97% of History students and 96% of English students agreed that staff are good at explaining things according to the 2015 National Student Survey, as provided by unistats.com.
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 your degree. However, remember that you are engaging in a full-time degree; so, at the very least, you should expect to undertake a minimum of 37 hours of study each week during term time and you may undertake 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
The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date (unless stated differently above).
Methods of Assessment
The way you 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.
For a comprehensive list of teaching staff, please see our School of English & Journalism Staff Pages, School of History & Heritage Staff Pages.
Entry Requirements 2016-17
Applicants should have a minimum of 300 UCAS points from a minimum of two A Levels (or equivalent).
All applicants will be required to have at least three GCSEs at grade C or above, to include English Language.
We also accept a wide range of other qualifications including the BTEC Extended Diploma, Diploma and Subsidiary Diploma, the European and International Baccalaureate Diplomas, and Advanced Diplomas. More information on tariff values is available on the UCAS website http://lncn.eu/cdez
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 + 44 (0)1522 886097 or email firstname.lastname@example.org.
Critical Thinking and Writing for Historians
The module aims to equip students with the skills necessary to communicate their learning about history in an academic environment and will also support students in adjusting to the demands of higher education.
The core objective of the course will be to develop students’ critical thinking and writing skills. It is designed to enable students to understand the basic elements of argument, how to structure a university essay in history, how to use the library effectively, how to think critically about sources, and how to reference using the prescribed method. Skills learned and dispositions developed on this module will prove vital for studying and writing history throughout their degrees and afterwards.
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. The module focuses on several crucial themes: the development of a group of political/territorial entities known as ‘states’; the ideologies, doctrines and movements known collectively as ‘nationalism’; and the development of the culturally defined communities we call ‘nations’, These factors are examined in parallel with the processes of inclusion and exclusion of particular groups through the cultivation of identities of class, gender and sexuality, race and place.
These themes will give students the opportunity to explore some of the distinctive features of the ‘modern’ period and to understand what makes the period unique. Lectures examine these developments in a wide-ranging comparative perspective, while in seminars and essays, students also examine detailed case-studies relating to these developments, including on issues such as: urbanisation, industrialisation, enlightenment thinking, and scientific thought.
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. Ultimately, the skills and attitudes that will be developed through this “apprenticeship” will prove indispensable in the third year independent study, but will be applicable throughout the degree and in life after university.
The module deepens skills developed in the first semester, such as essay writing in history and information literacy, although the primary focus will be on research skills. Students will have the opportunity to develop relevant research skills and understandings via two modes of delivery: (1) a series of lectures, illustrated through practical case studies, on key methodologies for historical research; (2) a series of seminars in which students can be guided by their tutor in deconstructing a piece of published work (an article or book chapter). Where appropriate, tutors will make use of their own published work here, so that the students can be engaging directly with the author’s own research.
Alongside the seminars and lectures, students will be expected to develop a project of their own design, based on their own interests, and to maintain a reflective journal, in which they record their evolving understanding of methods and their applicability to their own research. They will thus learn how to research and produce history for themselves.
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. Thematically, 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, Seminars will provide students with an opportunity to engage directly with primary sources from the period, to delve deeper into module themes, and to develop their understanding of the functioning of medieval social, political and religious worlds.
Accessing Ordinary Lives: Interpreting and Understanding Voices from the Past, 1880 – present (Option)
The aim of this module is to provide 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 (but no less valuable) narratives of the great and the good.
The course focuses on a period from the late 19th century and runs to the present and educates the students in the various strengths, weaknesses, historiographical debates and techniques for use that surround ten different types of commonly available source material.
Career Planning and Independent Study Preparation (Option)
This vital 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 management skills needed for independent study which is a compulsory part of level three.
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 course objective is to equip students with the skills to understand and analyse competing world views and belief systems within the wider context of imperialism. The module will focus on specific well-documented events that exemplify key aspects of cultural conflict such as the Opium Wars and Boxer Rebellion, and students will be encouraged to explore a wide range of appropriate methodologies, including historical cartography and anthropological approaches to interpreting culture and belief systems, as well as comparative theories of art, cultural myth and invention.
The module will begin with a brief overview of medieval and early modern western contacts with China, but will focus on the period 1793-1911 as the most intense period of western imperial intervention, providing significant material for exploring the nature and consequences of clashes in cultural world view. The course will explore the impact of mounting western influences in China, culminating in the collapse of China’s Imperial system and the rise to power of a nationalist regime seeking to restore Chinese independence.
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. Through examination of these manifestations of cultural change, the module will address the widely employed term ‘counter-culture’ and assess its relevance to the period in question. Personal testimony will be considered an important primary source for the investigation of this topic. A range of other primary source and illustrative material will be utilised, including film, television drama, music, and literature.
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. The module also addresses contemporary problems, such as the destruction of art and cultural heritage in the context of war and insurgency. More than the acts themselves, the course concerns the objectives and consequences of iconoclasm, especially how iconoclasm has been used to facilitate religious, political and social change.
Lectures will provide an overview of art and iconoclasm in specific periods and places, while seminars will focus on case studies, represented by individual monuments or groups of objects, and textual sources essential to the study of iconoclasm. In addition to various forms of iconoclasm, lectures and seminars will explore related themes of idolatry (worship of images), iconophobia (fear of images) and aniconism (avoidance of images).
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.
The module will also consider early modern medical conceptions of gender, women medical practitioners, as well as the role of medicine in popular culture. Students will also have the opportunity to learn how to make diagnoses in the manner of an early modern doctor.
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.
Aspects to be considered in the module include the following: the Economic, social and political context to the study of the family will be offered; the predominance of the nuclear family will be examined; the family as an economic module will be assessed; the nature of familial relationships will be studied - were these calculative or emotional? Illegitimacy and family breakdown will also be examined. Comparisons and contrasts will be drawn between familial experiences throughout the social hierarchy.
Education and the State in Post-War England (Option)
This module aims to develop 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.
The nature, role and ‘responsibilities’ of the education system have been a recurring aspect of political debate in Britain since the latter part of the nineteenth century: the practical outcome of this debate has’ in turn, been crucial to the ways in which culture, class awareness and gender relations have developed over the century, in addition to considerations of economic progress and national identity. In the light of these considerations, one of the most significant aspects of this module is that it invites students to reflect upon, rationalise and re-evaluate their own experience and expectations of the education system.
Empire and Immigration on Screen in 20th Century Britain (Option)
Empire, immigration, and media culture were all powerful means of defining ‘Englishness’ in the 20th century. This module examines the complex relationship between empire and screen culture from 1919 when empire stood increasingly as the ‘commonwealth’ to the 1980s, when tensions over immigration were evident on film and television screens throughout the UK.
Throughout the module, we will have the opportunity to examine constructions of empire and immigration in a variety of film, including feature films, documentaries, and home-movies, as well as television in the post-war period. Alongside this we will rely on traditional historic sources such as the press, surveys, and diaries. Students can gain a broad but critical understanding of the place of race within modern screen culture and concepts of ‘Britishness’ in 20th Century Britain.
From Caesar to Arthur: The Rise and Fall of Roman Britain (Option)
Britain is usually seen as peripheral to the Roman Empire, one of the last provinces to be conquered and first to be abandoned in the breakdown of imperial power in the West in the fifth century, a drain on resources that contributed little politically, culturally or economically to the life of a mainly Mediterranean state.
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. This period provokes strong views in popular culture where it is dominated by opposing female figures of the ‘Angel in the House’ and the suffragette, but developing work on other gendered identities of the time such as male impersonator acts at the music hall, emotionally engaged fathers, and campaigners against the exploitation of prostitutes suggests that such simple divisions are increasingly inadequate. Sources to be used include Parliamentary reports, newspapers, letters, novels and paintings.
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. Themes to be considered include: US exclusion of the other (e.g. political and racial); the relationship between struggles for freedom at home and abroad; the characters of and the expanding role often played by the post-war presidents; the rise and fall of the post-war US economy.
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. It begins with a brief overview of the state of religion in England in the early sixteenth century, with some comparative consideration of other nations of Europe, developing into an exploration of the impact and legacy of such theological and political developments on everyday life, politics and culture in England and elsewhere in Europe.
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.
In this module students aim to 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 through heroic male leads, dastardly villains from Britain and abroad, and through women more interested in wealth than love. Further to this, by looking closely at issues surrounding the production and consumption of popular culture, this module will aim to teach students to critically engage with media tropes which persist even today.
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.
This module aims to look, in detail, at the process of Italian unification and its aftermath by analysing a series of historical themes: the Risorgimento and the nation; banditry; emigration; the rise of anarchism and socialism; colonialism; the politics of the liberal period; and the run-up to the First World War. During the course students will have the opportunity to familiarise themselves with the use of primary and secondary sources. Sources and materials may include newspaper extracts, novels and diaries, films, paintings, laws, biographies and maps. The course also prepares interested students for the third year module ‘O Bella Ciao! Fascism and Antifascism in Italy’.
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 first half of 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 second half will 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 such as class, gender, sexuality and ethnicity, and the media's contribution to the emergence of a consumer society.
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. The module also asks the ‘big’ questions about history such as what it is for, what causes change in history, what sorts of evidence can we rely upon, and what are the most important questions to ask of the past? The module aims to introduce students to a range of historians’ writings, as well as critical commentaries on those writings, and will encourage students to form your own opinions in the historiographical debate.
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.
Queen Victoria: Monarchy and Power in Britain 1837-1901 (Option)
Queen Victoria was the longest reigning monarch in British History. She ascended the throne in 1837 at the age of just 18 and died in 1901 having ruled England for 64 years. In that time society evolved from one which still accorded the monarchy a central place in the political life of the nation, to one in which the monarchy relied for its strength and its effectiveness for its non-partisanship and its carefully cultivated place in the hearts of the people. How this was achieved, how Victoria and her court ‘invented traditions’ and courted the hearts and minds of their people will form a central focus for this course as we scan the broad progress of nineteenth century British history.
The module will aim to introduce students to the use of a range of contemporary sources including newspapers, satirical cartooning, and Victoria’s own letters.
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. Standing back from theories of conflict or harmony, the module will disclose the complexity and subtlety of the relationships between these two great cultural phenomena.
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. The presence of multiple European powers offers useful points of comparison as do the varied types of imperial governance within British East Africa, from settler colonies to protectorates. The module will consider the multiple ways in which power was exerted, shaped and contested by figures from different sections of colonial society. Following a broadly chronological structure, each week will address a different theme and/or region, aiming to introduce students to a wide range of primary sources, including official documents, personal writings, newspapers, photographs, objects and film.
Struggles for Equality in C20 Europe (Option)
After the First World War levels of inequality declined in Western Europe and reached their lowest point in the mid-70s. The trend then reversed drastically.
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.
Students will be encouraged to investigate how these experiences and the Cold War shaped post-war settlements and attempts at reducing social inequality, how and why the post-war settlement was challenged by the left and the right and how the policies of the 1980s started to reverse the gains of the post-war period.
Ted and Bill's Excellent Adventures: The Norman Conquest in Context (Option)
1066 is one of a handful of historical dates which every English person knows (allegedly). Regardless of whether this is true, most people would still see the Battle of Hastings and the Norman Conquest of England as important in England’s history, even if they are not quite sure why.
This module looks at the Conquest in the context of the decades immediately before and after 1066. Along the way, we will look at many intriguing characters, including an exploding king, an Anglo-Scandinavian noble executed for his part in an ill-advised rebellion, who managed to finish his prayer despite the inconvenience of having been decapitated, and a headstrong girl who managed to fend off the amorous advances of a powerful bishop and ended up in a position of power herself.
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 module also examines some of the most important questions in modern political history: why do parties win (and lose) elections? How important are leaders to political parties? What role do concepts like patriotism, class, gender and regional and national identity play in the political process? Through the study of these issues students will have the opportunity to both gain a deeper understanding of how politics works and how our modern political system was created.
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 principal task throughout will be to understand forces for continuity (conservative ideologies, education) and processes of transformation (Iconoclasm, the rise of the West, the Christianisation of the Slavs, the rise of the Ottomans). Lectures will provide a framework of political history and outline key themes, which will be studied in more detail in seminars. Such key themes include: the period of iconoclasm; encounters with Islam; the Christianisation of the Slavs; gender and sanctity in society and literature; war and diplomacy; art and architecture; and religion, power and violence.
Students will have the opportunity to become familiar with a wide range of sources for the study of the history of Byzantium, and will subject primary and secondary materials to scrutiny on a weekly basis. Principal tasks throughout will be to understand forces for continuity and processes of transformation, and the limitations our sources place on their comprehension.
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. But how did this new world take shape? For some the answer has been that the state-driven economy and politics, sophisticated tax-raising apparatus, and publicly funded legal and military institutions of Rome gave way to a medieval world of private politics, feudal institutions, and weak central authority. Others find this explanation too rigid.
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 is devoted to developing students' understanding of the political, social and cultural history of Late Antiquity (150-750), with a particular focus on two world-changing religious developments: 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).
Lectures will provide a framework of political history and outline key themes, which will be studied in more detail in seminars. Such key themes include: the rise and triumph of Christianity and Islam; the rhetoric, image and reality of power; holy men, holy women and saints in society and literature; conflict and diplomacy; identity; and religious power and violence.
Students will have the opportunity to become familiar with a wide range of sources for the study of the history of Late Antiquity, and can subject primary and secondary materials to scrutiny on a weekly basis. Principal tasks throughout will be to understand forces for continuity and processes of transformation, and the limitations our sources place on their comprehension.
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. The module explores the following key areas: myth and symbol; social scientific approaches to American history; capitalism and consumerism; gender, race and sexuality; immigrant experiences; science and religion; cultural theories – art and architecture; film and futurism.
Themes in Regional and Local History (Option)
The module will aim to allow students to develop an understanding of some 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.
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.
Urban Life and Society in the Middle Ages (Option)
Between the eleventh and the twelfth centuries Europe went through some radical changes. Urban agglomerations also transformed: from being primarily ecclesiastical and political centres to proper market places. To what extent was it a European phenomenon? What else contributed to such changes? To what extent did the reformed urban space affect and influence political, social and administrative structures? How did different groups live and interact within urban spaces?
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. Throughout the medieval period, more than 90% of the population of England lived in the countryside, inhabiting the same villages and hamlets as millions do today, and they have left clues behind them about the way they lived their lives and how they responded in face of opportunities and threats.
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.
'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. Therefore, students will be encouraged to engage with the historiographical discussion on these controversial aspects of Italian history using a broad range of primary and secondary sources.
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. In seminars students will be encouraged to learn to think comparatively and to understand the pillars of historiographical traditions, directly helping them to see the practical implications and purpose of the material they analyse on the Level 5 New Directions in History module.
‘Anarchy is order’. Anarchism and social movements in Modern Europe (Option)
Anarchism is a political doctrine that aims at the constitution of a society 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. This module will explore the different schools of thought and the political activities of the various groups and individuals that comprised the anarchist 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.
China and the West II: 1911-2008 (Option)
During the twentieth century, China experienced a turbulent period of rebellion, revolution and reform. The module aims to provide an insight into the major events of the period and to chart the reactions of eastern and western observers to the dramatic changes taking place. The module will examine the forces at work in the revolution of 1911, the May Fourth Movement and establishment of the Chinese Communist Party, the formation of China’s nationalist party state, the communist revolution and foundation of the Peoples’ Republic of China in 1949, the ‘Great Leap Forward’ and Cultural Revolution, and the economic and political reforms of the post-Mao period. The module will aim to enable students to consider these events and their impacts in both a regional and global context, with consideration given to Chinese representation of events in the wider diaspora, as well as to western interpretations and representations of China throughout the period
Chivalry in Medieval Europe (Option)
The image of medieval knights is both a powerful and contradictory one: were they warriors, crusaders or courtly lovers? This module will explore the roles and functions of knights in medieval society, as well as the historical developments which led to the tight association of knighthood and nobility, especially from the eleventh century onwards.
This module will examine the birth and development of the concept of chivalry in the Middle Ages and its related historiography. By comparing the historical situations of different areas of medieval Europe, mainly from the eleventh to the fifteenth centuries, the students will examine how the knights' military and administrative functions, religious commitments, as well as political and social roles changed over time, and whether they followed a code of behaviour created by literature or they rather inspired it. Students will have the opportunity to adopt an interdisciplinary perspective and they can examine a wide variety of sources, which include both textual and material sources.
Consuming Societies: Western Europe 1600-1800 (Option)
The module will examine consumption in many of its forms in early modern Western Europe. Focussing 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.
It will focus primarily on the period from 1640, as this offers a wider and more accessible range of primary sources, including those online and in source books, which reflect increased production, trade and consumption on a global scale. Students will also be encouraged to consider relatively accessible sources such as probate records as well as published sources. Local record offices including Lincoln hold wills and inventories, which from 1660 onwards are relatively common, as are business and family papers, and students will be directed to use them if applicable.
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 term ‘hybridity’ can be broadly defined as the ‘blending of diverse cultures’ and a product of encounters and globalisation. The co-existence of diverse cultures in the Iberian Peninsula during the late medieval period and beyond produced some of the most extraordinary examples of hybrid styles in art and architecture. With the discovery of new maritime routes, and conquest and settlement overseas in Africa, America and South-east Asia, Spain and Portugal encountered new languages and cultures.
This module aims to explore how local communities conflated their symbols of identity within transnational artistic trends. Through a number of carefully selected case studies, this module will analyse the way in which communities – artists, patrons, collectors and audiences – negotiated these cultural encounters in the production and assimilation of the arts. We will study Iberian culture in Europe (i.e., Spain and Portugal) and the wider world (i.e., Latin America, Asia among others) as inter-dependent cultures – a reflection of the political structure at the time. To this end, students can compare and contrast case-studies from different parts of the world during a particular time frame. This approach will students to rethink notions of imperial replication and transformation of transnational trends in the early modern world.
Pre-knowledge of the subject is not required.
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’.
This period has therefore been seen as one during which an exhibitionary culture was formed, and the module will ask what that might mean, whether it is a convincing argument, and how it might be accounted for. It will therefore ask students to engage deeply with a particular, historically specific way of experiencing and interpreting the world. It will also develop historical skills by combining primary source work with critical historiographical debate; a large and varied range of primary sources will be examined, including published texts, archival documents, newspapers, paintings and photographs, film, and material culture.
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’.
History Independent Study (Option)
Students at level three have to undertake an Independent Study project (Semesters A and B). 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.
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 enables 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.
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. The module will encourage students to consider how prominent tropes relating to the portrayal of the First World War have emerged and developed, and to consider alternative versions that are less frequently seen.
Rome and Constantinople: Monuments and Memory, 200-1200 (Option)
This module is devoted to two cities that were capitals of the Roman Empire, focussing 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.
In this module students have the opportunity to study palaces and fortifications, hippodromes and churches, triumphal arches and mausolea, fora and harbours, discovering and discussing not only how and why they were built and maintained, but also how they were perceived and remembered.
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.
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.
Stories of Glories 2 (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. His Great Chronicle is funny and exciting, packed with stories and anecdotes and even illustrated by the author. Even in his own day Matthew was famous and kings and nobles fought to have him record events for posterity from their point of view.
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. The module is a good follow-on from Stories of Glories I, but can also be taken on its own.
Stories of Glories I: History, legend, and the origins of King Arthur (Option)
This module aims to introduce students to a key text from a pivotal period in British history, the first full presentation of a perennially popular story which has been frequently recrafted for nine centuries. Particular emphasis is placed throughout on appropriately academic treatment of apparently 'unhistorical' sources.
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. In response new forms of control had to be devised by the state, because rural systems of governance based on personal relationships, kinship, and a settled population could not operate against the new socio-spatial relationships of the city. The objective of the module is to develop the students’ understanding of the fundamental relationship between urban space and the developments that have shaped the social, cultural and economic movements of the modern world.
The Enemy Within: Class Conflict and the Media in Post War Britain (Option)
The objective of this module is to examine the decline of industrial Britain in the post-war period. It will explore a range of accounts that seek to offer explanations but will focus particularly on those that want to lay the blame on organised labour.
The module will encourage students to make extensive use of media archives. Through examination of the ways in which the British labour movement was presented in the media, the module aims to examine how narratives of ‘over-powerful unions’ and ‘bad workers’ were assimilated into popular consciousness and provided the essential base of mass support for the fundamental redefinition of capital/labour relations engineered by the Thatcher regimes in the 1980s.
The European Union since 1945 (Option)
News is less a window on the world than a means to shape how we see it. The module aims to explore this idea in relation to how the EU is reported in the English press. Students will have the opportunity to use their skills to investigate how far the history told or implied in the press is actually accurate. The content of the 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. Thus, 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 first half of 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 second half of the module surveys the ‘afterlife’ of the Goths from the ninth century onwards, with a focus on Spain, Britain and Sweden. Students can explore how elites sought to draw on memories of the Goths to legitimise their own rule, transforming what ‘Gothic-ness’ meant for their own society and those that followed.
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 Social Construction of Sexuality, 1780-1930 (Option)
Popular myth sees the Victorians as sexually “repressed”. Using novels as primary sources, this module will challenge this notion and explore instead how sexuality developed as a domain of knowledge and shaped people’s ideas of what behaviours were acceptable and desirable. It will also consider how and why these ideas changed over time.
The module will start with the examination of 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 offers students the unique opportunity to gain a comprehensive understanding of how media recorded and shaped people’s relationship to a variety of national events and movements during the 20th century such as World War II, sex education during the so-called swinging sixties, labour stoppages, increasing immigration, Thatcherism, and even UFO sightings.
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.
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. This module will also aim to give students an overview of developments in the cultural and political climate in Europe post-Black Death through the sixteenth century, with a consideration of to what extent internal and external pressures produced dramatic social change, and how these manifested in the cultural life of early modern Europe and its colonial possessions. Whilst consideration of textual sources will place a major role, there will be particular attention paid to gender studies, and visual and material culture.
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.
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 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.
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:
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:
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.
At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever your area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which you may need in your future career.
View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.
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.
The University Careers and Employability Team offer qualified advisors who can work with you to provide tailored, individual support and careers advice during your time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing your course, including access to events, vacancy information and website resources; with access to online vacancies and virtual and website resources for the following two years.
This service can include one-to-one coaching, CV advice and interview preparation to help you maximise your 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/]
For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on your course. Some courses provide opportunities for you to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and your meals may be covered by the University and so is included in your fee. Where these are optional you will normally (unless stated otherwise) be required to pay your own transportation, accommodation and meal costs.
With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will 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.
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.
|Full-time||£9,000 per level||£12,800 per level|
|Part-time||£75 per credit point|
|Full-time||£9,000 per level||£12,800 per level|
|Part-time||£75 per credit point|
Please note that not all courses are available as a part-time option.