Undergraduate Degrees

BA Philosophy and History ( VV51 )

UCAS Course Code:: VV51
Duration:: 3 years
Attendance:: Full Time
Award:: Degree of Bachelor of Arts
School of Study:: Philosophy
Brochure:: School of Philosophy Undergraduate Brochure (PDF)
Typical A-Level Offer:: AAB - ABB including a B grade in History

Overview
Why Choose Us
Course Profile
Year Abroad
Requirements
Fees and Funding
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Philosophy and History offer a particularly rewarding combination of subjects within the humanities. Together, they allow you to develop complementary skills. They intersect at the deep conceptual issues that underlie our understanding of history: for example, should history be understood as development, as progress, or rather as a meaningless struggle for power by interested parties? The answer to such questions is crucial to the problem of how we understand ourselves.

UEA is a particularly good place to combine the two subjects. UEA's School of History, on the one hand, comprises one of the largest concentrations of historians in the UK. Philosophers at UEA, on the other hand, are particularly interested in the history of ideas, both in teaching and research.

Course Structure

Year 1

The first year of the Philosophy and History course is structured to ensure that study and key skills are acquired, thus enabling students to benefit fully from the rest of the course. The three first year modules in philosophy aim to give students a knowledge of a range of traditional philosophical problems; some knowledge of the history of the subject, from Plato through to the 21st century; and some basic skills in reasoning, logic, and the close reading of philosophical and non-philosophical texts. This threefold basis equips students to tackle any Level 2 module. Three history modules are taken in the first year: the first provides an introduction to mediaeval history of Britain and Europe, the second to the early modern history of the period 1500-1750, while students can choose their third history module from either History in the Environment or The Holocaust and History. This establishes a foundation for Honours level study in years 2 and 3.

Year 2 and Year 3

In their second year, students are required to take two history modules to the value of 40 credits, two philosophy modules to the value of 40 credits, and have 40 credits’ worth of free choice modules. In their third year, students take 60 credits of history modules and 60 credits of philosophy modules. The compulsory module PHI2A31/3A31 Philosophy of History must be taken in either the second or third year, depending upon which year it is taught. In their final year a suitably qualified student may substitute for one taught module a module in which they are supervised to write a 10,000-word dissertation on a topic of their choosing and approved by the school in question. The dissertation module is available in either history or philosophy. In each semester of the second year there is a module allowing for semester-long study abroad through the ERASMUS scheme. Typically, students have between six and nine ‘contact hours’ per week, depending on their choice of modules. But of course they have to spend considerably more time in private study – preparing for seminars, writing assignments, doing background reading, revising for examinations, and so on. Each semester, students can expect to spend up to 35 hours per week on academic activities.

Teaching and Assessment

Philosophy thrives on discussion and exchange of views. Only some parts of it can be done in large lecture classes. So we do have some of those—but when we do, they are designed to set you thinking, not to tell you facts. It's about learning how to think, and how to express what you think, not learning what to say. All the units have small group seminars or tutorials in which you work on the problems with a member of staff.

During the year your written work is marked by the seminar tutors. They give you comments and feedback to help you improve. Time is set aside for you to call on the lecturers to discuss your work or to get individual guidance. Assessment is by a mixture of essays, longer projects or dissertation, and examinations. Each unit has its own mix of assessment. The degree result is calculated from the results of all the units in your final two years. You can find more information on the modules available on this course on the 'Course Profile' page.

Course Organiser:Dr. Jeremy Goodenough

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Why choose us ‘What makes a stuffed shark a work of art?'

‘Is morality just a matter of taste?’

‘Is everything we do determined by our genes and our environment, or do we have genuine free will?’

‘Is it possible to prove (or to disprove) the existence of God?’

‘Can I know that what I take to be the real world is not just an illusion (as in The Matrix)?’

‘What's the difference between a logical argument and an illogical one?’

‘Is my mind the same thing as my brain, or does my mind have a non-physical aspect?’

‘Can machines think?’

‘Are there any good arguments against cloning people?’

Degrees in philosophy are designed to make you think. They tend to include a mixture of historical reflection—exploring questions that earlier philosophers have raised and testing the value of their answers—and cutting-edge work on questions that seem new and theories that seem fashionable. In fact the history often shows that the new theories have an interesting past as well.

Philosophy also requires an acute and critical mind. You don't just muse on possible answers to the questions: you challenge them. You demonstrate that some answers can't be right. This requires strict and rigorous reasoning.

Because of this rigour and logical precision, a degree in philosophy delivers powerful intellectual strengths, comparable with the outcomes of a science degree, but combined with the sensitivity and well-developed communication skills typical of an arts degree.

Compulsory Study (80 credits)

Students must study the following modules for 80 credits:

Name	Code	Credits
CLASSIC READINGS IN PHILOSOPHY	PHI-1A01	20
This introductory unit for first year students is designed to invite you into philosophical enquiry by way of a detailed study of two or three of the most famous books by the founding fathers of Western Philosophy. The set texts will include a classic work by Plato, from the birth of philosophy in Classical Greece, and a classic work by Descartes, the father of modern philosophy Both texts are studied in modern English. No prior knowledge of philosophy is required, and this unit is suitable for students from other disciplines who are taking no other philosophy units. The unit is taught annually.
INTRODUCTION TO EARLY MODERN STUDIES	HIS-1A15	20
This module introduces key themes in early modern history: witchcraft, gender, rebellion, religious conflict, the reformation, warfare, state formation and other key aspects of the period 1500-1750.
INTRODUCTION TO MEDIEVAL HISTORY	HIS-1A13	20
This module is designed to provide an introduction to medieval history both for first year historians and students from other schools. It surveys the history of medieval Europe, including England, from c.1000 to 1300, and also examines some literature, art, and architecture from the period. The module also aims to introduce students to a range of primary sources, including some of the physical remains to be found in East Anglia.
MODERN READINGS IN PHILOSOPHY	PHI-1A04	20
This unit introduces students to the history of modern philosophy by studying the work of a number of major philosophers, including Spinoza, Locke, Hume, Kant, Schopenhauer, Nietzsche and Wittgenstein. We look at the different answers they give to a common set of problems, beginning with problems in epistemology, i.e. problems about the nature and limits of human knowledge, about what we can know and how we can know it. These problems then connect with questions about what the world must be like in order for us to know it and what we (our minds) must be like in order to know the world.

Option A Study (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
GREAT BOOKS	PHI-1A08	20
In ‘Great Books’, students will read three or four of the greatest books that the world has ever seen. The module will normally be team-taught, with experts on the books in question lecturing on them and seminars following in which the books will be close-read. ‘Great Books’ will be themed each year: possible examples of themes include “Literary masterpieces on existential and spiritual need” (e.g. a Greek tragedy, Augustine’s City of God, Nietzsche’s Thus spoke Zarathustra, and Coetzee’s Disgrace); or “Great books of science” (e.g. Galileo’s Dialogues, Darwin’s Origin of Species, Freud’s Interpretation of Dreams); or “The essence of religion” (e.g. Feuerbach’s The essence of religion, Buber’s I and thou, Tolstoy’s The gospel in brief and Gandhi’s Hind Swaraj); or “War and philosophy” (e.g. Sun-Tze’s The art of war, Machiavelli’s The Prince, Kant’s Perpetual peace, Primo Levi’s, If this is a man). The module is assessed on the basis of two essays. ‘Great Books’ is suitable for students from across the university.
REASONING AND LOGIC	PHI-1A06	20
Philosophy is the study of arguments. But what exactly are philosophical arguments and how can we handle them? How should we read, understand and interpret philosophical texts? And how can we develop arguments ourselves? This module is designed to equip students with basic philosophical skills for answering these questions. The module is taught annually.

Option B Study (20 credits)

Students will select 20 credits from the following modules:

Name	Code	Credits
THE HOLOCAUST IN HISTORY	HIS-1A26	20
In the last twenty years there has been a sustained and remarkable growth of historical and public interest in the ‘Holocaust’. The proliferation of academic work on all aspects of the history of the Holocaust, accompanied more recently by a burgeoning scholarship on genocide in general, has been matched by an enormous output of ‘private’ and ‘public’ history, from memoirs and recollections by ‘survivors’ to films and documentaries, websites of all kinds and the official commemoration of the Holocaust in museums, exhibitions and days of remembrance. The Holocaust has thus been transformed from a specialised branch field of historical enquiry into a contemporary cultural phenomenon. This module encourages you to reflect critically on this phenomenon by setting the history of the Holocaust into its wider context. This will involve study of: the history of the persecution of the Jews since the Middle Ages; the changing nature of antisemitism in Europe over the centuries; the emergence of a racial-political antisemitism at the end of the 19th century; the impact of the First World War on attitudes to minorities and on the propensity for more violent assertions of nationhood; Nazi practices of isolation, Aryanisation, deportation and ghettoisation; the German war of racial annihilation in the East and the implementation of the ‘Final Solution’; the experience, motivations and psychology of the ‘ordinary’ perpetrator; the testimony of those who survived the Holocaust; the relationship of the Holocaust to other genocides; the challenges of representing and teaching the Holocaust. The module will therefore enable you to reflect more widely on what history is, how we do it, and why we do it; on the methods one can use, the questions one can ask, the variety of sources one can tackle and why history matters.

Option A Study (40 credits)

Students will select 40 credits from the following modules:

Name	Code	Credits
"SPACE, TIME AND REALITY AMONG THE GREEKS"	PHI-2A39	20
2500 years ago Parmenides invented metaphysics by arguing that there is one thing that never changes. Plato responded with a theory of Forms, stable realities quite unlike the world of appearances. But later in his life he attacked that theory. Why? And did Aristotle have a better answer to how reality relates to other things in this world? This module explores some of the most influential texts in the field and provides a sound foundation in central themes from classical philosophy. This module is offered biennially.
EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-2A76	20
Ludwig Wittgenstein was one of the most influential philosophers in the 20th century. This module focuses on his early philosophy, especially as articulated in his 'Tractatus', and its background in the thought of Frege and Russell. Central topics discussed are the 'Tractatus' conception of logic and language as well as the nature of philosophical problems and philosophical inquiry, including ethics. Students will benefit most from this module if they are already taken one or both of the following: Philosophy of Mind, Logic and Language. This module is offered biennially.
KNOWLEDGE AND PERCEPTION	PHI-2A66	20
The module provides a problem-focused introduction to epistemology. It explores how some simple and compelling arguments led to the view that whenever we perceive (see or hear, etc.) anything we (also) perceive ‘ideas’ or ‘perceptions’ in our minds, how this lastingly influential view led to some mind-boggling paradoxes that question the possibility of knowledge, and how the struggle with that view and its consequences led to the major philosophical theories of perception and to attempts to properly understand the concept of ‘knowledge’ and related notions like ‘justification’. The module is assessed primarily by examination, but students must also give a seminar presentation. This module will be offered biennially.
LANGUAGE AND REALITY	PHI-2A55	20
Twentieth century philosophy is characterised by a preoccupation with language. This attention involved a great deal of reflection on language itself and also on the possibility that traditional philosophical problems might be resolved or dissolved by thinking about the language in which the problems are posed. The period also witnessed great upheavals, with the rise and fall of logical positivism and ordinary language philosophy, the development of formal theories of meaning, and the eventual resurgence of pragmaticism and metaphysics. The module will explore these major themes through consideration of the work of major thinkers from the last fifty years, including Quine, Davidson, Putnam, and Kripke. This is a compulsory module for all students taking V500 Philosophy, and is available as an option for all other Philosophy students.
MORAL PHILOSOPHY - THE BASICS	PHI-2A25	20
What is morality? What is it to be a moral agent and to engage in moral deliberation? What is it to justify moral judgments and is there such a thing as a justification of moral practices themselves? What does it mean to be or try to become a good person? In this module we take a look at various theories about the nature of morality as well as examine critically the idea that what one needs to understand the phenomenon of morality or to engage successfully in moral thinking is a moral theory. This module is offered biennially.
NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-2A46	20
Friedrich Nietzsche (1844-1900) radically challenged traditional ideas of what philosophising involves and has had an enormous influence on subsequent thinkers. This module will explore some of Nietzsche's key writings, situating them in the context of Post-Kantian philosophy. Some or all of the following themes will be explored: appearance and reality, genealogy, truth, naturalism, nihilism, aesthetics and the critique of morality and religion. This module is offered biennially.
PHILOSOPHY OF HISTORY	PHI-2A31	20
What is history? Is it reasonable to apply moral criteria to the historical process? Can or even must we conceive of history as progress? Are there laws in history? From the 18th century enlightenment to Marxist historical materialism, strong claims have been made in response to these questions. They have come under severe attack from the later 19th century on to the present. The module will examine the arguments and concepts employed in this debate. It is suitable as a first honours module in Philosophy. This module is offered biennially.
PHILOSOPHY OF RELIGION	PHI-2A18	20
The module focuses on the claims of theistic religion. It seeks to clarify the concept of God and to examine the standard arguments for and against the existence of God. This module is offered biennially.
PHILOSOPHY OF SCIENCE	PHI-2A78	20
As any intellectual enterprise, natural science poses fascinating and deep problems. Think e.g. of mechanics: in order to describe observable motion it appeals to such unobservable entities as forces, and in order to talk about real bodies it refers to ideal entities like points endowed with a mass. These facts lead to challenging questions: what is the role of unobservable entities within a scientific theory? Why do we need to resort to ideal hypotheses in order to study the real world? Is there a fundamental divide between theoretical science and experimental science? We will explore these issues by looking at scientific practice from a philosophical standpoint. This module is self-contained and presupposes no previous knowledge of physics or other sciences. It is offered biennially.
SEMESTER ABROAD - AUTUMN	PHI-2A21	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O Kuusela.
SEMESTER ABROAD - SPRING	PHI-2A24	60
The School of Philosophy has various ERASMUS arrangements with European Universities where it is possible to spend a semester abroad. For more information on this please contact the ERASMUS Director, Dr O. Kuusela.
THE ENLIGHTENMENT AND ITS CRITICS	PHI-2A44	20
The 18th century saw a radical change take place in European culture. A new value was placed upon knowledge, new views of the ways in which society should be run were formed, new attitudes towards religion occurred, new theories of art and culture arose. This module looks at these changes and the effects they had upon epistemology, political philosophy and aesthetics. Enlightenment figures studied include Diderot, d’Alembert, Voltaire, David and Condorcet in France, Kant in Germany, Hume in Scotland. As a counterpoint to this we study some of the works of Jean-Jacques Rousseau, both an Enlightenment figure and yet perhaps its greatest critic. This module is offered biennially.
THE RATIONALISTS	PHI-2A29	20
The great rationalist philosophers Descartes (1596-1650), Spinoza (1632-77) and Leibniz (1646-1716) were preoccupied by the same themes: substance, God and the relationship between mind and body. All of them were in the vanguard of the new scientific culture of the XVII century, but all were also concerned to reconcile science with religion. We shall explore the different paths taken by the three thinkers from a shared starting point, rooted in reason and commitment to method. This module is offered biennially.

Option B Study (40 credits)

Students will select 40 credits from the following modules:

Name	Code	Credits
ANGLO-SAXON ENGLAND, C. 500-1066	HISH2A93	20
This is a general survey module of the history of England from the arrival of the English in Britain in the fifth century until the end of the eleventh century and the conquest by the Normans. We shall cover topics such as the conversion of the English in the seventh century, the domination of England by Mercia in the eighth century, the Viking invasions and the reign of Alfred the Great, the emergence of Wessex as the dominant force in England in the tenth century, the conquest of England by the Danes in the eleventh century and the Norman Conquest of England.
ANGLO-SAXON ENGLAND, C. 500-1066 (CW)	HISH2A93C	20
This unit is a coursework-only version of HISH2A93C ANGLO-SAXON ENGLAND, c. 500-1066 and is available only to non-HIS and Visiting students.
CONSPIRACY AND CRISIS IN EARLY MODERN ENGLAND	HISH2H08	20
Assassination. Foreign invasion. Revolt and rebellion. Political and religious plots loomed large and posed a constant threat in Early Modern England. Conspiracy was not simply an imagined threat nor did it exist in theory; it was a social and political reality that elicited fear, shaped policies and gave rise to self-fulfilling prophecies. Did the greatest threat of subversion come from popular uprisings, foreign invasion or from the heart of the British government? From Mary, Queen of Scots and the Gunpowder Plot to the hidden agenda of Charles I, this module will survey a series of popular, elite and royalist conspiracies. Moving behind official narratives, it will draw on a host of resources to investigate alternative explanations for crisis over power, authority and legitimacy during this period. Each conspiracy will provide and point of entry into broader changes in early modern society as the crown and commons reimagined and realigned political, religious and social boundaries.
CONSPIRACY AND CRISIS IN EARLY MODERN ENGLAND (CW)	HISH2H08C	20
Assassination. Foreign invasion. Revolt and rebellion. Political and religious plots loomed large and posed a constant threat in Early Modern England. Conspiracy was not simply an imagined threat nor did it exist in theory; it was a social and political reality that elicited fear, shaped policies and gave rise to self-fulfilling prophecies. Did the greatest threat of subversion come from popular uprisings, foreign invasion or from the heart of the British government? From Mary, Queen of Scots and the Gunpowder Plot to the hidden agenda of Charles I, this module will survey a series of popular, elite and royalist conspiracies. Moving behind official narratives, it will draw on a host of resources to investigate alternative explanations for crisis over power, authority and legitimacy during this period. Each conspiracy will provide and point of entry into broader changes in early modern society as the crown and commons reimagined and realigned political, religious and social boundaries. This module is only available to non-HIS and visiting students.
EARLY MEDIEVAL EUROPE	HISH2B13	20
This module focuses on the geographical area covered by the Carolingian Empire - that is, the modern territorial units of France, Germany, Italy, and the Benelux countries. It begins in the late sixth century with the Merovingian dynasty and ends with the reform of the Papacy and the first crusade at the end of the 11th century.
EARLY MEDIEVAL EUROPE (CW)	HISH2B13C	20
This unit is a coursework-only version of HISH2B13 EARLY MEDIEVAL EUROPE and is available only to non-HIS and Visiting students.
FROM AGINCOURT TO BOSWORTH: ENGLAND IN THE WARS OF THE ROSES	HISH2B18	20
Through a close examination of the lives and reigns of four very different monarchs this unit investigates the workings of kingship and high politics in one of the most turbulent periods of English History (1415-1485). New interpretations of the Wars of the Roses, as well as original source material, will be studied.
FROM AGINCOURT TO BOSWORTH: ENGLAND IN THE WARS OF THE ROSES	HISH2B18C	20
This module is a coursework-only version of HISH2B18 FROM AGINCOURT TO BOSWORTH: ENGLAND IN THE WARS OF THE ROSES and is available only to non-HUM and Visiting students.
HERITAGE AND PUBLIC HISTORY	HISH2H05	20
Public history is history in the public sphere, whether in museums and galleries, heritage sites and historic houses, radio and television broadcasting, film, popular history books, or public policy within government. In the UK, it is a new and burgeoning area of academic interest and debate. The central challenge and task of public history is making history relevant and accessible to its audience of people outside academia, whilst adhering to an academically credible historical method. This module explores the theory and practice of public history in heritage, broadcasting and publication. The first half of the module considers the principles of visitor interpretation, museology and curatorship, asking questions such as, how is the past used? What is authenticity? What decisions are made in the presentation and interpretation of museums and historic houses? Must public – or popular – history mean ‘dumbing down’, or can we satisfy the public’s curiosity about the past in a way that also satisfies us as historians? The second half of the module seriously engages with the challenge of how to represent history in television documentaries, radio broadcasts, mainstream cinema, in the making of public policy, and as popular history or historical fiction. Outside speakers – chosen from curators, interpreters, producers, and popular historians and broadcasters – will lecture as part of this course. The course will also involve a field trip to Hampton Court Palace.
IMPERIAL RUSSIAN AND SOVIET HISTORY 1861, - 1941	HISH2D89C	20
This module is a coursework-only version of HISH2D89 IMPERIAL RUSSIAN AND SOVIET HISTORY and is available only to non-HIS and Visiting students.
IMPERIAL RUSSIAN AND SOVIET HISTORY, 1861-1945	HISH2D89	20
This module examines some of the main themes in Russian history between the Emancipation of the Serfs and the outbreak of the Second World War. We will look at the nature of industrialisation and the peasant economy, the autocracy and its fall in 1917, the revolutionary movement and the nationalities question. We will then examine how the Revolution of 1917 changed the state and the ways in which the Communists attempted to change society before 1929. We conclude by examining the country during the era of the five year plans and the impact of the Stalinist system on the Soviet Union before the outbreak of world war.
LANDSCAPE I: STRUCTURES OF LANDSCAPE	HISH2A51	20
This unit will examine the development of the English landscape from early prehistoric times to the late Saxon period. We will examine the field archaeology of the Neolithic, Bronze and Iron Ages, discuss in some detail the landscapes of Roman Britain, and assess the nature of the Roman/Saxon transition. We will then investigate the development of territorial organisation, field systems and settlement patterns during the Middle and later Saxon periods. The unit provides an introduction to archaeological theory and methods, as well as giving a broad overview of the development of society, economy and environment in the period before the Norman Conquest.
LANDSCAPE I: STRUCTURES OF LANDSCAPE	HISH2A51C	20
This unit is a coursework-only version of HISH2A51 LANDSCAPE I and is available only to non-HIS and Visiting students.
LANDSCAPE II (CW)	HISH2A52C	20
This unit will examine the development of the English countryside from late Saxon times into the eighteenth century. Topics covered will include medieval settlement and field systems, medieval and post medieval earthworks, woods and wood-pastures, enclosure, walls and hedges, the archaeology of houses, and vernacular houses. There will be a substantial practical component to the unit, involving the analysis of earthworks, hedges and woods, early maps and aerial photographs.
LANDSCAPE II : BUILT AND SEMI-NATURAL ENVIRONMENTS	HISH2A52	20
This module will examine the development of the English countryside from late Saxon times into the eighteenth century. Topics covered will include woods and wood-pastures, enclosure, walls and hedges, the archaeology of churches and vernacular houses. There will be a substantial practical component to the module, involving the analysis of buildings, hedges and woods and other semi-natural environments.
LATER MEDIEVAL EUROPE	HISH2A94	20
This module focuses on the political, cultural and social history of later medieval Europe (c. 1100-c. 1500) looking particularly at France and Italy. We discuss the formation of cities, the position of the papacy, lay piety, the role of women, and other related topics.
LATER MEDIEVAL EUROPE (CW)	HISH2A94C	20
This is a coursework-only version of HISH2A94 LATER MEDIEVAL EUROPE and is available only to non-HUM and Visiting students.
LATIN FOR HISTORIANS	HISH2A62	20
The aim of this module is to provide an introduction to the linguistic skills in medieval Latin which enable students to read administrative documents such as charters, accounts, court rolls, etc. It is particularly suited for those who contemplate proceeding to the MA pathways in Medieval History or in Local and Regional History.
MEDICINE & SOCIETY BEFORE THE 17TH CENTURY	HISH2B95C	20
This module is a coursework only version of HISH2B95: MEDICINE AND SOCIETY BEFORE THE 17TH CENTURY and is available only to non-HUM and Visiting Students.
MEDICINE AND GENDER	HISH2B97	20
This module offers a broad historical treatment of gender issues in medicine, examining women as providers and recipients of healthcare from Ancient Greece to the NHS. Topics for study include the female body, obstetrics and gynaecology, the female healer and the medical profession, women, witchcraft and popular healing, scientific medicine and professionalisation, nurses, nursing and reform, and women's health.
MEDICINE AND GENDER (CW)	HISH2B97C	20
This module is a coursework-only version of HISH2B97 MEDICINE AND GENDER and is available only to non-HIS and Visiting students.
MEDICINE AND SOCIETY BEFORE THE 17TH CENTURY	HISH2B95	20
This module examines the theory and practice of medicine at all levels of English society during the medieval and early modern periods, and assesses the impact of medical ideas upon religious literary and political thought. Topics include: the emergence of a healing profession and its attempts to secure a monopoly of practice; the role of women as both patients and practitioners; theories about the spread of disease and necessary measures for public health; medicine and the Church; and attitudes to mortality. Edited versions of original documents are used.
MEDICINE AND SOCIETY IN MODERN BRITAIN	HISH2B96	20
This module considers the practice of medicine in Britain from the eighteenth century to the establishment of the NHS. Themes include the impact of science and professions, the organisation and control aspects of medical and hospital services and healthcare as seen by sufferers and patients. In the context of background trends in social history, students can follow up special interests (eg, gender issues, rural services) in essay topics.
MEDICINE AND SOCIETY IN MODERN BRITAIN (CW)	HISH2B96C	20
This module is a coursework-only version of HISH2B96 MEDICINE AND SOCIETY IN MODERN BRITAIN and is available only to non-HIS and Visiting students.
MODERN GERMANY, 1866-1945	HISH2D53	20
The history of few countries is as dramatic as that of modern Germany in the 19th and 20th centuries. This module will examine the making of the German nation, the political consequences of Germany's transformation into an industrial superpower, why Germany plunged Europe into war in 1914, whether Weimar democracy had any chance of survival, the relationship of people to regime in Nazi Germany, what in Germany's history produced a regime as barbarous and destructive as that of Adolf Hitler, and the impact of Nazism on Germany since 1945.
MODERN GERMANY, 1866-1945	HISH2D53C	20
This module is a coursework-only version of HISH2D53 MODERN GERMANY, 1866-1945 and is available only to non-HIS and Visiting students.
MODERN ITALY, 1860-1945	HISH2E08	20
This module studies the social, political and economic history of Italy from its unification in 1860 until the end of the Second World War. It will begin by looking at the process of unification, the difficulties encountered in governing the new nation-state and the problems of uneven social and economic modernisation. The module then focuses on the First World War and the rise of Fascism after 1918, before assessing the nature of Mussolini's regime and the reasons for its downfall.
MODERN ITALY, 1860-1945	HISH2E08C	20
This module is a coursework-only version of HISH2E08 MODERN ITALY, 1860-1945 and is available only to non-HIS and Visiting students.
NAPOLEON TO STALIN: THE STRUGGLE FOR MASTERY IN EUROPE	HISH2D02	20
This module deals with the rivalries of the Great Powers from the end of the Napoleonic Wars to the onset of the Cold War. We shall be examining topics such as the Vienna system, the Crimean War, Italian and German Unification, the origins of the First and Second World Wars and the start of the Cold War.
NORMAN AND PLANTAGENET ENGLAND, 1066-1307	HISH2B12	20
This module follows the history of England from the Norman Conquest of 1066 down to the death of Edward 1 in 1307. The aim of this module is to look at the political, ecclesiastical, social and intellectual history of England in this period and to place English history in the wider context of European history in the Middle Ages.
NORMAN AND PLANTAGENET ENGLAND, 1066-1307	HISH2B12C	20
This unit is a coursework-only version of HISH2B12 NORMAN AND PLANTAGENET ENGLAND, 1066-1307 and is available only to non-HIS and Visiting students.
QUEENS, COURTESANS AND COMMONERS: WOMEN AND GENDER IN EARLY MODERN EUROPE	HISH2F25	20
This module examines the issue of gender in European history, between 1500 and 1750. Using a variety of written and visual sources, and including a comparative element, it focuses on the following themes: definitions of femininity and masculinity; life-cycles; family, kinship, and marriage; social exclusion, charity and the welfare state; law, crime, and order; witchcraft and magic; honour, sex, and sexual identities; work; learning and the arts; material culture; the impact of European expansions.
QUEENS, COURTESANS AND COMMONERS: WOMEN AND GENDER IN EARLY MODERN EUROPE (CW)	HISH2F25C	20
This module is a coursework only version of HISH2F25 WOMEN AND GENDER IN EARLY MODERN EUROPE and is available only to NON-HUM and Visiting Students.
REFORMATION TO REVOLUTION	HISH2H01	20
This module examines three centuries of European history connecting two unprecedented revolutionary epochs: the Reformation of the sixteenth century and the American and French revolutions at the end of the early modern era. We will look at key themes and movements in these centuries, including the politics of the Reformation; the Mediterranean work of the Ottomans and Habsburg Spain; the Dutch Golden Age; the great political and religious struggles of the seventeenth century, including wars in the British Isles, the Holy Roman Empire, and the Baltic; the Russia of the Romanov czars and Peter the Great; the growth of centralised states and absolutism in France, Prussia and Austria; the Enlightenment; the rise of the Atlantic economies; and the challenge to the Old Regime from revolutionary politics.
REFORMATION TO REVOLUTION	HISH2H01C	20
This module is a coursework only version of HISH2H01 REFORMATION TO REVOLUTION and is available only to NON-HUM and Visiting Students.
SEMESTER STUDY ABROAD (AUTUMN SEMESTER)	HISH2X05	60
X05 This module offers HIS students on the V100 programme the opportunity to spend the Autumn semester of their second year studying abroad, either in a European university, as part of the ERASMUS scheme, or in a selected North American or Australian university approved by the School’s Director of Teaching.
SEMESTER STUDY ABROAD (SPRING SEMESTER)	HISH2X04	60
X04 This module offers HIS students on the V100 programme the opportunity to spend the Spring semester of their second year studying abroad, either in a European university, as part of the ERASMUS scheme, or in a selected North American or Australian university approved by the School’s Director of Teaching.
THE BRITISH EMPIRE, 1857-1956	HISH2B74	20
This module surveys the history of the British Empire from the mid-nineteenth century to the Suez Crisis, seeking to explain the Empire's growth and the early stages of its contraction. It examines the nature and impact of British colonial rule, at the political, economic and social/cultural levels, addressing the development of the 'settler' colonies/Dominions, the special significance of India and the implications of the 'New Imperialism'. Problems to be considered include theories of 'development' and 'collaboration', the growth of resistance and nationalism, and Britain's responses to these, and the impacts of the two World Wars and the Cold War on Britain's Imperial system.
THE BRITISH EMPIRE, 1857-1956	HISH2B74C	20
This module is a coursework-only version of HISH2B74 THE BRITISH EMPIRE and is available only to non-HUM and Visiting students.
THE DUCHESS OF DEVONSHIRE TO NANCY ASTOR: WOMEN, POWER AND POLITICS	HISH2H12	20
This module explores female involvement in politics, from the Duchess of Devonshire’s infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. It will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes. It will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century.
THE DUCHESS OF DEVONSHIRE TO NANCY ASTOR: WOMEN, POWER AND POLITICS	HISH2H12C	20
This module explores female involvement in politics, from the Duchess of Devonshire’s infamous activities in the 1784 Westminster election until 1919, when Nancy Astor became the first woman to take her seat in the House of Commons. It will examine topics including the early feminists, aristocratic female politicians, radical politics and the suffragettes. It will investigate the changes and continuities with female engagement with the political process from the eighteenth century through to the twentieth century. This module is only available to non-HIS and visiting students.
THE ENGLISH CIVIL WARS	HISH2H10	20
This module looks at the causes, course and significance at what, in terms of relative population loss was probably the single most devastating conflict in English history; the civil wars of 1642-6, 1648 and 1651. In those years, families, villages and towns were divided by political allegiances and military mobilisation. Hundreds of thousands died, not just from warfare, but also from the spread of infectious disease, siege and the disruption of food supplies. In the rest of the British Isles, suffering was even more profound. The execution of the King in 1649, intended to bring an end to the wars, divided the country ever more deeply. By the late 1640s, radical social groups had emerged who questioned the very basis of authority in Early Modern Society, and made arguments for democracy and for the redistribution of land and power. Karl Marx thought that English revolution marked the beginnings of capitalism. Was he right? Focussing on ordinary men and women as well as upon important generals, politicians and monarchs, this module examines the following issues: the causes of the civil war; the reign of Charles I; the start of the warfare in Ireland and Scotland; the outbreak of the English Civil war; the course of the war; popular allegiances – why did ordinary people fight?; the Levellers, Diggers and Ranters; the crisis of 1647-9; the trial and execution of Charles I; gender, women and revolution; the experience of warfare; print and popular political gossip; the failure of the English Republic and the Restoration of Charles II. Particular use will be made of the primary source extracts and web resources.
THE ENGLISH CIVIL WARS (CW)	HISH2H10C	20
This module looks at the causes, course and significance at what, in terms of relative population loss was probably the single most devastating conflict in English history; the civil wars of 1642-6, 1648 and 1651. In those years, families, villages and towns were divided by political allegiances and military mobilisation. Hundreds of thousands died, not just from warfare, but also from the spread of infectious disease, siege and the disruption of food supplies. In the rest of the British Isles, suffering was even more profound. The execution of the King in 1649, intended to bring an end to the wars, divided the country ever more deeply. By the late 1640s, radical social groups had emerged who questioned the very basis of authority in Early Modern Society, and made arguments for democracy and for the redistribution of land and power. Karl Marx thought that English revolution marked the beginnings of capitalism. Was he right? Focussing on ordinary men and women as well as upon important generals, politicians and monarchs, this module examines the following issues: the causes of the civil war; the reign of Charles I; the start of the warfare in Ireland and Scotland; the outbreak of the English Civil war; the course of the war; popular allegiances – why did ordinary people fight?; the Levellers, Diggers and Ranters; the crisis of 1647-9; the trial and execution of Charles I; gender, women and revolution; the experience of warfare; print and popular political gossip; the failure of the English Republic and the Restoration of Charles II. Particular use will be made of the primary source extracts and web resources. This module is only available to non-HIS and visiting students.
THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300	HISH2A10	20
In these centuries the pope became the most influential figure in Europe. He could depose emperors, mobilise vast armies to fight on crusade, and intervene in disputes in far-away realms. This module explores the origins of papal power and its impact on emerging nations in the west.
THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300	HISH2A10C	20
This unit is a coursework-only version of HISH2A10 THE PAPACY, CHRISTIANITY AND THE STATE, 1050-1300 and is available only to non-HUM and Visiting students.
THE POWER OF THE PAST: MEMORY AND HISTORY	HISH2E02	20
Ideas about the past have often been very political. This unit looks at popular ideas about history. The first part of the unit focuses on modern Britain and Europe c. 1848-1991. The second part of the unit looks at a range of case studies from earlier periods.
THE RISE AND FALL OF BRITISH POWER	HISH2B57	20
This module examines Britain's expansion and decline as a great power, from the end of the Napoleonic Wars to the 1950s. It considers the foundations of British power, the emergence of rivals, Britain's relationship with the European powers and the USA, and the impact of two World Wars and Cold War. It investigates the reasons for Britain's changing fortunes, as it moved from guarding the balance of power to lowing its empire.
THE RISE AND FALL OF BRITISH POWER	HISH2B57C	20
This module is a coursework-only version of HISH2B57 THE RISE AND FALL OF BRITISH POWER and is available only to non-HIS and Visiting students.
TUDOR AND STUART ENGLAND	HISH2B35	20
This module seeks to identify patterns of continuity and change in the sixteenth and seventeenth centuries, with a view to defining the early modern period in practice. Through an examination of both political and constitutional history from the top down, and social and cultural history from the bottom up, it seeks to understand the period dynamically, in terms of new and often troubled relationships which were formed between governors and governed. Topics include: Tudor monarchy, the Protestant Reformation, the social order, popular religion and literacy, riot and rebellion, the Stuart state, the civil wars, crime and the law, women and gender.
TUDOR AND STUART ENGLAND	HISH2B35C	20
This module is a coursework-only version of HISH2B35 TUDOR AND STUART ENGLAND and is available only to non-HIS and Visiting students.
TWENTIETH-CENTURY BRITAIN: 1914 TO THE PRESENT	HISH2G01	20
This module examines the themes of conflict and consensus in Britain from the Great War to the present day, both through the study of political life and also by assessing the impact of economic, social and cultural change. There are opportunities to re-evaluate issues such as the impact of war on society, “landmark” General Elections such as those of 1945 and 1979, the nature and durability of consensus politics in the 1950s, or Britain’s role in the contemporary world.
TWENTIETH-CENTURY BRITAIN: 1914 TO THE PRESENT	HISH2G01C	20
This module is a coursework-only version of HISH2G01 TWENTIETH-CENTURY BRITAIN, 1914 TO THE PRESENT and is available only to non-HUM and Visiting students.
VICTORIAN BRITAIN	HISH2B73	20
This module will examine the leading themes in British history during Victoria's reign (1837-1901). It will include political, social, economic, religious, urban, gender and intellectual topics.
VICTORIAN BRITAIN	HISH2B73C	20
This module is a coursework-only version of HISH2B73 VICTORIAN BRITAIN and is only available to non-HIS and Visiting students.
WAR AND PEACE SINCE 1945	HISH2G02	20
This module analyses the use and non-use of force in inter-state relations. It first asks why wars occur between states and examines the political, legal and ethical constraints on military action. We then consider peaceful alternatives and civil society. The themes include: the causes of wars; the history of warfare; the Cold War; nuclear strategy and arms control; the laws of war; peace theories; UN peacekeeping; disarmament, and non-violent resistance
WAR AND PEACE SINCE 1945	HISH2G02C	20
This module is a coursework-only version of HISH2G02C WAR AND PEACE SINCE 1945 and is available only to non-HUM and Visiting students.

Free Choice Study (40 credits)

Students will select modules worth 40 credits from the course catalogue with the approval of their School

Note: Students should not exceed 120 CW credits in Years 2 and 3 combined. Students must take PHI-2A31/PHI-3A31 Philosophy of History in either Year 2 or 3. These modules are biennial and will not be available in 2013/4. Students are only permitted to take ONE of the Dissertation modules (i.e. EITHER PHI-3A21/3A24 OR HISH3P2Y).

Option A Study (60 credits)

Students will select 60 credits from the following modules:

Name	Code	Credits
"SPACE, TIME & REALITY AMONG THE GREEKS - ADVANCED THEMES"	PHI-3A59	30
2500 years ago Parmenides invented metaphysics by arguing that there is one thing that never changes. Plato responded with a theory of Forms, stable realities quite unlike the world of appearances. But later in his life he attacked that theory. Why? And did Aristotle have a better answer to how reality relates to the things in this world? This module explores some of the most influential texts in the field. In addition Level 3 students move beyond the basics to do an advanced project on Aristotle, or a topic in Stoic or Epicurean metaphysics. This module is offered biennially.
ADVANCED KNOWLEDGE AND PERCEPTION	PHI-3A66	30
Advanced Theories of Knowledge covers the same topics as Theories of Knowledge, but differs from the latter in two respects. First, it requires coursework instead of an examination. All students must also give a seminar presentation. Secondly, the Advanced version demands more sophisticated work, so both the coursework and presentation are marked at a higher standard (hence the Level 3 rating). Students on the Level 2 version and the Advanced Level 3 version attend the same lectures, but Advanced students have separate seminars, and also have some tutorial contact in relation to their written work. This module will be offered biennially.
ADVANCED PHILOSOPHY OF RELIGION	PHI-3A18	30
Advanced Philosophy of Religion covers the same topics as Philosophy of Religion but differs in two respects. First it requires coursework as well as the 2 hour exam taken by students on the Level 2 version, hence the 30 credit rating. Secondly, the Advanced version demands more sophisticated work marked at a higher standard, hence the Level 3 rating. Students on the Level 2 and the Advanced Level 3 version attend the same lectures, but Advanced students have separate seminars, and also have some tutorial contact in relation to their written work. This module is offered biennially.
ADVANCED PHILOSOPHY OF SCIENCE	PHI-3A78	30
As any intellectual enterprise, natural science poses fascinating and deep problems. Think e.g. of mechanics: in order to describe observable motion it appeals to such unobservable entities as forces, and in order to talk about real bodies it refers to ideal entities like points endowed with a mass. These facts lead to challenging questions: what is the role of unobservable entities within a scientific theory? Why do we need to resort to ideal hypotheses in order to study the real world? Is there a fundamental divide between theoretical science and experimental science? We will explore these issues by looking at scientific practice from a philosophical standpoint. This module is self-contained and presupposes no previous knowledge of physics or other sciences. It is offered biennially.
ADVANCED STUDIES IN NIETZSCHE AND POST-KANTIAN PHILOSOPHY	PHI-3A46	30
Friedrich Nietzsche (1844-1900) radically challenged traditional ideas of what philosophising involves and has had an enormous influence on subsequent thinkers. This module will explore some of Nietzsche's key writings, situating them in the context of Post-Kantian philosophy. Some or all of the following themes will be explored: appearance and reality, genealogy, truth, naturalism, nihilism, aesthetics and the critique of morality and religion. Students on this advanced version will not sit an exam but will submit a piece of coursework and an advanced project. This module is offered biennially.
ADVANCED STUDIES IN THE ENLIGHTENMENT AND ITS CRITICS	PHI-3A44	30
Advanced Studies in the Enlightenment and Its Critics covers the same topics as PHI-2A44. However it requires more work than the latter (hence the 30 credit rating), and it also requires more sophisticated work (hence the Level 3 rating). Students on the Level 2 and Level 3 modules attend the same lectures, but Level 3 students have separate seminars and some tutorial contact in relation to their written work. The module is offered biennially.
ADVANCED THEMES IN EARLY ANALYTICAL PHILOSOPHY AND WITTGENSTEIN	PHI-3A76	30
This module explores the same ground of Wittgenstein’s early work as the level 2 version, but at a more advanced level. Students on both modules attend the same lectures but Advanced students attend their own seminars and are required to meet higher standards. Unlike the level 2 version, there is no assessment by examination: students will be required to submit coursework and an advanced level project. The module is biennial, and alternates with Wittgenstein: Later Writings.
ADVANCED THEMES IN THE PHILOSOPHY OF HISTORY	PHI-3A31	30
This module covers the same topics as Level 2 Philosophy of History, but differs from that unit in two respects: it has an advanced reading list, and requires more sophisticated work which is marked at a higher standard. Hence the Level 3 and 30 credit rating. Students on the Advanced module attend the same lectures, but have separate seminars and possible tutorials relating to their written work. Students will produce two pieces of work: a 2000-word essay (worth 33%), and a 4000-word project (worth 67%). This module is offered biennially.
ADVANCED THEMES IN THE RATIONALISTS	PHI-3A29	30
This module covers the same topics as Level 2 The Rationalists, but differs from that module in two respects: it has an advanced reading list, and requires more sophisticated work which is marked at a higher standard. Hence the Level 3 and 30 credit rating. Students on the Advanced module attend the same lectures, but have separate seminars and possible tutorials relating to their written work. Students will produce two large-scale pieces of coursework. This module is offered biennially.
CLASSICAL PHILOSOPHY SPECIAL SUBJECT	PHI-3A68	30
The module explores a selected area of Classical Philosophy with detailed attention to selected texts and issues. The topic will be chosen by the lecturer from the following: (a) Mind & Perception; (b) Reality; (c) Image and Illusion. Syllabus for (a): Plato, 'Republic', 'Phaedrus'; Aristotle, 'De Anima'. Syllabus for (b): Plato, 'Cratylus', 'Sophist'; Augustine, 'Confessions' I; Aristotle, 'Categories'. Syllabus for (c): Primary/secondary qualities in Democritus; Plato, 'Republic'10, 'Sophist'; Epicurean perception theory. Other suitable experience may be accepted in lieu of the pre-requisites, after consultation with the module organiser. The module is offered annually.
LANGUAGE IN MIND	PHI-3A41	30
What is language? Following on from the work of Noam Chomsky, many linguists, philosophers and psychologists answer: an innate faculty of mind. This module will explore the arguments for and against this position. Topics to be covered include: innateness, the idea that the mind is a computer, the possibility of ape linguistic competence, and the relation between syntax and meaning. The module will close by considering what significance Chomsky’s work might have for our conception of human nature, both morally and theoretically. This module is offered annually.
MORAL PHILOSOPHY WITH ADDITIONAL META-ETHICS	PHI-3A25	30
What is morality? What is it to be a moral agent and to engage in moral deliberation? What is it to justify moral judgments and is there such a thing as a justification of moral practices themselves? What does it mean to be or try to become a good person? In this module we take a look at various theories about the nature of morality as well as examine critically the idea that what one needs to understand the phenomenon of morality or to engage successfully in moral thinking is a moral theory. Students on this Level 3 version pursue a more advanced project in meta-ethics for their extended essay. This module is offered biennially.
PHILOSOPHY DISSERTATION MODULE	PHI-3A21	30
This module is open only to students who have achieved an overall second-year mark of 60% or above. When enrolling you must include a second choice on your enrolment form, so that if your marks are below 60% you can transfer smoothly to another module. Before enrolling, you MUST also complete a special application form available from the Philosophy Office, room 3.68. The module enables Philosophy majors and joint majors to pursue a topic of their own choosing under the individual supervision of a member of faculty. It is assessed as a project on the basis of an extended essay of about 10,000 words. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student.
PHILOSOPHY DISSERTATION MODULE	PHI-3A24	30
This module is open only to students who have achieved an overall second-year mark of 60% or above. When enrolling you must include a second choice on your enrolment form, so that if your marks are below 60% you can transfer smoothly to another module. Before enrolling, you MUST also complete a special application form available from the Philosophy Office, room 3.68. The module enables Philosophy majors and joint majors to pursue a topic of their own choosing under the individual supervision of a member of faculty. It is assessed as a project on the basis of an extended essay of about 10,000 words. There is no specific timetable slot for the module, arrangements for tutorial meetings being made between the individual tutor and student.
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A23	20
This unit examines different approaches to understanding the social world, tracing their philosophical presuppositions and their implications for the study of economics and politics. It focuses on two contrasts: between the positivist and the hermeneutic approaches, and between individualistic and holistic styles of explanation. This unit is compulsory for PPE students, but can also be taken by students on other courses. There is also a 30 credit version of this unit (PHI-3A09) "available for non-PPE students".
PHILOSOPHY OF SOCIAL SCIENCE	PHI-3A57	30
This module examines different approaches to understanding the social world, tracing their philosophical presuppositions and their implications for the study of economics and politics. It focuses on two contrasts: between the positivist and the hermeneutic approaches, and between individualistic and holistic styles of explanation. This module is a 30 credit version of PHI-3A23 and is not suitable for PPE students.

Option B Study (60 credits)

Students will select 60 credits from the following modules:

Name	Code	Credits
'REDCOATS': BRITISH MILITARY POWER IN THE AGE OF THE FIRST GLOBAL WARS, 1754-1783	HISH3F87C	30
This module concerns the experience of the British army in the period of the Seven Years War and American War of Independence. It will examine the organisation and conduct of war in both Europe and America from a British perspective and discuss how the British army coped with the demands of conducting operations in the era of the first truly 'global' wars.
A WORLD AT WAR	HISH3F01	30
This module will consider the history of the Second World War from 1939 to 1945, looking at the decisive battles that settled its outcome. It interprets ‘battle’ in the widest sense and it will look at ‘classic’ land, sea and air encounters – from the fall of France to midway, Stalingrad and D Day – and also at the other critical battles such as the battle of production, the Home Front and the technological battle, from Enigma to the atomic bomb
BRITISH INTELLIGENCE IN THE 20TH CENTURY - MYTH AND REALITY	HISH3F97C	30
The study of intelligence history has seen considerable growth over the last 20 years, as a result of new archival evidence and above all a growing realisation that intelligence has for long been the "missing dimension" in historical interpretation of 20th century diplomacy, defence policy and strategy and in the operational history of two world wars. A consideration of the impact of intelligence assessment, its acceptance (or rejection) and its proponents has well known areas of historical analysis, particularly in the period from the 1930s to the Cold War. The aim of this module is to examine the current historiography of this "missing dimension" and assess its impact in the interpretation of British strategic and defence policy and to some extent, in internal and imperial security as well as considering popular and fictional interpretations of the intelligence service.
BRITISH INTELLIGENCE IN THE 20TH CENTURY - MYTH AND REALITY (CW)	HISH3F96C	30
The study of intelligence history has seen considerable growth over the last 20 years, as a result of new archival evidence and above all a growing realisation that intelligence has for long been the "missing dimension" in historical interpretation of 20th century diplomacy, defence policy and strategy and in the operational history of two world wars. A consideration of the impact of intelligence assessment, its acceptance (or rejection) and its proponents has well known areas of historical analysis, particularly in the period from the 1930s to the Cold War. The aim of this module is to examine the current historiography of this "missing dimension" and assess its impact in the interpretation of British strategic and defence policy and to some extent, in internal and imperial security as well as considering popular and fictional interpretations of the intelligence service.
CASTLES, CANNON AND CONCRETE: LANDSCAPES OF FORTIFICATION FROM THE MIDDLE AGES TO THE COLD WAR	HISH3K06	30
The module examines the landscape of fortification from the origins of the castle to the Cold War, with the aim of assessing the landscape ‘footprint’ of defended sites. The module starts with the castle and an examination of the place of ‘fortified residence’ in medieval war. We will then go on to assess the artillery forts of the Tudors and the archaeology of the English Civil War. Thereafter we will examine the various schemes for national defence up to 1900 before looking at landscapes of ‘Total War’. The latter includes both World Wars and the archaeology of Britain’s nuclear deterrent.
CHAMBERLAIN, CHURCHILL AND APPEASEMENT, 1935-1940 (CW)	HISH3G13C	30
Britain's response to the aggression of the fascist powers in the inter-war period has been the subject of fierce debate for decades, and is still hotly disputed between historians. This module examines British foreign policy in the era of 'appeasement'. It will focus on the period between 1935 and 1940, analysing a range of primary source material in detail. It will explore the role of key policy-makers, their critics, and the domestic context in which policy was constructed.
DEATH, BODY AND DISEASE: THEMES IN MEDICAL & SOCIAL HISTORY	HISH3F91	30
This module focuses upon the theory and practice of medicine in the context of eighteenth- and nineteenth-century social history. Topics include healing and science; concepts of 'orthodox' and 'alternative' medicine; interpretations of epidemic disease; the sufferer's agenda; minds, brains and bodies; and changing perceptions of death. We will consider contemporary texts and key contributions to the historiographical literature. It is expected that you will have some background in level 2 medical history course modules.
DISSERTATION IN HISTORY	HISH3P2Y	30
This module offers students the opportunity to submit a dissertation of 9,000 words on a topic approved by the School.
EDWARDIAN BRITAIN	HISH3E56	30
This module will examine the 'crisis of Liberal England' which has dominated modern discussion of this period. Themes will include the rise of new liberalism, the tariff reform controversy, women's suffrage, Home Rule for Ireland, the land question, national efficiency and social reform.
LANDSCAPE III FIELD COURSE	HISH3P4Y	30
The field course builds on the landscape archaeology units to provide forty hours of practical instruction in the field. The field course runs for one week in June, concentrating on the recording and analysis of buildings and historic landscapes. Assessment will take the form of a practical assignment in the field and an extended project.
MADNESS AND MEDICINE	HISH3F62C	30
This module considers the practice of medicine in Britain from the eighteenth century to the establishment of the NHS. Themes include the impact of science and professions, the organisation and control aspects of medical and hospital services and healthcare as seen by sufferers and patients.
NAPOLEONIC EUROPE	HISH3K01C	30
This module examines the impact of Napoleonic rule on Europe. Beginning with an examination of the foundations of the French Empire, the unit goes on to examine different aspects of Napoleonic rule: social and economic change; culture and ideology; warfare and the state; collaboration and resistance. It will look comparatively at the experience of France, Italy, Germany and Spain under Napoleon, before assessing the reasons for the downfall of the Napoleonic regime. Material used will include memoirs, literature and other contemporary documents.
OLIVER CROMWELL AND THE PURITAN WORLD (CW)	HISH3K05C	30
After forty years of relative obscurity, Oliver Cromwell emerged as a leader in the parliamentary opposition to the king during the English Revolution and became the most powerful man in Britain. This module will explore the life and times of Cromwell and provide a point of entry into political, religious and social change in early modern England from the long Reformation to the Restoration. It will draw from a host of primary sources to enter into Cromwell’s puritan mental world and seek to understand his personal and national aspirations. It will build on this to explore Cromwell’s conquest of Ireland and Scotland and his ambitious plans to undermine Spanish power in the Atlantic. Finally, the module will consider Cromwell’s controversial reception by contemporaries and his diverse representations in popular culture, film and history.
POWERFUL WORDS: EDUCATION, CULTURE AND POLITICS IN THE MIDDLE AGES	HISH3K14	30
This module will cover two centuries (1050-1250) during which a cultural revolution took place: the written word, from being remote and confined to a small elite, became conspicuous and increasingly necessary to medieval people - even to those who could not read for themselves. The reasons for this radical change will be explored, as will the new knowledge, the new institutions and the new social groups that the growing role of writing created. The contents of books, as well as their availibility, changed deeply. New Schools (some eventually turning into the first universities) developed, and higher learning moved from monastic to urban settings, training much larger numbers of men. These men were more likely to turn to the secular world for employment after they left the schools, and kings and princes needed the new learned elite to be their courtiers and bureaucrats. The new importance of written words transformed the face of Europe in the realms of religion, culture and politics.
RUSSIA IN REVOLUTION 1905-1921	HISH3F18	30
This module will look at the upheavals in Russia between 1905 and the introduction of a limited Parliament, and continue by examining the First World War and the downfall of the Romanov monarchy. We will then study the year 1917 in some detail and discuss the causes of the Bolshevik seizure of power. The Civil War and the reasons of the Communist victory will be analysed. The module will place the Russian Revolutions in their historical, political and geographical context and will consider the impact that these events had in the history of the twentieth century.
THE CRUSADES	HISH3A61C	30
This module will consider the history of the Crusades and the Crusader States from 1095 to 1291, covering a broad range of themes, religious , military and social, and taking into consideration the relations between Christians and Moslems in the Holy Land. Particular attention will be paid to primary sources, which are abundant and available in English translation.
THE NORMAN CONQUEST	HISH3K10	30
This module will examine the Old English and Norman states before 1066, the Conquest and the colonisation of the Kingdom of England. Particular attention will be given to the processes by which England was brought under Norman rule, both in the ecclesiastical and secular spheres. The module will be taught through original sources in translation.
TUDOR REBELLIONS	HISH3K08	30
This module looks at the nature of rebellions, riot and popular politics in Tudor England. The early part of the module proceeds in a chronological format; and after that, we analyse rebellion in more thematic terms, individual sessions look at: late medieval rebellion; early Tudor rebellion; The Pilgrimage of Grace of 1536; the 1549 rebellions Kett’s rebellion, popular rebellion in the 1580s and 1590os; gender and ritual; seditious speech; popular culture; Shakespeare, drama and popular protest; food and enclosure rioting. A lot of use is made of extracts of primary material . After we have studied Kett’s Rebellion of 1549, there will be a fieldtrip to examine key sites in Norwich associated with those events. This may possibly end in one of the oldest pubs in Britain; the Adam and Eve.
TWENTIETH CENTURY SPORT HISTORY	HISH3F76	30
This module explores key themes and topics in the history of twentieth century sport, from the founding of the modern Olympic Games in Athens in 1896 to the impact which the collapse of socialism had upon sport at the end of the century. Sport’s interaction with empire, nationalism, fascism , socialism and capitalism will be considered, demonstrating that the political history and international relations of the century are deeply entwined with sport. A range of examples are examined, from Franco’s Spain to the superpower competition of the Cold War. As an aspect of social history, issues of gender, race and disability are inseparable from this topic, as are the harnessing and exploitation of sport as a means of war or reconciliation at various periods throughout the century.
TYRANNY AND REVOLUTION: THE AGE OF RICHARD II	HISH3K17	30
This module explores the ‘Age of Richard II’ (1377-99) as revealed in an exceptionally-rich corpus of primary sources. Richard’s was a tumultuous reign. To many contemporaries it seemed as if the world was turning upside down as those who traditionally wielded power in English society – the king, the church and the aristocracy – faced unprecedented challenges to their authority. Through weekly seminar discussions, members of the class will learn to assess the significance of the reign based on a close reading of selected texts. Two sources in particular will provide the documentary spine of the course: the ‘Parliament Rolls of medieval England’ (recently re-edited in translation and freely available online) and the great chronicle of Thomas Walsingham, a monk of St Albans and perhaps England’s foremost chronicler of the period. We will also explore a range of other records and narratives as well as the verse of some of England’s most famous medieval poets, many of whom (notably Geoffrey Chaucer) were closely connected to the court of Richard II. The module falls into two parts. Part 1 investigates the political developments from the dying days of Edward III through the Peasant’s revolt (1381) to Richard II’s final years of ‘tyranny’ (1397-9). Part two adopts a thematic approach. Topics here include parliament, political society, heresy, the Hundred Years War, chivalry and courtliness. We conclude by examining the revolution of 1399, which resulted in Richard’s deposition and death.
VICTORIAN UNDERWORLDS	HISH3H12	30
This module introduces students to the darker side of life in Victorian Britain. Though this was undoubtedly a period of economic prosperity, not everyone shared in the gains. In this module we shall look at those who, for reasons of poverty or ‘deviance’ were confined to the margins. Topics will include the poor, the criminal and insane, prostitution, drink, child-workers, the workhouse, the London Irish, homosexuality and the Oscar Wilde case. By looking at the margins and the misfits, we will seek to gain a deeper understanding if British society in the nineteenth century.
WORKING IN THE HISTORIC ENVIRONMENT	HISH3H1Y	30
This module will provide students with the opportunity to undertake a work placement with an employer working in the historic environment sector. Each placement will last for six to eight weeks and will focus on a specific project relating to landscape history or archaeology. Placements must be undertaken between June and December, and will be followed up by a series of practical seminars in the spring semester. Students may arrange their own work placements but this must be approved in advance by the module organisers. Project based placements will be agreed in advance with the host organisations. Students will then have to ‘apply’ for the placement of their choice, and will attend an informal interview with the relevant organisation before their choice of placement is confirmed. A list of provisional placements and projects will be available in Spring 2011. Please note that enrolment on this module will only be confirmed after a short interview with the module organisers.
YOUTH IN MODERN EUROPE	HISH3J04C	30
The importance of youth as a driving force for social change has been recognised by many historians. Young people were often at the forefront wherever revolutions took place, wars were fought and tensions in society erupted. However, the historical study of youth is still a relatively young discipline. The module uses ‘youth’ as a prism to study key themes in 20th century European history, such as the experience of war, life under dictatorship and the longue durée of social change. We shall examine the diverse experience of youth in Western and Eastern Europe during war and peace times, including the Communist and Nazi state-sponsored youth systems, and also the way in which generational experience and conflicts became underlying forces for social and political change. The module employs a strong comparative approach and countries studied include France, Britain, the Soviet Union, West and East Germany, Poland, Hungary and Czechoslovakia. The seminars will be accompanied by several film screenings.

Disclaimer

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Year Abroad

One semester can be spent in Finland, Germany or Greece on the ERASMUS exchange programme. Further details can be found on our Study Abroad pages.

Entry Requirements

A Level:: AAB - ABB including a B grade in History
International Baccalaureate:: 33-32 points overall including 5 in Higher Level History
Scottish Highers:: Must have Advanced Higher in History
Scottish Advanced Highers:: AAB-ABB including a B grade in History
Irish Leaving Certificate:: AAAABB- AABBBB including a B grade in History
Access Course:: Please contact the university for further information.
HND:: Please contact the university for further information.
European Baccalaureate:: 80-75% including History

Students for whom English is a Foreign language

We welcome applications from students from all academic backgrounds. We require evidence of proficiency in English (including writing, speaking, listening and reading). Recognised English Language qualifications include:

IELTS: 6.5 overall (minimum 6.0 in Reading and Writing with no less than 5.5 in any component)
TOEFL: Internet-based score of 88 overall (minimum 20 in Reading and Speaking components, 19 in Writing component and 17 in Listening components.
PTE: 62 overall (minimum 55 in Reading and Writing components with no less than 51 in any component).

If you do not meet the University's entry requirements, our INTO Language Learning Centre offers a range of university preparation courses to help you develop the high level of academic and English skills necessary for successful undergraduate study.

Interviews

The School does not currently interview all applicants for undergraduate entry as standard, however we may interview mature students, those returning to study or applicants with alternative qualifications. All applicants who are made an offer are given the opportunity to meet with an academic on a Visit Day in order to gain a deeper insight into the course(s) you have applied for.

Gap Year

We welcome applications for deferred entry, believing that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry and may wish to contact the appropriate Admissions Office directly to discuss this further.

Special Entry Requirements

As part of the A level entry requirements, you should have at least a grade B in A level History. Students taking the International Baccalaureate will be expected to have a minimum of 5 in Higher Level History.

Intakes

The School's annual intake is in September of each year.

Alternative Qualifications

If you have alternative qualifications that have not been mentioned above, then please contact university directly for further information.

GCSE Offer

Students are required to have GCSE Mathematics and GCSE English Language at grade C or above.

Assessment

For the majority of candidates the most important factors in assessing the application will be past and future achievement in examinations, academic interest in the subject being applied for, personal interest and extra-curricular activities and the confidential reference.

We consider applicants as individuals and accept students from a very wide range of educational backgrounds and spend time considering your application in order to reach an informed decision relating to your application. Typical offers are indicated above. Please note, there may be additional subject entry requirements specific to individual degree courses.

Fees and Funding

University Fees and Financial Support: UK/EU Students

Further information on fees and funding for 2012 can be found here

University Fees and Financial Support: International Students

The University will be charging International students £11,700.00 for all full time School of Philosophy undergraduate programmes which start in 2012.

Please click to access further information about fees and funding for International students

Applications need to be made via the Universities Colleges and Admissions Services (UCAS), using the UCAS Apply option.

UCAS Apply is a secure online application system that allows you to apply for full-time Undergraduate courses at universities and colleges in the United Kingdom. It is made up of different sections that you need to complete. Your application does not have to be completed all at once. The system allows you to leave a section partially completed so you can return to it later and add to or edit any information you have entered. Once your application is complete, it must be sent to UCAS so that they can process it and send it to your chosen universities and colleges.

The UCAS code name and number for the University of East Anglia is EANGL E14.

Further Information

If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:

Undergraduate Admissions Office (Philosophy)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk

Please click here to register your details online via our Online Enquiry Form.

International candidates are also actively encouraged to access the University's International section of our website.