1920-50), and the social and cultural contestations that resulted. It takes chronological and thematic approaches, and topics may include:

  • New experiences of factory work and the rationalisation of diverse areas of everyday life;
  • New forms of advertising and commodity culture, and the anxieties and opportunities these produced;
  • New forms of industrial urban leisure (e.g. the cinema and dance hall) and their role in promoting social change;
  • Performances of self-hood and the contested politics of movement and habit;
  • The perceived impact of Americanisation on national traditions, values and ways of life;
  • The rise of the ‘expert’ across a range of fields to manage working-class behaviour;
  • The development of social science and the problems of knowing ‘the masses’; Post-WW2 reconstruction and the early years of the Welfare State;
Life During Wartime: Crisis, Decline and Transformation in 1970s America
Once dismissed as the “Me Decade” (Tom Wolfe), or a time when “it seemed like nothing happened” (Peter Carroll), the 1970s have enjoyed something of a renaissance in recent American historical scholarship. This module introduces students to the narratives of crisis and decline that defined the 1970s and which helped make the decade such a transformative period in American life - recasting the United States and its society, politics and culture in significant and far-reaching ways - whilst encouraging students to think critically about those narratives and their utility for subsequent processes of political, socio-economic and cultural change. We will explore developments such as the growth of identity politics and the cult of the individual, debates over American foreign policy abroad and social policy at home, the rise of populist conservatism, the market and neo-liberalism, anxieties over the city, the environment and the political system, and a broader political and cultural power shift from Rustbelt to Sunbelt, as we seek to understand why the 1970s are now regarded as the decade “that brought us modern life - for better or worse” (David Frum).
Imperial Eyes: the Body in Enlightenment Thought, c.1730-1830

This module explores the role of empire and ideas of race, gender and disability in the eighteenth-century enlightenment. The module includes topics such as:

  • What role colonial encounter played in Enlightenment theories of human development
  • How Enlightenment scholars imagined bodily difference
  • The place of the slave trade in Enlightenment thought
  • Enlightenment ideas of the body, sexuality and disability
  • Colonized people's responses to Enlightenment thinking
Overseas Exploration, European Diplomacy, and the Rise of Tudor England

This module evaluates the ways in which ideas during the Renaissance had an impact on both long-distance exploration and interstate relations. Also, of primary importance will be situating Tudor England in a pan-European context, thereby helping students better understand the rise of this island nation to become a global superpower. Topics covered will include:

  • Renaissance attitudes to human potential
  • Motivations for overseas exploration and travel
  • Beginnings of European imperialism
  • Continuities and changes in diplomacy
  • Religion and foreign policy
  • Travel literature and cultural diplomacy
  • Xenophobia and cosmopolitanism
Alternatives to War: Articulating Peace since 1815
International history is dominated by wars; historians and international relations scholars focus with an almost obsessive zeal on the causes and consequences of conflict. The intermittent periods of peace are rarely scrutinised, other than to assess the imperfections of peace treaties and thus extrapolate the seeds of future wars. This module offers a corrective to this tendency, taking as its focus the multifarious efforts that have been made since 1815 to substitute peace for war. These include diplomatic efforts (e.g. post-war conferences, legalistic mechanisms such as the UN, arms control protocols, etc.), and those advanced by non-state actors (e.g. national and transnational peace movements, anti-war protests, etc.). Taking a broad definition of the term peace , and focusing predominantly (though not exclusively) on Britain, this module revisits some of the pivotal episodes of the 19th and 20th centuries, exposing and interrogating the often complex relationship between war and peace that emerged, and thus arriving at an alternative history of the period.
A Green and (un) Pleasant Land? Society, Culture and the Evolution of the British Countryside

This module explores the relationship between society, culture and the British countryside between 1800 and 1918. It examines both perceptions and realities, and reveals a dynamic British countryside which both reflected and shaped society and culture and forged an enigmatic relationship with the urban. Themes include:

  • perceptions and popular representations of the British countryside
  • constructing a rural idyll
  • Englishness and national identity
  • exposing the reality of living and working conditions in the countryside
  • the (un) healthy countryside? - poverty, disease and insanity
  • the agency of the labouring population
  • the radical countryside
  • constructing gender in the British countryside
  • the leisured countryside
  • animal-human relations
  • the preservation and conservation movement 
  • the evolving relationship between town and country
  • public history: representations of the British countryside 
The past that won't go away: the Spanish Civil War, 1936-1939
This module examines the Spanish Civil War (1936-1939), its underlying causes and legacy for present-day Spain. Commencing with the establishment of the Second Republic in 1931, students will consider the principal historical forces and conditions that gave rise to the outbreak of war in 1936 in Spain. The module is delivered through a combination of lecture and student-led seminars in which students present their understanding of a specific historical event, theme or ideas through their study of primary and secondary sources, and respective historiographical debates. Thus, students will develop an in-depth understanding of the war through propaganda, myth, revolutionary ideology, anti-clerical and gendered violence, as well as, for example, the significance of Badajoz and Guernica. The conflict is also considered in the wider context of the ‘European Civil War’; specifically, the role of military interventions on the part of regimes in Italy, Germany, and the Soviet Union, and the influence of non-interventions by Britain and France. Using Helen Graham’s notion of the ‘past that won’t go away’, the module concludes with a reflection on the legacy of the Civil War in contemporary Spain.
From Revelation to ISIS: Apocalyptic Thought from the 1st to 21st Century
The need to infuse the present moment with apocalyptic meaning is an important theme in the history of ideas. Concerns about the day of judgement, Antichrist, the millennium and the end of time have a significant impact upon many different individuals and societies throughout history, finding expression in literature, architecture and a wide variety of artistic media. In some cases, apocalyptic anxiety directly influenced the actions of kings, emperors, ecclesiastical leaders and religious communities. Students will uncover systems of belief about the end of history and trace the impact of such traditions upon states, societies and religious institutions.
Plague, Fire and the Reimagining of the Capital 1600-1720: The Making of Modern London

In 1665, London suffered the worst plague epidemic since the Black Death, killing over 97,000 people. The following year, the Great Fire destroyed four-fifths of the ancient City of London within three days. This module explores the impact of these events and places them within the context of the 1660s and the city’s past and future history.

We will investigate how Londoners across the social spectrum responded to natural disasters and crises, the challenges that these presented to community values and group identities and how the spread of news reflected fears over religious difference and terrorist plots. The module also examines the changing character of the city across the period including concerns over health, the environment and the use of green space.

Transnationalising Italy: A History of Modern Italy in a Transnational Perspective

The module looks at the history of modern Italy (19th-21 century) from a transnational framework in order to illuminate different facets of the connections between Italy and the wider world. The module makes use of the methodological innovations of a transnational approach to put emphasis on movement, interaction, connections and exchange. It examines key moments and developments in the history of modern Italy by addressing the connections and circulations (of ideas, people, and goods) that cross borders. 

Ancient history optional modules

Beginners Greek for second and third years

Covering the same material as Beginners' Greek in year one this module allows you to take up the language at a later point in your degree.

You'll get an introduction to the grammar and vocabulary of classical Greek; no previous knowledge is assumed.

Emphasis is placed on acquiring the ability to read Greek; the basis of the course is the study and translation of passages adapted from classical Greek texts.

 

Beginners Latin for second and third years

Covering the same material as Beginners' Latin in year one this module allows you to take up the language at a later point in your degree.

You'll get an introduction to the grammar and vocabulary of Latin; no previous knowledge is assumed.

Emphasis is placed on acquiring the ability to analyse and understand basic Latin sentences and short passages.

Advanced Greek: 1

In this module you will do detailed guided study of a prose or verse text in Greek. Those who have taken Greek A-level and third-years who began the study of Greek in their first year at Nottingham are taught together. Attention is paid to the development of translation skills, but the focus of the module will not be merely linguistic as you will be encouraged to explore the set text’s interrelation with its literary tradition and its socio-political background, as well as to appreciate style and imagery through your access to the text in the original language. You might study a book of Homer, a tragedy of Euripides or Sophocles, a selection from the works of Lucian, a speech by Demosthenes or a book of Herodotus.

Advanced Latin: 1

Detailed guided study in Latin of a prose or verse text designed for those who have begun the study of Latin as part of their University course. Careful attention will be paid to the development of translation skills, but the focus of the module will not be merely linguistic. Students will also be encouraged to explore the set text's interrelation with its literary tradition and its background as well as to appreciate style and imagery through their access to the text in the original language.

Greek Texts: 5

This module examines, in the original Greek, a range of texts representative of an author, genre, period or style of Greek literature, paying special attention to matters of language and style. Literary appreciation and linguistic skills are developed through detailed analysis of the original Greek. The position of the texts in the development of the genre will be explored, as well as their relationship with their social context.

Latin Texts: 5

This module examines, in the original Latin, a range of texts representative of an author, genre, period or theme of Latin literature, paying special attention to matters of language and style. Literary appreciation and linguistic skills are developed through detailed analysis of the original Latin. The position of the texts in the development of the genre will be explored, as well as their relationship with their social context. A recent example is to focus on a selection of Martial’s epigrams and Statius Silvae 2, studying the poems as part of life in Flavian Rome. Themes include: the emperor, patronage, daily life, gender and sexuality, genre, satire, the city of Rome.

Animals in the Ancient World

Awaiting final description of module content

The Peloponnesian War

The Peloponnesian war lasted for more than 25 years, and came to involve much of the Greek world, as diverse states and peoples felt compelled to become allies of either Sparta or Athens – the central protagonists. The scale of this struggle, and its repercussions, make this a highly significant period of Greek history. You will consider this conflict in detail - its causes and background, protagonists, character and consequences.

You will also consider the disproportionate role that one man, the Athenian historian Thucydides, plays in shaping our knowledge and understanding of this conflict. You will seek to look beyond this major (but imperfect) source using other ancient authors and other types of evidence.

Writing History in Ancient Rome

This module will examine the writing of narrative histories in ancient Rome and their importance in the study of Roman history, particularly in the late Republic and Imperial periods. The works of ancient historical writers differ significantly from modern historians in their approach to evidence, narrative, and impartiality, and we need to be aware of these differences when using these texts as sources. This module will therefore consider the importance of the works of historians like Livy, Tacitus, and Ammianus not only as sources for the study of history, but as literary works in their own right, examining issues of historical accuracy and reliability alongside generic conventions, narrative structures, and issues of characterisation. 

Religion and the Romans

Religion was central to all aspects of Roman life; but did Romans really "believe"? This module explores the traditions and rituals that operated in Roman society from the earliest stages of archaic Rome through to the advent of Christianity. It helps the student to make sense of customs and practises that could baffle even the Romans themselves, and shows how the religious system permeated and controlled Roman social, political and military activities.

This course will be principally concerned with evidence drawn from the late Republic and early Principate, and will use literature and images from the Augustan period as a central hinge for studying the dynamics of religion in Rome. Topics to be covered will include:

  • the definition of "religion" and comparative studies
  • early Rome and the origins of religion
  • the calendar
  • temples and other religious buildings
  • priesthoods and politics
  • sacrifice
  • the deification of the emperor
  • foreign cults in Rome
  • the supposed "decline of religion"
  • early Christianity
Augustus

The year-long Special Subject module involves 3 hours of seminars per week, and provides an opportunity for intensive study of one of the most influential figures in Roman history. The module examines the ways in which, after his victory in the civil wars, Augustus established his rule over the Roman world on a secure and generally acceptable basis. Attention is paid to the ancient sources (studied in translation): these include not only historical and literary texts, but inscriptions, coins, art and architecture. This module covers not only political aspects of the theme but also Augustus' impact on society, religion, culture, and ideology. It is assessed through a combination of coursework essays, formal presentation and exam.

Jason and the Golden Fleece

Jason and Medea, the quest for the golden fleece, the journey of the first ship, Greek civilisation meets Colchian barbarism: the myth that pre-dates Homer and brings together the famous fathers of Homeric heroes (Peleus, Telamon); the gathering of the marvellous, the semi-divine and the ultra-heroic; a quest that replaces war with love. The central texts will be the Hellenistic Argonautica of Apollonius Rhodius and the Roman epic version of Valerius Flaccus, both read in translation, but a wide range of texts, images and films, Greek, Roman and beyond will be part of the module. Things to think about: how does myth work in the ancient world? How do representations in different media interact? When does myth-making become reception? How do the Greeks represent Greek culture and the barbarian other? How does Roman literature re-appropriate and re-work Greek myth? How do modern versions reflect on and construct the ancient world? Themes include: the Greeks and the other; civilisation and colonisation; Jason and Medea; gender and sexuality (the Lemnian women, Hercules and Hylas); the nature of heroism (Cyzicus and friendly fire); monsters, marvels and magic.

Greek Work, Class and the Economy: Good and Bad Strife

The title (Good and Bad Strife) is derived from the opening lines of Hesiod’s Theogony, in which the poet explains that there are two goddesses called Eris (Strife), one who stirs men to productive labour and another who fosters domestic conflict. We will examine both forms of strife: on the one hand the division of labour in antiquity and attitudes towards work and, on the other, notions of class struggle between a ‘leisured elite’ and a working ‘mass’. This module thus aims to provide students with an introduction to the economic and social history of archaic and classical Greece.

These two areas of endeavour, work and class conflict, are of central importance to the history of the Greek city and a much-contested field of research. We will examine key methodologies that have been applied to the study of ancient society and its economy, including Marxist approaches to class and sociological theories of professions. Students will engage in ongoing debates that are currently shaping our understanding of ancient work. These include recent challenges to the notion that the Greeks believed work to be inherently low-status. How does work affect status in antiquity? Could the ‘elite’ have included not only those who possessed land and slaves but also those who had obtained wealth and status through the practice of a valuable skill? We will thus attempt to broaden the subject of work beyond its usual parameters of agriculture and estate management to include manufacturing and the ‘learned professions’, such as doctors, seers, poets and sculptors. The first semester considers what has been termed ‘the aristocratic ideal’: the concept of a leisured elite of rentiers, the importance of agriculture, the spectre of class conflict and finally the different forms of education (both liberal education and training for specific work). The second semester will cover the existence of a labour market, the division of labour and the role of a professional class of skilled workers in ancient society.  

From Petra to Palmyra: Art and Culture in the Roman Near East

This module focuses on the variety of local cults and cultures in the Near East (modern Syria, Lebanon, Israel/Palestine, Jordan) under Roman rule. We will zoom in on a number of localities in order to look at social, cultural and religious interactions between Greeks, Romans, Jews, Arabs and various other local cultures through literary, epigraphic, visual and archaeological evidence. In the great urban centres such as Palmyra, Tyre, Damascus, we will observe the adoption of the trappings of Graeco-Roman urbanism and public life (from peristyle temples to honorific statues) and their significance within the Second Sophistic.

On the other hand, we will explore alternative “pockets” of non-Hellenisation such as the lava lands of southern Syria with their distinct style of art and architecture in black basalt. ‘Oriental’ gods feature prominently in this module: We will explore their great sanctuaries (Temple of Jupiter at Heliopolis-Baalbek, Temple of Bel at Palmyra, Temple of Zeus at Damascus) in terms of architecture and ritual, and investigate their iconographies (Jupiter Heliopolitanus, Bel, Baalshamin, Atargatis of Hierapolis and myriads of other local gods). In contrast to Judaism and Christianity, there is a colossal lack of literary sources for these gods, and as a consequence, our understanding of their function and character hinges on how their worshippers depicted them in reliefs, statues, figurines and paintings.

Classics and Comics

Awaiting final description of module content

Advanced Greek: 2

This module involves detailed guided study in Greek of a significant literary text, designed for those who have begun the study of Greek as part of their University course. Special attention will be paid to matters of language and style, but students will also be encouraged to explore the set text's interrelation with its literary tradition and its socio-political background as well as to appreciate style and imagery through their access to the text in the original language.

Advanced Latin: 2

This module involves detailed guided study in Greek of a significant literary text, designed for those who have begun the study of Greek as part of their University course. Special attention will be paid to matters of language and style, but students will also be encouraged to explore the set text's interrelation with its literary tradition and its socio-political background as well as to appreciate style and imagery through their access to the text in the original language.

Greek Texts: 6

This module examines, in the original Greek, a significant literary text, paying special attention to matters of language and style, but also to the text's literary and broader contexts. The module reinforces students' knowledge of the Greek language and develops students' ability to read Greek with fluency and understanding.

Latin Texts: 6

This module examines, in the original Latin, a text or range of texts representative of an author, genre, period or theme of Latin literature, paying special attention to matters of language and style. Literary appreciation and linguistic skills are developed through detailed analysis of the original Latin. The position of the text or texts in the development of the genre will be explored, as well as relationships with social context.

The World of the Etruscans

When Rome was still a small town and before Athens became a city of international significance the Etruscan civilisation flourished in Italy and rapidly gained control of the Mediterranean. Who were the Etruscans?

The Greeks and the Romans regarded them as wealthy pirates renowned for their luxurious and extravagant lifestyle and for the freedom of their women. Archaeology, however, tells us much more, about their daily life and funerary customs, their religious beliefs, their economy, their language, and their technical abilities and artistic tastes.

In this module, you will examine visual and material culture, as well as epigraphic and literary sources, in order to lift the shroud of mystery that often surrounds the Etruscans. You will also place them in the context of the wider Mediterranean world in the 1st millennium BC, examining their exchanges with the Near Eastern kingdoms, their cultural interactions with Greece and the Greek colonial world, and their role in the early history of Rome.

By exploring Etruscan cities and cemeteries from the 9th to the 3rd centuries BC, with their complex infrastructures and technologies, lavish paintings, sculptures and metalwork, you will discover a most advanced civilisation that shared much with the classical cultures and yet was very different from them.

Britain in the Later Roman Empire (c. 250-450)

You will examine Britain in the later-Roman Empire, from the crisis that marked the middle years of the third century to the disappearance of Roman power in the early fifth and the rapid economic collapse and social transformation that followed. This is a fascinating period: an era of prosperity, integration, and sophistication, and yet marked also by rebellion, civil war, and the sundering of the links that had bound Britain to the continent so deeply for so long.

You will take an interdisciplinary approach, familiarising yourself with a wide range of types of archaeological and historical evidence. You will examine the political framework of the later-Roman Empire, the textual and archaeological evidence for Britain’s society and economy, the barbarian peoples who threatened and interacted with it, and the question of how it ended up leaving the Roman Empire.

You will be encouraged to consider the integration of different types of source material and to think about Britain’s place in the wider world in a broader context.

The Silk Road: Cultural Interactions and Perceptions

This discipline-bridging cross-campus module will involve colleagues from across the School of Humanities. The Silk Road will be presented as a range of archaeological, historical and scientific themes. Broad cultural themes will be balanced with the presentation of specific case studies, such as the definitions of the Silk Roads, Byzantine, Islamic and later medieval Silk Roads, luxury production, trade and exchange from the Roman and later periods, and Ming Dynasty links with the west. Scientific techniques for the analysis of materials and their role in the interpretation of trade and exchange along the Silk Roads will also be considered, between for example China, central Asia, Scandinavia and the Middle East.

Oedipus Through the Ages

You will explore the ancient evidence for the myth of Oedipus and selected representations of the myth in the post-Classical world. In terms of evidence, you will have the opportunity to explore ancient drama and other poetry as well as visual culture and mythographic writings. In terms of post-Classical representations, there will be a particular focus on performance and on modern popular culture, including (but not necessarily limited to)

  • film
  • popular mythology books,
  • material aimed at children,
  • on-line representations,
  • humour

History optional modules by region

Great Britain

Britain on Film
This course analyses the history of Britain since the 1930s through twelve classic films. We will examine the films as historical documents, that is, as interventions in the cultural, social, and political debates of their time, and as guides to those questions for historians. The questions to ask are: what do these films tell us about the society which produced them? What do they tell us about social, political, cultural and intellectual debates of the period in which they were made? How do the films address those debates? The films change each year, but will include: the documentaries of Humphrey Jennings, Ealing Comedy, British New Wave, 60s cinema, Derek Jarman, and “heritage” costume drama. Workload: every week students will watch one film and do a detailed synopsis of the film in the class, and will also do other class tasks based on reading articles or book sections.
Artistic Licence: Social Satire and Political Caricature in Britain, c1780-c1850

Between c.1780 and c.1850, social and political satire adopted new, innovative and scurrilous forms of output in Great Britain and its leading practitioners - William Hogarth, James Gillray, William Hone, George Cruikshank and John Doyle became major ‘celebrities’ in their own right. This module explores the definition, nature and use of social satire and political caricature in this period, with a particular stress on ‘reading’ and ‘de-coding’ them as historical artefacts. Students will consider the definition of satire and caricature in this period and examine - in historical context - specific examples of its usage; case studies will include the wars with Revolutionary and Napoleonic France (1793-1815), the Queen Caroline Affair (1820) and the ‘Constitutional Revolution’ (1828-32). Throughout, the emphasis will be on assessing the historical context which gave rise to satirical output and evaluating the contribution which it made in the period; students will also consider how justified it is to describe this period as ‘the golden age of caricature’.

Henry VIII: Monarchy, Power and Religion in England, 1509-1547

Henry VIII’s reign was one of the most transformative in English history. It oversaw a break with the papacy that fundamentally altered the religious and political make-up of the realm. It saw royal authority become increasingly absolute under a king who was now also the head of the church. It witnessed numerous courtiers rise and fall as families vied for the attention of the king – and often his hand in marriage. All this left England a fundamentally different place in 1547 than it had been in 1509. This module aims to expand on and challenge this knowledge to bring to life a clearer picture of how monarchy, power and religion operated in sixteenth-century England.

The Rise and Fall of Thatcherism, 1975-1992

This module explores the political, social and cultural history of late twentieth-century Britain. It does so by engaging critically with the political project that is often referred to as ‘Thatcherism’. Associated with the political leadership of Margaret Thatcher, who was Britain’s Prime Minister from 1979 until 1990, this project is frequently described as a transformative ideological movement that re-shaped British politics from the late-1970s. In this module, students will bring this notion under scrutiny by locating Thatcher’s ideas and beliefs within a broader historiographical context. 

The Celtic Fringe: Scotland and Ireland, c.1066-1603

Both Scotland and Ireland were neighbours to the medieval ‘superpower’ that was England, which throughout this period was not only economically more powerful than either Scotland or Ireland, but which was politically and militarily aggressive towards its neighbours.

This module will address how Scotland and Ireland fared with their troublesome neighbour. How Scotland and Ireland responded to English aggression will offer students the opportunity to explore and engage with the contrasting outcomes for both countries. 

Crime and Punishment in England

The nineteenth century and the first half of the twentieth in Britain witnessed a rapid and dramatic expansion of the state, the apparatus of policing, mass media, and the role of the government in regulating morality. The study of these processes has produced lively debate within the field of British history, and many of the most notable historians of modern Britain have written on these topics. Our task will be both to examine the subjects of crime, law, and morality in the broader context of modern British society, politics, and economics and to delve into the rich primary sources that various legal and media campaigns generated.

The 1960's: A Decade of Change?

This module surveys and analyses developments across what Arthur Marwick has called the ‘long Sixties’ in Western Europe and North America from the mid-1950s to the mid-1970s.

Content will include coverage of the following:

•    The Sixties and memory
•    The 1950s and consensus
•    Permissiveness and the sexual revolution
•    Women’s experiences
•    The Civil Rights Movement
•    The Vietnam War
•    Protest Movements and 1968
•    Youth Culture
•    The Watergate Scandal

There will be a particular emphasis on exploring the use of, and critical engagement with, the extensive primary material which is available for the period.

Philosophies of the Revolution: Anti-Imperialism and British Decolonization in the Twentieth Century

This module aims to provide an overview of some of the ideas which emerged in the periphery of the British empire during the 20th century and their influence on decolonization in India, the West Indies, Malaya, the Arab world and Ghana.

Five texts will be examined particularly closely:

  • Gandhi's overview of his life and opinions (The Story of My Experiments with Truth)
  • Eric Williams' memoir of his life and education in Trinidad (Inward Hunger)
  • Chin Peng's account of his war against the British in Malaya (Alias Chin Peng)
  • Nasser's treatise on revolutionary politics in the Arab world (The Philosophy of the Revolution)
  • Nkrumah's analysis of his role in the anti-colonial struggle in Ghana (The Autobiography of Kwame Nkrumah)

Europe

'Slaves of the Devil' and Other Witches: A History of Witchcraft in Early Modern Europe
The module offers an overview of the history of witchcraft and covers a wide geographical area spreading from Scotland to the Italian peninsula and from Spain to Russia. Such breadth of reference is of vital importance because, in contrast to the uniform theology-based approach to witch persecution in Western and Central Europe, the world of Eastern Orthdox Christianity represented a very different system of beliefs that challenged western perceptions of witchcraft as a gendered crime and lacked their preoccupation with the diabolical aspect of sorcery. The module’s geographical breadth is complemented by thematic depth across a range of primary sources and case studies exploring the issues of religion, politics, and social structure.
The Rise (and Demise?) of Capitalism

This module examines the development of capitalism from the 15th to the 21st century. It uses England/Britain as its case study, looking at both imperial developments and England’s/Britain’s wider role in world trade.

In particular, this module charts the varying manifestations of capitalism (commercial; industrial; financial; consumer) and how and why the character of capitalism has changed over time.

It also looks at who benefitted/benefits and who lost/loses under each form of capitalism and how it worked/works in practice

Italy at War, 1935-45

Spending four hours per week in seminars and tutorials, you will be given a framework to understand the experience of Italians (and to a lesser degree their enemies, allies, and collaborators) during the military conflicts in the long decade 1935-45, as well as knowledge of the background factors that shaped these experiences. As source material you will have the chance to explore diplomatic correspondence, personal memoirs, newspapers and magazines, newsreels, as well as examining the representation of the war in literature and cinema. You will have four hours of seminars each week for this module.

Napoleonic Europe and its Aftermath, 1799-1848

Napoleon broadened and reshaped the dynamics of the French Revolution, war and state reform. He was also a symbol of a new world where an individual from a lower noble family and an obscure island could dominate the continent. The module takes a chronological view of politics, international affairs, war, personalities and ideas.

Coverage will focus on France, the German states, Prussia, Austria, Russia and Northern Italy. 

Peoples, Places, Races and Monsters: the Known and the Unknown in High-Medieval Travel

The module looks at peoples and places in the period c.1150-c.1250 from the perspective of travel. It shifts the focus of Christian/Muslim/Jewish/Mongol interactions from the more traditional medieval narratives of conflict, crusade and conquest, to those of Trade, Pilgrimage, Exploration and Mission. The introductory classes look at medieval travel and what people in the world with the Mediterranean at its centre knew, and thought they knew, about the rest of the World, including far-flung places that only a few people had ever ‘seen’.

The above is a sample of the typical modules we offer but is not intended to be construed and/or relied upon as a definitive list of the modules that will be available in any given year. Modules may change or be updated over the duration of the course due to a number of reasons such as curriculum developments or staffing changes. Please refer to the module catalogue for the latest information on available modules.

Fees and funding

UK students

£9,250
Per year

International students

To be confirmed in 2020*
Keep checking back for more information
*For full details including fees for part-time students and reduced fees during your time studying abroad or on placement (where applicable), see our fees page.

If you are a student from the EU, EEA or Switzerland starting your course in the 2021/22 academic year, you will pay international tuition fees.

This does not apply to Irish students, who will be charged tuition fees at the same rate as UK students. UK nationals living in the EU, EEA and Switzerland will also continue to be eligible for ‘home’ fee status at UK universities until 31 December 2027.

For further guidance, check our Brexit information for future students.

Additional costs

There are no extra compulsory fees to be paid as part of your course beyond your standard tuition fees. Essential course materials are supplied and recommended reading is available from our libraries.

Some limited modules have compulsory textbooks that you are required to buy. 

For voluntary placements (such as work experience or teaching in schools) you may need to pay for transport and refreshments.

Field trips 

Field trips allow you to engage with historical sources and environments on an immediate and personal level.

Our field trips allow you to develop different perspectives and to engage with historical material on a more personal level, often in its original setting. History will come to life. Field trips are optional and costs for students vary according to the trip, with some being wholly subsidised.

Scholarships and bursaries

The University of Nottingham offers a wide range of bursaries and scholarships. These funds can provide you with an additional source of non-repayable financial help. For more information regarding tuition fees, visit our fees and finance pages.

Home students*

Over one third of our UK students receive our means-tested core bursary, worth up to £1,000 a year. Full details can be found on our financial support pages.

* A 'home' student is one who meets certain UK residence criteria. These are the same criteria as apply to eligibility for home funding from Student Finance.

International/EU students

We offer a range of Undergraduate Excellence Awards for high-achieving international and EU scholars from countries around the world, who can put their Nottingham degree to great use in their careers. This includes our European Union Undergraduate Excellence Award for EU students and our UK International Undergraduate Excellence Award for international students based in the UK.

These scholarships cover a contribution towards tuition fees in the first year of your course. Candidates must apply for an undergraduate degree course and receive an offer before applying for scholarships. Check the links above for full scholarship details, application deadlines and how to apply.

Careers

With an excellent track record of graduate employment, an ancient history and history degree will prepare you for a wide range of professions. Some of the most popular of these are:

  • law
  • business and finance
  • national and local government
  • non-governmental organisations (both national and international)
  • journalism
  • publishing
  • administration
  • teaching
  • library and museum work
  • research-based careers

The skills you will acquire are versatile, wide-ranging, and transferable. You will learn to:

  • interpret the complex and diverse character of human society
  • understand the forces of change and continuity
  • think critically
  • analyse large amounts of data
  • construct logical arguments
  • communicate knowledge intelligibly
  • work effectively in teams
  • manage time and workloads
  • lead discussions and presentations

These skills will develop your capacity to learn and adapt and will, therefore, equip you with the tools you need to develop your future career.

You can learn more about subject-related careers opportunities from our Careers and Employability Services:

Average starting salary and career progression

75.1% of undergraduates from the School of Humanities secured graduate level employment or further study within 15 months of graduation. The average annual salary was £22,180*

*HESA Graduate Outcomes 2020. The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on graduates working full-time within the UK.

Studying for a degree at the University of Nottingham will provide you with the type of skills and experiences that will prove invaluable in any career, whichever direction you decide to take.

Throughout your time with us, our Careers and Employability Service can work with you to improve your employability skills even further; assisting with job or course applications, searching for appropriate work experience placements and hosting events to bring you closer to a wide range of prospective employers.

Have a look at our careers page for an overview of all the employability support and opportunities that we provide to current students.

The University of Nottingham is consistently named as one of the most targeted universities by Britain’s leading graduate employers (Ranked in the top ten in The Graduate Market in 2013-2020, High Fliers Research).

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" Nottingham seemed like the perfect university for me – as well as offering a course that would allow me to study both the ancient and contemporary worlds, there was an amazing range of societies and extracurricular activities on offer. "
Iona Hampson, BA Ancient History and History

Related courses

The University has been awarded Gold for outstanding teaching and learning

Teaching Excellence Framework (TEF) 2017-18

Disclaimer

This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.