History MA

This module examines the role of the castle in medieval England/Britain. It explores possible definitions of what constitutes a castle, the origins of the castle in England/Britain and the role which castles played in military, political and social affairs, both in an urban and a rural context. It assesses the impact upon castles and castle buildings of military, political, social, economic and architectural factors and developments and examines why castles first rose but then fell in importance in the course of the Middle Ages. The demise of the castle in the period c.1500-c.1700, including their revived role in the conflicts of the mid seventeenth century, is also examined. The analysis focuses on national developments, with detailed coverage of England and Wales and more selective coverage of Scottish and Irish themes/features, but is supported by case studies, some of which are drawn from Cheshire, north-east Wales and the northern Marches. The module also allows for interpretations of the place of the castle in the wider history of the development of fortifications in British and wider European contexts to be considered.

1. To familiarise students with the range of documentary and other sources, texts and material available for the study of the castles in England/Britain from the late Anglo-Saxon period to c.1700.
2. To familiarise students with current scholarship on the history of castles in England/Britain from the late Anglo-Saxon period to c.1700.
3. To enable students to explore and critically to examine the nature, characteristics and interpretations of English/British castles, drawing upon relevant documentary, archaeological and architectural evidence to assess different interpretations and to reach valid conclusions.

This module examines the theory and history of western warfare from the Roman age through to the 21st century.  Within a chronological framework, the successive theoretical approaches to war on land and at sea are considered alongside an assessment of the historical development of how wars were fought.  Consideration of the key ideas of military and naval theorists and the historical concepts of warfare are located within the context of contemporary scholarly debate.

1. To familiarise students with the range of documentary and other sources, texts and material available for the study of the theory and history of western warfare.
2. To familiarise students with current scholarship on the theory and history of western warfare.
3. To enable students to explore and critically examine the nature and characteristics of the theory and history of western warfare.

Each student researches and writes a 16,000-word dissertation.  The topic and title is negotiated between the student and the supervising tutor; tutor approval of the topic and title is an essential requirement.  The research dissertation is based upon guided but largely independent research and upon substantial use of a range of primary source materials.  For the MA Archaeology and Heritage Practice, the dissertation will involve research into heritage practice, archaeological heritage and the archaeology of the contemporary past.  For the MA Archaeology of Death and Memory, the research dissertation will involve research into the cognate fields of mortuary archaeology,  archaeologies of memory and the archaeology of the body.  For the MA Archaeology and the MA History, the focus of the dissertation will be on an aspect of the past that relates to the Department’s specialisms. For the MA in Past Landscapes and Environments, students will complete a dissertation into an element of environmental, landscape or urban history / archaeology. Finally, the dissertation for the MA in War, Conflict and Society will involve research into an aspect of the social history of war and/or conflict.

• To enable students to pursue selected topics in depth via independent research.
• To familiarise students with the range of sources/texts/material available for the study of their selected dissertation topic.
• To enable students to explore and critically examine the nature and characteristics of their selected dissertation topic.

Each student researches and writes a 4000-word research essay.  The topic and title is negotiated between the student and the supervising tutor; tutor approval of the topic and title is an essential requirement.  The research essay is based upon guided, but largely independent, research and upon substantial use of a range of primary source materials.  

For the MA Archaeology & Heritage Practice, the research essay will involve research into heritage practice, archaeological heritage and the archaeology of the contemporary past. 

For the MA Archaeology of Death and Memory, the research essay will involve research into the cognate fields of mortuary archaeology, archaeologies of memory and the archaeology of the body.   

For the MA Archaeology and the MA History, the focus of the essay will be on an aspect of the past that relates to the Department’s specialisms. For the MA in Past Landscapes and Environments, students will complete a research essay into an element of environmental, landscape or urban history / archaeology.

Finally, the research essay for the MA in War, Conflict and Society will involve research into an aspect of the social history of war and/or conflict.

The module is intended as an alternative to HI7329 for those wishing to graduate with a PG diploma rather than the Master's degree.

• To enable students to pursue selected topics in depth via independent research.
• To familiarise students with the range of sources/texts/material available for the study of their selected research essay topic.
• To enable students to explore and critically examine the nature and characteristics of their selected research essay topic.

When Richard Nixon assumed the presidency on January 20, 1969, he promised to bring peace both to south-east Asia and in the United States.  The moon landing, six months later, seemed to epitomise American triumph and Exceptionalism.  However, events and developments over the next ten years suggested anything but triumph, as the United States suffered through scandal and humiliation both at home and abroad.  This module will examine the main events of the 1970s, including the end of the Vietnam War, the Watergate scandal, the oil crisis, the challenges of Soviet adventurism and the Iranian hostage crisis, as well as the development of the women’s movement and race relations, and ask whether it was really a decade of disaster for the United States.

This module aims to enable students: (a) to acquire an indepth knowlege of the United States during the 1970s; (b) to understand the way that the Vietnam syndrome affected foreign policy; (c) to explore the way in which the conservative backlash to the liberalism of the 1960s affected minority groups in the United States; (d) to examine the impact of the economy on foreign and domestic policy; (e) to understand how the events of the 1970s contributed to the growing trend towards Republicanism in American politics; (f) to discuss the main historiographical debates related to these topics

1. To familiarise students with the range of documentary and other sources, texts and material available for the study of United States during the 1970s. 

2. To familiarise students with current scholarship on developments and events in the United States during the 1970s.

3. To enable students to explore and critically examine the nature and characteristics of United States during the 1970s.

This module examines the skills and methodologies required for advanced historical research. Its overall aim and purpose is to prepare students for writing extended essays and dissertations. To this end, the first part of the module focuses on the structure and principles that underpin a good history dissertation. The second part examines how to use working bibliographies and to conduct a literature search. The third strand of the module delves into the practicalities of using major research libraries and institutions. Fourth, the module pays considerable attention to the values and limitations of different types of source material. These include national and local governmental records, newspapers, census returns, political biographies, maps, photographs and other illustrative material. Finally, at the end of the module, students will have an opportunity to present their project plans both orally and written form.

1. To familiarise students with the range of documentary and other sources, texts and material available for the study of the subject.
2. To familiarise students with the potential, uses and limitations of a range of primary sources and to enhance research skills involved in locating, evaluating and employing source material.
3. To enable students to explore and critically to examine primary sources, assessing their different applications and reaching valid conclusions, thus enhancing their skills in research, analysis and communication.

The overall aim of this module is to introduce students to key debates and developments that have shaped, and in many cases continue, to shape the writing of history. In this way, the module will provide a broad framework for understanding the evolution of the historical discipline in modern times. Consideration will be given to various historiographical issues which may include environmental and political history through to the use of gender and memory theories in the examination of the past. Weekly lectures will give a general overview of each debate, which will be then followed up by seminars. In these meetings, students will be able to discuss the lecture themes in relation to their own, ongoing research projects.

• To familiarise students with the range of documentary and other sources / texts/ materials available for the study of the subject.
• To familiarise students with current scholarship on the philosophy of the historical discipline.
• To enable students to explore and critically examine the nature and characteristics of modern histogriographical debates.

1. To examine a range of documentary and other sources, texts and material available for the study of deathscapes.
2. To explore current scholarship on sites of atrocity and spaces of remembrance.
3. To enable students to explore and critically examine deathscapes and how they are experienced in historical, and contemporary, societies.