Course Information
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3 years School of English and Journalism , School of History and Heritage Lincoln Campus [L] Validated BBC (or equivalent qualifications) QV31 3 years School of English and Journalism , School of History and Heritage Lincoln Campus [L] Validated BBC (112 UCAS Tariff points) (or equivalent qualifications) QV31

Introduction

This English and History degree invites students to consider literature and the past from a variety of theoretical, historical and cultural perspectives.

This course offers a broad study of history, combined with the study of Victorian literature, Modernism, Romanticism and 21st Century writing, taking a global perspective.

Students have the opportunity to study American authors and world literature, and can choose to study modules in ancient and late modern periods covering Britain, Europe and the United States. A variety of sources are explored during the course including newspapers, films, novels, works of art, architecture and oral testimony.

English modules introduce poetry, fiction, drama, literary history, theory and criticism including texts and authors from the early 18th Century to the present.

In History, first-year modules introduce key events, processes and sources in medieval and modern history. As the course progresses students can choose from a range of modules including Roman Britain, early modern family, the American Revolution, Italian fascism, Postmodernism, the literature of childhood, life writing and Gothic literature and film.

How You Study

Contact Hours and Independent Study

Contact hours may vary for each year of a degree. When engaging in a full-time degree students should, at the very least, expect to undertake a minimum of 37 hours of study each week during term time (including independent study) in addition to potentially undertaking assignments outside of term time. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, practicals, work placements, research and one-to-one learning.

University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend two - three hours in independent study.

Please see the Unistats data, using the link at the bottom of this page, for specific information relating to this course in terms of course composition and delivery, contact hours and student satisfaction.

How You Study

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students will be assessed on this course will vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.

For a breakdown of assessment methods used on this course and student satisfaction, please visit the Unistats website, using the link at the bottom of this page.

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.

Staff

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.

For a comprehensive list of teaching staff, please see our School of English and Journalism Staff Pages, School of History and Heritage Staff Pages.

Entry Requirements 2017-18

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: A minimum of 45 level 3 credits at merit or above will be required.

Applicants will also be required to have at least three GCSEs at grade C or above (or equivalent), including English.

Mature students with extensive relevant experience will be selected on individual merit. All relevant work experience should be noted on the application form.

If you would like further information about entry requirements or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097 or email admissions@lincoln.ac.uk.

Level 1

Critical Thinking and Writing for Historians

This module aims to equip students with the skills necessary to communicate their learning about history in an academic environment, and also supports students in adjusting to the demands of higher education. The core objective of the module will be to develop students’ critical thinking and writing skills.

Early Victorian Literature: Rebellion and Reform

The early Victorian period saw some of the most formative changes in modern history: the industrial revolution, the achievement of mass literacy, the rise of class conflict, the growth of freedoms for women, and the increase of religious doubt. Literature of the era both reflected these upheavals, and sought to intervene in shaping how the public responded to them. Students will have the opportunity to read texts of the period by writers such as Charles Dickens, Charlotte Bronte, Robert Browning and Christina Rossetti, and Chartist poets, placing them in their cultural context.

Forging the Modern State

This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.

Introduction to Narrative

Narrative is everywhere in our lives: in books, on TV, in history, on the news, on social media, in our conversations and in our heads. This module aims to give students an understanding of how stories work, using the insights that have originated and developed from structuralist theory. Contemporary British fiction by writers such as Kate Atkinson, Hanif Kureishi, Irvine Welsh, Ian McEwan and Ali Smith will be used to introduce a set of critical concepts for the analysis of narrative fiction.

Introduction to Poetry

This module looks at what makes poetic language different from 'normal' language, at how poets use the sounds and meanings of words, and at how poetry can be used to refresh, change or question our understanding of the world. We look at a range of poetry in English from nursery rhymes to rap and from the 14th century to the 21st. Our aim is to enable students to discuss poetry with confidence, accuracy and clarity, and, we hope, to enjoy more fully “the only art form that you can carry around in your head in its original form”.

Late Victorian to Edwardian Literature: Decadence, Degeneration and the Long Edwardian Summer

The late Victorian and Edwardian period (leading up to the Great War) is characterised by anxiety – about the self, society and the empire. Writers become preoccupied with decadence (personal and social), crime, sexuality, the changing status of women and the implications of scientific developments. This is also the period that sees the birth of modern literary forms: the short story, science fiction, the detective novel, children's literature, and fiction about the supernatural. These and other themes are examined through the works of writers such as Oscar Wilde, H.G. Wells, Frances Hodgson Burnett, Robert Louis Stevenson and Bram Stoker.

The Historian’s Craft

This module focuses on developing students’ research skills in history and their understanding of research as a process of inquiry. Rather than acting as passive consumers of history, students can work alongside academic historians from within the School to deconstruct a published piece of historical research through a process of ‘reverse engineering’, and to build their own research project from scratch.

The Medieval World

This module offers an introduction to the sources, approaches and methods necessary for the study of the medieval world. Lectures provide a survey of key moments in medieval history from 300-1500, structured around the research specialisms of the module teaching team. The module focuses on issues of religion and power in the Middle Ages, while there is a strong methodological focus on the materiality of the medieval period.

Level 2

Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)

This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.

Career Planning and Independent Study Preparation (Option)

This module aims to provide a framework for career planning and preparing for the world of work. It also provides the opportunity for students to develop the management skills needed for independent study which is a compulsory part of level three of the programme.

China and the West 1793-1911 (Option)

The module will examine concepts of cultural identity and belief by exploring western contacts with China during the period 1793-1911, an era of unusually intense cultural conflict and change. The objective is to equip students with the skills to understand and analyse competing world views and belief systems within the wider context of imperialism.

Counter Cultures of the 1960s (Option)

This module will consider the complexities and contradictions of popular culture in Britain between c.1950 and 1970. Consideration will be given to the social, political and economic forces which brought about cultural change in the post-war period. The module will then consider the way in which popular culture and a variety of sub-cultures manifested themselves through behaviour, music, literature, film, fashion, recreational drugs, politics and sexuality.

Destroying Art: Iconoclasm through History (Option)

One of the clearest indications that art matters is when political regimes, religious groups, and individuals go to great lengths to destroy it. This module examines popular acts and official policies of iconoclasm, primarily in Europe and the Middle East, from antiquity to the present. Special attention will be paid to image debates in the formative periods of Jewish, Christian, and Islamic art, and to the systematic destruction of art in the Protestant Reformation, the French Revolution, and in Nazi Germany.

Dis-Locations: the Literature of Late Capitalism

Fragmentation, uncertainty and conflict characterise a world in aftermath of war, at end of empire, and at the beginning of a period of radical social and cultural change. This module aims to chart the emergence of the contemporary world from these fractured beginnings through an introduction to British literature of the period 1950–2000. From the post-war Windrush migration to the rise of the historical novel at the turn of the millennium, the Angry Young Men to new feminist perspectives and postcolonialism, this module explores relevant theoretical perspectives on the late 20th Century and encourages an appreciation of the relationship between texts and their social, political and cultural contexts.

Disease, Health, and the Body in Early Modern Europe (Option)

This module examines how physicians, other practitioners, and the public understood the body, disease, and health in the early modern period. Although the medical system of Galen (2nd century AD) and humoral medicine guided Western medicine until the 1800s, between 1500-1700 there were major challenges to this traditional system. The work of elites such as Paracelsus and Van Helmont (chemical medicine), Vesalius (anatomy), Harvey (circulation and respiratory physiology) will be placed in a greater religious, social, and cultural context.

Early Modern Family: Households in England c.1500-1750 (Option)

The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.

Education and the State in Post-War England (Option)

This module aims to develop the skills of critical analysis and source interrogation by exploring the relationship between the State, at its central and local levels and the provision of education in England, with particular emphasis on developments since 1945.

Experiencing and Remembering Civil War in Britain (Option)

The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students will consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics. Close attention will be paid to the ways in which the wars divided and devastated communities across Britain and the extent to which those fractures remained after the fighting was over. Lectures will introduce students to the key historiographical debates surrounding both the origins and nature of the civil wars and the ways in which they have been remembered. Seminars will look in greater detail at themes raised in the lectures and allow students to examine a wide range of early modern sources, including letters, diaries, memoirs, ballads, images and objects, in order to better understand what life was like in war-torn Britain and the ways in which the conflict was reported and explained. In the second half of the module students will focus upon the complex relationship between memory and history. Particular attention will be paid to how and why certain myths and memories about the civil wars were formed and endured in the period after the Restoration of Charles II, and why others were quickly forgotten or overlooked. The contexts in which the wars were remembered will also be considered - from the local to the national and international. Students will also look at how the period has been presented and represented in the present - in the media, in museums and re-enactments - and consider why this mid-seventeenth century conflict continues to hold a place in the public imagination today.

From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)

This module seeks to understand the history of Roman involvement in Britain on its own terms and enable students to grasp the importance of local responses to Roman cultural and political influence in the rise and fall of Roman Britain, through exploration of key themes such as: conquest and imperialism; ethnography and the other; religion; cities on the edge of empire; frontiers; military resistance and cooperation; Romanization. Particular focus will be placed on providing students the opportunity to develop a critical appreciation of the usefulness of archaeology to our understanding of the period.

Gender in Nineteenth-Century Britain (Option)

This module aims to introduce students to key theoretical and historiographical debates, and to the study of a wide range of source materials of use in modern British social and cultural history, while also exploring topics which shed light on the development of gendered ideals and practices in the nineteenth century. The module covers a roughly chronological series of case studies which pick up on the experiences of different groups in society and also offer a range of different types of source material.

Grand Expectations? America during the Cold War (Option)

The United States emerged from the Second World War a superpower, with, to an extent, a belief that it could remake the world. The challenges of the Cold War years were to demonstrate how limited was that power. This module explores the key social, political, economic and cultural developments in the United States between 1945 and 1990.

Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 (Option)

This module examines the changing attitudes to life and the afterlife in England, and their cultural representation, in the two centuries after the Protestant Reformation. Examining the expansion in a number of rival religious and political groups, it considers the importance placing these within a social, cultural and economic, as well as theological, context. The module will focus on a range of religious groups considered to be a threat to the established church, or who have been identified by scholars as particularly significant in the period.

Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1939 (Option)

This module uses popular culture consumed by the British working and middle classes, including low and middle brow novels and films, as an entrance into the lives of ordinary Britons in the tumultuous decades between World War I and II. Students can trace the ways in which popular culture both reflected and produced certain anxieties about the social, economic, and political climate of the day, and how popular culture worked to construct, and occasionally subvert, normative visions of class, race, and gender.

Imperial Cities of the Early Modern World. (Option)

One of the ways in which early modern monarchs and rulers legitimised their authority and projected their power was through architecture and urban design. In this period capital cities across Europe and beyond were embellished with architecture and urban design inspired by Renaissance ideals of social order. This module examines the ways rulers imagined and built imperial capital cities across Europe and beyond.

The early modern European expansion in Asia, the Americas and Africa gave European rulers access to extraordinary wealth and also a strong sense of religious responsibility. Rulers were responsible to spread Christianity across the world and embarked on a quest of territorial expansion. In this module we will study how emerging empires transformed cities through architecture and spatial design to embody the power and wealth of their rulers. We will examine for example the development of London from the early Tudor improvements to the post-fire reconstruction plans laid out by Sir Christopher Wren and the impressive imperial buildings erected later on. We will equally study the development of Paris from the early modern palaces to the Haussmann's renovation of the city. In addition to these two major capital cities we will also study a myriad of other examples in Europe and beyond.

Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi (Option)

Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.

Life and Labour in Industrial Britain (Option)

This module allows students the chance to develop an understanding of some of the key issues and discussions on the definition and practice of local and regional history. This will include a consideration of the local and regional dimension to historical study, including family history, parish history and urban history. Both a philosophical and practical level of understanding of the nature of regional and local history will be addressed. Students are provided with the opportunity to develop and apply research skills through class work on particular case studies through the use of primary sources.

Madness and the Asylum in Modern Britain (Option)

This module explores the relationship between madness and British society from the late eighteenth century to the present day. Students will examine how institutional approaches to the treatment of insanity have changed, from the eighteenth-century madhouse, to the Victorian asylum, to care in the community in the twentieth century. They will assess changing medical, legal and lay responses to insanity, including the role that class, gender, family and community played in defining insanity and its treatment. This module provides students with the opportunity to engage with a variety of primary sources to examine how and why insanity was classified, treated and depicted as it was. These include digitized asylum records, medical literature, legal works, reports of reformers and Lunacy Commissioners, press reports, novels, art, and patient narratives.

Making It New: An Introduction to Literary Modernism

In this module students will have the opportunity to explore the early twentieth century, one of the most creative periods in English literature, when writers like James Joyce, T.S. Eliot, Virginia Woolf and D.H. Lawrence were challenging conventional ways of writing and reading, and rewriting how we experience and understand the world and ourselves. Required reading will include some of the most powerful works from the modern movement between 1910 and 1940 including James Joyce’s Ulysses and T.S. Eliot’s The Waste Land.

Media and Mass Culture in 20th Century Britain (Option)

This module will explore the ways in which the press, the cinema, and radio and television broadcasting shaped politics, society and culture in twentieth century Britain. The module will examine the historical development of each of the major media forms and discuss the different types of content that they provided. The module will also explore a number of key issues, such as the impact of the media on the evolution of modern democracy, the media´s role in reflecting and shaping identities, and the media's contribution to the emergence of a consumer society.

Media, Controversy and Moral Panic (Option)

This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It will introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. It will also examine debates sparked by media themselves, such as responses to new media technologies. Students on this module will be asked to consider why some media technologies and texts become controversial, and how attitudes towards media have intersected with changing views on such ‘sensitive’ topics as race, religion, sexuality and violence. The module will be organised around a series of case studies. Students will be expected to engage with a range of films, television programmes and primary source material, which may include newspapers and television news broadcasts from the Media Archive of Central England (MACE). Students will gain an understanding of media texts that have had a significant impact on society, knowledge of histories and theories of ‘moral panic’, and skills in historical reception studies.

Medieval Man and the Supernatural c. 1200-1500 (Option)

Miracles and magic; werewolves, vampires, priests and witches; church services and rituals. All of these formed a part of the belief system of medieval men and women between 1200 and 1500. This module uses original primary sources ranging from ghost stories to confessions of wizards to formal trials of heretics to look at what people believed, how we need to think about those beliefs today and what they tell us about Western European medieval society.

New Directions in History

This module aims to introduce students to the different approaches to the study of history which have developed, with a particular focus on twentieth-century ideas and innovations, such as ‘history from below’, and women’s and gender history. Students will be encouraged to think critically and creatively about how history has developed within the academy, as a particular branch of knowledge and as a discipline with its own rules and procedures.

Postcolonialism

This module examines literary representations of the world that emerge from the history of European exploration and expansion, and considers literary responses from groups that were marginalized through imperialism. Students will be encouraged to look at the treatment by white writers of issues of race and empire in the early twentieth century. They will also have the opportunity to explore ways in which postcolonial literatures develop strategies of 'writing back' to the imperial centre and re-thinking identity in terms of race, gender and nation. The final section offers a study of postcolonial Britain and some global implications of postcolonial writing.

Science and Religion (Option)

The historical relationships between science and religion are amongst the most enduring and fascinating issues in the development of the modern world. There have been periods in western societies when new science has threatened established authority, for example the trial of Galileo in 1633 or the reported reaction to the publication of Darwin’s Origin of Species in 1859. This module will look at some of the historical encounters between science and religion.

Scrambling for Africa? Cultures of Empire and Resistance in East Africa, 1850-1965 (Option)

East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.

Struggles for Equality in C20 Europe (Option)

This module explores through various case-studies how people struggled for equality and social justice over the last century and asks why inequality has risen over the last three decades. Starting from attempts to reshape societies at the end of the First World War and the Russian Revolutions, the module examines how reformist and revolutionary strategies opposed each other during the inter-war years, how fascist movements tried to contain attempts at change and what solutions they proposed to the question of inequality.

The Age of Improvement: the Atlantic World in the long eighteenth century (Option)

The period from 1700 to 1850 was one of transition and change in the British Isles and North America, marking an ideological and material shift away from the legacy of medieval Europe and the period of initial colonial contact. Historian Asa Briggs termed this period the Age of Improvement, positing that drives towards ‘improving’ and ordering the landscape, the city, and the population, marked the period as a significant departure from what had come before. The legacy of this period can be seen in the organisation of landscape in the British Isles, the Caribbean, and the North-American eastern seaboard, in the ordered streetscapes of Georgian cities, and the establishment of large institutions such as the reformed prison and the workhouse. The end of this period was marked by significant changes in the geopolitical landscape of the north Atlantic.


This module challenges the student to engage with historical, cartographical, and material evidence. Students will be introduced to the landscapes, streetscapes, and social make-up of the long eighteenth century, and discuss in seminars how broad events impacted everyday lives, the urban, and rural landscape.

The Birth of the Modern Age? British Politics, 1885-1914 (Option)

This module tests the claim that the period from the 1880s to the First World War was an ‘Age of Transition’, which witnessed the birth of modern British politics. Through an analysis of this argument, students are introduced to some of the major developments in British political history in the period 1885-1914, including the birth of the welfare state, the creation of the Labour Party, the conflict over ‘Votes for Women’ and British foreign policy before World War One.

The Byzantine World, c.750-c.1500 (Option)

This module is devoted to developing an understanding of the political, social and cultural history of the Byzantine World (c. CE 750-c. 1500), with a particular focus on institutions (for example the imperial office, monasteries), practices (warfare, diplomacy, ritual and ceremonial) and material resources (coinage, silks, 'Greek fire'). Byzantine art and architecture, literature and theology, will be studied in addressing aspects of the culture and ideology of the empire.

The Emperor in the Roman World (Option)

‘For power he had sacrificed everything; he had achieved the height of all mortal ambition and in his ambition he had saved and regenerated the Roman People.’ So wrote Sir Ronald Syme of the Emperor Augustus, founder of the Roman Empire. In the two centuries following his death in AD 14, this political, social, economic, and cultural domain came to represent ‘the period in the history of the world during which the condition of the human race was most happy and prosperous’, in the words of another of its greatest historians, Edward Gibbon. Whether or not we agree with these judgements, two key questions demand answers: how did the emperor rule his realm, and why did his subjects choose to accept him?
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, we shall together explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.

The Forgotten Revolution? The Emergence of Feudal Europe (Option)

Almost all historians share the view that the social, economic and political structures of Europe in 1000 A.D. were significantly different to those that characterised the western superpower of Late Antiquity, the Roman Empire. In this challenging module, students will be encouraged to engage with a range of source material that will allow them to come to their own conclusions. Given this wide focus, students will have the opportunity to immerse themselves in the fascinating story of post-Carolingian Europe in such a way that they enhance their abilities to think comparatively, a crucial weapon in the historian’s armoury.

The World of Late Antiquity, 150-750 (Option)

This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be extremely wide (western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube).

Themes in American Cultural History (Option)

This module aims to introduce students to some of the key interdisciplinary themes in American cultural history in the first half of the twentieth century as well as to theoretical works that have shaped American cultural studies since the 1950s. The module will investigate and evaluate academic argument relating to the study of American cultural history from a variety of theoretical, philosophical and methodological perspectives including feminism, social theory, post-structuralism, and postmodernism.

Theory Wars

This module considers the range of theories that we can use when we read and think about literature. Students will have the opportunity to study psychoanalysis, feminism, Marxism and postmodernism, among others, to think about why and how we structure meaning and interpretation in certain ways. We consider questions such as ‘what is an author?’, ‘what is gender?’ and ‘why do certain things frighten us?’ through theorists such as Roland Barthes, Judith Butler and Sigmund Freud.

Traditions and Modernities: British Society, Culture, and Politics, 1945 to the Present. (Option)

This module will consider how a range of domestic and international factors shaped modern Britain, a nation which emerged victorious from the Second World War, but with an uncertain place in the world. Decolonization, disastrous military interventions, and a lessened global status in the Cold War, challenged Britain’s national identity as an influential international power. At home, the promises of victory and reconstruction were tempered by ongoing economic problems and conflicts over what the future Britain should look like. Tensions between traditions and modernities were revealed in these contested visions of Britain, and in the responses to the radical social and cultural changes that characterized these decades. Beginning with Labour’s shock election victory in 1945 and ending with an analysis of the uncertainty which characterizes Britain’s current status in the world, we will explore a wide range of themes and topics in between.
Students will critically engage with the historiography on post-war Britain as well as an array of primary sources. The course aims to provide a broadly chronological introduction to Britain’s development after 1945 and to equip students with an understanding of an under-researched area of history which has a very important bearing on the cultural and political debates of the present.

Urban Life and Society in the Middle Ages (Option)

Between the 11th and the 12th centuries Europe went through some radical changes. This module will focus on case studies, such as Lincoln, London and Paris, among others. Students will have the opportunity to study how and why such centres grew from small towns to some of the greatest and most vibrant metropolis of Western Europe in the Middle Ages. For a comparative study, a range of primary sources will be taken into account, including contemporary descriptions of these cities and their inhabitants, historical records, art and architecture.

Village detectives: Unearthing new histories (Option)

The typical image of a rural village, whether a chocolate box idyll prettily nestled around its church or a commuter dormitory boringly empty of anything fun to do, rarely shows much evidence for anything dramatic, but these places were created by people who lived through events which are almost unimaginable to us today including the Norman Conquest and the Black Death, and for whom a perpetual challenge was simply surviving in a period where barely half of those born lived to adulthood. In this module students will have the opportunity to learn how to critically analyse and interpret historical and archaeological evidence and to use their knowledge and skills to write a new history of any rural settlement of their choice.

Level 3

'O Bella Ciao' Fascism and Anti-fascism in Italy (Option)

This module will aim to introduce students to the history of Italian Fascism and the opposition to the regime: the Resistance. It will cover the history of Italy from the beginning of the 20th Century until the end of the Second World War and the establishment of the Republic in 1946. Historical interpretations of these key events in Italian and European history have always been very contentious and have aroused heated debates due to their ongoing political implications.

A Tale of Two Cities in Medieval Spain: From Toledo to Córdoba (Option)

In this module, students will have the opportunity to take a vivid and intellectually exciting journey through primary and secondary sources in order to understand the historical trajectory of the Iberian Peninsula from the end of the sixth century to the collapse of the Caliphate of Córdoba in 1031. The aim of the module is to provide an introduction to two major medieval cities, Toledo and Córdoba, via acquaintance with and discussion of material that allows us to reflect upon a fascinating complex of problems.

Air War and Society from Zeppelins to Drones

In the twentieth century new aviation technologies transformed understandings of war, peace, civilian and military. After the First World War writers argued that air power would enable conflicts to be fought quickly and decisively, with visions of sleeping gas dispersed over cities sitting alongside apocalyptic depictions of civilizations destroyed in moments. In both these images urban civilians had become the primary targets for bombs. Imagination moved closer to reality in the Second World War as bombing civilians became routine, culminating in the destruction of Hiroshima and Nagasaki, and the beginning of the nuclear age.

The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century. How important was air power in the development of ideas of Total War, and how did these notions take hold in civilian as well as military thinking? How have the ideas of air power shaped our conceptions of “wartime” and “peacetime”? This module asks students to think about how such ideas are communicated across societies, and how our ideas of war and peace have shifted.

American Detective Fiction and Film: 1930 to the Present Day (Option)

Why have detective narratives proved so enduringly popular? This module will interrogate the iconic figure of the private eye in American popular culture, through the fiction and film of the twentieth and twenty-first century.

‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)

This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist movement. Anarchism is a political doctrine based on freedom, egalitarianism and social justice and that developed in Europe as a political movement in the mid-XIX century. Anarchism never reached the ascendancy achieved by liberalism or communism; however, it had a significant influence on the political ideas, social movements, culture, and education of the international labour movement.

China and the West 1793-1911 (Option)

The module will examine concepts of cultural identity and belief by exploring western contacts with China during the period 1793-1911, a well-documented era of unusually intense cultural conflict and change. The course objective is to equip students with the skills to understand and analyse competing world views and belief systems in relation to current historical debate. The module will focus on specific documented events that exemplify key aspects of cultural conflict and change, and students will be encouraged to explore a wide range of appropriate methodologies, including historical cartography, anthropological approaches to interpreting culture and belief systems, comparative theories of art, cultural myth and invention.

Chivalry in Medieval Europe (Option)

The module is aimed at exploring both the birth and development of the concept of chivalry in the Middle Ages. As a seminar-based module, a wide range of primary sources, as well as medieval and contemporary historiography on the subject will be made available to students, who will use them to explore how the role, image and function of medieval knights evolved over time.

Consuming Societies: Western Europe 1600-1800 (Option)

The module will examine consumption in many of its forms in early modern Western Europe. Focusing on a number of areas, such as food, clothing, furnishings, houses and other goods increasingly accessible to people at all levels of society, the module will encourage students to consider how and why these were available.

Contemporary Drama (Option)

This is a study of drama and performance from the late 1960s to the contemporary moment, and involves a consideration of plays by playwrights including Tom Stoppard, Pam Gems, Eve Ensler, Sarah Kane, Caryl Churchill, Robin Soans and debbie tucker green. Topics emphasised include political theatre, postdramatic theatre, verbatim theatre, in-yer-face theatre, and issues of censorship. This module is taught through workshops involving both academic discussion and practical work.

Darwin's Dangerous Idea (Option)

The concept of Evolution by natural selection, jointly promulgated by Charles Darwin and Alfred Russell Wallace in 1858, is one of the most influential ideas in contemporary intellectual and social life. The concept continues to be controversial even today. This module seeks to explore the development of the idea of evolution in historical and cultural context by examining the historical contexts in which evolutionary ideas have emerged and developed.

Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation (Option)

This module considers early modern imperialism and its impact on artistic production at a global scale. Students will have the opportunity to examine Iberia and its world as a point for cultural encounter and cross-fertilization. The module aims to explore how local communities conflated their symbols of identity within transnational artistic trends and through a number of carefully selected case studies, will analyse the way in which communities – artists, patrons, collectors and audiences – negotiated these cultural encounters in the production and assimilation of the arts.

Exhibiting the World in the Nineteenth Century (Option)

This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.

From Revolution to New Republic: The United States 1760-1841 (Option)

This module explores the transformation of the United States from a set of thirteen colonies to an independent republic. Topics considered include: the causes of the Revolution, the governance of the new republic, the place of the new republic in the world, the experiences of excluded groups (loyalists, native Americans, African Americans).

Gothic in Literature and Film (Option)

Monsters and attics, desolate landscapes, imprisonment and pursuit: the gothic genre emerged in the late eighteenth century to depict our darkest fears and desires. Termed 'the literature of nightmare', gothic departs from a realistic mode of representation and employs a powerful means of symbolic expression. Students are given the opportunity to investigate ways in which the genre has explored psychological and political anxieties, and themes of sexual and social transgression. We consider literary texts from the eighteenth to the twenty-first centuries, including literature and film, and we give attention to sub-genres such as ‘female gothic’, ‘imperial gothic’ and ‘children’s gothic’.

Growing Up and Growing Old: Youth and Age across the Nineteenth Century (Option)

This module explores what it meant to grow up and to grow old in the nineteenth century, through often contradictory accounts of experiencing age categories from childhood to old age.

Students will have the opportunity to examine various constructions of ageing, to reflect on age as a crucial facet of identity. This module considers age as a lens to explore the nineteenth century as a transitional period of growth and expansion as well as decay and decline, through a range of Romantic and Victorian texts.

History at the End of the World (Option)

Historian, journalist, political commentator and gossip columnist Matthew Paris, monk of St Albans, wrote what is still one of our main sources for British history of the thirteenth century. This module looks at Matthew Paris’s Great Chronicle, considering both Matthew himself and what he tells us about what this tells us about thirteenth-century English society. Students have the opportunity to think about what history was in the thirteenth-century and about attitudes to foreigners and national identity; power and poverty; propaganda and fiction; time, space and the apocalypse.

History Independent Study (Option)

Students at level three have to undertake an Independent Study project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake historical inquiry and analysis.

Independent Study: English (Option)

In this module students, having first submitted a research proposal and had it agreed by the module convenor, have the opportunity to research in depth an author or topic of their choosing.

Students are expected to commence research over the summer between Levels 2 and 3 and, on their return, have regular, one-to-one meetings with a tutor who is a research specialist in that field. The supervisor offers advice and direction, but primarily this module encourages independent research leading to the production of a 10,000 word dissertation.

Life Writing (Option)

This module responds to the recent interest in the representation of lives within literary studies. It discusses a range of life representations (including biography, autobiography, letters, confessions, memoirs, and poems) from the Romantic period to the contemporary moment. Students may consider the origins of autobiography, address Modernist experiments with life representations, and discuss twentieth-century and contemporary innovations, including disability narratives and cross-cultural autobiographies. Themes such as the construction of selfhood, conceptions of memory, the relational self, and the ethics of life writing are addressed.

Literature and the Environment (Option)

The first principle of ecological thinking is that it is not only human beings that are meaningful, and that we are neither so separate from, nor so dominant over, the non-human as we tend to think. In this module we explore what difference it makes to read literature from this perspective. We study literature as part of our complex interaction with our environment, and, perhaps sometimes, as a uniquely valuable one. We will be reading texts from ancient Greek pastoral to contemporary dystopias, and from the poet John Clare to the woodland historian Oliver Rackham.

Literature, Film and Gender (Option)

This module explores a wide range of gender topics (masculinities, the backlash against feminism, crossdressing, queer theory, and transgendering) through a variety of literary texts and films. Shakespeare, Ibsen, Hardy, and Woolf, are considered alongside more popular fiction by writers such as Susanna Moore, and films, including Priscilla: Queen of the Desert and The Crying Game.

Mad or Bad? Criminal Lunacy in Britain, 1800 – 1900 (Option)

This module explores how criminal lunatics - criminals who developed insanity in prison and individuals who committed a crime whilst insane - were represented and treated in nineteenth century Britain. It examines the difficulties doctors, lawyers and laymen faced when trying to distinguish between those who were ‘mad’ and those who were ‘bad’, and the debates about whether and how criminal behaviour should be punished or treated. Students will examine why some criminals were deemed insane and others were not; how criminal lunacy was defined in medicine and in law; how and why the institutions, people and practices for treating the criminal and criminal lunatic changed over the period; the role gender and class played in crimes, trials, diagnoses and treatment; and how criminality and criminal insanity were represented by laymen. These questions will be examined using primary sources including legal works, medical literature, parliamentary papers, House of Commons debates, trial transcripts, Lunacy Commissioners reports, newspaper articles, images, and the writings of criminals and criminal lunatics.

Madness, The Body, Literature (Option)

This module looks at long 20th century fiction and culture through the lens of discourses of madness and wellness. Students will have the opportunity to develop their understanding of trends in psychiatric and therapeutic cultures on display in a range of American and British literature from the fin-de-siècle to the contemporary. We look at writers such as Sigmund Freud, Ken Kesey, Rebecca West and Siri Hustvedt, alongside theoretical work by figures such as R.D Laing and Jean-Paul Sartre.

Men, Sex and Work: Sexuality and Gender in 20th Century Britain (Option)

The 20th century saw unprecedented social, economic, political and cultural change in Britain. However, the equally dramatic shifts in how sexuality and masculinity were experienced and represented are often ignored. This module aims to enable students to study the history of 20th Century Britain while using the lens of gender and sexuality to understand how ordinary men lived their lives. Students will get the opportunity to work with a wide variety of primary sources such as: court records, newspapers, film (including use of the MACE archive), photographs, music, autobiographies, oral history and literature.

Monsters and Violence in Middle English Romance (Option)

This module explores the representation of East-West contact in Middle English romances, with a particular emphasis on the interlacement of racial and ethnic otherness and on different types of violence, from martial exploits and religious coercion to rape and cannibalism.

Students will have the chance to experience the breadth of the romance genre—its many thematic and topical branches, and its many sub-genres and their respective conventions—as well as insight to the actual act of crusading, and the cultural and social crises that arose from this act.

Objects of Empire: the material worlds of British colonialism (Option)

This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights objects offer to major themes in imperial history such as gender, race and class. This type of evidence offers alternative perspectives on the colonial encounter which may remain hidden in the written record. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of British Empire. Tracing the long history of such objects enables us to explore how objects change meanings as they move through various colonial and post-colonial contexts.
We will explore a variety of periods and geographical contexts through a broadly chronological study. Students will test the methodological challenges of studying objects and their biographies, and locate relevant textual and visual evidence. In addition to enhancing their skills of visual and material analysis, they will develop transferable skills in writing for the public, as well as considering the challenging issue of curating the imperial legacy.

Postmodernism: Apocalypse and Genesis 1967-2000 (Option)

This module will explore the nature of the contemporary through analysis of selected literary texts. The initial date, 1967, has been chosen as it marks a point of transition from a post-war world based upon a liberal consensus to a time of radical uncertainty, extreme and experimental forms of expression, the breakdown of notions of realism in all the arts, sciences and philosophy. Literature, alongside the radicalisation of all intellectual concepts, including reason and common-sense, has played a significant role in debating, illustrating, and disseminating these new ways of thinking both in terms of form and content.

Representations of the First World War (Option)

A century after the armistice the First World War remains a common theme for artists, musicians, writers and filmmakers. This module aims to introduce students to a variety of some of the many different representations of the war. Starting with early films released before the armistice students will have the opportunity to explore a number of different texts including novels, documentaries, memoirs and feature films.

Republicanism in Early Modern England, 1500-1700 (Option)

Although early modern England was a kingdom, governed by a monarch, many historians have claimed that there was a strong ‘republican’ undercurrent to Tudor and Stuart political thought. This module introduces students to the key approaches and methodologies of the history of ideas by focusing upon the various ways in which scholars have studied and conceptualised republicanism in early modern England and the on-going debate surrounding the origin, content and influence of republican ideas in the period 1500-1700. Lectures provide a survey of the major themes in the study of early modern republicanism and outline the republican dimension of the key events of the era, including the Elizabethan succession crisis, the English Civil War, the trial and execution of Charles I, the late-Stuart exclusion crisis and the Glorious Revolution. Particular attention will be paid to the ways in which republican ideas evolved over the period and the extent to which political ideas influenced political actions, and vice-versa. Seminars allow students to explore in greater detail the methodologies and approaches outlined in the lectures while also investigating a wide range of primary sources. Besides examining some of the key political texts of the period (including those by Hobbes, Harrington, Milton and Locke), students will also consider the ways in which republican ideas were transmitted, received and contested in literature, poetry, drama and imagery.

Rome and Constantinople: Monuments and Memory, 200-1200 (Option)

This module is devoted to two cities that were capitals of the Roman Empire, focusing on their monuments and how these were perceived and remembered over centuries. Rome and Constantinople, or Old Rome and New Rome as they came to be called in the East, were imperial cities where the most powerful figures – emperors and patriarchs, popes and saints – of antiquity and the Middle Ages built and destroyed, appropriated and reconfigured spaces, buildings and structures.

Science Fiction (Option)

This module considers the genre of modern science fiction (SF) and its evolution into one of today’s most popular narrative genres. Analysing a variety of forms – novel, short story, drama, graphic novel and film – students will have the opportunity to examine the socio-historical contexts of some of the most influential narratives of this period: from the emergence of “scientific romance” in the late nineteenth century, to late twentieth-century forms like cyberpunk and radical fantasy; from the problems of defining “genre fictions” and privileging SF over fantasy, to our enduring fascination with alternate histories, non-human agents (robots, animals, genetic hybrids, the environment), ecocatastrophe and post-apocalypse.

Sex, Texts and Politics: Geoffrey Chaucer’s Canterbury Tales (Option)

This module concentrates on the works of Geoffrey Chaucer, with a particular emphasis on The Canterbury Tales, perhaps Chaucer’s most famous work.

Students will have the opportunity to examine the General Prologue and a variety of tales in relation to their historical context and literary antecedents, and, throughout, specific attention will be given to questions of genre (ranging from fable and epic to satire and romance), literary authority, narrative construction, and medieval aesthetics.

Southern Accents (Option)

This optional module explores representations of the southern states of America in prose fiction, film, drama and music. In the first section southern stereotypes and ‘resistant’ representations, produced by southerners and others, are examined in relation to social, political and historical contexts. This is followed by a section on African American representations of the south. Finally, a section on music and vernacular traditions explores the influence of the south on American popular music. Students are encouraged to adopt an interdisciplinary approach to examine questions of regional identity in a wide range of texts.

The British Monarchy and the Nation, 1870 to the Present. (Option)

This course introduces students to different historical approaches to the monarchy and its relationship with the nation and the British world. It charts the changing role of monarchy from the reign of Queen Victoria to the present day, illuminating a cluster of related themes – including how the monarchy has sought to adapt to wider social, cultural, and political changes in order to maintain its power in Britain and the empire, the impact these strategies had on nationhood, identity, and the public sphere, and the way ordinary members of the public have historically understood the function of monarchy. Seminars will consider a range of topics including how new forms of media transformed the monarchy’s public role, the significance of royal tours of empire, the meanings attached to royal ritual in British politics, and the way royalty’s media image has shaped how media audiences have made sense of society and public figures. The course draws on recent scholarship and a wide range of primary sources in order to introduce students to new historiographical debates on the monarchy and Britain, as well as new bodies of evidence which historians are drawing on to help explain the nation’s development over the last 150 years.

The City and the Citizen: urban space and the shaping of modern life, 1850 to present. (Option)

This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.

The European Union since 1945 (Option)

This module will focus on the process of economic and political integration, which has taken place in Western Europe since 1945. The emphasis will be placed on the global forces which have shaped, and are still shaping, this process of integration. The module will also investigate the impact of the Cold and Korean Wars, the European Recovery Programme and other factors from outside Europe.

The Goths: Barbarians through history? (Option)

This module explores two inter-related questions: Who were the Goths of late antiquity? Why have ideas of ‘Gothic-ness’ recurred so frequently since the end of the last Gothic kingdom in 711 CE? The module analyses historical, archaeological and other evidence for the Goths, their migration into Roman territory and their eventual settlement in Gaul, Spain and Italy in the third to eighth centuries. Drawing on the most recent scholarship, students will have the chance to challenge assumptions that the Goths were archetypal barbarians and caused the fall of the Roman Empire in the West and the dawn of a ‘dark age’.

The Literature of Childhood (Option)

This module explores how childhood is constructed in a wide range of literary texts – texts by adults for adults, by adults for children, and by children themselves. Underpinning the module is the notion of ‘childhood’ as a cultural construct into which writers invest various, even contradictory, meanings. Students have the opportunity to explore texts by adults who idealise or demonise the child to suit their personal and philosophical agendas. Students may then analyse the mixture of didactic and therapeutic agendas in enduring genres of children’s literature such as the fairytale, adventure story and cautionary tale. Finally, we turn to children as authors in a study of juvenilia.

The Making of English Literature: Georgian Literature, 1710-1832

Students reading Georgian Literature have the opportunity to study a selection of canonical and less well-known texts from the period and explore the historical and cultural context of their production. The module discusses developments in the novel from Daniel Defoe to Jane Austen and innovations in poetry from Alexander Pope to Romantic writers such as William Wordsworth. Important themes include satire, sensibility, the Gothic, popular and polite culture, authorship, and Georgian theatre. Contextual discussion focuses on the ‘construction’ of nation, gender, class and empire, and the relationship of British literature to the Enlightenment and to Revolution.

The Roman City (Option)

To the citizens of the Roman world, civility (civilitas) – right conduct of government, sound behaviour of individuals, citizenship itself – was a function of the city (civitas), which constituted the centre of the Roman state and society. Rome had expanded from a kingdom, then a republic, based in a single city, to an empire spanning the entire Mediterranean, from the Punic trading settlements of the Iberian coast in the west to the Hellenistic city-states of Asia Minor and the Levant in the east, and in doing so had incorporated much of those civic cultures into its own. Even the literary and architectural conceit of rus in urbe (‘the country in the town’) involved relocating an idealized rural landscape into urban space. But at a more pragmatic level, the city was also a microcosm, a world in miniature, of that empire.
This module will take students on a guided tour of the Roman city, using each stop along the way as a point of entry into one or more aspects of the politics, society, economy, and culture of Rome and its empire. Students will be challenged to reimagine urban life via a detailed engagement with a representative array of written, material, and visual sources and the main lines of the secondary literature. Can the Roman world be best understood through the timeless prism of the city, or does a literary tradition obscure profound change over time? Students will gain the tools to think critically and comparatively about urbanism, which will enhance further study of the city in other times and places in history, as well as acquiring a solid foundation for a complementary exploration of the Roman countryside.

The Roman Countryside (Option)

Before the Roman invasion of AD 43, everyone in Britain lived in ‘the countryside’, for the simple reason that there were no cities or towns. Indeed, throughout the four centuries of Roman rule which followed, the vast majority of people still lived outside of urban and military centres. The core objective of this module is an archaeological exploration of the great diversity of evidence, analysing the significance of the changing nature of rural society and the creation of rural landscapes and identities, focussing on Britain from the late pre-Roman Iron Age, through the Roman period, to its sub-Roman aftermath (c. 100 BC–AD 500).

Scholars have given the term ‘landscape’ many meanings, and have employed a wide variety of theoretical approaches to question how rural inhabitants created, experienced, and understood the areas connecting (and beyond and between) what have traditionally been seen as ‘sites’. Because the basic needs and desires of people, livestock, agriculture, production, commerce, and industry – that is to say, settlement and the economy – cannot be understood separately from the symbolic and meaningful places which comprise the social landscape, we will examine a series of case studies in the methods and theories which can serve to analyse relationships between rural settlement and landscape.

The Social Construction of Sexuality, 1780-1930 (Option)

The module examine the changing role of the family during the Industrial Revolution. It will raise questions of how sexuality was regulated through discourse, and, towards the end of the nineteenth century, through ‘scientific’ classification. It will investigate how, in the 1920s, female sexuality and the satisfaction of female sexual desire, became the lynchpin of the nuclear family. In that way, the module will foreground the notions of negotiation and struggle and the discursive fields on which these battles were fought.

This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) (Option)

The Media Archive of Central England, otherwise known as MACE, is held at the University of Lincoln and possesses the largest media archive of its kind in the UK. This archive-based module draws on sources within MACE which include ITV television news, 'home movies' and documentaries, and allows students to produce original research on MACE's holdings. Their research is then featured on the module's website for future historians to reference as they examine 20th Century Britain.

Twenty-First Century British Fiction (Option)

This module aims to explore new thematic trends, stylistic innovations and cultural developments in post-millennial British fiction, including a focus on globalizing processes, transnational migration and digital technology.

The module also addresses the development (and rethinking of the concepts) of gender and class in literature of the period and account for the continuing importance of the literary form in an age of digital publishing.

What is the Renaissance? (Option)

This module aims to explore the intellectual and cultural achievements of Renaissance, as well as its historiographic context. The period of transition from 'medieval' to 'modern' society that the Renaissance represents (or has been characterised as representing) is one of the most challenging areas of historical study, profoundly influencing historiography. Students will have the opportunity to examine in depth to what extent the historical periodisation of the 'Renaissance' has been a deliberate, although sometimes contentious, means to better understand events of the past, particularly in relation to cultural analysis.

Women’s Writing and Feminist Theory (Option)

A diverse range of prose, poetry, and drama written by women from the eighteenth century to the present is considered alongside key concepts in feminist theory and the history of the women’s movement. Writers range from Mary Wollstonecraft to Zora Neale Hurston to Jeanette Winterson. Topics range from the feminine aesthetic and French feminism to feminist utopianism and cyberfeminism.

†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Special Features

Visiting Writers

Students with interests in creative writing and contemporary literature can benefit from readings and masterclasses by published authors, including the Poet Laureate, Dame Carol Ann Duffy.

Activities

Activities including play readings, film showings and field trips are designed to enhance students’ experience of literary studies. Such activities include our annual visit to Newstead Abbey, former home of the poet Lord Byron.

Research

Many English and History academics are engaged in research which directly informs teaching. In English, there are currently particular strengths in 21st Century literature, 19th Century literature, Gothic studies and drama. For a comprehensive list of our English teaching staff, please see below:

https://www.lincoln.ac.uk/home/ej/schoolstaff/

In History, staff research specialisms currently include Byzantium, the Suffragettes, sexuality in the 20th Century in England and Latin America, medical history and medieval Spain. For a comprehensive list of our History teaching staff, please see below:

https://www.lincoln.ac.uk/home/hh/schoolstaff/

Placements

Students may choose to undertake a work placement during their final year to gain practical experience and gain a competitive edge in the jobs market. Past placements have included roles in museums, heritage sites, schools and charities. Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

When you are on an optional placement in the UK or overseas or studying abroad, you will be required to cover your own transport and accommodation and meals costs.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Facilities

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.

Career Opportunities

English and History graduates may go on to careers in education, the civil service, media, journalism, heritage, publishing, communications and the arts. They may choose to continue their studies at postgraduate level or take qualifications in teaching.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

Other Costs

Students on this course are expected to obtain their own copies of primary texts indicated for use and discussion in seminars (where available) and will be responsible for any additional costs incurred.

Related Courses

The BA (Hons) Advertising and Marketing degree at Lincoln offers the opportunity to develop the creativity, knowledge and skills to deliver successful global campaigns, in preparation for a career in the creative industries.
Our BA (Hons) Drama degree puts the creativity of performance at centre stage. With modules that explore a variety of genres and playwrights, the programme aims to prepare students for a range of careers in the theatre and media, both on and off stage.
The BA (Hons) English degree at the University of Lincoln explores a lively and varied collection of texts within their historical and theoretical contexts, from Medieval literature and the Renaissance to postcolonialism and postmodernism.
The study of two closely related fields such as English and Journalism encourages students to analyse a diverse range of literary approaches.
The BA (Hons) Film and Television degree focuses on academic study in both film and television, complemented by practical and creative projects in television production, film and scriptwriting. The course provides a research-informed introduction to the theory, practice and social significance of film and television. This programme is 75 per cent theory and 25 per cent practice-based.
The BA (Hons) History degree at the University of Lincoln is distinctive in the breadth of topics that students can choose to study. These include British, European and American history, from the Roman Empire to the end of the 20th Century.
On the BA (Hons) Journalism degree students are encouraged to put journalistic theory into practice and have opportunities to produce news content to a professional standard while exploring the ethical and legal considerations of the industry.

Introduction

This English and History degree invites students to consider literature and the past from a variety of theoretical, historical and cultural perspectives.

This course offers a broad study of history, combined with the study of Victorian literature, Modernism, Romanticism and 21st Century writing, taking a global perspective.

Students have the opportunity to study English and American authors and world literature, and can choose to take modules ranging from Roman to contemporary periods covering Britain, Europe and the United States. A variety of sources are explored during the course including newspapers, films, novels, works of art, architecture and oral testimony.

How You Study

English modules introduce poetry, fiction, drama, literary history, theory and criticism including texts and authors from the early 18th Century to the present.

In History, first-year modules introduce key events, processes and sources in medieval and modern history. Students have the opportunity to examine a wide variety of approaches to studying the past. In the final year, students undertake a dissertation on a topic of their choice. There are also opportunities to study abroad for one term. Students are required to cover accommodation, travel and general living costs while undertaking a period of study abroad.

Students with interests in creative writing and contemporary literature can benefit from readings and masterclasses by published authors. Previous speakers have included the Poet Laureate, Dame Carol Ann Duffy and author Penelope Lively.

Contact Hours and Independent Study

Contact hours may vary for each year of a degree. When engaging in a full-time degree students should, at the very least, expect to undertake a minimum of 37 hours of study each week during term time (including independent study) in addition to potentially undertaking assignments outside of term time. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, practicals, work placements, research and one-to-one learning.

University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend two - three hours in independent study.

Please see the Unistats data, using the link at the bottom of this page, for specific information relating to this course in terms of course composition and delivery, contact hours and student satisfaction.

How You Study

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students will be assessed on this course will vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.

For a breakdown of assessment methods used on this course and student satisfaction, please visit the Unistats website, using the link at the bottom of this page.

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.

Staff

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.

For a comprehensive list of teaching staff, please see our School of English and Journalism Staff Pages, School of History and Heritage Staff Pages.

Entry Requirements 2018-19

GCE Advanced Levels: BBC

International Baccalaureate: 29 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: A minimum of 45 level 3 credits to include 30 at merit or above.

Applicants will also be required to have at least three GCSEs at grade C or above (or equivalent), including English.

Mature students with extensive relevant experience will be selected on individual merit. All relevant work experience should be noted on the application form.

If you would like further information about entry requirements or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097 or email admissions@lincoln.ac.uk.

Level 1

Critical Thinking and Writing for Historians

This module aims to equip students with the skills necessary to communicate their learning about history in an academic environment, and also supports students in adjusting to the demands of higher education. The core objective of the module will be to develop students’ critical thinking and writing skills.

Early Victorian Literature: Rebellion and Reform

The early Victorian period saw some of the most formative changes in modern history: the industrial revolution, the achievement of mass literacy, the rise of class conflict, the growth of freedoms for women, and the increase of religious doubt. Literature of the era both reflected these upheavals, and sought to intervene in shaping how the public responded to them. Students will have the opportunity to read texts of the period by writers such as Charles Dickens, Charlotte Bronte, Robert Browning and Christina Rossetti, and Chartist poets, placing them in their cultural context.

Forging the Modern State

This module provides a thematic survey of European and Atlantic history from the mid-eighteenth century to the final decades of the twentieth century, structured around the research interests of members of the module teaching team. This survey provides an overview of key moments in modern history from 1750-1979, and addresses the complex development of states primarily in western Europe but with attention to the growing influence of the United States and Russia.

Introduction to Narrative

Narrative is everywhere in our lives: in books, on TV, in history, on the news, on social media, in our conversations and in our heads. This module aims to give students an understanding of how stories work, using the insights that have originated and developed from structuralist theory. Contemporary British fiction by writers such as Kate Atkinson, Hanif Kureishi, Irvine Welsh, Ian McEwan and Ali Smith will be used to introduce a set of critical concepts for the analysis of narrative fiction.

Introduction to Poetry

This module looks at what makes poetic language different from 'normal' language, at how poets use the sounds and meanings of words, and at how poetry can be used to refresh, change or question our understanding of the world. We look at a range of poetry in English from nursery rhymes to rap and from the 14th century to the 21st. Our aim is to enable students to discuss poetry with confidence, accuracy and clarity, and, we hope, to enjoy more fully “the only art form that you can carry around in your head in its original form”.

Late Victorian to Edwardian Literature: Decadence, Degeneration and the Long Edwardian Summer

The late Victorian and Edwardian period (leading up to the Great War) is characterised by anxiety – about the self, society and the empire. Writers become preoccupied with decadence (personal and social), crime, sexuality, the changing status of women and the implications of scientific developments. This is also the period that sees the birth of modern literary forms: the short story, science fiction, the detective novel, children's literature, and fiction about the supernatural. These and other themes are examined through the works of writers such as Oscar Wilde, H.G. Wells, Frances Hodgson Burnett, Robert Louis Stevenson and Bram Stoker.

The Historian’s Craft

This module focuses on developing students’ research skills in history and their understanding of research as a process of inquiry. Rather than acting as passive consumers of history, students can work alongside academic historians from within the School to deconstruct a published piece of historical research through a process of ‘reverse engineering’, and to build their own research project from scratch.

The Medieval World

This module offers an introduction to the sources, approaches and methods necessary for the study of the medieval world. Lectures provide a survey of key moments in medieval history from 300-1500, structured around the research specialisms of the module teaching team. The module focuses on issues of religion and power in the Middle Ages, while there is a strong methodological focus on the materiality of the medieval period.

Level 2

Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)

This module provides students with the opportunity to resurrect and understand the ordinary lives of people like themselves and their forebears from the sources available to us. The course picks up on both well-established and recent trends in historical research that have sought to give voice to ordinary people and promote from the historical records the lives of marginalised people such as homosexuals, women, children, the working classes, ethnic minorities alongside more familiar narratives of the great and the good.

Career Planning and Independent Study Preparation (Option)

This module aims to provide a framework for career planning and preparing for the world of work. It also provides the opportunity for students to develop the management skills needed for independent study which is a compulsory part of level three of the programme.

China and the West 1793-1911 (Option)

The module will examine concepts of cultural identity and belief by exploring western contacts with China during the period 1793-1911, an era of unusually intense cultural conflict and change. The objective is to equip students with the skills to understand and analyse competing world views and belief systems within the wider context of imperialism.

Counter Cultures of the 1960s (Option)

This module will consider the complexities and contradictions of popular culture in Britain between c.1950 and 1970. Consideration will be given to the social, political and economic forces which brought about cultural change in the post-war period. The module will then consider the way in which popular culture and a variety of sub-cultures manifested themselves through behaviour, music, literature, film, fashion, recreational drugs, politics and sexuality.

Destroying Art: Iconoclasm through History (Option)

One of the clearest indications that art matters is when political regimes, religious groups, and individuals go to great lengths to destroy it. This module examines popular acts and official policies of iconoclasm, primarily in Europe and the Middle East, from antiquity to the present. Special attention will be paid to image debates in the formative periods of Jewish, Christian, and Islamic art, and to the systematic destruction of art in the Protestant Reformation, the French Revolution, and in Nazi Germany.

Dis-Locations: the Literature of Late Capitalism

Fragmentation, uncertainty and conflict characterise a world in aftermath of war, at end of empire, and at the beginning of a period of radical social and cultural change. This module aims to chart the emergence of the contemporary world from these fractured beginnings through an introduction to British literature of the period 1950–2000. From the post-war Windrush migration to the rise of the historical novel at the turn of the millennium, the Angry Young Men to new feminist perspectives and postcolonialism, this module explores relevant theoretical perspectives on the late 20th Century and encourages an appreciation of the relationship between texts and their social, political and cultural contexts.

Disease, Health, and the Body in Early Modern Europe (Option)

This module examines how physicians, other practitioners, and the public understood the body, disease, and health in the early modern period. Although the medical system of Galen (2nd century AD) and humoral medicine guided Western medicine until the 1800s, between 1500-1700 there were major challenges to this traditional system. The work of elites such as Paracelsus and Van Helmont (chemical medicine), Vesalius (anatomy), Harvey (circulation and respiratory physiology) will be placed in a greater religious, social, and cultural context.

Early Modern Family: Households in England c.1500-1750 (Option)

The module looks at a number of ways in which historians have studied the family in Britain between c.1500 and 1800. It will examine a range of historical approaches from the demographic to the more qualitative and anthropological. Close attention is paid to the problems historians of the pre-industrial family confront in their examination of the surviving primary sources.

Education and the State in Post-War England (Option)

This module aims to develop the skills of critical analysis and source interrogation by exploring the relationship between the State, at its central and local levels and the provision of education in England, with particular emphasis on developments since 1945.

Experiencing and Remembering Civil War in Britain (Option)

The civil wars that raged across England, Wales, Scotland and Ireland in the mid-seventeenth century were among the most turbulent and exhilarating times in British history. This module explores the diverse ways in which the wars were explained, experienced and remembered by those who lived through them. Students will consider the extent to which this period, often described as one of 'revolution', left a lasting impression on British society, culture, religion and politics. Close attention will be paid to the ways in which the wars divided and devastated communities across Britain and the extent to which those fractures remained after the fighting was over. Lectures will introduce students to the key historiographical debates surrounding both the origins and nature of the civil wars and the ways in which they have been remembered. Seminars will look in greater detail at themes raised in the lectures and allow students to examine a wide range of early modern sources, including letters, diaries, memoirs, ballads, images and objects, in order to better understand what life was like in war-torn Britain and the ways in which the conflict was reported and explained. In the second half of the module students will focus upon the complex relationship between memory and history. Particular attention will be paid to how and why certain myths and memories about the civil wars were formed and endured in the period after the Restoration of Charles II, and why others were quickly forgotten or overlooked. The contexts in which the wars were remembered will also be considered - from the local to the national and international. Students will also look at how the period has been presented and represented in the present - in the media, in museums and re-enactments - and consider why this mid-seventeenth century conflict continues to hold a place in the public imagination today.

From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)

This module seeks to understand the history of Roman involvement in Britain on its own terms and enable students to grasp the importance of local responses to Roman cultural and political influence in the rise and fall of Roman Britain, through exploration of key themes such as: conquest and imperialism; ethnography and the other; religion; cities on the edge of empire; frontiers; military resistance and cooperation; Romanization. Particular focus will be placed on providing students the opportunity to develop a critical appreciation of the usefulness of archaeology to our understanding of the period.

Gender in Nineteenth-Century Britain (Option)

This module aims to introduce students to key theoretical and historiographical debates, and to the study of a wide range of source materials of use in modern British social and cultural history, while also exploring topics which shed light on the development of gendered ideals and practices in the nineteenth century. The module covers a roughly chronological series of case studies which pick up on the experiences of different groups in society and also offer a range of different types of source material.

Grand Expectations? America during the Cold War (Option)

The United States emerged from the Second World War a superpower, with, to an extent, a belief that it could remake the world. The challenges of the Cold War years were to demonstrate how limited was that power. This module explores the key social, political, economic and cultural developments in the United States between 1945 and 1990.

Hell and Damnation, life and afterlife: cultures of belief in England c.1550-1750 (Option)

This module examines the changing attitudes to life and the afterlife in England, and their cultural representation, in the two centuries after the Protestant Reformation. Examining the expansion in a number of rival religious and political groups, it considers the importance placing these within a social, cultural and economic, as well as theological, context. The module will focus on a range of religious groups considered to be a threat to the established church, or who have been identified by scholars as particularly significant in the period.

Heroes, Dames and Bad Guys: Popular Culture and Identity in Britain 1918-1939 (Option)

This module uses popular culture consumed by the British working and middle classes, including low and middle brow novels and films, as an entrance into the lives of ordinary Britons in the tumultuous decades between World War I and II. Students can trace the ways in which popular culture both reflected and produced certain anxieties about the social, economic, and political climate of the day, and how popular culture worked to construct, and occasionally subvert, normative visions of class, race, and gender.

Imperial Cities of the Early Modern World. (Option)

One of the ways in which early modern monarchs and rulers legitimised their authority and projected their power was through architecture and urban design. In this period capital cities across Europe and beyond were embellished with architecture and urban design inspired by Renaissance ideals of social order. This module examines the ways rulers imagined and built imperial capital cities across Europe and beyond.

The early modern European expansion in Asia, the Americas and Africa gave European rulers access to extraordinary wealth and also a strong sense of religious responsibility. Rulers were responsible to spread Christianity across the world and embarked on a quest of territorial expansion. In this module we will study how emerging empires transformed cities through architecture and spatial design to embody the power and wealth of their rulers. We will examine for example the development of London from the early Tudor improvements to the post-fire reconstruction plans laid out by Sir Christopher Wren and the impressive imperial buildings erected later on. We will equally study the development of Paris from the early modern palaces to the Haussmann's renovation of the city. In addition to these two major capital cities we will also study a myriad of other examples in Europe and beyond.

Italy, a Contested Nation. Social and political conflicts from Garibaldi to Berlusconi (Option)

Italy is a highly-politicised and ideologically-divided country. Divisions and internal conflicts, which have reached dramatic peaks, are a permanent feature in Italian history. They mirror unsolved social and political contradictions that many historians consider to be the result of the process of the Italian Risorgimento. National unification was prompted by republicans, but it was the Monarchy that achieved it.

Life and Labour in Industrial Britain (Option)

This module allows students the chance to develop an understanding of some of the key issues and discussions on the definition and practice of local and regional history. This will include a consideration of the local and regional dimension to historical study, including family history, parish history and urban history. Both a philosophical and practical level of understanding of the nature of regional and local history will be addressed. Students are provided with the opportunity to develop and apply research skills through class work on particular case studies through the use of primary sources.

Madness and the Asylum in Modern Britain (Option)

This module explores the relationship between madness and British society from the late eighteenth century to the present day. Students will examine how institutional approaches to the treatment of insanity have changed, from the eighteenth-century madhouse, to the Victorian asylum, to care in the community in the twentieth century. They will assess changing medical, legal and lay responses to insanity, including the role that class, gender, family and community played in defining insanity and its treatment. This module provides students with the opportunity to engage with a variety of primary sources to examine how and why insanity was classified, treated and depicted as it was. These include digitized asylum records, medical literature, legal works, reports of reformers and Lunacy Commissioners, press reports, novels, art, and patient narratives.

Making It New: An Introduction to Literary Modernism

In this module students will have the opportunity to explore the early twentieth century, one of the most creative periods in English literature, when writers like James Joyce, T.S. Eliot, Virginia Woolf and D.H. Lawrence were challenging conventional ways of writing and reading, and rewriting how we experience and understand the world and ourselves. Required reading will include some of the most powerful works from the modern movement between 1910 and 1940 including James Joyce’s Ulysses and T.S. Eliot’s The Waste Land.

Media and Mass Culture in 20th Century Britain (Option)

This module will explore the ways in which the press, the cinema, and radio and television broadcasting shaped politics, society and culture in twentieth century Britain. The module will examine the historical development of each of the major media forms and discuss the different types of content that they provided. The module will also explore a number of key issues, such as the impact of the media on the evolution of modern democracy, the media´s role in reflecting and shaping identities, and the media's contribution to the emergence of a consumer society.

Media, Controversy and Moral Panic (Option)

This module explores the history of media controversy and ‘moral panic’ during the twentieth century. It will introduce students to media texts (especially films and television programmes) that have sparked debate and extreme differences of opinion among audiences in Britain and America. It will also examine debates sparked by media themselves, such as responses to new media technologies. Students on this module will be asked to consider why some media technologies and texts become controversial, and how attitudes towards media have intersected with changing views on such ‘sensitive’ topics as race, religion, sexuality and violence. The module will be organised around a series of case studies. Students will be expected to engage with a range of films, television programmes and primary source material, which may include newspapers and television news broadcasts from the Media Archive of Central England (MACE). Students will gain an understanding of media texts that have had a significant impact on society, knowledge of histories and theories of ‘moral panic’, and skills in historical reception studies.

Medieval Man and the Supernatural c. 1200-1500 (Option)

Miracles and magic; werewolves, vampires, priests and witches; church services and rituals. All of these formed a part of the belief system of medieval men and women between 1200 and 1500. This module uses original primary sources ranging from ghost stories to confessions of wizards to formal trials of heretics to look at what people believed, how we need to think about those beliefs today and what they tell us about Western European medieval society.

New Directions in History

This module aims to introduce students to the different approaches to the study of history which have developed, with a particular focus on twentieth-century ideas and innovations, such as ‘history from below’, and women’s and gender history. Students will be encouraged to think critically and creatively about how history has developed within the academy, as a particular branch of knowledge and as a discipline with its own rules and procedures.

Postcolonialism

This module examines literary representations of the world that emerge from the history of European exploration and expansion, and considers literary responses from groups that were marginalized through imperialism. Students will be encouraged to look at the treatment by white writers of issues of race and empire in the early twentieth century. They will also have the opportunity to explore ways in which postcolonial literatures develop strategies of 'writing back' to the imperial centre and re-thinking identity in terms of race, gender and nation. The final section offers a study of postcolonial Britain and some global implications of postcolonial writing.

Science and Religion (Option)

The historical relationships between science and religion are amongst the most enduring and fascinating issues in the development of the modern world. There have been periods in western societies when new science has threatened established authority, for example the trial of Galileo in 1633 or the reported reaction to the publication of Darwin’s Origin of Species in 1859. This module will look at some of the historical encounters between science and religion.

Scrambling for Africa? Cultures of Empire and Resistance in East Africa, 1850-1965 (Option)

East Africa became a significant theatre of empire from the mid-nineteenth century, when David Livingstone championed European intervention to bring ‘Christianity, commerce and civilisation’ to the region. This module will explore the expansion of the British Empire into East Africa from the late nineteenth-century era of ‘high imperialism’ until decolonisation in the 1960s. This region provides rich opportunities to deepen an understanding of imperialism and offers key themes in the history of empire, including exploration, slavery, race, identity, gender, imperial networks, cultural representation and indigenous agency.

Struggles for Equality in C20 Europe (Option)

This module explores through various case-studies how people struggled for equality and social justice over the last century and asks why inequality has risen over the last three decades. Starting from attempts to reshape societies at the end of the First World War and the Russian Revolutions, the module examines how reformist and revolutionary strategies opposed each other during the inter-war years, how fascist movements tried to contain attempts at change and what solutions they proposed to the question of inequality.

The Age of Improvement: the Atlantic World in the long eighteenth century (Option)

The period from 1700 to 1850 was one of transition and change in the British Isles and North America, marking an ideological and material shift away from the legacy of medieval Europe and the period of initial colonial contact. Historian Asa Briggs termed this period the Age of Improvement, positing that drives towards ‘improving’ and ordering the landscape, the city, and the population, marked the period as a significant departure from what had come before. The legacy of this period can be seen in the organisation of landscape in the British Isles, the Caribbean, and the North-American eastern seaboard, in the ordered streetscapes of Georgian cities, and the establishment of large institutions such as the reformed prison and the workhouse. The end of this period was marked by significant changes in the geopolitical landscape of the north Atlantic.


This module challenges the student to engage with historical, cartographical, and material evidence. Students will be introduced to the landscapes, streetscapes, and social make-up of the long eighteenth century, and discuss in seminars how broad events impacted everyday lives, the urban, and rural landscape.

The Birth of the Modern Age? British Politics, 1885-1914 (Option)

This module tests the claim that the period from the 1880s to the First World War was an ‘Age of Transition’, which witnessed the birth of modern British politics. Through an analysis of this argument, students are introduced to some of the major developments in British political history in the period 1885-1914, including the birth of the welfare state, the creation of the Labour Party, the conflict over ‘Votes for Women’ and British foreign policy before World War One.

The Byzantine World, c.750-c.1500 (Option)

This module is devoted to developing an understanding of the political, social and cultural history of the Byzantine World (c. CE 750-c. 1500), with a particular focus on institutions (for example the imperial office, monasteries), practices (warfare, diplomacy, ritual and ceremonial) and material resources (coinage, silks, 'Greek fire'). Byzantine art and architecture, literature and theology, will be studied in addressing aspects of the culture and ideology of the empire.

The Emperor in the Roman World (Option)

‘For power he had sacrificed everything; he had achieved the height of all mortal ambition and in his ambition he had saved and regenerated the Roman People.’ So wrote Sir Ronald Syme of the Emperor Augustus, founder of the Roman Empire. In the two centuries following his death in AD 14, this political, social, economic, and cultural domain came to represent ‘the period in the history of the world during which the condition of the human race was most happy and prosperous’, in the words of another of its greatest historians, Edward Gibbon. Whether or not we agree with these judgements, two key questions demand answers: how did the emperor rule his realm, and why did his subjects choose to accept him?
This module surveys the history of the Roman Empire not as a succession of emperors and achievements, victories and defeats, but as a complex of experiments in government and of attitudes to governance. Beginning with the transition from representative republican rule to the domination of an imperial dynasty and its network of élite dependants in the early first century, and concluding with the incipient takeover of this system by a newly Christianised ruling class in the early fourth century, we shall together explore the role of the emperor in the Roman world and the patterns of communication between him and his subjects.

The Forgotten Revolution? The Emergence of Feudal Europe (Option)

Almost all historians share the view that the social, economic and political structures of Europe in 1000 A.D. were significantly different to those that characterised the western superpower of Late Antiquity, the Roman Empire. In this challenging module, students will be encouraged to engage with a range of source material that will allow them to come to their own conclusions. Given this wide focus, students will have the opportunity to immerse themselves in the fascinating story of post-Carolingian Europe in such a way that they enhance their abilities to think comparatively, a crucial weapon in the historian’s armoury.

The World of Late Antiquity, 150-750 (Option)

This module aims to develop students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: the rise of Christianity and Islam. Although the geographical focus of our studies will be on eastern Mediterranean lands of an empire ruled from Constantinople, known to later scholars as the Byzantine Empire, the geographical range of the module will be extremely wide (western Europe, including the western Mediterranean, Persia, Arabia, and ‘barbarian’ territories beyond the Roman frontiers on the Rhine and Danube).

Themes in American Cultural History (Option)

This module aims to introduce students to some of the key interdisciplinary themes in American cultural history in the first half of the twentieth century as well as to theoretical works that have shaped American cultural studies since the 1950s. The module will investigate and evaluate academic argument relating to the study of American cultural history from a variety of theoretical, philosophical and methodological perspectives including feminism, social theory, post-structuralism, and postmodernism.

Theory Wars

This module considers the range of theories that we can use when we read and think about literature. Students will have the opportunity to study psychoanalysis, feminism, Marxism and postmodernism, among others, to think about why and how we structure meaning and interpretation in certain ways. We consider questions such as ‘what is an author?’, ‘what is gender?’ and ‘why do certain things frighten us?’ through theorists such as Roland Barthes, Judith Butler and Sigmund Freud.

Traditions and Modernities: British Society, Culture, and Politics, 1945 to the Present. (Option)

This module will consider how a range of domestic and international factors shaped modern Britain, a nation which emerged victorious from the Second World War, but with an uncertain place in the world. Decolonization, disastrous military interventions, and a lessened global status in the Cold War, challenged Britain’s national identity as an influential international power. At home, the promises of victory and reconstruction were tempered by ongoing economic problems and conflicts over what the future Britain should look like. Tensions between traditions and modernities were revealed in these contested visions of Britain, and in the responses to the radical social and cultural changes that characterized these decades. Beginning with Labour’s shock election victory in 1945 and ending with an analysis of the uncertainty which characterizes Britain’s current status in the world, we will explore a wide range of themes and topics in between.
Students will critically engage with the historiography on post-war Britain as well as an array of primary sources. The course aims to provide a broadly chronological introduction to Britain’s development after 1945 and to equip students with an understanding of an under-researched area of history which has a very important bearing on the cultural and political debates of the present.

Urban Life and Society in the Middle Ages (Option)

Between the 11th and the 12th centuries Europe went through some radical changes. This module will focus on case studies, such as Lincoln, London and Paris, among others. Students will have the opportunity to study how and why such centres grew from small towns to some of the greatest and most vibrant metropolis of Western Europe in the Middle Ages. For a comparative study, a range of primary sources will be taken into account, including contemporary descriptions of these cities and their inhabitants, historical records, art and architecture.

Village detectives: Unearthing new histories (Option)

The typical image of a rural village, whether a chocolate box idyll prettily nestled around its church or a commuter dormitory boringly empty of anything fun to do, rarely shows much evidence for anything dramatic, but these places were created by people who lived through events which are almost unimaginable to us today including the Norman Conquest and the Black Death, and for whom a perpetual challenge was simply surviving in a period where barely half of those born lived to adulthood. In this module students will have the opportunity to learn how to critically analyse and interpret historical and archaeological evidence and to use their knowledge and skills to write a new history of any rural settlement of their choice.

Level 3

'O Bella Ciao' Fascism and Anti-fascism in Italy (Option)

This module will aim to introduce students to the history of Italian Fascism and the opposition to the regime: the Resistance. It will cover the history of Italy from the beginning of the 20th Century until the end of the Second World War and the establishment of the Republic in 1946. Historical interpretations of these key events in Italian and European history have always been very contentious and have aroused heated debates due to their ongoing political implications.

A Tale of Two Cities in Medieval Spain: From Toledo to Córdoba (Option)

In this module, students will have the opportunity to take a vivid and intellectually exciting journey through primary and secondary sources in order to understand the historical trajectory of the Iberian Peninsula from the end of the sixth century to the collapse of the Caliphate of Córdoba in 1031. The aim of the module is to provide an introduction to two major medieval cities, Toledo and Córdoba, via acquaintance with and discussion of material that allows us to reflect upon a fascinating complex of problems.

Air War and Society from Zeppelins to Drones (Option)

In the twentieth century new aviation technologies transformed understandings of war, peace, civilian and military. After the First World War writers argued that air power would enable conflicts to be fought quickly and decisively, with visions of sleeping gas dispersed over cities sitting alongside apocalyptic depictions of civilizations destroyed in moments. In both these images urban civilians had become the primary targets for bombs. Imagination moved closer to reality in the Second World War as bombing civilians became routine, culminating in the destruction of Hiroshima and Nagasaki, and the beginning of the nuclear age.

The module considers how ideas about air power developed, what informed this understanding of war, and what the consequences were. This is not a traditional military history concerned with narrative accounts of battles or armies, but one that asks questions about the relationship between military and civilian in society and culture in the twentieth century. How important was air power in the development of ideas of Total War, and how did these notions take hold in civilian as well as military thinking? How have the ideas of air power shaped our conceptions of “wartime” and “peacetime”? This module asks students to think about how such ideas are communicated across societies, and how our ideas of war and peace have shifted.

American Detective Fiction and Film: 1930 to the Present Day (Option)

Why have detective narratives proved so enduringly popular? This module will interrogate the iconic figure of the private eye in American popular culture, through the fiction and film of the twentieth and twenty-first century.

‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)

This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist movement. Anarchism is a political doctrine based on freedom, egalitarianism and social justice and that developed in Europe as a political movement in the mid-XIX century. Anarchism never reached the ascendancy achieved by liberalism or communism; however, it had a significant influence on the political ideas, social movements, culture, and education of the international labour movement.

China and the West 1793-1911 (Option)

The module will examine concepts of cultural identity and belief by exploring western contacts with China during the period 1793-1911, a well-documented era of unusually intense cultural conflict and change. The course objective is to equip students with the skills to understand and analyse competing world views and belief systems in relation to current historical debate. The module will focus on specific documented events that exemplify key aspects of cultural conflict and change, and students will be encouraged to explore a wide range of appropriate methodologies, including historical cartography, anthropological approaches to interpreting culture and belief systems, comparative theories of art, cultural myth and invention.

Chivalry in Medieval Europe (Option)

The module is aimed at exploring both the birth and development of the concept of chivalry in the Middle Ages. As a seminar-based module, a wide range of primary sources, as well as medieval and contemporary historiography on the subject will be made available to students, who will use them to explore how the role, image and function of medieval knights evolved over time.

Consuming Societies: Western Europe 1600-1800 (Option)

The module will examine consumption in many of its forms in early modern Western Europe. Focusing on a number of areas, such as food, clothing, furnishings, houses and other goods increasingly accessible to people at all levels of society, the module will encourage students to consider how and why these were available.

Contemporary Drama (Option)

This is a study of drama and performance from the late 1960s to the contemporary moment, and involves a consideration of plays by playwrights including Tom Stoppard, Pam Gems, Eve Ensler, Sarah Kane, Caryl Churchill, Robin Soans and debbie tucker green. Topics emphasised include political theatre, postdramatic theatre, verbatim theatre, in-yer-face theatre, and issues of censorship. This module is taught through workshops involving both academic discussion and practical work.

Darwin's Dangerous Idea (Option)

The concept of Evolution by natural selection, jointly promulgated by Charles Darwin and Alfred Russell Wallace in 1858, is one of the most influential ideas in contemporary intellectual and social life. The concept continues to be controversial even today. This module seeks to explore the development of the idea of evolution in historical and cultural context by examining the historical contexts in which evolutionary ideas have emerged and developed.

Early Modern Cultural and Artistic Encounters: Hybridity and Globalisation (Option)

This module considers early modern imperialism and its impact on artistic production at a global scale. Students will have the opportunity to examine Iberia and its world as a point for cultural encounter and cross-fertilization. The module aims to explore how local communities conflated their symbols of identity within transnational artistic trends and through a number of carefully selected case studies, will analyse the way in which communities – artists, patrons, collectors and audiences – negotiated these cultural encounters in the production and assimilation of the arts.

Exhibiting the World in the Nineteenth Century (Option)

This module explores the various ways in which the world was put on display in the nineteenth century, and with what aims and effects. The nineteenth century was a period during which museums, galleries, exhibitions, zoos and circuses all expanded in numbers and took on distinctive modern forms; it was also one where the ‘freak show’ became both popular but also frowned upon, while optical toys and attractions reformed ‘ways of seeing’.

From Revolution to New Republic: The United States 1760-1841 (Option)

This module explores the transformation of the United States from a set of thirteen colonies to an independent republic. Topics considered include: the causes of the Revolution, the governance of the new republic, the place of the new republic in the world, the experiences of excluded groups (loyalists, native Americans, African Americans).

Gothic in Literature and Film (Option)

Monsters and attics, desolate landscapes, imprisonment and pursuit: the gothic genre emerged in the late eighteenth century to depict our darkest fears and desires. Termed 'the literature of nightmare', gothic departs from a realistic mode of representation and employs a powerful means of symbolic expression. Students are given the opportunity to investigate ways in which the genre has explored psychological and political anxieties, and themes of sexual and social transgression. We consider literary texts from the eighteenth to the twenty-first centuries, including literature and film, and we give attention to sub-genres such as ‘female gothic’, ‘imperial gothic’ and ‘children’s gothic’.

Growing Up and Growing Old: Youth and Age across the Nineteenth Century (Option)

This module explores what it meant to grow up and to grow old in the nineteenth century, through often contradictory accounts of experiencing age categories from childhood to old age.

Students will have the opportunity to examine various constructions of ageing, to reflect on age as a crucial facet of identity. This module considers age as a lens to explore the nineteenth century as a transitional period of growth and expansion as well as decay and decline, through a range of Romantic and Victorian texts.

History at the End of the World (Option)

Historian, journalist, political commentator and gossip columnist Matthew Paris, monk of St Albans, wrote what is still one of our main sources for British history of the thirteenth century. This module looks at Matthew Paris’s Great Chronicle, considering both Matthew himself and what he tells us about what this tells us about thirteenth-century English society. Students have the opportunity to think about what history was in the thirteenth-century and about attitudes to foreigners and national identity; power and poverty; propaganda and fiction; time, space and the apocalypse.

History Independent Study (Option)

Students at level three have to undertake an Independent Study project. This is an extended piece of work that gives them the opportunity to demonstrate they have acquired the skills to undertake historical inquiry and analysis.

Independent Study: English (Option)

In this module students, having first submitted a research proposal and had it agreed by the module convenor, have the opportunity to research in depth an author or topic of their choosing.

Students are expected to commence research over the summer between Levels 2 and 3 and, on their return, have regular, one-to-one meetings with a tutor who is a research specialist in that field. The supervisor offers advice and direction, but primarily this module encourages independent research leading to the production of a 10,000 word dissertation.

Life Writing (Option)

This module responds to the recent interest in the representation of lives within literary studies. It discusses a range of life representations (including biography, autobiography, letters, confessions, memoirs, and poems) from the Romantic period to the contemporary moment. Students may consider the origins of autobiography, address Modernist experiments with life representations, and discuss twentieth-century and contemporary innovations, including disability narratives and cross-cultural autobiographies. Themes such as the construction of selfhood, conceptions of memory, the relational self, and the ethics of life writing are addressed.

Literature and the Environment (Option)

The first principle of ecological thinking is that it is not only human beings that are meaningful, and that we are neither so separate from, nor so dominant over, the non-human as we tend to think. In this module we explore what difference it makes to read literature from this perspective. We study literature as part of our complex interaction with our environment, and, perhaps sometimes, as a uniquely valuable one. We will be reading texts from ancient Greek pastoral to contemporary dystopias, and from the poet John Clare to the woodland historian Oliver Rackham.

Literature, Film and Gender (Option)

This module explores a wide range of gender topics (masculinities, the backlash against feminism, crossdressing, queer theory, and transgendering) through a variety of literary texts and films. Shakespeare, Ibsen, Hardy, and Woolf, are considered alongside more popular fiction by writers such as Susanna Moore, and films, including Priscilla: Queen of the Desert and The Crying Game.

Mad or Bad? Criminal Lunacy in Britain, 1800 – 1900 (Option)

This module explores how criminal lunatics - criminals who developed insanity in prison and individuals who committed a crime whilst insane - were represented and treated in nineteenth century Britain. It examines the difficulties doctors, lawyers and laymen faced when trying to distinguish between those who were ‘mad’ and those who were ‘bad’, and the debates about whether and how criminal behaviour should be punished or treated. Students will examine why some criminals were deemed insane and others were not; how criminal lunacy was defined in medicine and in law; how and why the institutions, people and practices for treating the criminal and criminal lunatic changed over the period; the role gender and class played in crimes, trials, diagnoses and treatment; and how criminality and criminal insanity were represented by laymen. These questions will be examined using primary sources including legal works, medical literature, parliamentary papers, House of Commons debates, trial transcripts, Lunacy Commissioners reports, newspaper articles, images, and the writings of criminals and criminal lunatics.

Madness, The Body, Literature (Option)

This module looks at long 20th century fiction and culture through the lens of discourses of madness and wellness. Students will have the opportunity to develop their understanding of trends in psychiatric and therapeutic cultures on display in a range of American and British literature from the fin-de-siècle to the contemporary. We look at writers such as Sigmund Freud, Ken Kesey, Rebecca West and Siri Hustvedt, alongside theoretical work by figures such as R.D Laing and Jean-Paul Sartre.

Men, Sex and Work: Sexuality and Gender in 20th Century Britain (Option)

The 20th century saw unprecedented social, economic, political and cultural change in Britain. However, the equally dramatic shifts in how sexuality and masculinity were experienced and represented are often ignored. This module aims to enable students to study the history of 20th Century Britain while using the lens of gender and sexuality to understand how ordinary men lived their lives. Students will get the opportunity to work with a wide variety of primary sources such as: court records, newspapers, film (including use of the MACE archive), photographs, music, autobiographies, oral history and literature.

Monsters and Violence in Middle English Romance (Option)

This module explores the representation of East-West contact in Middle English romances, with a particular emphasis on the interlacement of racial and ethnic otherness and on different types of violence, from martial exploits and religious coercion to rape and cannibalism.

Students will have the chance to experience the breadth of the romance genre—its many thematic and topical branches, and its many sub-genres and their respective conventions—as well as insight to the actual act of crusading, and the cultural and social crises that arose from this act.

Objects of Empire: the material worlds of British colonialism (Option)

This module will investigate the history of imperial Britain through material culture. The objects of study will range from trophies looted in battle and a drum transported with slaves to Virginia to African sculpture depicting Europeans. Historians increasingly recognise the fresh insights objects offer to major themes in imperial history such as gender, race and class. This type of evidence offers alternative perspectives on the colonial encounter which may remain hidden in the written record. This module responds to these new academic developments and will use objects and their biographies to study key phases and themes in the history of British Empire. Tracing the long history of such objects enables us to explore how objects change meanings as they move through various colonial and post-colonial contexts.
We will explore a variety of periods and geographical contexts through a broadly chronological study. Students will test the methodological challenges of studying objects and their biographies, and locate relevant textual and visual evidence. In addition to enhancing their skills of visual and material analysis, they will develop transferable skills in writing for the public, as well as considering the challenging issue of curating the imperial legacy.

Postmodernism: Apocalypse and Genesis 1967-2000 (Option)

This module will explore the nature of the contemporary through analysis of selected literary texts. The initial date, 1967, has been chosen as it marks a point of transition from a post-war world based upon a liberal consensus to a time of radical uncertainty, extreme and experimental forms of expression, the breakdown of notions of realism in all the arts, sciences and philosophy. Literature, alongside the radicalisation of all intellectual concepts, including reason and common-sense, has played a significant role in debating, illustrating, and disseminating these new ways of thinking both in terms of form and content.

Representations of the First World War (Option)

A century after the armistice the First World War remains a common theme for artists, musicians, writers and filmmakers. This module aims to introduce students to a variety of some of the many different representations of the war. Starting with early films released before the armistice students will have the opportunity to explore a number of different texts including novels, documentaries, memoirs and feature films.

Republicanism in Early Modern England, 1500-1700 (Option)

Although early modern England was a kingdom, governed by a monarch, many historians have claimed that there was a strong ‘republican’ undercurrent to Tudor and Stuart political thought. This module introduces students to the key approaches and methodologies of the history of ideas by focusing upon the various ways in which scholars have studied and conceptualised republicanism in early modern England and the on-going debate surrounding the origin, content and influence of republican ideas in the period 1500-1700. Lectures provide a survey of the major themes in the study of early modern republicanism and outline the republican dimension of the key events of the era, including the Elizabethan succession crisis, the English Civil War, the trial and execution of Charles I, the late-Stuart exclusion crisis and the Glorious Revolution. Particular attention will be paid to the ways in which republican ideas evolved over the period and the extent to which political ideas influenced political actions, and vice-versa. Seminars allow students to explore in greater detail the methodologies and approaches outlined in the lectures while also investigating a wide range of primary sources. Besides examining some of the key political texts of the period (including those by Hobbes, Harrington, Milton and Locke), students will also consider the ways in which republican ideas were transmitted, received and contested in literature, poetry, drama and imagery.

Rome and Constantinople: Monuments and Memory, 200-1200 (Option)

This module is devoted to two cities that were capitals of the Roman Empire, focusing on their monuments and how these were perceived and remembered over centuries. Rome and Constantinople, or Old Rome and New Rome as they came to be called in the East, were imperial cities where the most powerful figures – emperors and patriarchs, popes and saints – of antiquity and the Middle Ages built and destroyed, appropriated and reconfigured spaces, buildings and structures.

Science Fiction (Option)

This module considers the genre of modern science fiction (SF) and its evolution into one of today’s most popular narrative genres. Analysing a variety of forms – novel, short story, drama, graphic novel and film – students will have the opportunity to examine the socio-historical contexts of some of the most influential narratives of this period: from the emergence of “scientific romance” in the late nineteenth century, to late twentieth-century forms like cyberpunk and radical fantasy; from the problems of defining “genre fictions” and privileging SF over fantasy, to our enduring fascination with alternate histories, non-human agents (robots, animals, genetic hybrids, the environment), ecocatastrophe and post-apocalypse.

Sex, Texts and Politics: Geoffrey Chaucer’s Canterbury Tales (Option)

This module concentrates on the works of Geoffrey Chaucer, with a particular emphasis on The Canterbury Tales, perhaps Chaucer’s most famous work.

Students will have the opportunity to examine the General Prologue and a variety of tales in relation to their historical context and literary antecedents, and, throughout, specific attention will be given to questions of genre (ranging from fable and epic to satire and romance), literary authority, narrative construction, and medieval aesthetics.

Southern Accents (Option)

This optional module explores representations of the southern states of America in prose fiction, film, drama and music. In the first section southern stereotypes and ‘resistant’ representations, produced by southerners and others, are examined in relation to social, political and historical contexts. This is followed by a section on African American representations of the south. Finally, a section on music and vernacular traditions explores the influence of the south on American popular music. Students are encouraged to adopt an interdisciplinary approach to examine questions of regional identity in a wide range of texts.

The British Monarchy and the Nation, 1870 to the Present. (Option)

This course introduces students to different historical approaches to the monarchy and its relationship with the nation and the British world. It charts the changing role of monarchy from the reign of Queen Victoria to the present day, illuminating a cluster of related themes – including how the monarchy has sought to adapt to wider social, cultural, and political changes in order to maintain its power in Britain and the empire, the impact these strategies had on nationhood, identity, and the public sphere, and the way ordinary members of the public have historically understood the function of monarchy. Seminars will consider a range of topics including how new forms of media transformed the monarchy’s public role, the significance of royal tours of empire, the meanings attached to royal ritual in British politics, and the way royalty’s media image has shaped how media audiences have made sense of society and public figures. The course draws on recent scholarship and a wide range of primary sources in order to introduce students to new historiographical debates on the monarchy and Britain, as well as new bodies of evidence which historians are drawing on to help explain the nation’s development over the last 150 years.

The City and the Citizen: urban space and the shaping of modern life, 1850 to present. (Option)

This module aims to examine how living in cities shaped the ways our lives and society have developed since the 19th Century. In the early 19th Century the population of Europe largely lived in rural settlements, yet 100 years later the populations of Western Europe's cities had exploded. Cities produced new forms of social organisation: for the first time drag queens and prostitutes rubbed shoulders with housewives, the rich discovered the poor on their very doorsteps and the unregulated spaces of cities became havens for counter-cultures, deviant sexualities and radical politics.

The European Union since 1945 (Option)

This module will focus on the process of economic and political integration, which has taken place in Western Europe since 1945. The emphasis will be placed on the global forces which have shaped, and are still shaping, this process of integration. The module will also investigate the impact of the Cold and Korean Wars, the European Recovery Programme and other factors from outside Europe.

The Goths: Barbarians through history? (Option)

This module explores two inter-related questions: Who were the Goths of late antiquity? Why have ideas of ‘Gothic-ness’ recurred so frequently since the end of the last Gothic kingdom in 711 CE? The module analyses historical, archaeological and other evidence for the Goths, their migration into Roman territory and their eventual settlement in Gaul, Spain and Italy in the third to eighth centuries. Drawing on the most recent scholarship, students will have the chance to challenge assumptions that the Goths were archetypal barbarians and caused the fall of the Roman Empire in the West and the dawn of a ‘dark age’.

The Literature of Childhood (Option)

This module explores how childhood is constructed in a wide range of literary texts – texts by adults for adults, by adults for children, and by children themselves. Underpinning the module is the notion of ‘childhood’ as a cultural construct into which writers invest various, even contradictory, meanings. Students have the opportunity to explore texts by adults who idealise or demonise the child to suit their personal and philosophical agendas. Students may then analyse the mixture of didactic and therapeutic agendas in enduring genres of children’s literature such as the fairytale, adventure story and cautionary tale. Finally, we turn to children as authors in a study of juvenilia.

The Making of English Literature: Georgian Literature, 1710-1832

Students reading Georgian Literature have the opportunity to study a selection of canonical and less well-known texts from the period and explore the historical and cultural context of their production. The module discusses developments in the novel from Daniel Defoe to Jane Austen and innovations in poetry from Alexander Pope to Romantic writers such as William Wordsworth. Important themes include satire, sensibility, the Gothic, popular and polite culture, authorship, and Georgian theatre. Contextual discussion focuses on the ‘construction’ of nation, gender, class and empire, and the relationship of British literature to the Enlightenment and to Revolution.

The Roman City (Option)

To the citizens of the Roman world, civility (civilitas) – right conduct of government, sound behaviour of individuals, citizenship itself – was a function of the city (civitas), which constituted the centre of the Roman state and society. Rome had expanded from a kingdom, then a republic, based in a single city, to an empire spanning the entire Mediterranean, from the Punic trading settlements of the Iberian coast in the west to the Hellenistic city-states of Asia Minor and the Levant in the east, and in doing so had incorporated much of those civic cultures into its own. Even the literary and architectural conceit of rus in urbe (‘the country in the town’) involved relocating an idealized rural landscape into urban space. But at a more pragmatic level, the city was also a microcosm, a world in miniature, of that empire.
This module will take students on a guided tour of the Roman city, using each stop along the way as a point of entry into one or more aspects of the politics, society, economy, and culture of Rome and its empire. Students will be challenged to reimagine urban life via a detailed engagement with a representative array of written, material, and visual sources and the main lines of the secondary literature. Can the Roman world be best understood through the timeless prism of the city, or does a literary tradition obscure profound change over time? Students will gain the tools to think critically and comparatively about urbanism, which will enhance further study of the city in other times and places in history, as well as acquiring a solid foundation for a complementary exploration of the Roman countryside.

The Roman Countryside (Option)

Before the Roman invasion of AD 43, everyone in Britain lived in ‘the countryside’, for the simple reason that there were no cities or towns. Indeed, throughout the four centuries of Roman rule which followed, the vast majority of people still lived outside of urban and military centres. The core objective of this module is an archaeological exploration of the great diversity of evidence, analysing the significance of the changing nature of rural society and the creation of rural landscapes and identities, focussing on Britain from the late pre-Roman Iron Age, through the Roman period, to its sub-Roman aftermath (c. 100 BC–AD 500).

Scholars have given the term ‘landscape’ many meanings, and have employed a wide variety of theoretical approaches to question how rural inhabitants created, experienced, and understood the areas connecting (and beyond and between) what have traditionally been seen as ‘sites’. Because the basic needs and desires of people, livestock, agriculture, production, commerce, and industry – that is to say, settlement and the economy – cannot be understood separately from the symbolic and meaningful places which comprise the social landscape, we will examine a series of case studies in the methods and theories which can serve to analyse relationships between rural settlement and landscape.

The Social Construction of Sexuality, 1780-1930 (Option)

The module examine the changing role of the family during the Industrial Revolution. It will raise questions of how sexuality was regulated through discourse, and, towards the end of the nineteenth century, through ‘scientific’ classification. It will investigate how, in the 1920s, female sexuality and the satisfaction of female sexual desire, became the lynchpin of the nuclear family. In that way, the module will foreground the notions of negotiation and struggle and the discursive fields on which these battles were fought.

This is Britain: 20th Century Britain through the Media Archive of Central England (MACE) (Option)

The Media Archive of Central England, otherwise known as MACE, is held at the University of Lincoln and possesses the largest media archive of its kind in the UK. This archive-based module draws on sources within MACE which include ITV television news, 'home movies' and documentaries, and allows students to produce original research on MACE's holdings. Their research is then featured on the module's website for future historians to reference as they examine 20th Century Britain.

Twenty-First Century British Fiction (Option)

This module aims to explore new thematic trends, stylistic innovations and cultural developments in post-millennial British fiction, including a focus on globalizing processes, transnational migration and digital technology.

The module also addresses the development (and rethinking of the concepts) of gender and class in literature of the period and account for the continuing importance of the literary form in an age of digital publishing.

What is the Renaissance? (Option)

This module aims to explore the intellectual and cultural achievements of Renaissance, as well as its historiographic context. The period of transition from 'medieval' to 'modern' society that the Renaissance represents (or has been characterised as representing) is one of the most challenging areas of historical study, profoundly influencing historiography. Students will have the opportunity to examine in depth to what extent the historical periodisation of the 'Renaissance' has been a deliberate, although sometimes contentious, means to better understand events of the past, particularly in relation to cultural analysis.

Women’s Writing and Feminist Theory (Option)

A diverse range of prose, poetry, and drama written by women from the eighteenth century to the present is considered alongside key concepts in feminist theory and the history of the women’s movement. Writers range from Mary Wollstonecraft to Zora Neale Hurston to Jeanette Winterson. Topics range from the feminine aesthetic and French feminism to feminist utopianism and cyberfeminism.

†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Special Features

Visiting Writers

Students with interests in creative writing and contemporary literature can benefit from readings and masterclasses by published authors, including the Poet Laureate, Dame Carol Ann Duffy.

Activities

Activities including play readings, film showings and field trips are designed to enhance students’ experience of literary studies. Such activities include our annual visit to Newstead Abbey, former home of the poet Lord Byron.

Research

Many English and History academics are engaged in research which directly informs teaching. In English, there are currently particular strengths in 21st Century literature, 19th Century literature, Gothic studies and drama. In History, staff research specialisms currently include Byzantium, the Suffragettes, sexuality in the 20th Century in England and Latin America, medical history and medieval Spain.

For a comprehensive list of our English teaching staff, please see below:

https://www.lincoln.ac.uk/home/ej/schoolstaff/


For a comprehensive list of our History teaching staff, please see below:

https://www.lincoln.ac.uk/home/hh/schoolstaff/

Placements

Students may choose to undertake a work placement during their final year to gain practical experience and gain a competitive edge in the jobs market. Past placements have included roles in museums, heritage sites, schools and charities. Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

When you are on an optional placement in the UK or overseas or studying abroad, you will be required to cover your own transport and accommodation and meals costs.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Facilities

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.

Career Opportunities

English and History graduates may go on to careers in education, the civil service, media, journalism, heritage, publishing, communications and the arts. They may choose to continue their studies at postgraduate level or take qualifications in teaching.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

Other Costs

Students on this course are expected to obtain their own copies of primary texts indicated for use and discussion in seminars (where available) and will be responsible for any additional costs incurred.

Related Courses

The BA (Hons) Advertising and Marketing degree at Lincoln offers the opportunity to develop the creativity, knowledge and skills to deliver successful global campaigns, in preparation for a career in the creative industries.
Our BA (Hons) Drama degree puts the creativity of performance at centre stage. With modules that explore a variety of genres and playwrights, the programme aims to prepare students for a range of careers in the theatre and media, both on and off stage.
The BA (Hons) English degree at the University of Lincoln explores a lively and varied collection of texts within their historical and theoretical contexts, from Medieval literature and the Renaissance to postcolonialism and postmodernism.
The study of two closely related fields such as English and Journalism encourages students to analyse a diverse range of literary approaches.
The BA (Hons) Film and Television degree focuses on academic study in both film and television, complemented by practical and creative projects in television production, film and scriptwriting. The course provides a research-informed introduction to the theory, practice and social significance of film and television. This programme is 75 per cent theory and 25 per cent practice-based.
The BA (Hons) History degree at the University of Lincoln is distinctive in the breadth of topics that students can choose to study. These include British, European and American history, from the Roman Empire to the end of the 20th Century.
On the BA (Hons) Journalism degree students are encouraged to put journalistic theory into practice and have opportunities to produce news content to a professional standard while exploring the ethical and legal considerations of the industry.

Tuition Fees

2017/18 Entry UK/EUInternational
Full-time £9,250 per level
£12,800 per level
Part-time £77.09 per credit point  N/A
Placement (optional) Exempt Exempt

 

2018/19 Entry UK/EUInternational
Full-time £9,250 per level
£13,800 per level
Part-time £77.09 per credit point  N/A
Placement (optional) Exempt Exempt

The University undergraduate tuition fee may increase year on year in line with government policy. This will enable us to continue to provide the best possible educational facilities and student experience.

In 2017/18, fees for all new and continuing undergraduate UK and EU students will be £9,250.

In 2018/19, fees may increase in line with Government Policy. We will update this information when fees for 2018/19 are finalised.

Please note that not all courses are available as a part-time option.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions. [www.lincoln.ac.uk/StudentAdmissionsTermsandConditions]