What you'll Study
In Year 1 (Level 4), you gain the knowledge and skills necessary for studying history, historical debates, and the philosophy of history.
Module content:
This module allows students to explore a historical event that has caused particular controversy. Each year, a series of different case studies will be made available for students to research. During the first half of the module, students will examine both secondary and primary material. The former will allow them to understand how historians have already explored their case study, while the latter will help to shed new light onto each historical controversy. After researching their case studies, students will spend the second half of the module presenting their research in a variety of different ways, from utilising electronic media through to academic essays. At the end of the module, students will not only have undertaken a detailed piece of historical research, but will also have developed the key skills required for studying history at degree level.
Module aims:
- To provide students with the core skills required to study history at degree level.
- To enable students to practise the historical skills of research, analysis, interpretation and presentation, using a variety of source material.
- To give students experience in the preparation and presentation of accurate, rational and well-researched oral and written reports.
- To enable students to practise and develop transferable skills by working on individual and group projects
Module content:
This module provides an overview of the principal developments in European history in a world context, c.1000-2000, with the analytical focus upon whether they might be considered as historical turning points within the broader chronological and geographical framework. This overview and analysis will be driven forward by a detailed examination of a selection of the following themes and issues: medieval papal power; monasticism; kingship in medieval Europe; the Black Death and medieval society; chivalry and late medieval warfare; the Renaissance and European society and culture; the Reformation and European politics, society and culture; n the constitutional and political history of seventeenth-century Europe; the Enlightenment; wars, revolutions and national unification during the nineteenth-century; nineteenth-century scientific and industrial history; colonialism and de-colonialisation in the nineteenth and twentieth centuries; and war, society and the balance of power in twentieth century Europe.
Module aims:
- To give a broad overview of the history of Europe in the wider world between c.1000 and c.2000.
- To examine important themes and critical episodes in the subject and to consider their long-term consequences.
- To provide historical context for modules taught at level 5 and 6.
- To enable students to practice the historical skills of analysis, interpretation and presentation, using a variety of source material.
- To promote informed use of the University Library and other information centres.
Module content:
Successful students of history must engage with history both in breadth and in depth. This module will enable students to study a selected theme of Modern History in detail, and will therefore complement the other core elements of the History programme at Level 4.
Themes offered will vary from year to year, but will normally embrace aspects of political, social, economic and cultural history. Examples include: The Rise of Multicultural Britain: Race, Immigration and National Identity, 1837 to the Present; The Past in the Present: An Introduction to Heritage; The American Century: The United States, 1898-2001; Spaces of Conflict: The First World War; Leisure, Sport and Society in Modern Britain.
Module aims:
- To explore a significant historical theme in depth
- To provide historical context for modules taught at Levels 5 and 6.
- To enable students to practice the historical skills of analysis, interpretation and presentation, using a variety of source material.
- To promote the informed use of the University Library and other information centres.
Module content:
Successful students of history must engage with history both in breadth and in depth. This module will enable students to study a selected theme of Medieval and Early Modern History in detail, and will therefore complement the other core elements of the History programme at Level 4.
Themes offered will vary from year to year, but will normally embrace aspects of political, social, economic and cultural history. Examples include: The Shaping of Britain; The Crusades, 1095-1204; Martyrs, Missionaries and Mystics: the Age of Reformations, c.1450-1650; Rebellion and Society in the Later Middle Ages; Reform and Resistance during the Reign of Henry VIII.
Module aims:
- To explore a significant historical theme in depth
- To provide historical context for modules taught at Levels 5 and 6.
- To enable students to practice the historical skills of analysis, interpretation and presentation, using a variety of source material.
- To promote the informed use of the University Library and other information centres.
In Year 2 (Level 5), you have the choice of various optional modules. You also have the option of undertaking an historical research project led by a member of staff to hone your research skills and transferrable skills.
Module content:
Students will develop and enhance their research skills by participating in a project that reflects the role of a research historian. The first part of the module involves an introduction to the skills and methods required to conduct historical research, with particular emphasis on locating research materials through bibliographical searches including the use the use of electronic resources, and identification of the location of repositories of primary source material in libraries, record offices and museum collections. After appropriate training, students will work in groups on a particular research project based on archival material and/or special library/museum collections, and may also have the opportunity to contribute to a project in partnership with local organisations. Students will present their research findings to include critical reflection on the learning experience and future application of transferable skills.
Module aims:
- To provide training in both generic and subject-specific research skills, familiarising students with a range of approaches to historical research.
- To gain experience of the use of a library, record office or museum collection for the purposes of research.
- To gain experience in applying research skills to a specific project.
Module content:
The 13th Amendment to the Constitution, ratified on December 6 1865, abolished slavery in the United States but, over a century later, African-Americans were still struggling to achieve full equality with whites. This module will examine some of the key issues in the struggle for black equality in the years between 1865 and 1977 including Reconstruction, the institutionalisation of segregation, the impact of both World Wars, the Civil Rights Movement and the Black Power movement. It will highlight the racial discrimination, segregation and violence that African-Americans have faced, explore the ways that black communities have challenged that racism through non-violent and violent resistance, and examine the changing image of African-Americans within American culture and society.
Module aims:
- To help students acquire a broad knowledge of the period studied, through the exploration of significant themes.
- To develop critical understanding of key issues through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
- To enable students to develop and enhance skills that are essential both within the study of history and in the wider world, including the importance of reflection and proficiency with digital technology.
Module content:
Module aims:
- To help students acquire a broad knowledge of the period studied, through the exploration of significant themes.
- To develop critical understanding of key issues through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
Module content:
Starting in the C16th and lasting under a hundred years, the period of the Witchcraze would be defined as that during which tens of thousands of persons, the majority women, were accused of the crime of diabolic witchcraft and many were put to death. Witch hunting began in Europe and was later exported overseas involving the slaughter of indigenous people in European colonies. Indeed, witch-hunting continues to this day in parts of Africa and Asia. Students on this module will be given the chance to examine the origins of the Witchcraze, as well as explore some of the methodological approaches historians have used to make sense of its key patterns. Students will also explore related phenomena, such as werewolves, which help us better understand the supernatural beliefs of the early modern period and explore the legacies of witch hunting in former European colonies. Students on the module will be given the opportunity to take part in field trip and workshop activities examining evidence for witch hunting in Chester.
Module aims:
- To help students acquire a broad knowledge of the subject through the exploration of significant approaches.
- To develop critical understanding of key approaches through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
Module content:
This module examines the political history of Europe from the mid-seventeenth century through to the end of the eighteenth century, exploring both key theories, events and developments within that field and period and also the historical and historiographical debates surrounding them. It assesses the concept, theories and histories of 'absolutism' and then, following examination of the Enlightenment and its impact, of 'enlightened absolutism' as models of early modern government. The analysis of both models is placed within the context of national and international politics of the period, ranging over the style of central government and of the various heads of state, domestic policies, foreign relations and warfare. Thus the module considers how the principal states of Europe were governed, how the methods, practices and objectives of governments changed and what pressures and aspirations may have caused those changes, as well as exploring the different views that historians have taken and the nature of the sometimes intensive historical debates which have arisen.
Module aims:
- To help students acquire a broad knowledge of the period studied, through the exploration of significant approaches.
- To develop critical understanding of key approaches through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
Module content:
This module encourages students to consider the ways in which History is employed in a range of professional contexts – schools, museums, and the media – and provides them with experience of applying History to those contexts. It introduces them to some policy and regulation frameworks governing the application of History in those contexts. This confronts crucial problems in the intersection between education, heritage, the media, and equality and diversity. It takes the students into those employment contexts – via the PGCE History in secondary schools, via the Grosvenor Museum, via Chester Cathedral, and via Chester Archives and Local Studies. Through its assessment, it asks students to rethink those policy and regulation frameworks, and produce professional History resources – teaching resources, exhibition designs, and media outputs.
Module aims:
This Module aims:
- To help students acquire a broad knowledge of history in a range of public contexts
- To develop critical understanding of some policy and regulatory frameworks for the employment of history in those public contexts
- To familiarise students with specialist techniques for the application of history in those public contexts
- To assess different approaches to the employment of history in public contexts and the reasoning behind them
Module content:
This Module challenges students to engage with the history of the Vikings as a local-global diaspora. The Module requires students to consider two recent approaches to the Vikings - the idea of the local-global and the idea of diaspora. The concept of the local-global recognises that local societies are responsible for generating global trends, and are in turn transformed by those global trends; it asks us to explore how that dynamic works. The concept of diaspora envisages the construction of identities as a process rooted in the movements of people, involving the projection of idealised homelands and the generation of new cultures through interactions, confrontations, and assimilations. These approaches will be considered as a way to help us understand Viking as a term referring, not to ethnicity, but to an occupation, and to help us embrace the sheer variety of people, activities, and outcomes associated with the Vikings.
The Module demands a cross-cultural and interdisciplinary approach to the study of Viking activity. For most of this period, the Vikings were written about by people from a range of other cultures - Arabic Islamic, or Greek and Latin Christian cultures. This means that we must consider Vikings through the eyes of others rather than from their own testimony. Equally, a lot of Viking activity is revealed through archaeology, material culture, and place-names. This means that we must also consider what we can learn about Viking activity from non-historical sources.
Module aims:
- To help students acquire a broad knowledge of the period studied, through the exploration of significant approaches.
- To develop critical understanding of key approaches through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
Module content:
This module will examine the 'age' of a major event that is considered by historians to have fundamentally transformed everyday life in the Middle Ages, The Black Death. However, the module will seek to challenge the primacy of the Black Death as an agent of economic, social and cultural change by asking students to consider the 'Commercial and Consumer Revolutions' of the period 1200-1500. Students will engage with and examine the historiography and historical categorisations surrounding these events. The module will encourage students to test these various historical models further by examining the evolution and structure of urban centres, merchants and mercantile practice, social interaction in urban centres and the evolution and innovation in projects and objects, sold, transacted and used to furnish homes and individuals. Through lectures and seminars students will test the historiographical models for the 'Age of the Black Death' through a range of primary source material, including, chronicles, merchant letters, medieval travel narratives, household inventories and surviving material objects.
Module aims:
- To help students acquire a broad knowledge of the period studied, through the exploration of significant approaches.
- To develop critical understanding of key approaches through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
Module content:
Cities are crowded, violent and dangerous. They're also vibrant centres of culture and learning. Cities are the wealthiest and most prosperous places on earth. They're also the poorest, most deprived and disease-ridden. This module examines the impact of rapid urban expansion, globalisation and pollution on the formation, shaping, and disintegration of civic communities from the nineteenth to twenty-first centuries. Employing a range of approaches to urban history, including gender, race and ethnicity, as well as innovative methods of historical analysis including sensory history, students will immerse themselves in the modern metropolis and find themselves exploring historical evidence on crime-ridden streets, in slums, cemeteries, asylums and hospitals, housing estates, zoos and shopping precincts.
Students will be asked to think about how where you live makes you who you are: is it possible to share characteristics with your surroundings? Sources examined will include newspapers, oral histories, film, and urban planning documents. Students will also be given the opportunity to go on a field trip to explore nearby urban environments.
Module aims:
- To help students acquire a broad knowledge of the period studied, through the exploration of significant approaches.
- To develop critical understanding of key approaches through studies in depth.
- To familiarise students with relevant primary and secondary sources and with their values and limitations.
- To assess different historical interpretations and the reasoning behind them.
- To develop core digital skills for the presentation, communication, analysis, and interpretation of this historical topic.
Module content:
Module aims:
- To train students in how to conduct original primary source research using archival, digital, and non-archival material.
- To enable students to develop skills associated with the analysis of a range of primary sources.
- To prepare students for specialist research and history and sources modules at Level 6.
- To support students in developing skills suitable for a wide range of careers.
Module content:
Part A:
Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:
- The multiple facets of Global citizenship
- Ethical engagement and practice
- Cross-cultural issues and sensitivity
- Intercultural communication
Theories, models and strategies of learning
- Theories and models Intercultural competence
- Theories and models of Integration and Multiculturalism
- Critical thinking skills and models of Reflection
- Experiential learning models
- Self-directed experiential learning
Personal and placement-related skills
- Enhanced independence
- Improved command of multicultural behaviour
- Increased knowledge and confidence in their individual facets of personal identity
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
- Team building and team work
Part B: Overseas
Students will engage in experiential learning activities overseas for at least 150 hours
Module aims:
The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:
- To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
- To enhance students understanding of the ethical issues related to living and working abroad.
- To increase students Global Citizenship skills
- To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.
To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.
Module content:
Preparation for the year abroad will take place in Chester during level 5 and will include:
- Cross-cultural issues and sensitivity
- Host-country orientation, study methods– economic, political and social reality of the country
- Orientation specific to exchange – health, education, gender issues
- The United Nations Sustainable Development Goals
- Practical matters relating to living and studying in the wider world
Theories, models and strategies of learning
- Critical thinking skills, experiential learning and models of reflection
Personal and placement-related transversal skills
- Effective self-motivation and independent resourcefulness
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
Whilst abroad:
Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.
Module aims:
- To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
- To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
- To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
- To further develop independent learning techniques.
- To foster critical evaluation.
Module content:
Pre-placement:
- Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
- Writing an effective CV. Constructing a letter of application.*
- Interview skills.*
*Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.
Induction Programme and Placement:
- The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
- Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
- Devising a strategy for integrating into the workplace and work based teams
- Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements.
During and post-placement: Learning effectively in and from the workplace:-
- Devising and implementing strategies to improve own approach and performance
- Critical analysis/evaluation of approach to skill development and performance in the workplace;
- Influencing the Placement Provider’s appraisal;
- Devising an action plan to develop gaps in transferable skills based on the placement experiences;
Module aims:
This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:
- Develop their understanding of workplace practice and lifelong learning;
- Enhance their work readiness and employability prospects through development of transferable skills;
- Take responsibility for their own learning and acquisition of workplace employability skills;
- Articulate, in writing, their employability skills.
In Year 3 (Level 6), you may have the opportunity to undertake original historical research, and research and write a dissertation on a subject of your choice that reflects the research of our lecturers.
Module content:
The module offers students the opportunity to engage in extensive independent study, with tutorial supervision, of an historical episode or topic chosen by the student, subject to tutor approval. Sources appropriate to the topic, to be decided via consultation with the supervisor must be used to a significant extent. The dissertation must reflect a thorough grounding in the secondary literature. The topic may relate to the student's Level 6 module choices, or be taken from another area of History by arrangement with the Dissertation supervisor.
Module aims:
- To enable students to engage in historical research and interpretation of a selected topic, through the scholarly use of primary sources.
- To enable students to develop to the full their capacity for tutor-supported independent study.
- To provide tutorial guidance in the practices, processes and methodology of independent research.
- To prepare students for masters level and postgraduate research and/or other kinds of research, and to increase their confidence in self-motivated and self-disciplined project work.
Module content:
(In)famously, 1066 is the date every schoolchild should know: William, duke of Normandy, defeated the last Anglo-Saxon king Harold at Hastings, transforming himself from duke to king and transforming the economic, social and political landscape of Britain. William’s complicated claim to the throne seems radically to have altered English kingship, producing new conventions governing succession and coronation, and the legal fiction that all land was dependent on the king. William’s victory tied together the fortunes of England and Normandy until the thirteenth century. Within 20 years, William had replaced almost all the Anglo-Saxon aristocracy with his own men and married a significant number to Anglo-Saxon women, producing a new Anglo-Norman aristocracy. Over the course of his reign, he replaced many of the Anglo-Saxon bishops with outsiders too. At the end of his reign these changes were cemented through the production of a unique survey of landholdings – the Domesday Book (1086-1088). Thanks largely to his conquest, the first castles were introduced to England, every English cathedral was rebuilt in a new Romanesque style, and most local parish churches were rebuilt in stone. The Norman Conquest, 1066-1154, will consider a series of historical problems at the heart of this period and that remain the subject of fierce debate. Why did William invade England and how did he consolidate his power and authority as King of England? What continuity or change was there in the organization of the kingdom of England? Did William and his men set in train a ‘feudal revolution’ in England? Did William’s transformation of kingship and land tenure destabilize England until 1154? To what extent did conquest contribute to the reform of the English Church? How did the introduction of outsiders change ethnic identities in England and how did this affect social and political identities across Britain?
Module aims:
- To help students gain depth of understanding of major issues within the period studied.
- To examine, through the study in depth of a short chronological period, the range of primary and secondary sources available to the historian of that period and to enhance skills in their interpretation.
- To explore the strengths and weaknesses of rival historical interpretations relating to the content of the module and to foster original and creative thinking where appropriate.
Module content:
The United States Supreme Court was described as "the least dangerous branch" of the federal government by Alexander Hamilton in Federalist 78. However, the acceptance of the Court's role as the ultimate arbiter of what is or is not constitutional (established in 1803 in the case of Marbury v Madison) has resulted in the Court wielding enormous power and influence within the American political system. As such, it has played a key role in virtually every key event in American history and in shaping modern America.
Using a thematic approach, this module will examine and discuss the development of modern America from a constitutional perspective. We will begin with an analysis of the intentions of the founding fathers when establishing the Constitutional system in order to provide the necessary framework for our discussion of subsequent issues and events in modern American history where the Supreme Court has played a key role. These will include the development of American capitalism, race relations (including African-Americans, Asian-Americans and Native Americans), women’s rights (including abortion), the history of crime and punishment (including the death penalty), foreign policy (including the War on Terror), issues of freedom (including freedom of speech and McCarthyism, religion and LGBTQ+ rights), gun control and the power of the president.
Thus, this module will encourage students to develop their historical and analytical skills through discussions of issues that are not only important in understanding modern American history but also are important and relevant to society today, particularly when it comes to themes of diversity and inclusivity. In this way, this module will build upon modules offered at Level 4 and Level 5 by utilising alternative and more challenging sources than those recommended at lower levels to consider key events from a fresh perspective. It will therefore offer progression both in terms of knowledge and skill development (historical and transferable) consistent with appropriate benchmark statements and professional demands.
Module aims:
- To help students gain depth of understanding of major issues within the period studied.
- To examine, through the study in depth of a short chronological period, the range of primary and secondary sources available to the historian of that period and to enhance skills in their interpretation.
- To explore the strengths and weaknesses of rival historical interpretations relating to the content of the module and to foster original and creative thinking where appropriate.
- To enable students to develop and enhance skills that are essential both within the study of history and the wider world.
Module content:
This module explores the way in which ideas about heresy and unbelief were used to disempower religious and ethnic minorities in Europe and the wider world during the Age of Contact. The module will explore themes of heresy as inversion, the construction of ‘the other’, the relationship between ideas of heresy and witchcraft, the function of the Inquisition (including the Spanish Inquisition), the prosecution of heresy as a tool of social control and the relationship between ideas of heresy and race. Students will also be encouraged to reflect on the role of religious ideas in defining historical communities, as well as their part in the history of exclusion, intolerance and religious persecution – themes which remain relevant today.
Students will examine inquisition, heresy, anti-Semitism and witchcraft in Europe, and will be given the opportunity to explore early European colonialism with particular reference to the New World and Asia. The module is interdisciplinary and students will be supported in the creative examination of non-traditional historical sources, both to challenge persistent historical narratives of the ‘Reformation World’, and as a way of including non-European perspectives. We will work with historical documents, of course, but also literary texts as well as visual and material culture.
Module aims:
- To help students gain a depth of understanding of major issues and trends within the history of religion and religious thought in the period studied.
- To examine, through the study in depth of a specific historical issue, the range of primary and secondary sources available to the historian of the pre-modern period and to enhance skills in their interpretation.
- To explore the strengths and weaknesses of rival historical interpretations relating to the content of the module and to foster original and creative thinking where appropriate.
Module content:
Module aims:
- To help students gain depth of understanding of major issues within the period studied.
- To examine, through the study in depth of a short chronological period, the range of primary and secondary sources available to the historian of this period and to enhance skills in their interpretation.
- To explore the strengths and weaknesses of rival historical interpretations relating to the content of the module and to foster original and creative thinking where appropriate.
Module content:
This module explores the destruction and remaking of the English landscape, and our relationship with the countryside from industrialisation to the modern age, reflecting major developments such as the Industrial Revolution and the Blitz and major figures and organisations, including Wordsworth, the National Trust and Extinction Rebellion. It examines both natural and built environments tracing key changes in how landscapes are used and viewed. It considers representations of landscape through art, film, and literature.
The module traces the development of preservation movements, alongside the growth of tourism and popular leisure activities, such as walking and hiking, and the struggle for increased access to the countryside, as well as the impact of conflict and climate change. It concludes by examining these historically significant issues in the present day; exploring current debates over landscape and heritage, the challenges faced by organisations such as the National Trust, and the question of whether one particular landscape can adequately represent contemporary national identity.
Whilst the module is structured chronologically, several key themes recur throughout: tradition and modernity; relations of country and city; tensions and division; class and generation. Although the landscape of North West England offers important examples and case studies, students will be encouraged to reflect on other regions and localities within - and even beyond - England.
Module aims:
- To help students gain depth of understanding of major issues within the period studied.
- To examine, through the study in depth of a specific chronological period, the range of primary and secondary sources available to the historian of that period and to enhance skills in their interpretation.
- To explore the strengths and weaknesses of rival historical interpretations relating to the content of the module and to foster original and creative thinking where appropriate.
- To develop core digital skills for the presentation, communication, analysis and interpretation of this historical topic.
Module content:
Working with primary sources is at the heart of the historical craft. Within this module students will enhance their analytical skills by closely, and critically, analysing a range of primary and secondary sources to explore a particular topic in depth. These sources may include oral testimony, religious polemic, scatological pamphlets, sermons, travellers accounts, letters, guild ordinances, court transcripts, memoirs, news footage, film, memorials or examples of material culture.
Specific topics offered will vary from year to year, but will normally embrace aspects of political, social, economic and cultural history. Examples of special subjects include, but are not limited to: Power, Ritual and the State; Heresy and Unbelief in an Age of Reform; Weimar Germany; The US Supreme Court and the Shaping of Modern America; Genocide in History and Memory; The Norman Conquest of England and Beauty and the Blitz: The Battle for the English Countryside.
Module aims:
- To deepen students' understanding of the period of history studied through analysis of primary and secondary source material.
- To examine, through the in depth study of a short chronological period, the range of primary and secondary sources available to the historian of those periods and to enhance skills in their interpretation.
- To explore the strengths and weaknesses of rival historical interpretations and to foster original and creative thinking where appropriate.